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Talk:UTPA STEM/CBI Courses/Surface Area to Volume Ratio

Article Review
Hello Dr. Terry,  The topic of surface area to volume ratio is certainly one of the topics many students in biology struggle and evade. I have a couple suggestions to add to your Legacy Cycle Lesson. The topic has a typo it says surface area to volume ration. The area discussing the actual legacy cycle lesson is a little vague and needs a little more work. Would it be possible to elaborate some more on the generate ideas section?

Thanks, looking forward to maybe applying this to my own class.


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Talk:UTPA STEM/CBI Courses/Computer Science/Repetition

Article Review
Overall this is a good course plan. It is has a good challenge problem. If this is intended to be covered in one class period, I am concerned that too much material my be included in the plan. I would suggest only covering 1 or 2 categories of loops. I also did not see any lecture component. How are the students learning the fine details of repetition structures?

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


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UTPA STEM/CBI Courses/Chemical Reactions

Course Title: General Chemistry I

Lecture Topic: Chemical Reactions

Instructor: Dr. Karina Castillo

Institution: South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the concepts of oxidation reduction reactions
 * Identify the differences between oxidation and reduction
 * Understand the characteristics of oxidation and reduction reactions

 * Sub Objectives- The objectives will require that students be able to:
 * Understand that more than one element can get oxidized and reduced in the same chemical reaction
 * Understand that the electrons gained or lost can be used in different ways.

 * Difficulties- Students may have difficulty:
 * Understanding how electrons are lost and gained in oxidation reduction reactions

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

Model of Knowledge

 * Concept Map
 * Understanding the difference between oxidation and reduction
 * Identifying oxidizing and reducing agents
 * What elements are more likely to be oxidized and what elements are more likely to be reduced
 * Balancing oxidation-reduction reactions
 * Content Priorities
 * Enduring Understanding
 * How to decide if a reaction is oxidation reduction-reaction?
 * Are the electrons lost in a chemical reaction the same as the electrons gained?
 * What are some examples of oxidation-reduction reactions?
 * Important to Do and Know
 * What elements tend to form cations and what elements tend to form anions?
 * To know the relationship between oxidation state, charge and valence electrons
 * To be able to identify between metals and non-metals
 * Worth Being Familiar with
 * Become familiar with oxidation reduction reactions that we encounter every day
 * Standard reduction potentials of various elements
 * Become familiar with oxidation reduction reactions and the production of energy

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Assign teams of 3 people and write three questions on the board regarding oxidation reduction reactions and pick them up as they leave.
 * At the end of the class period ask 10 questions and ask them to answer them using the clicker.
 * Homework (individual)
 * Give them a challenging equation where they need to identify the element getting reduced, the element getting oxidized, the oxidizing agent, reducing agent, electrons gained, electrons lost and the practical application of the reaction.
 * Ask students to write one page on oxidation reduction reactions addressing every point discussed in class.
 * Summative Assessment
 * Quiz the students in oxidation-reduction reactions
 * Test the students in oxidation-reduction reactions

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Recognize oxidation reduction reactions.
 * Identify oxidizing and reducing agents
 * Identify elements that tend to be oxidized and elements that tend to be reduced
 * Write half oxidation-reduction reactions
 * Balance redox reactions in acidic and basic media
 * Understand the relationship between oxidation state, charge and valence electrons.
 * Understand what cations and anions are
 * Recognize metals from non-metals

THE CHALLENGE

How do hydrogen-powered automobiles work? What type of chemical reaction is occurring to power this type of cars? What are the chemical components needed for this reaction?

GENERATE IDEAS

 * Students will be asked to write what they think the answer to the afforemntioned question is.
 * Assign the students into groups and ask them to discuss their answer.
 * Students will then come to a conclusion based on that discussion.
 * One person per team will report their results to the class.

MULTIPLE PERSPECTIVES

Present a YouTube video showing how a hydrogen fuel cell works.

RESEARCH & REVISE

 * Use a power point presentation to lecture on oxidation-reduction reactions.
 * Explain the difference between oxidizing and reducing agents.
 * Show the different standard reduction potentials for different reactions

TEST YOUR METTLE

At the end of the class period pose 10 questions and ask students to answer them using their clickers.

GO PUBLIC

Quiz Test

Pre-Lesson Quiz

 * 1) What is a fuel cell and does it work?
 * 2) What is rust?
 * 3) What are the main differences between metals and non-metals?
 * 4) What is redox?
 * 5) What is electronegativity?
 * 6) What are antioxidants?
 * 7) Define oxidation
 * 8) Define reduction
 * 9) Define reducing agent
 * 10) Define oxidizing agent
 * 11) What is the oxidation state on an element when is not combined with anything else?
 * 12) What is usually the oxidation state on fluorine?
 * 13) What is the oxidation state of oxygen in peroxides?
 * 14) What is the oxidation state of hydrogen in hydrides?
 * 15) What is the oxidation state of oxygen in compounds other than peroxides?
 * 16) What is the oxidation state of hydrogen in compounds other than hydrides?
 * 17) What is reduction potential?
 * 18) Is hydrogen peroxide an oxidizing or reducing agent?
 * 19) How does bleach remove stains? What type of chemical reaction is occurring?
 * 20) Provide an example of an oxidation-reduction reaction that occurs in biological systems?

Test Your Mettle Quiz
1. Identify the elements getting oxidized and reduced in the following reaction: Mn2+(aq) + NaBiO3(s) → Bi3+(aq) + MnO4− (aq)

2. Identify the oxidizing agent and reducing agent in the following reaction: KMnO4 + Na2SO3 + H2O → MnO2 + Na2SO4 + KOH

3. Balance the following reaction in acidic media: Mn2+(aq) + NaBiO3(s) → Bi3+(aq) + MnO4− (aq)

4. Balance the following reaction in basic media: KMnO4 + Na2SO3 + H2O → MnO2 + Na2SO4 + KOH

5. Provide the oxidation and reduction half reactions for the following: Zn(s) + Cu2+(aq) --> Cu(s) + Zn2+(aq)

6. Balance the two half reactions for the reaction in an acid solution: H2O2 + I- -> I2 + H2O

7. Which two elements are being oxidized in the following reaction? ClO3- + As2S3 --> Cl- + H2AsO4- + SO42-

8.The half-reaction is carried out in an acidic solution: As2S3 + 2 H2AsO4- + 3 SO42- + 28 e- + 36 H+ How many water molecules should be added in order to balance the half-reaction?

9. Explain the relationship between oxidation state, charge and valence electrons.

10. Provide the reaction of the formation of rust. Write out the half oxidation and reduction reaction.


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UTPA STEM/CBI Courses/Physics (General)/Projectile Motion

Course Title: College Physics Lecture Topic: Projectile Motion

Instructor: Mahmoud Gassem

Institution:South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Learn and derive the equations for motion in two dimension, also called projectile motion
 * Develop solid and systematic problem solving skills
 * Lay a foundation that is likely to be used in motion in two dimension

 * Sub Objectives- The objectives will require that students be able to:
 * Master knowledge of motion in one dimension equation
 * Develop knowledge of vectors to transform equations of motion in one dimension to equations of two dimensions.
 * Use algebra to solve for unkowns specifically quadratic equation

 * Difficulties- Students may have difficulty:
 * Making the correct assumptions
 * Remembering equations of motion
 * Choosing the correct angle when working with components of vectors
 * Interpreting results

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Given the initial velocity, it is possible to determine the exact angle so that a basketball player make the ball go through the hoop.
 * It is possible to determine the minumum velocity of a stream of water that hits a target at distance 'd' away, provided that you are given the angle of launch.

Model of Knowledge

 * Concept Map
 * Differentiate between a scalar and a vector which leads to differentiating between speed and velocity.
 * Distinguish between motion in one dimension and motion in two dimension.
 * Interpret a graph of motion
 * Derive equations for motion in one dimension.

 * Content Priorities
 * Enduring Understanding
 * Knowledge of vectors
 * Knowledge of the quantities, displacement, velocity, and acceleration, and how to make valid assumptions with respect to them.

 * Important to Do and Know
 * How to find vector components
 * Assumptions may vary and you are free to choose the assumptions
 * Choose the coordinate system that works the best for you
 * Worth Being Familiar with
 * text
 * text
 * text

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Problem solving in groups
 * Lab experiments in groups
 * Homework (individual)
 * Homework problems
 * Research paper
 * Summative Assessment
 * Exams during class

Legacy Cycle
OBJECTIVE

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

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GENERATE IDEAS

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MULTIPLE PERSPECTIVES

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RESEARCH & REVISE

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TEST YOUR METTLE

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GO PUBLIC

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Pre-Lesson Quiz

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Test Your Mettle Quiz

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UTPA STEM/CBI Courses/Computer Science/Arrays

Course Title: Computer Science I

Lecture Topic: Arrays

Instructor: Christine Reilly

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify cases where arrays are useful
 * Write C++ code to create an array
 * Write C++ code to access an array element

 * Sub Objectives- The objectives will require that students be able to:
 * Understand how array elements are indexed
 * Have a good understanding of basic C++ programming

 * Difficulties- Students may have difficulty:
 * Understanding how one variable can hold multiple values
 * Remembering the correct syntax for accessing elements of an array

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Games that use a series of data. Any game that uses a hand of cards or a series of dice. Board games such as checkers, chess, and Connect-Four can be represented using a two dimensional array.
 * Data management systems can be represented using arrays. Examples are the contents of a shopping cart and information about the employees of a company.

Model of Knowledge

 * Concept Map
 * Analysis of problem, requires
 * Critical thinking skills
 * Summarizing skills
 * Design of solution (algorithm design), requires
 * Problem decomposition skills
 * Understanding of underlying programming concepts
 * Data types
 * Sequence
 * Control structures
 * Modular programming
 * Arrays -- this lesson
 * Abstract data types
 * Pointers
 * Data structures and algorithms
 * Use of design tools - pseudo code writing skills
 * Implementation of solution - tools of the trade
 * Learned in lectures through
 * Slides
 * Analogies
 * Simple programs
 * Group exercises
 * Using C++ to implement underlying concepts
 * Applying underlying concepts, covered in lectures using
 * In-class exercises
 * Lab assignments
 * Homework assignments

 * Content Priorities
 * Enduring Understanding
 * Create an array
 * Initialize the array
 * Retrieve the value of a single element of the array
 * Important to Do and Know
 * How to iterate through an array
 * Change the value of an array element
 * Worth Being Familiar with
 * How to use a programming environment such as Visual C++

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Working in groups to brainstorm an algorithm and write short segments of code to solve a small problem
 * Working in groups to trace a code fragment and determine the output of that code fragment
 * Homework (individual)
 * Programming project where the students use arrays to solve a given problem
 * Worksheet on basic array creation, initialization, and element access
 * Summative Assessment
 * Exam
 * Code trace problems
 * Writing short fragments of code

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Write C++ code to create and initialize arrays of any size
 * Write C++ code to access an element within an array
 * Write C++ code to iterate through an array
 * Understand basic C++ programming
 * Understand how arrays are indexed

 You are the programmer for MicroAir Airline. Every MicroAir airplane has 10 seats. You are given the task to write a program to manage the seat assignments on an airplane. The names of the passengers are stored in a file. The seats are numbered 1 through 10. Your program reads this file and assigns each passenger to a seat. The program needs to have a function to print the passenger list starting at seat 1 and going to seat 10, and another function to print the list starting at seat 10 and going to seat 1.

 You have changed jobs and now work for JumboAir Airlines. Every JumboAir airplane has 200 seats. JumboAir also wants you to write a program that manages the seat assignments on an airplane. Can you make some small modifications and reuse the program you built while you were working at MicroAir?

GENERATE IDEAS

 * Have the students work in groups on Part 1 of the challenge. Ask them to write an algorithm to solve the problem.
 * What is your approach to the problem?
 * What are the strengths and weaknesses of your approach?
 * Add Part 2 of the challenge. Have the students go back to their groups.
 * Can the Part 1 solution work for Part 2?
 * What are the strengths and weaknesses of Part 1 applied to Part 2?
 * Are there changes to the solution to Part 1 that might make the program work better for Part 2? You don't need to know how to write a program for these solutions, just outline your ideas.

MULTIPLE PERSPECTIVES

 * Discuss a sample of the students' solutions to Part 1 and Part 2.
 * Point out the strengths and weaknesses to the Part 1 solutions.
 * Discuss the ideas generated in Part 2.
 * Lecture on Arrays. Focus on how we could build a good solution for Part 2 of the challenge question.
 * How to store people's names and their airplane seat.
 * How to access an element of the array.
 * How to iterate through the array to print each element.

RESEARCH & REVISE

 * Students will work on exercises to practice simple problems using arrays.
 * Have the students outline a solution for Part 2 of the challenge, using arrays.

TEST YOUR METTLE

 * In-class exercises: students work individually or in small groups on code trace or short programming problems. We then discuss the solution, and try another similar problem.

GO PUBLIC

 * Students will complete a programming assignment that requires them to use arrays to solve a complex problem.
 * Students will take an exam where they have to answer questions about using arrays.

Pre-Lesson Quiz
{An array can store many types of values -TRUE +FALSE
 * type=""}

{An array index starts with 1 -TRUE +FALSE
 * type=""}

{The following is a proper declaration and initialization of an array

int arr[5] = {6, 9, 27, 76, 81}; +TRUE -FALSE
 * type=""}

Test Your Mettle Quiz
NOTE: The wiki code for this quiz has some errors

{The following code will compile and run without errors:

int arr[10] = { 0 }; for( int i = 0; i <= 10; i++ ) {    arr[i] = 1; } -TRUE +FALSE
 * type=""}

{The output of the following code is:

int arr[5] = { 5, 4, 3, 2, 1 } ; arr[1] = arr[4] + arr[1]; arr[3] = arr[3] + 1; for( int i = 0; i < 5; i++ ) {    cout << arr[i] << " "; } - 5 4 3 3 1 + 5 5 3 3 1 - 8 4 3 4 5 - 7 4 4 2 1
 * type=""}
 * Remember that the array index starts at 0


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UTPA STEM/CBI Courses/Beginning Machining

Topics

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Hand Tools

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UTPA STEM/CBI Courses/Beginning Machining/Hand Tools

Course Title: Beginning Machining

Lecture Topic: Hand Tools"Chapter 4"

Instructor: Esmeralda Adame

Institution: STC

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Measure to 1/64” (0.5 mm) with a steel rule.
 * Measure to 0.0001” (0.002 mm) using a Vernier micrometer caliper.
 * Measure to 0.001” (0.02 mm) using Vernier measuring tools.
 * Measure angles to 0°5’ using a universal Vernier bevel
 * Identify and use various types of gages found in a machine shop.
 * Use dial indicator.
 * Employ the various helper measuring tools found in a machine shop.

 * Sub Objectives- The objectives will require that students be able to:
 * Know safety on handling tools.
 * Apply safety procedures in lab.

 * Difficulties- Students may have difficulty:
 * Identifying tools
 * Properly using some of the helper measuring tools.
 * Properly using the dial indicator.
 * Using the Vernier Micrometer.
 * Identify the proper use of various gages.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Using the steel rule for use with basic tools and simple measurements in many applications.
 * Applying concepts and techniques learned for use in manufacturing careers such as machinist, machine operators and CNC programmers, as examples.

Model of Knowledge

 * Concept Map
 * Safety
 * Saftey glasses
 * Proper clothing
 * Procedure to follow
 * Hand Tools
 * Steel rule,file, ball peen hammer, center punch, prick punch, scriber
 * Measuring Tools and Helper Measuring Tools
 * combination square, vernier bevel, vernier micrometer, dial caliper, dial indicator, height gage, gages

 * Content Priorities
 * Enduring Understanding
 * Hand Tools
 * Vernier micrometer
 * Combination square
 * Dial caliper
 * Important to Do and Know
 * Understanding the fundamentals of machining mathematics
 * Worth Being Familiar with
 * Reading blue prints
 * Layout procedures

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Group based problem discussion
 * Identification of problems and presentation of group findings to class
 * Identification of tools and equipment
 * Homework (individual)
 * Students will work on assigned questions and problems and bring difficulties to the next class meeting for discussion.
 * Tools definitions and uses
 * Summative Assessment
 * Quizzes
 * In class exams

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Do measurements using various instruments such as a steel rule, Vernier micrometer caliper, universal Vernier bevel.
 * Identify and use various types of hand tools, gages, and helper measuring tools.
 * Use dial indicator.

The objectives will require that students be able to:
 * Know safety on handling tools.
 * Apply safety procedures in lab.

THE CHALLENGE

You are working as a project manager in a wheel manufacturing company and you are assigned to put together a tools list needed to build the rims for a new Camero.

GENERATE IDEAS

Students will be asked to get in groups of three and generate ideas regarding the challenges and various possibilities to overcome those challenges.

MULTIPLE PERSPECTIVES

Attach link of specific topics...

RESEARCH & REVISE

Present lecture' Gather information on rim design'

TEST YOUR METTLE

Students will present a list on various hand tools and their uses.

GO PUBLIC

Students will present results to the challenge question(s) by means of presentation using power points, pictures and videos.


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UTPA STEM/CBI Courses/Limiting Reagent: Theoretical Yield

Course Title: Chemistry

Lecture Topic: Limiting Reagent: Theoretical Yield

Instructor: John Villarreal

Institution:

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Use mole/mass conversion methods and the Periodic Table to calculate the theoretical yield of reaction products.
 * Determine the limiting reactant or limiting reagent for a chemical reaction in which amounts of two or more reactants are provided.
 * Use a balanced chemical reaction to work stoichiometry problems.

 * Sub Objectives- The objectives will require that students be able to:
 * Balance chemical reactions or check that reactions are balanced
 * Use a Periodic Table to calculate atomic weights of elements and/or molar masses of compounds
 * Know how to make unit conversions using dimensional analysis, a step-by-step approach, or a proportion method to do mole/mass conversions
 * Use the coefficients of a balanced chemical reaction to do stoichiometry calculations
 * Use a scientific calculator to perform the mathematical calculations

 * Difficulties- Students may have difficulty:
 * In balancing a chemical reaction or checking the reaction coefficients provided to ensure a balanced reaction
 * Performing the required mole/mass conversions to determine the number of moles of reactants available from the respective masses
 * Determining the limiting reagent or limiting reactant for the reaction being considered
 * Using the moles of limiting reagent or limiting reactant to determine the theoretical yield of the product of interest

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Making a cake out of the various materials and expanding the idea to make multiple cakes
 * Determining the number of cars that can be made with specific numbers of car bodies, car engines, and wheels provided

Model of Knowledge

 * Concept Map
 * Determine whether the reaction provided is balanced or needs to be balanced with proper coefficients
 * Determine the number of moles of each reactant for which masses of the reactants are provided
 * Determine the mole to coefficient ratio for each reactant for which masses of the reactants are provided
 * For the reactant with the smallest mole to coefficient ratio, use the number of moles of the reactant and the coefficients of the balanced reaction to determine the number of moles of the product of interest that can be formed
 * Use the molar mass of the product of interest to determine the mass of the product that can form, theoretically

 * Content Priorities
 * Enduring Understanding
 * Understanding chemical stoichiometry
 * text
 * text
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
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Assessment of Learning

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

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

A car factory assembles cars from supplies of car bodies, car engines, and car wheels that come in crates furnished by a supplier. Car bodies come in crates that weigh 200,000 kg. Car engines come in crates that weigh 90,000 kg. Crates of wheels weigh 24,000 kg. From this information determine the number of cars (theoretical yield of cars) that can be assembled from one crate of each of these parts.

GENERATE IDEAS

What other information would have to be known to determine the number of cars that could be assembled? What is the mass of a car body? What is the mass of a car engine? What is the mass of a car wheel? What is the "recipe" for the assembly of a car?

MULTIPLE PERSPECTIVES Textbook: Chemistry by Julia Burdge, Chapter 1, Dimensional Analysis and Chapter 3 Stoichiometry; Ratios of Combination Class notes on Dimensional Analysis and on Chemical Stoichiometry

RESEARCH & REVISE

 * In-class lectures on unit conversions using dimensional analysis
 * Balancing chemical reactions using appropriate coefficients
 * Use of a scientific calculator to perform chain calculations or individual calculations

TEST YOUR METTLE

 * 1) How many car bodies are available from the information provided?
 * 2) How many car engines are available from the information provided?
 * 3) How many car wheels are available from the information provided?
 * 4) Which part, the bodies, the engines or the wheels will run out first; which will be the limiting part or reactant?
 * 5) How many cars can be assembled from the parts available?
 * 6) From this practical concept, determine the theoretical yield of ammonia, NH3, in kg that can be made from 50 kg of hydrogen gas, H2, and 800 kg of nitrogen gas, N2, using the reaction,  N2   + 3 H2   →    2 NH3.

GO PUBLIC

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Test Your Mettle Quiz

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UTPA STEM/CBI Courses/Calculus/Modeling Periodic Behavior

Course Title: Precalculus

Lecture Topic: Modeling Periodic Behavior

Instructor: Virgil U. Pierce

Institution: University of Texas -- Pan American

Backwards Design
Course Objectives

 * Primary Objectives- After this module students will be able to:
 * Find sinusoidal functions which model periodic data collected from an experiment.
 * Determine a graph from a sinusoidal function.
 * Understand some basic concepts of 'Best Fit' of a function to slightly a-periodic data.

 * Sub Objectives- The objectives will require that students be able to:
 * Graph sine and cosine functions.
 * Identify the amplitude, average value, period and phase shift of periodic data or a periodic function.

 * Difficulties-
 * Particular care needs to be taken, and this module is designed particularly to address, the determining of a phase shift of a standard sine or cosine function to match periodic data.
 * Students are often confused about the relationships between the wave number, period and frequency

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Determining functions for making predictions from data collected in: biology, medicine, physics, astronomy, sociology, mechanics and other periodic or almost periodic behaviors.

Model of Knowledge

 * Concept Map
 * Amplitude and average value of a sinusoidal function.
 * Maximum and minimum of a sinusoidal function.
 * Period, frequency and wave number of a sinusoidal function.
 * Phase shift of a sinusoidal function
 * More generally transformations of graphs such as translation, dilation and reflection.

 * Content Priorities
 * Enduring Understanding
 * Determine the parameters of a sinusoidal function.
 * Use simple algebra to solve for the wave number from the period or frequency and vice versa.
 * Important to Do and Know
 * Draw a scatter plot, possibly using technology such as a Speadsheet or Mathematica type application.
 * Worth Being Familiar with
 * Translation of graphs of equations
 * Dilation of graphs of equations
 * Reflection of graphs of equations

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Plotting Sine and Cosine Functions and manipulating the parameters (experiments) -- best done with the help of some technology, possibly in a computer lab with Mathematica.
 * Drawing a scatter plot of the data.
 * Determining the parameters of our plotted data.
 * Group agreement on the correct function to match the parameters.
 * Use of a computer program such as Mathematica to manipulate the phase parameter.
 * Determining what is meant by best fit for an example with a-periodic data.
 * In Class (clickers)
 * Matching graphs to functions and vice versa.
 * Homework (individual)
 * Matching graphs to functions and vice versa.
 * Repeating the procedure with different experimental data.
 * Summative Assessment
 * Test or Quiz question on matching a sine function to given data.
 * It could be just matching to a given Maximum and Minimum.
 * It could be a more generally small version of the challenge problem.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Construct a periodic function matching data,
 * Identify important parameters (period, amplitude) in the data,
 * Discuss the closeness of a periodic model of data to real data.
 * Identify an appropriate variable and time scale,
 * Find the amplitude of periodic data,
 * Find the period of periodic data,
 * Find the vertical shift of the data,
 * Find the phase shift to match a function to the data.

THE CHALLENGE

Predator-Prey interactions often exhibit a periodic behavior in the populations of the predators and prey. You are a hungry fox who subsists largely on rabbits. The following data was collected in 2010-2011 from a field at the far edge of your range. When is the best time of year to visit the field?

The following data was collected in 2010-2011:

GENERATE IDEAS

 * Students should identify the data as likely being periodic, best method is to sketch a graph of the data points.
 * Students should then identify the key parameters needed to specify a periodic function.
 * A sub lesson should be spent on asking students to graph various trigonometric functions to identify where the parameters are in an expression.
 * Students should get used to constructing a graph of the data in order to easily identify the key elements.

MULTIPLE PERSPECTIVES

 * The most challenging part of the problem is incorporating the phase shift in the data. Students should discuss how this can be done.
 * There are many different solutions.
 * Students should discuss why.
 * The periodic models will not fit the data perfectly. Students should discuss why.

RESEARCH & REVISE

Students should now:
 * Identify the Maximum and Minimum of the data.
 * Identify an amplitude, vertical shift and period of the data,
 * Identify a candidate function that incorporates all of the parameters except for the phase shift.
 * Identify the appropriate phase shift.
 * Test their answer by graphing it.

Interested students could be asked to study why predator-prey interactions can lead to periodic behavior.

TEST YOUR METTLE and Go Public

Modify the data above. In practice each group of students should get different data, the groups can then exchange their data and compare their answers.

Pre-Lesson Quiz

 * 1) Sketch a graph of f(t) = sin (3t)
 * 2) Sketch a graph of f(t) = sin (6t)
 * 3) Sketch a graph of f(t) = sin (2πt/2)
 * 4) Sketch a graph of f(t) = 2 sin (t)
 * 5) Sketch a graph of f(t) = 1/2 sin (t)
 * 6) Sketch a graph of f(t) = sin (t) +5
 * 7) Sketch a graph of f(t) = sin (t-π/4)
 * 8) Sketch a graph of f(t) = sin (2π/2 (t-1/4))

Test Your Mettle Quiz

 * 1) Find a trigonometric function with amplitude 20, maximum value 50, and period 100.
 * 2) Find a trigonometric function with amplitude 20, maximum value 50, and period 100; where the maximum occurs at t = 50.
 * 3) Find a trigonometric function with amplitude 20, maximum value 50, and period 100; where the maximum occurs at t = 15.
 * 4) Give a trigonometric function which models the population of rabbits in the field,
 * 5) Identify the best time of year to visit the field as the fox.


text:
UTPA STEM/CBI Courses/Materials/Thin Films

Course Title: Thin Films and Surface Engineering

Lecture Topic: Vacuum

Instructor: Dr. Dorina Mihut

Institution:University of Texas Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the concept of vacuum and why vacuum is necessary for Thin Films and Surface Engineering
 * Know how vacuum can be created
 * Know different vacuum levels and the technology required to create it

 * Sub Objectives- The objectives will require that students be able to:
 * Solve problems involving gases' kinetics
 * Solve problems that help identify the best pumps (type, parameters) to use for creating a certain vacuum level in a given chamber

 * Difficulties- Students may have difficulty:
 * Remembering and Using Physics' relationships governing gases' kinetics
 * Using resources beside the text book to identify the best equipments

 * Real-World Contexts- There are many ways the students can use this material in the real-world, such as:
 * Understanding different behavior of gases in vacuum conditions (e.g. difference Earth - Moon)
 * Understanding how different tools in Materials' investigation area work, e.g. SEM, TEM (tools that require the use of vacuum)

Model of Knowledge

 * Concept Map
 * Kinetic Theory of Gases
 * Molecular Velocities
 * The Most Probable Velocity
 * Average Velocity
 * Mean Square Velocity

 * Pressure, Gas Pressure, Unit Systems
 * Mean Free Path
 * Gas impingement on Surfaces
 * Gas Transport and Pumping
 * Gas Flow Regimes
 * Conductance
 * Pumping Speed

 * Content Priorities
 * Enduring Understanding
 * Understand the concepts of high pressure and low pressure
 * Understand the concepts of viscous flow and molecular flow regimes
 * Important to Do and Know
 * Know how to calculate the conductance in a vacuum system
 * Know how to calculate the pumping speed for different pumps and chambers
 * Calculate the characteristic contamination time
 * Worth Being Familiar with
 * Mean Free Path, Particle collision calculations
 * Steady state distribution of molecular velocities
 * Gas impingement flux, frequency with which molecules impinge or collide with a surface
 * Gas impingement flux, frequency with which molecules impinge or collide with a surface

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Projects
 * Quizes
 * Homework (individual)
 * Questions during the class
 * Summative Assessment
 * Midterm Exams
 * Final Exam
 * Project

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Understand the concept of kinetic of gases, pressure
 * Understand the relationship between gas flow regimes and pressure regimes
 * Calculate the working parameters for a vacuum system in a molecular flow gas regime
 * Find the best scheme of components for a vacuum system

THE CHALLENGE

Question:

Imagine yourself in a room filled with things such as: books, tables, glasses, pencils, clothes, balls. Imagine those things are not static but are floating around with a certain velocity. The room has one door and you have an emergency and need an imediate exit through the door. What it will happen to you trying to move towards the exit door? How can you exit the door the fastest possible way? What would you do to be able in the future to exit the room or just move around in the room easier?

GENERATE IDEAS

 * Students will describe the air composition and what conditions are determining it
 * Why is important to have the current air composition
 * Where is it important to create vacuum and how can we change the air composition
 * What is it going to be different in vacuum and what it will remain the same

MULTIPLE PERSPECTIVES

 * Students will perform a research using journal articles, textbooks, web sites on vacuum subject

RESEARCH & REVISE
 * After all data are collected the most important results will be presented in the class, gathered knowledge and new ideas will be discussed.

TEST YOUR METTLE GO PUBLIC
 * Students will compare their observations and draw conclusions.

 * Students will offer a Power Point presentation to the class on new research related to vacuum.

Pre-Lesson Quiz

 * 1) What is vacuum?
 * 2) Identify few places where you can find more or less vacuum?
 * 3) Is vacuum useful/dangerous? - Explain what you think in each situation.

Test Your Mettle Quiz

 * 1) Describe the behavior of gases in a closed system.
 * 2) Describe the distribution of molecules' velocities in a system.
 * 3) How is the pressure related to the velocity of molecules?
 * 4) What is the mean free path and what is the condition for one collision to occur?
 * 5) What is the gas impingement flux?
 * 6) What is the molecular and the viscous flow regime?
 * 7) What is the conductance in a molecular flow system; what type of conductance will ensure a good functioning?
 * 8) What is the pumping speed relationship to pressure and conductance?
 * 9) What is the intrinsic speed at the pump inlet and what is the ultimate pressure of the pump?
 * 10) How should be the ducts between the pump and the chamber to ensure the best performance of a vacuum system?
 * 11) Which are the main types of pumps?
 * 12) Which is the pressure regime for a rotary mechanical pump?
 * 13) Which is the pressure regime for a turbomolecular pump?


text:
UTPA STEM/CBI Courses/Applied Hydrology

Topics -

Hydrograph

title: UTPA STEM/CBI Courses/Applied Hydrology


text:
UTPA STEM/CBI Courses/Communication Theory

Topics

-

/Noise/

-


text:
UTPA STEM/CBI Courses/Communication Theory/Noise

Course Title: Communication Theory

Lecture Topic: Noise

Instructor: Jae Sok Son

Institution: University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Learn effects of noise in communication
 * Learn various types of noise
 * Learn how to suppress the noise

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the noise from signal
 * Generate various types of noise using a computer

 * Difficulties- Students may have difficulty:
 * Distinguishing between noise and fricative sound
 * Determining probability formula(s) for noise generation

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Implementing noise suppression for audio records
 * Creating cell phone noise cancellation for improved call quality

Model of Knowledge

 * Concept Map
 * Identify common noisy situations in communication applications
 * Relate the time domain noise to the frequency domain noise
 * Relate the time domain signal to the frequency domain signal

 * Content Priorities
 * Enduring Understanding
 * Understand the filter design
 * Understand the sampling principle
 * Understand the characteristics of noise and signal in a frequency domain
 * Important to Do and Know
 * Difference between the digital filter and analog filter
 * Knowledge of filter design coefficients
 * Worth Being Familiar with
 * Audio systems
 * Amplifiers
 * Speech processing

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Record several voices from students and show the recorded sounds with PowerPoint.
 * Discuss which part of the recording is noise and which part is signal.
 * Discuss what the differences between fricatives and noises are.
 * Homework (individual)
 * Record an individual voice and suppress the noise using computer
 * Find the best filter coefficients to suppress the noise
 * Summative Assessment
 * Exam on lecture and homework problems
 * Quiz on theoretical filter coefficients

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * Generate various type of noises
 * Understand the probability characteristics of noise

An electrical engineer must design a cell phone that suppresses the background noise.

GENERATE IDEAS

What kinds of background noises are present?

MULTIPLE PERSPECTIVES

Lecture on the probability mathematical model of noise and sound

RESEARCH & REVISE

Examine the differences between the noise and signal characteristics in a frequency domain. If identifying the signal is easier than identifying the noise, suggest that students pass the signals rather than suppress the noise.

TEST YOUR METTLE

Programming assignment for noise generation from the mathematical model and it add to the signal

GO PUBLIC

Quiz and Exam about noise characteristics and filter design.

Pre-Lesson Quiz

 * 1) What probability distribution function (PDF) can model the fricative sound?
 * 2) Most of the time, Gaussian PDF is used to model the natural sound. Explain why the Gaussian PDF is the most popular method for the simulation purpose.
 * 3) What kind of filter is most likely used to filter out the noise in verbal communication?

Test Your Mettle Quiz

 * 1) Gaussian, Alpha, Gamma or Weibull PDFs are used mostly to model voiced and voiceless fricatives.
 * 2) Gaussian distribution is used due to its mathematical simplicity and ease of implementation in hardware.
 * 3) Low pass filter will pass the voiced signal and filter out the noise.


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UTPA STEM/CBI Courses/Probability and Statistics/Statistical Inference on Mean

Course Title: Elementary Statistics and Probability

Lecture Topic: Statistical Inference on Mean through Tests of Hypotheses

Instructor: Dr. Santanu Chakraborty

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Have a basic idea of estimation and tests of hypotheses for a population mean
 * Be able to calculate the test statistic using the given information
 * Be able to make a decision either in favor of the claim or against the claim in a given problem for a given level of significance using p-value approach or critical value approach

 * Sub Objectives- The objectives will require that students be able to:
 * Connect it to the previous chapter and reason out the distribution of the sample mean using Central Limit Theorem
 * Recapitulate the previous knowledge of calculating sample mean and sample standard deviation if needed for a given data set

 * Difficulties- Students may have difficulty:
 * In identifying the correct null hypothesis and the alternative hypothesis for a word problem
 * Interpreting the sample mean, sample size, population mean, etc., in a word problem and substitute them correctly in the formula for the test statistic
 * Interpret decisions made in terms of the language of the problem

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * If a new drug is to be tested to see if it has any effect in controlling the blood pressure, data can be collected on patients who have already used it. This can be compared with the average number for the patient population who do not use it through a test of hypothesis
 * If CBI is to be tested to determine whether it has improved the teaching evaluation of an instructor for a particular course, his/her teaching evaluation for a CBI-based teaching course can be compared with the average teaching evaluations for non-CBI based teaching courses

Model of Knowledge

 * Concept Map
 * Concepts of Null and Alternative Hypotheses
 * Concepts of Errors that one makes while deciding to be in favor of null or alternative hypotheses
 * The main part of the analysis which involves calculating the test statistic and using p-value or critical value approach to make a decision

 * Content Priorities
 * Enduring Understanding
 * Understanding Null and Alternative Hypotheses
 * Interpret the decision in the language of the problem

 * Important to Do and Know
 * Know the formula of the test statistic
 * Look at the appropriate tables for the p-value and critical approaches
 * What it means to say "reject the null hypothesis" or "fail to reject the null hypothesis" at a given level of significance using p-value and critical value approaches

 * Worth Being Familiar with
 * Difference between sample mean and population mean
 * Notations for sample mean, sample variance, population mean and population variance
 * How to calculate sample mean and sample standard deviation
 * Central Limit theorem

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Identifying null and alternative hypotheses in some given word problems in the book
 * If the decision is to reject the null hypothesis in a given word problem in the book, what should the interpretation in the language of the problem be?

 * Homework (individual)
 * Calculate the test statistic given in some problems posted on Blackboard.
 * Calculative the p-values and critical values in some problems posted on Blackboard.

 * Summative Assessment
 * Take an individual exam over tests of hypotheses for mean in class.
 * Give a presentation on a problem in your major where you apply tests of hypotheses for mean.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Identify the null and alternative hypotheses in a given problem
 * Calculate the test statistic and use p-value or critical value approach to make a decision
 * Interpret the decision in the language of the problem

The objectives will require that students be able to:
 * Determine the pair of hypotheses and identify the parameters involved
 * Be very familiar with the formula of the test statistic and be able to use the appropriate tables for p-value approach and critical value approach
 * Come up with challenging questions.
 * An example is: "What is to be done in a practical situation when you reject the null hypothesis under some level of significance and fail to reject for another level?"

THE CHALLENGE You have the data on the systolic blood pressure of 100 patients who are using a particular drug to keep their blood pressure under control. The average blood pressure calculated for these patients is 125 and the variance is 144. From your experience, you know that the average blood pressure for similar patients who is not using the drug is 130. Can you claim that the new drug has controlled the blood pressure for these patients at a 5% level of significance?

GENERATE IDEAS

Students may ask the following:

 * "How do I formulate the claim in a statistical language?"
 * "How is our previous knowledge in mathematics connected with the present problem?"
 * "I understand what a sample mean and population mean are. I see several averages in the problem. What is sample and population mean in this problem?"
 * "I know some inference already. I know how to calculate the confidence interval for a population mean. Is it related to this problem?"
 * "What is meant by the level of significance?"

MULTIPLE PERSPECTIVES

 * The null hypothesis and the alternative hypothesis are given in order to formulate the claim. One of them supports the claim and the other is a negation of that.
 * As mentioned earlier, the sample mean is used to conclude in the population mean. So, all the knowledge with respect to data summarizing, data analysis, and probability theory come into the picture. The sample mean and the sample variance is calculated if it is not provided. The Central Limit Theorem is used to discuss the probability distribution of the sample mean.
 * The average that is calculated based on the sample is the sample mean. So, 125 is the sample mean. The average that is not based on any sample is the population mean. It is the patient population who are not using the drug.
 * It is related to the confidence interval. In fact, the confidence interval can be used to test the claim. But here different techniques will be used like p-value approach and classical approach.
 * At the end of the analysis, a decision can be made. If an error is made by rejecting the null hypothesis when it is correct, the result will be an error. The level of significance is the probability of making such an error.

RESEARCH & REVISE

 * The null and alternative hypothesis is described. The students will be given the languages to write them down. Groups will be created in the class and they will be asked to study identifying null and alternative hypothesis. They will use select problems from the book to do this.
 * Then they will be shown through a step-by-step method given in the book/webpage/projector how to do the analysis using both the test statistic formula, and p-value and critical value approaches.
 * The students will return to their groups to interpret some of the results in the book problems after a decision is taken in favor of against a claim made in a problem.
 * Homework will be assigned to do some tests of hypotheses problems. This will involve going through all the steps.
 * Students will be given an opportunity to enhance their learning. Some references will be provided to the students so that they have different perspectives.

TEST YOUR METTLE

 * A discussion will occur over the results of the group study of identifying null and alternative hypotheses and interpretation of results.
 * Students to turn in their homework. A discussion over this homework will occur in the next class.

GO PUBLIC

 * After the students receive feedback on their work, they take an in-class, individual test.
 * Once they have a grasp on the subject, they will be given group presentations. Expected from these group presentations will be how to apply their new-found knowledge in their majors like nursing, biology, communication, psychology, criminal justice etc..


text:
UTPA STEM/CBI Courses/Computer Numerical Controls

Intro to Computer Numerical Controls


text:
UTPA STEM/CBI Courses/Computer Numerical Controls/Intro to Computer Numerical Controls

Course Title: Fundamentals of Computer Numerical Controls

Lecture Topic: History and Introduction to NC & CNC

Instructor: Daniel A. Morales

Institution: South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Differentiate the differences between Computer Numerically Controlled (CNC) equipment versus Numerically Controlled (NC) equipment.
 * Understand the history and development of Numerically Controlled and Computer Numerically Controlled machines.
 * Understand the different types of CNC machines and the accuracies that they operate under.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the differences between Numerically Controlled and Computer Numerically Controlled machines.
 * Understand the differences between accuracy, repeatability, and reliability.

 * Difficulties- Students may have difficulty:
 * Determining when it is appropriate to use CNC equipment versus conventional manual machines.
 * Determining where cost-savings is possible with CNC machines over conventional machines.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * NC and CNC machines and equipment is used in a variety of industries, from continuous production, to job lots, to rapid prototypes.
 * NC and CNC machines are used to manufacture goods that surround us every day. Without the use of these machines, many modern ammenities that we take for granted would not be possible.

Model of Knowledge

 * Concept Map
 * CNC equipment is becoming central to manufactures as they integrate Six Sigma quality control methods, or 99.9997% defect free products. (3.4 defects per million opportunities). The most common type of CNC and NC machines in use today are of the "chip making" variety, which include turning and machining centers. Typically they are used in tool room applications. Other CNC and NC machines include drafting machines, hole-punching machines, flame cutters, and precision grinders.

 * Content Priorities
 * Enduring Understanding
 * Machined parts can be created with greater accuracy, ease, and complexity.

 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * Advanced print reading abilities
 * Fundamental knowledge of machining mathematics
 * Understand the machine language (G & M code)

Assessment of Learning

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

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

CNC and NC machines operate with a high degree of accuracy and allow for complex parts to be machined in difficult to machine materials. How are CNC and NC machines used to create air planes and aviation components?

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz
Various material can be tested here, depending on time constraints.

Test Your Mettle Quiz
Various material can be tested here, depending on time constraints.


text:
UTPA STEM/CBI Courses/Design of Steel Structures

Compression Members


text:
UTPA STEM/CBI Courses/Design of Steel Structures/Compression Members

Course Title: Design of Steel Structures

Lecture Topic: Compression Members

Instructor: Mohammad Azarbayejani

Institution:UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand buckling concept
 * Calculate compression members capacity using LRFD and ASD
 * Design compression members

 * Sub Objectives- The objectives will require that students be able to:
 * Differentiate between elastic and inelastic buckling
 * Understand local buckling
 * Calculate the effective length

 * Difficulties- Students may have difficulty:
 * Solving differential equations
 * Remembering concepts from mechanics of materials class

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Design of columns that are vital elements for any building
 * Design of any type of compression member such as compression members in bridge trusses

Model of Knowledge

 * Concept Map
 * Understand equations
 * Put the ideas together

 * Content Priorities
 * Enduring Understanding
 * Calculate critical force and critical stress for columns with different boundary conditions
 * Important to Do and Know
 * Difference between short and long columns and use correct code equations
 * If a member has a slender or non-slender cross section
 * Worth Being Familiar with
 * Differential Equations
 * Mechanics of Materials
 * Structural Analysis
 * Differential Equations
 * Mechanics of Materials
 * Structural Analysis

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Calculate the critical force for a cantilever beam
 * Homework (individual)
 * Assigned from the textbook
 * Summative Assessment
 * First Midterm Exam
 * Summative Assessment
 * First Midterm Exam

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Understand buckling concepts
 * Calculate compression members capacity using LRFD and ASD
 * Design compression members

The objectives will require that students be able to:
 * Differentiate between elastic and inelastic buckling, local buckling
 * Calculate the effective length

THE CHALLENGE

Grab a piece of wood and try to break the wood piece by applying tensile forces using your hands. Now that you know you can't break it, compress the wood by applying force with your palms at the ends of the piece of wood. Express your observations. Now grab a chunkier piece and compress it. Do you think the chunkier wood has more strength in tension or in compression? Can we make the wood so chunky that has the same strength in tension and compression? What other parameter is important in this experiment other than cross section? Can we make a steel member so thick and small that has the same capacity in tension and compression? What will be the failure capacity (in terms of stress) for tension and compression?

GENERATE IDEAS

The students will be asked to answer the challenge questions.

MULTIPLE PERSPECTIVES

The professor will lecture on buckling concept and elastic buckling for short columns and inelastic buckling for long columns so the students can have better understanding about the challenge questions.

RESEARCH & REVISE

The professor will derive the equation for the critical force of a simply supported column. Then, in groups, students will derive the equation for a cantilever column.

TEST YOUR METTLE

The professor gives feedback over the groups' results. The students are asked to do the homework over compression members which will be due at the beginning of the next class.

GO PUBLIC

Students will be given different compression member problems to solve during the first midterm exam.

Pre-Lesson Quiz
1. What is the slenderness ratio? 2. Which column has a higher K? 3. Which of the following sentences are true? 4. What is the upper limit of the critical stress? 5. Which part of an I-cross section is stiffened for local buckling?
 * 1) KL/I
 * 2) KL/r
 * 3) KL/EI
 * 4) KL/Er
 * 1) Cantilever column
 * 2) Simply supported column
 * 3) Both end fixed column
 * 4) One end fixed and one end pinned column
 * 1) Long columns have inelastic buckling problems.
 * 2) Long columns have elastic buckling problems.
 * 3) Short columns have more critical stress than long columns.
 * 4) Both b and c are correct.
 * 1) Euler stress
 * 2) Yield stress
 * 3) Ultimate stress
 * 4) None of the above
 * 1) Flange
 * Web
 * 1) Both the flange and the web
 * 2) Neither the flange nor the web

Test Your Mettle Quiz

 * 1) Using LRFD, calculate the compressive strength of a both-ends-fixed column with a cross section of W14*74. The length of a column is 30 feet and it is made of A992 steel.
 * 2) Select a W 18*... cantilever column made of A992 steel to resist a dead load of 100 kips and a live load of 150 kips. The column is 10 feet high. (Use ASD method)


text:
Direct current/Circuits

Course Title:

Lecture Topic:

Instructor:

Institution:

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Know the basics of electronics
 * Make their own projects
 * Find a job

 * Sub Objectives- The objectives will require that students be able to:
 * Mathematics
 * Physics(Electronics)

 * Difficulties- Students may have difficulty:
 * Theory

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

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

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

Assessment of Learning

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

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

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Test Your Mettle Quiz

 * 1) question
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title: Direct current/Circuits


text:
UTPA STEM/CBI Courses/Applied Hydrology/Hydrograph

Course Title: Applied Hydrology

Lecture Topic: Unit Hydrograph

Instructor:

Institution:

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * To understand the importance, definition and application of unit hydrograph.
 * Sub Objectives- The objectives will require that students be able to:
 * To define unit hydrograph and derive unit hydrograph from rainfall and runoff data.
 * To determine direct runoff hydrograph from any storm event using unit hydrograph.
 * To derive direct runoff by substituting baseflow from runoff data.
 * To determine the design hydrograph for a given excess rainfall.
 * To understand lagging process to determine the design hydrograph.
 * Difficulties- Students may have difficulty:
 * Identifying unit hydrograph and general hydrograph.
 * Assumptions of unit hydrogaph which is very essential to define unit hydrogaph.
 * Calculating the depth of direct runoff over a given watershed.
 * Determining direct runoff from unit hydrograph, especially in different time interval.
 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Developement of any design hydrograph of outflow of a given watershed contributing of any rainfall.
 * Deriving Basin watershed runoff characteristics.

Model of Knowledge

 * Concept Map
 * Unit hydrograph deifinitions
 * Concept
 * Concept by Sherman
 * Assumptions and limitations
 * Storm occurrence and distribution
 * Storm duration and direct runoff limitation
 * Derivation of unit hydrograph
 * Baseflow separation from runoff
 * Depth of direct runoff over watershed
 * Duration of effective rainfall
 * Application of unit hydrograph
 * Contribution of rainfall
 * Lagging method
 * Total outflow design hydrograph
 * Content Priorities
 * Enduring Understanding
 * Concept and definition of unit hydrograph "direct runoff for any storm produces 1 inch of net rain".
 * Understanding basic assumptions to require to derive unit hydrograph.
 * Important to Do and Know
 * Understand assumptions and limitations of unit hydrograph instead just to know how to derive unit hydrograph.
 * How to derive and apply unit hydrograph.
 * Worth Being Familiar with
 * Relations between hyetograph and hydrograph.
 * Components of hydrograph and baseflow separation.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Discussions involving development of a hydrograph from an unknown watershed.
 * Homework (individual)
 * Required data for composing unit hydrograph.
 * Summative Assessment
 * In class quizzes over lesson.
 * Determine unit hydrograph using given runoff streamflow data.
 * Determine design hydrograph using the deriven unit hydrograph.

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

You watched TV news last night. The weather anchor said, "UTPA has been flooded and most of parking lots have been submerged by 100-yr frequency storm!!!" You would like to estimate the amount of flood from UTPA as a civil engineer. How should this problem be approached?

All you You live in Edinburg, TX where the weather is warm all year long. It is also extremely hot in the summer. You notice in January that your car air-conditioner is not working as efficiently as before. You ignore the problem since the air-conditioner is still working and the weather is not hot yet. The problem persists and you notice that the performance of the air-conditioner is getting systematically worst. In July, you take your car for a check up and the mechanic tells you that you have a refrigerant leak at a rate of one drop every two minutes. The mechanic also explains that since your car is an older model it uses R22 refrigerant which can't be purchased in the US. The mechanic explains that he can fix the leak but you will have to provide him with R22 refrigerant which can only be purchased from Mexico City. You would like to estimate the amount of referigerant that has leaked from your car-refrigeration system before you make a purchase. This is important because you do not want to make the trip to Mexico City and not buy enough refrigerant. You would also like to avoid buying more than you need (consider that one gallon of R22 Refrigerant costs $50 and that they only sell it in half gallon increments).

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz
Various material can be tested here, depending on time constraints.

Test Your Mettle Quiz
Various material can be tested here, depending on time constraints.


text:
UTPA STEM/CBI Courses/Introduction to STEM/Educational Testing and Measurement

Classical Item Analysis


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

Article Review
Very interesting challenge problem! I would recommend that you select a single challenge and more fully develop that application than have the two challenges (solar angle and radar tracking). I am looking forward to seeing your test your mettle and go public sections.


text:
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title: User talk:Hummingbirds~enwikiversity


text:
UTPA STEM/CBI Courses/The Cell

Course Title: Biology

Lecture Topic: Animal and Plant Cell Structure Functions

Instructor: Joana A. Cordoba

Institution: South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify the parts of an animal using slides and/or models
 * Identify the parts of a plant using slides and/or models
 * Identify unique organelles only found in animal or plant cells

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the function of the organelles found in the animal cell
 * Identify the function of the organelles found in the plant cell
 * Describe everyday functions the cell performs
 * Inter-relate the functions and structures involved

 * Difficulties- Students may have difficulty:
 * Recalling the biological organization: Organelle → Cell → Tissues → Organ → Organ Systems → Organism → etc.
 * Distinguishing between animal and plant cells
 * Relating some of the functions an organ or organism performs and how the cells support this function
 * Remembering that cells are living architects that exchange information with their surroundings.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Determining what organelles are involved in the aerobic respiration
 * Determining what organelles are involved in the photosynthesis process
 * Understanding how proteins/enzymes are synthesized in the cells. Example) Lactase.
 * Understanding proliferation and/or apoptosis

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

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

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * text
 * text
 * Homework (individual)
 * Label the structure and functions of animal and plant worksheet
 * text
 * Summative Assessment
 * text
 * text

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz
Various material can be tested here, depending on time constraints.

Test Your Mettle Quiz
Various material can be tested here, depending on time constraints.

title: UTPA STEM/CBI Courses/The Cell


text:
User talk:Jbcurts

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title: User talk:Jbcurts


text:
User talk:Jungseokho

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text:
User talk:Timmer

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text:
User talk:Virgilpierce

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title: User talk:Virgilpierce


text:
UTPA STEM/CBI Courses/Introduction to STEM/Educational Testing and Measurement/Classical Item Analysis

Course Title: EDCI 6304 Testing and Measurement

Lecture Topic: Classical Item Analysis: Basic Knowledge

Instructor: Dr. Jaime Curts

Institution:The University of Texas Pan American The University of Texas Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand the concepts of difficulty and discrimination
 * Calculate the index of difficulty and index of discrimination of a multiple choice test item
 * Use information about difficulty and discrimination to evaluate the quality of testing

 * Sub Objectives- The objectives will require that students be able to:
 * Integrate concepts of item analysis to construct a well-designed test to improve instruction

 * Difficulties- Students may have difficulty:
 * work in progress
 * text

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

 * text

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

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

Assessment of Learning

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

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

text

GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

text

RESEARCH & REVISE

text

TEST YOUR METTLE

text

GO PUBLIC

text

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question

Test Your Mettle Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question


text:
User talk:Jacordoba

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 * Take a guided tour and learn to edit.
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title: User talk:Jacordoba


text:
UTPA STEM/CBI Courses/Physics (Calculus Based)/DC Circuit(s)

Course Title: Physics for Scientists and Engineers

Lecture Topic: DC Circuits

Instructor: Edgar Corpuz

Institution: UTPA

Backwards Design
Course Objectives
 * Primary Objectives- By the next class period students will be able to:
 * Identify series connection of resistors
 * Identify parallel connection of resistors
 * Analyze series/parallel dc circuits

 * Sub Objectives- The objectives will require that students be able to:
 * Draw circuits
 * Identify electrical symbols
 * Get the sum of fractions
 * Get the reciprocal of a number
 * Use voltmeter and ammeter

 * Difficulties- Students may have difficulty:
 * Identifying what elements are in series and what elements are in parallel.
 * Using an ammeter.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Dissecting household circuits
 * Understanding how christmas lights work

Model of Knowledge Concept Map
 * text
 * text
 * text
 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * text
 * text
 * text
 * Worth Being Familiar with
 * text
 * text
 * text

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

Legacy Cycle
OBJECTIVE By the next class period, students will be able to: The objectives will require that students be able to:
 * Identify series connection of resistors
 * dentify parallel connection of resistors
 * Analyze series/parallel dc circuits
 * text
 * text
 * text

THE CHALLENGE Still Figuring This Out!!! GENERATE IDEAS text MULTIPLE PERSPECTIVES text RESEARCH & REVISE text TEST YOUR METTLE text

GO PUBLIC text

Pre-Lesson Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question

Test Your Mettle Quiz

 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
 * 11) question
 * 12) question
 * 13) question
 * 14) question
 * 15) question
 * 16) question
 * 17) question
 * 18) question
 * 19) question
 * 20) question


text:
User talk:Mazarbay

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text:
User talk:Mpatitz

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title: User talk:Mpatitz


text:
User talk:Creilly

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text:
User talk:Schakraborty

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title: User talk:Schakraborty


text:
User talk:Freek Verkerk

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title: User talk:Freek Verkerk


text:
UTPA STEM/CBI Courses/Microprocessor Systems

Topics

-

Cache Memory Design

Microprocessor System Design

Number Representation

-


text:
UTPA STEM/CBI Courses/Microprocessor Systems/Number Representation

Course Title: Microprocessor Systems

Lecture Topic: Number Representation

Instructor: Jun Peng

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Convert numbers in different representations

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the base of number representation

 * Difficulties- Students may have difficulty:
 * Using a system other than the commonly used decimal system used in everyday life.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Almost all data is in digital format now and this material will help students understand digital data.

Model of Knowledge

 * Concept Map
 * Numbers
 * Decimal numbers
 * Other number systems such as binary and hexadecimal numbers
 * The conversion between them

 * Content Priorities
 * Enduring Understanding
 * Number representation.

 * Important to Do and Know
 * Convert numbers in different representations.

 * Worth Being Familiar with
 * Calculating in various number systems

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Quizzes
 * Questions and answers.

 * Homework (individual)
 * Homework problems

 * Summative Assessment
 * Tests
 * Labs

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Convert numbers in different representations

The objectives will require that students be able to: THE CHALLENGE
 * Understand number representations

If you were a computer, how would you like the numbers to be represented?

GENERATE IDEAS

Ask students to play the role of a computer to do data storage and processing.

MULTIPLE PERSPECTIVES

Discuss students' ideas and "designs".

RESEARCH & REVISE

Explain how numbers are represented in computers and how they might be presented in different representations to human beings.

TEST YOUR METTLE

Give students quizzes on number representation and conversion.

GO PUBLIC

Give students tests. Ask students write a program to convert numbers in different representations.

Pre-Lesson Quiz

 * 1) What is a decimal number?
 * 2) Why do we like decimal numbers?
 * 3) Why do computers like numbers with a base of 2?
 * 4) What does the base of a number system exactly mean?

Test Your Mettle Quiz

 * 1) Convert decimal 18 to a binary number.
 * 2) Convert decimal 18 to a hexadecimal number.
 * 3) Convert hexadecimal AB to a decimal number.
 * 4) Convert hexadecimal AB to a binary number.
 * 5) Add two hexadecimal numbers AB and CD.
 * 6) What is ABH in decimal if it represents a 2's complement binary number?
 * 7) Why do computers like 2's complement numbers?
 * 8) Do you think with the evolution of science and technology, computers in the future may store data in a different representation from binary? Why and why not?


text:
User:Mashaunix

Contact me on Czech Wikiversity.

title: User:Mashaunix


text:
Talk:UTPA STEM/CBI Courses/Calculus/Modeling Periodic Behavior

Page Under Construction
Comments Welcome, I apologize for the incomplete status! Virgilpierce 20:31, 25 September 2010 (UTC)


text:
User:Virgilpierce

Wikiversity page for Virgil U. Pierce:

Precalculus (Math 1450) UTPA

Department of Mathematics, University of Texas -- Pan American

University of Texas -- Pan American

title: User:Virgilpierce


text:
Talk:UTPA STEM/CBI Courses/The Cell

Please excuse the cells' legacy cycle incomplete status, I am currently working on completing it.

title: Talk:UTPA STEM/CBI Courses/The Cell


text:
User talk:Ecbi

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title: User talk:Ecbi


text:
User talk:Mashaunix

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 * 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. --Ottava Rima (talk) 21:58, 25 September 2010 (UTC)

title: User talk:Mashaunix


text:
User talk:Bonniegunn

 Hello Bonniegunn, 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. --Ottava Rima (talk) 21:58, 25 September 2010 (UTC)

title: User talk:Bonniegunn


text:
User talk:Villajr

 Hello Villajr, 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. --Ottava Rima (talk) 21:59, 25 September 2010 (UTC)

title: User talk:Villajr