Louisiana Tech University College of Engineering and Science Using MERLOT in Teaching – Math, Physics and Engineering Bernd S. W. Schröder Program of Mathematics and Statistics College of Engineering and Science
Presenter’s Goal Show how (MERLOT) applets can enhance instruction by Doing things a blackboard cannot Bridging the gap between traditional mathematics instruction and engineering and the sciences Supporting “mindful symbol manipulation” Will focus on vector fields as an example. College of Engineering and Science
Vector Fields Vector fields Gradient fields, physics Line integrals, work fundamental theorem Surface integrals, throughput College of Engineering and Science
Vector Fields on MERLOT Sketch and particle paths http://www.dartmouth.edu/~rewn/vector.html http://www.dartmouth.edu/~rewn/vector.html Interpretation as flow http://www.sunsite.ubc.ca/LivingMathematics/V001N01/UBCExamples/Flow/flow.html http://www.sunsite.ubc.ca/LivingMathematics/V001N01/UBCExamples/Flow/flow.html Behavior of particles in vector field: http://www.falstad.com/vector/ http://www.falstad.com/vector/ College of Engineering and Science
Surface Integrals Emphasis on throughput Visualization with fluids, electricity, magnetism Gauss’ Law College of Engineering and Science
Surface Integrals College of Engineering and Science
What the Applets Do and Don’t Do. Improve visualization Connect “abstract” mathematics to “real” applications Consequently they support “mindful symbol manipulation” Don’t: Remove the need for sometimes epic computations in vector analysis (nothing will, so nothing should) College of Engineering and Science