... introduction to issues surrounding the history and philosophy of the sciences. We will consider the trajectory of how science as we now think of it came to be, where new ideas and new technologies transformed major worldviews into what we now recognize as the beginnings of modern science. The historical part of this course will begin with the physics of Aristotle, look at important episodes in the development of science such as the work of Copernicus and Galileo, and conclude with Newton and his massive achievement in creating a framework for modern physics. These historical episodes will provide the jumping-‐off point to consider conceptual issues in contemporary science. We will also consider the role of new technologies in driving advances in human knowledge and changes to our understanding...
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...College Physics I Physics 111 Fall 2015 Preliminary Syllabus (update 8/24/15) INSTRUCTOR: John J. Zielinski, Ph.D. (john.zielinski@oswego.edu) OFFICE: 293 Shineman (Second Floor) PHONE: (my office) 315 - 312 – 2680 (Office telephone has voice mail). Note: Serious subjects should be discussed with me personally, sufficiently beforehand if possible. Use email as a last resort in very serious circumstances. If you cannot talk with me directly, telephone and leave a message on voice mail, or leave a written message at the Department of Physics office. NEVER stick anything under my door. In very serious circumstances, please call the Department of Physics office: 585-312-3044. OFFICE HOURS: Monday, Wednesday: 4:00 PM – 5:00 PM. Tuesday, Thursday: 12:45 PM – 1:45 PM. I will make a very serious attempt to be in my office during formal office hours. You may visit my office at anytime. I am usually able to interrupt what I am doing and help you. Occasionally, I may ask you to return at another time if I am busy. SCOPE OF THE COURSE: Translational mechanics plus some additional material if time allows. This material is covered in Chapters 1-7 of our text. REQUIRED ITEMS: 1.) TEXT: Physics, Cutnell and Johnson, 10th edition, 2015, Wiley Choose one of the following options: a.) Buy a new or used 10th edition. Book comes in hardcover, loose leaf, and paperback. Vol I and Vol II can be...
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...[pic] [pic] |Department of Information Technology | |WEBD341: Enterprise Data Exchange using XML | |3 Credit Hours | |8 Weeks | |Prerequisite(s): WEBD121: Web Development Fundamentals | |Table of Contents | |Instructor Information |Evaluation Procedures | |Course Description |Grading Scale | |Course Scope |Course Outline | |Course Objectives |Policies | |Course Delivery Method |Academic Services | |Resources |Selected Bibliography | |Appendix A – Professor Biography |Appendix B – Weekly Student Course Guide | |Instructor Information ...
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...Cooperative Problem Solving in Physics A User’s Manual Why? What? How? STEP 1 Recognize the Problem What's going on? STEP 2 Describe the problem in terms of the field What does this have to do with ...... ? STEP 3 Plan a solution How do I get out of this? STEP 4 Execute the plan Let's get an answer STEP 5 Evaluate the solution Can this be true? Kenneth Heller Patricia Heller University of Minnesota With support from the National Science Foundation, University of Minnesota, and U.S. Department of Education © Kenneth & Patricia Heller, 2010 Acknowledgments In reaching this stage in this work, we gratefully acknowledge the support of the University of Minnesota, the U.S. Department of Education FIPSE program, and the National Science Foundation. This work would not have existed without the close cooperation of the University of Minnesota School of Physics and Astronomy and Department of Curriculum and Instruction. We have incorporated the suggestions of many faculty members from both Physics and Education at the University of Minnesota and other institutions that have communicated with us at workshops, meetings, and by e-mail. This work has depended on the efforts and feedback of many graduate student teaching assistants in the School of Physics and Astronomy over the years. Much of this development is directly based on the research of the graduate students in the University of Minnesota Physics Education Program: Jennifer...
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...Overcoming Learners’ Misconceptions of Forces at Key Stage 3 Introduction Children’s ideas of science are developed through science education, but also life experiences. These life experiences will provide learners with an idea of how the world around them works, whether this is right or wrong (Smith, diSessa, & Roschelle, 1994). Children may arrive at Key Stage 3 with deeply imbedded misconceptions of forces and motion that not only affect how they initially think about forces and motion, but also the way in which they learn. One cannot simply teach a new way of thinking without first addressing the underlying misconceptions, and challenging these views. This study focuses on one group of mixed ability year 7 students, studying the forces topic over a course of ten lessons (approximately 11 hours contact time). A review of the literature will cover the kinds of misconceptions that students come with to Key Stage 3, and where these likely originated. It will also consider what research says about how to address misconceptions (both in general terms and specific to the forces topic), and whether or not these techniques are beneficial. Before misconceptions can be challenged, there must first be an understanding of the types of misconceptions held about the topic in general. These can be used to inform pre-topic assessment to distinguish what, if any, misconceptions are held by the students, in order to challenge these views. An action plan will be devised to address...
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...ARABIA First of June 2015 Table of Contents Introduction 3 Requirements and Preparation 3 Supplemental Materials 4 Submission and Distribution of Self-Study Report 4 Confidentiality 5 Template 5 BACKGROUND INFORMATION 7 GENERAL CRITERIA 9 CRITERION 1. 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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...Missions: Oklahoma Christian University is a higher learning community, which transforms lives for Christian faith, scholarship, and service. The mission of OC's Department of Chemistry & Physics is to transform the lives of all students who come our way. This includes students who have chosen chemistry, biochemistry, or forensic science as a major; students majoring in biology, nursing, engineering; pre-health professional students; and general education students needing education in chemistry, physics, or general physical science. We wish to transform their lives in a manner that they will be prepared for graduate-level studies, professional programs, or entry-level positions in the workforce. They will have an in-depth knowledge of their area of study and an attitude of service, ethical behavior, and willingness for hard work. They will have a renewed Christian faith, a lifelong desire for spiritual maturity, and a desire for lifelong learning about God’s creation. Physical Science I: The Earth GNSC 2313 Physical Geography GEOG 2313 Spring 2014 Lecture (all sections): M W F 12:30 – 1:20 PM in PEC 229 Lab Sections: 01 T 8:00 – 8:50 AM in NSW 111 02 T 11:30 AM – 12:20 PM in NSW 111 03 T 12:30 PM – 1:20 PM in NSW 111 Instructor: Dr. Amanda Nichols Office: NSW-HSH 202M Phone: x5420 E-Mail: amanda.nichols@oc.edu (best way to contact me) Course Websites: Blackboard (http://bb.oc.edu/) and MasteringGeology (http://www.masteringgeology...
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...Natural Science 3. Course Packet #1: Lecture Outline (Includes examples, diagrams, and background material as well as the weekly schedule of readings) 4. Course Packet #2 : additional readings, needed in addition to the textbooks 5. Books on Reserve in Firestone (A list is included with this syllabus) Course Packets are available at Print-It, 15 Witherspoon St. [Go back to top of this course syllabus] COURSE REQUIREMENTS: NOTE 1: Revising your work in response to comments will be central to the requirements. The first and second assignments each consist of two parts: an initial version and a revision. The revision will be due one week after the initial version has been handed back. The two versions are graded separately and count equally much. NOTE 2: the first assignment is described below. 1st assignment (2 pages): initial version due Tue Oct 2. [15% for initial version plus revision] 2nd assignment: Take home exam (4 pages): initial version due Tue Nov. 13 [30% for...
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...HIST 417 Complete Course - Devry ( Assignments - Dqs And Final Exam) IF You Want To Purchase A+ Work Then Click The Link Below , Instant Download http://acehomework.com/HIST-417-Complete-Course-Devry-47874748347.htm?categoryId=-1 If You Face Any Problem E- Mail Us At JohnMate1122@gmail.com Week 1 Webliography Activity Find one website devoted to The Enlightenment and post it to the webliography. Provide an overview of the website and assess its usefulness for research. You must choose a different site than your classmates, so check what has been posted before adding your own. Grading Rubric Description Possible Points Usefulness of site for research 10 Quality of written description 10 Grammar/spelling 5 Total Week 2 Reflective Paper Choose an individual: Sir Isaac Newton, Descartes, Bacon, Spinoza, Locke, Hume, Hobbes, Montesquieu, Voltaire, Rousseau, Adam Smith, Immanuel Kant, Hegel, Edmund Burke, Owen, Edward Baines, Chadwick, John Stuart Mill, Comte, de Tocqueville, Fourier, Saint-Simon, de Maistre, Feuerbach, or Herbert Spencer. Write a 500-word reflective essay connecting the individual to a TCO for the course. Papers are required to contain at least two outside resources and the textbook. All sources need to be cited using APA citation. The paper should have at least five in-text citations using proper APA format (no URLs for in-text citations). Week 3 Webliography Activity Find websites...
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...DNK201E-Dynamics Instructor: Dr. G.Tansel TAYYAR E-mail Address: tayyargo@itu.edu.tr (use DNK201 title) Text Book: Engineering Mechanics Dynamics (12th Ed.) by R.C.Hibbeler, Prentice Hall Or any other Course Description: This is a 3 credit intermediate level course in dynamics that employs various problem solving methods and the laws of mechanics to analyze and obtain solutions to fundamental problems in engineering and physics. A course in kinematics and kinetics of particles and rigid bodies with applications of Newton's second law and the principles of work-energy and impulse momentum. Course Objectives: * Learn the fundamental concepts of engineering Dynamics. * Learn a sound methodology to solve engineering problems that is applicable to all future courses and work. * Develop in the engineering student the ability to analyze any problem in a simple and logical manner. * Analyze the dynamics of particles and rigid bodies with applications * Appreciate that the governing equations in Dynamics are differential equations. Course Outcomes: * Establish coordinates, sign conventions, variables, and parameters that quantify physical conditions or states. * Draw clear and rigorous Free Body Diagrams that accurately describe physical systems, maintaining consistency with assumptions and quantifiers. * Write equations (in vector form) that govern the behavior physical systems, and check that the equations are well-posed...
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...ASSIGNMENT LETTER Diploma Entrepreneurship and New Venture Management Higher Diploma in Accounting and Auditing 2016 SEMESTER (1) [BASIC MATHEMATICS ABM2411] DUE DATES | Assignment 1 | 14 March 2016 | Semester 1 andYear modules | Assignment 2 | 29 March 2016 | Only Semester 1 modules | Assignments Resubmissions | 18 April 2016 | All assignments of Semester 1 modules and assignment 1 of Year modules | Vacation School | 22 -24 March 2016 | All CODeL Programmes | CENTRE FOR OPEN, DISTANCE AND eLEARNING Open your mind 2016 Assignments Basic Mathematics - ABM2411 Dear Student, Welcome to the University of Namibia and to the Centre for Open, Distance and eLearning in particular. We hope your studies will be rewarded with success. We advise that you get all the relevant information and booklets available for distance students from your nearest UNAM centre (including the Student Letter for 2016 and the CODeL Student Handbook). These documents will provide advice on how to approach your studies and will guide you through your study materials as well as providing with useful administrative information. Study materials Your study guide is essentially your “teacher/lecturer”. However, in addition you are required to visit the library to consult prescribed books and recommended readings that are indicated in the study guide. You are also responsible to purchase any prescribed textbooks required for your course. Furthermore, you are...
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...School of Science and TechnologyDepartment of Information Technology ISSC641: Telecommunications and Network Security 3 Credit Hours8 Week CoursePrerequisite(s): None | Table of Contents | Instructor Information | Evaluation Procedures | Course Description | Grading Scale | Course Objectives | Course Outline | Course Delivery Method | Policies | Course Materials | Academic Services | Selected Bibliography | Instructor Information | Instructor: Dr. Elliott S. Lynn (Bio) Email: Elliott.lynn@mycampus.apus.edu Phone: 732.300.5569 Office Hours: By Appointment Only TOC Course Description (Catalog) | Telecommunications networks are a critical component of the global economic and social infrastructures. Securing critical infrastructure is an established priority within Information Security Management. This course examines the field of secure telecommunications networks, including emerging threats, system vulnerability, network evolution, and network defense mechanisms. [3 Semester Hours] TOC Course Objectives | A successful student will fulfill the following learning objectives: * Examine the principles of network security and cellular architecture. * Evaluate emerging threats and system vulnerability. * Assess vulnerabilities...
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...and Humanities Course Number: ENGL101 Course Name: Proficiency in Writing Credit Hours: 3 Length of Course: 8 Weeks Prerequisite: COLL100 is recommended Table of Contents Course Description Course Scope Course Objectives Course Delivery Method Course Materials Evaluation Procedures Grading Scale Course Outline Policies Academic Services Selected Bibliography Table of Contents Course Description (Catalog) ENGL101 Proficiency in Writing (3 hours) This course provides instruction in the writing process with a focus on self-expressive and expository essays, and will include practice in the conventions of standard written English, responding to readings, and incorporating sources into essays with appropriate documentation. Table of Contents Course Scope This course gives students practice in the conventions of Standard Written English, responding to readings, and incorporating sources into essays with appropriate documentation. Thus the course prepares students for writing effectively in all undergraduate courses by sharpening the writing skills necessary to answer essay examinations, dialogue with reading assignments, and write term papers. Table of Contents Course Objectives Students who successfully complete this course will be able to: CO-1: Recognize and formulate the kind of writing required to respond properly to college-level assignments, examinations, and projects. (Essay types) CO-2: Use a process of writing from pre-writing (i.e. brainstorming)...
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...School: Department of Business Course Number: ECON102 Course Name: Macroeconomics Credit Hours: 3 Credit Hours Length of Course: 8-Weeks Prerequisite: None | Table of Contents | Instructor Information | Evaluation Procedures | Course Description | Grading Scale | Course Scope | Course Outline | Course Objectives | Policies | Course Delivery Method | Academic Services | Course Materials | Selected Bibliography | Instructor Information | (Biography) Instructor: Dr. John Theodore Email: john.theodore@mycampus.apus.edu Phone: 727.712.1426 Office Hours: Sunday from 9 to 11 PM Table of Contents Course Description (Catalog) | ECON102 Macroeconomics (3 hours) This course is an introduction to the principles and tools of macroeconomic analysis. Macroeconomics investigates the main topics of the overall economy including Gross Domestic Product, inflation, unemployment, economic growth, recession, monetary policy and fiscal policy. We use these theories and concepts to examine the role of the government in our economy and how government makes choices. Table of Contents Course Scope | Macroeconomics is concerned with the study of the structure of an aggregate economy and its basic sub-divisions such as government, households and businesses and the relationship between these major components. It addresses the issues of economic growth, recession, unemployment, inflation, international trade, and the role of government and...
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...Peer Tutoring: Its Effect on the Achievement and Attitude in Physics Of high School Senior Students of Naval Institute of Technology ---------------------------------- A Thesis Presented to the Faculty of the Graduate School Leyte Normal University Tacloban City ---------------------------------- In Partial Fulfillment of the Requirements for the Degree Master of Arts in Teaching (Science) ---------------------------------- by Minerva E. Sañosa February 1996 ABSTRACT This study attempted to assess the effects of peer tutoring on the achievement in and attitude towards Physics of high school senior students of Naval Institute of Technology, SY 1995-1996. Five high school senior students with the highest grade point average from first year to third year high school in English, Mathematics, and Science were used as peer tutors. The subjects of the study were fifty high school senior students randomly selected and assigned into two groups, the peer tutored or experimental group and non-peer tutored or the control group. The two groups answered the achievement test in electromagnetic energy and a scale to measure attitude towards Physics before and after the conduct of study. The result indicated that students in both groups increased their level of achievement during the study. Morever, with the use of two-tailed test, it was revealed that the level of achievement of students in...
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