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Forum » Anyone did engineering? I need your help to check this (REPS)
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Thread: Anyone did engineering? I need your help to check this (REPS)

post 1472096461 11-21-2016, 06:30 PM
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Okay guys, check this new plan:

W1: Taylor's theorem and applications;
W2: Vector functions and curves;
W3: Partial differentiation and differential calculus for vector functions;
W4: Curvilinear integrals, surface area, change of variables;
W5: Revision + EXAM 1 (33.33%)
W6: Introduction to more rigorous analysis, then the fundamental theorem of vector calculus;
W7: Existence, continuity, etc, theorem, and some more analysis;
W9: /// BREAK ////
W10: Gauss and Green theorems;
W11: Stoke theorem and application of the three theorems;
W12: Revision + EXAM 2 (33.33%)
W13: Series, power series and first and second-order linear equation;
W14: nth-order linear constant equations;
W15: Introduction to Laplace transform methods;
W16: Revision + EXAM 3 (33.34%)

I don't like the fact that EXAM 2 and EXAM 3 are only apart by three weeks, but whatever.

edit: Also the grading will be insane... I will have like 40/50 x 3 exams to grade.
post 1472096731 11-21-2016, 06:33 PM
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Originally Posted By everblue⏩
It's necessary for continuum mechanics
Personally, I have not done much of this.

I have used tensors in quantum mechanics, but not continuum mechanics.
post 1472097151 11-21-2016, 06:37 PM
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Originally Posted By AlienUnseen⏩
This was exactly my schedule except I started with Pre-cal and I did Cal 2 in the summer semester of my freshman year. The easiest for me was Cal 3. The most enjoyable was Cal 2.

In regards to OP, PLEASE do not Fuk this up. Differential Equation is an easy subject that can be made incredibly hard by having a DUMB instructor. Keep this in mind. You are there to TEACH the students. Not to show off how much you know or how easy it is for you to do.

Vector Calculus is easy, so can't possibly fuk that up. BTW what is your course called? With most colleges in The U.S the material for Vector Calculus and Diff EQ is separated.
Differential equations and vector calculus.

There is a course only on differential equations after, but I have no idea if it's optional for engineers.

I am lucky I will also give a course to math majors. At least I will be able to shoot some theorems and lemmas.
post 1472097601 11-21-2016, 06:40 PM
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Sorry man but not having any textbook, homework, quizzes, or tests is leading your students to slaughter at the midterm and final. Spending 4 hours to grade homework every other week isn't that much. Midterm 25% final 25% two other tests 20% homework 15% and quizzes 15% is about what I had.
post 1472097851 11-21-2016, 06:43 PM
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Originally Posted By 6BT⏩
Sorry man but not having any textbook, homework, quizzes, or tests is leading your students to slaughter at the midterm and final. Spending 4 hours to grade homework every other week isn't that much. Midterm 25% final 25% two other tests 20% homework 15% and quizzes 15% is about what I had.
I hate textbooks. I find them misleading for the students and I will have to read it all.
I will write sets of problems every week instead with solutions.
post 1472098111 11-21-2016, 06:45 PM
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Agreed that classes that are only midterm/final scores are pretty ridiculous. Throw in some homework and have a grad TA grade them.

Also grading exams shouldn't take that long. Just have a set rubric laid out before you start and have specific point allotments for certain equations/work that they show and go from there. For instance, in Vector Calc, if you have a 5 point question, give 1 point for getting the right normal vector, 1 point for doing the right dot product, etc. When I TA'd, doing this made grading a breeze.
post 1472098241 11-21-2016, 06:46 PM
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Originally Posted By PisseninMisc⏩
do you even america? 17-18 is the right answer.
Nut sure if srs
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post 1472098531 11-21-2016, 06:48 PM
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Please either take a vote in class or change the midterm before the break. No one wants to study for a midterm on a break.
post 1472098731 11-21-2016, 06:50 PM
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The problem with students is that the teacher never know when they understand. I will probably ask if everything is fine and nobody will say a word. Then some will fail.
post 1472099461 11-21-2016, 06:56 PM
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Originally Posted By Exiled93⏩
Please either take a vote in class or change the midterm before the break. No one wants to study for a midterm on a break.
It's a break to study.
post 1472099741 11-21-2016, 06:58 PM
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lol aw fuk bye
post 1472100151 11-21-2016, 07:01 PM
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you're basically teaching the entire DE in 3 weeks lol. I feel sorry for your students but at least your new syllabus is better. Assign homework every week but don't collect/grade them and it should be a bit more manageable.
post 1472100711 11-21-2016, 07:07 PM
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Originally Posted By IronProdigy⏩
you're basically teaching the entire DE in 3 weeks lol. I feel sorry for your students but at least your new syllabus is better. Assign homework every week but don't collect/grade them and it should be a bit more manageable.
So are you guys saying you would not take my class?
post 1472103621 11-21-2016, 07:26 PM
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Originally Posted By snowyowl⏩
The problem with students is that the teacher never know when they understand. I will probably ask if everything is fine and nobody will say a word. Then some will fail.
Hence the need for quizzes. They'll help you gauge how much your students understand, and will give you a feel for how well your students will perform on the test.
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post 1472104251 11-21-2016, 07:30 PM
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Originally Posted By snowyowl⏩
So are you guys saying you would not take my class?
Problem is that students take other courses as well but professors tend to forget that fact. Im not sure why your school is combining two important courses into 1 class but I think your new syllabus is a bit more manageable. Make sure you do assign homework so your students know what material they need to cover well but you don't have to grade it.
post 1472105681 11-21-2016, 07:42 PM
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Originally Posted By PeteJonesHTX⏩
Hence the need for quizzes. They'll help you gauge how much your students understand, and will give you a feel for how well your students will perform on the test.
Have not read all the thread, but this is a good reason for quizzes. Also, they force students to study the week's material and apply it, and repetition is what most people need to do for maths (to pass anyways, getting A's should require more understanding).

I have only taken one maths course so far, it was 10% tutorial attendance/participation (pointless imo but adds to the repetition of concepts/application) 10% quizzes, two 17% midterms and a 46% final.

I think 10% homework/quizzes weekly on the work done, two 25% midterms covering a third of the work each and a comprehensive final 40% exam (with a focus on the last third of coursework) would suit your course considering the wealth of content.

Lol but I don't know chit about teaching

Edit - have now read you have two main parts, this seems like your best bet

midterm 1 on topic 1
midterm 1 on topic 1 again + some of topic 2
Final topic 2

All evenly weighted, with some weekly element for like 10-15% of total grade
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post 1472107191 11-21-2016, 07:56 PM
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On the point of wanting to gauge how well your students are doing without having to mark a ton of homework - maybe you could set homework for them which you can run over quickly to the class as a whole in 10 minutes at the beginning or end of class. Perhaps offer bonus participation marks for answering these correctly so it gives your students some motivation to actually do these assignments, and for the students who aren't understanding the material the recap will possibly help. Also if you schedule this slot at the beginning of the session it may also deter students from turning up late, granted they may want to pick up on the bonus marks.
post 1472108401 11-21-2016, 08:06 PM
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Originally Posted By butwhowasgains⏩
Have not read all the thread, but this is a good reason for quizzes. Also, they force students to study the week's material and apply it, and repetition is what most people need to do for maths (to pass anyways, getting A's should require more understanding).

I have only taken one maths course so far, it was 10% tutorial attendance/participation (pointless imo but adds to the repetition of concepts/application) 10% quizzes, two 17% midterms and a 46% final.

I think 10% homework/quizzes weekly on the work done, two 25% midterms covering a third of the work each and a comprehensive final 40% exam (with a focus on the last third of coursework) would suit your course considering the wealth of content.

Lol but I don't know chit about teaching

Edit - have now read you have two main parts, this seems like your best bet

midterm 1 on topic 1
midterm 1 on topic 1 again + some of topic 2
Final topic 2

All evenly weighted, with some weekly element for like 10-15% of total grade
Maybe something like midterm (30%) + midterm (30%) + final (25%) and 2 quizzes (7.5% each).

But this will be horrible to grade, especially if I don't have a TA.

I also have another course to give (abstract algebra II).

And I have to do research.
Originally Posted By Jig2⏩
On the point of wanting to gauge how well your students are doing without having to mark a ton of homework - maybe you could set homework for them which you can run over quickly to the class as a whole in 10 minutes at the beginning or end of class. Perhaps offer bonus participation marks for answering these correctly so it gives your students some motivation to actually do these assignments, and for the students who aren't understanding the material the recap will possibly help. Also if you schedule this slot at the beginning of the session it may also deter students from turning up late, granted they may want to pick up on the bonus marks.
I like the idea of running over the week problems set, but let's be real, this will take far more than 10 minutes. Also, I don't know if I have the right to assign bonus marks.
post 1472109881 11-21-2016, 08:20 PM
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Originally Posted By snowyowl⏩
Maybe something like midterm (30%) + midterm (30%) + final (25%) and 2 quizzes (7.5% each).

But this will be horrible to grade, especially if I don't have a TA.

I also have another course to give (abstract algebra II).

And I have to do research.



I like the idea of running over the week problems set, but let's be real, this will take far more than 10 minutes. Also, I don't know if I have the right to assign bonus marks.
Surely your university has MAPLE or something similar? So you can automate the quiz process to provide questions from a random bank of questions, mark and update results automatically?
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post 1472110041 11-21-2016, 08:22 PM
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Originally Posted By butwhowasgains⏩
Surely your university has MAPLE or something similar? So you can automate the quiz process to provide questions from a random bank of questions, mark and update results automatically?
MAPLE? This?

post 1472112281 11-21-2016, 08:44 PM
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Originally Posted By snowyowl⏩
MAPLE? This?

Yep that's it, but I forgot the TA part, which is an online test thing using maple.

Maple T.A. is specifically what I meant.
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post 1472112731 11-21-2016, 08:50 PM
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Having the final > 35% always gave me anxiety.

15% for MT1, 20% MT2, 25%, 30%, or 35% final
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post 1472112981 11-21-2016, 08:53 PM
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Are you teaching at MIT or some ****? This is like a year and a half-worth of material.
post 1472115321 11-21-2016, 09:15 PM
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Originally Posted By snowyowl⏩
Okay guys, check this new plan:

W1: Taylor's theorem and applications;
W2: Vector functions and curves;
W3: Partial differentiation and differential calculus for vector functions;
W4: Curvilinear integrals, surface area, change of variables;
W5: Revision + EXAM 1 (33.33%)
W6: Introduction to more rigorous analysis, then the fundamental theorem of vector calculus;
W7: Existence, continuity, etc, theorem, and some more analysis;
W9: /// BREAK ////
W10: Gauss and Green theorems;
W11: Stoke theorem and application of the three theorems;
W12: Revision + EXAM 2 (33.33%)
W13: Series, power series and first and second-order linear equation;
W14: nth-order linear constant equations;
W15: Introduction to Laplace transform methods;
W16: Revision + EXAM 3 (33.34%)

I don't like the fact that EXAM 2 and EXAM 3 are only apart by three weeks, but whatever.

edit: Also the grading will be insane... I will have like 40/50 x 3 exams to grade.
Actually not bad, but I'm still questioning as to why and DE class is combined with Vector Calculus.

Everything you listed up there that doesn't involve Diff Eq was "Calculus 3" here in the states, so it shouldnt be horrible.
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post 1472118301 11-21-2016, 09:40 PM
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Lol I wouldn't take your class at all.
I can already sense that you probably won't be able to TEACH properly, which is why most students have a poor gpa. Teaching=/= knowing the material and don't give only one midterm and a final. That's ridiculous
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post 1472159101 11-22-2016, 08:13 AM
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Originally Posted By GrammarNaziM8⏩
Lol I wouldn't take your class at all.
I can already sense that you probably won't be able to TEACH properly, which is why most students have a poor gpa. Teaching=/= knowing the material and don't give only one midterm and a final. That's ridiculous
Age 7.

By the time you will take my class I'll be a full professor.
post 1472159741 11-22-2016, 08:19 AM
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Originally Posted By SkinnyKappa⏩
Are you teaching at MIT or some ****? This is like a year and a half-worth of material.
Um, this.


And you're teaching to FRESHMAN? You're teaching basically all of calc 3 AND diff eq. to freshman, in one semester..... not sure if srs.

I took calc 3 and diff eq. separately, as a sophomore. And it was pretty challenging.



Also, not having a book for the sake of you not reading sounds selfish. Not sure how it would mislead students, it usually serves as a huge resource. Also then you don't have to write problems, they are in the book with solutions to half of them usually.
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post 1472160271 11-22-2016, 08:22 AM
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Pfft, over here we only have one huge exam at the end of semester, 2 exams are fine. We even have a subject that runs for 4 semesters and there's a huge exam compromising the whole 2 years.
post 1472163851 11-22-2016, 08:50 AM
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Originally Posted By Jacobcapra⏩
Um, this.


And you're teaching to FRESHMAN? You're teaching basically all of calc 3 AND diff eq. to freshman, in one semester..... not sure if srs.

I took calc 3 and diff eq. separately, as a sophomore. And it was pretty challenging.



Also, not having a book for the sake of you not reading sounds selfish. Not sure how it would mislead students, it usually serves as a huge resource. Also then you don't have to write problems, they are in the book with solutions to half of them usually.
I don't know any book that is perfect for this course and I don't want to make students buy two books.

Books are huge ressource, but it's easy for student to get lost especially if I do not cover the material in the same order and/or I add or remove topics.
post 1472163991 11-22-2016, 08:51 AM
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Originally Posted By stronglogic⏩
Pfft, over here we only have one huge exam at the end of semester, 2 exams are fine. We even have a subject that runs for 4 semesters and there's a huge exam compromising the whole 2 years.
What?

It's a graduation project?
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