Transcript AN INTEGRATED PROJECT-BASED COURSE IN MATHEMATICS AND ENGINEERING WITH ENTREPRENEURSHIP Dr. Shinemin Lin Savannah State University.

AN INTEGRATED PROJECT-BASED
COURSE IN MATHEMATICS AND
ENGINEERING WITH
ENTREPRENEURSHIP
Dr. Shinemin Lin
Savannah State University
Abstract

Engineering Technology faculty regularly encounter undergraduates taking
courses in their professional field of study who lack adequate preparation
in mathematics. Additionally, students facing difficulty in applying
mathematical concepts may be due to the fact that examples from
engineering technology disciplines are not widely used in mathematics
courses. Also, a recent report by a select group of engineering technology
educators and industry leaders calls for substantive changes in the ways we
recruit and educate engineers for the 21st century. The report suggests
developing curricula which are relevant to the careers of students,
attractive to a more diverse student population, and connected to the needs
of society.

In response to these issues and the growing demand to retain
minority students in engineering and technology programs, we
developed a problem-solving based mathematics course. The
goals for creating this course were to: 1) increase retention
rates of minority students enrolled in engineering and
technology programs, 2) introduce engineering problemsolving methodologies in mathematics courses, and 3) promote
team work among students. This paper describes our course
structure, course activities, E-Team projects and initial
evaluation of the effectiveness of this course.
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We taught Math 1113 Precalculus using this approaches in
summer 2008. Most students enjoyed problem-solving based
instructions. They were not fear about Trigonometry any more.
Their final performance is no less than the other Precalculus
classes. Furthermore, female students performed better than
male students. Although we don’t see significant difference
from the other classes, students’ attitude toward mathematics
course is totally different. Since the sample is very small, 12
students in the class, we need to get bigger sample to test our
hypothesis. We also need to get follow up research to check if
those students are ready for calculus I, or engineering
technology courses
This project was sponsored by NCIIA award grant #4218-06
Course Structures
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This is a entrance level project based course in engineering and
mathematics which leads to an entrepreneurship. Using an applicationoriented, hand-on-approach this course will address only the salient math
topics actually used in a variety of core engineering and technology
courses. In addition to Trigonometry, the course will cover vectors, complex
numbers in polar form, matrix algebra and introduction to differential and
integral calculus.
The class will use Matlab to explore mathematics concepts.
Dr. Lin will cover math concepts and Dr. Asda will be in charge in
Engineering applications
Dr. Lin and Dr. Asda will assign 50% grades respectively
Contents

Unit 1. Course Introduction ; Application of Algebra in Engineering Technology – Linear
Equations; Application of Algebra in Engineering – Quadratic Equations
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Lab: Introduction to MATLAB
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Unit 2: Trigonometry – One link Planar Robot; Trigonometry – Two link Planar robots.
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Lab: Application of Algebra in Engineering Technology: The One-loop Circuit
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Unit 3: 2-D Vectors in Engineering Technology; Complex number in Engineering Technology
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Lab: Measurement of trigonometric relationships in One and Two-link Planar Robots;
Application of Vectors in Statics.
Unit 4: Sinusoids and Harmonic signals in Engineering Technology; Systems of Equations in
Engineering Technology
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Lab: Measurement and Analysis of Harmonic Signals
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Unit 5: Matrix algebra and Vectors in Engineering Technology
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Lab: System of Equations in Engineering Technology: The two loop circuit
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Unit 6: Entrepreneurship and E-Team Projects.
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Lab: E-team project.
Students Grades
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Dr. Asada
Dr. Lin
Grade Distribution
Grade Distribution
Grades
2008
Summer
2007
Summer
2009
Summer
A
1
8%
5
29%
1
5%
B
6
50%
7
41%
4
20%
C
5
42%
0
0%
10
50%
D
0
0%
1
6%
1
5%
F
0
0%
4
24%
4
20%
Pretest VS Final Grades
Average
y = 0.261x + 72.004
100.0
90.0
80.0
70.0
60.0
Average
50.0
Linear (Average)
40.0
30.0
20.0
10.0
0.0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
Final Grade VS Lab Average
Lab Average
y = 0.9641x + 0.0279
100
90
80
70
60
Lab Average
50
Linear (Lab Average)
40
30
20
10
0
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Grade VS Labs and Tests
SUMMARY OUTPUT
Regression Statistics
Multiple R
0.925796431
R Square
0.857099032
Adjusted R
Square
0.825343261
Standard Error
2.800900819
Observations
12
ANOVA
df
Regression
Residual
Total
Intercept
Lab Average
Test AVG
2
9
11
SS
423.4808774
70.60540858
494.086286
MS
211.7404
7.845045
Coefficients
6.674430662
0.52064057
0.434262146
Standard Error
10.210234
0.098885508
0.100521744
t Stat
0.6537
5.265085
4.320082
F
26.99034
Significance
F
0.000158
P-value
Lower 95% Upper 95% Lower 95.0%
0.529651
-16.4227
29.77158
-16.4227
0.000517
0.296946
0.744335
0.296946
0.001933
0.206866
0.661658
0.206866
Final Grade = 0.43 test average + 0.52 lab average + 6.67
Conclusions
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Because the data is very small. It does not show
statistical significant differences. However, because
of labs there are more interactions between
students and professors. As the result, the failure
rate is lower.
Students are mostly from business school, usually
they are more motivated.
Final grades are more affected by lab grades than
tests grade.
Reflections
Administrators like interdisciplinary
classes. But don’t want to deal with teaching load
problem of team teaching.
 Different instructors give different standard of
grades. It is hard to say lab grades contribute
more toward final grades.
 This class should exclude business major students.
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