CS382:Unit-fermiproblems - Revision history

Kay: /* To Do */

2009-01-28T15:20:15Z

To Do

← Older revision		Revision as of 15:20, 28 January 2009
Line 38:		Line 38:
	* Sam has a high school teacher who has a list of many examples, he is going to get in contact with them.		* Sam has a high school teacher who has a list of many examples, he is going to get in contact with them.
	* Merge this with Charlie's foundations unit.		* Merge this with Charlie's foundations unit.
			* Think about and perhaps talk to Fitz/Brad about how much from Fire could be used to address this foundation unit

Kay: /* Comments */

2009-01-28T15:09:16Z

Comments

← Older revision		Revision as of 15:09, 28 January 2009
Line 31:		Line 31:
	Comments		Comments

	* Is this included in all of the other units, or also use this and then use these skills in lots of other places		* Is this included in all of the other units, or also use this and then use these skills in lots of other places?
			** We need to make sure that this - if it's a unit on its own - that it isn't a very boring first unit
	* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition		* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition

Kay: /* To Do */

2009-01-28T15:08:29Z

To Do

← Older revision		Revision as of 15:08, 28 January 2009
Line 35:		Line 35:

	== To Do ==		== To Do ==
	Sam has a high school teacher who has a list of many examples, he is going to get in contact with them.		* Sam has a high school teacher who has a list of many examples, he is going to get in contact with them.
			* Merge this with Charlie's foundations unit.

Kay at 15:06, 28 January 2009

2009-01-28T15:06:57Z

← Older revision		Revision as of 15:06, 28 January 2009
Line 33:		Line 33:
	* Is this included in all of the other units, or also use this and then use these skills in lots of other places		* Is this included in all of the other units, or also use this and then use these skills in lots of other places
	* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition		* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition

			== To Do ==
			Sam has a high school teacher who has a list of many examples, he is going to get in contact with them.

Kay: /* Materials needed */

2009-01-28T15:05:21Z

Materials needed

← Older revision		Revision as of 15:05, 28 January 2009
Line 21:		Line 21:
	* A quick example of scale such as [http://powersof10.com/ powers of 10]		* A quick example of scale such as [http://powersof10.com/ powers of 10]

			== Comments ==

	Pros		Pros

	* What makes a good model vs. what makes just a model		* What makes a good model vs. what makes just a model

	Cons		Cons
Line 30:		Line 31:
	Comments		Comments

	* Is this included in all of the other units, or also use this and then use these skills in lots of other places		* Is this included in all of the other units, or also use this and then use these skills in lots of other places
	* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition		* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition

Spwein06: /* Skill-set */

2009-01-28T14:46:01Z

Skill-set

← Older revision		Revision as of 14:46, 28 January 2009
Line 12:		Line 12:
	* Being able to make quick back of the napkin calculations		* Being able to make quick back of the napkin calculations
	* Understanding of what significant figures are and how to calculate them		* Understanding of what significant figures are and how to calculate them
			* Understanding the difference between accuracy and precision

	== Materials needed ==		== Materials needed ==

Spwein06: /* Skill-set */

2009-01-28T14:45:26Z

Skill-set

← Older revision		Revision as of 14:45, 28 January 2009
Line 11:		Line 11:
	* Learning how to show and defend the reasoning behind extrapolations		* Learning how to show and defend the reasoning behind extrapolations
	* Being able to make quick back of the napkin calculations		* Being able to make quick back of the napkin calculations
			* Understanding of what significant figures are and how to calculate them

	== Materials needed ==		== Materials needed ==

Spwein06: /* Materials needed */

2009-01-28T14:25:48Z

Materials needed

← Older revision		Revision as of 14:25, 28 January 2009
Line 18:		Line 18:
	* Worked through examples showing a complete model and demonstrating which information is necessary for a ballpark estimation and which is not.		* Worked through examples showing a complete model and demonstrating which information is necessary for a ballpark estimation and which is not.
	* Problem sets for the students to work through		* Problem sets for the students to work through
			* A quick example of scale such as [http://powersof10.com/ powers of 10]

Spwein06: New page: Fermiproblems - Use fermiproblems to encourage students to be comfortable making estimates and discovering ways to estimate with only limited data available. Worked examples are available ...

2009-01-28T14:22:19Z

New page: Fermiproblems - Use fermiproblems to encourage students to be comfortable making estimates and discovering ways to estimate with only limited data available. Worked examples are available ...

New page

Fermiproblems - Use fermiproblems to encourage students to be comfortable making estimates and discovering ways to estimate with only limited data available. Worked examples are available [http://iws.ccccd.edu/mbrooks/demos/fermi_questions.htm here]

* A list of Problems is available [http://www.physics.umd.edu/perg/fermi/fermi.htm here]

== Skill-set ==

* Using available sources to find information
* Quickly vetting sources
* Acquiring a feel for how to determine what factors are significant
* Learning how to make estimates where figures are not available
* Learning how to show and defend the reasoning behind extrapolations
* Being able to make quick back of the napkin calculations

== Materials needed ==

* Problems which are relevant to the models which the students will later be constructing in the class
* Worked through examples showing a complete model and demonstrating which information is necessary for a ballpark estimation and which is not.
* Problem sets for the students to work through

Pros

* What makes a good model vs. what makes just a model

Cons

Comments

* Is this included in all of the other units, or also use this and then use these skills in lots of other places
* Include talking about orders of magnitude, scale, significant figures, accuracy vs. precision, pattern recognition