CS382:Equation-outline

Respect all of the structure and labels when you adopt this template.

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<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

Lecture 1: Aerodynamics Forces - What they are and what they do

• Go into a brief review of the previous units, touch on concepts from the earlier topics, and explain how they relate to this unit, I.E. How modeling a rocket is different from modeling a bridge.
  • The relation to the previous units on the basis of the physical laws and forces. For example, the forces that relate modeling a bridge and a rocket flight; gravity, weather conditions (wind, rain, snow, hurricane..).. etc.
  • Connect same physics principal and try to smoothly fade from the physics of the

• Explain the basis of the science behind rocket modeling. Introduce them to basic 4 forces that affect an object flying through the air : drag, lift, thrust and gravity; and what's is their role in the whole unit concept.

• As the simulation applets are somewhat counter-intuitive and the abbreviations and acronyms are gibberish unless one is familiar with the subject already, I believe that it's especially important to explain what some of these variables mean, how they come into play, and just generally prepare the class to use the software associated with the lab.

Attached to the above explanation; briefly introduce Lab activity-and how it works.

Lecture 2: Newton's Laws of motion - How they Govern the movement of objects

• Introduce Newton's Laws of Motion which govern the movement of all objects on Earth and in space.
• Describe and demonstrate the effects of the three Laws of motion on moving objects.

• This will be review for some freshmen straight out of high school physics, and bewilderingly new for others. Juggling the level of interest and knowledge for even a small class may be difficult, not to mention a huge class. Go ahead and move past comments to the bottom!

I will try to be more clear; the talk would be about very specified on the flight of a rocket - which might be a case with level of specificity which not many have met before; meaning that we will go very specific; some stuff to note at, some obvious stuff; a bit deeper than general stuff they probably learned. Could be altered though.

• Introduce and use the vocabulary related to rocket flight. For instance, list these, define them, etc

Lecture 3: Introducing Model Rockets -How Rockets Are constructed: the effects of aerodynamics Forces

• Introduce students to the parts and functions of a model rocket Same thing, list these and describe them, etc etc
• Describe the phase of a model rocket flight and relate each phase to the aerodynamic forces at work.
• Introduce and use the vocabulary related to rocket flight. (new terms of course)

Lecture 4: The Laws of motion - Putting them together with model rockets

• Relate Laws of Motion to model rocket engines and to the flight sequence of a model rocket
• Finishing notes about model water rocket construction and its flight
• Note how important it is to build precise model and to be careful craftsman when constructing one of these models
• Introduce and use the vocabulary related to rocket flight. (final look at it)

Lab

Some prose giving an overview of the process, outcomes, etc.

Process

• What to do, step-by-step
• What to look for
• What to record

Write-up

• Required elements
• Visualization opportunities
• Optional elements
• Provide a template for the first couple of labs ala CS128?

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, Techniques and Tools

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.
  • 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.
• 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.

Scaffolded Learning

Some prose.

Inquiry Based Learning

Some prose.

<The Unit's Name> Mechanics

To Do

• A list of items maintained by the authors, Charlie, and the Reviewers.

Comments

• As you address comments in your unit move them to here with a note about how you fixed it.

Authorship

Your names, URLs, etc.