Resource Center for Teachers
Discover resources for NEW TEACHERS
Welcome to TAV College! We’re delighted that you’ve become part of our team. Below, you’ll find resources to support you on your path.
NEED HELP? ASK YOUR COLLEAGUES FOR HELP.
Send an email to: onlinehelp@tav.ca
On this page:
- Introduction
- Technology and Learning
- Definitions
- Resources for Online Teaching
- Five Step Guide for Online Lecturing
Free remote teaching course for instructors
Provided by TÉLUQ Univeristy, Montreal – Quebec.
*Currently only available in the French language.
1. INTRODUCTION
The Fall 2020 online semester will not only be a new experience for students, but for teachers as well. Some teachers may feel intimidated by the thought of delivering their course(s) in an online format, or some may even feel “technolgically-challenged” and unequipped to teach using technology as a means of communication. However, rest assured that the College is here to help as much as possible.
GUIDING PRINCIPLE AS WE NAVIGATE UNCERTAIN TIMES
WHAT IS GOOD TEACHING?
Good teachers are committed to their students. They must deal with a wide range of student abilities and challenges: different languages, different home situations, and different abilities and disabilities. They must adapt instruction and assessment to students’ needs. The whole time that these experts are navigating through the academic material, they also are taking care of the emotional needs of their students, propping up sagging self-esteem, and encouraging responsibility. From the first day of class, they carefully plan and teach the basic procedures for living and learning in their classes. Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
2. Technology and Learning
Does technology use support academic learning? The answer is complex and even surprising. Computers are more likely to increase achievement if they support the basic processes that lead to learning: active engagement, frequent interaction with feedback, authenticity and real-world connection, and productive group work (A. Jackson et al., 2006; Roschelle et al., 2000; Tamim, Bernard, Borokhovski, Abrami, & Schmid, 2011). Like any teaching tool, computers can be effective if used well, but just being on a computer will not automatically increase academic achievement.
HOW CAN I INTEGRATE TECHNOLOGY INTO MY TEACHING?
The process of integrating digital tools to support learning may seem difficult and troublesome at first, especially for teachers with weaker technological skills. Starting points include researching your school or district technology policies and procedures, identifying internal resources such as technology integration teams, seeking out training resources, and working with teachers who already use technology in their classes.
Becoming familiar with available technological resources will help you to identify and include appropriate technologies that will enhance your teaching. *A golden rule for technology integration in any classroom is that you do not need to reinvent the wheel. Focus on identifying centres of expertise where existing resources are available to adapt and build on.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
PEDAGOGICAL GUIDE: DIGITAL COMPETENCY FRAMEWORK (GOVERNMENT OF QUEBEC)
On April 25, 2019, the Minister of Education and Higher Education, Jean-François Roberge, unveiled the Digital Competency Framework, part of the Digital Action Plan for Education and Higher Education.
The framework is one of the few action plan measures that spans multiple educational levels (preschool education through higher education, including general education for adults and vocational training) and is intended for learners, teachers and non-teaching professionals alike.
The aim of the framework is to develop digital competency, which is defined as a set of skills necessary to the confident, critical and creative use of digital technologies to achieve objectives with regard to learning, work, leisure, and inclusion or participation in society.
CAN TECHNOLOGY CHANGE EDUCATION? YES!: RAJ DHINGRA AT TEDXBEND
3. Definitions For online teaching
Virtual Learning Environments
Virtual learning environments (VLEs) is a broad term that describes many ways of learning in virtual systems. The most traditional VLE is referred to as a learning management system (LMS) (see below).
Virtual learning environment (VLE)
A broad term that describes many ways of learning in virtual or online systems.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Personal Learning Environments
There are different kinds of VLEs. A personal learning environment (PLE) framework provides tools that support individualized learning in a variety of contexts and situations; the learners assume control of how and when their learning occurs.
Students working in PLEs can download an assignment at Starbucks, read the material on the bus, and then post an analysis on the discussion board at 4:00 a.m. from home. Learning in PLEs can be asynchronous—taking place anytime and anywhere. Complex PLEs include tools that assess learners’ knowledge and then adapt the next content to fit their needs. Tools that support PLEs include computer-based training modules, e-books, cognitive tutors, quizzes, and self-assessment tools.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Personal Learning Network (PLN)
A personal learning network (PLN) is a framework in which knowledge is constructed through online peer interactions. PLNs consist of both synchronous (real-time) and asynchronous technologies using interactive web conferencing, hybrid classes, or online discussions.
Tools that support PLNs include web conferencing tools, instant messaging, interactive video and audio messaging, social networking, discussion boards, and blogs.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
Learning management system (LMS)
System that delivers e-learning, provides tools and learning materials, keeps records, administers assessments, and manages learning.
Examples: Omnivox, Moodle, Canvas.
Source: Anita Woolfolk, Philip H. Winne, Nancy E. Perry. (2019). Educational Psychology (Seventh Canadian Edition) [Texidium version]. Retrieved from http://texidium.com
UPLOAD - DOWNLOAD
Upload ↑
To transfer digital files from a computer (or digital device) onto a network (the Internet), which can then be viewed or downloaded by another user.
Download ↓
The technological process of making a copy of a digital file from a network onto a digital device.
PDF, .DOCX & .DOC
File management can be a hassle for even highly experienced technology users. One struggle for teachers is understanding file extensions when downloading assignments from students or when uploading assignment instructions. We have broken down the most common file extensions below to give you a better understanding of what kind of files your students may send you and what they will do.
PDF, which stands for “Portable Document Format,” is a multi-platform file format developed by Adobe Systems.
A PDF file captures document text, fonts, images, and even formatting of documents from a variety of applications. You can e-mail a PDF document to your friend and it will look the same way on his screen as it looks on yours, even if he has a Mac and you have a PC. Since PDFs contain color-accurate information, they should also print the same way they look on your screen.
Source: [Unknown author] PC.net. Retrived from: https://pc.net/glossary/definition/pdf July 14, 2020.
.DOCX & .DOC
Most students are using one of two document creation software. These software are very familiar to most: Microsoft Word or Google Docs.
- Google Docs is a free software that synchronizes with many other Google applications, such as: Gmail, Google Drive, Google Slides and Google Sheets. Docs also allows users to share a link to the document where they can then collaborate, offer commentary or read the document from anywhere in the world.
- Microsoft Word is a document creation software that you must pay for. Word offers the same options to comment on documents, however, you cannot access a Word document from anywhere in the world.
INTER-SOFTWARE FILE LANGUAGE
Luckily, although Word and Google Docs are different software, they have both made it possible to allow the user to open a file made by either-or. In other words, when you send someone a Word document, you are sending them a file containing a “.doc” file extension. For example, “englishessay.doc” You can then open this file in Google Docs if you do not have Word installed on your computer.
Similarly, when you send someone a Google Docs document, you are sending them a file containing a “.docx” file extension. For exmaple, “english-paper.docx” You can then open this file in Word if you prefer using this software.
Learn more about this: https://www.youtube.com/watch?v=_–COwIywgk
SUGGESTED NOTE: REQUEST A SPECIFIC FILE EXTENSION FROM YOUR STUDENTS
The easiest solution to avoid complications when receiving assignments from your students is to request that they send you their assignment as a PDF document. PDF documents retain the font family, font size and formatting of a document so that the teacher is seeing the same exact document that the student sent.
HOW DO I OPEN A .PDF DOCUMENT?
The easiest software for opening PDFs is Google Drive, however, most Internet browsers can now open PDFs as well.
"cloud" storage
Allows computer users to access online data storage, documentation and files from anywhere in the world.
The opposite is stationary storage. Using stationary storage, data can only be accessed from a single computer and must be uploaded to a USB drive in order to be shared onto other computers.
Examples of Cloud storage systems include:
- Google Drive
- Dropbox
- Apple iCloud
MORE TERMINOLOGIES
EXPORT
When you export a digital project, you are taking that project and collapsing it into a move-able file such as “.jpg” file, a “.pdf” or a “.mp4” When a user users a copy of this exported file, they may download and open the file to view the contents.
IMPORT
Whenever you bring new digital files into a project or document, you are importing. For example, if you are writing a document on Microsoft Word and you add an image to the document, you have imported the image.
HYPERLINK
A hyperlink (or simply a link) is generally text or graphics on a webpage or document that is click-able and allows a computer to read, identify and bring you to a specific webpage or application. For example, to get to the webpage that you are on right now, you can click on this hyperlink: Resources for Teachers.
URL
A URL, which stands for uniform resource locator, is a set of unique words, numbers and symbols that allows a Web browser to read and identify a specific webpage and then brings the user to that digital location. URLs are very similar to hyperlinks, however, the difference is that a hyperlink contains a URL. For example, as you saw above, the words “Resources for Teachers” contains the URL www.tav.ca/resources-for-teachers/ within the text. So, when you click on the words “Resources for Teachers,” you are actually clicking on a URL, but the URL is disguised as a button.
4. ONLINE LEARNING RESOURCES FOR TEACHERS
TAV encourages our teachers to use omnivox and google applications as much as possible for online course delivery.
LECTURING AND STUDENT MANAGEMENT
GOOGLE MEET
Free, online, multi-user video conferencing software.
Features: Easy integration with Gmail, Google Drive and Google Docs.
Pedagogical uses: Lectures, group work, individual meetings with students.
LEARN MORE >
Omnivox – Léa
Learning management system
Features: Intuitive design, centralized teaching.
Pedagogical uses: Upload assignment instructions, course readings, and virtual lectures, keep track of student attendance, upload grades.
omnivox – Mio
Messaging system for student-teache interactions.
Features: Text, video or image sending capabilities.
Pedagogical uses: Communication with students.
GOOGLE DRIVE
Free cloud storage software.
Features: Easy integration with Gmail, Google Docs and Google Slides.
Pedagogical uses: Collaborative learning, assignment/file organization, rapid document, video and image sharing.
LEARN MORE >
GOOGLE SLIDES
Free presentation software
Features: Easy integration with Google Drive, easily export to a PDF, send a hyperlink (access anywhere).
Pedagogical uses: Lecture presentations, multimedia lecture integration.
LEARN MORE >
STUDENT ENGAGEMENT
GOOGLE DOCS
Free, online, document creator.
Features: Easy integration with Google Drive, multi-user co-editing capabilities (for group work), auto-saves, facilitates feedback and commentary.
Pedagogical uses: Offer feedback and/or commentary on written works, group projects.
LEARN MORE >
KAHOOT!
Free game-based learning platform.
Features: Easyily design games using different “quiz” questions.
Pedagogical uses: Increase student engagement, create a healthy virtual classroom environment.
LEARN MORE >
5. FIVE STEP GUIDE FOR ONLINE LECTURING (USING GOOGLE MEET)
1. HOW TO SETUP AND USE GOOGLE MEET
Setup a link where student’s can join your virtual classroom each week.
2. SETUP SHARING PERMISSIONS ON GOOGLE MEET
Be aware that some links are available to certain email addresses and not to others.
3. UPLOAD THE LECTURE TO YOUTUBE
Allow your students to access your lecture at anytime for reference to lecture slides and/or presentation.
4. GOOGLE MEET: THE STUDENT’S PERSPECTIVE
What will the students be seeing?
5. UPLOAD THE SESSION TO OMNIVOX
Ensure that your online lectures are available to all students by uploading them to Omnivox.
Do you have questions or comments?
LEGEND:
SEMESTER 1
202-NYA-05 GENERAL CHEMISTRY: MATTER
Course description:
Designed as an extension of concepts learned in high school, this course prepares students for the chemistry of solutions, organic chemistry, and biology courses while introducing them to laboratory work. The student is called upon to establish the relevant links between phenomena and fundamental concepts and verify them from data provided or observations obtained in the laboratory.
At the end of the course, students will be able to:
- Apply the probabilistic model of the atom to the analysis of the properties of elements
- Solve problems affecting the structure and states of matter in using modern theories of chemistry
- Apply the laws of stoichiometry to the study of chemical phenomena
- Experimentally verify the physical and chemical properties of matter
203-NYA-05 MECHANICS
Course description:
As an extension of the notions of mechanics already studied in high school, this course will teach students to develop a rigorous working method through the resolution of physical problems and the explanation of various phenomena of everyday life by verifying them experimentally.
This course uses the mathematical concepts and skills acquired in the Differential Calculus course as well as certain concepts addressed concurrently in the Integral Calculus course. The course helps to equip the student with knowledge and know-how specific to a rigorous scientific approach: observation, modeling, comparison of theoretical models with real behavior, and validation of hypotheses.
At the end of this course, students will be able to:
- Describe the translational and rotational movement of bodies
- Apply the concepts and laws of dynamics in the analysis of the movement of bodies
- Perform calculations of work and energy in simple situations
- Apply the principles of conservation of mechanics
- Experimentally verify the laws and principles related to mechanics
The concepts introduced in this course will subsequently be used in the Electricity and Magnetism and Waves and Modern Physics courses.
603-101-MQ INTRODUCTION TO COLLEGE ENGLISH
Course Description:
The objective of this course is to analyze and produce various forms of discourse.
Competencies to be developed are:
- To identify the characteristics and functions of the components of literary texts
- To determine the organizations of facts and arguments of a given literary text
- To prepare ideas and strategies for a projected discourse
- To explicate a discourse
- To edit the discourse
All competencies lead to the production of an approximately 750-word essay.
345-101-MQ KNOWLEDGE
Course Description:
The objective of this course is to apply a logical and analytical process of thinking to how knowledge is organized and used.
Competencies to be developed are:
- To recognize the basic elements of a field of knowledge
- To define the modes of organizations and utilization of a field of knowledge
- To situate a field of knowledge within its historical context
- To organize the main components into coherent patterns
- To produce a synthesis of the main components
602-100-MQ BASIC FRENCH
Course Description:
The objective of this course is to apply basic concepts for communicating in standard French.
Competencies to be developed include:
- Writing and revising a simple text
- Understanding the meaning of a simple text
- Conveying a simple oral message
- Understanding the meaning of a simple oral message
201-NYA-05 CAL I: Differential calculus
Course description:
This course establishes the foundations of differential calculus for its use in pure and applied sciences. It prepares students, in particular, for the courses, Mechanics, Modern Physics, and Integral Calculus. The course explains the conceptual bases of differential calculus, i.e. the notions of a function, variation of a function, and limit, and applies them to concrete situations.
By the end of the course, students will be able to:
- Recognize and describe the characteristics a function represented in the form of a symbolic expression or in graphic form
- Determine if a function has a limit, is continuous, is differentiable, at a point and over an interval
- Apply the rules and techniques of derivation
- Use the derivative and the concepts related to analyze the variations of a function and draw its graph
- Solve optimization and rate of change issues
SEMESTER 2
603-102-MQ LITERARY GENRES
Course Description:
The objective of this course is to apply a critical approach to literary genres.
Competencies to be developed are:
- To distinguish genres of literary texts
- To recognize the use of literary conventions within a specific genre
- To situate work within its historical and literary period
- To explicate a discourse and representative of a literary genre
- To edit the discourse
All competencies lead to the effective presentation of an approximately 1000 word integrated response to a text.
602-TVA-TV FRENCH FOR SPECIFIC PROGRAMS
Course Description:
The objective of this course is to apply basic concepts for communicating in the French language in relation to the student’s field of study.
Competencies to be developed include:
- Writing and revising a short text related to the student’s field of study
- Understanding the meaning and characteristics of a text related to the student’s field of study
- Conveying a simple oral message related to the student’s field of study
- Understanding the meaning of a simple oral message related to the student’s field of study
109-101-MQ PHYSICAL ACTIVITY AND HEALTH
Course Description:
The objective of this course is to analyze one’s physical activity from the perspective of trends in health relating to lifestyle choices.
Competencies to be developed include:
- Establishing the relationship between one’s lifestyle habits and their health
- Being physically active in a manner that promotes good health
- Recognizing one’s needs, abilities, and motivational factors with respect to regular and sufficient physical activity
- To propose physical activities and nutritional guidance that promote a healthy lifestyle
201-NYB-05 CAL II - INTEGRAL CALCULUS
Course description:
This course establishes the bases of integral calculus with a view of its applications to concrete situations: calculation of the area under a curve, calculation of the area and volume of solids, calculation of the length of a portion of a curve. The course follows and relies heavily on the concepts developed in Differential Calculus by consisting of doing the reverse operation of the derivation.
At the end of this course, students will be able
- Determine the indefinite integral of a function
- Calculate the limits of functions with indeterminate forms
- Calculate definite integral and the improper integral of a function over an interval
- Translate concrete problems in the form of differential equations and solve simple differential equations
- Calculate volumes, areas, and lengths to construct graphic representations in the plane and in space
- Analyze the convergence of a series
202-NYB-05 CHEMISTRY OF SOLUTIONS
Course description:
This second chemistry course deepens understanding, more quantitatively, of the basic theories relating to the nature of matter in aqueous solutions through its physical and chemical properties. Students will establish links between fundamental phenomena and concepts using models of approximations.
Students will experimentally verify certain theoretical models, establish their limits, and analyze them in order to establish the causes of variation in the results obtained. The practical work thus makes students able to criticize their results and to estimate the degree of precision and reproducibility.
At the end of this course, students will be able to:
- Analyze the colligative properties of solutions
- Resolve problems related to the kinetics of reactions in solutions
- Resolve the problems related to chemical equilibrium
- Experimentally verify certain properties of solutions
- Experimentally determine certain characteristics of reactions in solutions
101-NYA-05 GENERAL BIOLOGY I
Course description:
This course is the first biology course in the program, which presents the organization of living things in a hierarchical fashion, from the most fundamental level of life, the cell, to its most global level, the maintenance and the complexity of life on Earth.
At the end of this course, students will be able:
- Distinguish the relationships between the structures and functions of certain levels of organization of living things
- Analyze the mechanisms responsible for the genetic variation of living things
- Appreciate the action of the mechanisms of evolution of diversity and life complexity
- Analyze the integration of living in a community
- Explain the transformation process of matter and of energy
Students will also be able to recognize the characteristics of a rigorous scientific approach in the originality of the approach of some biologists who have marked the evolution of this science and to hold a critical discourse on current technological applications in the domain.
SEMESTER 3
603-103-MQ LITERARY THEMES
Course Description:
The general objective of this course is to enable the student to apply a critical approach to a literary theme. The student will study various examples in English literature in order to understand how well-known authors unify their works around themes.
Further, the student will be able to read various selections of unfamiliar literature, either fiction or non-fiction, and discuss them intelligibly in writing through the understanding of their themes.
By the end of this course, the student will apply their understanding of the theme by writing an analysis of a literary text (an approximately 1000 word paper.)
345-102-MQ WORLD VIEWS
Course Description:
The objective of this course is to apply a critical thought process to world views.
Competencies to be developed are:
- To describe world views
- To explain the major ideas, values, and implications of a worldview
- To organize the ideas, values, and experiences of a worldview into coherent patterns
- To compare world views
- To convey the ideas, attitudes, and experiences of the societies or groups studied
109-102-MQ PHYSICAL ACTIVITY AND EFFECTIVENESS
Course Description:
The objective of this course is to improve one’s effectiveness when practicing physical activity.
Competencies to be developed include:
- Planning an approach to improve one’s effectiveness when practicing a physical activity
- Using a planned approach to improve one’s physical health
420-TVB-TV USE OF MICROCOMPUTER SOFTWARE
Course Description:
This elective course approaches the novel technology of 3D printing with an interdisciplinary perspective and opens it up to all DEC program students at the College. The course aggregates several disciplines into one coherent learning experience by drawing on perspectives of:
- Mathematics
- Design
- Physics
- Computer science
- Engineering
- Biology
In today’s world, every field and every industry needs innovative thinkers that can make a difference. Inquiry-based learning is a 21st-century teaching and learning philosophy that requires students to not only be “problem solvers”, but “problem finders” as well. Instead of simply presenting established facts, teachers guide students to discover their worlds and how they could make it better. This is accomplished by posing questions, challenging the norm, and pushing the boundaries. Innovation is a keyword at the core of this philosophy.
No other technology, since the invention of the computer has the potential to positively impact education and learning as the 3D printer. 3D printers are now being used in practically every field. Learning how to use them is becoming as essential a skill as reading and writing.
From the medical field, automotive and aerospace industry, fashion, food, and architecture, 3D printers are becoming a regular on- the scene. Putting the world of 3D printing in the hands of students will help better prepare them to shape their world and be innovative in their field of choice.
This course, on the fundamentals of CAD design for rapid prototyping and 3D printing, provides all of the foundational knowledge necessary to bring the world of 3D printing to the students and start their journey to innovation in whichever field they choose to pursue.
201-NYC-05 LINEAR ALGEBRA AND VECTOR GEOMETRY
Course description:
This course introduces students to the notions of linear algebra and vector geometry and to develop tools that can be used in particular, in the physics course, Electricity and magnetism given in the 4th session, but concurrently in the context of applications specific to the natural sciences, mathematics, economics, and computer science, at the pre-university level. The main subjects of study are matrix calculus, geometric and algebraic vectors, the structure of vector space, and representations and equations of geometric loci in the plane and in space.
At the end of this course, students will be able:
- Translate concrete problems in the form of linear equations
- Solve systems of linear equations using matrix methods
- Establish links between geometry and algebra
- Establish the equation of geometric loci (lines and planes) and determine their intersections
- Calculate angles, lengths, areas, and volumes
- Demonstrate propositions
- Construct representations of geometric places in the plane and in space
203-NYB-05 ELECTRICITY AND MAGNETISM
Course description:
Using several notions seen in mechanics: kinematics, forces, potential and kinetic energies, the moment of force, etc. and using the concepts of mathematics acquired in the differential calculus and integral calculus courses, widely used in the analysis of a continuous distribution system of stationary or moving electric charges, this course is an introduction to electric and magnetic phenomena. Starting from the formulation of the laws of electromagnetism, students will be able to explain the overall functioning of the various devices and the mechanisms describing the electrical and magnetic phenomena and also to apply electromagnetism in situations of everyday life.
At the end of this course, students will be able to:
- Analyze physical situations related to electric charges at rest and to electric current
- Analyze physical situations related to magnetism and magnetic induction
- Apply the laws of electricity and magnetism
- Experimentally verify the laws of electricity and magnetism
420-PRA-TV INTRODUCTION TO PROGRAMMING
Course description:
In this course, students will learn the development of effective algorithmic solutions to simple problems following a correct analysis of the situation, the available data, the desired results, and the necessary treatments as well as the validation of it.
Students will also be able to use a programming language by correctly recognizing
- the characteristics and functionality of a computer and its network
- the correct use of a workstation in a development environment
- the correct translation of algorithms,
- the rigorous application of coding standards
- the efficient use of environmental functionality in tracking and correcting compilation errors
- the correct application of test sets necessary to verify the functioning of the environment program
- the appropriate debugging of the program according to the algorithm
- the basic concepts of object-oriented programming: class, object, method, and attribute.
SEMESTER 4
603-TVE-TV ENGLISH ADAPTED TO PROGRAM
Course Description:
The objective of this course is to communicate in the forms of discourse appropriate to one or more fields of study, focusing on citation styles and preparing the student for university-level writing.
Competencies to be developed include:
- Identifying the forms of discourse appropriate to given fields of study
- Recognizing the discursive frameworks appropriate to given fields of study
- Analyze and succinctly explain the main ideas of an oral and written discourse
109-103-MQ PHYSICAL ACTIVITY AND AUTONOMY
Course Description:
The objective of this course is to demonstrate one’s ability to assume responsibility for maintaining a healthy lifestyle through the continued practice of physical activity.
Competencies to be developed include:
- Planning a personal physical activity program
- Combining the elements of a regular and sufficient practice of physical activity as part of a healthy lifestyle
- Manage a personal physical activity program
345-TVH-TV CRITICAL THOUGHT APPLIED TO WORLD ISSUES
Course description:
The objective of this course is to apply a critical thought process to ethical issues relevant to the field of study.
Competencies to be developed include:
- Situating significant ethical issues within appropriate world views and fields of knowledge
- explaining the major ideas, values, and social implications of ethical issues
- organizing the ethical questions and their implications into coherent patterns
- Debating ethical issues
203-NYC-05 WAVES, OPTICS AND MODERN PHYSICS
Course description:
In this third physics course in the program, students will have to use the notions of mathematics acquired in the Differential Calculus, Integral Calculus, and Mechanics courses. Students will use functions with several independent variables necessary for the description of waves and obtain certain characteristics of them, which have recourse to partial derivatives and to integrals.
From revolutionary discoveries on several aspects of the Universe and of matter, students will be introduced, in particular, to geometric and wave optics, to the structure of matter and to radioactivity, to mechanical waves and vibrations, to the electromagnetic spectrum and relativity, which are notions useful both for students of the health, pure and applied or computer sciences.
The approaches followed will address the history of the main discoveries and will stress the importance of the major fundamental questions in physics, relating to science, technology, and social progress.
At the end of the course, students will be able to:
- Apply the basic principles of physics to the description of vibrations, waves, and their propagation
- Apply the laws of geometrical optics
- Apply the characteristics of waves to light phenomena
- Analyze situations based on notions of modern physics
- Experimentally verify the laws and principles related to waves, optics, and modern physics
203-EPH-TV PROBLEM SOLVING IN ENGINEERING PHYSICS
Course description:
This course prepares students to apply an experimental/numerical analysis in order to solve physics and engineering problems using MATLAB/Octave.
At the end of this course, students will be able to:
- Represent various situations, drawing upon relevant concepts, laws, and principles of mechanics, electricity, magnetism, waves, and optics.
- Solve problems using numerical methods through MATLAB/Octave.
- Apply experimental/numerical analysis or validation specific to physics and engineering
360-200- TV INTEGRATION PROJECT
Course description:
This course is an extension of the comprehensive assessment that must be successfully completed in order to obtain a DEC in Science. By the end of the course, students will have demonstrated the integration of the general goals of the Science program.
Integration, in the context of this course, means to possess the ability to clearly make: connections between the elements of the student’s learning, to recombine knowledge in various ways, and to put them to use in order to adapt to new situations. To this end, students will be asked to propose, conduct and present a research project on a scientific theme of their choice.
The integration project is multidisciplinary in its approach and should take into account not only the specific components of the program but also, its components of general education as well.
The course is designed to support students throughout their independent projects by providing relevant theoretical guidance as the projects progress. The projects require students to draw on prior knowledge from previous courses as well as provide them with the opportunity to engage in personal, stimulating, and creative work in their chosen area of personal interest. The choice of a project should ultimately reflect the student’s learning goals throughout their DEC.