“The incredible thing about the [VR/AR] technology is that you feel like you’re actually present in another place with other people. People who try it say it’s different from anything they’ve ever experienced in their lives.” Mark Zuckerberg.
From the moment we wake up, our brains use data to help us understand the world around us and act accordingly. We don’t only gather data for the sake of it. We don’t even do it with the purpose of analyzing it, but for it’s interpretation and implications that this has.
In order to make informed decisions, students must know how to properly analyze and interpret data. This is one of the main learning goals in my physics classes.
The purpose of this ETP is to provide physics teachers a bite-sized approach to begin implementing design thinking into their scope and sequence.
A fundamental aspect of how Deep Learning systems work is that they make predictions about how a function should fit some test dataset, evaluate the errors from that function to the test dataset, and modify that function to reduce the errors.
This lesson will give students the opportunity to use the functionalities of Tableau to do visual presentation and analysis of real data that they obtain from experiments done in class.
As a summative assessment, students will design their own research question and implement the research. In pairs, they will present their research project in a scientific poster to faculty and community members.
In today’s increasingly digital world, we produce (and continue to produce) large amounts of data about things ranging from test scores, to social media posts that we “Like” or “Comment”, to online shopping recommendations, to how safe (or not) a new engineering design could be, to self-driving c
The purpose of this ETP is to develop an open-ended process for students to learn physics and coding in python. This process will include four steps. The first step will be to learn the physics concepts by direct instruction: given the principles, examples and exercises.