AME 40590 Homeworks, Spring 2011 - Revision history

Goodwine: moved AME 40590 Homeworks to AME 40590 Homeworks, Spring 2011

2011-05-24T09:54:46Z

moved AME 40590 Homeworks to AME 40590 Homeworks, Spring 2011

← Older revision	Revision as of 09:54, 24 May 2011
(No difference)

Goodwine: /* Final Exam */

2011-04-30T10:32:34Z

Final Exam

← Older revision		Revision as of 10:32, 30 April 2011
Line 189:		Line 189:


	For the case assigned to you must write two quizzes.		For the case assigned to you must write two quizzes (and provide the answers).

	The first should basically test whether the quiz taker has read and comprehended the exam and be multiple-choice and two or three questions. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.		The first should basically test whether the quiz taker has read and comprehended the exam and be multiple-choice and two or three questions. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.

Goodwine: /* Final Exam */

2011-04-29T22:58:11Z

Final Exam

← Older revision		Revision as of 22:58, 29 April 2011
Line 182:		Line 182:
	The exam is due at 4:30pm, Thursday, May 5, 2011.		The exam is due at 4:30pm, Thursday, May 5, 2011.

	Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here].		Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here]. You may not consult any other people other than me. You may consult reference materials, but anything you consult other than the material supplied in this course, must be listed along with your final.

	You may trade with others as long as both of you agree and notify me.		You may trade with others as long as both of you agree and notify me.

Goodwine: /* Final Exam */

2011-04-29T22:05:44Z

Final Exam

← Older revision		Revision as of 22:05, 29 April 2011
Line 180:		Line 180:

	=Final Exam=		=Final Exam=
			The exam is due at 4:30pm, Thursday, May 5, 2011.

	Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here].		Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here].

Goodwine: /* Final Exam */

2011-04-29T22:02:37Z

Final Exam

← Older revision		Revision as of 22:02, 29 April 2011
Line 200:		Line 200:

	a) it was totally based on precedent with no real reasoning other than that		a) it was totally based on precedent with no real reasoning other than that

	b) it was based on a rather deep analysis of whether it promoted science an the useful arts		b) it was based on a rather deep analysis of whether it promoted science an the useful arts

	c) it was based on principles or statutory interpretation		c) it was based on principles or statutory interpretation

	d) b) and c)		d) b) and c)

	etc."		etc."

Goodwine: /* Final Exam */

2011-04-29T22:01:26Z

Final Exam

← Older revision		Revision as of 22:01, 29 April 2011
Line 193:		Line 193:
	The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests. Number those questions 2 through 6 to indicate to what level each question corresponds. I'm not going to get overly picky on something belonging specifically to level 4 instead of level 5, but as you work your way up the levels the questions must generally reflect a corresponding increase in depth of understanding of the case.		The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests. Number those questions 2 through 6 to indicate to what level each question corresponds. I'm not going to get overly picky on something belonging specifically to level 4 instead of level 5, but as you work your way up the levels the questions must generally reflect a corresponding increase in depth of understanding of the case.

	The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it ~~must~~ be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.		The quiz should be able to be completed in 15 minutes, approximately three minutes for each question, so it each be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.

	In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good. Alternatively multiple-choice would work as well. For example		In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good. Alternatively multiple-choice would work as well. For example

Goodwine: /* Final Exam */

2011-04-29T21:50:52Z

Final Exam

← Older revision		Revision as of 21:50, 29 April 2011
Line 187:		Line 187:


	For ~~that~~ case you must write two quizzes.		For the case assigned to you must write two quizzes.

	The first should basically test whether the quiz taker has read and comprehended the exam. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.		The first should basically test whether the quiz taker has read and comprehended the exam and be multiple-choice and two or three questions. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.

	The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests. Number those questions 2 through 6 to indicate to what level each question corresponds. I'm not going to get overly picky on something belonging specifically to level 4 instead of level 5, but as you work your way up the levels the questions must generally reflect a corresponding increase in depth of understanding of the case.		The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests. Number those questions 2 through 6 to indicate to what level each question corresponds. I'm not going to get overly picky on something belonging specifically to level 4 instead of level 5, but as you work your way up the levels the questions must generally reflect a corresponding increase in depth of understanding of the case.
Line 195:		Line 195:
	The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.		The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.

	In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good.		In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good. Alternatively multiple-choice would work as well. For example

			"The fundamental basis for the decision in Bilski was:

			a) it was totally based on precedent with no real reasoning other than that
			b) it was based on a rather deep analysis of whether it promoted science an the useful arts
			c) it was based on principles or statutory interpretation
			d) b) and c)
			etc."

Goodwine: /* Final Exam */

2011-04-29T21:46:22Z

Final Exam

← Older revision		Revision as of 21:46, 29 April 2011
Line 191:		Line 191:
	The first should basically test whether the quiz taker has read and comprehended the exam. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.		The first should basically test whether the quiz taker has read and comprehended the exam. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.

	The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests.		The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests. Number those questions 2 through 6 to indicate to what level each question corresponds. I'm not going to get overly picky on something belonging specifically to level 4 instead of level 5, but as you work your way up the levels the questions must generally reflect a corresponding increase in depth of understanding of the case.

	The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.		The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.

	In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good.		In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good.

Goodwine: /* Final Exam */

2011-04-29T21:44:19Z

Final Exam

← Older revision		Revision as of 21:44, 29 April 2011
Line 181:		Line 181:
	=Final Exam=		=Final Exam=
	Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here].		Find the case that is assigned to you [https://www.nd.edu/~jgoodwin/ame40590/ here].

			You may trade with others as long as both of you agree and notify me.

			There are about 10 cases hanging off the end of the list. If you want to swap with one of those email me. Those will go on a first-come first-serve basis. Wait until you receive confirmation from me if you want to trade before you start working.


	For that case you must write two quizzes.		For that case you must write two quizzes.
Line 188:		Line 193:
	The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests.		The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests.

	The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but not to Bilski.		The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but '''not''' to Bilski.

			In order to be answerable in three minutes, questions testing the higher-levels probably have to be leading in nature. For example, "What was the basic principle that was underlying the opinion in Bilski?" is too much. However, "Did the opinion in Bilski rest upon the same basic reasoning as State Street?" would be good.

Goodwine: /* Final Exam */

2011-04-29T21:39:41Z

Final Exam

← Older revision		Revision as of 21:39, 29 April 2011
Line 186:		Line 186:
	The first should basically test whether the quiz taker has read and comprehended the exam. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.		The first should basically test whether the quiz taker has read and comprehended the exam. It must be fair in that it does not require a very deep understanding of the case, but it also should not be completely superficial. Also it must not involve facts from the case that can be obtained by easy web shortcuts, particularly Wikipedia summaries of the case. This part of the quiz should essentially be like what I've given over the past several weeks.

	The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.~~cte~~.~~usf.edu/materials/institute~~/~~ct/index4.html~~ Bloom's taxonomy].		The second quiz should substantively test whether the taker understood the case. There should be five questions and each question should be from one level of [http://www.imteachingfrench.com/?p=77 Bloom's taxonomy], except for the first level, which is what the first quiz basically tests.

			The quiz should be able to be completed in 15 minutes, so three minutes for each question, so it must be a question that can be answered in a couple sentences. A question may test understanding of the case in relationship to others with the following important limitation: it can only ask about the relationship to '''earlier''' cases in the same area. For example, a question on State Street may ask about the relationship to Arrhythmia but not to Bilski.