Difference between revisions of "CS382:Unit-template"
Jump to navigation
Jump to search
| Line 1: | Line 1: | ||
| − | + | Respect all of the structure and labels when you adopt this template. | |
---- | ---- | ||
| − | == | + | = <The Unit's Name> = |
| − | Some prose. | + | == Overview == |
| + | Some prose describing the unit. | ||
== Background Reading for Teachers and TAs == | == Background Reading for Teachers and TAs == | ||
| − | * An item | + | * An item and synopsis. |
== Reading Assignments for Students == | == Reading Assignments for Students == | ||
| − | * An item | + | * An item and synopsis. |
== Lab == | == Lab == | ||
| − | Some prose. | + | Some prose describing the process, outcomes, etc. |
| + | |||
| + | ==== Bill of Materials ==== | ||
== Software == | == Software == | ||
Some prose. | Some prose. | ||
| + | |||
| + | == Evaluation == | ||
| + | ==== CRS Questions ==== | ||
| + | * A question. | ||
| + | |||
| + | ==== Quiz Questions ==== | ||
| + | * A question. | ||
| + | |||
| + | = <The Unit's Name> Metadata = | ||
| + | This section contains information about the goals of the unit and the approaches taken to meet them. | ||
| + | |||
| + | == Concepts and Techniques == | ||
| + | This is a placeholder for a list of items from the context page. | ||
== General Education Alignment == | == General Education Alignment == | ||
| Line 48: | Line 64: | ||
** 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. | *** Analysis of this unit's support or not for this item. | ||
| + | |||
| + | == Scaffolded Learning == | ||
| + | Some prose. | ||
| + | |||
| + | == Inquiry Based Learning == | ||
| + | Some prose. | ||
Revision as of 23:39, 26 February 2009
Respect all of the structure and labels when you adopt this template.
<The Unit's Name>
Overview
Some prose describing the unit.
Background Reading for Teachers and TAs
- An item and synopsis.
Reading Assignments for Students
- An item and synopsis.
Lab
Some prose describing the process, outcomes, etc.
Bill of Materials
Software
Some prose.
Evaluation
CRS Questions
- A question.
Quiz Questions
- A question.
<The Unit's Name> Metadata
This section contains information about the goals of the unit and the approaches taken to meet them.
Concepts and Techniques
This is a placeholder for a list of items from the context page.
General Education Alignment
- Analytical Reasoning Requirement
- Abstract Reasoning - From the [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.
- 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.
- 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.
- 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.
- Quantitative Reasoning - From the [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.
- Analysis of this unit's support or not for this item.
- Representing mathematical ideas symbolically, graphically, numerically and verbally.
- Analysis of this unit's support or not for this item.
- Using mathematical and statistical ideas to solve problems in a variety of contexts.
- 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.
- Analysis of this unit's support or not for this item.
- Understanding basic statistical ideas such as averages, variability and probability.
- Analysis of this unit's support or not for this item.
- Making estimates and checking the reasonableness of answers.
- Analysis of this unit's support or not for this item.
- Recognizing the limitations of mathematical and statistical methods.
- Analysis of this unit's support or not for this item.
- Using and interpreting formulas, graphs and tables.
- Abstract Reasoning - From the [Catalog Description] Courses qualifying for credit in Abstract Reasoning typically share these characteristics:
- Scientific Inquiry Requirement - From the [Catalog Description] Scientific inquiry:
- Develops students' understanding of the natural world.
- Analysis of this unit's support or not for this item.
- 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.
- 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.
- Develops students' understanding of the natural world.
Scaffolded Learning
Some prose.
Inquiry Based Learning
Some prose.
