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| | + | '''Value proposition for a University:''' what value do you get and how does that fit into this course? |
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| | + | 1.) Learn critical/analytical thinking. |
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| − | Present the hamburger problem
| + | 2.) Learn content; how to construct a professional argument that data support a scientific model. |
| − | I feed students hamburgers to students and get the distribution of hamburgers eaten by a CSM student with mean=1.5 +- sigma=0.5. I get a histogram which when normalized looks like a bell curve. This is the prob density function. Assume this PDF is Gaussian. What are the units of this density function? Think about charge density on a line.
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| − | I want to feed a class of 100 students being about 80% (integrating the pdf from 0 to 1 std dev above mean) sure that the class has enough to eat. How many hamburgers do I need to bring? Questions?
| + | 3.) Personal development; “The responsibility for us as teachers is to help our students understand that they must be active participants in the creation of their own character and to insist they do so even in the face of discomfort or adversity.” President of University of Portland. This is a bit like the value proposition of insurance being peace of mind (the value is not obvious). The value proposition of an education is character development (responsibility, civility, leadership, tolerance, . .). Here you practice this in group work and class discussions. |
| − | | + | http://www.stonybrook.edu/commcms/cas/liberalartseducation.html |
| − | What does this mean if the number eaten is negative in the Gaussian distribution? Hamburgers are vomited? Critical thinking: emphasize that we are modeling when using mean and standard deviations. Note that a gaussian distribution with a given mean does not go to zero at h = 0 . Rather it has a tail that extends to negative h . NO it means that a Gaussian distribution is not a valid model.
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| − | Sketch population distribution and under it the distribution of the mean number of hamburgers eaten by a class. Note the difference in the axes, the upper has number of students vs number of burgers (with sigma) while the lower is number of classes vs mean number of hamburgers eaten by ONE student for the whole class (with sigmaMean = sigma/Sqrt[N]).
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| − | To get the number of burgers to buy for a class (burgers/class) multiply the mean number of hamburgers per student for the class by the number of students in the class or N (mean+sigma/Sqrt[N]).
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| − | Why do I only need to bring 155 hamburgers rather than 200? In a class some eat more and some less so the variation over 100 students is less than that for individuals. As the number in the class increases the PDF narrows. Does the student population PDF narrow as the number of students included in the histogram increases?
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| − | Say you take 100 voltage measurements. You calculate the std dev for these getting sigma. Now you present your results as Vavg +- sigma/Sqrt[100} where the latter is the error.
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| − | If we plotted this (the upper applet graph) would be number of students vs the number of hamburgers eaten. If we plotted this on the applet graph directly below it would be the number of classes vs the mean number of hamburgers eaten in a class = total number eaten in a class divided by the number of students in that class. This mean number has little significance. A number which is more important is how many total hamburgers are eaten since that’s what I have to purchase. To get this distribution just multiply the mean value by N. That shifts the histogram to the right. Both the mean and stnd dev increase, the first by a factor of N and the second by 1/Sqrt[N].
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| − | Ans: 150 plus sigma Sqrt[N]. Sketch gaussian dist and prob between points on that.
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| − | The TAs and I will meet with you to talk about the lab reports you handed in last week. Take the comments with the understanding that we are trying to help you improve your writing and not as a personal criticism. | + | |
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| − | Your writing
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| − | Review of a recent paper of mine.
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| − | “The authors consider a bipartite system consisting of a particle and a mirror, whose respective positions are measured with a time-delay. A joint probability density is calculated, which exhibits a superposition of the mirror state.
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| − | The paper is somewhat lengthy, not without redundancy, rather economical in the use of commas and now and then, one is taken by surprise by the syntax.”
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| − | Note that the first sentence reviews what the manuscript is about (like sending me your section and title), the reviewer is acknowledging having read it and that the review has been sent to the correct author.
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| − | What is most important on the reviewers mind? The writing and not the content!
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| − | Handback lab schedule
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| − | It may seem like I’m forcing you to jump through all sorts of hoops without giving you reasons. Here are some:
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| − | -I use a wiki because these are used in industry and academia to document group work. Log in and show how the edited pages are saved. How many have used a wiki?
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| − | -I have you give talks on your lab to give you experience in verbally expressing your understanding.
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| − | -You write lab reports to practice expressing your understanding in writing.
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| − | You may think you know how to talk and write. However, these skills change over time. I always enjoy hearing one of our grads return to give a physics colloquium. Just listening to them thoroughly present their ideas and answer questions demonstrates how they have continued to grow.
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2.) Learn content; how to construct a professional argument that data support a scientific model.
3.) Personal development; “The responsibility for us as teachers is to help our students understand that they must be active participants in the creation of their own character and to insist they do so even in the face of discomfort or adversity.” President of University of Portland. This is a bit like the value proposition of insurance being peace of mind (the value is not obvious). The value proposition of an education is character development (responsibility, civility, leadership, tolerance, . .). Here you practice this in group work and class discussions.
http://www.stonybrook.edu/commcms/cas/liberalartseducation.html
