CS382:Equation-outline - Revision history

Yrosic08: /* Abstract Reasoning */

2009-04-10T10:44:07Z

Abstract Reasoning

← Older revision		Revision as of 10:44, 10 April 2009
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	** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''		** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''
	*They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	** None.Does not support it; it could but we have different focus.		** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''

	==== Quantitative Reasoning ====		==== Quantitative Reasoning ====

Yrosic08: /* General Education Alignment */

2009-04-10T10:41:58Z

General Education Alignment

← Older revision		Revision as of 10:41, 10 April 2009
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	** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''		** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''
	*They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	** ~~'''<font color=orange>~~ None.~~</font><!--~~Does not support it; it could but we have different focus.~~-->'''~~		** None.Does not support it; it could but we have different focus.

	==== Quantitative Reasoning ====		==== Quantitative Reasoning ====
	From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''

Yrosic08: /* General Education Alignment */

2009-04-10T10:40:06Z

General Education Alignment

Yrosic08 at 10:37, 10 April 2009

2009-04-10T10:37:49Z

← Older revision		Revision as of 10:37, 10 April 2009
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	== General Education Alignment ==		== General Education Alignment ==
	* Analytical Reasoning Requirement		=== Analytical Reasoning Requirement ===
	** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''		==== Abstract Reasoning ====
			From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		*** They focus substantially on properties of classes of abstract models and operations that apply to them.
	**** '''<font color=orange> None.</font><!--Does not apply; this unit is purely quantitative.-->'''		**** '''<font color=orange> None.</font><!--Does not apply; this unit is purely quantitative.-->'''
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	*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	**** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''		**** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''
	** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		==== Quantitative Reasoning ====
			From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''
	*** Using and interpreting formulas, graphs and tables.		*** Using and interpreting formulas, graphs and tables.
	**** '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''		**** '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''

Yrosic08: /* General Education Alignment */

2009-04-10T10:33:20Z

General Education Alignment

← Older revision		Revision as of 10:33, 10 April 2009
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	** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''		** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		*** They focus substantially on properties of classes of abstract models and operations that apply to them.
	**** '''<font color=orange> None.</font>Does not apply; this unit is purely quantitative.'''		**** '''<font color=orange> None.</font><!--Does not apply; this unit is purely quantitative.-->'''
	*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.		*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.
	**** '''<font color=orange> None.</font>Again it does not apply/support.'''		**** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''
	*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	**** '''<font color=orange> None.</font>Does not support it; it could but we have different focus.'''		**** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''
	** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''
	*** Using and interpreting formulas, graphs and tables.		*** Using and interpreting formulas, graphs and tables.

Yrosic08 at 10:30, 10 April 2009

2009-04-10T10:30:24Z

Yrosic08: /* Software */

2009-04-08T13:14:31Z

Software

← Older revision		Revision as of 13:14, 8 April 2009
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	With this software you can investigate how a rocket flies by changing the values of different design variables.		With this software you can investigate how a rocket flies by changing the values of different design variables.

			* Water Rocket Fun v.3.4.
			http://www.seeds2lrn.com/rocketSoftware.html

			The main page that we can focus on: contains downloadable software for a flight of water rocket: Called : Water Rocket Fun v.3.4

			** Descriptions at unit page

			==== Software description ====
			** RocketModeler II
	'''GENERAL INSTRUCTIONS		'''GENERAL INSTRUCTIONS
	* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper). </font>		* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper). </font>
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	Have fun! '''		Have fun! '''

	* ~~Water Rocket Fun v.3.4.~~		** Water Rocket Fun v.3.4
	~~http://www.seeds2lrn.com/rocketSoftware.html~~

	~~The main page that we can focus on: contains downloadable software for a flight of water rocket: Called :~~ Water Rocket Fun v.3.4

	This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.		This program can help students and rocketeers understand the physics of water rockets and how to optimize their water rocket launches to obtain the highest apogees. The interface is designed to be easy to use and understand. But don't be fooled by the program's simple layout, few if any of the other simulators you may find are as accurate. Under the hood this program is pretty sophisticated and thorough. The methodology includes both incompressible and compressible fluid mechanics along with a fair amount of thermodynamics and numerical methods to provide accurate water rocket apogee predictions. Very usable! Good stuff.

Mclauia: /* Software */

2009-04-06T14:28:31Z

Software

← Older revision		Revision as of 14:28, 6 April 2009
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	'''GENERAL INSTRUCTIONS		'''GENERAL INSTRUCTIONS
	* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper)</font>		* <font color=darkmagenta>Reformat to meet the template (this is confusing the scraper). </font>

	**<font color=green>In what way should I reformat it? What ways and parts are confusing? Remove headers or? Thanks</font>		**<font color=green>In what way should I reformat it? What ways and parts are confusing? Remove headers or? Thanks</font>
			**<font color=darkmagenta>See the [https://wiki.cs.earlham.edu/index.php/CS382:Software software scraper]. Notice how it's scraping off the entirety of the instruction section. (This is because "General Instructions" ("Process" in the template) is using a different header type. Follow the [https://wiki.cs.earlham.edu/index.php/CS382:Unit-template template]!)</font>

	If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.		If you see only a grey box at the top of this page, be sure that Java is enabled in your browser. If Java is enabled, and you are using the Windows XP operating system, you may need to get a newer version of Java. Go to this link: http://www.java.com/en/index.jsp, try the "Download It Now" button, and then select "Yes" when the download box from Sun pops up.

Yrosic08: /* General Education Alignment */

2009-04-05T20:37:11Z

General Education Alignment

← Older revision		Revision as of 20:37, 5 April 2009
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	**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''
	*** Making estimates and checking the reasonableness of answers.		*** Making estimates and checking the reasonableness of answers.
	**** Analysis of this unit's support or not for this item. "<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''		**** Analysis of this unit's support or not for this item. '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''
	*** Recognizing the limitations of mathematical and statistical methods.		*** Recognizing the limitations of mathematical and statistical methods.
	**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	** Develops students' understanding of the natural world.		** Develops students' understanding of the natural world.
	*** Analysis of this unit's support or not for this item. ''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''		*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''
	** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.		** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.
	*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''		*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''

Yrosic08: /* General Education Alignment */

2009-04-05T20:36:18Z

General Education Alignment

← Older revision		Revision as of 10:40, 10 April 2009
Line 416:		Line 416:
	==== Abstract Reasoning ====		==== Abstract Reasoning ====
	From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''		From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		* They focus substantially on properties of classes of abstract models and operations that apply to them.
	**** '''<font color=orange> None.</font><!--Does not apply; this unit is purely quantitative.-->'''		** '''<font color=orange> None.</font><!--Does not apply; this unit is purely quantitative.-->'''
	*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.		*They provide experience in generalizing from specific instances to appropriate classes of abstract models.
	**** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''		** '''<font color=orange> None.</font><!--Again it does not apply/support.-->'''
	*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	**** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''		** '''<font color=orange> None.</font><!--Does not support it; it could but we have different focus.-->'''
	==== Quantitative Reasoning ====		==== Quantitative Reasoning ====
	From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''
	*** Using and interpreting formulas, graphs and tables.		* Using and interpreting formulas, graphs and tables.
	**** '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''		** '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''
	*** Representing mathematical ideas symbolically, graphically, numerically and verbally.		* Representing mathematical ideas symbolically, graphically, numerically and verbally.
	**** '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''		** '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''
	*** Using mathematical and statistical ideas to solve problems in a variety of contexts.		* Using mathematical and statistical ideas to solve problems in a variety of contexts.
	**** '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''		** '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''
	*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.		* Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
	**** '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''		** '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''
	*** Understanding basic statistical ideas such as averages, variability and probability.		* Understanding basic statistical ideas such as averages, variability and probability.
	**** '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''		** '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''
	*** Making estimates and checking the reasonableness of answers.		* Making estimates and checking the reasonableness of answers.
	**** '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''		** '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''
	*** Recognizing the limitations of mathematical and statistical methods.		* Recognizing the limitations of mathematical and statistical methods.
	**** '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''		** '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		=== Scientific Inquiry Requirement ===
	** Develops students' understanding of the natural world.		From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	*** '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''		* Develops students' understanding of the natural world.
	*		** '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''
	*** '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''
	** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		** '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''
	*** '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''		* Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
			** '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''

	== Scaffolded Learning ==		== Scaffolded Learning ==

← Older revision		Revision as of 10:30, 10 April 2009
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	** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''		** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		*** They focus substantially on properties of classes of abstract models and operations that apply to them.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> None.</font>Does not apply; this unit is purely quantitative.'''		**** '''<font color=orange> None.</font>Does not apply; this unit is purely quantitative.'''
	*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.		*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> None.</font>Again it does not apply/support.'''		**** '''<font color=orange> None.</font>Again it does not apply/support.'''
	*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> None.</font>Does not support it; it could but we have different focus.'''		**** '''<font color=orange> None.</font>Does not support it; it could but we have different focus.'''
	** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''
	*** Using and interpreting formulas, graphs and tables.		*** Using and interpreting formulas, graphs and tables.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''		**** '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''
	*** Representing mathematical ideas symbolically, graphically, numerically and verbally.		*** Representing mathematical ideas symbolically, graphically, numerically and verbally.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''		**** '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''
	*** Using mathematical and statistical ideas to solve problems in a variety of contexts.		*** Using mathematical and statistical ideas to solve problems in a variety of contexts.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''		**** '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''
	*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.		*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''		**** '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''
	*** Understanding basic statistical ideas such as averages, variability and probability.		*** Understanding basic statistical ideas such as averages, variability and probability.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''		**** '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''
	*** Making estimates and checking the reasonableness of answers.		*** Making estimates and checking the reasonableness of answers.
	**** ~~Analysis of this unit's support or not for this item.~~ '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''		**** '''"<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''
	*** Recognizing the limitations of mathematical and statistical methods.		*** Recognizing the limitations of mathematical and statistical methods.
	**** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''		**** '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	** Develops students' understanding of the natural world.		** Develops students' understanding of the natural world.
	*** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''		*** '''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''
	** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.		** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.
	*** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''		*** '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''
	** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
	*** ~~Analysis of this unit's support or not for this item.~~ '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''		*** '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''

	== Scaffolded Learning ==		== Scaffolded Learning ==

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	** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''		** Abstract Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		*** They focus substantially on properties of classes of abstract models and operations that apply to them.
	**** Analysis of this unit's support or not for this item. '''Does not apply; this unit is purely quantitative.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Does not apply; this unit is purely quantitative.'''
	*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.		*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.
	**** Analysis of this unit's support or not for this item. '''Again it does not apply/support.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Again it does not apply/support.'''
	*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.		*** They provide experience in solving concrete problems by a process of abstraction and manipulation at the abstract level. Typically this experience is provided by word problems which require students to formalize real-world problems in abstract terms, to solve them with techniques that apply at that abstract level, and to convert the solutions back into concrete results.
	**** Analysis of this unit's support or not for this item. '''Does not support it; it could but we have different focus.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> None.</font>Does not support it; it could but we have different focus.'''
	** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''		** Quantitative Reasoning - From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''General Education courses in Quantitative Reasoning foster students' abilities to generate, interpret and evaluate quantitative information. In particular, Quantitative Reasoning courses help students develop abilities in such areas as:''
	*** Using and interpreting formulas, graphs and tables.		*** Using and interpreting formulas, graphs and tables.
	**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and certainly tables.'''
	*** Representing mathematical ideas symbolically, graphically, numerically and verbally.		*** Representing mathematical ideas symbolically, graphically, numerically and verbally.
	**** Analysis of this unit's support or not for this item. '''It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete</font>It does support this it; as I described above- the unit requires and will develop math, and science skills so it will also include certain number of formulas, graphs and tables which will also have their symbolical, graphical and numerical representations.'''
	*** Using mathematical and statistical ideas to solve problems in a variety of contexts.		*** Using mathematical and statistical ideas to solve problems in a variety of contexts.
	**** Analysis of this unit's support or not for this item. '''Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Partially.</font>Still not sure how big will variety be but what is sure that math and statistical ideas will be used to solve problems.'''
	*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.		*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
	**** Analysis of this unit's support or not for this item. '''Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Partially.</font>Probably we will meet linear dependence in this unit; following the graphs of the various bottle pressure bottles, etc.'''
	*** Understanding basic statistical ideas such as averages, variability and probability.		*** Understanding basic statistical ideas such as averages, variability and probability.
	**** Analysis of this unit's support or not for this item. '''It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>It will certainly contain all the above mentioned ideas cause we are talking about predicting events, simulating models and analyzing predicted events. '''
	*** Making estimates and checking the reasonableness of answers.		*** Making estimates and checking the reasonableness of answers.
	**** Analysis of this unit's support or not for this item. "Yes, estimation and confirmation are important part of the unit.'''		**** Analysis of this unit's support or not for this item. "<font color=orange> Complete.</font>Yes, estimation and confirmation are important part of the unit.'''
	*** Recognizing the limitations of mathematical and statistical methods.		*** Recognizing the limitations of mathematical and statistical methods.
	**** Analysis of this unit's support or not for this item. '''Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''		**** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>Even if numbers of paper have power to predict and evaluate something; real life experiment can always show more than numbers.'''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	** Develops students' understanding of the natural world.		** Develops students' understanding of the natural world.
	*** Analysis of this unit's support or not for this item. '''The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''		*** Analysis of this unit's support or not for this item. ''<font color=orange> Complete.</font>'The students are making a model which is going to resist gravity, but also be affected by natural happenings like air drag, and possible weather features. '''
	** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.		** Strengthens students' knowledge of the scientific way of knowing � the use of systematic observation and experimentation to develop theories and test hypotheses.
	*** Analysis of this unit's support or not for this item. '''The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''		*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The students will have chance to pre-use computer simulators and software which are going to possibly give them ideas to develop their own ideas about the model and predictions of occurrences throughout the lab.'''
	** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
	*** Analysis of this unit's support or not for this item. '''The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''		*** Analysis of this unit's support or not for this item. '''<font color=orange> Complete.</font>The lab will be the main medium of experiencing the real model evolving; and cause of that will be collection of data and students analysis of ones. '''

	== Scaffolded Learning ==		== Scaffolded Learning ==