text:
UTPA STEM/CBI Courses/Animal Parasitology/Parasite Distribution

Course Title: BIOL 4407 Animal Parasitology

Lecture Topic: Parasite distributions

Instructor: Brian Fredensborg

Institution: UTPA Department of Biology

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand how parasites are distributed in host populations
 * Understand how parasite distribution affects the transmission of parasites in time and space
 * Understand how to use the knowledge of parasite distribution to fight infectious disease in developing countries

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the factors affecting the production of infective stages
 * Understand the factors affecting the transmission of infective stages to hosts

 * Difficulties- Students may have difficulty:
 * Understanding the concept of mathematical distributions

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * The control of infectious disease
 * The use of parasites as bio indicators

Model of Knowledge

 * Concept Map
 * Parasitism
 * Utilization of hosts by parasites
 * How parasites travel from host to host
 * How can parasites increase the chance of transmission?

 * Content Priorities
 * Enduring Understanding
 * Life cycle biology
 * Transmission ecology

 * Important to Do and Know
 * How morphology is connected to transmission

 * Worth Being Familiar with
 * How culture may affect transmission
 * Economics and infectious disease

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Questions directed at students during class time
 * Quizzes during class
 * Homework (individual)
 * Solving exercises handed out in class
 * Lab report on lab experiments
 * Summative Assessment
 * Exams (essay)
 * Lab report

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Understand how parasites are distributed in host populations
 * Understand how parasite distribution affects the transmission of parasites in time and space
 * Understand how to use the knowledge of parasite distribution to fight infectious disease in developing countries

THE CHALLENGE

Design cost-effective ways to control the spread of infectious disease GENERATE IDEAS

 * Give lecture on biology of schistosomes
 * Read articles describing disease transmission
 * Group discussions

MULTIPLE PERSPECTIVES

Case study presentations

RESEARCH & REVISE

 * Lecture on parasite distribution
 * Lab experiments on physical factors and transmission success of infective stages

TEST YOUR METTLE

 * Student presentations on selected readings with peer and instructor review
 * Class discussion of laboratory results prior to report writing

GO PUBLIC

 * Exam
 * Submission of project report

Pre-Lesson Quiz

 * 1) Define symbiosis
 * 2) Give examples of different types of symbiosis.
 * 3) What is fitness?
 * 4) How can a parasite affect the fitness of a host?
 * 5) What do parasites use their hosts for?
 * 6) If there is no immune response, how would the number of parasites be related to host age?
 * 7) Which hosts are most important to the transmission of parasites?
 * 8) How does temperature affect metabolism?
 * 9) How do you think temperature would affect parasites?
 * 10) How do you think temperature would affect hosts?

Test Your Mettle Quiz

 * 1) Given that all environmental factors and the target host density is constant, what is the most important determinant of parasite transmission?
 * 2) Name at least three mechanisms in which temperature affects parasite transmission.
 * 3) Give a definition of a complex life cycle.
 * 4) Give an example of a parasite with a complex life cycle.
 * 5) What defines an aggregated distribution?
 * 6) Which factors cause an aggregated distribution?
 * 7) How can knowledge about parasite distributions be used in the control of infectious disease?
 * 8) How may global climate change affect the transmission of infectious disease in the tropics?
 * 9) How may global climate change affect the transmission of infectious disease in the temperate zone?


text:
UTPA STEM/CBI Courses/Manufacturing Processes/t-statistics

Course Title: Manufacturing Processes Lab

Lecture Topic: Using t-statistics in MS-Excel to find the significant independent variables in an experiment

Instructor: Dr. Rajiv Nambiar

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * use t-statistics in MS-Excel to find the significant independent variables in an experiment

 * Sub Objectives- The objectives will require that students be able to:
 * place the data in MS-Excel so that it can be analyzed by the regression function
 * explain the meaning of the regression output

 * Difficulties- Students may have difficulty:
 * understanding that there is only one dependent variable in the analysis
 * knowing that the x-columns must be adjacent to each other
 * understanding that it is important to have a label for each column
 * understanding that if the t-statistic is large, it is liklely that the indepedent variable affects the dependent variable
 * understanding that the magnitude of the coeffiecient is not important
 * understanding that a positive t-statistic means a positive corelation and a negative t-statistic means a negative corelation

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Finding if age, height, weight, gender, or other variables effect GPA

Model of Knowledge

 * Concept Map
 * Understanding understanding the concept of a dependent and independent variable
 * Understanding regression involves only one dependent variable but several independent variables
 * Understanding that each independent variable must have at least two values
 * Understanding that the set of independent variables must be linearly independent
 * Understanding that if the t-statistic is less than 2, there is probably no relationship between the independent and dependent variables

 * Content Priorities
 * Enduring Understanding
 * t-statistics can be used to find if an independent variable can be used to control a dependent variable
 * Important to Do and Know
 * use MS-Excel to conduct a regression analysis
 * Worth Being Familiar with
 * regression analysis

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * In class questions about sample data
 * Homework (individual)
 * Homework to do regression analysis with generated data
 * Summative Assessment
 * Report with analysis of the data given to the student

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * use t-statistics in MS-Excel to find the significant independent variables in an experiment
 * place the data in MS-Excel so that it can be analyzed by the regression function
 * explain the meaning of the regression output

THE CHALLENGE

A cavemen is placed in a vehicle that is running on autopilot. The cavemen gets to see a bunch of knobs that can be turned, a few switches and a dial that displays the speed. The challenge for the caveman is to find out which knobs control the speed. As it turns out, one of the knobs is accelerator, another is the brake, another is the radio volume, another is the air conditioning fan, and another is unconnected to any thing.

GENERATE IDEAS

 * 1) He can change one knob position forward, and observe what happens, then bring it back to its initial position. He then changes the next, and repeats the process for all five knobs.
 * 2) He can change more than one knob at a time, but each to a different level. He will keep changing the one he increases the most so he can identify which of these knobs has a higher effect using a graphical method.
 * 3) He can change more than one at a time, but according to a preset plan and then analyze the results statistically, so he can come to the correct conclusion with the minimum number of tries.

MULTIPLE PERSPECTIVES

The students will discuss the advantages of using graphical techniques versus statistical techniques.

RESEARCH & REVISE

The students will be given generated test data to check the method they have used.

TEST YOUR METTLE

The students will be given test data that contains confounding effects of two variables, where a graphical method might show the effects better than the statistical method. GO PUBLIC

The students will use the t-statistics to analyze their lab experiment data and write a report on this.

Pre-Lesson Quiz

 * 1) What is an independent variable?
 * 2) What is a dependent variable?
 * 3) Is the x-axis on a graph usually the independent variable or dependent variable?
 * 4) When A is plotted versus B, which is the x-axis variable?
 * 5) In a linear regression graph, with the equation y = m x + c, what is c?
 * 6) In a linear regression graph, with the equation y = m x + c, what is m?
 * 7) In a linear regression graph, with the equation y = m x + c, if m zero, what does it mean?
 * 8) What does it mean when the standard deviation is large?
 * 9) What does it mean when the standard deviation is small?
 * 10) What is meant by a normalized Gaussian distribution?

Test Your Mettle Quiz

 * 1) In a linear regression graph, with the equation y = m x + c, if m is large, what does it mean?
 * 2) In a regression an analysis, how many dependent variables are you allowed?
 * 3) In a regression an analysis, how many independent variables are you allowed?
 * 4) If you are doing a statistical analysis, and there are two independent variable, can you vary both at the same time?
 * 5) When doing an Excel regression analysis of can you include the header of the column in the data?
 * 6) If you include the header in the data for the dependent variable, should you use the header in the dependent variable also?
 * 7) If you have two independent variables, in an Excel regression analysis, and one of the dependent variables is in Column A, what must column B contain, the independant variable or the dependant variable?
 * 8) What does it mean when the t-statistic for an independent variable is large?
 * 9) What does it mean when the t-statistic for an independent variable is small and the coefficient is large?
 * 10) What does it mean when the t-statistic for an independent variable is large and the coefficient is small?

Khleeutpa 22:41, 20 November 2009 (UTC)Excellent

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text:
UTPA STEM/CBI Courses/Environmental Chemistry 1

Course Title: Environmental Chemistry

Lecture Topic: From Corn to Ethanol

Instructor: Tom Whelan

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Evaluate if corn to ethanol conversion is energetically favorable.
 * Use and understand a bomb calorimeter.

 * Sub Objectives- The objectives will require that students be able to:
 * Think in terms microscopic measurements translated to global scale processes

 * Difficulties- Students may have difficulty:
 * Understanding the difference between delE and delH
 * Determining calculations and data reliability

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Coming up with ideas for using agricultural bi-products to produce fuel.
 * Determining the difficulties and/or uncertainties using ethanol from corn to produce fuel.

Model of Knowledge

 * Concept Map
 * Understand the use of a bomb calorimeter
 * What is the energy content of a kernel of corn
 * What is the energy content of ethanol
 * What are the key chemical components of "stover"?
 * How can you write the chemical equation for stover? For corn?
 * Can samples of corn be used in the bomb calorimeter without drying?
 * Account for the energy needed to dry kernals and stover.

 * Content Priorities
 * Enduring Understanding
 * Understand the purpose of using a bomb calorimeter
 * What are the critical values needed for the calorimeter
 * Important to Do and Know
 * Interpret global processes using micro-scale measurements
 * Worth Being Familiar with
 * Chemical composition of corn and stover
 * Worth Being Familiar with
 * Chemical composition of corn and stover
 * Chemical composition of corn and stover

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Which calorimeter values are critical for getting a valid number?
 * What is corn really made of?
 * Is the energy translation from corn to ethanol meaningful?
 * Discussion of results

 * Homework (individual)
 * Compare your values to literature values for energy content of ethanol, corn kernel, starch, and glucose.
 * Given the number of gallons of ethanol produced annually from corn and the resulting energy yield, how does this compare to the energy required to grow corn?
 * Summative Assessment
 * What are your conclusions regarding the use of corn to produce ethanol?
 * Divide into groups and review each other's data.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Use a bomb calorimeter
 * Understand calculations to get delE

The objectives will require that students be able to:
 * Find out how much ethanol is usually added to gasoline in our area.
 * Find out how much ethanol will be likely added to gasoline in the near future.

THE CHALLENGE

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GENERATE IDEAS

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MULTIPLE PERSPECTIVES

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RESEARCH & REVISE

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TEST YOUR METTLE

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GO PUBLIC

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Pre-Lesson Quiz

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Test Your Mettle Quiz
Saldivar.jess 04:33, 6 February 2010 (UTC)Please remember to include the content for the pre-lesson quiz and test your mettle
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text:
UTPA STEM/CBI Courses/Statics/Force Equilibrium

Course Title: Statics

Lecture Topic: Force Equilibrium

Instructor: Dr. Seokyoung Ahn

Institution: The University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand force equilibrium in three dimensions

 * Sub Objectives- The objectives will require that students be able to:
 * Understand and able to draw a Free Body Diagram for three dimensional structure
 * Understand the concept of moment of inertia
 * Develop a solution based on engineering analysis

 * Difficulties- Students may have difficulty:
 * Students will encounter problems understanding Free Body Diagram
 * Students will encounter problems understanding physical meaning of "moment of inertia"

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Radio masts and towers are, typically, tall structures designed to support antennas (also known as aerials in the UK) for telecommunications and broadcasting, including television. They are among the tallest man-made structures. Similar structures include electricity pylons and towers for wind turbines. The Warsaw Radio Mast was the world's tallest supported structure on land, but it collapsed in 1991, leaving the KVLY/KTHI-TV mast as the tallest.
 * Read this story
 * Radio mast

Model of Knowledge

 * Concept Map
 * Understanding structural uniqueness of radio mast
 * Understanding the need of guy wires and pretension on guy wires

 * Content Priorities
 * Enduring Understanding
 * Understand how step-functions work
 * Important to Do and Know
 * Understand the correlation between various classes
 * Formulate ideas based on knowledge previously obtained
 * Worth Being Familiar with
 * Differential Equations
 * Thermodynamics
 * Heat Transfer

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Generate equation to solve for thermometer output
 * Homework (individual)
 * Pre-lecture quiz after student has read chapter
 * Summative Assessment
 * In class quiz over lesson

Legacy Cycle
Students will be asked to read chapter 3 of their measurements book prior to this lesson. They will also be provided with a temperature measurement quiz online so that they may evaluate their own understanding of the topic prior to attending class.

OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Differentiate between zero-, first-, and second-order systems
 * Understand first-order step functions
 * Derive a time constant
 * Understand several heat transfer/thermodynamics equations
 * Solve a differential equation

THE CHALLENGE

The students will be presented with the following questions:
 * Why is it that when taking ones temperature with a glass mercury thermometer it is recommended that the thermometer stay in the mouth for at least three minutes?
 * Is three minutes a sufficient amount of time?
 * Can this time be reduced while maintaining accuracy in measurement?

GENERATE IDEAS

The students will be given a few minutes to individually write down their answers to the questions that have been presented. Students may respond with answers such as:
 * It takes the thermometer time to reach steady state
 * Because of the the reaction time of the thermometer
 * Because of the thermometer's time constant, you want an accurate reading

MULTIPLE PERSPECTIVES

The following link presents application of trusses and frames in the construction industry: Walkway link 1 Walkway link 2

The professor will lecture on first-order step functions so that students will gain a better understanding of the topic. Students will be asked, "What do we need to know in order to answer our challenge questions?" and given a few minutes to individually write down their responses. Examples include:
 * We need to know the materials of the thermometer and their properties
 * We need to know some heat transfer, thermodynamics, and differential equation

RESEARCH & REVISE

Students will be provided with heat transfer and thermodynamics equations. They will then form groups and be asked to begin deriving the time constant.

TEST YOUR METTLE

Students will receive feedback on their progress and ideas as well as the correct process for deriving the desired equation. Students will be presented with a quiz at the beginning of the following class.

GO PUBLIC

Students will now be able to answer the questions presented at the beginning of the lesson and will be asked to turn in a brief explanation.

Pre-Lesson Quiz

 * Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results

Read the user testing data and then indicate whether it is quantitative or qualitative by selecting the appropriate radio button. When you are finished making your selection, click the "Submit" button.

{The force equilibrium can be illustrated by Free Body Diagram. + TRUE - FALSE
 * type=""}

{Q2 Free Body Diagram gives you a insight about the system which in under static force equilibrium. - TRUE + FALSE
 * type=""}

{Average seat-time on a particular lesson. + TRUE - FALSE
 * type=""}

{Summative results of a satisfaction survey. + TRUE - FALSE
 * type=""}

{Comment on how slow the learning management system loads each page of a course. - TRUE + FALSE
 * type=""}

{Comment on how the learner struggles to figure out what button to click during a software application simulation practice task. - TRUE + FALSE
 * type=""}

Test Your Mettle Quiz
Read the user testing data and then indicate whether its severity by selecting the appropriate radio button. For the purposes of this exercise, you have already confirmed each item's veracity. When you are finished making your selection, click the "Submit" button.

{In temperature measurement, the body temperature is constant yet the signal to the thermometer is changing from the room temperature to the body temperature. This can be classified as _____. - a static measurement + a dynamic measurement - a step change - a dynamic measurement and a step change - a static measurement and a dynamic measurement
 * type=""}
 * It is a dynamic event.

{What reaction forces do you need to indicate at a roller support? - Two forces and a moment - Two forces - A normal force and a moment + Only one force normal to the surface on which the roller is resting.
 * type=""}
 * Keep studying these concepts and practice solving problems

{What reactions do you need to indicate at a fixed support in 2D? + Two forces and a moment - Two forces - A normal force and a moment - Only one force normal to the surface on which the roller is resting. - There are no forces, only a moment
 * type=""}
 * Keep studying these concepts and practice solving problems

{I personally feel that this lesson needs to be divided in two. Provider Access and then the separate one call Beneficiary Resources. You could actually tailor beneficiary resources directly to patients. This could be put on Kiosks at MTF, send out CD’s with the lesson. - Deal Breaker - Serious + Minor - N/A
 * type=""}
 * Remember that by the time a course gets to the user testing phase, it is at the end of the development cycle. In most cases, returning to the storyboard phase to rechunk a lesson's content will be out of scope. In addition, the suggestion to provide the information on Kiosks/CDs is out of scope in this case. This type of action would have needed to be indicated during front-end analysis during requirements gathering. Although assigned a "NO FIX" status, these are both great suggestions and should be documented for future revisions to the e-learning course.

{This does an excellent job of explaining the different roles. I wasn’t clear on my role until now. Didn’t know we could modify the web page for the MTF - good info. This may be the best WBT I have ever used. It shows you what you need to know with out a lot of unnecessary information. - Deal Breaker - Serious - Minor + N/A
 * type=""}
 * Comments like this one require no action on your part. However, they should remain a part of your formal user testing documentation. They also provide you and your team-members a great pat on the back for a well-designed course.

{When you typed in the last name, you typed it in the ‘Find NAS by Patient SSN box’ which is wrong and then hit the wrong search button. + Deal Breaker - Serious - Minor - N/A
 * type=""}
 * Because this tester is an actual user of the system in the field, he has caught an error in the content. You never want to convey wrong information to the learner, so this is something that should definitely be fixed during final revisions to the course.

{When I returned to the course the next day, all my bookmarks were gone. + Deal Breaker - Serious - Minor - N/A
 * type=""}
 * This either a problem with the content or the delivery platform and needs to be resolved prior to deployment of the course.

Knowledge Check 3
In the previous lesson, Conducting User Testing, you conducted your own user test on an e-learning page from Wikiversity. In this knowledge check, practice what you know about analyzing results by judging the severity of each your findings. If you believe that the item needs resolution, think about how you might go about fixing it.

Back to Topic: Instructional Design > User Testing of E-Learning Courses > Analyzing the Results


text:
Properties of Area of Triangeles

Course Title:

Lecture Topic:

Instructor:

Institution:

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * text
 * text
 * text

 * Sub Objectives- The objectives will require that students be able to:
 * text
 * text

 * Difficulties- Students may have difficulty:
 * text
 * text

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * text
 * text

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
 * text
 * text
 * text
 * text
 * text

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

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Test Your Mettle Quiz

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title: Properties of Area of Triangeles


text:
UTPA STEM/CBI Courses/Calculus/Representing Functions as Power Series

Course Title: Calculus II

Lecture Topic: Power Series and Representing Functions as Power Series

Instructor: Dr.Bao-Feng Feng

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand what is meant by convergence of a power series
 * Understand what a power series is and what is meant by radius of convergence
 * Understand functions that can be represented as power series

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the meaning of convergence of a sequence
 * Understand the meaning of convergence of a series

 * Difficulties- Students may have difficulty:
 * Understand why the sum of infinite numbers could be a finite number (convergence)
 * Given a function, how can the function be expressed as a power series?

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Use for analysis of pendulum problem

Model of Knowledge

 * Concept Map
 * Limit
 * Sequence
 * Series
 * Function with the integer as independent variables

 * Content Priorities
 * Enduring Understanding
 * A function can be equivalent to a Power series
 * Understand the concept of convergence and the radius of the Power series
 * Important to Do and Know
 * The general conclusion for the power series: the radius of convergence
 * The method to determine the radius of convergence for a power series: Ratio Test
 * How to modify the nice example 1/(1-x) to get the power series representation for functions related to this nice example.
 * Worth Being Familiar with
 * The power series is a series with 'x' being a variable
 * The power series may be convergent or divergent depending on the values of x

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Assign practice problems right after the example
 * Ask for volunteers to come to the board and explain their understanding to the whole class
 * Homework (individual)
 * Assign homework from the problems in the textbook
 * Assign homework from online homework system: Web Work
 * Summative Assessment
 * Give a quiz right after the completion of the section
 * Give one problem during the in-class test

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Understand what the convergence of power series means
 * Understand what a power series is and what the radius of convergence means
 * Understand functions can be represented as power series
 * Find the power series of various functions related to 1/(1-x)
 * Find the convergence of these various functions

THE CHALLENGE The derivatives and integrations related to 1/(1-x);

GENERATE IDEAS Interaction between the instructor and students: Group activity:
 * Give some examples of different dimensions yielding different areas
 * Determine what to maximize
 * Review the formula for computing the area of a rectangle: A=lw
 * Use the given information to express the area as a function of one variable
 * Determine the constraints
 * Solve the problem

MULTIPLE PERSPECTIVES

One group of students will present their solution. The instructor will ask other groups for comments and critique. The instructor will provide comments and present the complete solution, if necessary. Continue with more examples.

RESEARCH & REVISE

The instructor will summarize and present the general method of finding power series of various functions.

TEST YOUR METTLE

Students are required to work on a similar problem in class. Students will work on the quiz and test related to this lecture.

GO PUBLIC

Students in each group will propose an optimization problem and their strategy to solve the problem. Use different types of homework problems that address various situations to reinforce what students have learned.

Pre-Lesson Quiz

 * 1) Find power series of 1/(1+x)
 * 2) Find power series of 1/(2-x)
 * 3) Find power series of 1/(1-x^2)
 * 4) Find power series of ln(1-x)

Test Your Mettle Quiz

 * 1) Find power series of ln(1+x)
 * 2) Find power series of ln(1-x^2)
 * 3) Find power series of arctan(x)
 * 4) Find power series of arctan(x^2)
 * 5) Find the radius of convergence of each of above power series

129.113.150.41 21:22, 19 January 2010 (UTC) You need to input the remainder of your challenge.

Eizarazua 03:19, 6 February 2010 (UTC)need more work please


text:
UTPA STEM/CBI Courses/CAM/PLC Lab

Course Title: CAM

Lecture Topic: PLC Programming # 1

Instructor: Kevin Lee

Institution: UTPA/ MANE

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand ladder logic and wiring motor for CW and CCW motion.
 * Wiring a motor that opens a garage door up and down.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand PLC structure
 * Understand Ladder Logic
 * Identify necessary components
 * Wiring a motor that can rotate CW and CCW.

 * Difficulties- Students may have difficulty:
 * Understanding PLC architecture
 * Writing a ladder logic
 * Wiring a motor

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Garage door opener
 * Radar rotating control
 * Solar cell aim to the Sun.

Model of Knowledge

 * Concept Map
 * How to write a ladder logic
 * Identify flow chart
 * Identify input
 * How a motor works?
 * Electric wiring

 * Content Priorities
 * Enduring Understanding
 * How to program a PLC
 * Motor control

 * Important to Do and Know
 * Become familiar programming and wiring for a motor control
 * Worth Being Familiar with
 * DC Motor
 * Basic wiring skills

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
 * text
 * text
 * text
 * text
 * text

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
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title: UTPA STEM/CBI Courses/CAM/PLC Lab


text:
UTPA STEM/CBI Courses/CAM/PLC Lab 01

Course Title: CAM

Lecture Topic: PLC Programming # 1

Instructor: Kevin Lee

Institution: UTPA/ MANE

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand ladder logic and wiring motor for CW and CCW motion.
 * Wiring a motor that opens a garage door up and down.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand PLC structure
 * Understand Ladder Logic
 * Identify necessary components
 * Wiring a motor that can rotate CW and CCW.

 * Difficulties- Students may have difficulty:
 * Understanding PLC architecture
 * Writing a ladder logic
 * Wiring a motor

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Garage door opener
 * Radar rotating control
 * Solar cell aim to the Sun.

Model of Knowledge

 * Concept Map
 * How to write a ladder logic
 * Identify flow chart
 * Identify input
 * How a motor works
 * Electric wiring

 * Content Priorities
 * Enduring Understanding
 * How to program a PLC
 * Motor control
 * Important to Do and Know
 * Become familiar programming and wiring for a motor control
 * Worth Being Familiar with
 * DC Motor
 * Basic wiring skills

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Completion of PLC program.
 * Test completed PLC program.
 * Homework (individual)
 * Examples of control systems use a motor direction control.
 * Write a complete program for garage door open and close system.
 * Summative Assessment
 * Demonstrate PLC program.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Know how to program a PLC to change a DC motor rotation direction.
 * Know wiring a relay and DC motor to PLC
 * Understand PLC structure
 * Understand Ladder Logic
 * Identify necessary components
 * Wiring a motor that can rotate CW and CCW.

THE CHALLENGE

Rotate a solar cell angle to face the sun from morning to night.

Design a system that can face radar dome to an angle at an airplane that is approaching.

GENERATE IDEAS

Combine a direction control with time.

MULTIPLE PERSPECTIVES

Study control a motor with conditional statement

RESEARCH & REVISE

 * Start ladder logic with turn on and off motor.
 * Keep add more control so you can change rotation direction.
 * Can you add automatic stop?
 * Do you need emergency stop? If so can you add it?

TEST YOUR METTLE

GO PUBLIC
 * How many inputs and outputs were needed?
 * Were you able to wire relay?
 * What are the considerations for wiring?
 * How can you buy parts?
 * Google some suppliers who sell automation parts.
 * Make multimedia presentation and post to Web.
 * Post completed program
 * Show examples of application

Pre-Lesson Quiz

 * 1) What is a PLC?
 * 2) When do use a PLC?
 * 3) How can you change a rotation direction of a motor?
 * 4) What is normally open and close in a relay?
 * 5) What is driving voltage in a relay?
 * 6) Turn on and off a light using a PLC?

Test Your Mettle Quiz

 * 1) Draw ladder logic to change a rotation direction of motor
 * 2) Explain race effect
 * 3) What is contact
 * 4) Explain NO
 * 5) Design an AND gate ladder logic
 * 6) Design a latched switch

Knowledge Check
Please answer following questions. When you are finished making your selection, click the "Submit" button.

{What is NO means in PLC input? - Not Operational + Normally Open - No Use - Not Open
 * type=""}
 * This user has indicated a possible improvement to the training's content. A big clue is the "...nice to know..." comment. Your decision to designate a FIX or NO FIX to this item will depend on the level of effort for the revision. If the decision is "NO FIX," be sure an keep this suggestion on file for future revisions.

{How many outputs do you need to turn on/off and change rotation direction? - 1 + 2 - 3 - 4
 * type=""}
 * Because this tester is an actual user of the system in the field, he has caught an error in the content. You never want to convey wrong information to the learner, so this is something that should definitely be fixed during final revisions to the course.

{What was the operating voltage of relay used? - 5V - 12V + 110V - 220V
 * type=""}
 * Remember that by the time a course gets to the user testing phase, it is at the end of the development cycle. In most cases, returning to the storyboard phase to rechunk a lesson's content will be out of scope. In addition, the suggestion to provide the information on Kiosks/CDs is out of scope in this case. This type of action would have needed to be indicated during front-end analysis during requirements gathering. Although assigned a "NO FIX" status, these are both great suggestions and should be documented for future revisions to the e-learning course.

{How many inputs do you need to make latched on/off switch with emergency stop? - 1 - 2 + 3 - 4
 * type=""}

title: UTPA STEM/CBI Courses/CAM/PLC Lab 01


text:
UTPA STEM/CBI Courses/Geometry/Properties of area of triangles

Course Title: Geometry and Measurement

Lecture Topic: Properties of area of triangles

Instructor: JenqJong Tsay

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain the reason why non-congruent triangles with the same length of base and height have the same area
 * Explain the reason why all the third vertices of triangles with a fixed base form lines parallel to the fixed side

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the fundamental concept of area of triangle as counting the number of square units enclosed by the triangle
 * Apply transformation on the triangle to be measured and relate it to a rectangle so that counting the number of square units is feasible

 * Difficulties- Students may have difficulty:
 * In connecting their understanding of finding the area of triangle without giving the length and height of that triangle so that they can use the formula directly
 * In observing the common characteristics of all the triangles with a fixed base and the relation to the third vertices of triangles on a parallel line to the fixed side

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * text
 * text

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
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THE CHALLENGE

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GENERATE IDEAS

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MULTIPLE PERSPECTIVES

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RESEARCH & REVISE

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TEST YOUR METTLE

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GO PUBLIC

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Pre-Lesson Quiz

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Test Your Mettle Quiz

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UTPA STEM/CBI Courses/Biomedical/Emergency Response Robot

Course Title: Biomedical Engineering for High School Students

Lecture Topic: Human Body Systems

Instructor: Gustavo Perez

Institution: Region One Education Service Center

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify bio-medical measurement tools
 * Identify different human organ systems/interactions
 * Identify Homeostasis as a response to human body stress or to external influences

 * Sub Objectives- The objectives will require that students be able to:
 * Measure the activity of the upper respiratory tract, the lungs, the heart, the nervous system, and the musculoskeletal system
 * Analyze/Diagnose healthy measurement levels

 * Difficulties- Students may have difficulty:
 * Programming in general
 * Building/Wiring
 * Programming logic (loops, switches, conditional statements, input/output data files)
 * Taking digital measurements
 * Interpreting digital measurements
 * Analyzing digital measurements

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Host a health clinic to promote STEM career awareness in the local community
 * Host a health clinic to promote STEM career awareness among younger children
 * Volunteer at nursing homes to work with the elderly
 * Work with children clinics to make children check-ups more fun

Model of Knowledge

 * Concept Map
 * Identification of human body systems
 * Understanding of how to quantify vital organ responses
 * Design, Build, and Test a Robot
 * Evaluate desired measurements for Blood Pressure
 * Evaluate desired measurements for Heart Rate
 * Evaluate desired measurements for Grip Strength
 * Evaluate desired measurements for EKG Graphs

(Surface Temperature Sensor) Effect of Vascularity on Skin Temperature Recovery Warming Function of Nasal Passageways

(Blood Pressure Sensor) Blood Pressure and Exercise Blood Pressure as a Vital Sign Diurnal Blood Pressure Variation Heart Rate and Blood Pressure as Vital Signs Heart Rate, Blood Pressure, and Exercise

(Hand-Grip Heart Rate Monitor) Effect of Coughing on Heart Rate Heart Rate and Blood Pressure as Vital Signs Heart Rate and Exercise Heart Rate as a Vital Sign Heart Rate Response to Baroreceptor Feedback Heart Rate, Blood Pressure, and Exercise

(Hand Dynamometer) EMG and Muscle Fatigue Grip Strength and Muscle Fatigue Grip Strength Comparison

(EKG Sensor) Analyzing the Heart with EKG EMG and Muscle Fatigue Introduction to EMG Muscle Function Analysis Neuromuscular Reflexes (with Accelerometer) Neuromuscular Reflexes (without Accelerometer)

(Spirometer) Analysis of Lung Function Lung Volumes and Capacities Oxygen and Aerobic Metabolism Respiratory Response to Physiologic Challenges

(O2 Gas Sensor) Effect of "Dead Space" on Oxygen Exchange Oxygen and Aerobic Metabolism Oxygen Extraction by the Lungs

(25-g Accelerometer) Neuromuscular Reflexes (with Accelerometer)

 * Content Priorities
 * Enduring Understanding
 * Different Organ Systems require different measurement tools and techniques
 * Important to Do and Know
 * Become familiar with different measurement tools
 * Worth Being Familiar with
 * Programming a system to collect and analyze measurements

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Generate "knows/need to knows"
 * Discuss vital signs and how to measure them
 * Discuss individual measurement procedures
 * Discuss results and conclusions
 * Homework (individual)
 * Internet based search on human physiology and human body systems
 * Internet based search on human vital signs, health statistics
 * Develop sketch of robot design
 * Develop pseudocode for robot actions
 * Develop procedures for robot assembly and data acquisition of human vital signs
 * Develop procedures for making reliable digital measurements using probeware
 * Develop procedures for analyzing digital measurements
 * Develop computer program from pseudocode
 * Test computer program using loops, switches, and conditional statements
 * Summative Assessment
 * Whole class presentation
 * Peer Evaluations

Legacy Cycle
OBJECTIVE

 * Students are exposed to STEM based approach to problem solving

By the next class period, students will be able to:
 * Depending on the number of measuring tools used, the students will design a robot to:

(Surface Temperature Sensor) has not.
 * Compare the rate of recovery from cold in two different skin regions.
 * Correlate rate of recovery with vascularity.
 * Compare the temperature of air that has passed through the nasal passageways with air that
 * Evaluate the contribution of nasal passages vs. lungs to the warming of the air we breathe.

(Blood Pressure Sensor) vascular resistance with exercise. pressures. vascular resistance with exercise.
 * Obtain graphical representation of blood pressure.
 * Compare changes in systolic, diastolic, and mean arterial pressures with exercise.
 * Use blood pressure readings and pulse to infer changes in cardiac output and peripheral
 * Compare blood pressure before and after exposure to cold stimulus.
 * Observe an example of sympathetic nervous system activation (“fight or flight” response).
 * Obtain representation of blood pressure measured at different times of the day.
 * Analyze the variability of blood pressure readings individually and as a class.
 * Correlate your findings with variables that may have influenced your blood pressure.
 * Obtain graphical representation of heart rate and blood pressure.
 * Compare heart rate and blood pressure before and after exposure to cold stimulus.
 * Observe an example of sympathetic nervous system activation (“fight or flight response”).
 * Determine the effect of exercise on heart rate, and systolic, diastolic and mean arterial
 * Use blood pressure readings and pulse to infer changes in cardiac output and peripheral
 * Correlate the fitness level of individuals with amount of daily exercise.

(Hand-Grip Heart Rate Monitor) pressures. vascular resistance with exercise.
 * Obtain graphical representation of the heart rate at rest.
 * Observe the change in heart rate that occurs with repetitive coughing.
 * Correlate heart rate response to autonomic nervous system activity.
 * Obtain graphical representation of heart rate and blood pressure.
 * Compare heart rate and blood pressure before and after exposure to cold stimulus.
 * Observe an example of sympathetic nervous system activation (“fight or flight response”).
 * Determine the effect of exercise on heart rate.
 * Correlate the fitness level of individual with amount of daily exercise.
 * Obtain graphical representation of heart rate.
 * Compare heart rate before and after exposure to cold stimulus.
 * Observe an example of sympathetic nervous system activation (“fight or flight response”).
 * Observe pulse response to sudden squatting.
 * Observe pulse response to sudden standing from a squatting position.
 * Correlate pulse response to sympathetic nervous system function.
 * Determine the effect of exercise on heart rate, and systolic, diastolic and mean arterial
 * Use blood pressure readings and pulse to infer changes in cardiac output and peripheral
 * Correlate the fitness level of individuals with amount of daily exercise.

(Hand Dynamometer) (grip strength tba)
 * Obtain graphical representation of the electrical activity of a muscle.
 * Correlate grip strength measurements with electrical activity data.
 * Correlate measurements of grip strength and electrical activity with muscle fatigue.
 * Observe the effect on grip strength of a conscious effort to overcome fatigue.
 * Obtain graphical representation of the force exerted by your hand while gripping.
 * Observe the change in hand strength during a continuous grip over time.
 * Observe the change in hand strength during rapid, repetitive gripping.

(EKG Sensor) forms with activity of the heart. from the spinal cord. arc through nerves to and from the spinal cord.
 * Obtain graphical representation of the electrical activity of the heart over a period of time.
 * Learn to recognize the different wave forms seen in an EKG, and associate these wave
 * Determine the heart rate by determining the rate of individual wave forms in the EKG.
 * Compare wave forms generated by alternate EKG lead placements.
 * Obtain graphical representation of the electrical activity of a muscle.
 * Correlate grip strength measurements with electrical activity data.
 * Correlate measurements of grip strength and electrical activity with muscle fatigue.
 * Observe the effect on grip strength of a conscious effort to overcome fatigue.
 * Obtain graphical representation of the electrical activity of a muscle.
 * Associate amount of electrical activity with strength of muscle contraction.
 * Compare masseter muscle function during different types of chewing activity.
 * Obtain graphical representation of the electrical activity of a muscle.
 * Associate muscle activity with movement of joints.
 * Correlate muscle activity with injury.
 * Graph the electrical activity of a muscle activated by a reflex arc through nerves to and
 * Compare the relative speeds of voluntary and reflex muscle activation.
 * Associate muscle activity with involuntary activation.
 * Observe the effect of central nervous system influence on reflex amplitude.
 * Calculate the approximate speed of a nerve impulse.
 * Compare reflex response and electrical amplitude in different subjects.
 * Obtain graphical representation of the electrical activity of a muscle activated by a reflex
 * Associate muscle activity with involuntary activation.
 * Observe the effect of central nervous system influence on reflex amplitude.

(Spirometer) breathing at rest and after exercise.
 * Obtain graphical representation of a flow volume loop.
 * Find the forced expiratory volume at 1 s (FEV1) and the forced vital capacity (FVC).
 * Calculate FEV1/FVC.
 * Find the peak expiratory flow rate (PEF).
 * Create flow volume loops for several clinical scenarios.
 * Obtain graphical representation of lung capacities and volumes.
 * Compare lung volumes between males and females.
 * Correlate lung volumes with clinical conditions.
 * Obtain graphical representation of tidal volume and change in O2 concentration with
 * Calculate oxygen consumption at rest and after exercise.
 * Correlate your findings with clinical situations.
 * Obtain graphical representation of normal tidal volume.
 * Compare tidal volumes generated by various physiologic challenges.
 * Correlate your findings with real-life situations.

(O2 Gas Sensor) breathing at rest and after exercise. concentration is reduced.
 * Simulate different volumes of dead space.
 * Measure the oxygen concentration within the dead space.
 * Correlate dead space volume with a variety of physiologic challenges.
 * Obtain graphical representation of tidal volume and change in O2 concentration with
 * Calculate oxygen consumption at rest and after exercise.
 * Correlate your findings with clinical situations.
 * Measure the concentration of exhaled oxygen.
 * Observe the efficiency of oxygen extraction by the lungs as the inhaled oxygen

(25-g Accelerometer) from the spinal cord.
 * Graph the electrical activity of a muscle activated by a reflex arc through nerves to and
 * Compare the relative speeds of voluntary and reflex muscle activation.
 * Associate muscle activity with involuntary activation.
 * Observe the effect of central nervous system influence on reflex amplitude.
 * Calculate the approximate speed of a nerve impulse.
 * Compare reflex response and electrical amplitude in different subjects.

THE CHALLENGE

Design a medical team of robots to conduct a complete medical diagnosis of individuals and generate a health rating.

GENERATE IDEAS

Generate and chart student responses as "Knows/Need to Knows" on chart paper.

Provide resources only as a response to a "Need to Know" identified by the students.

MULTIPLE PERSPECTIVES

Students brainstorm different approaches to their design that will include
 * Function
 * Physical attributes
 * Data collection capabilities
 * Remote control option or fully automated

Based on "need to knows", instructor offers mini-lessons (15 minute max) on
 * Programming
 * Building
 * Wiring
 * Inputs/outputs

RESEARCH & REVISE

After students engage in data collection they:
 * Decide what additional tools they need to accomplish the challenge.
 * Identify or explore additional hardware/software needs.
 * Narrow focus to high-risk sector of the population (elderly/infants)

TEST YOUR METTLE

Students will compare their results to other groups, and gauge their progress from peer reviews. GO PUBLIC

 * Post projects on the web
 * Host a health clinic to promote STEM career awareness in the local community
 * Host a health clinic to promote STEM career awareness among younger children
 * Volunteer at nursing homes to work with the elderly
 * Work with children clinics to make children check-ups more fun


text:
UTPA STEM/CBI Courses/Numerical Methods and Statistics

Course Description

This course offers students an in-depth exposure to the use of numerical methods and programming to solve engineering problems in addition to teaching them the basics of probability theory and statistics in Engineering.

It covers the following topics: basic programming (including data structures, if-then-else statements, loops, etc.), numerical solutions to linear and nonlinear equations, systems of linear equations, optimization, curve fitting, numerical calculus, probability theory, and statistics. The course content assumes only an introductory previous exposure to engineering concepts and focuses on exposing students to the programming skills commonly used in later engineering courses to solve problems numerically.

-

Topics

Loop and Case Structures

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text:
UTPA STEM/CBI Courses/Organic Chemistry/Redox of Organic Molecules

Course Title: Organic Chemistry

Lecture Topic: Redox reactions of organic compounds

Instructor: Jose J. Gutierrez

Institution: The University of Texas Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify oxidation and reduction reactions
 * Recognize the difference between oxidation and reduction of organic molecules

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the relative reactivity of substances based on their oxidation potential
 * Describe the role of antioxidants

 * Difficulties- Students may have difficulty:
 * Understanding that antioxidants are not preventing oxidation but rather facilitating reduction
 * Understanding that heavy metal poisoning is possible by ingesting large amounts of antioxidants (which contain no metals)

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Most people consider that the ingestion of vitamin C (ascorbic acid) helps the organism by acting as an anti-oxidant
 * High doses of vitamin C can result in heavy metal poisoning because it can precipitate heavy metals within the organism

Model of Knowledge

 * Concept Map
 * Understanding oxidation and reduction
 * Predicting the outcome of reactions based on the oxidation potentials of species involved
 * Identify the chemical tsructure of vitamin C
 * Identify oxidation and reduction in organic molecules
 * What happens when vitamin C acts as an antioxidant
 * Identify the chemical changes occurring to vitamin C after it reduces a metal

 * Content Priorities
 * Enduring Understanding
 * Identify reducing agent
 * Identify oxidizing agent
 * Identify reaction feasibility (shift to prodcuts or reactants?)
 * text
 * Important to Do and Know
 * Review oxidation potentials
 * Effect of pH on the outcome of redox reactions
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * text
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
 * text
 * text
 * text
 * text
 * text

THE CHALLENGE

Person a dies from heavy metal poisoning. Her husband is the main suspect. However, he claims that his wife took high amounts of Vitamin C on a regular basis. His calim is that since vitamin C is such a strong antioxidant, it caused the accumulation of heavy metals causing his wife's death. You have to determine if it is even possible to get heavy metal poisoning after ingesting high doses of vitamin C. What is the mechanism behind the heavy metal poisoning? What metals can be produced in the body after ingesting high amounts of vitamin C?

GENERATE IDEAS

What happens when vitamin C is ingested? What metal ions are affected by vitamin C? What metals are potentially harmful to the human body? What is the minimum concentration of metals that causes damage? Is vitamin C a strong enough reducing agent to cause reduction of the harmful metals? Is the reducing ability of vitamin C affected by pH? What is the reduncing ability of vitamin C at physiological pH?

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

 * 1) Define oxidation and reduction
 * 2) Define oxidation potential
 * 3) Arrange a group of species in order of increasing reduction strength
 * 4) Interpret tables of oxidation potentials
 * 5) Predict the outcome of redox reactions based on the relative oxidation potentials
 * 6) Determine the effect of pH on redox reactions
 * 7) What is the chemical structure of vitamin C?
 * 8) Why is viatmin C considered an antioxidant?
 * 9) Which metal ions can be reduced by vitamin C?
 * 10) What is the reducing strength of vitamin C at physiological pH?
 * 11) Is the reducing strengtht of vitamin C maximum at physiological pH
 * 12) What metal ions present in the human body can be potentially harmful if converted to reduced metals?
 * 13) Is it possible to generate a concentration of harmful metals high enough to cause physiological damage?
 * 14) Can the harmful metals be produced via reaction with vitamin C?
 * 15) What is the minimum amount of vitamin C necessary to cause lethal concentration of toxic metals?

Test Your Mettle Quiz

 * tes
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text:
UTPA STEM/CBI Courses/Numerical Methods and Statistics/Loop and Case Structures

Course Title: Numerical Methods and Statistics

Lecture Topic: Loop and Case Structures

Instructor: Javier A. Kypuros, Ph.D.

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * understand and program basic loop and case structures and ;
 * decompose problems into basic numerical algorithms.

 * Sub Objectives- The objectives will require that students be able to:
 * program "For" and "while" loops, and ;
 * program "if-then-else" and switch statements.

 * Difficulties- Students may have difficulty:
 * understanding the logic of loop structures ;
 * translating iterative processes into a "For" or "While" loop ;
 * properly formulating condition statements.

Loops and case structures are used in nearly all numerical methods algorithms. Numerical methods are used to solve engineering problems that cannot be done so reasonably "by hand." Finite Element Analysis, Dynamic System Simulation, Controller Design, and Computation Fluid Dynamics are just a few examples of numerical engineering analyses.
 * Real-World Contexts- There are many ways that students can use this material in the real-world. Here is an example:

Model of Knowledge

 * Concept Map
 * Loop Structures
 * For vs. While loops
 * Case structures
 * Switches vs If-Then-Else Statements

 * Content Priorities
 * Enduring Understanding
 * Effective use if loop structures in iterative numerical processes
 * Effective use of case/condition structures in logic decisions
 * Important to Do and Know
 * The implementation of if-then-else structure in MATLAB
 * The implementation of for and while loops in MATLAB
 * The implementation of switch case structures in MATLAB
 * The implementation of if-then-else structures in MATLAB
 * Worth Being Familiar with
 * General use of MATLAB
 * Calculus I
 * Calculus II

Assessment of Learning

 * Formative Assessment
 * In Lab (groups)
 * Pretest
 * Solution to in-lab assignment
 * Homework (individual)
 * Solution to homework problems
 * Solution to quizzes
 * Summative Assessment
 * Solution to challenge
 * Post test
 * Problem on final exam

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Program loop structures using MATLAB
 * Program condition structures using MATLAB
 * Use FOR and WHILE loop structures in MATLAB
 * Use IF-THEN-ELSE structures in MATLAB
 * Use SWITCH structures in MATLAB

If you could only draw using pixels, how could you generate a horizontal line? A diagnonal line? A rectangle?

GENERATE IDEAS

 * Students will be asked to use grid paper to practice the basic steps required to draw the representation of a line using dots in place of pixels.
 * Students will be tasked to document the basic steps they performed.
 * The students will be tasked to translate the basic steps into logic.

MULTIPLE PERSPECTIVES

Student will brainstorm and share their methods.

RESEARCH & REVISE

Students will be given a variety of questions or a rubric to assess which of the methods discussed in their group is optimal in terms of programming. They will have to choose a method amongst the ones discussed.

TEST YOUR METTLE

The students will be asked to draw a box that is crossed out (i.e. a rectangle with two diagonal lines connecting opposite corners).

GO PUBLIC

The students will have to share their code. They will then be assessed by the class based on the previously mentioned rubric.

Pre-Lesson Quiz

 * 1) How might you conduct a repetitive process algorithmically?
 * 2) Give an example of a repetitive process?
 * 3) Describe two distinct ways in which a process might terminate?
 * 4) Are you aware of specific programming structures for automating logic decisions?  If so, name them.
 * 5) How can you algorithmically implement the logic of a decision process?

Test Your Mettle Quiz

 * 1) What method(s) is/are best suited for conducting repetitive tasks?
 * 2) What is the difference between for and do (while) loops?
 * 3) What is the difference between a condition statement (if-then-else) and a switch?
 * 4) Give an example of where a switch statement might be preferred over an if-then-else statement?


text:
UTPA STEM/CBI Courses/CAM/PLC Lab 02

Course Title: CAM

Lecture Topic: PLC Programming # 2

Instructor: Kevin Lee

Institution: UTPA/ MANE

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand how to use timers in a PLC.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand PLC structure
 * Understand Ladder Logic
 * Identify necessary components
 * Wiring LEDs.
 * Understand current limiter

 * Difficulties- Students may have difficulty:
 * Understanding PLC architecture
 * Writing a ladder logic
 * Wiring LEDs

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Timed on/off control
 * Traffic light control
 * Radar rotating control
 * Solar cell aim to the Sun.

Model of Knowledge

 * Concept Map
 * Know how to write a ladder logic?
 * Identify flow chart
 * Identify input
 * Understand how Timers work?
 * Identify different types of timers
 * Know the differences between PLC manufacturers
 * Understand electric wiring

 * Content Priorities
 * Enduring Understanding
 * How to program a PLC
 * On/off control using timers
 * LED control using different timers
 * Combining LED and Motor control

 * Important to Do and Know
 * Become familiar programming timers and wiring for LEDs and motor.
 * Worth Being Familiar with
 * Relay
 * DC Motor
 * LED
 * Current limiting circuit
 * Basic wiring skills

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Writing simple PLC program that turns on/off LEDs
 * Make circuits of above program
 * Combining motor and LED control
 * Homework (individual)
 * How other manufacturers PLC's timer function works?
 * How many different types of timers exist?
 * Can you program a cascade timer?
 * Understanding time base of timers.
 * Summative Assessment
 * Demonstrate PLC programming
 * Demonstrate your own circuit

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Write on/off control using timer
 * Demonstrate how to use various types of timers
 * Explain what a current limiter does
 * write PLC program using timers

Can you control solar cell tracking device to maximize electricity generation?

GENERATE IDEAS

Combining timer and motion control

MULTIPLE PERSPECTIVES

Implementing multiple controls

RESEARCH & REVISE

Can you track the sun with timer?

TEST YOUR METTLE

Was the timer effective in tracking the sun? GO PUBLIC

Post your PLC program in YouTube

Pre-Lesson Quiz

 * 1) How many types of timers are available for AB Micrologix 1000 PLC?
 * 2) Draw a ladder diagram for timer circuit.
 * 3) Draw a ladder diagram using 2 or more timers.
 * 4) Write examples of control that use a timer.

Test Your Mettle Quiz

 * 1) What is time base?
 * 2) What is maximum time you can have using one timer with AB Micrologix 1000 PLC?
 * 3) How many timers are available?
 * 4) What is/are the difference(s) between TON and TOFF?
 * 5) What is a file system number of timers?

129.113.150.41 21:26, 19 January 2010 (UTC)This lesson seems interesting. I'd like to see the remainer of this challenge.

title: UTPA STEM/CBI Courses/CAM/PLC Lab 02


text:
UTPA STEM/CBI Courses/Introduction to Mechanical Engineering/Engineering Estimation

Course Title: Introduction to Mechanical Engineering

Lecture Topic: Engineering Estimation

Instructor: Dr. Constantine Tarawneh

Institution: The University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Perform some basic engineering estimation.
 * Perform basic engineering unit conversions.
 * Understand the importance of estimation in engineering applications.

 * Sub Objectives- The objectives will require that students be able to:
 * Identify basic conversion factors for common engineering and scientific units.
 * Apply knowledge gained from previous courses to the problem at hand.

 * Difficulties- Students may have difficulty:
 * Identifying appropriate units and conversion factors.
 * Relating unconventional units to standard units.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Estimating amount of refrigerant leakage from common air-conditioning devices.
 * Relating unconventional units to common units for use in engineering applications.

Model of Knowledge

 * Concept Map
 * Identify common conversion factors needed in everyday engineering applications.
 * Relate unconventional units to standard scientific and engineering units.
 * Apply knowledge gained from previous courses to perform basic engineering estimations.
 * Understand the importance of being able to perform basic engineering estimations as a first step towards solving more complex engineering problems.

 * Content Priorities
 * Enduring Understanding
 * Understand how to perform fundamental engineering estimations.
 * Important to Do and Know
 * Become familiar with the common engineering units and conversion factors.
 * Worth Being Familiar with
 * Relations between conventional and unconventional units.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Discussion of the three basic systems of units (SI, US Customary, and English)
 * Discussion of the basic engineering units
 * Discussion of the common unit conversion factors
 * Discussion of the differences between conventional and unconventional units
 * Homework (individual)
 * Attempt several estimation problems derived from engineering applications.
 * Summative Assessment
 * In class quizzes.
 * In class exams.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Perform basic engineering estimations related to their field of study.
 * Understand the importance of engineering estimation as a first step towards solving more complex engineering problems.
 * Be familiar with the basic engineering units and unit conversion factors in the three different unit systems.
 * Relate conventional units to unconventional units as part of the engineering estimation techniques.

THE CHALLENGE

Oh no! My 1987 Toyota Corolla needs R22 refrigerant!!!

You live in Edinburg, TX where the weather is warm all year long and extremely hot in the summer. You notice in January that your car air-conditioner is not working as efficiently as it used to but you ignore the problem since the air-conditioner is still working and the weather is not that hot yet. The problem persists and you notice that the performance of the air-conditioner is getting systematically worst. In July, you take your car for a check up and the mechanic tells you that you have a refrigerant leak at a rate of one drop every three minutes. The mechanic also explains that since your car is an older model it uses R22 refrigerant which can't be purchased in the US anymore. The mechanic explains that he can fix the leak but you will have to provide him with R22 refrigerant which can only be purchased from Mexico City. You would like to estimate the amount of refrigerant that has leaked from your car-refrigeration system before you purchase because you do not want to make the trip to Mexico City and not buy enough refrigerant or buy more than you need (consider that one gallon of R22 Refrigerant costs $80 and that they only sell it in half gallon increments).

GENERATE IDEAS

 * Students will have to come up with logical assumptions that will help them solve this estimation problem.
 * Students will research independently for ways to estimate the total amount of refrigerant that has leaked over the past six months.
 * Students will research independently for ways to convert the volume of refrigerant lost from number of drops to gallons.
 * Students will have to explore the accuracy of different techniques used to measure volume by conducting simple experiments.

MULTIPLE PERSPECTIVES

Students will discuss their different ideas through brain storming before performing experiments.

RESEARCH & REVISE

Once experiments are performed and data is collected, students will share their results and discuss differences in the techniques utilized to measure volume and their methodologies for converting the number of drops to gallons. Based on the shared information, some students might want to revise their estimates based on the new shared information.

TEST YOUR METTLE

Students will compare their estimates and discuss variations in their results. Students will also explore the effects of their assumptions on the obtained estimate and check the validity of their answers. Questions like: "Does this estimate seem reasonable?" or "How many gallons are needed to completely fill the cars air-conditioning unit?" should be investigated and answered. Furthermore, in order to maximize the benefits of this exercise, an examination of the accuracy of the different techniques used to obtain the estimates should be performed.

GO PUBLIC

Three representative groups of students will be selected to present to the rest of the class the methodologies they followed to obtain their estimates. The three groups presenting will contain the best estimate, a reasonable estimate, and a poor estimate but this will only be known to the instructor. After the groups share their results, the class will be asked to evaluate the various estimates and discuss their accuracy. After a thorough discussion among the students in the classroom, the instructor will reveal the most efficient procedure to attain the best estimate and will discuss the shortcomings of other methods followed. At this point, some time will be set aside for final comments and conclusions.

Pre-Lesson Quiz

 * 1) How many days are there in a year?
 * 2) How many minutes are there in a day?
 * 3) How many systems of units are there?
 * 4) What are the most common units of volume that you know?
 * 5) How many liters are there in a gallon?
 * 6) How many liters are there in a cubic foot?
 * 7) Is there a direct conversion between number of drops and gallons?

Test Your Mettle Quiz

 * 1) How can you measure the volume of a liquid? Mention as many methods or techniques as you know.
 * 2) What factors affect the accuracy of measurements?
 * 3) How can you improve the accuracy of measurements?
 * 4) In the challenge presented earlier, what are the major sources of error that will affect your estimation? What can you do to improve the accuracy of your estimate?
 * 5) How can you determine the accuracy of digital and analog devices?
 * 6) What is the difference between accidental (random) and systematic errors in measuring devices?
 * 7) What is the difference between accuracy and precision?
 * 8) When is engineering estimation acceptable?


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Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Nambiar. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Nambiar~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

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Renamed
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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! If you're a twitter user, please follow http://twitter.com/Wikiversity. Jtneill - Talk - c 22:40, 13 November 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Hvasquez30