CS382:Unit-foundation-templated - Revision history

Spwein06: /* Scaffolded Learning */

2009-05-06T20:22:06Z

Scaffolded Learning

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	== Scaffolded Learning ==		== Scaffolded Learning ==
	The lab presents a chance for scaffolded learning. Students are given a series of estimates that they have to make, each one building on the techniques developed for the previous one. Students get to use their calculations to build a large model.		The lab presents a chance for scaffolded learning. Students are given a series of estimates that they have to make, each one building on the techniques developed for the previous one. Students get to use their calculations to build a large model and to verify previously made measurements.

	== Inquiry Based Learning ==		== Inquiry Based Learning ==

Spwein06 at 20:20, 6 May 2009

2009-05-06T20:20:14Z

Show changes

Spwein06: /* Comments */

2009-05-06T20:09:35Z

Comments

← Older revision		Revision as of 20:09, 6 May 2009
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	* This is a lot of discussion, which is good on one hand but the TAs leading the lab may not be up to this kind of interaction. Talk with Charlie and see what he thinks about this.</font>		* This is a lot of discussion, which is good on one hand but the TAs leading the lab may not be up to this kind of interaction. Talk with Charlie and see what he thinks about this.</font>
	* Lab has been changed to be more clear on requirements. The discussion will now be more within groups.		* Lab has been changed to be more clear on requirements. The discussion will now be more within groups.
			<references/>
			{{Reflist}}

Spwein06: /* Comments */

2009-05-06T20:09:14Z

Comments

← Older revision		Revision as of 20:09, 6 May 2009
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	* This is a lot of discussion, which is good on one hand but the TAs leading the lab may not be up to this kind of interaction. Talk with Charlie and see what he thinks about this.</font>		* This is a lot of discussion, which is good on one hand but the TAs leading the lab may not be up to this kind of interaction. Talk with Charlie and see what he thinks about this.</font>
	* Lab has been changed to be more clear on requirements. The discussion will now be more within groups.		* Lab has been changed to be more clear on requirements. The discussion will now be more within groups.
	~~<references/>~~
	~~{{Reflist}}~~

Spwein06: /* To Do */

2009-05-01T14:21:53Z

To Do

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	= To Do =		= To Do =
	* Add to the lab component (or lecture?) figuring-out if the ton of freight so many miles on a gallon of fuel bit is accurate.		<ref name=may1>* Add to the lab component (or lecture?) figuring-out if the ton of freight so many miles on a gallon of fuel bit is accurate. Done</ref>
	* Consider adding a sibling of Denning's article on computation across the disciplines to the reading and lecture component. It's a theme of the class in some sense.		* Consider adding a sibling of Denning's article on computation across the disciplines to the reading and lecture component. It's a theme of the class in some sense.
	* We had thought editing Wikipedia article could help them with verifying facts and vetting information, and also learn to use wiki. Obviously at end of the semester they wouldn't need to learn to use the wiki, but could they tie together the bits by finding an article that covers something in Wikipedia that we covered in class and improve it. Consider this idea.		* We had thought editing Wikipedia article could help them with verifying facts and vetting information, and also learn to use wiki. Obviously at end of the semester they wouldn't need to learn to use the wiki, but could they tie together the bits by finding an article that covers something in Wikipedia that we covered in class and improve it. Consider this idea.

Spwein06: /* Inquiry Based Learning */

2009-04-08T15:22:21Z

Inquiry Based Learning

← Older revision		Revision as of 15:22, 8 April 2009
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	== Inquiry Based Learning ==		== Inquiry Based Learning ==
	Estimation of Jelly-beans and area of the heart involves students and promotes collaboration.		Estimation of Jelly-beans and area of the heart involves students and promotes collaboration. This lets students make decisions on how to count and find the best way to do so. The extra credit of the lab extends the learning to have the students search for data.
	* <font color="blue">How is this inquiry specifically, though?</font>		<ref name="inquiry"><font color="blue">How is this inquiry specifically, though?</font> Addressed above</ref>
	* <font color="blue">If there's anything you want included in this new version from the old one, make sure you copy it over!</font>		<ref name="old"><font color="blue">If there's anything you want included in this new version from the old one, make sure you copy it over!</font> done </ref>

	[[CS382:Unit-foundation\| link to old version]]		[[CS382:Unit-foundation\| link to old version]]

Spwein06: /* Lab */

2009-04-08T15:20:25Z

Lab

Spwein06: /* Lecture 1 */

2009-04-08T15:14:52Z

Lecture 1

← Older revision		Revision as of 15:14, 8 April 2009
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	** Show the poster from springwood lake water data.		** Show the poster from springwood lake water data.
	[[Image:Goldstar.png\|right\|thumb\|Nice work!]]		[[Image:Goldstar.png\|right\|thumb\|Nice work!]]
	* <font color="blue">You do an excellent job talking about everything behind modeling, but it's missing something (or somethings) in the lecture to draw it all together about what models are fundamentally.</font>		*<ref name="lecture0"> <font color="blue">You do an excellent job talking about everything behind modeling, but it's missing something (or somethings) in the lecture to draw it all together about what models are fundamentally.</font> I have added an Introduction to modeling to the lecture which addresses these concerns.</ref>
	* What data do you get?		* What data do you get?
	** Modellers need to have an intuitive understanding of what is significant		** Modellers need to have an intuitive understanding of what is significant

Spwein06: /* Background Reading for Teachers and TAs */

2009-04-08T15:13:53Z

Background Reading for Teachers and TAs

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	== Background Reading for Teachers and TAs ==		== Background Reading for Teachers and TAs ==
	* <font color="blue">Need synopses for these!</font>		* <ref name="synopses1"><font color="blue">Need synopses for these!</font> I think this provides the basics, if not tell me. </ref>
	* [http://iws.ccccd.edu/mbrooks/demos/fermi_questions.htm A worked through fermi-problem]		* [http://iws.ccccd.edu/mbrooks/demos/fermi_questions.htm A worked through fermi-problem]
	** Shows the teachers and ta's the basics of fermi-questions and how to solve them.		** Shows the teachers and ta's the basics of fermi-questions and how to solve them.
	* ~~<s>[http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001OR Edward Tufte, Sparklines Theory and Practice]</s>~~ <ref name="tufte"> <font color="blue">This is very interesting, and I think Charlie recommended it IIRC, but I'm not sure how it's fitting into this unit (where down below this point in the wiki page is this applicable?).</font> Valid Comment, removed.</ref>		* <ref name="tufte"> <font color="blue">This is very interesting, and I think Charlie recommended it IIRC, but I'm not sure how it's fitting into this unit (where down below this point in the wiki page is this applicable?).</font> Valid Comment, removed.</ref>

	== Reading Assignments for Students ==		== Reading Assignments for Students ==

Spwein06: /* Foundations of Modelling */

2009-04-08T15:12:49Z

Foundations of Modelling

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	= Foundations of Modelling =		= Foundations of Modelling =
	<font color="blue">This has gotten some great revisioning since the last draft! Way to go, keep it up!</font>		<ref name="thanks"><font color="blue">This has gotten some great revisioning since the last draft! Way to go, keep it up!</font> thanks. </ref>
	== Overview ==		== Overview ==
	This unit covers all of the basic skills needed to create and vet models.		This unit covers all of the basic skills needed to create and vet models.

← Older revision		Revision as of 15:20, 8 April 2009
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	== Lab ==		== Lab ==
	[[Image:Goldstar.png\|right\|thumb\|Nice work!]]		[[Image:Goldstar.png\|right\|thumb\|Nice work!]]
	<font color="blue">This is very well done. Good job breaking down the steps. The only question I would have, and this may be more for discussion in class than for you, is whether this will take enough time to do.</font>		<ref name="yes"><font color="blue">This is very well done. Good job breaking down the steps. The only question I would have, and this may be more for discussion in class than for you, is whether this will take enough time to do.</font> I think so. It tracks well with the length of labs that I have been in. </ref>
	In this lab we will get some experience in estimating a variety of scales of objects. The goal is to help you acquire a sense of how to make intelligent estimates by scaling up from easily countable numbers. By being able to take measurements from a small scale and extrapolate them you will be equipped to create simple static models using either your own measurements or someone else's.		In this lab we will get some experience in estimating a variety of scales of objects. The goal is to help you acquire a sense of how to make intelligent estimates by scaling up from easily countable numbers. By being able to take measurements from a small scale and extrapolate them you will be equipped to create simple static models using either your own measurements or someone else's.

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	* Take 10 minutes to try to find a more accurate way of doing a measurement. (we have provided scales, empty jars, extra jellybeans, and a tape measure)		* Take 10 minutes to try to find a more accurate way of doing a measurement. (we have provided scales, empty jars, extra jellybeans, and a tape measure)
	* Record the measurements that you took and what they yielded.		* Record the measurements that you took and what they yielded.
	* <font color="blue">It would be cool if we knew the exact number and could do comparisons of people's answers. Maybe you could even throw something in about their multiple ways of measuring and precision and accuracy.</font>		* <ref name="tas"><font color="blue">It would be cool if we knew the exact number and could do comparisons of people's answers. Maybe you could even throw something in about their multiple ways of measuring and precision and accuracy.</font> Counting is a good idea, probably something for the TA's. As for discussion of precision vs accuracy it will be discussed in class, I will consider adding a note for the person running the lab. </ref>
	* There is a jar of sand. Adapt the measuring techniques that you used for the jellybeans to count the number of grains of sand. Take 20 minutes measuring and recording (possibly have the internet available to look up mass of a grain of sand)		* There is a jar of sand. Adapt the measuring techniques that you used for the jellybeans to count the number of grains of sand. Take 20 minutes measuring and recording (possibly have the internet available to look up mass of a grain of sand)
	* Go to the hallway on the second floor of Dennis, estimate the number of floor tiles.		* Go to the hallway on the second floor of Dennis, estimate the number of floor tiles.
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	* Discuss how you could measure the number of grains of sand on a beach using the techniques that you have developed		* Discuss how you could measure the number of grains of sand on a beach using the techniques that you have developed
	* Extra credit: Find measurements of a beach and calculate the number of grains of sand on it.		* Extra credit: Find measurements of a beach and calculate the number of grains of sand on it.
	** <font color="blue">I like the extra optional item, but it might help to be a little more specific. Ie, how big is a beach? What counts as a beach?</font>		** <ref name="beach"><font color="blue">I like the extra optional item, but it might help to be a little more specific. Ie, how big is a beach? What counts as a beach?</font> I am not sure if we have any beaches on campus, I think the questions of how big a beach is and what counts as a beach should be answered by the students</ref>

	==== Software ====		==== Software ====
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	Extra jars of the same size: $2.00		Extra jars of the same size: $2.00

	Jar of sand: Free?		Jar of sand: Free

	Scales: Free <font color="blue">Does physics have scales (you would know better than me ;)</font>		Scales: Free <ref name="scales"><font color="blue">Does physics have scales (you would know better than me ;)</font> yes</ref>

	Measuring tape: free <font color="blue">Also does physics have this?</font>		Measuring tape: free <ref name="tape"><font color="blue">Also does physics have this?</font> yes </ref>

	== Evaluation ==		== Evaluation ==