Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Leslie Keiser, University of Tulsa; William Hamill, University of Tulsa; Bryan Tapp, University of Tulsa; William Potter, University of Tulsa; Jerry McCoy, University of Tulsa; Peter LoPresti, University of Tulsa; Donna Farrior, University of Tulsa; Shirley Pomeranz, University of Tulsa

Tagged Divisions

Mathematics

Enhancing Interdisciplinary Interactions in the College of Engineering and Natural SciencesIntroduction and Project GoalsA team of faculty members in the College of Engineering and Natural Sciences at The Universityof Tulsa (TU) began work in July 2004 on a National Science Foundation (NSF)-funded Course,Curriculum, and Laboratory Improvement (CCLI) Project (Proposal # 0410653). This two-yearproject was based on the use of Interdisciplinary Lively Application Projects (ILAPs)1 as avehicle for strengthening connections among science, engineering, and mathematicsdepartments2. The concept of ILAPs originated from a consortium of 12 schools led by theUnited States Military Academy (USMA) with an NSF funded project, Project

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Sarah Maor, Technion-Israel Institute of Technology; Igor Verner, Technion-Israel Institute of Technology

Tagged Divisions

Mathematics

Aspects in Architectural Design course in a college ofarchitecture, which focuses on experiential learning activities in the design studio. The designprocess is tackled from three geometrical complexity directions: tessellations, curve surfaces,and subdividing space by solids. Mathematical needs in architecture design and relevantlearning methods were selected from interviews with practicing architects and educationalliterature. The course evaluation was based on observations, attitude questionnaires, projectportfolios and interviews. Portfolio's assessment criteria focused on the project contents,design solutions and mathematics applications. Results of the course follow-up revealed avariety of mathematically-defined complex geometrical shapes

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Peter Avitabile, University of Massachusetts-Lowell; Jeffrey Hodgkins, University of Massachusetts-Lowell; Tracy Van Zandt, University of Massachusetts-Lowell

Tagged Divisions

Mathematics

important features of the LabVIEW software program. The assignedproject allows the students to develop their own interface with the features that are intuitive tothemselves rather than using a “canned” GUI to illustrate the Fourier series process. Tutorialmaterial describing LabVIEW overview and individual tools needed are presented in class andavailable as voice annotated Flash file overview. Students have used both “canned” MATLABGUIs and standard laboratory exercises using an actual FFT analyzer with signals generated by afunction generator to observe the same phenomena. The students have overwhelminglyindicated that the individual development of the Fourier transformation via LabVIEW was amuch better learning experience. The project, the

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Stephen Pennell, University of Massachusetts-Lowell; Peter Avitabile, University of Massachusetts-Lowell; John White, University of Massachusetts-Lowell

Tagged Divisions

Mathematics

of inputs5.The Laplace Transform is another topic that is viewed quite differently by mathematicians andengineers. When introduced in a differential equations course, the Laplace Transform is usuallyregarded as a tool for solving linear, constant-coefficient differential equations. Since there areeasier ways to solve this class of equations, students are often left wondering why anyone woulduse the transform method. When the Laplace Transform is approached from the engineeringpoint of view, however, its utility is more apparent.The authors of this paper (a mathematician and two engineers) are collaborating on a programwhose goal is to develop interdisciplinary, multisemester projects designed to improve students’learning of basic STEM

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Sabina Jeschke, Technische Universitat Berlin, Inst. f. Mathematik; Lars Knipping, Technische Universitat Berlin; Raul Rojas, Freie Universitat Berlin; Ruedi Seiler, Technische Universitat Berlin

Tagged Divisions

Mathematics

University of Technology using a digital whiteboard and an extra projectorIn order to use the eChalk Software in the classroom, one needs a pen based input device and awide display. Mainly, the following alternative device configurations are in use: • Digitizer tablets or tablet PCs with LCD projector The lecturer writes on a tablet while the computer screen is projected by a beamer. Digitizing tablets are comparatively affordable and easy to transport. The lecturer can face the audience while writing, if a tablet with integrated display is used, supporting interaction with the audience through eye contact. As an additional advantage, this solution is highly mobile

Conference Session

Innovative Instruction Strategies

Collection

2006 Annual Conference & Exposition

Authors

Jonathan Lambright, Savannah State University

Tagged Divisions

Mathematics

assisted in giving the studentsproficiency in programming skills.Structure of the ClassThe projects assigned in the computing techniques class were a significant portion of the studentsgrade. Other significant parts of the students grade came from in classroom examinations duringthe semester and one final examination at the end of the semester. The in class roomexaminations were given to make sure that the students understood the fundamental concepts ofeach numerical method. Students were tested on open and bracketed numerical techniques suchas Fixed Point and False Position methods, however on exams and hand written home works thestudents were asked to perform the technique to within a percentage error that usually requiredno more than 4 to 5

Conference Session

Integrating Math, Science, & Engineering

Collection

2006 Annual Conference & Exposition

Authors

Bruno Osorno, California State University-Northridge

Tagged Divisions

Mathematics

semester we are testingthis technique again in a different course.IntroductionSTUDENT ENGAGEMENT, “SE,” is a technique devised by Celt, “Center for Learning andTeaching,” at California State University Northridge. This technique is one of many approachesto engage students. In this paper we used weekly quizzes all semester long. In addition we hadexaminations homework and group projects. While this technique is not unique or new, we areusing it in combination with its assessment to quantify its effectiveness.ECE 412 was the course used to test this approach. This course is named Power Electronics andMotor Drives. Because the complexity of the course and the required application of most of themathematical background the students should have, it was

Conference Session

Improving the Mathematical Preparation of Students

Collection

2006 Annual Conference & Exposition

Authors

Shuki Aroshas, Technion-Israel Institute of Technology; Igor Verner, Technion-Israel Institute of Technology; Avi Berman, Technion - Israel Institute of Technology

Tagged Divisions

Mathematics

course.Educational conceptsCognitive psychologists noted that instruction should refer to individual characteristics oflearners. The educational approach which coordinates student's abilities and teachingmethods is Attitude Treatment Interaction11-13. ATI points that students can be convergent ordivergent thinkers, short-term or long-term memorizers, extraverts or introverts, more or lessconfident, etc. ATI offers a variety of instructional methods and gives students opportunitiesto choose those which fit their learning styles. The educational approach emphasizes team-based inquires and project assignments in which the students can select their preferredlearning strategies. The ATI indicated that integrating different instructional methodsprovided more

Conference Session

Mathematics in Transition

Collection

2006 Annual Conference & Exposition

Authors

Andrew Grossfield, Vaughn College of Aeronautics

Tagged Divisions

Mathematics

thecourse. The problem is: what is the best arrangement for course material so that a student canvisualize the major components of a course at the beginning and subsequently fill in the details?This paper presents a roadmap in the form of a tree structure (See the chart at the conclusion.)that will allow young students to treat their study of arithmetic as a research project. Theroadmap will provide a navigational aid to assist in the exploration of the world of numbers.Historically, the discovery of the periodic table guided scientists in the study of chemistry,indicating what was known and where gaps existed and raising questions about what remained tobe explored. The periodic table has been immensely valuable, even though its final form

Conference Session

Use of Technology in Teaching Mathematics

Collection

2006 Annual Conference & Exposition

Authors

Melinda Z. Kalainoff, U.S. Military Academy; Dawn E. Riegner, U.S. Military Academy; Matthew Deloia, U.S. Military Academy; Russ Lachance, U.S. Military Academy; Andrew Biaglow, U.S. Military Academy

Tagged Divisions

Mathematics

use SynchronEyes [5] Software to monitor progress, and to project work ontoa classroom screen. To monitor the progress of the study, the study group took the sameexams as the general course population, and certain problems were compared to gaugeunderstanding of key equilibrium concepts. We also administered a survey to determinestudent attitudes toward use of technology. Instructors for the general chemistry course typically come from various academicdisciplines, including chemistry, chemical engineering, and the life sciences. Threeinstructors with various academic experience and backgrounds were chosen for thisstudy. The experience and background of the instructors ranged from new instructor totwelve years teaching experience. Prior