...Takako Hirokawa, Noah Finkelstein, and H. J. Lewandowski† Department of Physics, University of Colorado Boulder, Boulder, CO 80309 (Dated: March 4, 2014) In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible...
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...00009 00010 00011 00012 00013 00014 00015 00016 00017 00018 ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY COMPUTER GRAPHICS LABORATORY COMPUTER GRAPHICS LABORATORY 00019 00020 00021 COMPUTER GRAPHICS LABORATORY COMPUTER GRAPHICS LABORATORY COMPILER DESIGN A D C B A D C B A G F E D C B A A B C D Sec A Time 12:0-2:0 11:0-2:0 10:0-12:0 11:0-2:0 4:0-6:0 2:0-5:0 4:0-6:0 5:0-8:0 4:0-6:0 5:0-8:0 08:0-10:0 08:0-11:0 10:0-12:0 08:0-11:0 12:0-2:0 11:0-2:0 2:0-4:0 2:0-5:0 08:0-10:0 08:0-11:0 4:0-6:0 08:0-11:0 4:0-6:0 5:0-8:0 2:0-4:0 2:0-5:0 4:0-6:0 11:0-2:0 12:0-2:0 11:0-2:0 4:0-6:0 5:0-8:0 08:0-10:0 08:0-11:0 10:0-12:0 08:0-11:0 12:0-2:0 11:0-2:0 2:0-4:0 2:0-5:0 12:30-2:0 Day T S W M S T T S M W S T M W T S W M M W W TH S T T S T TH W M M W W M T S W M T S ST RM 441 CL8 441 CL8 441 CL8 422 CL7 424 CL5 441 CL3 441 CL2 431 CL3 431 CL3 434 CL6 434 CL6 424 CL3 441 CL4 441 CL4 441 CL4 441 CL2 441 CL3 441 CL2 434 CL5 434 CL5 432 2 SCIENCE AND INFORMATION TECHNOLOGY Class Id 00022 00023 00024 00025 00026 00027 00028 00029 00030 00031 00032 00033 00034 00035 00036 00037 00038 00039 00040 00041 00042 00043 00044 00045 Course Name COMPILER DESIGN COMPILER DESIGN COMPILER DESIGN COMPILER DESIGN COMPUTER FUNDAMENTAL...
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...Musferah Mehfooz 6 4:30 - 6:00 7 6:00 - 7:30 Subjects Count English Physics for Chemical Comprehension and Engineers Composition Islamic Studies N-7 HUM-Huma Ijaz N-1 Math-Imran Zulfiqar Chem-Amjad Riaz Cheema Chemical Process Principles I N-11 Calculus I 2 Chemical Process Principles I 2 English Comprehension and Composition 2 Islamic Studies 2 Lab-Engineering Drawing 2 Lab-Physics for Chemical Engineers 2 Physics for Chemical Engineers 2 Tuesday Monday English Comprehension and Composition Calculus I N-7 N-12 Chem-Amjad Riaz N-11 Wednesday Phy-Dr. Saif Ur Rehman Physics for Chemical Chemical Process Engineers Principles I N-18 HUM-Dr. Musferah Mehfooz N-19 Math-Imran Zulfiqar Cheema Dr. Saif Ur Rehman / Dr. Ishrat Sultana Thursday Islamic Studies Calculus I Lab-Physics for Chemical Engineers N-15 N-3 Applied Physics Lab Chem-Muhammad Imran Rafiq Friday Lab-Engineering Drawing PC Lab-C Lessons/week 14 Timetable generated:11/13/2014 aSc Timetables Final Time Table - Fall 2014 ( v 20141113-1130 ) CIIT_Lahore FA14-BEC-B (Semester 1) (DDP) 2 10:00 - 11:30 Math-Syed Tahir Raza Rizvi 1 8:30 - 10:00 HUM-Huma Ijaz 3 11:30 - 1:00 4 1:30 - 3:00 5 3:00 - 4:30 6 4:30 - 6:00 7 6:00 - 7:30 Subjects Count English Comprehension and Composition Calculus I N-10 Phy-Dr. Ayesha Anjum N-4 HUM-Huma Ijaz Calculus I 2 Chemical Process...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
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...Info Literacy (GEC 102) ENG 110* Writing I (#) Oral Communication (GEC 103) COM 115 Fundamentals in Public Speaking (#) GEC 104 3 3 NATURAL WORLD at least 1 course from each box, 7-9 total credit hours 2 different course codes, at least 1 with a lab Life Sciences (3-4 credit hours) BIO 100* Biological Sciences for Educators (lab) BIO 101 Biology in Your World BIO 111* Understanding Bio Sys Through Inq. (lab only) BIO 121* General Biology I (lab) BMS 100 Concepts & Issues in the Life Sciences BMS 105 Concepts & Lab in the Life Sciences (lab) BMS 110* Intro to Biomedical Sciences (lab) BMS 111* Intro to Lab in Biomedical Sci (lab only) GLG 115 Life of the Past Physical Sciences (3-5 credit hours) AST 113 Modern Astronomy AST 114 Survey of Astronomy AST 115 Basic Astronomy (lab) CHM 107 Chemistry for the Citizen CHM 108* Chemistry for the Citizen Lab CHM 116* Fundamentals of Chemistry CHM 117* Fundamentals of Chemistry Lab GLG 110 Principles of Geology (lab) GLG 171 Environmental Geology GRY 135 Principles of Weather & Climate (lab) GRY 142 Introductory Physical Geography (lab) PHY 100 Survey of Physics (lab) PHY 101* Physics by Inquiry for Educators (lab) PHY 123* Introduction to Physics I (lab) PHY 203* Foundations of Physics I (lab) 4(3-3) 3(3-0) 1(0-2) 4(3-3) 4(4-0) 4(3-2) 4(3-2) 1(0-2) 3(3-0) 3(3-0) 4(4-0) 4(3-2) 3(3-0) 1(0-2) 4(4-0) 1(0-2) 4(3-2) 3(3-0) 4(3-2) 4(3-2) 4(3-2) 4(2-6) 4(3-2) 5(4-2) GEC 107 (no lab) GEC 106 (lab) HUMAN CULTURES 4 different course codes...
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...LABORATORY INTRO TO PROGRAMMING (BBA) LABORATORY INTRO TO PROGRAMMING (BBA) LABORATORY INTRO TO PROGRAMMING (BBA) LABORATORY COMPUTER FUNDAMENTAL (BBA) COMPUTER FUNDAMENTAL (BBA) COMPUTER FUNDAMENTAL (BBA) THEORY OF COMPUTATION THEORY OF COMPUTATION PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY E F G H I A B C A B A B C D E A B C D E 2:30 - 4:0 12:0 - 4:0 4:0 - 5:30 12:0 - 4:0 5:30 - 7:0 12:0 - 4:0 8:0 - 9:30 8:0 - 12:0 9:30 - 11:0 8:0 - 12:0 8:0 - 10:0 10:0 - 12:0 12:0 - 2:0 2:0 - 4:0 4:0 - 6:0 11:0 - 12:30 8:0 - 12:0 12:30 - 2:0 12:0 - 4:0 2:30 - 4:0 12:0 - 4:0 4:0 - 5:30 8:0 - 12:0 5:30 - 7:0 12:0 - 4:0 8:0 - 9:30 8:0 - 12:0 9:30 - 11:0 8:0 - 12:0 11:0 - 12:30 8:0 - 12:0 12:30 - 2:0 12:0 - 4:0 2:30 - 4:0 12:0 - 4:0 ST S MW TH ST M MW S ST W ST MW ST MW ST MW T ST W MW T ST TH MW TH ST M MW TH ST W MW S ST M 423 CL2 423 CL2 423 CL3 423 CL3 423 CL2 421 421 421 421 421 424 CL3 424 CL3 424 CL2 424 CL2 424 CL3 431 CL3 431 CL3 431 CL3 431 CL3 431 CL4 2 COMPUTER...
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...Laboratory Report Guidelines Ryerson University Department of Physics Writing a strong lab report is a skill that often takes significant practice. Strong reports are: • structured in a clear and organized fashion. • as concise as possible, and yet sufficiently detailed that it does not omit any of the information required to fully communicate your work and results. Ideally, a lab report leaves any reader confident in the validity of the results, and with enough information that they could repeat the experiment. The evaluation of your report will be based on your ability to understand the goal of the experiment, your understanding of the applicable physical principles, your ability to perform the experiment attentively, and your ability to clearly communicate its results in a logical and coherent fashion. Report contents: 1. Title Page 2. Objective...
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... STUDENTS 9 CRITERION 2. PROGRAM EDUCATIONAL OBJECTIVES 11 CRITERION 3. STUDENT OUTCOMES 12 CRITERION 4. CONTINUOUS IMPROVEMENT 13 CRITERION 5. CURRICULUM 15 CRITERION 6. FACULTY 17 CRITERION 7. FACILITIES 20 CRITERION 8. INSTITUTIONAL SUPPORT 22 PROGRAM CRITERIA 23 Appendix A – Course Syllabi 24 Appendix B – Faculty Vitae 25 Appendix C – Equipment 26 Appendix D – Institutional Summary 27 Signature...
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...Measuring the Rydberg Constant and the Bohr Magneton 9/21/2015 Abstract In this lab, the Rydberg constant is found by observing the Balmer Series. With the experiment below, a Rydberg Constant was found to be 10116000 meters-1 with a 7.82% error. The Bohr Magneton is also found, and a value of 6.03*10-24 JT was obtained with a large error. The error can arise from each optical equipment having some fundamental error in its creation. Introduction With the help of atomic physics, quantum mechanics, and optics, the Rydberg constant and the Bohr magneton will be calculated in this experiment. The Rydberg constant is one of the most important constants in atomic physics because of its relation to other fundamental constants in atomic physics, such as the speed of light or Planck’s constant [1]. The Bohr Magneton tells us the magnetic moment of an electron by its angular momentum [2]. Attempting to calculate the Rydberg constant and the Bohr Magneton will inadvertently teach the basis of quantum mechanics, optics, and atomic physics. Atomic spectra of hydrogen, mercury, and helium will be studied in detail along with the Zeeman Effect. Theory In quantum mechanics, labeling often times helps discern descriptions of certain events. To describe the movement and trajectories of an electron in an atom, scientists use quantum numbers to label what is going on. The principal quantum number n, tells the energy level of the electron and the distance from the nucleus. The angular...
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...Phvsics Lab Report Format (Sample Report Attached) General Remarks: Writing a lab report is the only way your TA will know what you have done during the lab and how well you have understood the process and the results. Part of your lab experience should be learning how to organize and present your work in a scientific way. There is no framework that can be used as a "one size fits all", therefore this sample lab report should only be used as an example. Any lab report should have the following features: o It should be concise but should also contain the necessary details and well-developed explanations. It should be organized. You should enable the reader to quickly find the information he or she may be interested in. It should contain all the relevant information and reasoning. You should enable the reader to validate your conclusion. A possible way to achieve this is using the following framework: o o . o o o o . Obiective: State what you want to achieve in this experiment A formal way to do this is to state a question or hypothesis that you want to address. Method: You should include a summary of the lab procedure in your words; do not merely copy what is in the manual. This section should demonstrate your understanding of what exactly you measured and how you measured it. Data: In this section you should include the raw data you measured; generally, an estimate of the error should accompany all measured values. Be sure to present...
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...For this week's forum I selected the Ball velocity tracking radar. The first brand or manufacturer that came to my attention was TrackMan. The biomechanics labs at Chester University are used by students conducting research projects and providing scientific support, in addition with staff who provide scientific support to athletes. They can use biomechanical equipment like simple 2D video capture and 3D motion capture. Then I looked up the most recent equipment and along came TrackMan. (University of Chester, 2016) Here is what TrackMan does for the biomechanics labs “TrackMan connect offers amateur baseball players access to the same technology, stats, and analytics as the Big Leaguers” (TrackMan, 2016). “TrackMan will track the full trajectory of any shot, from 6 foot pitches to 400 yard drives, pinpointing the landing position with an accuracy of less than 1 foot at 100 yards” (TrackMan, 2016). “They also display the shot’s 3D trajectory together with 26 impact and ball flight parameters in real time (data is delivered within 1 second)” (TrackMan, 2016). As far as history goes the only facts I have found about TrackMan is that it is owned by a Danish technology company. They develop, make and sell 3D ball flight measurement equipment that is used in different sports....
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...ADMISSION PROSPECTUS 2012 UNIVERSITY OFFICIALS Prof. Dr. Pirzada Qasim Raza Siddiqui Vice Chancellor Prof. Dr. Shahana Urooj Kazmi Pro-Vice Chancellor Prof. Dr. Nasiruddin Khan Pro-Vice Chancellor 99261336 99261300 Ext: 2210 vc@uok.edu.pk 99261396 99261300 Ext: 2531 shahanaurooj@uok.edu.pk 99261340 99261300 Ext: 2532 drnasirkhan@uok.edu.pk DEANS OF FACULTIES Prof. Dr. AbuzarWajidi Faculty of Management & Administrative Sciences Prof. Dr. ZafarIqbal Faculty of Arts Prof. Dr. Darakhshan J. Haleem Dean Faculty of Science Prof. Dr. Ghazala H. Rizwani Faculty of Pharmacy Prof. Dr. HisamuddinMansoori Faculty of Islamic Studies Prof. Dr. S. M. Abbas Faculty of Medicine Prof. Khursheed A. Hashmi Faculty of Law Prof. Dr. Darakhshan J. Haleem – Dean Faculty of Science (Caretaker) Faculty of Engineering Prof. Dr. ZafarIqbal – Dean Faculty of Arts (Caretaker)Faculty of Education University of Karachi Page 3 ADMISSION PROSPECTUS STUDENTS’ STUDENTS’ AFFAIRS o look after students affairs, in general, and to supervise their extra-curricular activities in particular, an office of Advisor Students’ Affairs is situated at the first floor of the Administration block. Teachers and the staff are available for the students’ guidance. 2012 M.Phil./Ph.D theses to students of various departments of the University. LEJ Digital Library is also available at the campus that can be used by all the students to access a large number of books or journals on-line. T Transport: Over...
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...Segrè i The Life, Times and Accomplishments of Dr. Emilio Segrè Zachary Gaston English 1010-02 Dr. Bray November 24, 2008 Accomplishments of Dr. Segrè 1 Emilio Segrè was born in Tivoli, Italy on February 1st, 1905. His parents were Giuseppe Segrè, the manufacturer, and Amelia Treves, his mother. His father ran a papermaking and hydroelectric plant and his uncles were scholars, lawyers, and engineers that were well respected in Italy’s intelligence community. Emilio was born into a prosperous Jewish family making him have a happy, pampered, childhood. Being the youngest of the three brothers he always admired Angelo Marco and Marco Claudio. When he was not attending elementary school, he would always spend his time playing in the famous gardens of Villa d’ Este or as Gale (2005) said, “Reading La Scienza per Tutti, which was a popular science magazine called Science for Everybody” (Document 3). As Gale (2005) said, “In his first years of high school, Segrè lacked any interest in the studies of law or in history and most of it was a waste of time” (Document 3). Specialized subjects, including basic engineering, were also taught and this would become the start of his primary occupation. Professor Monti was one of his favorite teachers during his adolescent days in school. In physics he always made him concentrate on the force equation F = ma until he really understood its meaning. I feel that...
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...Materials I do use a lot of printed materials in teaching my pupils. I do find that my pupils do better when we are making use of the board but I do need an evidence to show how the pupil is doing to their parent or guardian and that is by means of printed materials. B. Non-Projected Display Materials I handle kids with different needs; one for example is that I have pupils with Autism. Those who are on the spectrum learn best with visual materials that is why the center that I’m in has a lot of instructional materials to choose from. C. Cine and Video Materials Most of the cases we have in the center are children with communication problem, from speech to language disorder. The use of videos is a good help in exercising their communication. With the catchy tune and the colorful or even funny images it’s with, it surely helps maintain my pupil’s attention. D. Computer-mediated Materials I do make use of the different computer program. I am thankful that there are lot of computer programs that I can download for free, from application to help mu pupils learn facial expression, to learning colors, shapes and alphabets to learning good attitudes. Materials that I haven’t tried: A. Still Projected Display Materials Most of the kids that I’m handling are afraid of the dark so instead of using a projector I use the tab or the computer to teach them. B. Audio Materials Most of my pupils or even all are visual learners, that is why I haven’t tried...
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