Demonstrate an understanding of the relationship between the stability and causality of systems and the region of convergence of their Laplace transforms, by correctly explaining the relationship, and using the relationship to determine the stability and causality of systems.Use Laplace transforms to solve differential equations and to determine the response of linear systems to known inputs.List and apply properties of the unilateral and bilateral Laplace transforms.Explain the role of convolution in the analysis of linear time-invariant systems, and use convolution to determine the response of linear systems to arbitrary inputs.Explain the importance of superposition in the analysis of linear systems.Students graduating from 16.030/040 will be able to:.Gain an appreciation for the importance of linear systems analysis in aerospace systems.Use linear systems tools, especially transform analysis and convolution, to analyze and predict the behavior of linear systems.Demonstrate an understanding of the fundamental properties of linear systems, by explaining the properties to others.Students graduating from 16.030/040 will be able to: However, during your design process, you may need to iterate among phases: making some revisions to previous phases of your design (e.g., you may find that you need to alter your learning outcomes if they cannot be assessed). Generally, in a backward-designed course, curricular decisions flow from left to right in the figure above. These are the lectures you give or the activities and practices you facilitate. “Learning activities,” then are what you do with students to help them achieve the desired results.
This evidence is often gathered through assessments: exams, projects, and assignments. Ask yourself: what should students know or be able to do at the end of this course? (Lang, 2010) With a sense of your desired results, you can then consider “acceptable evidence” of obtaining these results, the measures you use to determine whether a student’s performance meets the goals you have for them.
Even if you have not articulated them explicitly, you have some set of goals and some image of what succeeding at those goals looks like. The “desired results ” are your intended learning outcomes (ILOs).
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