Browse Public Designs
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Learn assembly (machine) language and compilation to assembly
Description:
This learning design pertains to a portion of the course "compilation" that I am co-teaching this semester. As part of this course students have to learn the assembly language (the machine language — it is essentially a human-readable version of the binary code that the machine executes). This activity is centered around the lecture. The students familiarize themselves with the topic before coming to the lecture. During the lecture the students are presented with the theory and the practical aspects of generating assembly code from higher-level code. After the lecture, students will implement the code-generation phase of the compiler that they have been developing throughout the semester as their course project.
As part of the lecture, the instructor poses questions to get students to think about different aspects of the problem at hand. Students are encouraged to talk to their peers and think together about the posed question. They will submit their answers online, e.g., on Mentimeter, or an image sharing platforms (in some cases, students have to produce code for a short code snippet (one line of code) which they will have to take a picture of and upload to share with the class).
The course's Birghtspace page plays a crucial role in this design. The students will find the material there, they will be able to participate in discussions with their peers, the TAs, and the instructor.
This learning design follows STREAM model. The Birghtspace discussions that students have with their peers, TAs, and the instructor informs the instructor as to what exactly to focus on during the lecture — this is why lecture slides are only made available to students shortly before the lecture starts as the instructor tries to adjust them to students' needs. Moreover, the discussions the students have regarding their project, and the progress they make on it gives feedbacks to the instructor on how to adapt the up-coming lectures.
Intended Learning Outcomes:
- Students will be able to describe and analyze the structure of programs in Intel X86-64 assembly
- Students will be obtain the skill to write programs in Intel X86-64 assembly
- Students will be able to identify and describe the process of generating assembly code from the high-level code
- Students will be able to implement the code generation phase of a realistic compiler
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Environmental Sampling and Analysis
Description:
I teach the course analytical chemistry. Here, the students are trained in operating analytical equipment for the analysis of pollutants in environmental samples (air, water, consumer products). In its current form, the students are provided with environmental samples to analyze for predetermined chemical compounds. Consequently, the course offers little insight into the many steps and considerations, and rationales preceeding the actual analytical analysis performed in the lab.
In this learning module I intent to give the students more complete learnings of the many processes that go into environmental analysis; from idea, protocol development, sampling, and analytical execution to presenting the final results.
The developed learning design will enable the students to both identity, develop and execute analytical studies of air pollution as well as deliver peer feedback to related reports and presentations
Intended Learning Outcomes:
- Understand the sources, composition and health effects of air pollution
- Identify environments important for our exposure to air pollution
- Develop and execute analytical protocols for the sampling and chemical analysis of air pollution
- Reporting and review of analytical results
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New learning design
Description:
This learning design is created to support the MSc students who carries out their project at other research institute or at the company that I am involved as a main academic supervisor. According to the agreement with other supervisor in the company, I will specially contribute to supervising the master student xx, in relation to the study of “xx” based on my expertise. Therefore, I will help the student identify research question(s) and carry scientific work in collaboration with the other supervisor and/or other co-supervisor(s). Accordingly, I will also contribute to writing/correcting the popular/scientific articles as well as giving feedback to thesis if relevant. I will open for taking other responsibilities and willing to secure the student to get sufficient guide, support, and training in order to finish the project while being an independent researcher. and writings have to happen remotely. As supervision will be happened remotely, to overcome the potential challenges and to be supportive and help the student solve problems whenever needed, I will arrange weekly meetings via the “ZOOM”. For formal monthly supervision meeting, I also suggest having formal meetings among all supervisors on monthly basis, or when required by the student/supervisor(s). I will use Padlet boards to share materials (articles), to provide feedback on the bi-weekly reports, and to access student's experimental plan and findings (data,tables, figures).
Intended Learning Outcomes:Intended Learning Outcomes:
- Gain in-depth knowledge of the major subject/field of study and deeper insight into current research and development work.
- Deliver a clear and effective field appropriate master project presentation, using appropriate media, to explore complex and/or ambiguous ideas and issues.
- Write the popular/scientific research
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Understand the basis of activity dependant labeling in systems Neuroscience
Description:
In this activity, we will explore and learn the different options we have to look at the activity of brain cells upon specific behaviors.
Intended Learning Outcomes:
- Study the cellular and molecular basis of the three types of activity dependant labelings available
- Develop a protocol to label active cells after fear conditioning
- Analyse the results of the staining and quantification of the active cells
- Write a report following the academic and scientific codes
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Learning design: Computational Fluid Dynamics
Description:
This is a redesign of a module of the course Computational Fluid Dynamics (CFD), where the students re supposed to write a computer code from scratch to solve a coupled set of partial differential equation (Navier Stokes eqs.)
The learning design includes pre-class activities (preparation), in-class activities (lecture, group work / online support), and a post-class activity (quiz).
Intended Learning Outcomes:
- Combine spatial and temporal schemes to discretize a coupled PDE.
- Apply indirect methods to a solve linear system of equations.
- Analyze the output of a CFD solution and its errors.
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