Department of Mathematics and Information Technology Electives Courses for Mathematics domain Course offering list in Semester 2, 2020/21 Course Code Course Title Credits Mathematical Modelling and Computing INS4051 3 for Scientific Investigation Designing STEM Activities with INT4060 3 Integrated Engineering and Mathematics Designing STEM Activities with INT4061 3 Integrated Sciences and Technology MTH1161 Mathematics 3 MTH2050 Recreational Mathematics 3 MTH2162 Essential Number Theory 3 Mathematical Modelling for Problem MTH2176 3 Solving in Primary Mathematics MTH3011 Mathematics II 3 Learning and Teaching of Selected MTH3077 3 Topics in Mathematics Curriculum and Teaching of Selected MTH3097 3 Topics in Primary Mathematics MTH3142 Geometry 3 Mathematical Exploration with MTH3177 3 Technology for Mathematical Modelling MTH4144 Discrete Mathematics 3 MTH4146 Numerical Methods 3 Design of STEM Activities for MTH4164 3 Mathematics Learning Development of Mathematical Concepts MTH4182 3 and Skills Teaching Mathematics to Students with MTH4183 3 Special Needs MTH4901 Honours Project I 3 MTH4902 Honours Project II 3 THE EDUCATION UNIVERSITY OF HONG KONG Course Outline Part I Programme Title : Bachelor of Education (Honours) (Five-year Full-time) All undergraduate Programmes Programme QF Level : 5 Course Title : Mathematical Modelling and Computing for Scientific Investigation Course Code : INS4051 Department : Department of Mathematics and Information Technology Department of Science and Environmental Studies Credit Points : 3 Contact Hours : 39 Pre-requisite(s) : Nil Medium of Instruction: English Course Level : 4 _____________________________________________________________________ Part II The University’s Graduate Attributes and seven Generic Intended Learning Outcomes (GILOs) represent the attributes of ideal EdUHK graduates and their expected qualities respectively. Learning outcomes work coherently at the University (GILOs), programme (Programme Intended Learning Outcomes) and course (Course Intended Learning Outcomes) levels to achieve the goal of nurturing students with important graduate attributes. In gist, the Graduate Attributes for Undergraduate, Taught Postgraduate and Research Postgraduate students consist of the following three domains (i.e. in short “PEER & I”): ⚫ Professional Excellence; ⚫ Ethical Responsibility; & ⚫ Innovation. The descriptors under these three domains are different for the three groups of students in order to reflect the respective level of Graduate Attributes. The seven GILOs are: 1. Problem Solving Skills 2. Critical Thinking Skills 3. Creative Thinking Skills 4a. Oral Communication Skills 4b. Written Communication Skills 5. Social Interaction Skills 6. Ethical Decision Making 7. Global Perspectives 1. Course Synopsis This course aims to provide students with an opportunity to learn how to integrate science, mathematics and computing to strengthen their STEM knowledge and skills. It begins by introducing participants to the principles and processes of scientific inquiry. Participants will be guided to adopt the scientific inquiry approach to identify and investigate problems within authentic scientific contexts, such as dynamic interactions between living organisms in an ecosystem, effects of concentration on the rates of reactions, and relationship between motion and force. Participants will then be led to explain and predict scientific phenomena using the principles and ideas of mathematical modelling and data analytics. They will also be engaged in using engineering design and computational thinking to develop and test software prototypes for scientific investigation. 2. Course Intended Learning Outcomes (CILOs) Upon completion of this course, students will be able to: CILO1: Demonstrate an understanding of the principles and processes of scientific inquiry; CILO2: Develop the ability to model scientific phenomena in mathematical forms; CILO3: Design and evaluate software prototypes guided by engineering design and computational thinking; and CILO4: Integrate and apply the knowledge and skills of scientific inquiry, mathematical modelling and computing for problem solving in authentic scientific contexts. 3. Content, CILOs and Teaching & Learning Activities Course Content CILOs Suggested Teaching & Learning Activities Overview CILO1,2,3,4 Lectures, literature review, • Introduction to scientific demonstration, group discussion investigation, mathematical modelling and computing as well as the relationship among them. • Contemporary examples and issues relating to using mathematics modelling and computing for scientific investigation Scientific Investigation CILO1,4 Lectures, literature review, • Nature of science demonstration, hands-on • Goals and concepts of scientific practice, group discussion inquiry • Key processes and practical skills involved in scientific inquiry Mathematical Modelling CILO1,2,4 Lectures, demonstration, • Introduction to the principles and hands-on exercises, group ideas of mathematical modelling discussion and data analytics in science • Systematic approaches to create mathematical models based on the data from scientific investigation • Application of mathematical modelling and data analytics to make predictions for scientific phenomena Engineering Design CILO3,4 Lectures, literature review, • Engineering design process demonstration, group discussion • Design specifications • Using engineering design to guide the development of software prototypes Computing CILO1,2,3,4 Lectures, literature review, • Principles of computational demonstration, hands-on thinking practice, group discussion Course Content CILOs Suggested Teaching & Learning Activities • Design and analysis of algorithms for problem solving • Use engineering design and computational thinking to apply coding with mathematical models in scientific investigation 4. Assessment Assessment Tasks Weighting CILO (%) a. Individual coursework on scientific inquiry and 60% CILO1,2 mathematical modelling (e.g., in-class activities, laboratory reports, experiment worksheets, and/or quizzes) b. Group project 40% CILO1,2,3,4 • Development of a computer program to solve a practical problem within authentic scientific contexts by using mathematical modelling skills • A written report on the problem statement, as well as the design, implementation and evaluation of the computer program 5. Required Text(s) Nil 6. Recommended Readings Akkerman, S. F., & Bakker, A. (2011). Boundary crossing and boundary objects. Review of Educational Research, 81(2), 132–169. Annetta, L. A., & Minogue, J. (2016). Connecting Science and Engineering Education Practices in Meaningful Ways: Building Bridges. Cham: Springer International Publishing. Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem, J. J. (2007). Engineering design processes: A comparison of students and expert practitioners. Journal of Engineering Education, 96(4), 359-379. Bari, A. (2016). Predictive analytics for dummies (2nd ed.). New Jersey: John Wiley & Son. Basu, S., Biswas, G., Sengupta, P., Dickes, A., Kinnebrew, J. S., & Clark, D. (2016). Identifying middle school students’ challenges in computational thinking-based science learning. Research and Practice in Technology Enhanced Learning, 11(13), 1-35. Blomhøj, M., & Carreira, S. (Eds) (2008). Mathematical applications and modelling in the teaching and learning of mathematics: Proceedings from Topic Study Group 21 at the 11th International Congress on Mathematical Education in Monterrey, Mexico, July 6-13, 2008. Roskide: Roskide University. Retrieved from http://milne.ruc.dk/imfufatekster/pdf/461.pdf. Blum, W. (2015). Quality teaching of mathematical modelling: What do we know, what can we do? In S. J. Cho (Ed.), Proceedings of the 12th international congress on mathematical education (pp. 73–96). New York: Springer. Capraro, R. M., Capraro, M. M., & Morgan, J. R. (2013). STEM project-based learning: An integrated science, technology, engineering, and mathematics (STEM) approach (2nd ed.). Rotterdam: Sense. Carr, R. L., Bennett, L. D., & Strobel, J. (2012). Engineering in the K-12 STEM Standards of the 50 U.S. states: An analysis of presence and extent. Journal of Engineering Education, 101(3), 539-564. Carreira, S., & Baioa, A. M. (2018). Mathematical modelling with hands-on experimental tasks: On the student’s sense of credibility. ZDM, 50, 201-215. Chandrasekaran, S., Littlefair, G., Joordens, M., & Stojcevski, A. (2014). A comparative study of staff perspectives on design-based learning in engineering education. Journal of Modern Education Review, 4(3), 153-168. Clements, D. (2008). Mathematical Modelling: A Case Study Approach. Cambridge: Cambridge University Press. Corea, F. (2019). An introduction to data: Everything you need to know about AI, big data and data science. Switzerland: Springer. Daily, S. B., Leonard, A. E., Jörg, S., Babu, S., Gundersen, K., & Parmar, D. (2015). Embodying computational thinking: Initial design of an emerging technological learning tool. Technology, Knowledge and Learning, 20(1), 79-84. Dillion, P. (2008). A pedagogy of connection and boundary crossings: Methodological and epistemological transactions in working across and between disciplines. Innovations in Education and Teaching International, 45(3), 255-262. Dunn, P. F. (2014). Measurement and Data Analysis for Engineering and Science (3rd ed.). Boca Raton: CRC Press, Taylor & Francis. English, L. (2017). Advancing elementary and middle school STEM education. International Journal of Science