Browse Public Designs
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Applied Physics and Differential Equations
Description:
Course on applied physics and differential equation. 3rd year Bachelor.
My teaching activity follows the STREAM model to organise teaching.
The pedagogical rationale behind it is to activate / engage students by out-of-class and in class activities and support them in achieving the intented learning outcomes.Out-of-class activities are recorded lectures split into multiple slote, supplemented by writing small summaries of the lectures
and online quizzes facilitated by the learning management system brightspace.The inclass activities supplement the outclass activity.
Intended Learning Outcomes:
- Relate different aspects of modern physics
- Identify physical relationships and describe them using mathematical tools
- Understand modern physics necessary for solid-state devices, including elementary quantum theory and electrons in solids
- Derive mathematical models of physical systems
- Define and describe ordinary differential equations and simple partial differential equations
- Solve and represent solutions of differential equations using software
- Understand and know important partial differential equations and how to approach them
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Lipid Biotechnology- lipid nutrition
Description:
In lipid biotechnology, lipid nutrition part, students get familiar aspect of lipids in nutrition and importance on human health. Also, students during the course will be able to explain the mechanism of lipid digestion, absorption and circulation.
Intended Learning Outcomes:
- Explain the chemical structure of lipids
- Describe the classification of lipids
- Explain digestion and availability
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Supervision Meeting with PhD Students with New IT Support-Hei Victor Cheng
Description:
This learning design is intended to provide a clear working flow for supervising a PhD student in the area or communication, signal processing and machine learning.
The goal is to make the research meetings more efficient and access the student's progress in a more timely manner. As the student may be new to doing research in this area, they may not know what to do and what to expect in the beginning.This design is to break down the work flow for the students to help them to get used to doing independent research with my help. Eventually the student will be able to develop their own research habits and have a sustainable routine. The design is broken down into 4 categories, mainly helping the students to know what to do before the meeting, during the meeting and after the meeting. Sometimes when we have some tasks that is outside the loop, then what would be the expected actions and how I can support the student is outlined.
Here I propose to make use of many of the newly available software like Mendeley for keeping track of scientific articles and references, OneNote and Google Keep for taking notes and keeping track of the record, Padlet discussed in course for feedbacks, Gitlab, Github or Overleaf for codes sharing or writing papers. With the aid of these newly available technologies can make many of tasks easier, making it easier to keep track of the student's progress, and feedback delivery can be more timely.
Intended Learning Outcomes:
- Establish a research supervision practice
- Develop a working cycle for the student in doing research projects
- Provide regular basis to access student's progress
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Microbial growth - analysis of lab data
Description:
This exercise deals with the augmentation of a Bachelor course on microbiology, in the specific on a module on microbial growth where students have to analyze and interpret results obtained from laboratory exercises performed on the previous week. Regularly issues emerge with students (at their first year) not being proficient with Excel. This requires frequent interruption of the data analysis process to explain some basic statistic and analytic tools. Such explanation breaks generate nuisance among the most proficient students, interrupt the flow of the data analysis, and leave limited time for the interpretation and discussion of the results.
Here following the principle of the STREAM model, I create an out-of-class loop, where students can access contents (i.e., a document and a video) on statistical concepts and Excel analytical commands. Then, groups of three-four students will conduct a calculation exercise on a provided Excel template, individually. Finally, students will report the results of their calculation by answering to a quiz. Students will get immediate feedback on the correctness of the answer. If one answer is incorrect, students will swap the calculation spreadsheet and conduct a “peer review”. They can then take the quiz again. Following the principle of Just in time teaching, I will look at the results before the lecture and consider if it will be necessary to go through those concepts again.
Intended Learning Outcomes:
- Learn basic principles and commands to carry out a regression analysis on Excel
- Read and interpret summary statistics
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Microbiology - Growth in batch culture
Description:
The objective of this course (Microbiology) is to achieve knowledge about the growth and metabolism of prokaryots, the structure and life cycle of viruses, and the interaction between microorganisms and their hosts. I am responsible for a module on microbial growth where students have "hands on" experience on laboratory practices for assessing microbial density and activity at different growth stages. On a following day we analyze the data from the laboratory exercise and discuss them on the light of theoretical concepts.
Intended Learning Outcomes:
- Describe and compare how microorganisms can be quantified by culture-dependent and culture-independent methods.
- Assess which method is suitable for a given situation when considering the accuracy and detection limit of the method.
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