College of Engineering and Science
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College of Engineering and Science
Louisiana Tech UniversityCollege of Engineering and Science
Using MERLOT in Teaching – Math, Physics and Engineering
Bernd S. W. SchröderProgram of Mathematics and Statistics
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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
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Vector FieldsVector fieldsGradient fields, physicsLine integrals, work
fundamental theoremSurface integrals, throughput
College of Engineering and Science
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Vector Fields on MERLOTSketch and particle paths
http://www.dartmouth.edu/~rewn/vector.htmlhttp://www.dartmouth.edu/~rewn/vector.html
Interpretation as flowhttp://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
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Surface Integrals
Emphasis on throughput
Visualization with fluids, electricity, magnetism
Gauss’ Law
College of Engineering and Science
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Surface Integrals
College of Engineering and Science
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What the Applets Do and Don’t Do.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