danaleeling

SC 130 Physical Science is centered on four course level learning outcomes: Explore physical science systems through experimentally based laboratories using scientific methodologies Define and explain concepts, theories, and laws in physical science. Generate mathematical models for physical science systems and use appropriate mathematical techniques and concepts to obtain quantitative solutions to problems in physical science. Demonstrate basic communication skills by working in groups on laboratory experiments and by writing up the result of experiments, including thoughtful discussion and interpretation of data, in a formal format using spreadsheet and word processing software. The course is philosophically centered on science as an emergent truth that arises from experimentally observed data. Hence course learning outcome number three refers to generating mathematical models, not to being given mathematical models.  In this respect the course is guided by Galileo's observation...

A plant list spreadsheet is used to edit the plant list from term to term. The plant list is only a reference for use in the field allowing for notes on late arriving students. The answer sheet is a grid of 24 blanks. A printed class list was used for attendance. Spare answer sheets were in a plastic grocery bag tied to a belt loop. The Tripltek was not brought along allowing for a hands free walk. A set of language tables in a spreadsheet cross references some of the plants and languages. A class flora is kept in iNaturalist . Weather would cancel the final. The arrival of a cruise ship with many German tourists, some of whom visited Nan Madol, coincided with rapidly deteriorating weather conditions. By 16:00 the sky dark like 18:00 and heavy rain was falling. Roads across the island flooded. Just after 16:00 thunder rolled through the sky. The final could not be conducted. Those present were awarded 24 points for showing up under the conditions. No photos taken.

The new segment of the term end assessment starts from below the new student center. This currently provides Colocasia esculenta and what appears to be Curcuma longa at the start of the new segment.  Falcataria falcata is available on this route, small saplings with branches that can inspected, unlike the giants on the north side of the access road. Melastoma malabathricum is inbound on this segment. This route is a southern route variant that can also pick up Premna serratifolia at A101, then Centella asiatica, Ociumum tenuiflorum, Jasminum sambac, Cocos nucifera, and Terminalia catappa prior to the student center. Dicranopteris linearis would be an option. Campnosperma brevipetiolatum is the crown jewel of the new segment. Including mature trees. Cyathea nigricans is available here too, right under the Campnosperma brevipetiolatum. This species might be better served by the large specimen behind the gym. ...

SC 130 Physical Science has centered on performing experiments with physical systems that obey mathematical relationships. Mathematics has been at the core and center of the course. What constitutes mathematical literacy?  What does it mean to "understand" mathematics? How can a student demonstrate that they possess quantitative reasoning capabilities?  During the term the students repeatedly demonstrated a complete loss of algebraic knowledge, although all had completed either MS 100 College Algebra and some had completed MS 101 Algebra and Trigonometry. Given this, how can a student prove that they "know" mathematics? What do we mean when we say that we have learned mathematics? What do we mean when we claim to have taught mathematics? And yet the students still cannot do mathematics? How should math be be taught? As abstract concepts? Or in specific context of subject matter system? Should mathematics be delivered "just-in-time" as equations are encount...

The loss this year of the Campnosperma brevipetiolatum (Kosrae: elahk, Pohnpei: dohng, Yap: ramluw) at the northwest corner was the loss of a native tree that is frequently seen and often overlooked or confused with Terminalia catappa. Campnosperma brevipetiolatum can be seen below the student center, which provided a potential alternate for the lost tree. A few printouts outs were done ahead of class including the blank answer sheet , the directions, the class roll with space for recording arrival times, the final exam schedule, and a local plant names of Micronesia cross-tab spreadsheet.  The directions were cut off on the right by Moodle, Moodle isn't intended to produce pretty print. The directions were covered and then the class was released. There was no sense that the students wanted to do anything other than get back to their cell phones.  A southern route that includes the new student center could hit Ocimum tenuiflorum and Jasminum samba...