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User:B9 hummingbird hovering/Madyamakalamkara (Umajen) isolated root verses

@053a *, ,rgya gar skad du, ma dhy'a mi ka aa lam k'a ra k'a ri k'a, bod skad du, dbu ma rgyan gyi tsig le'ur byas pa, 'jam dpal gzhon nur gyur pa la phyag 'tsal lo, ,bdag dang gzhan smra'i dngos 'di dag ,yang dag tu na gcig pa dang, ,du ma'i rang bzhin bral

ba'i phyir, ,rang bzhin med de gzugs brnyan bzhin, ,'bras bu rim can nyer sbyor bas, ,rtag rnams gcig pu'i bdag nyid min, ,'bras bu re re tha dad na, ,de dag rtag las nyams par 'gyur, ,bsgoms las byung ba'i shes pa yis, ,shes bya 'dus ma byas smra ba'i,,

lugs la'ang gcig min de dag ni, ,rim can shes dang 'brel phyir ro, ,rnam shes snga mas shes bya ba'i, ,rang bzhin rjes su 'brang na ni, ,shes pa snga ma'ang phyi mar 'gyur, ,phyi ma'ang de bzhin snga mar 'gyur, ,sngon dang phyi ma'i gnas rnams su, ,de yi ngo bo mi 'byung

na; ,'dus ma byas de shes pa bzhin, ,skad cig 'byung bar shes par bya, ,snga ma snga ma'i skad cig gi ,mthu yis 'byung bar 'gyur ba na, ,'dus ma byas su 'di mi 'gyur, ,sems dang sems las byung ba bzhin, ,skad cig pa rnams 'di dag tu, ,rang dbang 'byung bar

'dod na ni, ,gzhan la ltos pa med pa'i phyir, ,rtag tu yod pa'am med par 'gyur, ,don byed nus pa ma yin la, ,de 'dod brtags pas ci zhig bya, ,ma ning gzugs bzang mi bzang zhes, ,'dod ldan rnams kyis brtags ci phan, ,skad cig skad cig ma yin par, ,gang

zag bstan du mi rung bas, ,gcig dang du ma'i rang bzhin dang, ,bral bar gsal bar rab tu shes, ,tha dad phyogs can dang 'brel phyir, ,khyab rnams gcig pur ga la 'gyur, ,bsgribs dang ma bsgribs dngos sogs phyir, ,rags pa rnams kyang gcig pu min, ,'byar ba

dang ni bskor ba'am, ,bar med rnam par gnas kyang rung, ,dbus gnas rdul phran rdul gcig la, ,bltas pa'i rang bzhin gang yin pa, ,rdul phran gzhan la lta ba yang, ,de nyid gal te yin brjod na, ,de lta yin na de lta bu, ,sa chu la sogs rgyas 'gyur ram, ,rdul

@053b phran gzhan la lta ba'i ngos, ,gal te gzhan du 'dod na ni, ,rab tu phra rdul ji lta bur, ,gcig pu cha shas med par 'gyur, ,rdul phran rang bzhin med grub pa, ,de phyir mig dang rdzas la sogs, ,bdag dang gzhan smras mang po dag ,rang bzhin med par mngon pa yin, ,de

yi rang bzhin des brtzams dang, ,de yi yon tan de las bdag ,de yi spyi dang khyad par yang, ,de dag de dang 'du ba can, ,rnam shes sems po'i rang bzhin las, ,bzlog pa rab tu skye ba ste, ,sems min rang bzhin gang yin pa, ,de 'di'i bdag nyid shes pa yin, ,

gcig pa cha med rang bzhin la, ,gsum gyi rang bzhin mi 'thad phyir, ,da yi rang gi rig pa ni, ,bya dang byed pa'i dngos por min, ,de'i phyir 'di ni shes pa yi, ,rang bzhin yin pas bdag shes rung, ,don gyi rang bzhin gzhan dag la, ,de yis ji ltar shes par

'gyur, ,de yi rang bzhin gzhan la med, ,gang gis de shes gzhan yang shes, ,shes dang shes par bya ba'i don, ,tha dad par ni 'dod phyir ro, ,shes pa rnams bcas phyogs la ni, ,dngos su de gnyis tha dad kyang, ,de dang

gzugs brnyan 'dra bas na, ,brtags pa tzam gyis tsor bar rung, ,don gyi rnam pas bsgyur ldan pa'i, ,rnam shes su zhig mi 'dod pa, ,de la phyi rol rig pa yi, ,rnam pa 'di yang yod ma yin, ,shes gcig tha dad ma yin pas, ,rnam pa mang por mi 'gyur te, ,de phyir

de yi mthu yis na, ,don shes 'gyur bar gzhag pa med, ,rnam pa rnams dang ma bral bas, ,rnam shes gcig pur mi 'gyur ro, ,de lta min na 'di gnyis la, ,gcig ces ji skad brjod par bya, ,dkar po dag la sogs pa la, ,shes pa de ni rim 'byung ste, ,mgyogs par

'byung phyir blun po dag ,cig car snyam du shes pa yin, ,lcug ma'i sgra la sogs pa'i blo, ,rab tu mgyogs par 'byung yin na, ,de phyir cig car 'byung ba yi, ,'dir yang gcig phyir 'byung mi 'gyur, ,yid kyi rtog pa 'ba' zhig la'ang, ,rim du shes par mi 'gyur ro, ,ring du

@054a *, ,gnas pa ma yin pas, ,blo rnams kun kyang mgyogs 'byung 'dra, ,de phyir yul rnams thams cad la, ,rim gyis 'dzin par mi 'gyur gyi, ,rnam pa dag ni tha dad ltar, ,cig car 'dzin par snang bar 'gyur, ,mgal me la yang cig car du, ,'khor

lo snang ba'i 'khrul pa 'byung, ,gsal bar rab tu snang ba'i phyir, ,mthong bas mtsams sbyor ma yin no, ,'di ltar mtsams rnams sbyor ba ni, ,dran pas byed pa nyid yin gyi, ,mthong bas ma yin 'das pa yi, ,yun la 'dzin pa min phyir ro, ,de yi yul du gang

gyur pa, ,de ni zhig pas gsal ma yin, ,de'i phyir 'khor lor snang ba 'di, ,gsal ba ma yin 'gyur ba'i rigs, ,ri mo rkyang pa mthong ba'i tse, ,de la de bzhin sems mang po, ,ji ste gcig cha'i tsul gyis su, ,'byung bar 'gyur ba 'dod na ko, ,de lta yin na

dkar la sogs, ,rnam pa sna gcig shes pa yang, ,thog ma dbus mtha' tha dad pas, ,dmigs pa sna tsogs nyid du 'gyur, ,rdul phran bdag nyid dkar la sogs, ,gcig pu'i bdag nyid cha med pa, ,shes pa gang la'ang snang gyur par, ,bdag gis rab tu

tsor ba med, ,rnam shes lnga yi khams rnams ni, ,bsags la dmigs pa'i rnam pa yin, ,sems dang sems byung dmigs pa ni, ,drug par gzhag pa byas pa yin, ,phyi gzhung rnams la'ang rnam shes ni, ,gcig tu snang bar mi 'gyur te, ,yon tan la sogs ldan

pa yi, ,rdzas la sogs pa dmigs phyir ro, ,nor bu gzi yi bdag nyid ltar, ,dngos po kun zhes lta ba la, ,de la 'dzin pa'i sems kyang ni, ,gcig pu'i ngo bor snang mi rigs, ,sa la sogs pa 'dus pa la, ,yul dang dbang por kun 'jog par, ,su 'dod de yi lugs

la yang, ,dngos po gcig dang mthun 'jug med, ,snying stobs la sogs bdag sgra sogs, ,phyogs la'ang don gcig snang ba can, ,shes pa rigs pa ma yin te, ,gsum gyi bdag nyid yul snang phyir, ,dngos po'i ngo bo rnam gsum la, ,de ni gal te rnam gcig ste, ,

@054b de dang mi mthun snang na ko, ,de ni der 'dzin ji ltar 'dod, ,phyi rol yul rnams med par yang, ,sna tsogs snang la rtag pa ste, ,gcig cha'am ji ste rim 'byung ba'i, ,rnam shes rung bar shin tu dka', ,nam mkha' la sogs shes pa dag ,ming tzam du ni snang ba rnams, ,

yi ge du ma snang ba'i phyir, ,sna tsogs snang bar gsal ba yin, ,rnam shes sna tsogs min snang ba, ,'ga' zhig yod par gzhug na yang, ,'on kyang yang dag gzhag mi rung, ,mtsan nyid bcas la gnod mthong phyir, ,de phyir sna tsogs snang ba yi, ,rnam shes rnam

pa kun tu gnas, ,de ni rnam pa tha dad ltar, ,gcig bu'i rang bzhin mi rigs so, ,ji ste thog ma med rgyud nyid, ,bag chags smin pas sprul pa yi, ,rnam pa dag ni snang ba yang, ,nor bas sgyu ma'i rang bzhin 'dra, ,de dag 'on kyang de dag gi ,dngos de yang dag nyid

dam ci, ,'on te ma brtags gcig pu na, ,dga' bar khas len 'di bsam mo, ,gal te yang dag rnam par shes, ,du mar 'gyur ro yang na ni, ,de dag gcig 'gyur 'gal ldan pas, ,gdon mi za bar so sor 'gyur, ,rnam pa tha dad ma yin na, ,g-yo dang mi g-yo

la sogs pa, ,gcig gis thams cad g-yo la sogs, ,thal bar 'gyur te lan gdab dka', ,phyi rol don gyi tsul la yang, ,de ltar rnam pa ma bral na, ,gcig gi chos su thams cad kyang, ,'jug par 'gyur te bzlog pa med, ,ji ste rnam pa'i grangs bzhin du, ,rnam

par shes pa khas len na, ,de tse rdul phran 'drar 'gyur ba, ,dpyad pa 'di las bzlog par dka', ,gal te sna tsogs de gcig na, ,nam mkha'i gos can lugs sam ci, ,sna tsogs gcig pa'i rang bzhin min, ,rin chen sna tsogs la sogs 'dra, ,sna tsogs gcig po'i rang

bzhin na, ,sna tsogs ngo bor snang ba dang, ,bsgribs dang ma bsgribs la sogs pa, ,tha dad 'di ni ji ltar 'gyur, ,ji ste ngo bo nyid du de'i, ,rnam pa 'di dag med pa ste, ,yang dag tu rnams med pa yi, ,rnam par shes pa nor bas snang, ,gal te med na ji lta bur, ,de dag 'di ltar

@055a *, ,gsal bar tsor, ,de yi dngos las tha dad pa'i, ,shes pa de 'dra ma yin no, ,'di ltar gang la dngos gang med, ,de la der shes yod ma yin, ,bde ba min la bde sogs dang, ,dkar ba rnams la'ang mi dkar bzhin, ,rnam pa 'di la shes pa'i don, ,

dngos su 'thad pa ma yin te, ,shes pa'i bdag dang bral ba'i phyir, ,nam mkha'i me tog la sogs bzhin, ,med pa nus pa med pas na, ,gdags pa'ang mi rung rta ru bzhin, ,med pa bdag snang shes skyed par, ,nus pa rung ba ma yin no, ,gang phyir de yod nges tsor ba,

shes dang 'brel pa ci zhig yod, ,bdag med de yi bdag nyid dang, ,de las byung ba ma yin no, ,rgyu med na ni gang zhig gis, ,res 'ga' 'byung ba 'di rung 'gyur, ,rgyu dang ldan na gang zhig gis, ,gzhan gyi dbang las zlog par 'gyur, ,de med na ni shes de yang, ,rnam pa

med pa nyid kyis 'gyur, ,shel sgong dag pa 'dra ba yin, ,shes pa rab tu tsor ba med, ,'di ni 'khrul pas shes she na, ,de ci 'khrul la rag las sam, ,de yi mthu yis byung na ni, ,de yang gzhan gyi dbang nyid do, ,dngos po gang gang rnam dpyad pa, ,de dang de la gcig

nyid med, ,gang la gcig nyid yod min pa, ,de la du ma nyid kyang med, ,gcig dang du ma ma gtogs par, ,rnam pa gzhan dang ldan pa yi, ,dngos po mi rung 'di gnyis ni, ,phan tsun spangs te gnas phyir ro, ,de phyir dngos po 'di dag ni, ,kun rdzob pa nyid mtsan nyid

'dzin, ,gal te 'di dag don 'dod na, ,de la bdag gis ci zhig bya, ,ma brtags gcig pu nyams dga' zhing, ,skye dang 'jig pa'i chos can pa, ,don byed pa dag nus rnams kyis, ,rang bzhin kun rdzob pa yin rtogs, ,brtag pa ma byas nyams dga' ba'ang, ,bdag rgyu

snga ma snga ma la, ,brten nas phyi ma phyi ma yi, ,'bras bu de 'dra 'byung ba yin, ,de phyir kun rdzob rgyu med na, ,rung min zhes pa'ang legs pa yin, ,gal te 'di yi nyer len pa, ,yang dag yin na de smros shig ,dngos po kun gyi rang bzhin ni, ,rigs pa'i lam gyi rjes 'brang ba, ,

@055b gzhan dag 'dod pa sel bar byed, ,de phyir rgol ba'i gnas med do, ,yod dang med dang yod med ces, ,khas mi len pa gang yin pa, ,de la nan tan ldan pas kyang, ,cir yang klan ka bya mi nus, ,de phyir yang dag nyid du na, ,dngos po gang yang grub pa med, ,de phyir de

bzhin gshegs rnams kyis, ,chos rnams thams cad ma skyes gsungs, ,dam pa'i don dang mthun pa'i phyir, ,'di ni dam pa'i don zhes bya, ,yang dag tu na spros pa yi, ,tsogs rnams kun las de grol yin, ,skye la sogs pa med pa'i phyir, ,skye ba med la sogs mi srid, ,

de yi ngo bo bkag pa'i phyir, ,de yi tsig gi sgra mi srid, ,yul med pa la dgag pa yi, ,sbyor ba legs pa yod ma yin, ,rnam par rtog la rten la yang, ,kun rdzob par 'gyur yang dag min, ,'o na de ni rtogs gyur pas, ,de yi rang bzhin mngon sum phyir, ,mi mkhas

rnams kyang dngos rnams kyi, ,dngos po 'di 'dra cis mi rtogs, ,ma yin thog med rgyud lci bar, ,dngos por sgro btags dbang byas pas, ,de phyir srog chags thams cad kyis, ,mngon sum rtogs par mi 'gyur ro, ,de la sgro btags gcod byed pa, ,shes par byed pa'i

gtan tsigs kyis, ,rjes su dpog rnams shes par byed, ,rnal 'byor dbang rnams mngon sum gsal, ,gzhung gis skyed pa'i bye brag gis, ,chos can spangs nas mkhas pa dang, ,bud med byis pa'i bar dag la, ,grags par gyur pa'i dngos rnams la, ,bsgrub dang

bsgrub pa'i dngos po 'di, ,ma lus yang dag 'jug par 'gyur, ,de lta min na gzhi ma grub, ,la sogs len ni ji skad gdab, ,bdag ni snang ba'i ngang can gyis, ,dngos po dgag par mi byed de, ,de lta bas na bsgrub pa dang, ,bsgrub bya gzhag pa 'khrugs pa med, ,

de phyir thog med srid rgyud nas, ,dngos dang dngos med rtogs sogs kyi, ,rigs dang mthun pa'i sa bon nyid, ,rjes su dpag par bya ba yin, ,'di ni dngos po'i mthu stobs kyis, ,'byung ba ma yin de med phyir, ,dngos po rnams kyi bdag nyid de, ,rgya cher rab tu bkag pa ? yin,

@056a *, ,rim gyis 'byung phyir glo bur min, ,rtag 'byung ma yin rtag ma yin, ,de bas goms 'dra de nyid phyir, ,dang po rang gi rigs las skyes, ,de phyir rtag chad lta ba rnams, ,gzhung 'di la ni ring du gnas, ,ldog dang rjes su 'jug pa yang, ,sa bon myu gu lcug

sogs bzhin, ,chos la bdag med mkhas pa ni, ,rang bzhin med pa goms byas pas, ,phyin ci log las byung ba yi, ,nyon mongs sgrib pa med par spong, ,rgyu dang 'bras bu'i dngos po ni, ,kun rdzob tu ni ma bzlog pas, ,kun nas nyon mongs rnam byang sogs, ,rnam par gzhag pa

'khrugs pa med, ,'di ltar rgyu dang 'bras bu yi, ,chos 'di rnam par gzhag pas na, ,tsogs rnams dri ma med pa yang, ,gzhung 'di nyid la rung ba yin, ,rnam par dag pa'i rgyu las ni, ,'bras bu rnam par dag pa 'byung, ,yang dag ltas byung tsul khrims kyi, ,yan lag la

sogs rnam dag bzhin, ,de bzhin rnam dag ma yin las, ,'bras bu rnam dag ma yin 'byung, ,log lta'i stobs las byung ba yi, ,log par g-yem la sogs pa bzhin, ,tsad ma'i gnod pa yod pas na, ,dngos por dmigs pa yod pa ni, ,smig rgyu la sogs shes pa bzhin, ,

phyin ci log par yongs su rtog ,de phyir de mthus byung ba yi, ,pha rol phyin pa bsgrub pa kun, ,bdag dang bdag gir log pa las, ,byung ba bzhin du stobs chung ngo, ,dngos por dmigs pa med pa las, ,byung ba 'bras bu chen po ste, ,rgyas pa'i rgyu las byung ba'i phyir, ,sa bon grub

po'i myug sogs bzhin, ,rgyu dang 'bras bur gyur pa yang, ,shes pa 'ba' zhig kho na ste, ,rang gi grub pa gang yin pa, ,de ni shes par gnas pa yin, ,sems tzam la ni brten nas su, ,phyi rol dngos med shes par bya, ,tsul 'dir brten nas de la yang, ,shin tu bdag med shes

par bya, ,tsul gnyis shing rta zhon nas su, ,rigs pa'i srab skyogs 'ju byed pa, ,de dag de phyir ji bzhin don, ,theg pa chen po pa nyid 'thob, ,khyab dang dbang la sogs ma myong, ,dpag tu med par gnas pa'i rgyu, ,'jig rten spyi bor gyur pas kyang, ,shin tu myong

@056b ba ma yin pa, ,yang dag bdud rtzi dag pa 'di, ,thugs rje dag pa'i rgyu can gyi, ,de bzhin gshegs pa ma gtogs par, ,gzhan gyi longs spyod ma yin no, ,de phyir log par bstan pa yi, ,grub mthar 'chel ba'i blo can la, ,de lugs rjes 'jug blo can rnams, ,snying

rje nyid ni rab tu skye, ,blo nor ldan pas lugs gzhan la, ,ji ltar snying po med mthong ba, ,de ltar de dag skyob pa la, ,gus pa shin tu skye bar 'gyur, ,dbu ma'i rgyan gyi tsig le'ur byas pa, slob dpon zhi ba 'tso ba dag dang gzhan gyi grub pa'i mtha' rgya mtso'i pha rol tu

son pa 'phags pa ngag gi dbang phyug gi zhabs kyi padma rnyog pa med pa'i ze'u 'bru spyi bos len pas mdzad pa rdzogs so,, ,,rgya gar gyi mkhan po su ren dra bo dhi dang, zhu chen gyi lo tz'a ba bande ye shes sdes bsgyur cing zhus te gtan la phab pa'o,, ,, Source: http://www.aciprelease.org/r6web/flat/TD3884M_T.TXT

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Instructional design/Rapid Prototyping/When to use

The Goals of Rapid Prototyping

 * Efficiency: In the traditional design model, the final summative evaluation might uncover a need to make major changes to the instruction. At this point, the designers must go back to the beginning and seemingly "start from scratch." Using Rapid Prototyping, however, these issues would be identified and resolved much earlier in the process, preventing wasted time and resources. This increased efficiency may result in lowered costs via fewer wasted resources and less time.
 * Stakeholder and Designer Satisfaction: Since all stakeholders, from the learners and financiers to the designers, are involved throughout the rapid prototyping process, all parties' needs are met.
 * Effective Instruction: If all stakeholders are satisfied with the final instruction, the opportunity for effective, successful instruction has been maximized to best ability of the stakeholders and designers.

When should we use Rapid Prototyping?
You should implement Rapid Prototyping techniques if:
 * complex factors must be considered, which may include tasks requiring intense levels of problem-solving, organizational constraints in time and money, or where predicting an instructional outcome is difficult.
 * traditional ISD has produced unsatisfactory results.
 * the designer is unfamiliar with the instructional context, including the learners, clients, and/or environment.

When should we not use Rapid Prototyping?
You should not implement Rapid Prototyping techniques if:
 * an inexperienced designer is working with little supervision. "Designers unfamiliar with the discipline required to perform thorough front-end analysis and formative evaluation could actually prolong the process by repeated, unconstructive model building."
 * the scope of the project is undefined or appropriate resources are not available.

Section Review
Before continuing, let's verify that you understand when to appropriately use Rapid Prototyping techniques. For each question below, select whether you should implement Rapid Prototyping techniques based on the given condition(s). Answer at least 4 correctly before continuing.

{Specific milestones,deadlines, and scope requirements are set by supervisors. + Use Rapid Prototyping. - Don't Use Rapid Prototyping.
 * type=""}

{Your previous version produced minor learning gains via the traditional ISD process. + Use Rapid Prototyping. - Don't Use Rapid Prototyping.
 * type=""}

{A team of new designers is allowed to create their own production timelines and milestones. - Use Rapid Prototyping. + Don't Use Rapid Prototyping.
 * type=""}

{The client has very high quality demands. + Use Rapid Prototyping. - Don't Use Rapid Prototyping.
 * type=""}

{Final-stage development resources are limited and cannot be wasted. + Use Rapid Prototyping. - Don't Use Rapid Prototyping.
 * type=""}

Once you have answered 4 questions correctly, proceed to the next page.


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UTPA STEM/CBI Courses/Educational Math

Function Set

title: UTPA STEM/CBI Courses/Educational Math


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UTPA STEM/CBI Courses/Computer Science/Operating Systems

Course Title: Computer Science

Lecture Topic: Operating Systems

Instructor: Yang Liu

Institution: University of Texas - Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain security issues at different level
 * Identify common attacks to computer systems.

 * Sub Objectives- The objectives will require that students be able to:
 * Describe threats/attacks at different level
 * Summarize methods to prevent threats/attacks

 * Difficulties- Students may have difficulty:
 * Identifying software attacks if they are not familiar with program

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Detect virus in email attachment
 * Identify a Trojan horse in downloaded software
 * Recognize spyware

Model of Knowledge

 * Concept Map
 * Threats/attacks
 * Preventive methods

 * Content Priorities
 * Enduring Understanding
 * Security issues at different level and of different format
 * Important to Do and Know
 * Implementation details of software attacks
 * Worth Being Familiar with
 * Other challenges that exist affecting security

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Explain several threats/attacks
 * Homework (individual)
 * Identify possible threats/attacks for a given scenario
 * Summative Assessment
 * Connect threats/attacks to their examples

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to: THE CHALLENGE
 * analyze security issues for a system
 * identify different threats/attacks and preventive methods

What should we consider to protect the normal working state of amazon servers?

GENERATE IDEAS

What needs to be protected? What is the best way to protect it? Are the protections sufficient?

MULTIPLE PERSPECTIVES

System security

Threats/attacks

Preventive methods

RESEARCH & REVISE

Other topics for system issues such as policy.

TEST YOUR METTLE

Connect threats to their examples. GO PUBLIC

Present threats/attacks for this challenge

Pre-Lesson Quiz

 * 1) What is meant by system security?
 * 2) What can break system security?

Test Your Mettle Quiz

 * 1)  Give an example of spyware.
 * 2)  Explain the difference between threats and attacks.


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UTPA STEM/CBI Courses/Biology/Blood Circulation

Course Title: Biology II

Lecture Topic: Blood Circulation

Instructor: Raúl Galván

Institution: South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Describe the anatomy of the heart including its attached blood vessel.
 * Trace the path of blood in the pulmonary and systemic circuits.
 * Relate the occurrence of atherosclerosis and a thrombus to a heart attack and stroke.

 * Sub Objectives- The objectives will require that students be able to:
 * Have a basic knowledge of the anatomy of the circulatory system in humans.
 * Have a basic knowledge of the physiology of the circulatory system in humans.

 * Difficulties- Students may have difficulty:
 * Basic A & P of the human circulatory system.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Medical Field
 * Cardio Vascular Disease Prevention

Model of Knowledge

 * Concept Map
 * Kingdoms
 * Animal
 * Organization
 * Tissues
 * Organs
 * Organ Systems
 * Circulatory System

 * Content Priorities
 * Enduring Understanding
 * Basic Cardiovascular System Anatomy
 * Basic Cardiovascular System Physiology

 * Important to Do and Know
 * Cardiovascular System Lecture
 * Study Cardiovascular A & P

 * Worth Being Familiar with
 * Cardiovascular Diseases and Disorders
 * Signs and Symptoms of CV Diseases

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Pre-Test
 * Group Activity
 * Lab work
 * CV System Anatomy
 * Heart Anatomy
 * Sheep Heart Discussion
 * Summative Assessment
 * Conclusions
 * Solution
 * Post Test

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Describe the anatomy of the heart including its attached blood vessel.
 * Trace the path of blood in the pulmonary and systemic circuits.
 * Relate the occurrence of atherosclerosis and a thrombus to a heart attack and stroke.

The objectives will require that students be able to:
 * Know the anatomy & physiology of the cardiovascular system.
 * Become familiar with the major cardiovascular diseases and disorders.

THE CHALLENGE

Your father has the following symptoms: What is the most likely disease that your father might have?
 * tiredness,
 * snoozing often during the day,
 * discomfort in the center of to the left of the chest (sometimes described as irritation),
 * daily heartburn or indigestion,
 * tightening of the area around the jaws,
 * discomfort when exercising,
 * sharp pain in the head during cold weather,
 * lack of concentration,
 * poor sleep pattern,
 * general irritability,
 * forgetfulness and/or mood swings,
 * lack of interest in day to day family life,
 * an inability to sexually perform,
 * no enthusiasm for new things
 * reluctant to accepting any changes in any area of living
 * a thrombus in a coronary vessel.

GENERATE IDEAS

The students will work in groups to figure out what can be going wrong with the father. The students will list the possible diseases and disorders. The group will then decide which the most likely disease the father has is based on the symptoms.

MULTIPLE PERSPECTIVES

The following link presents some information about the cardiovascular system: [http://www.youtube.com/watch?v=D3ZDJgFDdk0

RESEARCH & REVISE

Lecture: Cardiovascular Systems, Chapter Outline, PowerPoint Lab: Circulatory System Anatomy, Sheep Heart Dissection

TEST YOUR METTLE

Blackboard quizzes as chapter is delivered. Students do work in the lab to learn through hands-on activities (dissection). Instructors ask questions to check for understanding. Post-test.

GO PUBLIC

Students demonstrate to the instructor using illustrations of the pathway of blood. Students turn in the list they compiled, including possible solutions to the challenge.


text:
UTPA STEM/CBI Courses/Business Math/Business Calculus/Limits

Course Title: Limits with Applications to Business and Economics

Lecture Topic: Challenge-Based Instruction Faculty Development Workshop

Instructor: Jeffrey Castaneda

Institution: Texas A&M International University

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Discuss the behavior of values for a function f when x approaches close but not equal to a certain value.
 * Evaluate/analyze limits with different sets of functions.
 * Identify and apply properties of limits.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the theorems and definitions used in evaluating limits.
 * Use techniques either algebraically or graphically to evaluate limits.

 * Difficulties- Students may have difficulty:
 * Knowing if a limit exist or does not exist especially for the indeterminate form case.
 * Analyzing one-sided limits graphically.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Business and economics
 * Life Sciences
 * Social Sciences

Model of Knowledge

 * Concept Map
 * One-sided limits
 * Two-sided limits
 * Existence of limits
 * Properties of limits

 * Content Priorities
 * Enduring Understanding
 * Evaluating limits with different types of functions and determining if the limits exist or does not exist.
 * Determining one-sided limits as well as two-sided limits.
 * Applying limits with real world problems.
 * Important to Do and Know
 * The existence of a limit.
 * Using the properties of limits.
 * The indeterminate form.
 * The limit of a quotient.
 * The limits for polynomial and rational functions.
 * Construction of tables to guess the value for one-sided and/or two-sided limits.
 * Worth Being Familiar with
 * The precise definition of a limit.
 * The theoretical concepts of a limit.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)

The instructor will provide examples of Finding limits from the textbook and assign practice problems for students to understand how to evaluate limits.

Students will work the practice problems in groups of two

 * Summative Assessment
 * Assigned exams will help the students understand the applications of finding limits of a function.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Discuss the behavior of values for a function f when x approaches close but not equal to a certain value.
 * Evaluate/analyze limits with different sets of functions.
 * Identify and apply properties of limits.

The objectives will require that students be able to:
 * Understand the theorems and definitions used in evaluating limits.
 * Use techniques either algebraically or graphically to evaluate limits.

THE CHALLENGE

Suppose a company manufactures sport watches. Each week the company produces about 5 sport watches. Furthermore, the company also presents the cost function for producing sport watches, say x given by C(x) = 1; 000 + 4x 0 _ x _ 100: Your task is to evaluate the limit for the cost function when the production level of sport watches approaches to 10.

GENERATE IDEAS

First, students will work the challenge problem individually and will need to ask themselves the following questions:

What are limits?

How to evaluate limits?

Does the limit exist?

Second, students will get in groups of two and present their solution to the challenge problem within the group.

MULTIPLE PERSPECTIVES

Students can also view videos from other professors in other institution discussing and explaining limits.

RESEARCH & REVISE

Students can conduct some research to solve the challenge problems. Activities include:

 * Reading textbook.

 * Reviewing instructor lecture notes.

 * Searching webpages of lecture notes from other institution by other professors/instructors.

Students can revise the challenge problem and answer the problem algebraically by using the properties of limits graphically by graphing the function on paper or by calculator.

In addition, students may also use any software programs or mathematical language programs such as Excel or MATLAB to graph the function from the challenge problem.

Construct two tables to guess the value for one-sided limits. Solve other challenge problems either in class or homework. Take exams similar to the challenge problems and homework problems dealing with evaluating limits. Revisiting back to the challenge problem, we are finding the limit. i.e., lim x!10 1; 000 + 4x: Students can consider finding the one-sided limit, i.e., lim x!10+ 1; 000 + 4x and lim x!10􀀀 1; 000 + 4x:

Construct two tables x C(x) 10.5 1,042 10.10 1,040.4 10.08 1,040.32 10.01 1,040.04 10.001 1,040.004 x C(x) 9.5 1,038 9.80 1,039.2 9.90 1,039.6 9.99 1,039.96 9.999 1,039.996 Since lim x!10+ 1; 000 + 4x = 1; 040 and lim x!10􀀀 1; 000 + 4x = 1; 040; then lim x!10 1; 000 + 4x = 1; 040:

TEST YOUR METTLE

Students will be able to solve other challenge problems either in class or homework. They will also be able to take exams similar to the challenge problems and homework problems involving the evaluation of limits.

Revisiting back to the challenge problem, we are finding the limit,

i.e., lim x!10 1; 000 + 4x: Students can consider _nding the one-sided limit, i.e., lim x!10+ 1; 000 + 4x and lim x!10􀀀 1; 000 + 4x: Construct two tables x C(x) 10.5 1,042 10.10 1,040.4 10.08 1,040.32 10.01 1,040.04 10.001 1,040.004 x C(x) 9.5 1,038 9.80 1,039.2 9.90 1,039.6 9.99 1,039.96 9.999 1,039.996 Since lim x!10+ 1; 000 + 4x = 1; 040 and lim x!10􀀀 1; 000 + 4x = 1; 040; then lim x!10 1; 000 + 4x = 1; 040:

GO PUBLIC

One group will present the solution to the challenge problem on the board explaining to other students and instructor what they have researched and understand about limits. Later on, each group will be given different challenge problems and have to present their solutions in class.

Pre-Lesson Quiz
1 Evaluate limx!4 x2 􀀀 16 x 􀀀 4 2 Does the limx!2 x 􀀀 1 x 􀀀 2 exist? 3 Evaluate limx!3 x2 􀀀 2x + 5 4 Does the limx!5 x 􀀀 5 x 􀀀 3 exist?

Test Your Mettle Quiz
With the challenge problem above, evaluate the limit for the cost function when the number of sport watches approaches to 20.


text:
UTPA STEM/CBI Courses/Circuits II

Laplace Transform

title: UTPA STEM/CBI Courses/Circuits II


text:
UTPA STEM/CBI Courses/Circuits/Laplace Transform

Course Title: Circuit II

Lecture Topic: Laplace Transform

Instructor: Wenjie Dong

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Calculate Laplace transform for a given function
 * Apply Laplace transform to analyze circuits

 * Sub Objectives- The objectives will require that students be able to:
 * Convert a signal from time domain to s domain

 * Difficulties- Students may have difficulty:
 * Remembering the definition of a Laplace transform
 * Calculating Laplace transforms

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Solve differential equations
 * Analyze linear systems
 * Analyze linear circuits

Model of Knowledge

 * Concept Map
 * Signal in time domain
 * Integral transform
 * Signal in 's' domain

 * Content Priorities
 * Enduring Understanding
 * Laplace transform
 * Important to Do and Know
 * Differential equations
 * Basic laws for circuit analysis
 * Calculus
 * Worth Being Familiar with
 * Linear algebra

Assessment of Learning

 * Formative Assessment
 * In Class
 * Quiz for calculating Laplace transform of a simple signal function

 * Homework (individual)
 * Homework for Laplace transform of some signal functions
 * Homework for analyzing linear circuits using Laplace transform

 * Summative Assessment
 * Quiz
 * Middle term test

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Apply Laplace transforms to analyze circuits
 * Calculate Laplace transforms for some signals

THE CHALLENGE

For a circuit with many meshes, how do you find the current for each mesh?

GENERATE IDEAS

Provide the challenge and ask for opinions from the students

MULTIPLE PERSPECTIVES

The students work for 10 minutes and come up with ideas

RESEARCH & REVISE

The teacher introduces the definition of a Laplace transform and explains some key points in the definition. Then, the teacher give several examples on how to find Laplace transforms for several typical functions in the time domain.

TEST YOUR METTLE

 * 1) Students do an example.
 * 2) Instructors ask questions in order for students to explain their solutions and understanding of concepts.
 * 3) Answer the questions in the homework.

GO PUBLIC

 * 1) Students demonstrate to the instructor and other students how to calculate Laplace transform.
 * 2) Students turn in their solutions.

Pre-Lesson Quiz

 * 1) Find the solution of y"(t)+10y'(t)+6y(t)=5.
 * 2) Find the current of RLC circuit.

Test Your Mettle Quiz

 * 1) Find the current of RLC circuit with the aid of Laplace transforms
 * 2) Find the solutions to the differential equations y"1(t)+3y'2(t)+2y2(t)=4 and y"2(t)+5y'1(t)+3y2(4)=6


text:
UTPA STEM/CBI Courses/General Physics

Course Title: General Physics (1401)

Lecture Topic: Motion in One Dimension Instructor:

Institution: UTPA

Backwards Design
Course Objectives

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

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the quantities in motion: displacement, velocity, acceleration
 * How and when to apply kinematic equations

 * Difficulties- Students may have difficulty:
 * The students have difficulties in making the difference betwen distance and displacement, speed and velocity,
 * text

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

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

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

Assessment of Learning

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

Legacy Cycle
OBJECTIVE

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

THE CHALLENGE

A car traveling at 100 m/s passes a trooper hiding at the roadside. The driver uniformly reduces his speed in 3.50s. Is he going to be fined if the speed limit is 30 mi/h? (b) What is the magnitude and the direction of the car’s acceleration as it slows down? (c) How far does the car travel in the 3.5s time period?

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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Test Your Mettle Quiz
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title: UTPA STEM/CBI Courses/General Physics


text:
UTPA STEM/CBI Courses/Physics (Calculus Based)/Faraday's Law

Course Title: Physics for Scientists and Engineers

Lecture Topic: Faraday's Law of Electromagnetic Induction: Electromagnetism

Instructor: Professor Muhammad Bhatti

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * What is Faraday's Law? What do you think?
 * Faraday stated that:
 * Whenever a magnetic force increases or decreases, it produces electricity;
 * the faster it increases or decreases, the more electricity it produces.
 * The voltage induced in the wire or conductor is proportional to the rate of change of the magnetic flux (how quickly the magnetic field is changing). In other words, the faster the magnetic field is changing, the larger the voltage that is induced will be; or, the faster the wire is moving through the magnetic field, the larger the induced voltage will be.
 * This is the basis for how electric motors and electric generators work!
 * Explain the concepts of the Faraday’s law of Electromagnetic Induction
 * Know how to apply the law in various situations and real world problems
 * Solve problems that require the application of Faraday’s law

 * Sub Objectives- The objectives will require that students be able to:
 * Understand basic mathematical manipulations and have some integration background
 * Identify situations where Faraday’s law is at work
 * Lenz's Law
 * Lenz's law is a basic law in electromagnetic theory for determining the direction of flow of induced currents (see Faraday's Law of Induction). It was first stated by the Estonian physicist Heinrich Lenz (1804-65).
 * According to Lenz's law, when a current is caused to flow in an electrical conductor by a change in the external magnetic field surrounding the conductor, the direction of flow of the current is such as to produce a magnetic field opposing the original change in the external magnetic field.

 * Difficulties- Students may have difficulty:
 * Understanding the concept of induced emf and chaning magnetic field
 * How is induced current produced in the closed loop?
 * Why relative motion of either closed loop or permanent magnet is required?

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Motors, Generators, etc.Dancing Hearts
 * Application of Antenna, metal detectors, etc.

Model of Knowledge

 * Concept Map
 * Electromagnetism
 * Permanent magnet
 * Movement of magnet or coil
 * Induced current

 * Content Priorities
 * Enduring Understanding
 * Understand connection between permanent magnet and induced current
 * Understand how Faraday’s law can be used to produce electricity
 * Understand principle of motor and generators

 * 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
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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:
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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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text:
UTPA STEM/CBI Courses/Thermodynamics

Topics

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/The First Law for Closed Systems/

/The First Law for Open Systems/

-

title: UTPA STEM/CBI Courses/Thermodynamics


text:
UTPA STEM/CBI Courses/Thermodynamics/The First Law for Closed Systems

Course Title: Thermodynamics I

Lecture Topic: The First Law for Closed Systems

Instructor: Dr. Stephen Crown

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain the concepts represented by each term of the first law.
 * Know which form of the first law applies to various problems.
 * Solve problems that require the first law.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand basic algebra.
 * Identify the appropriate system and determine if it is a closed system.

 * Difficulties- Students may have difficulty:
 * Selecting the appropriate system boundary.
 * Relating information given in the problem to the terms in the equation.
 * Determining the direction of work and heat transfer.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * How engines work.
 * How much pressure is needed for an airgun.

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

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GENERATE IDEAS

text

MULTIPLE PERSPECTIVES

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RESEARCH & REVISE

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TEST YOUR METTLE

text

GO PUBLIC

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Pre-Lesson Quiz

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text:
UTPA STEM/CBI Courses/Thermodynamics/The First Law for Open Systems

Course Title: Thermodynamics I

Lecture Topic: The First Law for Open Systems

Instructor: Dr. Stephen Crown

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain the concepts represented by each term of the first law.
 * Know which form of the first law applies to various problems.
 * Solve problems that require the first law.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand basic algebra.
 * Identify the appropriate system and determine if it is a closed system.

 * Difficulties- Students may have difficulty:
 * Selecting the appropriate system boundary.
 * Relating information given in the problem to the terms in the equation.
 * Determining the direction of work and heat transfer.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * how engines work.
 * how much pressure is needed for an airgun.

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
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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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text:
Talk:UTPA STEM/CBI Courses/Calculus/Mean Value Theorems

This is a Calculus 1 Topic


text:
UTPA STEM/CBI Courses/Algebra/Logarithmic Functions

Course Title: College Algebra

Lecture Topic: Basic properties of Logarithmic Functions

Instructor: Rosa E. Gutierrez

Institution: South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Identify properties of logarithmic graphs
 * Evaluate logarithmic functions
 * Solve logarithmic equations and applications

 * Sub Objectives- The objectives will require that students be able to:
 * Work with exponential equations
 * Know the Change of Base Theorem for Logarithms
 * Know the properties of logarithms
 * Multiplication Property
 * Division Property
 * Power Property

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

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

Model of Knowledge

 * Concept Map
 * text
 * text
 * text

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

Assessment of Learning

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

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * text
 * text
 * text
 * text
 * text
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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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text:
UTPA STEM/CBI Courses/Microbiology/Genetic Engineering Using Bacteria

Course Title: General Microbiology

Lecture Topic: Genetic Engineering in Bacteria

Instructor: Dr. Luis Materon

Institution: UTPA, Biology Department

THIS PAGE UNDER CONSTRUCTION -- JUST LEARNING HOW TO DO THIS PAGE

Challenge: There is currently a severe oil spill in the Gulf of Mexico that will affect wild life and business in the area. Task: Identify a gene that will degrade oil faster. The gene is to be inserted into a plasmid of an aquatic bacterial species such as Pelagibacter (The most abundant bacterial species in the ocean). The resulting recombinant bacteria having a new gene should accelerate the breakdown of oil on water and affected beaches. Adopt a protocol to isolate and insert a gene from Pseudomonas into Pelagibacter. Assess your contribution to reduce environmental damage from oil spill.

 * Backwards Design

Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand
 * Discuss
 * Evaluate
 * Publish

 * Sub Objectives- The objectives will require that students be able to:
 * Consult protocols
 * Experiment with enzymes
 * Observe growth
 * Discuss results
 * Write report

 * Difficulties- Students may have difficulty:
 * Background knowledge in the molecular structure of DNA and other basic concepts
 * Getting access to lab after hours due to security regulations
 * Managing time
 * Reading results

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Research-oriented job.
 * Teaching

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
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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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text:
UTPA STEM/CBI Courses/Calculus/Applied Optimization Problems

Course Title: Calculus 1

Lecture Topic: Using the first Derivative to solve optimization Problems

Instructor: Hanan Amro

Institution:South Texas College

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Solve applied Maximum and Minimum Problems using Calculus

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the knowns and unknowns for each problem.
 * Write the primary equation from the given information.
 * Determine the feasible domain of the primary equation.

 * Difficulties- Students may have difficulty:
 * Coming up with equations to set up the the problems
 * Determining the derivative of trigonometric function, particularly when using methods such as the Chain Rule

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Minimizing the cost
 * Maximize the profit
 * Desiging a suit case
 * Minimize the dimension of a poster
 * Maximize the sensitivity to medicine.

Model of Knowledge

Let I be the interval of all possible optimal values of f(x). Further suppose that f(x) is continuous on I, except possibly at the endpoints. Finally suppose that x = c is a critical point of f(x), and that c is in the interval I. If we restrict x to values from I (i.e. we only consider possible optimal values of the function) then,
 * Concept Map
 * Set up the equations from known and unkown informations
 * Determine the critical values
 * Set the first derivative equal to zero
 * Determine the Local Extrema (Maximum and Minimum)
 * Content Priorities
 * Enduring Understanding
 * text
 * text
 * text
 * Important to Do and Know
 * First Derivative Test for Absolute Extrema

 * 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
 * In class quiz over the subject
 * Test involve topic similar to the challenge

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Convert the word problem into mathematical equation
 * Solve the equation using first derivative test.

The objectives will require that students be able to:

 * text
 * text

THE CHALLENGE

A farmer plans to fence a rectangular pasture adjacent the river seen in the diagram. The pasture must contain 245,000 square meters in order to provide enough grass for the herd. What dimensions will require the least amount of fencing if no fencing is needed along the river

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
Various material can be tested here, depending on time constraints.

Test Your Mettle Quiz

 * 1) Suppose that c(x) = x3 -20x2 +20,000x is the cost of the manufacturing x items. Find the level of a production level that will minimize the average cost of making x items.
 * 2) A rectanluar plot of farmland will be bounded on one side by the river and on the other three sides by a single-strand electric fence. With 800 m of wire at disposal, what is the largest area you can enclose, and what are its dimension?
 * 3) We want to construct a box with a square base and we only have 10 m2 of material to use in construction of the box. Assuming that all the material is used in the construction process determine the maximum volume that the box can have.
 * 1) question
 * 2) question
 * 3) question
 * 4) question
 * 5) question
 * 6) question
 * 7) question
 * 8) question
 * 9) question
 * 10) question
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text:
UTPA STEM/CBI Courses/Comparative Embryology/Birth Defects and Their Causes

Course Title: Comparative Embryology, Biol 3407

Lecture Topic: Teratogens; agents that cause birth defects

Instructor: Dr. Tim Brush

Institution: University of Texas-Pan American

Backwards Design

Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Explain the effects of different teratogenic agents
 * Explain the concept of sensitive periods
 * Explain the mode of action of selected teratogens

 * Sub Objectives- The objectives will require that students be able to:
 * Remember basic developmental stages
 * Understand the concept of induction

 * Difficulties- Students may have difficulty:
 * Understanding why particular systems or organs are affected by certain teratogens
 * Understanding the concept of sensitive period

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Understanding causes of birth defects
 * Educating in order to affect preventable birth defects

Model of Knowledge

 * Concept Map
 * Basic stages of development and what is happening
 * Factors causing problems with development
 * Miscarriage vs. birth defects
 * Genetic vs. “environmental” (teratogenic) causes
 * Different classes of teratogens—organisms, chemicals, physical factors, other

 * Content Priorities
 * Enduring Understanding
 * Causes of birth defects
 * Teratogenic effects
 * Sensitive periods
 * Important to Do and Know
 * Teratogenic modes of action (examples)
 * Reasons for sensitivity
 * Worth Being Familiar with
 * Characteristics of teratogen
 * Commercial uses of teratogens (if any)

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Discussion of modes of actions and sensitive period
 * Report on teratogen researched

 * Homework (individual)
 * Quiz on basic knowledge of teratogens and effects
 * Research on a particular teratogen chosen

 * Summative Assessment
 * Quiz on teratogens
 * Test (questions on final exam)

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * List the major causes of birth defects
 * List the types of teratogens and their effects
 * Understand the concept of sensitive period

The objectives will require that students be able to:
 * Integrate the study of teratogens with earlier material on normal embryonic development
 * Connect the concepts and inducers and teratogens
 * Remember the basic embryological processes and stages

THE CHALLENGE

You are a medical doctor who is serving as the public health officer for a metropolitan area on the US/Mexico border. In the last two years, there has been a cluster of neural tube defects in newborns in area hospitals. You are responsible for determining the likely causes of this cluster and suggest the best preventative measures to prevent future occurrences.

GENERATE IDEAS

Individually and in groups, discuss possible causes of neural tube defects (NTD's) and how to study this (what kinds of data are needed)

MULTIPLE PERSPECTIVES

Listen to interviews with public health officials, parents of children who were born with varying neural tube defects, epidemiologists, etc.

RESEARCH & REVISE

(Field work on environmental causes and via questionnaires of parents before and after/aspects of study design)
 * What kind of information is required and how would you gather it?
 * Causes of birth defects in general---neural tube defects in particular—Valley situation.
 * Genetic susceptibility among different ethnic groups/geographic locations: how to get this information.
 * Role of diabetes/obesity and related metabolic conditions in preventing normal neural tube closure
 * Effect of dietary folic acid on neural tube closure—effects of sources of folic acid and information lacks
 * Possible environmental agents that may interfere with neural tube closure and their sources: general water and air, diet, workplace environment
 * Interactions between above factors
 * Why would education and place of birth/living be important?

TEST YOUR METTLE

Pre and post quiz on general concept of induction, embryonic development, and factors causing/preventing neural tube defects

GO PUBLIC

10-15 minute presentation on problem discussion and study proposal to deal with neural tube defect cluster. Will include field and survey-based research and presentation at level appropriate to interested public.

Pre-Lesson Quiz

 * 1) What do the terms induction and competence mean?
 * 2) How does eye development provide examples of induction and competence?
 * 3) How do genes affect embryonic development?
 * 4) What are the main periods of embryonic development in humans?
 * 5) What are some examples of some birth defects?
 * 6) What are some causes of birth defects?
 * 7) What are spina bifida and anencephaly?
 * 8) Are you aware of any clusters of birth defects in the Valley?

Test Your Mettle Quiz

 * 1) How do inducers affect gene activity?
 * 2) What is the difference between a promoter and an enhancer and how are they regulated?
 * 3) What is the interaction between transcription factors and paracrine factors?
 * 4) How do paracrine signaling and juxtracine signaling affect gene activity?
 * 5) What are some teratogens that affect nervous system development and what problems do they cause?
 * 6) Focusing on the neural tube defects (NTD's), what are the known causes of spina bifida and anencephaly?
 * 7) What were the most likely causes for the cluster of NTD's in the Brownsville area in the 1990s?
 * 8) What are the best ways (strategies) to prevent or reduce the occurrence of NTD's?
 * 9) What are some barriers to implementing those strategies?
 * 10) What are some important knowledge gaps in prevention and/or treatment of NTD's?


text:
UTPA STEM/CBI Courses/Computer Science/Selection

Course Title: Computer Science I

Lecture Topic: Selection

Instructor: Laura Grabowski

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand concepts of how selection structures work: Test current condition (while program executes), outcome of test, decision based on outcome
 * Understand how different selection structures work (if, if/else, nested if/else, switch)
 * Write C++ code for different selection structures

 * Sub Objectives- The objectives will require that students be able to:
 * Write logical and relational expressions
 * Identify syntax errors in selection statements

 * Difficulties- Students may have difficulty:
 * Understanding the underlying concepts involved
 * Remembering the correct syntax for the conditional expressions

 * Real-World Contexts- The concepts of decision-making are grounded in the real world -- we do it all the time. The details of this lesson, however, relate specifically to the context of learning how to design and write computer programs.  In that context, some interesting applications include:
 * Designing video games
 * Comparison-based searching and sorting algorithms

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
 * Selection -- this lesson
 * Repetition
 * Modular programming (functions)
 * Arrays
 * Abstract data types
 * Structures
 * Classes
 * Pointers
 * Data structures and algorithms
 * Trees
 * Searching
 * Sorting
 * Use of design tools -- pseudo-code writing skills
 * Implementation of solution
 * Tools of the trade
 * Learned in Lectures through
 * Slides
 * Analogies
 * Sample programs
 * Group exercises
 * Using C++ to implement underlying concepts (listed above)
 * Applying underlying concepts, covered in lectures using
 * In-class exercises
 * Lab assignments
 * Homework assignments

 * Content Priorities
 * Enduring Understanding
 * Understand fundamental programming concepts
 * Understand basics of algorithm design
 * Be able to design, write, debug, and test simple programs in C++
 * Important to Know and Do
 * Familiarity with programming environments such as Microsoft Visual C++
 * Document algorithm design with tools such as pseudo-code and flow diagrams
 * Worth Being Familiar with
 * Time management

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Pre-lesson quiz after student has read chapter.
 * Team coding exercises: Work with the group to write code for selection statements.
 * Code traces. Walk though code fragments provided and determine how statements will execute based on differing conditions at run-time.
 * Homework (individual)
 * Lab assignments using selection
 * Worksheet: writing selection code fragments, executing code traces
 * Summative Assessment
 * Unit quiz
 * Exam

Legacy Cycle
OBJECTIVE

By the next class period students will be able to:
 * Understand concepts of selection structures: Test current condition (while program executes), outcome of test, decision based on outcome
 * Understand how different selection structures work (if, if/else, nested if/else, switch)
 * Write C++ code for different selection structures

The objectives will require that students be able to:
 * Write logical and relational expressions
 * Identify syntax errors in selection statements

THE CHALLENGE

You want to enter a game programming contest. You need to write a program to play the game “Rock-Paper-Scissors”. To win the contest, your game must be able to beat a human player in at least five out of ten consecutive games. How can you make your program win the contest?

GENERATE IDEAS

 * Play several rounds of two-player “Rock-Paper-Scissors” with your group.
 * Make sure everyone understands how the game works.
 * Observe, record your ideas about, and then discuss:
 * What strategies did you try?
 * What strategies seem to win?
 * Think about and write down your ideas about how you might write an algorithm to implement the game (individually).
 * Discuss your algorithm ideas with your group.
 * Brainstorm on what you need to implement your algorithms in C++
 * What do you know that you can use?
 * What do you sort of remember but need to review or have more details on?
 * What don’t you know that you need to know in order to solve the problem?

MULTIPLE PERSPECTIVES

 * From the group discussions, groups share with class
 * What sorts of strategies do you need to implement to program the game?
 * What do you know? What do you need to know to solve the problem?
 * Lecture on selection (if, if/else, nested if/else) to help students gain understanding of selection structures. Organizing question for the lecture is “What do we need to know in order to write our “Rock-Paper-Scissors” program?
 * The rules of the game
 * How to compare the players’ actions (relational and logical tests) and make decisions based on what is happening at program run-time (selection).

RESEARCH & REVISE
 * Students will work in groups to complete an exercise on writing code for simple selection statements.
 * Students will outline their ideas for the “Rock-Paper-Scissors” program.

TEST YOUR METTLE

Students will receive feedback on their exercise solutions and on their game program ideas. Students will be given a quiz at the beginning of the next class.

GO PUBLIC

Students will be able to answer the questions about how to make run-time decisions in a program. Students will also complete lab assignments and homework assignments that focus on using selection structures.

Pre-Lesson Quiz
For Questions 1-4, use the following declarations to evaluate the given expressions as TRUE or FALSE. int x = 8; int y = 15; double myVal1 = 2.5; double myVal2 = 5.8; { x < y + TRUE - FALSE
 * type=""}

{ x != x - TRUE + FALSE
 * type=""}

{ myVal1 > myVal2 - TRUE + FALSE
 * type=""}

{ myVal2 < 5.9 + TRUE - FALSE
 * type=""}

{ Given the declarations"bool legalAge; int age = 23;" is legalAge true or false after the following statement is executed?

legalAge = (age >= 21); + TRUE - FALSE
 * type=""}

Test Your Mettle Quiz
{ Which of the following C++ statements is an example of one-way selection? - if (score < 60) grade = ‘F’ else grade = ‘P’; + if (score < 60) grade = ‘F’; - if (score < 60) grade = 'F' else if (score > 89) grade = 'A';
 * type=""}
 * This choice has multiple branches, not just one.

{ The expression "if hours < 40"contains a syntax error. Which of the following corrects that error? - if hours < 40; - if int hours < 40 + if (hours < 40)
 * type=""}
 * The test expression must be enclosed in parentheses.

{ The expression "if (balance = 0)"contains a logical error. Which of the following corrects that error? + if (balance == 0) - if (balance = 0); - if (balance != 0)
 * type=""}
 * What is the difference between assignment and comparison for equality?

{ What will be the output of the following code if the input is 5? int value; bool correct = false; cin >> value; if (value == 8) correct = true; if (correct) cout << "Great job!" else cout << "Nope, fooled you!" - Great job! + Nope, fooled you! - Nothing is output
 * type=""}
 * What is the value of the variable correct?


text:
UTPA STEM/CBI Courses/Calculus/Applied Linear Algebra

Course Title:  Linear Algebra

Lecture Topic:   Linear Equations

Instructor: Cristina Villalobos Institution:   University of Texas-Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Model application problems as a set of linear equations
 * Determine if the linear system of equations has none, one, or multiple solutions

 * Sub Objectives- The objectives will require that students be able to:
 * Identify the variables and determine the coefficients in the system of linear equations
 * Determine the domains for the variables
 * Identify when systems have none, one, or infinite number of solutions

 * Difficulties- Students may have difficulty:
 * Identifying variables
 * Identifying coefficients in a linear system

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Modeling the constraints (linear equations) in a company
 * Modeling chemical reactions

Model of Knowledge

 * Concept Map
 * Variables, Coefficients
 * Linear equations
 * Solutions

 * Content Priorities
 * Enduring Understanding
 * Solving linear equations and determining if the system has none, one, or infinite number of solutions
 * Modeling problems using linear equations
 * Important to Do and Know
 * Understand the theorem that states every linear system has none, one, or infinite number of solutions
 * Identify systems of linear equations versus systems of nonlinear equations.

 * Worth Being Familiar with
 * Understanding the geometry behind the solution set of a system of linear equations
 * Understanding what it means to solve a system of linear equations
 * Checking if a set of values solves the linear equations

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Given a word problem, students will identify the variables and coefficients in modeling a problem as a system of linear equations
 * Students will then be asked to determine the solution set of a system of linear equations
 * Homework (individual)
 * Students will be asked to model a problem as system of linear equations
 * Using eWiley students will be assigned more online homework problems
 * Summative Assessment
 * Students will be given an exam to assess their skills in solving linear systems and in appropriately determining the solution set

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to:
 * Model application problems as a set of linear equations
 * Determine if the linear system of equations has none, one, or multiple solutions

The objectives will require that students be able to:
 * Identify the variables and determine the coefficients in the system of linear equations
 * Determine the domains for the variables
 * Identify when systems have none, one, or infinite number of solutions

THE CHALLENGE

You work for a start-up company that is housed in three floors of the Chrysler Building in New York City. Your task is to distribute efficiently a limited amount of resources to the three floors given the cost of each resource and the total amount of funds allocated to each floor.

GENERATE IDEAS

Students generate ideas on the type of resources to allocate and the amount provided to each floor given a certainly availability of funds.

MULTIPLE PERSPECTIVES

Students will be asked to obtain a video of a CEO discussing some constraints they consider when allocating resources. Students will also be asked to model their allocations and resources as a system of linear equations.

RESEARCH & REVISE

Students will conduct research to determine how to model their problem. The students need to determine what the variables and coefficients represent in their model. Then the students need to solve their model. In doing so, they will learn that systems of linear equations have none, one, or infinite number of solutions. Then they will need to focus on the system of linear equations that has a solution—after all the students were hired to allocate resources to each floor.

TEST YOUR METTLE

Students will be given homework problems that illustrate the various possibilities for solutions (none, one, or infinitely many).

GO PUBLIC

The students will present their model and describe the variables, the coefficients, and the linear equations. Moreover, they will interpret the solution. The students will be tested on solving linear system of equations through both open-ended and multiple-choice questions. Sometimes students know how to solve linear systems of equations but they may forgot how to determine if some values are a solution to the system of equations.

Pre-Lesson Quiz
1. Is the point (3,4) a solution to the system of linear equations? 2x + y = 7 -3x + 2y = 12 2. Interpret a given system of linear equations and discuss what the system models.

3. Solve a system of linear equations provided by the instructor.

Test Your Mettle Quiz
1. Is the point (-2,5) a solution to the system of linear equations? 4x + 2y = 2 5x - y = -15 2. Is the point (1/2, 8) a solution to the system of linear equations? -12x + 4y = 24 4x - 2y = 6 3. Solve the following system of linear equations.

4. With the given problem, model it as a 3x3 system of linear equations.

5. Identify the coefficient matrix and the variables for the following system of linear equations.

4x + 9y – z = 8 2x + 3y + 7z = 28 -x + 8y – 14z = 0


text:
UTPA STEM/CBI Courses/Business Math/Business Algebra

Topics

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/Linear Programming/

/Financial Models/

/Future Value of an Annuity - Sinking Funds/

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text:
UTPA STEM/CBI Courses/Business Math/Business Algebra/Linear Programming

Course Title: Business Algebra

Lecture Topic: Linear Programming

Instructor: Tim Huber

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Set up and solve linear programming problems.
 * Explain why the techniques used to solve linear programming problems work.
 * Appreciate the variety of contexts in which linear programming problems arise.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand the terminology used in linear programming problems.
 * Graph systems of inequalities and plot the fundamental region for a set of constraints.
 * Find corner points for feasible regions by solving appropriate systems of equations.

 * Difficulties- Students may have difficulty:
 * Graphing lines and corresponding inequalities.
 * Solving systems of linear equations
 * Avoiding arithmetic mistakes.
 * Seeing the big picture – Understanding both the “how” and “why” of linear optimization methods.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * In manufacturing processes, where only a limited supply of parts or labor exist, linear optimization can be used to determine the parameters that optimize revenue and profit while minimizing resources used.

Model of Knowledge

 * Concept Map
 * Writing a set of restrictions as a system of inequalities.
 * Understand how to plot feasible regions.
 * Understand how to find corner points of feasible regions.
 * Determine optimum values of the parameters by testing the objective function at the corner points.
 * Understanding the significance of the points found in the last step.

 * Content Priorities
 * Enduring Understanding
 * Set up and solve linear programming problems.
 * Explain why the techniques used to solve linear programming problems work.
 * Appreciate the variety of contexts in which linear programming problems arise.

 * Important to Do and Know
 * Writing a set of requirements as a system of inequalities.
 * Understand how to plot feasible regions.
 * Understand how to find corner points of feasible regions.
 * Determine optimum values of the parameters by testing the objective function at the corner points.
 * Understanding the significance of the points found in the last step.
 * Worth Being Familiar with
 * Appreciate the variety of contexts in which linear programming problems arise.

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Form groups to exchange ideas for optimizing revenue functions with constraints.
 * Homework (individual)
 * Students will solve linear programming problems on their own.
 * Summative Assessment
 * Exchange solutions to linear programming problems to determine if the points found optimize the objective function while satisfying the required inequalities.

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Set up and solve linear programming problems.
 * Explain why the techniques used to solve linear programming problems work.
 * Appreciate the variety of contexts in which linear programming problems arise.
 * Understand the terminology used in linear programming problems.
 * Graph systems of inequalities and plot the fundamental region for a set of constraints.
 * Find corner points for feasible regions by solving appropriate systems of equations.
 * Graph lines and corresponding inequalities.
 * Solve systems of linear equations
 * Solve linear optimization problems.
 * Be able to clearly organize calculations to avoid arithmetic mistakes.

THE CHALLENGE

Your company makes an equal number of two types of skis: downhill and cross-country. Your task is to determine if a different production scheme can increase the profit for the company. To complicate matters, your company operates under the following restrictions:

''' There are only 15 hours available each week for the manufacturing process and 8 hours for the finishing process. '''

''' A profit of $80 is made on each downhill ski, and a profit of $83 is made on each cross-country ski. '''

GENERATE IDEAS

If the company insists on making an equal number of skies of each type, what is the maximum profit that can made? Can you change the production scheme while still satisfying the restrictions in the manufacturing and finishing processes? Describe other schemes that satisfy the necessary requirements?

MULTIPLE PERSPECTIVES

Can you graphically describe the set of all possible production schemes that satisfy the requirement? Draw some pictures in xy-plane.

RESEARCH & REVISE

What is the profit function? What kind of equation results from a particular (fixed) profit? Vary the fixed profit value so that the curve describing the profit function intersects with the region that describes the feasible production schemes?

TEST YOUR METTLE

Find an optimum production scheme with the constraints given in the challenge. GO PUBLIC

Share your work with the class.

Pre-Lesson Quiz

 * 1) Let C be the number of cross-country skis produced and let D denote the number of downhill skis produced. Without doing significant calculation, decide what the best approach the business would be if there were only 3.5 labor hours available. Assume the manufacturing criteria stated in the challenge.
 * 2) Suppose the downhill skis require 2 hours for manufacturing and 3 hours for finishing. Suppose the cross country skis require 1 hour for manufacturing and 1 hour for finishing. Write down the corresponding system of inequalities.
 * 3) Can you identify the points in the graph from the last problem that you would describe as "corners".
 * 4) If cross country skis sell for 80 dollars each and downhill skis sell for 50 dollars each, write down the function that gives the revenue from total ski sales.
 * 5) Find the value of the revenue function at each corner point.

Test Your Mettle Quiz

 * 1) What is the significance of the corner points in the graph of the region that simultaneously satisfies all constraints in the manufacturing process?
 * 2) In general, how do you maximize profit and also satisfy constraints in the manufacturing process?
 * 3) Can you write down a step-by-step method that would allow you to optimize profit with given manufacturing constraints?


text:
UTPA STEM/CBI Courses/Data Structures and Algorithms

Topics

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NP-Completeness

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text:
UTPA STEM/CBI Courses/Data Structures and Algorithms/NP-Completeness

Course Title: Data Structures and Algorithms

Lecture Topic: NP-Completeness

Instructor: Robert Schweller

Institution: University of Texas Pan American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Know the definitions of the class P, NP, NP-C
 * Be able to identify well know problems in NP-C and P.
 * Be able to prove a given problem is in NP.
 * Be familiar with some well know reductions to prove membership in NP-C.
 * Be able to show a new problem is in NP-C by describing a polynomial time reduction from a known NP-problem.

 * Sub Objectives- The objectives will require that students be able to:
 * Read and understand technical definitions. The complexity classes dealt with in this lesson offer a chance for students to appreciate how subtle points in mathematical definitions are important.  Students will gain an increased critical and analytical eye for technical details which is of fundamental importance for most areas in science and math.
 * Communicate/describe/write technical mathematical proofs. The subtleties in proofs related to this topic offer a chance to make students aware of any vagueness or lack of clarity in their solutions.

 * Difficulties- Students may have difficulty:
 * Understanding the definitions of NP and NP-C.
 * Understanding polynomial time reduction proofs.

 * Real-World Contexts- There are many ways that students can use this material in the real-world. Examples are:
 * A number of practical problems exist in the real world that are NP-C problems. Identifying these problems is important as this implies that obtaining an exact solution to the problem in general is intractable, and thus alternate approaches must be used.
 * If even a single NP-C problem where shown to be in P, all problems in NP would be in P, which would have far reaching impacts. Further, if even a single NP-C problem where shown to not be in P, then no NP-C problem could be in P.

Model of Knowledge

 * Concept Map
 * Definitions of complexity classes P, NP, NP-C
 * Proving membership in NP
 * Polynomial time reductions to show membership in NP-C

 * Content Priorities
 * Enduring Understanding
 * The implications of a problem being in NP-C
 * Knowledge of which class some common problems (3-SAT, 2-SAT, Hamiltonian Path) belong in.
 * Important to Do and Know
 * Be able to identify the complexity class of new problems.
 * Worth Being Familiar with
 * The class Co-NP.
 * Approximation algorithms

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Provide new problem in class. Ask students to show the problem is in NP, then show it is in NP-C or P.
 * Homework (individual)
 * Ask students to show a given problem is in NP, then show it is in NP-C or P.

 * Summative Assessment
 * Big mean exam questions.

Legacy Cycle
OBJECTIVE

By the next class period students will be able to:
 * Show that a given problem is NP.
 * Define the classes P, NP, NP-C.
 * Describe how the class P, NP, NP-C are related (what sets are subsets of others, what sets are disjoint).
 * Be able to provide a polynomial time reduction from a known NP-hard problem to show NP-hardness of a new problem.

The objectives will require that students be able to:

THE CHALLENGE You've taken a part time job as a software engineer for a sushi delivery company. Your boss is going to fire you unless you can design a program that will compute the shortest possible route to deliver sushi to 1000 different houses. Your mission: Don't get fired.
 * Understand how to solve an NP problem.

GENERATE IDEAS

 * Students should brainstorm for any solutions to this problem. This should be very open ended.
 * Each group of students should obtain at least one provably correct (but inefficient) solution to the problem.
 * Students should build upon this initial solution in multiple ways:
 * Students should design techniques to speed up their solution while maintaining correctness. The speedup may only be for restricted cases of the problem.  Students should prepare arguments for why their solution yields a speedup and in what scenarios.
 * Students may alternately achieve speedups by achieving only close to optimal solutions. Students should be encouraged to argue  why the solution obtained is always or likely to be a good approximation, what the speedup achieved is, and whether or not the speedup applies to the general case.
 * If students are unable to efficiently solve the problem, they should discuss other approaches to not get fired, such as convincing the boss that the requested task is not a feasible one.
 * Students should discuss how to argue that the problem is not solvable by an algorithm that is both efficient and accurate.

MULTIPLE PERSPECTIVES

 * From the group discussions, groups share with class
 * Each group presents their best strategy to avoid getting fired.
 * Each presented strategy is debated by the entire class. Any holes in the group's argument or analysis should be uncovered and debated.
 * The best solutions should be selected from the different groups.
 * Can the boss be convinced that this is a stupid request?
 * Introduce a known NP-Complete problem. Discuss the intuitive notation and implications of NP-Completeness.
 * Introduce formal definitions of the complexity classes P, NP, and NP-Complete.
 * Introduce the concept of polynomial time reductions.
 * Introduce the famous open problem "P versus NP".
 * Discuss the origin of the first NP-Complete problem and polynomial time reductions to fill in the known elements of NP-Complete.
 * Homework is assigned consisting of readings discussing known NP-Complete problems and established proofs of NP-Completeness, as well as problem sets in which students:
 * show membership of given problems in P and NP;
 * provide explicit polynomial time reductions to show membership in NP-Complete.

RESEARCH & REVISE
 * Show the challenge problem is in NP.
 * Attempt to show that the challenge problem is not likely to be efficiently solvable in an exact sense
 * Show the problem is NP-hard, and thus NP-Complete.
 * To achieve this, research known NP-Complete problems to identify a candidate for a polynomial time reduction.
 * Provide an explicit polynomial time reduction to show the problem is NP-Complete.
 * Describe in layman's terms (as if to the boss) why it is unreasonable to expect an exact solution to the general case of this problem.

TEST YOUR METTLE

Students will group up to show a chain of problems are NP-hard, working towards the goal problem. This will be homework. GO PUBLIC

Students will present their proof of NP-hardness to the class and receive feedback.

Pre-Lesson Quiz

 * 1) What does it mean for a problem to be polynomial time solvable?  Give an example of such a problem.
 * 2) What does it mean for a problem to be non-deterministically polynomial time solvable?  Give an example of such a problem.
 * 3) What does it mean for a problem to be NP-Complete?
 * 4) If a problem is polynomial time solvable, is it also non-deterministically polynomial time solvable?
 * 5) If a problem is non-deterministically polynomial time solvable, is it also polynomial time solvable?

Test Your Mettle Quiz
Imagine you are Santa and you want to try to perfectly pack your sleigh with presents. That is, you want to pack up the sleigh with some of the presents from the workshop so that the total weight of the presents on the sleigh is exactly equal to the capacity of the sleigh, no more, no less. Formally, the problem is as follows:
 * 1) Show that the 2-SAT problem is in NP.
 * 2) Show that the 3-SAT problem is in NP.
 * 3) Show either that 1) the 2-SAT problem is in P, or 2) the 2-SAT problem is NP-complete.  What would it mean if you were to prove both of these statements?
 * 4) Show either that 1) the 2-color problem is in P, or 2) the 2-color problem is NP-complete.  What would it mean if you were to prove both of these statements?
 * 5) Assume that 3-SAT is known to be NP-complete.  Use this fact to show that the 3-color problem is NP-complete.
 * 6) Assume 3-color is NP-complete.  Use this fact to show that the 4-color problem is NP-complete.
 * 7) Show that the k-color problem, for any constant k, is NP-complete.
 * 8) Show that the Hamiltonian Cycle problem is in NP.
 * 9) Suppose the Hamiltonian Cycle problem has a polynomial time solution.  Show that this implies that the problem of finding a Hamiltonian Cycle (listing the vertices that constitute a Hamiltonian Cycle if one exits) would also have a polynomial solution.  Do these problems actually have polynomial time solutions?  Why or why not?
 * 10) Show that the k-CLIQUE problem is in NP.
 * 11) Show that k-CLIQUE is NP-Complete by providing an explicit polynomial time reduction from 3-SAT.
 * 12) Show that the Traveling Salesperson problem is in NP.
 * 13) Show that the Traveling Salesperson problem is NP-Complete by providing an explicit polynomial time reduction from some known NP-Complete problem.
 * 14) Santa needs some help:

Perfect Christmas Packing Problem:

Input •	n Christmas presents, each with weight w1, w2, …, wn •	A positive integer k denoting the maximum weight Santa’s sleigh can hold.

Output: 	Output yes if there is a subset of the n presents whose total weight sums to exactly k. Output no if there is no such subset.

 * 1) Design a O(nk) run-time algorithm to solve this problem.
 * 2) Is the Christmas Packing Problem in NP?
 * 3) Is the Christmas Packing Problem in P?
 * 4) Is the Christmas Packing Problem NP-Complete?


text:
UTPA STEM/CBI Courses/Quantum Mechanics/Particles and Waves

Course Title: Particle and Wave

Lecture Topic: Particle - wave dualism

Instructor: Mircea Chipara

Institution: (UTPA)

Backwards Design
Understanding the Quantum Behavior of Matter

 * Primary Objectives- By the next class period students will be able to:
 * Understand the concepts of a particle and a wave
 * Identify the differences between waves and particles
 * Comprehend the dualism between waves and particles

 * Sub Objectives- The objectives will require that students be able to:
 * Recognize the differences between waves and electromagnetic waves
 * Understand the need of the aether and the consequences of Michelson Morley experiment

 * Difficulties- Students may have difficulty:
 * Understanding the difference between a particle and a wave

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Estimating the size of quantum effects
 * Speculating about the possibility of wave-like behavior of particles.
 * Model of Knowledge

 * Concept Map
 * PARTICLES
 * Particle...
 * WAVES
 * DUALISM
 * Dualism in Quantum Mechanics

 * Content Priorities
 * Understanding matter at submicron scale
 * Enduring Understanding
 * ARE ALL WAVES QUANTUM OBJECTS?
 * HOW TO DECIDE IF A PARTICLE-LIKE OR A WAVE-LIKE BEHAVIOR IS EXPECTED
 * CAN WE DESIGN A MENTAL EXPERIMENT IN WHICH BOTH PARTICLE-LIKE AND WAVE-LIKE FEATURES ARE COMPETING?
 * Important to Do and Know
 * HEISENBERG PRINCIPLE OF INCERTITUDE
 * Heisenberg Principle
 * What is the length of the wave associated with a 50 Kg human walking at 5 km/h?
 * Worth Being Familiar with
 * What is a particle?
 * What is a wave?
 * What is a wave packet?
 * [[File:wave packet.gif]]

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * Is the Earth motion around the Sun quantized?
 * Tunneling as an example of wave - particle dualism
 * tunneling
 * Homework (individual)
 * text
 * Summative Assessment
 * text

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: The objectives will require that students be able to:
 * Use the Heisenberg principle for position and linear momentum
 * Use the Heisenberg principle for time and energy
 * Estimate when the dualism applies
 * Understand particles, waves, and dualism
 * Understand the background of quantum mechanics

THE CHALLENGE

Better understanding of the fundamentals of Quantum Mechanics

GENERATE IDEAS

Light corpuscules

 * Bohr's atom and the wave-particle dualism

Bohr's atom

MULTIPLE PERSPECTIVES

DEFINITION FROM MERRIAM-WEBSTER DICTIONARY Etymology: Middle English, from Latin particula, from diminutive of part-, pars Date: 14th century a minute quantity or fragment/ a relatively small or the smallest discrete portion or amount of something DEFINITION FROM THE UNIVERSITY OF FLORIDA
 * Main Entry: par·ti·cle
 * Pronunciation: \ˈpär-ti-kəl\
 * Function: noun
 * archaic : a clause or article of a composition or document
 * any of the basic units of matter and energy (as a molecule, atom, proton, electron, or photon)
 * a unit of speech expressing some general aspect of meaning or some connective or limiting relation and including the articles, most prepositions and conjunctions, and some interjections and adverbs
 * a small Eucharistic wafer distributed to a Roman Catholic layman at Communion
 * Here, we define a particle as a small discrete quantity of matter that has an interface with the surrounding environment.

RESEARCH & REVISE

PARTICLE-WAVE DUALISM

link title

TEST YOUR METTLE

Text

GO PUBLIC

Text

Pre-Lesson Quiz

 * 1) What is the electron...a particle or a wave?
 * 2) What is the photon... a particle or a wave?
 * 3) List two experiments that are typical for the wave like behavior of matter.

Test Your Mettle Quiz

 * 1) What is the wavelength associated to the SUN?(The sun mass is 1.98892 × 10^30 kilograms and speed of the sun around the galaxy is 486000 miles per hour)
 * 2) If the position of the Sun can be determined with an accuracy of 1 mm, what is the accuracy in the estimation of the speed of Sun (The sun mass is 1.98892 × 10^30 kilograms)
 * 3) Are you both a particle-like object and a wave-like object?


text:
UTPA STEM/CBI Courses/Microprocessor Systems/Cache Memory Design

Course Title: Microprocessor System Design

Lecture Topic: Cache Memory Design

Instructor: Dr. Yul Chu

Institution: University of Texas - Pam American

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:
 * Understand how the mapping function works.
 * Understand how the replacement policy works.
 * Understand how the writing policy works.

 * Sub Objectives- The objectives will require that students be able to:
 * Understand how the read memory operation works.
 * Understand how the write memory operation works.

 * Difficulties- Students may have difficulty:
 * To understand how to access cache memory with memory address.
 * To understand how to replace the block data from memory to cache memory.

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:
 * Intel x86 CISC microprocessor
 * MIPS 2000 RISC processor

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
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Test Your Mettle Quiz

 * 1) question
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text:
UTPA STEM/CBI Courses/Chemistry Problem

Chromatography

title: UTPA STEM/CBI Courses/Chemistry Problem


text:
User talk:Chuy~enwikiversity

 Hello Chuy, 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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Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:29, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:05, 19 April 2015 (UTC)

title: User talk:Chuy~enwikiversity


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