Final Program Description and Suggested Course Equivalencies

Patterning the World: Connecting Mathematics and Science.

Faculty: Krishna Chowdary, Ph.D. and Neal Nelson, Ph.D.

Patterning the World: Connecting Mathematics and Science was a one-quarter interdisciplinary program that integrated introductory mathematics and physics using a theme of patterns. Through work in content areas, students worked on process skills, particularly those useful for future study in math and science. In precalculus, students studied fundamental general properties of functions, and then specific properties of linear, quadratic, rational,  trigonometric, exponential, and logarithmic functions using the open source textbook Precalculus, an Investigation of Functions (Lippman and Rasmussen, ch. 1-8). In physics, students covered one and two dimensional kinematics, vectors, and Newton’s laws of motion using the open source textbook College Physics (Rice University OpenStax Consortium, ch. 1-4); students also studied the mathematics of musics through lab investigations. Physics and precalculus work were closely integrated through collaborative laboratory explorations and problem solving work. In math and physics labs, students collected and analyzed data using Vernier data loggers and sensors and LoggerPro software, and they investigated functions and patterns using the online graphing tool Desmos. In collaborative weekly workshops, students produced solutions to selected problems which they presented for peer review. Students completed weekly online reading quizzes and wrote essay responses to prompts on progress towards meeting program learning goals. Students were evaluated through in-class quizzes and exams, on submission and quality of weekly problem sets, and on their participation and engagement in weekly lecture discussions, problem sessions, and labs. Students submitted a cumulative portfolio of their work at the end of the quarter as evidence of their engagement, accomplishments, and learning.

(Standard) Suggested Course Equivalencies

  • 6 – Precalculus with Lab
  • 6 – Topics in Algebra-based Physics with Lab
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Program Wrap Up

  • Here is the Program Wrapping Up document from our final class session.
  • Portfolios are due by 5 pm Fri. March June 6 to Lab 1 room 2010.
  • Check your Evaluation Conference time here.
  • We have enjoyed working with you this quarter. Good luck with your future work!
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Week 10 Thursday – Final Class Meeting!

  • Our final class meeting begins promptly at 9 am in Sem 2 A2105.
  • Details of quarter-ending material were handed out in the Week 9 Wrap; please review.
  • Bring 3 printed copies of your draft Self-Evaluation for a Self-Evaluation Peer Review Workshop. Information about your draft Self-Evaluation on p. 2 of the handout from the Week 9 Wrap.
  • Students who arrive on time and prepared for the Self-Evaluation Peer Review Workshop (including having 3 printed copies of their draft Self-Evaluation) will have the opportunity to sign up for evaluation conferences first.
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Exam 2 Individual Revision Guidelines

  • Exam 2 Individual Revision Guidelines discussed in class are below.
  • Use the Exam 2 Individual Revision Version.
  • “stabled” –>”stapled in upper left hand corner” (see 3. below).

6. Meta-cognitive Reflection not required (include if you find useful)

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Draft Program Description

Your transcript evaluation consists of two parts: A program description (which in our case is the same for all students in the program) and a faculty evaluation of student work, which will be specific to the work you completed for the program and the learning you demonstrated. Below, please find a draft version of the program description (feedback invited). You might find this useful in writing your self-evaluation so that you can avoid (or be deliberate in the use of) redundancy.

Patterning the World: Connecting Mathematics and Science was a one-quarter interdisciplinary program that integrated introductory mathematics and physics using a theme of patterns. Through work in content areas, students worked on process skills, particularly those useful for future study in math and science. In precalculus, students studied fundamental general properties of functions, and then specific properties of linear, quadratic, rational,  trigonometric, exponential, and logarithmic functions using the open source textbook Precalculus, an Investigation of Functions (Lippman and Rasmussen, ch. 1-8). In physics, students covered one and two dimensional kinematics, vectors, and Newton’s laws of motion using the open source textbook College Physics (Rice University OpenStax Consortium, ch. 1-4); students also studied the mathematics of musics through lab investigations. Physics and precalculus work were closely integrated through collaborative laboratory explorations and problem solving work. In math and physics labs, students collected and analyzed data using Vernier data loggers and sensors and LoggerPro software, and they investigated functions and patterns using the online graphing tool Desmos. In collaborative weekly workshops, students produced solutions to selected problems which they presented for peer review. Students completed weekly online reading quizzes and wrote essay responses to prompts on progress towards meeting program learning goals. Students were evaluated through in-class quizzes and exams, on submission and quality of weekly problem sets, and on their participation and engagement in weekly lecture discussions, problem sessions, and labs. Students submitted a cumulative portfolio of their work at the end of the quarter as evidence of their engagement, accomplishments, and learning.

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Final Exam

As you know, our final exam is in Sem 2 E 2105 from 9:00 to 12:00 tomorrow, Tuesday June 3rd.

Wed June 4th A2105 9-12 Exam 2 Reflection

Thu June 5th A2015 9-12 Final Wrap and Eval Signup.

Fri June 6th Portfolios Due by 5:00pm at Lab 1 2010.

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SCIENCE CARNIVAL!

The 11th Annual Evergreen Science Carnival and Research Exposition is Friday May 30 and Saturday May 31. A lot of cool stuff you do not want to miss. Please check it out!

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Slinky Drop Videos

If you took a video of the slinky drop from the Week 9 Thursday Wrap, you are invited to put it in the program share Workspace folder, in the folder named Slinky Drop Videos. If you would like your video to be credited, please title your saved movie file with your last name.

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Reflection 9 Prompts

You can find the link to the online submission form for the Reflection 9 prompts here. The Essay Prompts this week are in anticipation of, and intended to support, your writing of your Self-Evaluation. Respond to Prompt 1, Prompt 2A and/or 2B, and Prompt 3.

  • (Prompt 1): Look through your math or physics problem set notebook. Identify a problem from early in the quarter (say the first 3 weeks) that you found challenging, and describe the problem and what you found challenging. Similarly, identify a problem from later in the quarter (say the last 3 weeks) that you found challenging, and describe that problem and what you found challenging. Then, specifically compare and contrast the quality of the solution to the early problem compared to the later problem, identifying specific elements of your solutions which show the growth in your mathematical and/or scientific thinking.
  • Choose at least one of the following 2 prompts (2A or 2B) to respond to:
    • (Prompt 2A): Look through your physics (or math) lab notebook. Identify one (or a few) moment where you encountered physics or math principles or skills that you personally found interesting, important, and/or challenging. Provide specific details to tell a story of what you learned from that moment about that principle/skill, how you learned it, how well you learned it, evidence of that learning, and the importance of that learning.
    • (Prompt 2B): Identify one (or more) problem you worked on this quarter from a problem set, solution posting, quiz, or exam that you found most interesting and/or challenging. Tell the story of your experience with that problem, including a description of the problem, the relevant math/physics concepts and/or skills involved, what you learned by working through that problem, and what you found interesting/challenging. By using specific evidence and descriptive language, your story should show, not just tell, how and what you learned.
  • (Prompt 3): You have studied quite a bit of mathematics and physics over the past ten weeks, learning concepts, content, and problem-solving. You have also been encouraged to develop further some important process skills and habits, including academic discipline, work ethic, and patterns of thinking. What are some important lessons regarding your process skills/habits that you have learned through your work in this program that you hope will help you in your future work?
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Unit Circle for Exam 2

For Exam 2, we’ll provide you the unit circle shown in Section 5.3 of your precalculus text (between examples 5 and 6):

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