engineering math

ahmad, 2005

the basic engineering of the mathematics

2013

Mathematics is the science of number and space, and the language of science and technology. It is an essential requirement by every field of intellectual endeavour and human development to cope with the challenges of life. It is also described as the queen and servant of all school subjects, since it cuts across the school curricula (Fajemidagba, 1986; and Akpan, 1987). Mathematics as a school subject affects all aspects of human life at different degrees. For instance, mathematics is relevant in economics, political, geographical, scientific and technological aspects of man because it centered on the use of numbers which is an integral component of every aspect of knowledge. Other areas where the use of numbers is predominant include: statistics, accounts, arithmetic, engineering, and so on. For example the earliest civilization of mankind came through mathematical manipulations through the use of numbers. Mathematics is seen as the language used to describe the problems arising in most branches of science and technology. It is a subject that is related to other school subjects in areas like number and numeration, variation, graphs, fractions, logarithms and indices, algebraic processes, solution of equation and also in area and volume. Mathematics is a key element in engineering studies and serves as language of expressing physical, chemical and engineering laws (Sazhin, 1998

Balkan Region Conference on Engineering and Business Education, 2014

It is evident that the development of future generations with the right skills and knowledge, for a career in engineering at all levels, is essential for the future economic prosperity of any country. Moreover, in the future we will need professional engineers with greater interdisciplinary understanding, and with more specialist skills. So, we will need a deeper understanding of the sciences that underpin the art of engineering, and we will therefore need to know which are the mathematical skills needed to apply these sciences. Because advances in the use of information technology and computers have transformed engineering analytical techniques, production and management processes, it raises some questions: What is and will be the role of mathematics in the education of engineering? What mathematical skills are needed for the engineers of tomorrow, and how and when these might best be acquired? This paper is dedicated to an objective analysis of the positioning of mathematics courses to those of specialized training mechanical engineers. Both authors share their extensive experience in teaching mathematics and science of mechanical engineering at the Faculty of Mechanical Engineering.

2000

Citeseer

In The Netherlands a curriculum project is carried out in which a new mathematics program is developed for vocational education (engineering, age group 16-20). Because mathematics should really support the vocational courses, it was decided to develop mathematical concepts starting in the context of engineering. Many mathematical issues that are taken for granted in general education are of no use in vocational settings, while other aspects of mathematics turn out to be very important. Another important issue of the project was the integration of the graphing calculator in the learning process as an alternative tool for algebraically poor students.

This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Mike) joined the full-time faculty as an assistant professor in the fall of 2000. Mike gained 10 years of industrial and academic laboratory experience at 3M, FMC, and the University of Minnesota prior to embarking on an academic career at Rochester Institute of Technology (3 years) and Minnesota State University, Mankato (2 years). He has taught over 20 courses in mechanical engineering at the undergraduate and graduate level, advised 11 MSME graduates, and has written (or co-written) 45 technical papers (published or accepted), in either journals (11), conference proceedings (33), or in magazines (1). He also actively consults with industry and is a member of ASME, SIAM and ASEE. Abstract This paper presents the details of a course on advanced engineering mathematics taught several times to undergraduate engineering students at the University of St. Thomas. Additionally, it provides motivation for the selection of different topics and showcases related numerical and graphical work done mostly in MATLAB. Primary course topics covered in this survey course include: (1) vector integral Calculus, (2) an introduction to Fourier series, (3) an introduction to partial differential equations (PDEs), (4) an introduction to complex analysis, and (5) conformal mapping and applications. Also, examples of student project work are shown. Lastly, useful student feedback and lessons learned is shared that others involved in engineering mathematics instruction may find useful or be able to relate to.

superb

2007 Annual Conference & Exposition Proceedings

, and acquired industry experience as development engineer at Siemens Corporation. Currently he teaches engineering mathematics in the Department of Automotive Engineering, Joanneum University of Applied Sciences, and conducts research in automotive engineering and materials sciences.

2009 Annual Conference & Exposition Proceedings