text:
User talk:Adamwalsh

 Hello Adamwalsh, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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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. --AFriedman (talk) 20:55, 26 February 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Adamwalsh


text:
User:JenniferCarrington/Luke Laird

Biography

Each of singer/songwriter Luke Laird’s songs displays their composer’s fondness for sly observations and gritty emotion. The Conneaut Lake, Pennsylvania native had music in mind when he chose to attend Middle Tennessee State University. After graduation, he hit the road with Brooks & Dunn as their assistant tour manager, constantly writing songs in the midst of a touring schedule’s hurry up and wait world.

When Laird found himself back in Nashville 2002, he signed with BMG Music Publishing, choosing to focus fulltime on his deep-rooted passion for songwriting.

“Painless” was Laird’s first cut on Lee Ann Womack’s 2005 CMA Album of the year There’s More Where That Came From. Then, in 2007, Laird penned 3 songs on Carrie Underwood’s album Carnival Ride, including the hit singles “So Small,” which rested atop the R&R and Billboard country charts for 3 weeks, and “Last Name” which also climbed to #1 on R&R and Billboard.

Laird also co-wrote 4 songs on Underwood’s third and most recent release Play On, including her current top 10 single, “Temporary Home.”

“Hillbilly Bone,” recorded by Blake Shelton and featuring Trace Adkins, is also Laird’s work. The song is the first single off Shelton’s forthcoming album and is currently climbing the Billboard country chart.

Tim McGraw, Rascal Flatts, Lee Ann Womack, Jessica Simpson, Holly Williams, Clay Walker, Jessica Harp, Julianne Hough, Little Big Town, Katharine McPhee, Joe Nichols and Laura Bell Bundy have recorded Laird’s work as well. More than 15 million records featuring Laird’s compositions have been sold, providing resounding affirmation of his chosen profession.

Today, Laird is a staff writer for Universal Music Publishing and is managed by 19 Entertainment.

Discography

2010 - "Hillbilly Bone" - Blake Shelton & Trace Adkins - Current Single 2010 - "Temporary Home" - Carrie Underwood - Current Single 2009 - “Undo It” - Carrie Underwood 2009 - “Play On” - Carrie Underwood 2009 - “Mama’s Song” - Carrie Underwood 2009 - “Love In The Balance” - Ruben Studdard 2010 - “Anybody’s Heart” - Katharine McPhee 2010 - “Last Letter” - Katharine McPhee 2009 - “Get Out” - Mitchel Musso 2009 - “Keep The Change” - Holly Williams 2008 - “So Small” - Carrie Underwood - #1 Single 2008 - "Last Name" - Carrie Underwood - #1 Single 2008 - “Twisted” - Carrie Underwood 2008 - “Sipping on History” - Jessica Simpson 2008 - “You’re My Sunday” - Jessica Simpson 2008 - “Find You” - Phil Stacey 2007 - “Put Your Lovin’ on Me” - Tim McGraw 2006 - "Help Me Remember" - Rascal Flatts 2005 - "Painless” - Lee Ann Womack

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

title: User:JenniferCarrington/Luke Laird


text:
User talk:JenniferCarrington

 Hello JenniferCarrington, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

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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. --AFriedman (talk) 21:06, 26 February 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

Luke Laird
Nice work on that page. You may want to add links to it from other pages. Also, I'm impressed with your knowledge of HTML but the Wiki markup language is a bit different. So I hope you don't mind that I cleaned up the page format a bit. To learn the wiki markup language, you may want to take this free course. --AFriedman (talk) 21:06, 26 February 2010 (UTC)

title: User talk:JenniferCarrington


text:
User talk:Jcarrington

 Hello Jcarrington, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
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 * Chat with other Wikiversitans on #wikiversity-en.

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. --AFriedman (talk) 21:07, 26 February 2010 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Jcarrington


text:
UTPA STEM/CBI Courses/Probability and Statistics/Binomial Distribution (Dr. Yanev)

Course Title: Probability and Statistics I

Lecture Topic: Binomial Distribution

Instructor: Dr. Yanev

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Find the probabilities of different events related to a binomial random variable
 * Work with the binomial distribution table on the back of the text
 * Communicate their findngs about binomial distribution

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the assumptions in the Bernoulli scheme
 * Figure out the relationship between the mean and the binomial parameters.

 * Difficulties- Students may have difficulty:
 * Recognizing the binomial nature of the problem.
 * Identifying the parameters of the binomial distribution, i.e., p and n.

 * Real-World Contexts- There is a number of ways students can use this material in the real-world, such as:
 * Building simple models based on binomial distribution.

Model of Knowledge

 * Concept Map
 * Understand the concept of a random variable.
 * Concept of expected value.

 * Content Priorities
 * Enduring Understanding
 * Understand the binomial model.
 * Important to Do and Know
 * Exprasing probabilities of events in terms of random variables.
 * Working with probability tables.
 * Worth Being Familiar with
 * Binomial distribution formula.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Homework (individual)
 * Pre-lecture quiz after student has read the section from the book
 * Summative Assessment
 * In class quiz over lesson

Legacy Cycle
OBJECTIVE

By the next class period students will be able to:
 * Find the probabilities of different events related to a binomial random variable
 * Work with the binomial distribution table on the back of the text
 * Communicate their findngs about binomial distribution

THE CHALLENGE

The students will be presented with the following problem. Mudlark Airlines has a 15-seater commuter airplane that is used for short flights. Their data suggest that on average about 8% of the customers who buy tickets are no-shows. Wanting to avoid empty seats (they see this as missed opportunity to increase revenue), they decide to sell more than 15 tickets for each flight. Ticketed customers who can't be seated on the plane will be accommodated on another flight and will receive a certificate for a free flight at another time. You have been hired as a consultant to Medlark. Your job is to determine how many tickets to sell. Explain your solution completely and write your recommendation to the company.

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:
 * We should not overbooked the flight.
 * We can sell one or two extra tickets.

MULTIPLE PERSPECTIVES

The professor will lecture on binomial distribution 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 probability of "success".
 * We need to know the number of "trials".
 * We need to find the probabilities of certain events.

RESEARCH & REVISE

Students will be provided with the formula for the expected value as function of the parameters and a table of binomial probabilities. They will then form groups and be asked to begin restating the problem in mathematical terms.

TEST YOUR METTLE

Students will receive feedback on their progress and ideas as well as the correct process for calculating the desired probabilities. 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. Use simulation methods as well as the binomial table from the textbook to perform your analysis.

Pre-Lesson Quiz
Multiple Choice.

1. Which assumption below is not part of the Bernoulli scheme?

a) independent trials

b) two possible outcomes: success and failure

c) fixed probability of a success

d) infinite number of trials

e) fixed probability of a failure

2. What is the interpretation of a binomial random variable?

a) number of trials till the first success

b) number of trials till the first failure

c) number of sucesses in n trials

d) number of success in infinitely many trials

e) none of the above

3. What is the relationship between the expected value $$\mu$$ and the two parameters $$p$$ and $$n$$ of a binomial random variable?

a) $$\mu = n/p $$

b) $$\mu = pn$$

c) $$\mu = p/n$$

d) $$\mu = n^p$$

e) $$n=p\mu$$

Test Your Mettle Quiz
Answer the following questions to determine your skill level. NOVICE

The more tickets we sell the biger the risk is to end up with passengers without seats.

PRACTITIONER

How can you set up a sampling scheme and produce simulations? MASTER

How do your conclusion depend on the level of risk you are willing to take in terms of probability of having passengers without seats?


text:
UTPA STEM/CBI Courses/Databases

Topics

-

Horizontal and Vertical Partitioning of Relations

-

title: UTPA STEM/CBI Courses/Databases


text:
UTPA STEM/CBI Courses/Electrochemistry

Course Title: CHEM 1302: General Chemistry II

Lecture Topic: Electrochemistry: Galvanic/Voltaic Cells

Instructor: Dr. Smith

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * By the next class period students will be able to:
 * draw and label a simple galvanic/voltaic cell
 * explain the function of a salt bridge
 * write chemical equations for the chemical reactions occurring in each half-cell
 * write an overall chemical equation for the galvanic/voltaic cell
 * identify the anode and the cathode in the galvanic/voltaic cell

 * Sub Objectives- The objectives will require that students be able to:
 * The objectives will require that students be able to:
 * understand the concepts of oxidation and reduction
 * understand the concept of electromotive force
 * understand how to balance chemical equations

 * Difficulties- Students may have difficulty:
 * Distinguishing between oxidation and reduction reactions.
 * Balancing chemical reactions.
 * with prior misconceptions about the movement of particles (electrons, cations, anions) throughout the galvanic/voltaic cell.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Batteries! Most people have used batteries of one sort of another, whether they are aware or not. Batteries are present in toys, cars, cell phones, watches, laptop computers, and a host of other everyday items. Students might be interested in learning about how batteries work, why batteries die, and how some batteries can be recharged.

Model of Knowledge

 * Concept Map
 * Learn oxidation and reduction
 * Learn electromotive force
 * Lear how to balance chemical equations
 * Apply knowledge to solving of voltaic cells

 * Content Priorities
 * Enduring Understanding
 * Understand how to draw a label a simple galvanic/voltaic cell
 * Understand how the salt bridge functions to maintain electrical neutrality
 * Understand how to determine the chemical reactions occurring in each half-cell
 * Understand how to determine the overall chemical equation for the galvanic/voltaic cell
 * Understand how to identify the anode and cathode in the galvanic/voltaic cell
 * Understand how qualitative observations in the half-cells relate to the chemistry and function of each half-cell
 * Understand how to relate simple galvanic/voltaic cells to batteries
 * Important to Do and Know
 * Understand how to draw and label more complicated galvanic/voltaic cells
 * Understand how more complicated galvanic/voltaic cells function
 * Worth Being Familiar with
 * Shorthand cell notation for galvanic/voltaic cells
 * The chemical reactions occurring in common types of batteries
 * Understanding why some batteries die
 * Understanding why some batteries can be recharged

Assessment of Learning

2Al(s) + 3Fe2+(aq) ↔ 2Al3+(aq) + 3Fe(s)
 * Formative Assessment
 * In Class (groups)
 * Group questions: questions on galvanic/voltaic cells (see below)
 * A galvanic cell consists of a silver-silver ion half-cell and a nickel-nickel(II) ion half-cell; silver ion is reduced during operation of the cell.
 * a) What is the oxidation half-reaction?
 * b) What is the reduction half-reaction?
 * c) What is the overall cell reaction?
 * d) Which metal is the cathode?
 * e) Which metal is the anode?
 * Calculate E°cell for the following electrochemical cell:
 * Homework (individual)
 * Questions on galvanic/voltaic cells topics (see below)
 * Summative Assessment
 * Exam questions

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * draw and label a simple galvanic/voltaic cell
 * explain the function of a salt bridge
 * write chemical equations for the chemical reactions occurring in each half-cell
 * write an overall chemical equation for the galvanic/voltaic cell
 * identify the anode and the cathode in the galvanic/voltaic cell

The objectives will require that students be able to:

 * Understand the principles of voltaic cells and how they work

THE CHALLENGE

Everybody uses toys, cell phones, and gizmos that require batteries. Everybody knows that batteries eventually die. How do batteries work? And why do they die?

GENERATE IDEAS

Several guiding questions to help students generate questions: What are some of the different kinds of batteries that you have used and seen before? What comes from a battery that causes your toys or cell phones or gizmos to work? What do different batteries look like, in terms of size and shape? How do the costs of different batteries compare to one another?

MULTIPLE PERSPECTIVES

Let’s take a look at a lead storage battery. First we’ll look at a picture of it to see what it looks like: (Source: http://www.answers.com/topic/lead-acid-battery-1 accessed May 2009)

Next we’ll look at a schematic to see what the different parts are: (Source: http://library.tedankara.k12.tr/chemistry/vol4/Batteries/z175.htm accessed May, 2009)

Next we’ll look at the chemical reactions occurring in the battery: Cathode: PbO2 (s) + 2e- + 4 H+ (aq ) + SO42- (aq ) --> PbSO4 (s) + 2 H2O (l ) Anode: Pb (s) + SO42- (aq ) --> PbSO4 (s) + 2e-

RESEARCH & REVISE

There are lots of different kinds of batteries other than the lead storage battery. Work in groups of 4 to do some research (textbooks, internet, etc.) to find other types of batteries. For each battery you find, make sure to describe it in the same way that I’ve described the lead storage battery: a) find a picture so we can see what it looks like in real life, b) find a schematic so we can see what the different parts of the battery are, and c) report the chemical reactions occurring in the battery. What are the similarities and differences you are finding in your batteries? How can you relate the different parts of the batteries to the galvanic/voltaic cells that we have been discussing in class?

TEST YOUR METTLE

Answer the questions related to galvanic/voltaic cells and batteries on your Blackboard homework.

GO PUBLIC

We will have a session in class where each group will make a short poster presentation to the class on a particular type of battery, how the battery works, and why the battery eventually dies.

title: UTPA STEM/CBI Courses/Electrochemistry


text:
UTPA STEM/CBI Courses/Human Anatomy and Physiology

cardiac cycle

cardiovascular system


text:
User talk:Terrichapman

 Hello Terrichapman, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

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. --AFriedman (talk) 21:33, 26 February 2010 (UTC)

 Hello , we are the Baah and Bahh twins and we'd both like to welcome you to Wikiversity. While you sit back and explore Wikiversity, enjoy some of our fresh goat milk. You can help us learn by creating new learning resources or help us by improving the guided tours and other exploration tools. We look forward to seeing you around. Baaaahbye for now.

title: User talk:Terrichapman


text:
UTPA STEM/CBI Courses/Business Calculus

Optimization Applications

title: UTPA STEM/CBI Courses/Business Calculus


text:
UTPA STEM/CBI Courses/Algebra/Motion Problem

Course Title: Intermediate Algebra

Lecture Topic: Motion Problems

Instructor: Saul Andaverdi

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the end of the week, students will be able to:
 * Identify a Motion problem
 * Setup an equation to solve the work problem
 * Solve a work problem

 * Sub Objectives- The objectives will require that students be able to:
 * Set up real world problems involving rational equations.
 * Solve Rational Equations.

 * Difficulties- Students may have difficulty:
 * Recall formula needed for motion problems Distance = (Rate)(Time)
 * Set up the rational equation

 * Real-World Contexts- A variety of real world problems translate into rational equations. There are many ways students can use this material in the real-world, such as:
 * Motion Problems
 * Work Problems
 * Proportions

Model of Knowledge

 * Concept Map
 * Adding rational numbers and rational expressions.
 * Finding a common denominator for rational equations.
 * Solving problems involving rational equations.
 * Content Priorities
 * Enduring Understanding
 * Solving real life application problems that require rational equations.
 * Adding and Subtracting Rational equations
 * Multiplying and dividing Rational equations.
 * Important to Do and Know
 * Which operation on rational expressions require a common denominator?

 * Worth Being Familiar with
 * Formula for Distance
 * Operations with rational expressions

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Written weekly quiz with application problems

 * Homework (individual)
 * Weekly homework assigned for practice

 * Summative Assessment
 * Problems that deal with distance, speed (or rate), and time are called motion problems.
 * Written Exam that incorporates exercises and application problems.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Identify rational equations
 * Set up application problems involving rational equations
 * Solve Rational Equations and applications.

THE CHALLENGE

Mary bicycles 6 miles per hour faster than John. In the same time it takes John to bicycle 30 miles, Mary can bicycle 48 miles. How fast does each bicyclist travel?

GENERATE IDEAS

How would we be able to find solutions for this type of problem.

MULTIPLE PERSPECTIVES
 * Do an actual experiment.
 * Do a smaller scale experiment and see if we can relate the solution to a bigger scale.

RESEARCH & REVISE Check solutions by substitution method.

TEST YOUR METTLE

What would be the best way to approach this type of problem.

GO PUBLIC

Students will work cooperatively to discuss and try to find solutions to motion problem and agree on an answer as a group while editing each others work and identify and fix misconceptions both on their own and with instructors help.

Pre-Lesson Quiz

 * 1) What is the relationship between distance, rate, and time?
 * 2) If you know you live 15 miles from school and you have 20 minutes to get there. What is the rate of speed in miles per hour you need to drive at get to school on time?
 * 3) If you know you need to drive 40 miles to get to work and your average rate of speed driving there is 55 miles per hour. How long does it take you to get there?

Test Your Mettle Quiz

 * 1) What is Distance equal to?
 * 2) What is Rate equal to?
 * 3) What is Time equal to?
 * 4) If Joe travels 50 miles to work which is the same distance as Mary but Mary averages a speed of 5 miles per hour faster than Joe, How much time does it take each to get to work?


text:
UTPA STEM/CBI Courses/Contemporary Math

Compound Interest and Annuities

title: UTPA STEM/CBI Courses/Contemporary Math


text:
UTPA STEM/CBI Courses/Business Math/Compound Interest and Annuities

Course Title: Contemporary Mathematics

Lecture Topic: Compound Interest and Annuities

Instructor: Roger Knobel

Institution: The University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Compute the future value of a fixed annuity.

 * Sub Objectives- The objectives will require that students be able to:
 * 1) Identify the type of finance problem given a real world situation.
 * 2) Identify the payment amount, payment period, annual interest rate, and length (time) of the annuity.
 * 3) Convert an interest rate from percent form to decimal form.
 * 4) Compute the period interest rate and number of payments.
 * 5) Select the correct formula for computing the future value of a fixed annuity.
 * 6) Use a calculator to evaluate a finance formula.

 * Difficulties- Students may have difficulty:
 * 1) Being able to identify the type of finance problem.
 * 2) Distinguishing between present value, future value, and payments.
 * 3) Converting an annual interest rate in percent form to a periodic interest rate in decimal form.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * 1) Determining future retirement account balances.
 * 2) Determining periodic payments needed to achieve a savings or retirement goal.

Model of Knowledge

 * Concept Map
 * Simple Interest
 * Compound Interest
 * Understanding the fixed annuity formula.

 * Content Priorities
 * Enduring Understanding
 * Understand the power of compound interest and exponential growth.
 * Being aware that regular deposits over time into an interest earning account can lead to big things.
 * Important to Do and Know
 * Be able to compute the future value of a fixed annuity.
 * Worth Being Familiar with
 * The effect of different interest rates and periods in future investment values.

Assessment of Learning

 * Formative Assessment
 * Short in-class problem sets.
 * On-line quiz or homework.
 * Summative Assessment
 * Questions on the unit and final exams.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Compute the future value of a fixed annuity earning compound interest.
 * Identify the type of finance problem given a real world situation.
 * Identify the payment amount, payment period, annual interest rate, and length (time) of the annuity.
 * Convert an interest rate from percent form to decimal form.
 * Compute the period interest rate and number of payments.
 * Select the correct formula for computing the future value of a fixed annuity.
 * Use a calculator to evaluate a finance formula.

THE CHALLENGE

You have won $500,000 in the lottery. You can take a lump sum now of $300,000, or $25,000 each year for 20 years. What would you pick; why?

GENERATE IDEAS

 * Collect, organize, compare, and contrast the different reasons for selecting each option.
 * Ask "What are reasons that someone would want the money now? What are reasons that someone would want the annual payments?"
 * Discuss "If your goal was to have as much money when you retire, what other information would you need to make a more informed decision?"

MULTIPLE PERSPECTIVES

 * Provide short video clips of lottery winners explaining what they did and why.
 * Use a spreadsheet to simulate deposits and compound interest.

RESEARCH & REVISE

 * Teacher led introduction of the fixed annuity formula.
 * Worksheets leading students through the use of the fixed annuity formula.

TEST YOUR METTLE

 * Small groups re-examining the challenge question, resulting in a poster with their explanation and conclusion.

GO PUBLIC

 * Homework problems giving students a variety of scenarios where the fixed annuity formula is used to compute a future value.

Pre-Lesson Quiz

 * 1) What is 5.3% of 720?
 * 2) You have $120 in a bank account earning 6.0% interest compounded monthly. How much would you have in your bank account after 1 month? After 2 months? After 3 months?
 * 3) Suppose you deposit $40 into an account earning 5% interest compounded daily. After three years, how many deposits have you made into the account?

Test Your Mettle Quiz

 * 1) Each year, you deposit $500 of your income tax return into an account earning 4% compounded annually. How much will you have in the account after 7 years?
 * 2) As part of a cash settlement, you have the choice of taking a one-time payment of $25,000 or annual payments of $2000 for 10 years. Assuming that you invest all of the money into an interest-bearing account, which option would allow you to accumulate the greater amount of money at the end of 10 years? Does your answer depend on the interest rate?


text:
UTPA STEM/CBI Courses/Thermal Systems Design and Optimization

Economics


text:
UTPA STEM/CBI Courses/Thermal Systems Design and Optimization/Economics

Course Title: Thermal Systems Design and Optimization

Lecture Topic: Economics

Instructor: Young-Gil Park

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Calculate Life-Cycle Saving (LCS)
 * Calculate equivalent annual cost

 * Sub Objectives- The objectives will require that students be able to:
 * Convert money between current worth and future worth
 * Use various interest factors

 * Difficulties- Students may have difficulty:
 * Taking effect of inflation into cost estimation
 * Incorporating shift in time or irregular events

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Purchasing a personal vehicle
 * Making real estate investment decisions

Model of Knowledge

 * Concept Map
 * Engineering Design Optimization
 * Objective function
 * Factors directly related to cost
 * Non-monetary factors
 * Economic decision making
 * Life-cycle savings
 * Annual cost
 * Interest rate, inflation
 * Depreciation, Tax

 * Content Priorities
 * Enduring Understanding
 * Money now is worth more than money later.
 * When and why Life-cycle Saving (LCS) is useful for financial decision
 * When and why equivalent annual cost is useful for financial decision
 * Important to Do and Know
 * Use various interest factors
 * Incorporate inflation and calculate real interest rate
 * Calculate effective interest rate to merge regular financial events at different intervals.
 * Calculate payback time and rate of return on investment
 * Worth Being Familiar with
 * Implications of financial risk
 * Value of option (financial instrument)
 * Financial value of insurance

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Calculate monthly payment amount for a car loan of known initial amount and fixed interest rate and duration.
 * Calculate maximum value of a house you can afford with given monthly income, loan interest rate, property tax rate, and maintenance cost.
 * Homework (individual)
 * Calculate the remaining principle of a 15-year fixed-rate mortgage loan after 5 years of monthly payments (60 payments).
 * Refinance the above loan to a new 20 year mortgage at a different interest rate. How much reduction of monthly payment is achieved?
 * Summative Assessment
 * Compare two equipment purchase options with different amount of initial cost, maintenance cost, tax credit, refurbishing schedule, and salvage value.
 * Decide a better option from two methods: (1) Life Cycle Saving, (2) Equivalent Annual Cost.
 * If an option with low initial cost and high operating cost is chosen, determine after how long time, it is better to replace the equipment.
 * If an option with high initial cost and low operating cost is chosen, determine the payback time, i.e. how long it takes to recover the additional initial cost.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Compare financial merits of equipment purchase options with a trade off in the initial and the operating costs.
 * Compare financial merits of buying vs. leasing of a car or a house.
 * Compare financing options for automobile or real estate purchase.
 * Calculate monthly saving requirement for financial goals (e.g. retirement, college tuition).
 * Cast value of assets to a common reference point in time.
 * Formulate an objective function (total value of assets) as a function of various parameters (costs, credits, interest rates, inflation, etc.).

THE CHALLENGE

Students will be told this story: How many of you drive every day? Do you know the official gas mileage of your vehicle and the actual gas mileage you get? A number of factors affect the gas mileage--these are related to the traffic/road condition, car maintenance, and driving style. [present chart or table] Here are some typical data on the energy consumption for a conventional passenger vehicle on a city area and a highway. Now the numbers look different for a gas-electric hybrid vehicle. A gas-electric hybrid vehicle recaptures some of the kinetic energy through a regenerative braking and generates electricity which can be stored and later used during acceleration. Now imagine that you are going to buy a car. After a long research, you came down to a popular passenger vehicle, which comes in two models: one equipped with a conventional gasoline engine, the other with a gas-electric hybrid engine. Both have comparable functionality and appearance. You have to decide which one is a more desirable choice.

GENERATE IDEAS

 * 1) Students should discuss what criteria should be used to compare different options: How much do you pay initially?  What about gas mileage?  Are there federal/local tax credits, or did they expire/phase out?  Is there any difference in maintenance cost?  How long does the battery pack last before it becomes necessary to replace it?  How much does a battery pack cost?  What if gas price become really high or low in the near future?
 * 2) What are some non-monetary values these options have? You can feel good about driving a car with less environmental impact from pollution, global warming, etc.  Besides, there is the "Hey, look what I've got!" factor.  Is a hybrid car really friendly to the environment because much of the body is built with aluminum which takes a lot of energy to produce?  What about the batteries made of rare substances (Nickel, Lithium, etc.)?
 * 3) In general, these discussions can be summarized into a conclusion that there are some factors that can be translated to monetary values but not all merits can be readily converted to money. Students can discuss what factors they want to choose for further investigation.

MULTIPLE PERSPECTIVES

 * 1) By this point, students should have generated a list of relevant merits of candidate choices grouped in monetary and non-monetary values.
 * 2) Students should discuss what kind of data are needed and what sources they need to refer to obtain these data.
 * 3) Some websites can be visited during the class (e.g. epa.gov, fueleconomy.gov, car review web portals, lender websites)
 * 4) After an initial discussion led by the students, instructor can provide some printed materials regarding relevant issues with gas-electric hybrid cars and their merits. Students should have further discussions with these additional materials.
 * 5) The discussions should identify most key financial data such as: MSRP, tax incentive (if any), gas mileage (regional information adjusted: traffic, climate), average mileage per year, gas price, prevailing interest rate for auto loans, maintenance cost (routine), major maintenance cost (e.g. battery pack), insurance premium (any difference), and so on.

RESEARCH & REVISE

 * 1) By this point, students should have collected all relevant financial data that will be used for further comparison.
 * 2) Students will be provided a document summarizing all interest factors that are used to cast value of money at different points in time.
 * 3) Students will work in groups to calculate the lifecycle cost of the two options at the current point in time. Each group will present their results showing how they came up with the answers.
 * 4) After all groups have presented, students will go back to individual groups to revise their calculations. This process can be repeated until a dominant majority of groups have reached similar conclusions.

TEST YOUR METTLE

Students will take quizzes. Students in the same group will grade each other's quiz and teach each other until everyone understands the problems. A similar set of quizzes can be taken again afterwards, with possible repetition on individual basis. GO PUBLIC

Student groups will use a computer software (e.g. Excel, Matlab, Javascript, etc.) to generate financial tools to assist car purchase. The model should account for multiple input factors used in comparing the car purchase options in this CBI module and produce a comparison in terms of Lifecycle Saving (LCS) and Equivalent Annual Cost. This tool can be showcased in the course website.

Pre-Lesson Quiz

 * 1) You want to purchase a new 55" LED TV at a local store and they offer a 12-month no interest payment option. However, you have enough cash to pay in full up front.  Will you have a compelling case to negotiate with the store manager to get a discount instead of the 12-month payment option?  (a) Yes  (b) No
 * 2) What is the reason for your answer in the previous question?

Test Your Mettle Quiz

 * 1) You deposited $1,000 in a saving account at your bank with an interest rate of 3%. How much interest will be accrued in a month?
 * 2) In the previous question, if the interest is paid and compounded monthly, what will be the balance of the account after 12 months?
 * 3) In the previous question, if the inflation rate during the 12 month period is 2%, what is the real interest rate?
 * 4) Calculate the monthly payment of a 30-year mortgage loan of $250,000 with fixed interest rate of 5%.
 * 5) In the previous question, after 15 years, the loan is refinanced to a new 30-year loan at 4% interest rate. What is the new monthly payment?


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UTPA STEM/CBI Courses/Calculus/Mean Value Theorems

Course Title: Mean Value Theorems for differentiable functions

Lecture Topic: Rolle's Mean Value Theorem.

Instructor: Dr. Rajendra P Rai

Institution: Department of Mathematics, University of Texas - Pan American.

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify the situation where Rolle's MVT can be applied and derive the conclusion if Rolle's MVT is applicable to the situation.
 * Better understand the proofs of other mean value theorems, viz., Lagrange, Cauchy and Taylor mean value theorems that are to follow subsequently and shortly.

 * Sub Objectives- The objectives will require that students be able to:
 * Get a good application of the concept of continuity of a function over a closed interval.
 * Get a good application of the concept of differentiability of a function over an open interval.

 * Difficulties- Students may have difficulty:
 * Understanding the concepts of closed itervals, open intervals and functions.
 * Grasping the concepts of continuity and differentiability of a function.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Determining if a function has at least one horizontal tangent in a given open interval.
 * Determining if a function has a real zero in an open interval.

Model of Knowledge

 * Concept Map
 * On the the board, draw several variation of the function's graph that satisfy the conditions of Rolle's Theorem.
 * Help students realize that each one of the points along the function has at least one tangent parallel to the x-axis.

 * Content Priorities
 * Enduring Understanding
 * By looking at the pictures drawn in the concept map, students will realize that whatever the theorem states is possibly true often. But they will doubt whether the conclusion of the theorem is always true because the few pictures drawn on the board cover all possible situations. So, they would appreciate the proof that is to follow.
 * The proofs of other mean value theorem that follow can be given using the same technique. So, the proof that is about to be given would prepare them well for the proofs of the othere mean value theorems.

 * 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:
 * Check whether a given function satisfies the conditions of the Rolle's Thoerem and derive the conclusions desired.
 * Solve various application problems based upon the concept of the Rolle's MVT.
 * Be ready to understand the concepts in the subsequent mean value theorems of the differential calculus namely the Lagrange's Mean Value Theorem, the Cauchy's Mean Value Theorem and the Taylor's MVT. This will prepare the student to understand their proofs better.

The objectives will require that students be able to:
 * Check the Continuity of a function over a closed interval.
 * Check the differentiability of a function over an open interval.
 * Evaluate the value of a given function at a given point.

THE CHALLENGE

When can you say whether a given function defined over a closed interval has at least one horizontal tangent?

GENERATE IDEAS

Since we are talking about the slope of the tangent, should this function be differentiable?

Should this function be continuous?

What else would one need to make sure that there is at least one point in the domain where the tangent is parallel to the x axis?

MULTIPLE PERSPECTIVES

The above ideals will lead to multiple perspectives and to the statement of Rolle's Theorem.

RESEARCH & REVISE

The requirements of the Rolle's Theorem that have been missed out so far can be obtained through the sketches of functions that do not meet the requirement of the Rolle's theorem that have been missed out and do not have a horizontal tangent.

TEST YOUR METTLE

Synthesize the requirements for the functions obtained so far to determine whether they ensure the existence of a horizontal tangent. If that is so, then go to the next step.

GO PUBLIC

Give the statement of the Rolle's Theorem followed by its proof.

Pre-Lesson Quiz

 * 1) What do you understand by a horizontal tangent?
 * 2) When do you say that a function is continuous over a closed interval?
 * 3) When do you say that a function is differentiable over an open interval?
 * 4) What conditions does a function need in ensure the existence of a horizontal tangent to that function?

Test Your Mettle Quiz

 * 1) Let f(x) = 3x^2 + 6x + 2. Does this function satisfy the conditions of the Rolle's Theorem over the inter [-2, 0]? If yes, then find the point in the interval where tangent is horizontal.
 * 2) Show that the equation, x^3 - 9x + 10, has at least one root in the interval [0, 2].
 * 3) Show that x^3 + 12x + c = 0 has, at most, one real solution.
 * 4) Other similar questions will given from the textbook.


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UTPA STEM/CBI Courses/The Mathematics of Apportionments

Course Title: Contemporary Math

Lecture Topic: The Mathematics of Apportionment

Instructor: Nam Nguyen

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the Basic concepts of Apportionment
 * What is an apportionment problem?
 * What is the nature of the problem?
 * What are the mathematical issues we must deal with?
 * Why should we care?

 * Sub Objectives- The objectives will require that students be able to:
 * Understand Apportionment problems
 * Hamilton's method and the Quota Rule
 * Jefferson's method's
 * Adams's method

 * Difficulties- Students may have difficulty:
 * Being able to find the modified divisor D and modified quota.
 * Using various methods for the purpose of comparison

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Determining the numbers of seats each state would have in the House of Representatives (look at the last 10 years census and now)

Model of Knowledge

 * Concept Map
 * Understand the Standard Divisor
 * Understand the Standard Quota
 * Understand the Upper and Lower quota
 * The Conventional Rounding of standard quota

 * Content Priorities
 * Enduring Understanding
 * Apportion-We are dividing and assigning things, and we are doing this on a proportional basic and in planned organization fashion.
 * Hamilton's method:
 * 1) Calculate each state's standard quota.
 * 2) Give each state its Lower Quota.
 * 3) Give surplus seats ( one at a time) to the states with the largest residues(fractional parts) until there are no more surplus seats.
 * Jefferson's method:
 * 1) Find a "Suitable" divisor D.
 * 2) Using D as the divisor, compute each state's modified quota.
 * 3) Each state is apportioned its modified lower quota.
 * Adams's method:
 * 1) Find a "Suitable" divisor D.
 * 2) Using D as the divisor, compute each state's modified quota.
 * 3) Each state is apportioned its modified upper quota.

 * Important to Do and Know
 * The "State" is the term we will use to describe the parties having a stake in the apportionment.
 * The "Seat" is the term that describes the set of M identical, indivisible objects that are being divided among the N states.
 * The "Population" is a set of N positive numbers that are used as a basic for the apportionment of the seat to the states.
 * The Standard Divisor (SD) this is the ratio of population to seats.
 * The standard quotas of a state is the exact fractional number of seats that the state would get if fractional seats were allowed.
 * Upper and Lower quotas : the lower quota(L)-the standard quota rounded down; the upper quota(U)-the standard quota rounded up.
 * Worth Being Familiar with
 * Quota rule : No state should be apportioned a number of seats smaller than its lower quota or larger than its upper quota.
 * Understand and how to compute the Standard Divisor
 * Understand and how to compute the Standard Quota

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Read problem carefully, understand what is given and what being asked for.
 * Homework (individual)
 * assign homework after the lecture
 * Summative Assessment
 * Exam
 * Group project presentation

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Understand the Basic concepts of apportionment and how to compute by using various method

 * Understand the Basic concepts of apportionment
 * What is an apportionment problem?
 * What is the nature of the problem?
 * What are the mathematical issues we must deal with?
 * Why should we care?

The objectives will require that students be able to: THE CHALLENGE The U.S constitution requires a national census once every ten years. Census data is also used to guide local decision makers on where to build new roads, hospitals, transportation needs, child-care and senior centers, schools, and more. Your goal is to determine how many seats each state would have in the House of Representatives by using various methods (note: use the census 2000 versus 2010).
 * What is an apportionment problem?
 * What is the nature of the problem?
 * What are the mathematical issues we must deal with?
 * Why should we care?

GENERATE IDEAS
 * The instructor will lead students by giving some different examples of Jefferson's and Adams's method.
 * The instructor will lead students by showing how to compute the  Standard Divisor and Standard quota.

MULTIPLE PERSPECTIVES Provide a short video clip about the House of Representatives.
 * The instructor will ask group members for comments and critique.
 * The instructor will give comments to the students and present the complete solution.
 * Assign more examples.

RESEARCH & REVISE

 * Give introduction of the Apportionment
 * Handout worksheets and walk students through the use of each method

TEST YOUR METTLE

 * Form base-groups or groups and give the result of their finding and conclusion.

GO PUBLIC

 * Students will be able to answer similar questions presented at the beginning of the lesson.
 * Students would be asked to turn in a brief write up.
 * Students will have an exam covering these topics.

Pre-Lesson Quiz

 * 1) The Bandana Republic is a small country consisting of four states: A population 3,310,000, B population 2,670,000, C population 1,330,000, and D population 690,000. Suppose that there are M=160 seats to be apportioned among the four states based on their respective populations.
 * a) Find the standard divisor.
 * b) Find each state's standard standard quota.

 * 1) According to the 2000 U.S. Census 7.43% of the U.S. population lived in Texas. Compute Texas Standard Quota in 2000 (hint: there are 435 seats in the House of Representatives).
 * 2) Find the apportionment as described in problem #1 (use M = 160) under Hamilton's method.
 * 3) Find the apportionment as described in problem #1 under Adams's method.

Test Your Mettle Quiz

 * 1) Suppose that there were 11 candy bars in the box. Given that Bob did homework for a total of 54 minutes, Peter did homework for a total of 243 minutes, and Ron did homework for a total of 703 minutes, apportion the 11 candy bars among the children using Hamilton's method.
 * 2) Suppose that before mom hands out the candy bars, the children decide to spend a "little" extra time on homework. Bob puts in an extra 12 minutes (for a total of 56 minutes ), Peter an extra 12 minutes ( for a total of 255 minutes), and Ron an extra 86 minutes ( for a total of 789 minutes). Using these new totals, apportion the 11 candy bars among the children using Hamilton's method.


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UTPA STEM/CBI Courses/Nutrition/Enzymes

Course Title: Nutrition; General Biology I

Lecture Topic: Enzymes, Organic and biochemistry

Instructor: Associate Professor Diane Teter

Institution: South Texas College, McAllen, Texas

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain and give an example of catalysis
 * Understand/apply use of enzymes for catalysis
 * Distinguish between proteins and enzymes and their interactions
 * Understand denaturation (shape alteration) of proteins by catalysts

 * Sub Objectives- The objectives will require that students be able to:
 * Define hydrolysis and how it is used in food preparation
 * How to alter an enzyme catalyst

 * Difficulties- Students may have difficulty:
 * Understanding the relation of enzyme to a substrate
 * Grasping the relation of an enzyme and its enzyme-substrate complex
 * Relating of enzyme to its products

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Food preparation in nutrition
 * Inorganic and biochemistry experiments

Model of Knowledge

 * Concept Map
 * Enzymes in pineapple products that affect gelatin
 * Sundried pineapple
 * Fresh pineapple
 * Fresh pineapple denatured by heat
 * Canned pineapple

 * Content Priorities
 * Enduring Understanding
 * What an enzyme is and does
 * What catabolism means in relation to enzymes
 * How enzymes can be used in culinary arts
 * Important to Do and Know
 * Experimental design
 * What is hydrolysis and how it can be used in culinary arts
 * Now proteins can be denatured
 * Worth Being Familiar with
 * Gels
 * Acids
 * Mixing together of both the above for food preparation

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Perform experiment
 * Analysis of experimental results or data
 * Homework (individual)
 * Report on experiment
 * Research of other enzymes use in cooking examples
 * Research of denaturation of proteins and how relates to cooling/nutrition and examples
 * Summative Assessment
 * Test on enzymes,
 * their effects
 * inhibition
 * enzyme substrates
 * products
 * A food example of enzymes in food preparation/cooking or wellness

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Understand and explain what a catalyst is and give examples
 * Distinguish between proteins and enzymes and their interactions.
 * Understand and explain denaturation of proteins by catalysts.
 * Design and conduct an experiment with its analysis
 * Write up a lab report and discuss the consequences of the lab in a real world situation

Why did my Jello not gel? It’s Thanksgiving and you were to make and bring a gelatin dessert with pineapple chunks to the dinner. You had no problem choosing the flavor of the gelatin, but you had problems choosing the type of pineapple (canned, fresh, cooked fresh, or dried) to use for your recipe. You chose fresh pineapple chunks, so why didn’t the Jello gel?

GENERATE IDEAS

 * Brainstorming in groups of 3-4
 * Researching online
 * Collaborate with an expert in culinary arts, biology or chemistry

MULTIPLE PERSPECTIVES

 * Study and review of enzymes, catalysts, proteins, hydrolysis, and gelatin
 * Nutrition or Culinary Arts Instructor as speaker
 * Virtual Lab on Biology text publisher’s site
 * How enzymes work in the human body in digestion and give examples
 * Nutritional value of pineapple with respect to its type of preservation

RESEARCH & REVISE

 * Lecture
 * Lab experiment on catalysis using enzymes in pineapple (types of preparation)

TEST YOUR METTLE

 * Discussion/collaboration for laboratory report
 * Written test
 * pre-test
 * post-test

GO PUBLIC

 * Presentation to class/teacher/group
 * Lab report
 * Discussion questions for online course
 * Bring your gelatin dessert to class for tasting

Pre-Lesson Quiz
1.	In the reaction A + B → C + D, the reactant(s) is/are:
 * a.	Only A
 * b.	A and B
 * c.	Only D
 * d.	C + D

2.	 Enzymes ______.
 * a.	 Slow down chemical reactions
 * b.	Increase the energy of activation
 * c.	Bring together specific molecules and causes them to react with each other
 * d.	All of these

3.	 The speed of a reaction that involves an enzymes increases as____.
 * a.	Optimal temperature decreases
 * b.	pH becomes less than optimal
 * c.	substrate concentration increases
 * d.	all of these

4.	 Denaturation _____.
 * a.	 Changes the shape of the enzyme
 * b.	Prevents the enzyme from binding with its substrate molecules efficiently
 * c.	Occurs at temperatures above a certain point
 * d.	All of these

5.	A very high fever (105 degrees F) is dangerous because enzymes can become ________.
 * a.	 Ionized
 * b.	Denatured
 * c.	More structured

Test Your Mettle Quiz
1.   Which statement describes the currently accepted theory of how an enzyme and its substrate fit together?
 * a.	 As the product is released, the enzyme breaks down
 * b.	The enzyme is like a key that fits into the substrate, which is like a lock
 * c.	The active site is permanently changed by its interaction with the substrate
 * d.	As the substrate binds to the enzyme, the shape of the active site changes to accommodate the reaction

2.	Which statement is NOT true about the effects of various conditions on the activity of an enzyme?
 * a.	 Higher temperatures generally increase the activity of an enzyme up to a point.
 * b.	Above a certain range of temperatures, the protein of an enzyme is denatured.
 * c.	A change in pH can cause an enzyme to be inactivated.
 * d.	An enzyme’s activity is generally reduced by an increase in substrate concentration.
 * e.	When sufficient substrate is available, the active site will nearly always be occupied.

3.	 Which statement is NOT true about enzyme inhibition?
 * a.	In competitive inhibition, the inhibitor binds to the active site of the enzyme
 * b.	In noncompetitive inhibition, the inhibitor binds to the allosteric site of the substrate
 * c.	In irreversible inhibition, a poison binds to the enzyme so that it can never work again
 * d.	Most inhibitors act in a reversible fashion
 * e.	All of the statements are true

4.	A coenzyme is
 * a.	 An ionic cofactor that interacts with an enzyme to allow it to work
 * b.	A protein cofactor that interacts with an enzyme to allow it to work
 * c.	A non-protein organic cofactor that interacts with an enzyme to allow it to work
 * d.	An ionic cofactor that interacts with an enzyme to inhibit it
 * e.	A protein cofactor that interacts with an enzyme to inhibit it

5.   Energy coupling of endergonic and exergonic reactions within cells
 * a.	 Permit biological reactions to proceed at temperatures consistent with life
 * b.	Uses heat released by one reaction to fuel the other reaction
 * c.	Utilizes ATP to carry energy between the exergonic and endergonic reactions
 * d.	All of the choices are correct

6.	 Of the following, which process will not denature a protein?
 * a.	 Heating to temperatures above 100 C
 * b.	Addition of strong acids or strong bases
 * c.	Phosphorylation
 * d.	Addition of distilled water

7.    While eating a container of yogurt, you have to leave, so you store the yogurt in the refrigerator. A day later you return and find the surface of the yogurt is no longer smooth but has broken into several liquefied product. You correctly guess that enzymes from your saliva, via the spoon, have continued digesting the yogurt in your absence. What will happen over time?
 * a.	 The reaction will soon stop because the amount of saliva is small, and you would have to add more saliva to continue the degradation
 * b.	The reaction will continue, since the enzyme is not consumed by the reaction
 * c.	The reaction will continue until half is digested and then stop because the reaction between substrate and product will be balanced
 * d.	Absolutely no degradation of the yogurt will occur naturally unless in the presence of this enzyme

8.	 If there are twelve different intermediate products produced in the stages for production of a molecule in a cell, we can expect that there
 * a.	 Is one enzyme that carries this process through to the end product
 * b.	Is one enzyme for degradation and another enzyme for synthesis
 * c.	May not be any enzymes involved if this is a natural cell product
 * d.	Must be twelve different raw materials combined in the cell by one enzyme
 * e.	Are about twelve enzymes, at least one responsible for each step in the metabolic pathway

9.	 In order to roll a rock down a hillside, you must first push it up out of the hole in which it rests. Pushing the rock is analogous to the energy of activation of a chemical
 * a.	True
 * b.	False

10.	 An enzyme is a globular protein that inhibits the formation of chemical bonds within the enzyme’s substrate(s).
 * a.	True
 * b.	False

11.	 If a change in pH alters an allosteric site where an inhibitor binds, but doesn’t change the active site for the intended substrate, it would be possible for an enzymatically controlled reaction to occur as normal. 12.	In the reaction A + B → C + D, the reactant(s) is/are:
 * a.	True
 * b.	False
 * e.	Only A
 * f.	A and B
 * g.	Only D
 * h.	C + D

13.	 Enzymes ______
 * e.	Slow down chemical reactions
 * f.	Increase the energy of activation
 * g.	Bring together specific molecules and causes them to react with each other
 * h.	All of these

14.	The speed of a reaction that involves an enzymes increases as____
 * e.	Optimal temperature decreases
 * f.	pH becomes less than optimal
 * g.	substrate concentration increases
 * h.	all of these

15.	Denaturation _____.
 * e.	Changes the shape of the enzyme
 * f.	Prevents the enzyme from binding with its substrate molecules efficiently
 * g.	Occurs at temperatures above a certain point
 * h.	All of these

16.	A very high fever (105 degrees F) is dangerous because enzymes can become ________.
 * d.	Ionized
 * e.	Denatured
 * f.	More structured

title: UTPA STEM/CBI Courses/Nutrition/Enzymes


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UTPA STEM/CBI Courses/Algebra/Work Problems

Course Title: Intermediate Algebra

Lecture Topic: Work Problems

Instructor: Rivera

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Setup and solve a work problem.

 * Sub Objectives- The objectives will require that students be able to:
 * identify a work problem
 * identify the relative data
 * use the general equation to find a model equation to solve the work problem
 * Solve the model equation for a work problem

 * solve an equation with fractions
 * finding the restrictions on the variable, if applicable
 * find a common denominator

 * Difficulties- Students may have difficulty:
 * seperating data form irrelevant information
 * solving the equation
 * determining which answers are reasonable

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * estimating the length of time that a project requires to be completed if people work together
 * estimating how long several sewing machines,for example, would take to perform a task

Model of Knowledge

 * Concept Map
 * understand the logic behind the general equation for solving work problems

 * Content Priorities
 * Enduring Understanding
 * Understand how to identify a work problem
 * Understand and sse the general equation to solve a work problem

 * Important to Do and Know
 * solve equations containg fractions
 * finding restrictions on the variable
 * text
 * Worth Being Familiar with
 * solving equations containing fractions
 * finding common denominators of rational expressions
 * finding restrictions on variables, if applicable

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Students will work in groups on some work problems and present it to the entire class

 * Homework (individual)
 * Students will work on assigned problems and will ask quesitons on any difficulties they may have

 * Summative Assessment
 * In class quiz over the lesson

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Setup and solve a work problem.

The objectives will require that students be able to:
 * identify a work problem
 * identify the relative data
 * use the general equation to find a model equation to solve the work problem
 * Solve the model equation for a work problem

THE CHALLENGE

One of your friends owns a painting company with five employees. As an insentive he offers you a ten percent commission if you can figure out the amount of time required to paint the rooms of a new office building in McAllen. The building contains one hundred offices all with the same dimensions. After several timed observations he creates a table with the average time that each painter takes to paint an entire room by himself. The challenge is to create two crews one with two employees and the other with three employees to efficiently paint all the rooms within the time limit required by the owner of the building.

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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 * 20) question


text:
UTPA STEM/CBI Courses/Databases/Partitioning

Course Title: Database Design and Implementation

Lecture Topic: Database Tuning

Instructor: Artem Chebotko

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Talk about potential performance issues in large relational databases
 * Identify situations when applying horizontal and vertical partitioning techniques can be used
 * Explain advantages and disadvantages of relation partitioning
 * Apply horizontal and vertical partitioning techniques to relations

 * Sub Objectives- The objectives will require that students are familiar with notions:
 * Response time
 * Throughput
 * Denormalization
 * Schema redesign

 * Difficulties
 * Once students learned and applied database schema normalization techniques throughout the course, it may be confusing to learn that certain cases may require denormalization. Examples are:

 * Real-World Contexts- There are many ways that students can use this material in the real-world.
 * You work as a database architect/administrator at ABC, Inc. For a few weeks, you have been getting increasingly many emails from the Customer Service department about slow performance of some database queries that retrieve information about customers of the company. You checked the Customer table in the database and realized that your company is doing very well: there are several million customers in the table. Customers are in general served by branches based on their geographical location. The Customer table can be partitioned both horizontally and vertically.
 * Relational RDF databases use table Triples to store RDF triples. Horizontal partitioning of this table based on a predicate column value results in tables known as property relations. Vertical partitioning of table Triples can also be beneficial for column-based relational databases.

Model of Knowledge

 * Concept Map
 * Normalization
 * Denormalization
 * Horizontal Partitioning
 * Vertical Partitioning

 * Content Priorities
 * Enduring Understanding
 * Estimate of response time and throughput for a particular schema design
 * Conditions that suggest horizontal or vertical partitioning
 * Application of horizontal and vertical partitioning
 * Important to Do and Know
 * Normalization vs. denormalization
 * Cons and pros of partitioning
 * Cons and pros of normalization and denormalization
 * Worth Being Familiar with
 * Cost estimation that involves indexes
 * RDF databases: partitioning based on instance or instance type
 * Redundancy techniques to improve performance

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Example of table Triples from RDF databases and its horizontal partitioning into property tables based on values in the predicate column
 * Estimate cost of a query with one relational join over table Triple vs. property tables
 * Homework (individual)
 * Repeat cost estimation for a different queries and different indices
 * Explore vertical partitioning of table Triples and explain a rational for such partitioning when a column-based relational database is used
 * Summative Assessment
 * Quiz
 * Exam

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Talk about potential performance issues in large relational databases
 * Identify situations when to apply horizontal and vertical partitioning techniques
 * Explain advantages and disadvantages of relation partitioning
 * Apply horizontal and vertical partitioning techniques to relations
 * Estimate cost of a given schema design for particular SQL queries
 * Choose an "optimal" query execution plan for a logical plan
 * Understand how different storage structures (heap, sorted file, integrated with an index file) work
 * Understand how indices work (B+ tree, hash)
 * Understand how algorithms for join, sorting, selection and projection work
 * Understand how pipelining works
 * Understand how index covering works

THE CHALLENGE

What is the most efficient database schema that can store RDF data?

GENERATE IDEAS

Start with table Triples. Choose indexes. Estimate cost of a query. How can we do better? Brainstorming ... Horizontal partitioning!

MULTIPLE PERSPECTIVES

Vertical partitioning and column-based stored. Native RDF stores.

RESEARCH & REVISE

Estimate cost of several queries between property tables vs. table Triple. Choose the best indexing scheme to support those queries.

TEST YOUR METTLE

Written and oral feedback from students GO PUBLIC

Groups agree and present the results of their schema design, cost estimation, and indexing analysis. Discussion and conclusion.

Pre-Lesson Quiz

 * 1) What is a logical query plan?
 * 2) How to choose a good execution plan for a query?
 * 3) How to locate index entries in a B+ tree index? Cost?
 * 4) How to locate index entries in a hash index? Cost?
 * 5) How to retrieve tuples using an integrated B+ tree index? Cost?
 * 6) How to retrieve tuples using an integrated hash index? Cost?
 * 7) How to retrieve tuples using a clustered unintegrated B+ tree index? Cost?
 * 8) How to retrieve tuples using a clustered unintegrated hash index? Cost?
 * 9) How to retrieve tuples using an unclustered B+ tree index? Cost?
 * 10) How to retrieve tuples using an unclustered hash index? Cost?
 * 11) How to compute a join using the block nested-loops join algorithm? Cost?
 * 12) How to compute a join using the indexed-based block nested-loops join algorithm? Cost?
 * 13) When pipelining can be applied? Cost?
 * 14) When pipelining cannot be applied?
 * 15) When to choose a clustered index?
 * 16) When to choose an unclustered index?
 * 17) What is normalization?
 * 18) What anomalies exist in relations that are not normalized?
 * 19) How to evaluate a database schema design?
 * 20) What are cons and pros of indices?

Test Your Mettle Quiz

 * 1) What is horizontal partitioning?
 * 2) What is vertical partitioning?
 * 3) When to apply horizontal partitioning?
 * 4) When to apply vertical partitioning?
 * 5) What are pros and cons of horizontal partitioning?
 * 6) What are pros and cons of vertical partitioning?
 * 7) What are RDF databases?
 * 8) What are relational RDF databases?
 * 9) Is horizontal partitioning used in RDF databases?
 * 10) Is vertical partitioning used in RDF databases?
 * 11) What is a query response time?
 * 12) What is a database throughput?
 * 13) How to improve a query response time?
 * 14) How to improve a database throughput?
 * 15) How can views be used to hide some of the complexity of horizontal partitioning?
 * 16) How can views be used to hide some of the complexity of vertical partitioning?
 * 17) What is a good indexing scheme for table Triple? Why?
 * 18) What is a good indexing scheme for property tables? Why?
 * 19) What are relationships among schema redesign, normalization, denormalization, and partitioning?
 * 20) Can the same relation be a subject to both horizontal and vertical partitioning?


text:
UTPA STEM/CBI Courses/Business Math/Business Calculus/Optimization Applications

Course Title: Business Calculus

Lecture Topic: Optimization Applications (textbook: Mathematics with Applications in the Management, Natural, and Social Sciences, Tenth Edition by Margaret L. Lial; Thomas W. Hungerford; John P. Holcomb Jr.)

Instructor: Mau Nam Nguyen

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Convert real world optimization problems into mathematics problems
 * Find the solutions of the optimization problems

 * Sub Objectives- The objectives will require that students be able to:
 * Understand what is given in a particular problem and what is required to use a particular method to solve
 * Decide which variable is to be maximized or minimized
 * Use suitable derivative tests to solve the optimization problem

 * Difficulties- Students may have difficulty:
 * Converting various real world optimization problems into solvable, mathematical optimization problems.
 * Using appropriate derivative tests to solve the problems.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Solving optimization problems by finding the optimal solutions and optimal values of the problems. The term optimization refers to the study of problems in which one seeks to minimize or maximize a function by choosing the values of variables from an allowed set. Optimization theory has a variety of applications ranging from science, engineering, economics, and industry. Since economics' primary goal is to maximize profits and minimize costs, optimization models and methods play a particularly important role in successful economics.

Model of Knowledge

 * Concept Map
 * Critical Numbers
 * Local Extrema
 * Absolute Extrema
 * Optimal Solutions
 * Optimal Values

 * Content Priorities
 * Enduring Understanding
 * Solving optimizations problems in which cost functions are differentiable and constraints are closed intervals
 * Solving optimization problems in which the cost functions are differentiable and constraints are of other types
 * Analyzing the real world problems to reduce them to optimizations problems involving cost functions of one variable
 * Important to Do and Know
 * Extreme-Value Theorem: If a function f is continuous on a closed interval [a,b] then f has both an absolute maximum and an absolute minimum on the interval. Each of these values occurs either at an endpoint of the interval or at a critical number of f.
 * Critical- Point Theorem: Suppose that a function f is continuous on an interval I and that f has exactly one critical number in the interval I, say, x=c. If f has a local maximum at x=c, then this local maximum is the absolute maximum of f on the interval I. If f has a local minimum at x=c, then this local minimum is the absolute minimum of f on the interval I.
 * Construct a table containing the constraint, the derivative, and the monotonicity of the cost function to identify absolute extrema.
 * Worth Being Familiar with
 * Solving optimization problems in which the cost functions are continuous but not necessarily differentiable.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * The instructor will introduce optimization problems. Students will work in groups in each of the following steps:
 * Step 1: Read the problem carefully. Make sure you understand what is given and what is asked for.
 * Step 2: If possible, sketch a diagram and label the various parts.
 * Step 3: Decide which variable is to be maximized or minimized. Express that variable as a function of one other variable. Be sure to determine the domain of this function.
 * Step 4: Find the critical numbers for the function in Step 3.
 * Step 5: If the domain is a closed interval, evaluate the function at the endpoints and at each critical number to see which yields the absolute maximum or minimum. If the domain is a (not necessarily closed) interval in which there is exactly one critical number, apply the critical-point theorem, if possible, to find an absolute extremum.
 * Students from each group will report their progress to the whole class.
 * Homework (individual)
 * Assign homework after the lecture
 * Assign the online practice problems on WebWork.
 * Summative Assessment
 * Assign a quiz focusing on optimization applications
 * Assign problems involving optimization applications in the test for the chapter

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Convert real world optimization problems in mathematical language
 * Solve the optimization problems
 * Understand important tools to solve optimization problems from the previous classes
 * Use five steps of solving applied problems mentioned previously

THE CHALLENGE

You have a friend who has 1200 m of fencing. He wants to enclose a rectangular field bordering a river, with no fencing needed along the river. Please help him determine dimensions of the field that give the maximum area.

GENERATE IDEAS
 * Interaction between the instructor and students:
 * 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

 * Group activity:
 * 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 give comments to and present the complete solution.
 * Continue with more examples.

RESEARCH & REVISE

 * The instructor will summarize and present the general method of solving optimization problems.

TEST YOUR METTLE

 * Students are required to work on a similar problem in class.
 * Students will work on a quiz and a 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) Write a formula to compute the area of a rectangle given its length l and width w.
 * 2) A farmer has 1200 m of fencing. He wants to enclose a rectangular field bordering a river, with no fencing needed along the river. Compute the areas of the garden in the following cases:
 * 3) The width is 100 m.
 * 4) The width is 300 m.
 * 5) The width is 600 m.
 * 6) In the setting of Problem 2, let x represent the width of the garden.
 * 7) Write an expression for the length of the field.
 * 8) Find a function A(x) that represents the area of the garden.
 * 9) What is the domain of the area function A(x)?

Test Your Mettle Quiz

 * 1) What is the maximum product of two numbers whose sum is 100?
 * 2) A rectangular field is to be enclosed with 2000 m of fencing. Find the dimensions of the field that maximize its area.
 * 3) Find the dimensions of a rectangle with area 5000 square meters whose perimeter is minimal.
 * 4) A farmer with 1000 ft. of fencing wants to enclose a rectangular field and then divide it into five pens with fencing parallel to one side of the field. That is the largest possible area of the field.
 * 5) A rectangular field is to be enclosed with a fence. One side of the field is against an existing fence, so no fence is needed on that side. If the material for the fence costs $2 per foot for the two ends and $4 per foot for the side parallel to the existing fence, find the dimensions of the field of largest area that can be enclosed for $1000.


text:
UTPA STEM/CBI Courses/Measurements and Instrumentation/Probability & Statistics

Course Title: Measurements & Instrumentation

Lecture Topic: Probability & Statistics

Instructor: Dr. Isaac Choutapalli

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Learn about Mean
 * Learn about Standard deviation
 * Learn about Variance
 * Learn about the Difference between mean and sample mean
 * Learn about the Different kinds of probability distributions
 * learn about Precision interval
 * Learn about Number of samples required for good statistical estimation
 * Learn error estimation of data samples
 * Learn about confidence intervals
 * Learn about data outlier detection
 * Regression Analysis
 * Sub Objectives- The objectives will require that students be able to:
 * Learn about different kinds of probability distributions
 * Difficulties- Students may have difficulty:
 * Performing integrations of mathematical expressions
 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Reliability of measured data by estimating the random error
 * Eliminating data outliers in real-world measurements
 * Estimating the required number of measurements, i.e. gathering a good data sample

Model of Knowledge

 * Concept Map
 * Mean and standard deviation of a sample
 * Probability of the occurrence of an event
 * Different types of probability distribution curves
 * Integration of probability distribution functions
 * Content Priorities
 * Enduring Understanding
 * Mean, standard deviation and variance
 * Probability distribution functions
 * Important to Do and Know
 * Integration and differentiation
 * Simple programming using MATLAB
 * Worth Being Familiar with
 * Flow, temperature and pressure measurement
 * Measurement instrument specifications

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Calculate statistical quantities from a given sample and obtain the precision intervals based on the calculated statistical quantities.
 * Homework (individual)
 * Read the chapter before coming to the class.
 * Quiz after the lecture is delivered
 * Summative Assessment
 * Quiz/mid-term exam
 * Laboratory experiment

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Learn about Mean
 * Learn about Standard deviation
 * Learn about Variance
 * Learn about the Difference between mean and sample mean
 * Learn about the Different kinds of probability distributions
 * learn about Precision interval
 * Learn about Number of samples required for good statistical estimation
 * Learn error estimation of data samples
 * Learn about confidence intervals
 * Learn about data outlier detection
 * Regression Analysis

THE CHALLENGE

You have to decide whether or not the concrete being used to pour a structural footing is good enough. If the concrete is weak, the stability of the entire structure will be at stake and the lives of the people living inside this building will be at stake. You have two sets of samples with average strengths of 2800 lb/in2 and 3100 lb/in2. Which would you choose to be poured for the structural footing? The state codes require that the strength be at least 3000 lb/in2.

GENERATE IDEAS

 * What does the average of the samples mean?
 * Do you think the number of samples used in the calculation of average play an important role?
 * If some of them fall below 3000 lb/in2, what would your suggestion be? Would you repour the entire footing?
 * If some of them fall below 3000 ln/in2 and most of them above 3000 lb/in2, would you repour the footing?
 * On what basis would you decide whether or not you should repour the footing?
 * How many samples would you test to make sure that you don't put the lives of people at stake?

MULTIPLE PERSPECTIVES

 * Instructor will get the students' view points first
 * The instructor will also provide his view point and compare it those of the students'.

RESEARCH & REVISE

 * Mean strength of the samples.
 * Mean strength in light of the standard deviation of the samples.
 * What are the lowest and highest strengths that you obtain from testing one given set of samples?
 * Think about if that is a good indication of the strength of the concrete that would be used in the footing.
 * Now, for example, if you test another set of samples and you find that the new mean is different from that obtained the firt time, how would you relate the two.
 * This sets the stage for the introduction to the concept of standard deviation of means.
 * Concept of students t-distribution.
 * Concept of different probability distributions such as the gaussian, poisson, binomial and log-normal distributions.
 * Determination of the probability of occurrence based on the students t-distribution and the standard deviation of the sample mean.
 * Examination of the confidence/precision interval or the error.
 * In light of this precision interval, re-examine the highest and lowest strengths of the concrete from the samples tested.
 * Effect of the number of samples of the mean and standard deviation.

TEST YOUR METTLE

Students will receive feedback and their understanding will be tested by presenting them with a quiz.

GO PUBLIC

The students will now be able to answer the questions posed at the beginning of the challenge cycle and will be asked to provide a brief explanation for each question.

Pre-Lesson Quiz

 * 1) How is the behavior of a random variable defined?
 * 2) What do you understand by the term "Statistical Distributions"?
 * 3) What are confidence intervals in a Gaussian distribution?
 * 4) What are the sample statistical parameters of a sample population?
 * 5) What is the criteria for statistical rejection of outliers from a sample?
 * 6) What is the criteria for the minimum number of measurements required for an experiment?

Test Your Mettle Quiz

 * 1) The setup for grinding a type of bearing is considered under control if the bearings have a mean diameter of 5.0mm. Normal procedure is to measure 30 bearings each 10 minutes to monitor production. Production rates are 1000 per minute. What action do you recommend if such a trial sampling of 30 bearings shows a mean of 5.060mm with a standard deviation of 0.0025mm?
 * 2) Based on 51 measurements of a time-dependent electrical signal, the standard deviation is 1.52V. Find the 95% confidence interval in its true mean value. How many more measurements would be required to provide a 95% confidence interval in the true mean to within (+/-)0.28V?
 * 3) A conductor is insulated using an enameling process. It is known that the number of insulation breaks per meter of wire is 0.07. What is the probability of finding x breaks in a piece of wire 5m long? Use the Poisson distribution.
 * 4) An optical velocity measuring instrument provides an updated signal on the passage of small particles through its focal point. Suppose the average number of particles passing in a given time interval is 4. Estimate the probability of observing x particle passages in a given time.


text:
UTPA STEM/CBI Courses Organized by STEM Category/Biology/Aquatic Entomology

Topics

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Understanding Populations


text:
UTPA STEM/CBI Courses/Aquatic Entomology/Understanding Populations

Course Title: Aquatic Entomology

Lecture Topic: Understanding Populations

Instructor: Christopher Vitek

Institution: UTPA Biology Department

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the concept of a “population”
 * Use different techniques for estimating population size
 * Explain the difficulty of defining a population

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the importance of assumptions when estimating population size
 * Know how each estimation method may produce a biased result
 * Give examples of why it is important to be able to estimate population size

 * Difficulties- Students may have difficulty:
 * Conceptualizing the function of the mathematical formulas for population size
 * Understanding the importance of assumptions when using any estimating technique

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * For the purpose of determining the impact of pollution of a group of organisms
 * For identifying species that are endangered or at risk of extinction

Model of Knowledge

 * Concept Map
 * What is a population?
 * What are the basic principles of genetics, species definition, and evolution?
 * How do populations change over time?
 * Why do you need to estimate population size?
 * What are ways population size estimates can be used in the real world?
 * What is an assumption?
 * What is researcher bias?

 * Content Priorities
 * Enduring Understanding
 * What is a population?
 * Different estimates are based on assumptions
 * The three main methods of estimating population size
 * Important to Do and Know
 * Use the different techniques in class and laboratory for estimating population size
 * Determine how researchers have a bias when making estimates
 * Worth Being Familiar with
 * Genetics of population biology
 * Ecological concepts of population growth
 * Population growth models

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Discuss questions presented in class
 * Identify potential assumptions associated with estimate methods
 * Homework (individual)
 * Correct exam questions they get wrong
 * Correct drafts of lab reports

 * Summative Assessment
 * Exam
 * Lab reports

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Define a population
 * Understand how populations can change over time
 * Understand about bias and assumptions when examining populations
 * Learn different aspects of measuring populations

The objectives will require that students be able to:
 * Understand how assumptions may influence population size estimates
 * Use formulas to estimate population size
 * Identify the biases that may be associated with estimating population size

THE CHALLENGE

You are an aquatic entomologist that has been hired by UTPA. Your job is to determine the impact that pollution from UTPA is having on a local stream. You have identified three orders of aquatic insect that can be used to assess the impact of pollution on the stream. They are the Ephemeroptera (mayflies), the Plecoptera (stoneflies), and the Trichoptera (caddis flies). If you are incorrect, the stream ecosystem may be irreparably damaged and many jobs may be at risk. What are the first steps you need to take, and what tools or information do you need to assess the situation?

GENERATE IDEAS

Students will have a discussion amongst themselves over what a “population” is and what it means to them.

MULTIPLE PERSPECTIVES

Students will each present one or two ideas from their small group discussion on the definition of a “population”. Aspects of a population biology will be discussed. This discussion will include how populations can change over time, how distinct populations can be recognized, and how populations can interact.

Examples from other areas of biology will be utilized to show the benefit of identifying and measuring populations. The other areas will include evolution, genetics, microbiology, and botany.

RESEARCH & REVISE

There will be lectures on estimating population size using the quadrat method, the mark and recapture method, and the removal method.

TEST YOUR METTLE

Students will attempt to discern the benefits and drawbacks of each method for estimating population size, along with the assumptions associated with each method. They will self-critique each other along with feedback from me.

GO PUBLIC

Students will utilize their knowledge when engaged in field trips. They will break into small groups to collect specimens at field locations. And they will apply the concepts of population biology to their data. For example, they will consider whether the insects they have collected from one location are considered a single population?

Students will have an exam covering these topics. Incorrect answers on the exam can be corrected by the student for partial credit. The best answers to the essay questions will be given to the students as examples of a "good" answer. Privacy will be maintained in the last process.

Pre-Lesson Quiz

 * 1) What is a population?
 * 2) What are the biological and physical limits on a population?
 * 3) Do populations have to be geographically distinct?
 * 4) Are populations genetically similar or different?
 * 5) How can populations change over time?
 * 6) What can you measure with populations?
 * 7) What is an assumption?
 * 8) Does it matter what species you are looking at when estimating population size?

Test Your Mettle Quiz

 * 1) What happens if you measure a population incorrectly?
 * 2) Why are assumptions important when estimating population size?
 * 3) Generally, which is the most accurate method of estimating population size, and why?
 * 4) Why is the quadrat method sometimes the worst for estimating population size?
 * 5) Why does it matter how populations change over time?
 * 6) What factors should be considered when estimating population size?
 * 7) How many different definitions of a population can you come up with?

Jmaustin 16:22, 25 September 2010 (UTC)abc


text:
UTPA STEM/CBI Courses/Calculus/Taylor Series

Course Title: Calculus II

Lecture Topic: Taylor Series

Instructor: Barnabas Bede

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Use Taylor series to calculate numerical values of a function

 * Sub Objectives- The objectives will require that students be able to:
 * Calculate the coefficients of the Taylor series
 * Find an error estimate for the Taylor series

 * Difficulties- Students may have difficulty:
 * With finding the error bound
 * To know when the Taylor series diverges

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Numerical calculations and implementation of numerical method.

Model of Knowledge

 * Concept Map
 * Power Series
 * Taylor Series
 * Error estimate

 * Content Priorities
 * Enduring Understanding
 * Taylor series
 * Important to Do and Know
 * Using Taylor series for numerical calculations
 * Worth Being Familiar with
 * Error estimates

Assessment of Learning

 * Formative Assessment
 * In Class
 * Short quiz to find the Taylor series of the cos x function and its error estimate.
 * Homework (individual)
 * Short quiz to find the Taylor series of the exponential function
 * Write the Taylor series of cos x, ln(1+x) etc.
 * Summative Assessment
 * Test has Taylor series
 * One student goes public by solving a problem at the board

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Use Taylor series for numerical computation.
 * Calculate Taylor series

THE CHALLENGE

You are working for a Calculator Manufacturer. The hardware was recently improved and there is a new scrolling screen available. The CEO of the company offers a $2000 bonus to the mathematician who can design a method to calculate sin x with 100 decimals.

The calculator is already equipped with software to use the scrolling screen feature for elementary operations.

GENERATE IDEAS

Explain the challenge and ask for opinions.

MULTIPLE PERSPECTIVES

The students work in small groups for 10 min and come up with ideas.

RESEARCH & REVISE

 * The professor introduces the Taylor series.
 * The students calculate the Taylor series of sin X.
 * The professor asks the students how we can insure that the solutions to 100 decimals are exact.
 * The students revise their ideas. The error needs to be estimated.
 * The professor teaches the error estimate.

TEST YOUR METTLE

Short formative assessment follows.

GO PUBLIC

One student (a volunteer) solves the challenge at the board and finds the number of terms needed to get the precision of 100 decimals.

Test Your Mettle Quiz
1) Find the third term of the Taylor series associated to the function f(x)=cos x

2) Find the error estimate for the Taylor series of cos x.


text:
UTPA STEM/CBI Courses/Digital Systems

Course Title: Digital systems

Lecture Topic: Introduction to digital system design

Instructor: Weidong Kuang

Institution: University of Texas -- Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the basic concepts of logic circuits.
 * Sub Objectives- The objectives will require that students be able to:
 * Understand Boolean algebra, minterms, maxterms, logic gates, synthesis
 * Design CMOS logic gates using PMOS and NMOS transistors

 * Difficulties- Students may have difficulty:
 * Mastering the difference between minterms and maxterms
 * Grasping CMOS logic gates

Model of Knowledge
 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Any small logic design project

 * Concept Map
 * Variables and Functions
 * Boolean algebra
 * Minterms and Maxterms
 * Logic gates
 * Synthesis
 * CMOS logic gates at transistor level

Assessment of Learning
 * Content Priorities
 * Enduring Understanding
 * The difference between Boolean function and regular function
 * The difference between Minterms and Maxterms
 * Complement property of CMOS logic gate
 * Important to Do and Know
 * Draw K-map
 * Minimize logic function based on K-map
 * Construct CMOS logic gate
 * Worth Being Familiar with
 * Boolean algegra properties

 * Formative Assessment
 * In Class (groups)
 * There will be no group assignments.
 * Homework (individual)
 * Design logic functions at transistor level using CMOS
 * Summative Assessment
 * Quiz
 * Include one problem related to CMOS gate construction in mid-term exam.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Obtain minimum-cost logic function from K-map
 * Design CMOS complex logic gates

The objectives will require that students be able to:
 * Obtain minimum-cost logic function from K-map
 * Design CMOS complex logic gates

THE CHALLENGE

CMOS logic gates at transistor level

GENERATE IDEAS

Pull down network and pull up network

MULTIPLE PERSPECTIVES

View transistors as switches

RESEARCH & REVISE

Read some research papers

TEST YOUR METTLE

Quiz and midterm exam

GO PUBLIC

Discussion between students

Pre-Lesson Quiz

 * 1) Boolean equation x+1=x (True or False)
 * 2) Boolean equation x+x.y=x (True or False)
 * 3) How many K-maps are required to represent a 5-varible logic function?

Test Your Mettle Quiz

 * 1) create CMOS complex gate for f=NOT(xy+z)

title: UTPA STEM/CBI Courses/Digital Systems


text:
UTPA STEM/CBI Courses/Engineering Economics

Topics

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Depreciation Methods

Using Methods of Project Assessment

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