Course Plan: Engg.Maths
Download as PPTX, PDF2 likes339 views
The document discusses a workshop on engineering mathematics course planning at Alpha College of Engineering. It covers important educational goals of promoting retention and transfer of learning. It discusses different types of learning - rote learning which focuses on knowledge acquisition, and meaningful learning which provides students with knowledge and cognitive processes for problem solving. The course plan details topics to be covered each semester including classifying topics into remembering, understanding and applying categories. It also discusses assessing students for retention and transfer of learning goals.
Course Plan: Engg.Maths
- 1. Workshop on Engineering Mathematics Course Plan at Alpha College of Engineering Friday, December 21, 2013 Dr.N.Asokan Former Principal Faculty Trainer & Consultant ntvasokan@gmail.com 94451 91369
- 2. Important Educational Goals To promote Retention • Ability to remember material at some later time in much the same way it was presented during instruction. • Requires that students REMEMBER what they have learned. • Focuses on PAST To Promote Transfer • Ability to use what was learned to solve new problems, to answer new questions, or to facilitate learning new subject matter. • Requires NOT only to remember but also to MAKE SENSE OF and BE ABLE TO USE what they have learned. • Emphasizes the FUTURE
- 3. Learning • Rote Learning- focus is on consistent with the view of learning as knowledge acquisition, in which students seek to add new info. to their memories. • Meaningful Learning provides students with the knowledge and Cognitive processes they need for successful Problem Solving. No Learning Rote Learning Meaningful Learning
- 4. Semester Plan 1. Objective of this subject 2. Classify every unit into Remember, concept, Application topics 3. Outline of every unit 4. Pre-requisite knowledge 5. Mapping of five units 6. Mapping with other subjects 7. Application of this subject / topics 8. Companies /products related to this subject / topics 9. Reference books/ other resource materials 10. Specific instructional objectives 11. Course plan 12. No. of hours required 13. Delivering pre-requisite knowledge 14. Planned Teaching learning process 15. Evaluation in the middle /at the end of the semester with respect to STEP 10 & 14 16. Mapping of objectives, teaching learning process and assessment
- 5. Course Details Subject Syllabus Course Plan Class Time table Individual Staff Time Table Lab time Table Log Book Unit Test I, II, III Question Paper First mark scored student’s Answer paper of Unit Test I, II, III Result Analysis of Unit Test I, II, III Internal Marks up to Unit Test I, II, III Retest/Assignment papers Model Exam Question Paper First mark scored student’s Answer paper of Model Exam Result Analysis of Model Exam Students Attendance Percentage Internal Marks University Exam Question Paper Result Analysis of University Exam Co ur s e File
- 6. Course Plan Syllabus Prescribed Text books Previous year Question Papers Number of hours required
- 7. Classify the Topics Remember the Basic Information Formulae, Laws, Properties To Define, To Write To State To List Understanding the Concept Theorems To Verify, To Transform To Prove To Derive Application 1 Known / Familiar situation Exercises – worked out problems To Solve, To Find To Explain, To Evaluate To Derive, To Sketch out To Simplify Application 2 Unknown / unfamiliar / new situation In other subjects
- 8. Application 1 • Worked out problems with micro steps by recollecting appropriate basic formulae, laws, theorems wherever required • Number of worked out problems for each theorem, method or concept • Number of hours required
- 9. Application 2 • Mathematics related to some other subjects in other/ higher semesters • Worked out problems with macro steps • Micro steps are pre requisite knowledge
- 10. Application 2 Matrix--> Circuit Theory, Image Processing Laplace Transform --> Signals and Systems, Image Processing Fourier and Z transform --> DSP, Signals and Systems, Image Processing Probability and Random Process --> Communication Theory, Digital Communication Integration and Differentiation --> Electronic devices, Electronics circuits I and II, Linear Integrated Circuits.
- 11. Algebra Linear equation in One Variable Sum of two numbers is 60. The bigger no. is 4 times the smaller one. Find the nos. Solve: 2x + 5 = 23 – x Less complex Factorization Definition Complex Concept Very Basic Info. Understanding Remember Deduced Identities Equations Proof of Deduced Identities Very Very Basic Info. Less Complex Concept Formulae Understanding Geometrical Proof Outcome - Equations Algebraic Identities – Geometrical Proof Identities Very Very Basic Info. Less Complex Concept Very Very Basic Info. Formulae Understanding Definitions Multiplication of Algebraic Expression 1. Two Monomials 2. Monomial X Binomial 3. Monomial X Polynomial 4. Two Binomials 5. Binomials X Trinomial Commutative Law Distributive Law Less complex Concept Very Less complex Concept Very Less complex Concept Very Less complex Concept Very Less complex Concept Very Less complex Concept Very Very Less Complex Concept Very Very Less Complex Concept Understanding Addition Subtraction Very Very Less Complex Concept Understanding Coefficient of Terms Coefficient of Factors Polynomials Very Basic Info. Definitions Remember Variables Constants Very Very Basic Info. Definitions Remember Algebraic Expression Application 1 Application 2
- 12. 7 WAYS OF UNDERSTANDING 1. Interpreting 2. Exemplifying 3. Classifying 4. Inferring 5. Comparing 6.Summarizing 7.Explaining
- 13. Understand - 1. Interpreting • Change from one form representation to another. • Words to words, words to picture, numbers to words, musical notes to tones • Translating, paraphrasing, representing, clarifying.
- 14. Objective and Assessment • To draw a graph between Voltage and current. • Draw a graph between Voltage and current. • To Draw block diagrams representations of systems. • Draw block diagrams representations of systems. • To translate number sentences expressed in words into algebraic equations expressed in symbols. • Write an equation (using B for boys and G for girls) that corresponds to the statement “ There are twice as many boys as girls in this class.
- 15. Understand - 2. Exemplifying • Finding a specific example of a concept or principle. • Identifying the defining features of the general concept or principle. • Illustrating
- 16. Understand - 3. Classifying • Determine that something (a particular instance or example) belongs to a category (Concept or Principle) • Detecting relevant features or patterns that “fit” both the specific instant and the concept or principle • Complementary process to Exemplifying • Categorizing
- 17. Exemplifying • It begins with a general concept or principle and requires the student to find a specific instance or example Classifying • It begins with a specific instance or example and requires the student to find a general concept or principle.
- 18. Objective and Assessment • To determine the categories to which numbers belong. • Circle all prime numbers for the following list. • To classify the electrical machines. • Classify the following electrical machines into A.C and D.C machines.
- 19. Understand - 4. Summarizing • Abstracting a general theme or major points. • A single statement that represents presented information or abstracts of a general theme. • Generalizing
- 20. Understand - 5. Inferring • Drawing a logical conclusion from presented information. • Involves finding a pattern within a series of examples. • Extrapolating, Interpolating, Predicting, Concluding
- 21. Objective and Assessment • To infer the pattern in the series of numbers. • What number will come next in the series 1,2,3,5,8,13,21,… (completion task) • To infer the analogy of the form. (Analogy task) • Nation is to President, State is to ________. • AND,OR,NOT and XOR (Oddity task)
- 22. Understand - 6. Comparing • Detecting correspondence (similarities & differences) between two ideas, objects, events, problems. • Includes finding one-to-one correspondence between elements and patterns in one object, event or idea. • Determine how a well known event is like a less familiar event • Contrasting, Matching, Mapping
- 23. Objective and Assessment • To compare an electrical circuit with a water flow system. • Compare battery, wire and resistor in an electrical circuit with pump, pipes and pipe construction in a water flow system. • Compare TRIAC and DIAC. • Compare Intel80386 and Intel80486
- 24. Understand - 7. Explaining • Constructing a cause – and – effect model of a system. • Determine how a change in one part of the system or one “link” in the chain affects a change in another part. • Reasoning, Trouble shooting, Redesigning, Predicting.
- 25. Objective and Assessment • To explain Ohm’s law. • Explain what happens to the rate of the current when a second battery is added to a circuit. • Explain masking and etching process in IC fabrication. • Explain 565 phase lock loop circuit functioning.
- 27. Retention and Transfer Goal of Teaching, Learning and Assessing for Engineering Mathematics - Retention AND /OR Transfer
- 28. Mathematics is Mental weight training It is a means to end (for most people), not an end in itself. Through Math exercises you can improve your ability to think logically So that you can be a better Engineer, Mariner, Manager, Leader, Architect, or Parent.
- 29. Proble m Solv ing It occurs when a student devises a way of achieving a goal that he or she has never previously achieved, that is, figuring out how to change a situation from its given state into a goal state.
- 30. Problem Solving 1. Problem representation: in which a student builds a mental representation of the problem. 2. Problem Solution: in which a student devices and carries out a plan for solving the problem.
- 32. Further Training Thank You Overview of Successful education Instructional objectives Educational Taxonomy Table, Knowledge Dimension, Cognitive Process Dimension. Concepts of Evaluation. Construction of Achievement Tests. Characteristics of a Good Test. Different varieties of Question Papers Result Analysis. System Thinking for an Educational Institution Capacities’ Requisite for the Knowledge Society Preparing Professionals beyond 2020 Great books for Leadership. Mission, Vision, Core Values, Objective and Aim. Best Practices. Concept of Three –Performance Excellence