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Learning engineering mathematics through online exemplars

Learning engineering mathematics through online exemplars. Chris Robbins. Background. Autumn 2009: MEI contacted by RAEng July 2010: Work started Chris Robbins >20 years modelling and simulation in/to industry 11 years small consulting company 8 years STEM outreach.

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Learning engineering mathematics through online exemplars

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  1. Learning engineering mathematics through online exemplars Chris Robbins

  2. Background • Autumn 2009: MEI contacted by RAEng • July 2010: Work started • Chris Robbins • >20 years modelling and simulation in/to industry • 11 years small consulting company • 8 years STEM outreach

  3. Requirements and problem selection • “To produce engineering-based examples designed to support the teaching of mathematics in the level 3 Engineering Diploma.” • Drawn from industrially suggested problems • Drawn from Chris’s industrial experience • Careful selection – real problems can be very hard!

  4. Methodology • Package methodology essentially new • Approach is problem-driven • each activity introduced by a problem statement • Mathematics introduced to: • Analyse and describe problem • Be predictive: • qualitatively • quantitatively

  5. Methodology delivery • Paper examples • high quality image renders • Film of experiments • Static animations to introduce key concepts • problem introduction or concepts within an activity • short • Interactive animations • flash based for wide platform web delivery • (iPad )

  6. Resource map

  7. Design

  8. Example images

  9. Experiments(watch the film or DIY)

  10. Animation/problem statement

  11. Interactive examples(click to run) AC interactive example Thermal expansion interactive example

  12. Syllabus coverage • High level • Mathematical modelling • Trig and coord geometry • Algebra • Statistics • Calculus • MEI list subdivides into 101 statements! • Diploma ASL extends categories to include proof and provides specific subdivisions of the above

  13. Learning pedagogy • Students address rich, challenging problems • Opportunities for discussion • Wide variety of presentation approaches • Authentic problem situation

  14. Support • Mathematicians • A realistic context • “Box-outs” to describe the engineering and physics concepts used. • Engineers • Supports current thinking about teaching and learning mathematics

  15. Current status • Approx 15 resources being prepared for final formatting • Trialling initiated

  16. Future use • Diploma may have an uncertain future but examples have wider application • Alternative level 3 engineering courses • Foundation/remedial use in first year undergraduate courses

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