CS382:Unit-template - Revision history

Charliep: /* Software */

2009-04-22T14:16:48Z

Software

← Older revision		Revision as of 14:16, 22 April 2009
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	==== Software ====		==== Software ====
	What title, version, supported platforms, license, etc.		What title, version, supported platforms, license, install vs run standalone, etc.

	==== Bill of Materials ====		==== Bill of Materials ====

Charliep: /* Abstract Reasoning */

2009-04-01T14:43:52Z

Abstract Reasoning

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	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.''
	** Analysis of this unit's support or not for this item.		** Complete. Analysis of this unit's support or not for this item.
	* ''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.		** Partial. Analysis of this unit's support or not for this item.
	* ''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.		** None. Analysis of this unit's support or not for this item.

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

Charliep: /* Lab Feedback */

2009-03-30T14:53:35Z

Lab Feedback

← Older revision		Revision as of 14:53, 30 March 2009
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	** Is it too easy? Too hard?		** Is it too easy? Too hard?
	** Is what to look for, collect, and analyze clearly delineated?		** Is what to look for, collect, and analyze clearly delineated?
			** Can you easily see what the purpose of the lab is and what you learned from it?

	== Archived Feedback ==		== Archived Feedback ==

Charliep: /* Lab Feedback */

2009-03-30T14:52:25Z

Lab Feedback

← Older revision		Revision as of 14:52, 30 March 2009
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	== Lab Feedback ==		== Lab Feedback ==
	* Feedback specific to the lab component. Either in-line notes or a link to a separate page.		* Feedback specific to the lab component. Either in-line notes or a link to a separate page.
			* Some thoughts about what to look for:
			** How long did it take?
			** How appropriate is it to the material in the unit?
			** Are the instructions complete or did you have to fill-in gaps.
			** Is it too easy? Too hard?
			** Is what to look for, collect, and analyze clearly delineated?

	== Archived Feedback ==		== Archived Feedback ==

Charliep: /* Lab Feedback */

2009-03-30T14:48:50Z

Lab Feedback

← Older revision		Revision as of 14:48, 30 March 2009
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	== Lab Feedback ==		== Lab Feedback ==
	* Feedback specific to the lab component.		* Feedback specific to the lab component. Either in-line notes or a link to a separate page.

	== Archived Feedback ==		== Archived Feedback ==

Charliep: /* Mechanics */

2009-03-30T14:48:22Z

Mechanics

← Older revision		Revision as of 14:48, 30 March 2009
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	= <The Unit's Name> Mechanics =		= <The Unit's Name> Mechanics =
	== ~~To Do~~ ==		== General Feedback ==
	* A list of items maintained by the authors, Charlie, and the Reviewers.		* A list of items maintained by the authors, Charlie, and the Reviewers.

			== Lab Feedback ==
			* Feedback specific to the lab component.

	== Archived Feedback ==		== Archived Feedback ==

Charliep: /* Comments */

2009-03-30T14:46:51Z

Comments

← Older revision		Revision as of 14:46, 30 March 2009
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	* A list of items maintained by the authors, Charlie, and the Reviewers.		* A list of items maintained by the authors, Charlie, and the Reviewers.

	== ~~Comments~~ ==		== Archived Feedback ==
	* As you address comments in your unit move them to here with a note about how you fixed it.		* As you address comments in your unit move them to here with a note about how you fixed it.

	= Authorship =		= Authorship =
	Your names, URLs, etc.		Your names, URLs, etc.

Fitz: /* General Education Alignment */

2009-03-27T14:38:46Z

General Education Alignment

← Older revision		Revision as of 14:38, 27 March 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 ====
	*** They focus substantially on properties of classes of abstract models and operations that apply to them.		From the [[http://www.earlham.edu/curriculumguide/academics/analytical.html Catalog Description]] ''Courses qualifying for credit in Abstract Reasoning typically share these characteristics:''
	**** Analysis of this unit's support or not for this item.		* ''They focus substantially on properties of classes of abstract models and operations that apply to them.''
	*** 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.
	**** Analysis of this unit's support or not for this item.		* ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.''
	*** 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.
	**** Analysis of this unit's support or not for this item.		* ''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.''
	** 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:''		** Analysis of this unit's support or not for this item.
	*** Using and interpreting formulas, graphs and tables.
	**** Analysis of this unit's support or not for this item.		==== Quantitative Reasoning ====
	*** Representing mathematical ideas symbolically, graphically, numerically and verbally.		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:''
	**** Analysis of this unit's support or not for this item.		* ''Using and interpreting formulas, graphs and tables.''
	*** Using mathematical and statistical ideas to solve problems in a variety of contexts.		** Analysis of this unit's support or not for this item.
	**** Analysis of this unit's support or not for this item.		* ''Representing mathematical ideas symbolically, graphically, numerically and verbally.''
	*** 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.
	**** Analysis of this unit's support or not for this item.		* ''Using mathematical and statistical ideas to solve problems in a variety of contexts.''
	*** Understanding basic statistical ideas such as averages, variability and probability.		** Analysis of this unit's support or not for this item.
	**** Analysis of this unit's support or not for this item.		* ''Using simple models such as linear dependence, exponential growth or decay, or normal distribution.''
	*** Making estimates and checking the reasonableness of answers.		** Analysis of this unit's support or not for this item.
	**** Analysis of this unit's support or not for this item.		* ''Understanding basic statistical ideas such as averages, variability and probability.''
	*** Recognizing the limitations of mathematical and statistical methods.		** Analysis of this unit's support or not for this item.
	**** Analysis of this unit's support or not for this item.		* ''Making estimates and checking the reasonableness of answers.''
	* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''		** Analysis of this unit's support or not for this item.
	** Develops students' understanding of the natural world.		* ''Recognizing the limitations of mathematical and statistical methods.''
	*** Analysis of this unit's support or not for this item.		** Analysis of this unit's support or not for this item.
	**
	*** Analysis of this unit's support or not for this item.		=== Scientific Inquiry Requirement ===
	** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.		From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
	*** Analysis of this unit's support or not for this item.		* ''Develops students' understanding of the natural world.''
			** Analysis of this unit's support or not for this item.
			* ''''
			** Analysis of this unit's support or not for this item.
			* ''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.

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

Charliep: /* Comments */

2009-03-25T14:14:59Z

Comments

← Older revision		Revision as of 14:14, 25 March 2009
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	== Comments ==		== Comments ==
			* As you address comments in your unit move them to here with a note about how you fixed it.

	= Authorship =		= Authorship =
	Your names, URLs, etc.		Your names, URLs, etc.

Charliep at 11:03, 23 March 2009

2009-03-23T11:03:19Z

← Older revision		Revision as of 11:03, 23 March 2009
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	* Visualization opportunities		* Visualization opportunities
	* Optional elements		* Optional elements
			* Provide a template for the first couple of labs ala CS128?

	==== Software ====		==== Software ====
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	== Comments ==		== Comments ==

			= Authorship =
			Your names, URLs, etc.