7.2.3 Homework

[Cora Auch]

Grading. Grading will be based onhomework, 2 midterms, and final exam. The percentages will be roughly25, 20, 20, and 35. Exam policies: No electronic devices or study aids/notes of any kindare allowed on the exams. (Calculators are not allowed.)There are no make-up exams. If exceptional circumstances arise,let me know as soon as possible so an arrangement can be made.You will need to provide a letter from the dean. Homework policies: Late homework will not be accepted.To compensate, the lowest two grades of all your assignments will be dropped.Note that since the exam questions will be similar to the homework,you should complete all assignments whether the grade is dropped or not. TA. The TA will be Chung-Hang (Kevin) Kwan.He will be in the help room Tuesdays 9:00-10:30 AM andWednesdays 9:00-10:30 AM in Room 406.

Office hours. 9 - 10 AM Tuesday and Wednesdayin Room 523 in the mathematics building. Book. Introduction to Cryptography with Coding Theory, 2nd editionby Wade Trappe and Lawrence C. Washington Lectures. The lectures will discuss material from the book. It is veryimportant to attend the lectures. You will not be able topick up the material by just reading this webpage and the book.

Reading. Please keep up with the course by studying the material as listedin the syllabus belowas we go through it. We will go through material at a rapid paceand the assumption is that you'll spend a lot of time with thetheory by yourself in order to understand and keep up with the course.

Syllabus and schedule. This is prelimenary and will change as we go along.Perhaps the pace set by the schedule below may be toooptimistic and if so we will move things around.However, the dates for the midterms will not be changed.

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Utahs Science and Engineering Education (SEEd) standards were written by Utah educators and scientists, using a wide array of resources and expertise. A great deal is known about good science instruction. The writing team used sources including A Framework for K12 Science Education1, the Next Generation Science Standards2, and related works to craft research-based standards for Utah. These standards were written with students in mind, including developmentally appropriate progressions that foster learning that is simultaneously age-appropriate and enduring. The aim was to address what an educated citizenry should know and understand to embrace the value of scientific thinking and make informed decisions. The SEEd standards are founded on what science is, how science is learned, and the multiple dimensions of scientific work.

Science is a way of knowing, a process for understanding the natural world. Engineering applies the fields of science, technology, and mathematics to produce solutions to real-world problems. The process of developing scientific knowledge includes ongoing questioning, testing, and refinement of ideas when supported by empirical evidence. Since progress in modern society is tied so closely to this way of knowing, scientific literacy is essential for a society to be engaged in political and economic choices on personal, local, regional, and global scales. As such, the Utah SEEd standards are based on the following essential elements of scientific literacy.

Science is valuable, relevant, and applicable.

Science produces knowledge that is inherently important to our society and culture. Science and engineering support innovation and enhance the lives of individuals and society. Science is supported from and benefited by an equitable and democratic culture. Science is for all people, at all levels of education, and from all backgrounds.

Science is a shared way of knowing and doing.

Science learning experiences should celebrate curiosity, wonder, skepticism, precision, and accuracy. Scientific habits of mind include questioning, communicating, reasoning, analyzing, collaborating, and thinking critically. These values are shared within and across scientific disciplines, and should be embraced by students, teachers, and society at large.

Science is principled and enduring.

Scientific knowledge is constructed from empirical evidence; therefore, it is both changeable and durable. Science is based on observations and inferences, an understanding of scientific laws and theories, use of scientific methods, creativity, and collaboration. The Utah SEEd standards are based on current scientific theories, which are powerful and broad explanations of a wide range of phenomena; they are not simply guesses nor are they unchangeable facts. Science is principled in that it is limited to observable evidence. Science is also enduring in that theories are only accepted when they are robustly supported by multiple lines of peer reviewed evidence. The history of science demonstrates how scientific knowledge can change and progress, and it is rooted in the cultures from which it emerged. Scientists, engineers, and society, are responsible for developing scientific understandings with integrity, supporting claims with existing and new evidence, interpreting competing explanations of phenomena, changing models purposefully, and finding applications that are ethical.

Just as science is an active endeavor, students best learn science by engaging in it. This includes gathering information through observations, reasoning, and communicating with others. It is not enough for students to read about or watch science from a distance; learners must become active participants in forming their ideas and engaging in scientific practice. The Utah SEEd standards are based on several core philosophical and research-based underpinnings of science learning.

Science learning is personal and engaging.

Research in science education supports the assertion that students at all levels learn most when they are able to construct and reflect upon their ideas, both by themselves and in collaboration with others. Learning is not merely an act of retaining information but creating ideas informed by evidence and linked to previous ideas and experiences. Therefore, the most productive learning settings engage students in authentic experiences with natural phenomena or problems to be solved. Learners develop tools for understanding as they look for patterns, develop explanations, and communicate with others. Science education is most effective when learners invests in their own sense-making and their learning context provides an opportunity to engage with real-world problems.

Science learning is multi-purposed.

Science learning serves many purposes. We learn science because it brings us joy and appreciation but also because it solves problems, expands understanding, and informs society. It allows us to make predictions, improve our world, and mitigate challenges. An understanding of science and how it works is necessary in order to participate in a democratic society. So, not only is science a tool to be used by the future engineer or lab scientist but also by every citizen, every artist, and every other human who shares an appreciation for the world in which we live.

All students are capable of science learning.

Science learning is a right of all individuals and must be accessible to all students in equitable ways. Independent of grade level, geography, gender, economic status, cultural background, or any other demographic descriptor, all K12 students are capable of science learning and science literacy. Science learning is most equitable when students have agency and can engage in practices of science and sense-making for themselves, under the guidance and mentoring of an effective teacher and within an environment that puts student experience at the center of instruction. Moreover, all students are capable learners of science, and all grades and classes should provide authentic, developmentally appropriate science instruction.

Science is composed of multiple types of knowledge and tools. These include the processes of doing science, the structures that help us organize and connect our understandings, and the deep explanatory pieces of knowledge that provide predictive power. These facets of science are represented as three dimensions of science learning, and together these help us to make sense of all that science does and represents. These include science and engineering practices, crosscutting concepts, and disciplinary core ideas. Taken together, these represent how we use science to make sense of phenomena, and they are most meaningful when learned in concert with one another. These are described in A Framework for K12 Science Education, referenced above, and briefly described here:

Science and Engineering Practices (SEPs):

Practices refer to the things that scientists and engineers do and how they actively engage in their work. Scientists do much more than make hypotheses and test them with experiments. They engage in wonder, design, modeling, construction, communication, and collaboration. The practices describe the variety of activities that are necessary to do science, and they also imply how scientific thinking is related to thinking in other subjects, including math, writing, and the arts. For a further understanding of science and engineering practices see Chapter 3 in A Framework for K12 Science Education.

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