January 1994

San Diego

UCES - Undergraduate Computational Engineering & Sciences

• Why -
  • generate electronic form materials to utilize at undergraduate level.
  • Initially focus on Freshman level.
• Outline - Framework to begin with (project oriented)
  • Symbolic Computation
  • Procedural Programming
  • Numerican Computation
  • Building Applications/Problem Solving
• C/Fortran/Parallel - Instructor can be selective
• Audience is freshman wit
  • - no calculus
  • - taking calculus
  • - taken calculus
• Components
  • - textbook like material
  • - modules to illustrate problems test
  • - excursions
• Example levels of Numerical Computation
  • Engineering Example
  • Physical Sciences oriented
  • Other

This will be in the model of a structured library rather than a textbook series.

• Implementation/Content
  • textural description of modeul
    • need to answer to administrators, colleagues
    • a packet of overheads will be put together for briefing use
• Zachary's presentation of course
  • consists of 2 lectures & remaining labs
  • x-windows - connected to MAPLE
  • printed material available before lab
  • 70-80 in class
    • 1/2 are CE as course is required by CE Dept. CE also requires Fortran
    • average student is junior
    • 8.9 hrs/week spent outside class - in workstation lab
    • first 4 weeks in class spent on symbolic computation
  • Lessons:
    • Numerical Computation - distance to horizon (right triangle)
    • Symbolic Computation - comound interest
    • Visualization - gain (car on bumps); phase delay (climate)
    • Problem Solving - mortgage payments, destroyer
    • More Visualization - animating waves (dispersive vs nondispersive)
    • Programming via MAPLE - block sliding on ramp

Worst aspects: machines slow, bugs in Maple, questions confusing, questions too difficult, machine access, labs taking too much time, too much to learn, too much physics math & economics, lack of science & engr background info.

Found major problems to be lack of problem solving and too much terminology.

Good aspects: like the hands-on experience and challenge of problem solving

Suggestion was made to provide answers for use as checks & balances.

• Lesson Components
  • Technique
  • Science/Engineering
  • Computing
• Summary of Challenges
  • Science & Engr Terminology
  • Length & level of labs (too long & too complicated)
  • Abstraction
  • Problem Solving Skills
  • Stenography

Today's goal is to identify module and draft content of info. Goal is to have this available by fall.

• Header page (Bob White)
  • -topics, level, key words, math & science skills prerequisites (upper bounds)
  • - where it fits
  • - index capability think abou how you would look for something unique
  • - goal
    • labs to use over semester
    • use as modules
  • - outputs
  • - module goal
• Symbolic Computation
  • How to graph, plot, math manipulation, solve algebraic equations
  • Symbolic vs numerical solution
  • Define a function
  • Call a function
  • Replace variable with value
  • IO
• Procedural Programming
  • assignment
  • looping
  • conditionals
  • subroutines
  • IO
  • compound data
  • scalar data
  • using libraries
• Numerical Computation (volunteer sheet)
  • Root Finding
    • Phy Sci - Level 2 & 3 - Bug & Stewart
    • Other - Level 1, 2, 3 - Varian
  • Discrete Mathematics
    • Engr - Level 1, 2, 3 - Gatlin, White, Diaz
    • Phy Sci - Level 1, 2, 3 - Bug
    • Other - Level 2, 3 - Henriquez, Zachary, Johnson
  • Data Fitting
    • Phys Sci - Level 2 - White
  • Area Problems
    • Engr - Level 1, 2 - Ziebarth; Level 3 - Ziebarth, Vakalas
    • Phy Sci - Level 2 - White; Level 3 - Vakalis
    • Other - Level 3 - Vakalis
  • Taylor Series
    • Phys Sci - Level 2, 3 - Fletcher
• Pedagogical Essays
  • a list of items and where they fit will be generated.
• Module Format/Components
  • Header Page
  • Summary/Overview
  • Problem Statement -
    • physical
    • verbal to model
    • disciplinary problem
  • Model - quantitative
  • Method
  • Implementation
  • Assessment
  • Homework Problems - difficulty rating
  • Extensions, references fun stuff

January 29, 1994

Next meeting will be in Albuquerque April 15 & 16

Agenda:

• look at material
• implementation
• upper level project
• recognition

A written version of module will be expected.

A draft of summary overview request will be expected about 2 weeks from today.

Jim will work to structure this meeting efficiently with the AiS teachers

Possibility of an Editorial Review Board was discussed math, physics mat sci background already active on committee

Corones & Martin will work together on recognition concern

Need to keep in mind community colleges for future possibilities.