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*These are raw notes for an eventual wiki page. Please return later.*

This paragraph contains some musings about what you have to think about when constructing curriculum at the upper division level:

- How we order the content?

- A basis of the paradigms is that we review and/or teach the math as we go along - Just-in-Time Math
- Dilemma - we want the physics concepts to develop in a logical order, but you have to be careful that the students mathematics skills develop in a logical order as well. These needs can conflict with each other.

- How do you weave the mathematics around the physics content? An important problem for the symmetries course, for example, is that - students never knew or don't remember vector calculus.
- You also have to be able to alternate things so that your group activities fall on the long days.
- Especially for the first paradigms, we would like to start with physics rather than math.

The importance of sequences of activities.