Difference between revisions of "CS382:Chaos templated"
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(New page: = Chaos Model= == Overview == == Background Reading for Teachers and TAs == == Reading Assignments for Students == ==== For lecture 1 ==== ==== For lecture 2 ==== == Reference Materia...) |
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| Line 1: | Line 1: | ||
| − | = | + | Respect all of the structure and labels when you adopt this template. |
| + | |||
| + | ---- | ||
| + | = <The Unit's Name> = | ||
== Overview == | == Overview == | ||
| + | Some prose describing the unit. | ||
== Background Reading for Teachers and TAs == | == Background Reading for Teachers and TAs == | ||
| + | * An item and synopsis. | ||
== Reading Assignments for Students == | == Reading Assignments for Students == | ||
| − | + | * An item and synopsis. | |
| − | |||
| − | |||
== Reference Material == | == Reference Material == | ||
| + | * An item and synopsis. | ||
== Lecture Notes == | == Lecture Notes == | ||
| − | + | Outline of the lectures designed to fit into 2 1:20 slots per week. | |
| − | |||
| − | |||
== Lab == | == Lab == | ||
| − | + | Some prose describing the process, outcomes, etc. | |
==== Software ==== | ==== Software ==== | ||
| − | + | What title, version, supported platforms, license, etc. | |
==== Bill of Materials ==== | ==== Bill of Materials ==== | ||
| − | + | A list of all the required stuff with quantities and cost estimates. | |
== Evaluation == | == Evaluation == | ||
| − | |||
==== CRS Questions ==== | ==== CRS Questions ==== | ||
| + | * A question. | ||
==== Quiz Questions ==== | ==== 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. | ||
== Scheduling == | == Scheduling == | ||
| − | + | A note about early, late or doesn't matter, dependencies. | |
== Concepts and Techniques == | == Concepts and Techniques == | ||
| − | + | This is a placeholder for a list of items from the context page. | |
== General Education Alignment == | == General Education Alignment == | ||
| − | + | * 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:'' | ||
| + | *** 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. | ||
| + | ** 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. | ||
| + | **** 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. | ||
| + | * Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html 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. | ||
== Scaffolded Learning == | == Scaffolded Learning == | ||
| + | Some prose. | ||
== Inquiry Based Learning == | == Inquiry Based Learning == | ||
| + | Some prose. | ||
| − | [ | + | [https://wiki.cs.earlham.edu/index.php/CS382:Chaos link to old version] |
Revision as of 20:03, 8 March 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.
Reference Material
- An item and synopsis.
Lecture Notes
Outline of the lectures designed to fit into 2 1:20 slots per week.
Lab
Some prose describing the process, outcomes, etc.
Software
What title, version, supported platforms, license, etc.
Bill of Materials
A list of all the required stuff with quantities and cost estimates.
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.
Scheduling
A note about early, late or doesn't matter, dependencies.
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.
