CS382:Unit-foundation - Revision history

Spwein06 at 21:37, 5 March 2009

2009-03-05T21:37:57Z

← Older revision		Revision as of 21:37, 5 March 2009
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			[[Unit-foundation-templated]]

	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]		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]

Kay: /* To Do */

2009-03-02T15:33:33Z

To Do

← Older revision		Revision as of 15:33, 2 March 2009
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	* Think about fractals, shoreline measurements, telecommunications patterns		* Think about fractals, shoreline measurements, telecommunications patterns
	* Train industry estimates that it moves 1 ton for 423 miles with 1 gallon of fuel - see if this is tractable for the estimating stuff part		* Train industry estimates that it moves 1 ton for 423 miles with 1 gallon of fuel - see if this is tractable for the estimating stuff part
			* Incorporate Nate's introductory materials

Kay: /* To Do */

2009-02-25T15:17:40Z

To Do

← Older revision		Revision as of 15:17, 25 February 2009
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	* 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.
	* Think about and perhaps talk to Fitz/Brad about how much from Fire could be used to address this foundation unit		* Think about and perhaps talk to Fitz/Brad about how much from Fire could be used to address this foundation unit
			* Think about fractals, shoreline measurements, telecommunications patterns
			* Train industry estimates that it moves 1 ton for 423 miles with 1 gallon of fuel - see if this is tractable for the estimating stuff part

Spwein06 at 14:42, 25 February 2009

2009-02-25T14:42:06Z

← Older revision		Revision as of 14:42, 25 February 2009
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	== Comments ==		== Comments ==

	=== ~~Gen-ed Applicability =~~==		* <font color=slategray> Seems solid.</font>
	* ~~Develops students~~' ~~understanding~~ of the ~~natural~~ world.
	** ~~Not~~ the ~~strongest~~ in this ~~unit~~. ~~We are still focusing on~~ the ~~framework~~ for ~~doing~~ the ~~actual~~ understanding of the natural world.		== General Education Alignment ==
			* Analytical Reasoning Requirement
	** One of the major take-away points of this unit is how to develop a scientific knowledge of a situation.		** 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:''
	** In order to test hypotheses students need to build models and apply them to the real world		*** They focus substantially on properties of classes of abstract models and operations that apply to them.
	** Well established in this unit		**** Solid support
	* Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.
	** The second major point in the above lecture notes is how do we collect data		**** Solid Support, we dedicate an entire lecture to this
	*** Collecting data is divided into first-hand experience and using other people's data (theoretical analysis)		*** 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.
	** Well established in this unit.		**** Kinda what the whole unit is about
			** 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.
			**** The discussion of vetting materials strongly supports this objective
			*** Representing mathematical ideas symbolically, graphically, numerically and verbally.
			**** Tufte. Strong coverage of this
			*** Using mathematical and statistical ideas to solve problems in a variety of contexts.
			**** Our discussion of how to use data covers this
			*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
			**** Strong support
			*** Understanding basic statistical ideas such as averages, variability and probability.
			**** Strong support
			*** Making estimates and checking the reasonableness of answers.
			**** Vetting data covers this
			*** Recognizing the limitations of mathematical and statistical methods.
			**** Analysis of this unit's support or not for this item.
			* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
			** Develops students' understanding of the natural world.
			*** We lay the framework for understanding the world through models.
			*
			*** One of the major take-away points of this unit is how to develop a scientific knowledge of a situation.
			*** In order to test hypotheses students need to build models and apply them to the real world
			*** Well established in this unit
			** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
			*** The second major point in the above lecture notes is how do we collect data
			**** Collecting data is divided into first-hand experience and using other people's data (theoretical analysis)
			*** Well established in this unit.


	* <font color=slategray> Seems solid.</font>
	=== Other comments ===		=== Other comments ===
	Pros		Pros

Charliep at 13:27, 25 February 2009

2009-02-25T13:27:18Z

← Older revision		Revision as of 13:27, 25 February 2009
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	== Materials needed ==		== Materials needed ==

	* Problems which are relevant to the models which the students will later be constructing in the class		* Problems which are relevant to the models which the students will later be constructing in the class
	<font color=slategray>		** <font color=slategray> Decide on a list of some problems to choose from in a later draft, when the other units are solidified and we know exactly what we're doing. </font>
	** Decide on a list of some problems to choose from in a later draft, when the other units are solidified and we know exactly what we're doing</font>		* 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.~~</font>~~		** <font color=slategray>
	<font color=slategray>		Will this be the piano tuners? ...adapted versions of the above list of problems from University of Maryland for Earlham?</font>
	** Will this be the piano tuners? ...adapted versions of the above list of problems from University of Maryland for Earlham?</font>
	* 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]		* A quick example of scale such as [http://powersof10.com/ powers of 10]
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	Lectures are ideally divided into 3, What data to get, Where to get the data, and What to do with the data. However since the 3rd part is shorter than the other two it is feasible to divide into two lectures after discussing that making all your own data is hard. <font color=slategray> If this is going to be a one week unit with 1:20 classes, then the 2-lecture structure will be necessary. Depends on how the final structure ends up, of course, so just hang onto this for now</font>		Lectures are ideally divided into 3, What data to get, Where to get the data, and What to do with the data. However since the 3rd part is shorter than the other two it is feasible to divide into two lectures after discussing that making all your own data is hard. <font color=slategray> If this is going to be a one week unit with 1:20 classes, then the 2-lecture structure will be necessary. Depends on how the final structure ends up, of course, so just hang onto this for now</font>

	<font color=slategray>		* <font color=slategray> Needs some kind of intro hook! Lest the course start out too "dull" for wavery freshmen</font>
	* Needs some kind of intro hook! Lest the course start out too "dull" for wavery freshmen</font>
	=== How to build a model ===		=== How to build a model ===
	<font color=slategray>		* <font color=slategray> (this was supposed to be the overall theme, right?)</font>
	* (this was supposed to be the overall theme, right?)</font>
	* What data do you get?		* What data do you get?
	** Establishing a feeling for what is significant		** Establishing a feeling for what is significant
	*** Bring in a jar of Jelly beans. Ask students to guess how many there are. Ask for which measurements are necessary to get a good guess.		*** Bring in a jar of Jelly beans. Ask students to guess how many there are. Ask for which measurements are necessary to get a good guess.
	<font color=slategray>		*** <font color=slategray> There will need to be a good way to do this (maybe using the clickers or division into groups), or this will descend into noisy chaos, especially as the course scales upward in size</font>
	~~***~~ There will need to be a good way to do this (maybe using the clickers or division into groups), or this will descend into noisy chaos, especially as the course scales upward in size</font>
	*** Ask a big question... IE what is the area of the Heart. Brainstorm. (This provides a theoretical background to the measuring lab. <font color=slategray> Same as above</font>		*** Ask a big question... IE what is the area of the Heart. Brainstorm. (This provides a theoretical background to the measuring lab. <font color=slategray> Same as above</font>
	** Establish a feeling for what is too detailed		** Establish a feeling for what is too detailed
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	*** Ask how many piano tuners there are in Chicago		*** Ask how many piano tuners there are in Chicago
	**** Work through the fermiproblem		**** Work through the fermiproblem
	<font color=slategray>		**** <font color=slategray> For a later draft, more detail</font>
	~~****~~ For a later draft, more detail</font>
	** But do we trust other people's data?		** But do we trust other people's data?
	*** Discuss the notion of vetting sources		*** Discuss the notion of vetting sources
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	** Split up into groups of 2-3.		** Split up into groups of 2-3.
	** Give each group a page which we have identified as needing work and being at least incidentally relevant to the course.		** Give each group a page which we have identified as needing work and being at least incidentally relevant to the course.
	<font color=slategray>		** <font color=slategray> Might prove annoying or excessively time-consuming to come up with 20-30 separate pages that need editing and are relevant, as the course scales in size</font>
	** Might prove annoying or excessively time-consuming to come up with 20-30 separate pages that need editing and are relevant, as the course scales in size</font>
	** Provide a [http://en.wikipedia.org/wiki/Wikipedia_tutorial tutorial] of how to edit wiki's		** Provide a [http://en.wikipedia.org/wiki/Wikipedia_tutorial tutorial] of how to edit wiki's
	** Make sure that members of the group switch out who does the editing and who does the research.		** Make sure that members of the group switch out who does the editing and who does the research.

	<font color=slategray>		* <font color=slategray> I'm a little concerned that this, as an initial lab, is a little too unstructured, a little vague (also hard to come up with a good evaluation method for this assignment, since each is going to be different); it's very easy within this kind of assignment for the students to just screw around (of course we can just give them a bad grade, but that isn't teaching). I'm not exactly sure what would be a good modification, but it is something to keep in mind.</font>
	* I'm a little concerned that this, as an initial lab, is a little too unstructured, a little vague (also hard to come up with a good evaluation method for this assignment, since each is going to be different); it's very easy within this kind of assignment for the students to just screw around (of course we can just give them a bad grade, but that isn't teaching). I'm not exactly sure what would be a good modification, but it is something to keep in mind.</font>

	== Background Reading ==		== Background Reading ==
	<font color=slategray>		* <font color=slategray> Needs a brief synopsis of what these readings are and how they tie into the lecture/unit
	* Needs a brief synopsis of what these readings are and how they tie into the lecture/unit
	* For whom are these readings? Teacher? Student? Extra reference?</font>		* For whom are these readings? Teacher? Student? Extra reference?</font>
	[http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001OR Edward Tufte, Sparklines Theory and Practice]		[http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001OR Edward Tufte, Sparklines Theory and Practice]
	<font color=slategray>		* <font color=slategray> For instance, will this be referenced in the lecture? This seems to be more about effective ways of presenting data once you have it and have made something with it.</font>
	* For instance, will this be referenced in the lecture? This seems to be more about effective ways of presenting data once you have it and have made something with it.</font>
	Shiflet Chapter 1		Shiflet Chapter 1

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	D) 5 measurements of a meter stick which measure the length as 80cm, 95cm, 50cm, 130cm, 200cm.		D) 5 measurements of a meter stick which measure the length as 80cm, 95cm, 50cm, 130cm, 200cm.

	<font color=slategray>		* <font color=slategray> Cool. This is perfect.</font>
	* Cool. This is perfect.</font>

	Which of the following is likely to have the least impact on a model of a ball dropping:		Which of the following is likely to have the least impact on a model of a ball dropping:
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	D) Whether or not the ball is attached to a parachute		D) Whether or not the ball is attached to a parachute

	<font color=slategray>		* <font color=slategray> Also good.</font>
	* Also good.</font>

	Which of the following websites best represents a reliable source for scientific research?		Which of the following websites best represents a reliable source for scientific research?
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	D) ebay.com		D) ebay.com

	<font color=slategray>		* <font color=slategray> This one almost seems a bit too easy / facetious... it doesn't really help solidify knowledge of vetting sources. What about significant figures or orders of magnitude?</font>
	* This one almost seems a bit too easy / facetious... it doesn't really help solidify knowledge of vetting sources. What about significant figures or orders of magnitude?</font>

	== Comments ==		== Comments ==
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	** Well established in this unit.		** Well established in this unit.

	<font color=slategray>		* <font color=slategray> Seems solid.</font>
	* Seems solid.</font>
	=== Other comments ===		=== Other comments ===
	Pros		Pros

Charliep at 13:21, 25 February 2009

2009-02-25T13:21:17Z

← Older revision		Revision as of 13:21, 25 February 2009
Line 26:		Line 26:
	<font color=slategray>		<font color=slategray>
	** Decide on a list of some problems to choose from in a later draft, when the other units are solidified and we know exactly what we're doing</font>		** Decide on a list of some problems to choose from in a later draft, when the other units are solidified and we know exactly what we're doing</font>
	* 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.</font>
	<font color=slategray>		<font color=slategray>
	** Will this be the piano tuners? ...adapted versions of the above list of problems from University of Maryland for Earlham?</font>		** Will this be the piano tuners? ...adapted versions of the above list of problems from University of Maryland for Earlham?</font>

Mclauia: reviewer

2009-02-25T06:32:24Z

reviewer

← Older revision		Revision as of 06:32, 25 February 2009
Line 24:		Line 24:

	* Problems which are relevant to the models which the students will later be constructing in the class		* Problems which are relevant to the models which the students will later be constructing in the class
			<font color=slategray>
			** Decide on a list of some problems to choose from in a later draft, when the other units are solidified and we know exactly what we're doing</font>
	* 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.
			<font color=slategray>
			** Will this be the piano tuners? ...adapted versions of the above list of problems from University of Maryland for Earlham?</font>
	* 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]		* A quick example of scale such as [http://powersof10.com/ powers of 10]

	== Lecture Outline ==		== Lecture Outline ==
	Lectures are ideally divided into 3, What data to get, Where to get the data, and What to do with the data. However since the 3rd part is shorter than the other two it is feasible to divide into two lectures after discussing that making all your own data is hard.		Lectures are ideally divided into 3, What data to get, Where to get the data, and What to do with the data. However since the 3rd part is shorter than the other two it is feasible to divide into two lectures after discussing that making all your own data is hard. <font color=slategray> If this is going to be a one week unit with 1:20 classes, then the 2-lecture structure will be necessary. Depends on how the final structure ends up, of course, so just hang onto this for now</font>
	How to build a model
			<font color=slategray>
			* Needs some kind of intro hook! Lest the course start out too "dull" for wavery freshmen</font>
			=== How to build a model ===
			<font color=slategray>
			* (this was supposed to be the overall theme, right?)</font>
	* What data do you get?		* What data do you get?
	** Establishing a feeling for what is significant		** Establishing a feeling for what is significant
	*** Bring in a jar of Jelly beans. Ask students to guess how many there are. Ask for which measurements are necessary to get a good guess.		*** Bring in a jar of Jelly beans. Ask students to guess how many there are. Ask for which measurements are necessary to get a good guess.
	*** Ask a big question... IE what is the area of the Heart. Brainstorm. (This provides a theoretical background to the measuring lab.		<font color=slategray>
			*** There will need to be a good way to do this (maybe using the clickers or division into groups), or this will descend into noisy chaos, especially as the course scales upward in size</font>
			*** Ask a big question... IE what is the area of the Heart. Brainstorm. (This provides a theoretical background to the measuring lab. <font color=slategray> Same as above</font>
	** Establish a feeling for what is too detailed		** Establish a feeling for what is too detailed
	*** Explain what the difference is between a back of the napkin calculation and an exhaustive one		*** Explain what the difference is between a back of the napkin calculation and an exhaustive one
Line 47:		Line 58:
	*** Ask how many piano tuners there are in Chicago		*** Ask how many piano tuners there are in Chicago
	**** Work through the fermiproblem		**** Work through the fermiproblem
			<font color=slategray>
			**** For a later draft, more detail</font>
	** But do we trust other people's data?		** But do we trust other people's data?
	*** Discuss the notion of vetting sources		*** Discuss the notion of vetting sources
Line 63:		Line 76:
	** Split up into groups of 2-3.		** Split up into groups of 2-3.
	** Give each group a page which we have identified as needing work and being at least incidentally relevant to the course.		** Give each group a page which we have identified as needing work and being at least incidentally relevant to the course.
			<font color=slategray>
			** Might prove annoying or excessively time-consuming to come up with 20-30 separate pages that need editing and are relevant, as the course scales in size</font>
	** Provide a [http://en.wikipedia.org/wiki/Wikipedia_tutorial tutorial] of how to edit wiki's		** Provide a [http://en.wikipedia.org/wiki/Wikipedia_tutorial tutorial] of how to edit wiki's
	** Make sure that members of the group switch out who does the editing and who does the research.		** Make sure that members of the group switch out who does the editing and who does the research.

			<font color=slategray>
			* I'm a little concerned that this, as an initial lab, is a little too unstructured, a little vague (also hard to come up with a good evaluation method for this assignment, since each is going to be different); it's very easy within this kind of assignment for the students to just screw around (of course we can just give them a bad grade, but that isn't teaching). I'm not exactly sure what would be a good modification, but it is something to keep in mind.</font>

	== Background Reading ==		== Background Reading ==
			<font color=slategray>
			* Needs a brief synopsis of what these readings are and how they tie into the lecture/unit
			* For whom are these readings? Teacher? Student? Extra reference?</font>
	[http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001OR Edward Tufte, Sparklines Theory and Practice]		[http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001OR Edward Tufte, Sparklines Theory and Practice]
			<font color=slategray>
			* For instance, will this be referenced in the lecture? This seems to be more about effective ways of presenting data once you have it and have made something with it.</font>
	Shiflet Chapter 1		Shiflet Chapter 1

Line 84:		Line 106:
	D) 5 measurements of a meter stick which measure the length as 80cm, 95cm, 50cm, 130cm, 200cm.		D) 5 measurements of a meter stick which measure the length as 80cm, 95cm, 50cm, 130cm, 200cm.

			<font color=slategray>
			* Cool. This is perfect.</font>

	Which of the following is likely to have the least impact on a model of a ball dropping:		Which of the following is likely to have the least impact on a model of a ball dropping:
Line 95:		Line 119:
	D) Whether or not the ball is attached to a parachute		D) Whether or not the ball is attached to a parachute

			<font color=slategray>
			* Also good.</font>

	Which of the following websites best represents a reliable source for scientific research?		Which of the following websites best represents a reliable source for scientific research?
Line 105:		Line 131:

	D) ebay.com		D) ebay.com

			<font color=slategray>
			* This one almost seems a bit too easy / facetious... it doesn't really help solidify knowledge of vetting sources. What about significant figures or orders of magnitude?</font>

	== Comments ==		== Comments ==
Line 119:		Line 148:
	*** Collecting data is divided into first-hand experience and using other people's data (theoretical analysis)		*** Collecting data is divided into first-hand experience and using other people's data (theoretical analysis)
	** Well established in this unit.		** Well established in this unit.

			<font color=slategray>
			* Seems solid.</font>
	=== Other comments ===		=== Other comments ===
	Pros		Pros

Spwein06 at 14:49, 23 February 2009

2009-02-23T14:49:12Z

@@ Line 7: / Line 7: @@
 Preferably followed by static modeling
 == Skill-set ==
@@ Line 106: / Line 108: @@
 == Comments ==
 Pros

Spwein06: /* Classroom Response */

2009-02-23T14:36:06Z

Classroom Response

← Older revision		Revision as of 14:36, 23 February 2009
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	D) Whether or not the ball is attached to a parachute		D) Whether or not the ball is attached to a parachute


	Which of the following websites best represents a reliable source for scientific research?		Which of the following websites best represents a reliable source for scientific research?

Spwein06 at 14:35, 23 February 2009

2009-02-23T14:35:31Z

@@ Line 54: / Line 54: @@
 ** Show how to bring data together
 *** Revisit the worked fermi-problem
 == Lab Work ==
@@ Line 69: / Line 70: @@
 [http://en.wikipedia.org/wiki/Wikipedia_tutorial how to] edit mediawiki.
 == Comments ==