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Instructions: State your learning outcome and come up with suitable learning activities that you want to conduct in your lesson. Your post must include your name and team number (e.g. Pamela (Team 2)).

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Instructions: State your learning outcome and come up with suitable learning activities that you want to conduct in your lesson. Your post must include your name and team number (e.g. Pamela (Team 2)).

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(Sample)
1. Students are able to use appropriate verb forms in a passage.
- show a word splash of verbs
- divide students into pairs
- give students a passage with blanks, and in pairs they have to fill in the correct verb form.

2. Students are able to determine the effectiveness of a piece of writing in different text types.
- divide students into groups of 4
- every group is given a piece of writing (same one)
- they are to evaluate and give a score
- every team to present their scores and reasons
- every team has to improve the writing and explain why they did so.

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Course name: Information Systems
Learning outcomes and activities:
1. Describe different factors that may influence information systems adoption

-Show the factors (technological, individual, and organizational factors) that may influence information systems adoption and usage

-Use Wooclap to give questions about classifying some factors into technological, individual, and organizational factors

2. Evaluate the impact of the systems or technology regarding both performance of the organizations and employees

- Show students the results and implications of prior research on the impact of information systems on the performance of the organizations and employees

- Put students into different groups and ask them to discuss how information systems influence the performance of the organizations and employees based on their understanding

- Ask each group to give their opinions and post them on Padlet

3. Criticize the disadvantages and the bad sides of systems or technology and come up with some solutions to that

- Show students the bad sides of information systems based on previous research

- Put students into different groups and ask them to discuss how information systems negatively influence the organizations and employees

- Ask each group to give their views and post them on Padlet

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Course name: Conservation of linear momentum.
Learning outcomes and activities:
1.     Define and differentiate momentum, impulse, and types of collisions.
- give a brief explanation of the key element for each word.
- flash pictures to test students. Ask which parts confuse those that gave the wrong answer
- discuss on this small details

2.     Visualized the law of action-reaction to compare the collision forces, impulses, and momentum changes of two colliding objects.
- Split students into groups
- each group was given a free body diagram on the whiteboard.
- Each member draws 1 vector or writes 1 part of the equation.
- rewards for the team that get the right answer

3.     Predict the linkage between each parameter. (e.g. Increasing the mass of object cause higher impulse change required longer duration to stop a collision, etc.)
- break down the equation into individual terms
- proof how each term affect each other using videos
- e.g. boxer increases the time of impulse by moving backward, rocket dumb the fuel behind to propel, etc.

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Couse: Introduction to Autism Spectrum Disorder (ASD)
Learning Outcomes and Activities:
1. Define ASD and its primary characteristics
- Using Mentimeter, ask students to describe what is ASD in 3 to 5 words based on what they know

2. Explain how ASD can impact an individuals daily functioning and learning
- Using case scenarios, students to identify the challenges/difficulties faced by a child in his/her school
- Students will then associate primary characteristics of ASD with the challenges highlighted in the case

3. Apply appropriate strategies to support learning needs of individuals with ASD
- Using the above case scenarios, students to discuss what they can do to support the child's learning in school

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1.    Identify the explanatory variables (EVs) and the response variable (RV) in a certain study.

-       Use a brief example to illustrate the definition of EV and RV.

2.    Distinguish and explain the difference between experimental and observational explanatory variables (EVs).

-       Explain the definition of experimental and observational explanatory variables, and the difference between experiments and observational studies.

-       Provide some (about 5) examples for students

-       Ask the students to judge whether the examples are experiments or observational studies and answer on Wooclap

-       Provide the answer for students

3.    Identify and explain the concepts of lurking and confounding variables, and these variables that may lead to false associations in studies.

-       Use an example of a lurking variable to introduce how it can affect the conclusion about associations

4.    Recognize misleading statements about associations in advertisements and news.

-       Provide 2-3 real-life examples for students

-       Divide students into groups of 4

-       Ask every group to discuss what are the lurking/confounding variables in each example, and post the answer on Padlet

-       Go over the posts with students and provide the answers

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Course Name: Introduction to Cubic Crystal System
LOs and Learning Activities
1. Differentiate different types of cubic crystal structures.
- Show the basic categories of the crystal structures
- Pick out and explain the cubic structure in detail
- Show the pictures, animation or videos of stacking and arrangement of atoms in different cubic unit cells

2. Calculate the crystal structures parameters such as the number of atoms per unit cell, unit cell volume, and Atomic Packing Factor (APF).
- Show the stacking and arrangement of a cubic unit cell again
- Use the animation or short video to help to enhance the understanding of arrangement in 3-dimension scale
- Show and explain the concepts of the equations for the calculation
- Give students some time to try to solve the equation
- Give the summary of crystal structures parameters

3. Apply the theory to calculate the theoretical density of certain metals.
(3. Derive and explain the equation for theoretical density calculation based on crystal structure parameters.)
- Introduce the application of crystal structures
- Give students some time to let them derive and solve the equation by themselves
- Compare between theoretical calculation value and experimental value

Final
- Lesson summary
- Q & A session

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Course Name: Introduction to Control Theory
LOs and Learning Activities

1.     Identify open-loop and close-loop block diagram.

-      Introduce the basic building blocks of the block diagram.

-      Explain and give examples on open-loop system

-      Explain and give examples on close-loop system

2.     Characterize the block diagram for a simple control and sensing system.

-      Divid student into multiple groups

-      Ask each group to draw both the open-loop and close-loop diagram for a given real-life system (air conditioner)

-      Walking around and give advice when students discussing

3.     Suggest ways to improve a system basing on the control theory

-      Explain and integrate parameters to the block diagram (P controller)

-      Show the consequence of a case bad P controller design

-      Show the actual way of tuning the system

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Course name: Job performance

Learning outcomes and activities:

1.     Students are able to define and classify different types of job performance

-  Show students the titles of the three job performance types along with several uncategorized examples.

-  Students will individually work on giving definitions for each category and then classify the examples into the correct category.

-  Show students the correct answers and give explanations.

2.     Explain the major differences between the three job performance types by focusing on the focal unique characteristics of each type

-   Split students into pairs of two.

-   Each group is asked to reflect on the last activity and explain why they categorize the examples in certain ways (students are asked to specifically focus on the differences between the three job performance types).

-   Show students the correct answers and give explanations

3.     Evaluate their own or other people’s performance in various settings

-  In the same group as activity 2, students are asked to share their personal experiences with their partners in which they worked on team projects and received evaluations for that (e.g., class projects).

-  Students will then share their stories with other groups and receive feedback.

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1.    Students can identify common high-risk carcinogens and associated cancer types

-       Create a matching quiz

o   “Match these high-risk carcinogens with commonly associated cancer types”

o   Individual participation

o   30 seconds to answer

2.    Explain how DNA mutation leads to cancer development

-       Create a word cloud “What do you think of when you hear the word ‘Cancer’?”

o   Invite individual students to share their thoughts in 1min

o   Comment on some of the top words as they show up

3.    Diagnose and evaluate whether a tumor is malignant or benign

-       Divide students in groups of three/per table

-       Present a Yes or No quiz with online interactive tool

-       Provided three real life case studies on the disease profile of a patient with tumors. Invite students to discuss and diagnose whether each case is a benign tumor or malignant cancer and explain their reasoning.

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Course name: version control with Git

LOs and Learning Activities

1. Identify the scenarios to use version control.

Introduce when to use the version control system.

Divide students into groups of 4.

Ask them to identify when they can apply version control in their daily work.

2. Track and list the changes you make in history.

Demonstrate how to track the changes using Git.

Give them a task and let them try the commands.

3. Compare different versions of your files using the system to review what changes you have made.

Demonstrate how to compare different versions of projects using Git.

Give them 1 minute to try the commands.

4. Reconstruct a specific version of your projects in history with Git.

Demonstrate how to reconstruct a specific version of projects with Git.

Give them 1 minute to try the commands.

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Course name: Introduction to Financial Markets.
Learning Outcomes:
1. Explain those frequently used terms and concepts in finance.
- use some straightforward examples with pictures on slides to illustrate the definitions.
- put forward some phenomena to ask students to identify which terms or concepts reflect them.

2. Illustrate and compare the mechanisms of asset/fund allocation for different kinds of financial markets.
- reference some financial news once reported extensively in media to make students remember the operation rules and mechanisms of financial markets more easily.
- divide students into several groups and ask students in each group to discuss and draw flow charts to demonstrate the operations of different financial markets.

3. Apply gained concepts and theories to explain some simple real-world financial dynamics.
- summarize the analysis procedures and important tips in this lesson;
- put forward some exercises to let students have group discussions to do simple analysis in some real cases.

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course name: chemistry in life
learning outcomes and activities:
1)students can define acid and base
-introduction of acid and base
-giving several daily items and let students to categorize they are acid or base

2)students can define organics
-introduction of organics
-giving several daily items and let students to judge whether they are organics or not

3) students can explain the fishlike smell and can solve this smell when cooking
-explain the fishlike smell
-analyze how to reduce this smell from chemistry angle

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course name: understanding the brute froce method in computer programming.
1.     Create, save projects on jupyter notebooks.
- intructor demonstrate how to open, create, save projects on jupyter notebooks.
-student try to open jupyter notebook projects individually.
-students can ask each other or the instructor for help.

2.  List the difference in the way humans and computers calculate probability.
- intructor introduces a probability problem,  and shows how to solve it with probability theory(i.e. the human way)
-Divide students into groups of 4 and ask them to discuss how a computer would solve this problem and post the answer on padlet.
-Ask a couple of groups to explain their answer to the class.
-instructor shows the class a demonstration of using computer program calculating probability on jupyter notebook and explain the concept of the brute force method.

3. Understand brute force method in computer science.
-intructor demonstrate with jupyter notebook how to decomposing a number into prime factors with a brute froce computer program.
- students answer a set of muliple chose questions on Wooclap about what the brute froce method in computer sciene entails and how it is different from the way humans solve problems.

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Course name: Membrane Technology in Environmental Applications
Learning outcomes and activities:
1. Interpret the concept and process of membrane technology
- create a matching quiz with 10 multiple choice questions
- show the correct answers and give the explanations
- play some relevant videos to enhance students' understanding, then ask them the questions related to the videos

2. Estimate how membrane technology will be used in the environmental fields
- show some examples of the applications in environmental fields (1-2 examples)
- split students into multiple groups of 4
- ask every group to discuss what are the possible applications for membrane technology, not limited to environmental applications
- provide the answers

3. Explain the advantage and disadvantage of membrane technology in environmental applications
- ask students to think about the alternatives to membrane in the environmental applications
- introduce students the comparison method in real applications
- give students 3 minutes to think about the advantages and disadvantages of membrane technology in the environmental applications compared with other technologies

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Course Name: Selection bias in causal theory
1. Describe the necessity of analyzing selection bias even with powerful
statistical methods.
- Introduce some examples  bias.
- Let students discuss in groups whether control variates could solve all the problems.

2. Identify an example containing the selection bias.
- Demonstrate how to utilize causal graphs for identification.
- Give some examples and causal graphs.  Then let students discuss in groups and identify the selection bias.
- Discuss how to avoid introducing the selection bias.

3. Designing solutions to solve the problem caused by selection bias.
- Let students in groups build corresponding causal graphs given examples first.
- Then let students individually choose which variable to operate.

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Topic

Blood Pressure and the Pulse Rate - The Twin Vitals of Life

Learning outcomes, as well as suitable learning activities

1.      Interpret and elucidate the significance of a blood pressure measurement, alongside the pulse rate.

-          Using Padlet, students will be shown a sample blood pressure measurement, together with the pulse rate, and will be asked to interpret the reading and type out whether it depicts a high, low, or normal blood pressure, as well as a high, low or normal pulse rate.

-          Students will then be asked to discuss with one another and to justify why they think the blood pressure and the pulse rate depicted are high, low, or normal, and to type out their answers in Padlet. The instructor will go around the class to answer any questions that students may have, and the answers will be explained by the instructor, with appropriate feedback.

-          For the blood pressure measurement and the pulse rate depicted, students, in their own small groups, will be asked to discuss and analyse the possible implications, and to provide alternative explanations for the blood pressure measurement and the pulse rate depicted, in Padlet. The instructor will monitor the groups and answer any queries that are raised by the students. The instructor will go through the answers and provide feedback to the students.

2.      Integrate what was learnt regarding blood pressure and the pulse rate, and apply it, to accurately measure your own pulse rate per minute, as well as the pulse rate per minute of another person, at two different anatomically accessible locations.

-          Students will integrate and apply what they have learnt, and attempt to measure their own pulse rate by pressing two fingers above the brachial artery or the radial artery of their left or right arm, for 15 seconds, before multiplying this by a factor of 4 to obtain their pulse rate per minute. The instructor will determine if students are performing the measurements correctly, and will provide feedback that is appropriate.

-          Once students have measured their own pulse rate per minute, they will again integrate and apply what they have learnt, in order to measure the pulse rate per minute of the person sitting next to them, by pressing two fingers above the brachial artery or the radial artery of the person’s left or right arm (excluding the artery and the arm that was used for measuring their own pulse rate), for 15 seconds, before multiplying this by a factor of 4 to obtain the pulse rate per minute. The instructor will go around the class and answer any questions that students may have during the activity and ensure that students are able to perform the task, while also providing feedback to students whom the instructor has deemed to be facing difficulties in performing the task.

-          Students will be able to compare their measurements with those made by their partner, and the instructor will provide feedback to the students, regarding the possible reasons for any discrepancies.

3.      Predict the blood pressure and the pulse rate when a person switches from the sitting position to the standing position, and distinguish the similarities and differences between the two different situations.

-          Students will be shown two diagrams, one which depicts a person sitting on a chair, and another which depicts a person standing up. With their peers, in small groups, students will be asked to discuss and to predict what would happen to the person’s blood pressure and pulse rate when the person switches from the sitting position to the standing position, and to discuss the reasons for their predictions. The predictions, as well as the reasons for the predictions, will be typed into Padlet while the instructor goes around the class to answer all questions that students may have, as well as to determine if students comprehend the scenario, besides providing feedback, as appropriate. The instructor will then discuss what has been typed into Padlet with the entire class, and provide feedback to the whole class.

-          Within the different groups, students will then be asked by the instructor to analyse and discuss their predictions and the reasons for those predictions, in order to elucidate and to be able to differentiate the various similarities and dissimilarities betwixt the two dissimilar scenarios. The students will type out the similarities and dissimilarities in Padlet while the instructor oversees the discussion and answers any questions that students may have. The instructor will then provide feedback to the class, based on what has been typed in Padlet.

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Course name: Introduction to immune system

LOs and activities:
1.Describe innate immunity and adaptive immunity
- show the students the concept of innate immunity and adaptive immunity using animation in powerpoint

2.Compare the functions between different immune cells
- provide the concept of immune cells and their functions. Ask some students to give insight of the difference of immune cells

3.Explain the immune response in your body when you are challenged with bacteria
- Role play

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Course name: Basics of Wireless Communication

Learning outcomes and Activities:
1. Explain the complete process of the wireless communication system
- As transmitter and receiver both complete a wireless communication system
- Divide students into two groups
- Use the kahoot.com platform (with points feature) to drag and drop each block to complete the transmitter (1st group) and receiver (2nd group) section.

2. Differentiate different generations of mobile communication
- Divide students into groups
- different groups will be given different scenario based wireless communication parameters (such as data speed, video calling feature, signal strength, etc)
- ask to choose the best generation of mobile communication for that particular scenario.

3. Sort out the limitation of current technology
- Students will be provided a platform where they can tune different parameters of current technology
- Check its response
- Compare it with current technology

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Course Name
Introduction to polymer materials

Learning Outcomes and Activities

By the end of this 12-minute lesson, students should be able to:

1. Interpret the concept and classification of polymers.

-Ask students to define materials in daily life (Metals, ceramics, polymers)

2. Identify how polymers are different from small molecules.

-Take sodium chloride (NaCl) for example as small molecules, and protein for example as polymers

3. State how polymers can contribute to industry, and our daily life

-Case studies: proteins as food ingredients, rubbers as car tires, polyesters as clothes.

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Course Name
Introduction to Machine Learning (K-Nearest Neighbors)

Learning Outcome and Activities:
1. Describe the procedure of the KNN algorithm.

- Ask students to consider a real-world task of NBA player draft prediction. Every rookie is marked with two characteristics of [height, weight]. With the stats of many NBA players and non-NBA players provided, ask students to brainstorm how to predict the acceptance of a new rookie.

- Describe KNN algorithm based on this scenario.

- Ask one student to conclude the algorithm.

2. Evaluate the key components that affect the KNN performance.

- Raise a discussion on how to enhance the performance of KNN under the given task. Show one approach first.

- Put students into different groups to discuss other approaches.

- Ask each group to give their views and post them on Padlet.

3. Apply the KNN algorithm into students' own field.

- Ask students to come up with a problem in their own field that can be tackled by KNN algorithm.

- Ask students to give their thoughts on Padlet.

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Topic: Data Structures: Stacks and Queues
Learning Outcomes and Activities:
1. Define data structures with Stacks and Queues

[1 min]: background of data structure subject (with presentation slides); introduction of the lesson's scope

[1 min]: give definition of Stacks and Queues, why they are useful and how to create.

2. Distinguish Stacks and Queues by using the FILO and LIFO principles

[4 mins]: illustrate principles of FILO and LIFO, with step-by-step demonstration drawing on whiteboard

[1 min]: provide a quick example to exercise, interacts with students to work out together.

3. Apply basic operations of Stacks and Queues for given software applications

[2 mins]: provide a code example each for Stack and Queue, to show what basic operations Stacks and Queues have and how they are used.

[2 mins]: quiz time, recap the knowledge learnt with small prepared quizzes. Discuss with the class.

[1 min]: Q&A (in case of overrun, collect questions through an online tool and answer after class)

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Course name: Introduction of biological materials

LO1. Distinguish the difference between biological materials and biomaterials.
Activities:
-Pictures of practical examples will be shown to students.
-They will be asked to vote whether the example belongs to biological materials or biomaterials.
-They will be randomly asked to justify their choice.

LO2. Explain the three main categories of biological materials.
Activities:
-Students will be divided into two groups based on their seats.
-Each group will have a 2 minutes discussion and provide three examples they have met in their life that belong to the three categories of biological materials.

LO3. Justify the advantages and disadvantages of biological materials.
Activities:
-Printed advantage and disadvantage cards will be provided to the students.
-They will work in one group to fit these into biological and traditional materials.
-They will be asked to justify their choice.

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Course name: Introduction to ABO Blood Typing

Learning outcomes and activities:
1. Name the antigen and antibody composition of people with the A, B, AB and O blood type [2 minutes]
- Group students based on their blood types
- Each group to choose cut-out shapes corresponding to the antigens and antibodies they have in their body
- Review answers

2. Describe the response of anti-A and anti-B antibodies against A and B antigens [4-5 minutes]
- Introduction to the term antibody and antigens
- Use physical demonstration using cut out shapes to explain antibody-antigen binding specificity
- Demonstrate the effect of antibody-antigen binding (e.g. antibody aggregation, killing/degradation of foreign antigens) using videos

3. Apply the knowledge of blood typing to explain donor-recipient compatibility and interpret blood type tests. [5-6 minutes]
- Role playing: Save-and-Rescue team (can consider using Padlet to coordinate response)
- Class to be divided into 2 teams of rescuers, each to rescue an accident victim with different blood types
- Students to apply knowledge of blood types and antibody response to interpret victim's blood type test
- Based on victim's blood type, student to discuss which team member is compatible as donor for the victim
- Review answers and conclusion

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Samarasiri Bamunusinhage Malsha Hansini (Team 7)

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Samarasiri Bamunusinhage Malsha Hansini (Team 7)

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Topic: Unit Operations

1. Describe the concept of unit operations and their significance in a process.

-Define process and unit operations

- Show a simple diagram of an industrial process containing unit operations.

- Give a list of common unit operations used in processes with the aid of some pictures and their classification.

- Ask 3 questions in Wooclap about unit operations & their importance.

- Students have to answer by using not more than 5 words for each question.

2. Predict unit operations involved within an industrial application process.

- Divide students into 3 groups

- Give 4 flashcards to each group (each contains one unit operation, and all 4 belong to a particular industrial application process).

- Ask each group to predict and choose the correct flashcard for a given function in an industrial application process.

3. Generate a process using the appropriate unit operations.

- Divide students into 3 groups

- Give the same sets of flashcards to every team.

- Every team has to make the correct sequence of flashcards to create an overall industrial process that manufactures a particular product we encounter in day-to-day life.

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Highlighted Outcome: Describe the difference between modern impressionism and classical paintings

Activities:

1) Full class discussion: view representative examples of each style side-by-side, highlight a few visual features, ask students to discuss how each feature reflects the historical context which might underlie the artist's state of mind.

2) Break students into small groups of 3. Assign an example of either impressionist or classical painting - Ask students to present to the class on what makes this painting a good example of its style, using 10 minutes of preparations.

3) Quiz game -> Present pieces of paintings, ask students to write on piece of paper which style they think the painting belongs to, and one reason why. If someone scores in the 95th percentile, they get a prize (One free absence)

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Course Name
Introduction of reinforcement learning

Learning Outcome and Activities:
By the end of this 12-min course, students should be able to:
(1)Interpret, or be able to self-repeat how a specific learning episode start and end. Especially the task walking in the maze.
- The students will be shown a case that robot is trying to walk out from a maze. The maze is given by lecturer.
- The students will be asked how they will walk out from a maze. Then they will discuss how to train a robot divided by group. The two activities above will spend about 4 minutes
(2)Analyze how a reward and bellman-equation could help with training a robot.
- The lecturer will give a simple method how to train this robot logically.
- The students will be asked if there could be any improvement. Those two activity will take about 4 other minutes.
- The lecturer will show the idea of bellman euqation
(3) apply the simple method
- Students will be asked to apply the method step by step given a new maze. Takes the other minutes and the course will ends up with a summary.

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Lesson: Refraction

1) Define refraction and the laws of refraction.

- Explain the definitions and the laws of refraction to the students.

- Use kahoot or other platforms to test on the student’s understanding of those definitions and theories and revisit those that most students still have trouble understanding.

2) Using Snell’s law to solve basic refraction problems.

- Split the students into groups and allocate each group a respective question.

- Encourage discussion between each group members.

- Get the groups to write on the board and explain how they solve their assigned questions.

- Highlight the key concepts the students should take note.

- Discuss mistakes made by the groups, allowing the students to learn from theirs and others mistakes.

3) Relate to real-world refraction phenomena.

- Give examples of real-world refraction phenomena and get students to discuss in their groups how refraction occurs within them.

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Course Name: Build a webpage with React.js

LOs & Activities:
1. Design the architecture of a webpage
- Provide one or two examples of webpages and their architectures
- Illustrate how to design it step by step

2. Implement the core components with React.js
- Present live development if feasible

3. Generalize dynamic components development from static ones
- Derive the concepts of dynamic components from static ones
- Give students three minutes to practice

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Course name:  Introduction to information visualisation

Learning outcomes and activities:

1. Identify and distinguish between different data types (i.e. categorical, ordered, quantitative data)

Describe the characteristics of different data types

Kahoot to ask students to classify which scenario belongs to which data type

2. Explain what and when to use various marks (i.e. points, lines, area, volume) and channels (i.e. color, size) to encode information

Explain what are the suitable marks and channels for different data types and purposes i.e. comparison, show distribution etc

3. Critically evaluate what is effective visualisation and how to create them

Ranking of which visualisation is more effective on Kahoot

Ask students verbalize their thoughts on why certain examples are effective using the terms learned

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Course Name: Supervised learning: theory, applications and negative societal impacts.
LOs and Learning Activities
1. Interpret the workflow of supervised learning.
- Show the workflow of supervised learning
- Pick positive and negative examples for students to tell if the given examples are based on supervised learning

2. Describe the voice generation process as well as its negative social impacts.
- Show the workflow of voice generation process
- Show demos of voice generation
- Give specific examples about how this technology is used in real life.
- Divide students into group (4 persons per group) and discuss more examples related to this technology and the possible negative social impacts.
- Give examples of the negative social impacts it already caused before.

3. Analyze the process of face detection as well as its negative social impacts.
- Show demos of face detection
- Divide students into the same groups and discuss the process of face detection as well as the negative social impacts.
- Summarize the negative social impacts.

Final
- Lesson summary
- Q & A session

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Lesson Topic: Introduction to characteristics and applications of lithium-ion batteries

LOs and activities:
1. Describe the typical configuration of lithium-ion batteries (3 mins)

Use wooclap to collect a word cloud of students’ first thoughts, including positive and negative ones, about the lithium-ion batteries (weblink)

Give a general background of lithium-ion batteries (slides)

Hand out a real battery of laptop for students to obverse its components and configuration (object)

Present the configuration of a battery cell (slides)

2. Explain the reasons behind the short duration and lifetime of current batteries from the perspective of materials science (4 mins)

Using wooclap (choice) to survey the frequency students charge their smartphones (weblink)

Ask one student his/her ideas about possible reasons for the short time duration

Present some dominant reasons especially from the view of materials science (the capacity of anode and cathode should be highlighted)

3. Predict the theoretical capacity (energy density) of a given material (5 mins)

Given the formula to calculate the capacity, students are divided into groups (3-4 persons each group) to discuss possible methods to improve the capacity

Present a solution (two aspects) associated with capacity

Exemplify calculating the capacities of commercial electrodes materials, i.e., graphite and LiCoO2

Give adequate information, students submit their calculated results for the capacity of a given material (wooclap, multiple choice), and reveal the correct answer

Summary, and Q&A (if applicable)

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Course name: Fundamentals of Image Processing
Learning outcomes and activities:
1. Illustrate the acquisition and representation of digital images.
- Given an example of how to obtain a RGB image from the camera.
- Visualize an image on computer from a matrix from.

2. Apply basic image processing methods to enhance the image quality.
- Show the process of using a low-pass filter to remove noise on the images.
- Give students a noisy image, let them try the results by using different filters.

3. Interpret rationale behind some applications of image processing.

- Divide students into groups of 4.
- Each group gives a example of image processing application in real life.
- Each group should be able to interpret the related techniques according to their examples.

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Course name: Introduction to polymer materials
LOs and corresponding activities:
1.     Compare and summarize the difference between polymer materials and non-polymer materials.

-Introduce the basic knowledge about polymers.

-Giving some typical polymers and ask students their difference from non-polymer materials with similar usage.

-Let students summarize basic difference between polymer materials and non-polymer materials.

2.     Explain how glass transition temperature affects the properties of polymer.

-Illustrate the concept of glass transition temperature by giving some examples of polymers.

-Give students some materials in daily life and let them discuss why they are used in specific temperature range.

-Let students summarize how glass transition temperature affects the properties of polymer.

3. Apply the relationship between the polymer structure and properties to analyze some phenomena of polymer materials in daily life.

-Divide students in 3 groups.

-Each group is presented a common phenomenon about polymer materials in daily life. Students are supposed to figure out why the phenomenon occur according to the relationship of specific structure and the material properties.

-Present their discussion result.

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Course Name: Introduction to Quantum Computers.

Learning Outcomes and Activities:
1. Explain the differences between quantum computers and classical computers.

Activity allocated time: [2 min]

Give the students a list of characteristics of quantum and classical computers, without specifying which characteristic belongs to which type of computer.

The students have to vote on which type of computer they believe that specific characteristic belongs to.

The right answer is given + Q/A if any of the answers is unclear.

2. Identify the advantages and disadvantages of quantum computing research.

Activity allocated time: [2 min]

Using Padlet (or any similar tool), students will be asked to input answers regarding advantages or disadvantages of quantum computers.

To help the students consider different aspects of this kind of research, they will be asked to input these advantages and disadvantages on relevant general topics. (eg. Healthcare)

Additional Note: This can provide some insight on how this research can benefit the specific users in the activity for LO3, thus facilitating a relational level of understanding.

3. Interpret the relevance of this research from a user-centered perspective.

Activity allocated time: [2-3 min for team work + 2 min to look at the answers given by each group]

The students will be divided into groups of 4-5.

Each group will be given a user example. (eg. Tech companies/Industry)

Every team has to identify how the specific user will benefit from quantum computers.

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1.    Compare and contrast the different data structures in Python.
- Show students a list of 6 most common data structures used in Python and their corresponding functionalities
- Divide the students into 6 groups
- Assign a data structure type to each group and get them to discuss and write down the similarities and differences of their assigned data structure with respect to the 5 other data structures.
- Each group to present their findings.
- Give a summary of what the class has learned from one another today.

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Topic: Life cycle of materials

Learning Outcomes and Activities

After the course the student must be able
1. Interpret significance of the life cycle assessment of materials around us and how it can impact safety.
-Show various cases of failure of materials due to fatigue to the students and explain the flaws in the design. Students will be asked to form small groups and would be asked to discuss possible reasons pf such failure based on the their understanding. Students will be asked to present answers via Padlet and Instructor will be further explain the correct reasons behind the failure.
-Explain the conditions of the loading and its corresponding failure.
-Show a GIF of the time lapse of failure for visualization.

2. Differentiate good and poor designs of things under load around us for optimal life cycle.
-Show images of good and bad design.
-Let students participate in pointing out which are good and bad designs using Woo clap.
-Give them explanations of what makes a design good.

3. Predict the life cycle of materials through standardized charts for materials under loading conditions.
-Show students one example problem and solve it systematically and share their procedure in Padlet.
-Demonstrate various scenarios and let them  participate and put their opinions forward.
-Give them correct explanation for the demonstrated scenarios.

Conclusion:
-Final remarks and summary
- Assignment for lesson
-Q & A session

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Course name: Introduction to different types of signals.

Learning outcomes and activities:
1. Explain the difference between discrete-time and continuous-time signals.
- Show students four different real-world signals
- Students need to determine if each signal is continuous or discrete, and give their reason

2. Give real-world example of convertion between discrete-time and continuous-time signals.
- Divide students into groups of four
- Each group of student need to give one real-world example of convertion between discrete-time and continuous-time signals.
- Every group need to explain their example.

3. Identify characteritics of real-world signals
- Divide students into groups which is the same to that in activity 2.
- Each group of student will be assigned with an example of signal.
- Each group needs to label the signal with characteritics which was taught in this class.
- Every group need to explain their labels.

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Course name
Introduction to bitwise operations

Learning outcomes and activities
1. Memorize how a computer stores an integer number and the definitions of typical bitwise operations.
- Give video material for students to understand how computer store integer number and the defination of bitwise operations
- Give examples for each operation and invite students to show how they finish the calculation.

2. Select appropriate bitwise operations in the given situation.
- illustrate the differences and similarities between different bitwise operations by given a table in slides
- Give sample questions. Divide students into several groups for discussion.
- Summarize students' observation and founds. Then give the correct answer.

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Topic: Introduction to Python programming with a demo on Jupyter Notebook

Relate the wide applicability of programming to applications or contexts that you are familiar with.

Instructor to describe the basic functions of programming

Students to write down what they think programming can be used for in WooClap and form a word cloud

Instructor to pick up a few interesting words and ask the students why they choose them

Make a plan about how to learn more about programming.

Instructor to show a mind-map of the various programming languages and applications, and explain where and how students should get started;

Instructor to ask 1-2 students about their own plans (what they need programming for, what languages should they pick up)

Compare the functions of Python and Jupyter Notebook.

Instructor to demonstrate the basic "hello world" example in Jupyter Notebook;

Instructor to ask 1-2 students what they think Python and Jupyter Notebook are used for;

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Course name: Introduction to lasers
Learning outcomes and activities:
1. Distinguish lasers from other light sources.
-ask students to list the common applications of lasers that they know.

-show examples with pictures to illustrate the differences between lasers and other light sources.
-ask students to attempt to summarize the properties of laser light sources.

2. Explain the basic properties of lasers based on the principles of lasers.
-summarize the basic properties of lasers from the application examples.
-introduce the basic principles of lasers to students.
-ask students to explain the properties based on the principles of lasers.

3. Apply laser devices safely
-design several MCQs to test students the correct safety operations of lasers.

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1. Analyze the appropriateness of using interview research method for research questions.
1) Introduction: interview as a research method, types of interview, advantages and disadvantages.

Prepare: ppt slides
2) discuss a list of research questions in terms of whether interview methods would be appropriate for addressing the questions and why

2. Apply the understanding of interview method into practices including identifying research questions that can be addressed by interviews, creating interview guides, identifying interviewees, preparing a consent form, taking field notes, and transcribing interview notes.
1)  give instructions: Steps to conduct interviews, major tools, input and output (interview guide, field notes, consent), data analysis
2) Group discussion: In your understanding of how to use interview research methods, which would be the most challenging and why?
3) get responses: comments and experience sharing

3. Discuss findings in relation to the research questions in oral and written forms.
1) encourage students to summarize the discussions about challenges and instructor can give tips to help

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Course name : Sociology
Learning Outcomes and Activities :
1. To be able to identify all the different family structures
- Use wooclap to get responses from the audience

2. To justify Singapore's "pro nuclear family" stance through policies, and explain how this is the case
- Students will be broken into groups
- Each group will be asked to present views