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Density of soap

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Term start spring 2018 began with noting the focus in the course on both the mathematical models that describe physical systems and on the writing-communication core to scientific endeavor. As an attempt to illustrate the mathematics underneath a system, I sketched the parabolic arc of a ball on the board. Then I showed how three balls still follow a parabolic arc. Following this I mounted my RipStik and juggled while riding across the room. I noted that I see a different parabola than the students, but we all see parabolic paths for the balls. The underlying mathematics remains the same.

Jaynard and May-me measuring the dimensions of the soap
Half way through the class I shifted and passed out the pre-assessment. Wednesday I went over the pre-assessment. The results were weak with a median of only four correct out of eleven. After noting that one does not learn mathematics in a math class, I introduced density for metal and wood cubes.

Thursday I gave a brief introduction to the dens…

Schoology Enterprise and Google Drive Assignments LTI beginnings

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The college having adopted Schoology Enterprise as the systemwide LMS, the option to use the Google Drive Assignments app to distribute data in Google Sheets is a new option for this Schoology Basic user.


In the edit assignment box a new item appears after the app is authorized into one's courses (done during the installation process initiated from the screen above).



The Google Drive assignments app allows one to distribute a copy of an assignment to every student. In Schoology Basic students had to be taught to use a link to a Shared view only copy and then use "File: Make a Copy" to obtain a copy that could be edited and then submitted using the Google Drive Resources app.


Note that once changes are saved, copies are distributed to each student. Because of this, the Google Drive Assignment which was assigned cannot be deleted from the Edit Assignment dialog box. The copies are already available to the students.


In this case a template was distributed for a science lab …

Numeric information in graphic forms skills pre-assessment

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Underneath the focus on physical systems, SC 130 Physical Science is built on a foundation of connecting physical systems to their mathematical models and communicating the results in writing. Laboratory exercises lead to the writing of a full laboratory report that is marked for content, syntax, grammar, vocabulary, organization, and cohesion.

The majority of the laboratories investigate systems that involve a linear mathematical relationship. Reports include xy scatter graphs, best fit linear trend lines, slope, and y-intercept analysis. The course outline includes the learning outcome, "Students will generate mathematical models for physical science systems." This serves a general education program learning outcome, "Students will be able to present and interpret numeric information in graphic forms," which in turn serves an institutional learning outcome for quantitative reasoning: "Students will be able to reason and solve quantitative problems from a wid…
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A convenience sample survey of social media, tech usage, and stimulant preferences was given to students in MS 150 Statistics at the College of Micronesia-FSM. The survey was administered via a modified Schoology quiz that was used to pose options as multiple choice questions. The quiz and questions carried zero points, there were no right or wrong answers.

The social media survey seeks to understand where the students are "living" in terms of social media. FaceBook remains the dominant social media presence for the students in MS 150 statistics.

Small underlying sample sizes make the trends harder to interpret, but in general adoption of cell phones and specifically smart phone outpaces tablet and pad adoption by students. The laptop data remains highly variable term-on-term.
Betelnut edged out coffee for the two most recent terms. The fall in the number of students reported no stimulant usage is an artifact of a small sample size spring 2017. The spring 2017 spike is anoma…

Assessing general education science program learning outcome 3.5

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General education science program learning outcome 3.5 states that students will be able to:

Perform experiments that use scientific methods as part of the inquiry process.
This outcome serves institutional learning outcome eight quantitative reasoning where students will demonstrate the:

Ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; comprehends and can create sophisticated arguments supported by quantitative evidence and can clearly communicate those arguments in a variety of formats.

Taken together, the assessment for program learning outcome 3.5 ought to provide evidence of an ability to create data supported documents that communicate results of experiments performed using scientific methods. In science classes with a laboratory component, laboratory reports provide documentation of students engaging in gathering data, analyzing data, and discussing results. The laboratory reports may also include tables of da…

Assessing Learning in Ethnobotany

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SC/SS 115 Ethnobotany serves four program learning outcomes through three course level outcomes. The course serves learning outcomes in general education, the Micronesian studies program, and the Agriculture and Natural Resources program.

PLO SC/SS 115 CLO GE 3.4 Define and explain scientific concepts, principles, and theories of a field of science. 1. Identify local plants, their reproductive strategies, and morphology. GE 4.2 Demonstrate knowledge of the cultural issues of a person’s own culture and other cultures.

MSP 2 Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region. 2. Communicate and describe the cultural use of local plants for healing, as food, as raw materials, and in traditional social contexts. ANR 2 Demonstrate basic competencies in the management of land resources and food production. 3. Demonstrate basic field work competencies related to management of culturally useful plant resources and foods. CLO 1Identify loc…

Ethnobotany field final examination photos

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Sandralynn in the lead, Vincent, Jade, Pelida, Darion, Johsper immediately behind. Terminalia catappa on the right.
Pelida in the lead coming out of the first portion of the final
Cinnamomum carolinense, Clayton on the left
Kiyoe, Shanaleen, Lizleen, Harriet, Darien, Shane
Shanaleen, Lizleen, Harriet, Darion
Cyrtosperma merkusii infloresencence: a new section of campus for the final
The last plants on the final. Kira to the left, May-me at center, and Lizleen by the Cocos nucifera
Shane, Jade, and Vincent between Artocarpus altilis and Saccharum officinarum
Sharisey
Shanaleen and Harriet rewrite their field notes