CS382:Unit-template

From Earlham Cluster Department

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== General Education Alignment ==
== General Education Alignment ==
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* Analytical Reasoning Requirement  
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=== Analytical Reasoning Requirement ===
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** 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:''
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==== Abstract Reasoning ====
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*** They focus substantially on properties of classes of abstract models and operations that apply to them.
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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:''
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**** Analysis of this unit's support or not for this item.
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* ''They focus substantially on properties of classes of abstract models and operations that apply to them.''
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*** They provide experience in generalizing from specific instances to appropriate classes of abstract models.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''They provide experience in generalizing from specific instances to appropriate classes of abstract models.''
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*** 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.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''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.''
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** 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:''
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** Analysis of this unit's support or not for this item.
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*** Using and interpreting formulas, graphs and tables.
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**** Analysis of this unit's support or not for this item.
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==== Quantitative Reasoning ====
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*** Representing mathematical ideas symbolically, graphically, numerically and verbally.
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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:''
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**** Analysis of this unit's support or not for this item.
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* ''Using and interpreting formulas, graphs and tables.''
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*** Using mathematical and statistical ideas to solve problems in a variety of contexts.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''Representing mathematical ideas symbolically, graphically, numerically and verbally.''
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*** Using simple models such as linear dependence, exponential growth or decay, or normal distribution.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''Using mathematical and statistical ideas to solve problems in a variety of contexts.''
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*** Understanding basic statistical ideas such as averages, variability and probability.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''Using simple models such as linear dependence, exponential growth or decay, or normal distribution.''
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*** Making estimates and checking the reasonableness of answers.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''Understanding basic statistical ideas such as averages, variability and probability.''
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*** Recognizing the limitations of mathematical and statistical methods.
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** Analysis of this unit's support or not for this item.
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**** Analysis of this unit's support or not for this item.
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* ''Making estimates and checking the reasonableness of answers.''
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* Scientific Inquiry Requirement - From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
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** Analysis of this unit's support or not for this item.
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** Develops students' understanding of the natural world.
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* ''Recognizing the limitations of mathematical and statistical methods.''
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*** Analysis of this unit's support or not for this item.
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** Analysis of this unit's support or not for this item.
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** Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.
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*** Analysis of this unit's support or not for this item.
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=== Scientific Inquiry Requirement ===
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** Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
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From the [[http://www.earlham.edu/curriculumguide/academics/scientific.html Catalog Description]] ''Scientific inquiry:''
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*** Analysis of this unit's support or not for this item.
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* ''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.''
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** Analysis of this unit's support or not for this item.
== Scaffolded Learning ==
== Scaffolded Learning ==

Revision as of 14:38, 27 March 2009

Return to Insilico - Discrete Modeling Development

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


Contents

<The Unit's Name>

Overview

Some prose describing the unit.

Background Reading for Teachers and TAs

Reading Assignments for Students

Reference Material

Lecture Notes

Outline of the lectures designed to fit into 2 1:20 slots per week.

Lab

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

Process

Write-up

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

Quiz Questions

<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:

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:

Scientific Inquiry Requirement

From the [Catalog Description] Scientific inquiry:

Scaffolded Learning

Some prose.

Inquiry Based Learning

Some prose.

<The Unit's Name> Mechanics

To Do

Comments

Authorship

Your names, URLs, etc.

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