Dissertationen: „Engineering mathematics“

1

Cardella, Monica E. „Engineering mathematics : an investigation of students' mathematical thinking from a cognitive engineering perspective /“. Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/10692.

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2

Mustoe, Leslie. „Strategies for teaching engineering mathematics“. Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.

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This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching process. Special attention is paid to courses in Mathematical Engineering and their position in the spectrum of engineering disciplines. A core curriculum in mathematics for undergraduate engineers is proposed and details are provided of its implementation. The roles of case studies and micro-based software are highlighted. The provision of a mathematics learning resource centre is considered a necessary feature of the implementation of the proposed course. Finally, suggestions for further research are made.

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Zhou, Wenqin. „Symbolic computation techniques for large expressions from mathematics and engineering solving large expression problems from mathematics and engineering“. Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/989356094/04.

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4

Barker, Fred James. „The effects of an engineering-mathematics course on freshmen students' mathematics self-efficacy“. Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/f_barker_031010.pdf.

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Thesis (M.S. in civil engineering)--Washington State University, May 2010.
Title from PDF title page (viewed on June 3, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 47-49).

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Mahomed, Shaheed. „Integrating mathematics into engineering : a case study“. Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.

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Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007
Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.

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6

Burrell, Sandra Charlene. „Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.

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7

Czocher, Jennifer A. „Toward a description of how engineering students think mathematically“. The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371873286.

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8

DeBiase, Kirstie. „Teacher preparation in science, technology, engineering, and mathematics instruction“. Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

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The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

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Beaulieu, Jason. „A Dynamic, Interactive Approach to Learning Engineering and Mathematics“. Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32165.

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The major objectives of this thesis involve the development of both dynamic and interactive applications aimed at complementing traditional engineering and science coursework, laboratory exercises, research, and providing users with easy access by publishing the applications on Wolframs Demonstration website. A number of applications have been carefully designed to meet cognitive demands as well as provide easy-to-use interactivity. Recent technology introduced by Wolfram Mathematica called CDF (Computable Document Format) provides a resource that gives ideas a communication pipeline in which technical content can be presented in an interactive format. This new and exciting technology has the potential to help students enhance depth and quality of understanding as well as provide teachers and researchers with methods to convey concepts at all levels. Our approach in helping students and researchers with teaching and understanding traditionally difficult concepts in science and engineering relies on the ability to use dynamic, interactive learning modules anywhere at any time. The strategy for developing these applications resulted in some excellent outcomes. A variety of different subjects were explored, which included; numerical integration, Green's functions and Duhamel's methods, chaotic maps, one-dimensional diffusion using numerical methods, and two-dimensional wave mechanics using analytical methods. The wide range of topics and fields of study give CDF technology a powerful edge in connecting with all types of learners through interactive learning.
Master of Science

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10

Rodman, Richard. „Connected knowledge in Science, Technology, Engineering, and Mathematics (STEM) education“. Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705635.

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This study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.

This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.

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Pearson, Natalie Clare. „Mathematical modelling of flow and transport phenomena in tissue engineering“. Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:43688cc7-b523-4676-8c41-72db7fc07814.

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Tissue engineering has great potential as a method for replacing or repairing lost or damaged tissue. However, progress in the field to date has been limited, with only a few clinical successes despite active research covering a wide range of cell types and experimental approaches. Mathematical modelling can complement experiments and help improve understanding of the inherently complex tissue engineering systems, providing an alternative perspective in a more cost- and time-efficient manner. This thesis focusses on one particular experimental setup, a hollow fibre membrane bioreactor (HFMB). We develop a suite of mathematical models which consider the fluid flow, solute transport, and cell yield and distribution within a HFMB, each relevant to a different setup which could be implemented experimentally. In each case, the governing equations are obtained by taking the appropriate limit of a generalised multiphase model, based on porous flow mixture theory. These equations are then reduced as far as possible, through exploitation of the small aspect ratio of the bioreactor and by considering suitable parameter limits in the subsequent asymptotic analysis. The reduced systems are then either solved numerically or, if possible, analytically. In this way we not only aim to illustrate typical behaviours of each system in turn, but also highlight the dependence of results on key experimentally controllable parameter values in an analytically tractable and transparent manner. Due to the flexibility of the modelling approach, the models we present can readily be adapted to specific experimental conditions given appropriate data and, once validated, be used to inform and direct future experiments.

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Nivens, Ryan Andrew, Laura Robertson und Jamie Price. „Pancake Engineering“. Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2651.

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This session will engage participants in an activity to explore pancake engineering that connects to middle school math, science, and ELA content. Assessment and the CER framework will be discussed. Bring your own fork and coffee and join us!

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Khiat, Henry Han Min. „Engineering mathematics learning in a Singapore Polytechnic : a grounded theory approach“. Thesis, University of Leicester, 2008. http://hdl.handle.net/2381/4062.

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This study generates a substantive theory of how engineering students approach engineering mathematics learning in a polytechnic in Singapore. This thesis adopts a symbolic interactionist perspective and engages grounded theory methodology in its investigation. The main source of data comes from a series of in-depth face to face interviews with a group of 21 engineering students in the case Polytechnic. This is supplemented by data gathered from the students’ reflection journals and informal interviews with their teachers. The first major outcome of this study is the generation of the theory of Selective Intentionality in engineering mathematics learning that describes how engineering students approach mathematics learning through a series of socio-psychological processes. The core category in this study is the category of intending that is surrounded by the other four categories of gathering, analysing, actualising and regulating. Another major outcome that arises from this study is the development of a typology of students with regards to how they experience and manage mathematics learning in their engineering courses in the case Polytechnic. The typology is based on the predominant distinctions among the participants according to their responses in the analysing, intending, actualising and regulating processes in the theory of Selective Intentionality. Accordingly, the students may be broadly classified into five types of learners: idealistic learners, competitive learners, pragmatic learners, fatalistic learners and dissonant learners. In short, this study provides a fresh perspective on how engineering students approach mathematics learning that is very important in their courses. At the same time, it has implications for the development of theory, practice and future research.

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Tai, Chih-Che, Ryan A. Nivens und Karin J. Keith. „Partnerships for Science, Technology, Engineering, and Mathematics Education and Career Prosperity“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/3268.

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The purpose of this chapter is to report on partnerships between local school agents, business partners, institutes of higher education, and nonprofit organizations that promote science, technology, engineering, and mathematics (STEM) activities that enhance career opportunities for students. The authors share the importance of these partnerships as well as the benefits that result for all members. In addition to describing the benefits of the partnerships, the authors lay out techniques used to manage and develop partnerships. Most importantly, the authors share the outcomes of these partnerships, including professional development projects rooted in the work between the member partners. The chapter provides data about the impact of these partnerships on students' academic achievement and concludes with recommendations and suggestions to develop and sustain partnerships.

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Williams, Elizabeth. „Strategies for Hiring Managers in Science, Technology, Engineering, and Mathematics Fields“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5147.

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One-third of science, technology, engineering, and mathematics (STEM) jobs are unfilled, resulting in less revenue for companies. The purpose of this qualitative single case study, grounded in the human capital theory, was to explore strategies that 2 hiring managers used to recruit STEM professionals in an organization in central Virginia. Data were collected from semistructured interviews, member checking, and company documents on STEM recruitment. The 4 themes that emerged from the data, analyzed using Yin's 5-step process, were as follows: partnerships with state government and local colleges, leadership and employee development programs used as recruitment incentives, competitive compensation package and work-life balance to entice new hires, and meticulous investigation, evaluation, and trial periods. The findings of this study could provide hiring managers with strategies to improve recruitment of skilled STEM professionals. The implications for positive social change could include a reduction in employee turnover, a decrease in employee recruiting costs, an increase in employee retention, more motivated and engaged employees, and an increase in employee production, all of which could increase profits and positively influence the company and the health of the community.

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Ward, Graeme Keith. „Constructing a culturally empowering mathematics learning environment for EFL engineering students“. Thesis, Curtin University, 2010. http://hdl.handle.net/20.500.11937/2082.

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The emergence and evolution of constructivism since the early 1980’s has provided education and educational research with a new paradigm. The acceptance of this viewpoint has allowed educators greater scope as the criterion of epistemological and ontological truth / reality has been replaced by the more pragmatic approach of (practical) viability. This approach has, in turn, freed teachers to offer learning experiences which are useful and relate to previous experience and understanding of students rather than presenting rigorous and epistemologically correct information dissemination experiences.One area that has embraced constructivist principles in an effort to provide more relevant and cosmologically pertinent learning experiences has been the profession and learning of engineering.This thesis examines how engineering teachers can provide relevant learning experiences that recognize and connect with student past learning experiences and which meet the needs of modern learners, such as engineers, and in doing so develop these learners as problem solvers, communicators and team players who are aware of the wider implications and issues pertinent to the 21st century.In addition to looking at the problems faced and at how this researcher believes some of the issues can be resolved at the classroom and faculty level it also maps out the emergent transformative journey of this teacher-researcher that has emerged in the doing of this research, as I progress from what has been termed teacher mastery in the technical domain of human interest to what I perceive as the emancipatory.

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Jarvis, Richard Barry. „Robust dynamic simulation of chemical engineering processes“. Thesis, Imperial College London, 1993. http://hdl.handle.net/10044/1/7309.

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Bunt, Richard A. „Performance engineering unstructured mesh, geometric multigrid codes“. Thesis, University of Warwick, 2016. http://wrap.warwick.ac.uk/89503/.

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High Performance Computing (HPC) is a vital tool for scientific simulations; it allows the recreation of conditions which are too expensive to produce in situ or over too vast a time scale. However, in order to achieve the increasing levels of performance demanded by these applications, the architecture of computers has shifted several times since the 1970s. The challenge of engineering applications to leverage the performance which comes with past and future shifts is an on-going challenge. This work focuses on solving this challenge for unstructured mesh, geometric multigrid applications through three existing performance engineering methodologies: instrumentation, performance modelling and mini-applications. First, an auto instrumentation tool is developed which enables the collection of performance data over several versions of a code base, with only a single definition of the data to collect. This information allows the comparison of prospective optimisations (e.g. reduced synchronisation), and an assessment of competing hardware (e.g. Intel Haswell/Ivybridge). Second, this work details the development and use of a runtime performance model of unstructured mesh, geometric multigrid behaviour. The power of the model is demonstrated by i) exposing a synchronisation issue which degrades total application runtime by 1.41x on machines which have poor support for overlapping communication with computation; and, ii) accurately predicting the negative impact of the geometric partitioning algorithm on executions using 512 partitions. Third, a mini-application is developed to provide a vehicle for optimising and porting activities, where it would be prohibitively time consuming to use a large, legacy application. The use of the mini-application is demonstrated by examining the impact of Intel Haswell's fused multiply and advanced vector extension instructions on performance. It is found that significant code modifications would be required to benefit from these instructions, but the architecture shows promise from an energy perspective.

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Thornham, S. A. „The mathematical modelling of two problems in chemical engineering“. Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382778.

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20

Pollard, Janelle. „A software engineering approach to the integration of computer technology into mathematics education /“. [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18424.pdf.

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21

Siameh, Theophilus. „Graph Analytics Methods In Feature Engineering“. Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3307.

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High-dimensional data sets can be difficult to visualize and analyze, while data in low-dimensional space tend to be more accessible. In order to aid visualization of the underlying structure of a dataset, the dimension of the dataset is reduced. The simplest approach to accomplish this task of dimensionality reduction is by a random projection of the data. Even though this approach allows some degree of visualization of the underlying structure, it is possible to lose more interesting underlying structure within the data. In order to address this concern, various supervised and unsupervised linear dimensionality reduction algorithms have been designed, such as Principal Component Analysis and Linear Discriminant Analysis. These methods can be powerful, but often miss important non-linear structure in the data. In this thesis, manifold learning approaches to dimensionality reduction are developed. These approaches combine both linear and non-linear methods of dimension reduction.

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Taylor, Annette Louise. „Engineering mathematics and virtual learning environments : a case study of student perceptions“. Thesis, University of Plymouth, 2011. http://hdl.handle.net/10026.1/883.

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The study involved BTec National (level 3) engineering students studying at a large Further Education College in the South West region. The disciplines of Electrical/Electronic, Mechanical, Operations and Maintenance, Manufacturing, Telecommunications and Fabrication where all included in the study. Several students were sent by their employers on day release programmes and apprenticeships, and these formed the majority of the part time students. There were also other employed students who attended full time for terms 1 and 3 as part of a block release programme. The remaining students were full time, and mainly 16-18 years old. The study focused upon the core mathematics module everyone studied, and mathematical resources which were available through a virtual learning environment. The resources used layering, enabling earlier work to be built on and applied. Two separate cohorts were studied after substantial changes had been made to the qualification standards. The main findings were that the mathematics resources were very useful support, had a significant positive impact on student success, and enhanced the student experience. They helped part time students, especially, to improve their confidence and their achievements. The unlimited availability of these resources were a major consideration in their usefulness. The use of layering within the mathematics unit enabled better recall and comprehension.

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Maull, Wendy Mary. „An investigation into the development of engineering students' conceptual understanding of mathematics“. Thesis, University of Plymouth, 1998. http://hdl.handle.net/10026.1/1066.

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Following widespread concern over an apparent decline in the mathematical skills of engineering students, this study employed survey and observation methods to investigate the ways in which engineering students understand mathematical concepts, and to compare these with the concepts held-by students of mathematics. It was found that the engineering students employ a different vocabulary from mathematics students in discussing mathematics, and that their understanding of mathematical concepts develops differently from mathematics students both in response to teaching (which appears to be a transitory effect) and as their experience gives meaning to the ideas in life outside study. These findings are important in two ways. We need to make the mathematics teachers of engineering students aware of the language and concepts of their students so that the possibility of mutual misunderstanding is reduced, and we as educators need to help engineering students to make these connections in order to ground their mathematics in reality and to use mathematics an Instrument for understanding the world. Compared with the classical mathematical modelling paradigm and the classical empirical modelling paradigm, the method used by engineering students was found to be a hybrid based on the Identification of the type of problem and the application of a "preexisting law. Some misconceptions concerning the behaviour of beams In bending were found to be widely held, by respondents with a range of levels of experience. Whereas the particular misconceptions are not Important in themselves. It Is salutary to realise that expertise in one area of study does not necessarily Inoculate one against misconceptions In a closely related area. A software package was written using the context of mathematical modelling to help students relate concepts In calculus to physical situations. This package was found not to engage the students sufficiently to provoke cognitive change, and suggests that a higher degree of Interactivity Is needed.

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Bingolbali, Erhan. „Engineering and mathematics students' conceptual development of the derivative : an institutional perspective“. Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418150.

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Grunewald, Jeffrey. „Increasing science, technology, engineering, and mathematics skills using Project Lead the Way“. Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009grunewaldj.pdf.

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Anderson, Hannah Ruth. „A Psychometric Investigation of a Mathematics Placement Test at a Science, Technology, Engineering, and Mathematics (STEM) Gifted Residential High School“. Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1594656968297342.

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Greene, Stephanie Denise Carter. „Improving feedback in elementary mathematics autograders“. Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100676.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, February 2015.
Cataloged from PDF version of thesis. "September 2014."
Includes bibliographical references (page 65).
As schools grow more crowded and required testing outcomes become more stringent, teachers experience increasing demands on their time. To ease this load, I designed a program that is able to give students thorough, automated feedback on their mathematics assignments. This will allow teachers to spend less time grading (and consequently more time on other activities that might better help their students) without losing any of the feedback and error correcting a human would be able to provide. Based on a number of different test cases, using a wide variety of elementary algebra problems, the program can correctly identify the lines in which errors are introduced. The program is also adept at finding the precise error as long as the student has made minimal changes per step. If multiple changes have been made, the program is forced to make its best guess at the most likely error without resorting to testing hundreds of possible combinations.
by Stephanie Denise Carter Greene.
M. Eng.

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金吳根 und Wugen Jin. „Trefftz method and its application in engineering“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31232255.

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Jin, Wugen. „Trefftz method and its application in engineering /“. [Hong Kong : University of Hong Kong], 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13009540.

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Robertson, Laura. „Engineering Design“. Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/781.

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31

Packenham, Eric D. „Science, Technology, Engineering and Mathematics (STEM) Development: Pathways for Universities to Promote Success“. Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82938.

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Griese, Birgit [Verfasser], Bettina [Gutachter] Rösken-Winter und Herold [Gutachter] Dehling. „Learning strategies in engineering mathematics / Birgit Griese ; Gutachter: Bettina Rösken-Winter, Herold Dehling“. Bochum : Ruhr-Universität Bochum, 2016. http://d-nb.info/1116709503/34.

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Speelman, Nicole Lynn. „A Lab to STEMulate Undergraduate Students into Science, Technology, Engineering and Mathematics Majors“. Wright State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=wright1239390958.

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Mohammed, Abdul Majid. „Integrated technologies instructional method to enhance bilingual undergraduate engineering students“. Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/10488.

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Mathematics permeates almost every aspect of human life and it is a skill much needed by the increasingly complex technological world. It is necessary that this essential skill must be properly developed among students to prepare them for future academic and professional careers. An assessment of the research-based instructional strategies blending with old traditional methods with the modern technological development is a must. Due to the complexity of mathematics learning and the varied learning styles of learners, an integration of appropriate multiple instructional strategies into mathematics education will positively impact mathematical achievement of students. The purpose of this research was to examine the effects of the use of Integrated Technologies Instructional Method (ITIM) as a supplement to the traditional lecture method on mathematics achievement of the Integral Calculus students at the College of Engineering, University of Ha'il, Saudi Arabia. The ITIM includes the four instructional strategies such as the use of the Computer-Supported Collaborative Learning, the collaborative learning, the bilingual support and the study support. Different types of academic supports have been used to examine their effects on students achievement in mathematics. Mathematics, the bedrock of science and engineering, is considered a very important indicator of a student's academic success in professional higher education. Undergraduate engineering students' low achievement in the first year mathematics is an issue demands much attention. The study was undertaken to address students' weak background in mathematics and particularly their high failure rates in this particular course. A total of 218 undergraduate engineering students, comprising of both the experimental and the control groups, were involved in this experimental design study. The control group was taught by the traditional lecture method whereas the experimental group was exposed to the ITIM as a supplement to the traditional lecture method. Apart from the effects of the use of ITIM, students' performance in the previous courses (covariates) such as mathematics, computer, and the English language were compared with their final grades of the Integral Calculus course. The final grades of students were taken as the dependent variable and the ITIM and students' scores in the previous courses as the independent variables. It has been noticed from the literature review that the application of only one instructional strategy does not address the needs of the diverse learning styles of students. A mixed mode method, quantitative and qualitative, was used to collect and analyse data. The quantitative data instruments included students' final exam grades and the student questionnaires. Interviews with students were used as qualitative tools of data collection. An independent t-test, ANOVA, univariate analysis and the stepwise multiple regression analysis were performed to determine the overall statistical significance. The study concluded that there was a statistically significant difference in the performance of the experimental group of students' in terms of their end-of-course grades compared to that of the control group. The regression model revealed significance of covariates on the dependent variable. However, no significant relationship was found between the mathematics achievement and attitudes towards the use of ITIM. The study was an attempt to demonstrate the suitability of the instructional strategies on the bilingual Arab undergraduate engineering students; however, they can probably be applicable to other bilingual students.

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Haven, Andrew J. „Automated proof checking in introductory discrete mathematics classes“. Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85424.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 61).
Mathematical rigor is an essential concept to learn in the study of computer science. In the process of learning to write math proofs, instructors are heavily involved in giving feedback about correct and incorrect proofs. Computerized feedback in this area can ease the burden on instructors and help students learn more efficiently. Several software packages exist that can verify proofs written in specific programming languages; these tools have support for some basic topics that undergraduates learn, but not all. In this thesis, we develop libraries and proof automation for introductory combinatorics and probability concepts using Coq, an interactive theorem proving language.
by Andrew J. Haven.
M. Eng.

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Irving-Bell, Dawne. „The formation of science, technology, engineering and mathematics teacher identities : pre-service teachers' perceptions“. Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127684/.

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Set within the context of Science, Technology, Engineering and Mathematics (STEM), this study explores the personal teaching philosophies of students (pre-service teachers) training to become qualified teachers, with the purpose of better understanding how participant’s perceptions of teaching are shaped by their previous experiences. It goes on to consider how these experience-related beliefs influence the formation of their individual identities as teachers. Outcomes emerging from the study show that the meaning pre-service teachers assign to their lived experiences play a significant role in their development. Nascent themes discussed include; subject knowledge, disciplinary differences and engendered approaches to STEM pedagogy. Presented as theoretical insights, this study highlights three key findings which are discussed within the context of policy and practice. The first describes the impact ‘weak’ subject knowledge has on an individual’s development, and findings show that where an individual believes their knowledge to be limited, development is restricted. The second presents a taxonomy of ‘self-sabotaging’ behaviours which arise from an individual’s inability to challenge their perceptions of ‘what a teacher should be’. Perceptions that have the potential to impact negatively on their identity formation. The third presents the concept of ‘identity drift’ and describes the incidence where an individual’s ideological values and beliefs and the reality of their classroom practice become unaligned. With the potential impact over time being that an individual is unable to reconcile their internalised identity from their external one, with teacher attrition being the likely consequence. Exploring the interrelations between outcomes, findings indicate there would be tangible benefits in facilitating strategies designed to support pre-service teachers to become more aware of the meaning they have assigned to their experience relatedbeliefs to support the development of their professional identities as teachers of STEM.

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Kolo, Yovonda Ingram. „Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2002.

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African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women's academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in group-work, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM.

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Fisher, Matthew. „Point-based mathematics for computer-aided manufacture“. Thesis, University of Birmingham, 2001. http://etheses.bham.ac.uk//id/eprint/864/.

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This thesis demonstrates the feasibility of machining high quality sculptured surfaces directly from a point-based definition. The work is founded on the strategy of using a sparse set of points to characterise shape although it is assumed that an appropriately dense definition can be generated by the use of some unspecified high quality interpolation algorithm. This is in contrast to the conventional CAD/CAM approach where explicit parametric expressions are used to describe the part. The research is founded on the Inverse Offset Method (IOM) proposed by Kishinami; the algorithm is chosen because it possesses a number of desirable properties, most notably its versatility and robustness. The first fundamental contribution is an error analysis of the IOM that has not been published before, the analysis is dependent on the surface and cutter path point spacing, the tool radius and the local surface curvature. The accuracy of the error analysis is corroborated by the machining and measuring of a physical part. Furthermore it is established that the quality of the finished part produced by the IOM compares favourably with that produced by a commercial package for similar tolerances. The principal research achievement is the optimisation of the IOM to exploit the coherence of data ordered into sections. This results in the IOM generating cutter paths in a time period comparable to that of the commercial package without a reduction in the quality of the finished part. The last contribution made in this thesis is a report on the issues concerning the machining of point definitions derived from multi-surfaces. The work presented in this thesis offers an alternative strategy to the design and manufacture of free-form surfaces. The main benefits of adopting this strategy are gained because it removes the need to generate a parametric surface definition.

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Chan, Y. K. „The total management system and its implementation in railway engineering management : executive summary“. Thesis, University of Warwick, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275234.

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Joseph, Georghios. „Application of data science to inform surface engineering for in vitro neural stem cell control“. Thesis, Keele University, 2018. http://eprints.keele.ac.uk/5577/.

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The interest in the clinical use of stem cell therapies is increasing rapidly, with a need for more control over cell populations cultured/expanded in vitro. This is particularly relevant for the treatment of neurological disorders such as Parkinson's disease where positive outcome measures of clinical trials will be limited by the number of derived neurons and their specific sub-types. The aim is to generate enhanced neural cell populations from stem cells through the design of the cell-material interface. The niche micro-environment is complex, being responsible for cell attachment, proliferation and differentiation. Material engineering approaches to better control cell responses have looked towards surface chemical, topographical and mechanical cues. The many permutations of these factors pose a major challenge in the optimisation of biomaterial design. Machine learning techniques will be used to assess the impact of surface properties on the biological micro-environment. Cell interaction/response provides computational outputs, with input variables being derived from material properties such as surface chemical characteristics (logP, charge, density, wettability, etc.) and topography (nano- and micro-scale, aspect ratio, etc). The aim is to unravel the relationship between cells and biomaterial surface of in vitro cell culture. In vitro experiments and in silico modelling will continually inform each other towards the optimisation of neural cell characteristic responses.

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Gill, Mandeep Singh. „Application of software engineering methodologies to the development of mathematical biological models“. Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:35178f3a-7951-4f1c-aeab-390cdd622b05.

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Mathematical models have been used to capture the behaviour of biological systems, from low-level biochemical reactions to multi-scale whole-organ models. Models are typically based on experimentally-derived data, attempting to reproduce the observed behaviour through mathematical constructs, e.g. using Ordinary Differential Equations (ODEs) for spatially-homogeneous systems. These models are developed and published as mathematical equations, yet are of such complexity that they necessitate computational simulation. This computational model development is often performed in an ad hoc fashion by modellers who lack extensive software engineering experience, resulting in brittle, inefficient model code that is hard to extend and reuse. Several Domain Specific Languages (DSLs) exist to aid capturing such biological models, including CellML and SBML; however these DSLs are designed to facilitate model curation rather than simplify model development. We present research into the application of techniques from software engineering to this domain; starting with the design, development and implementation of a DSL, termed Ode, to aid the creation of ODE-based biological models. This introduces features beneficial to model development, such as model verification and reproducible results. We compare and contrast model development to large-scale software development, focussing on extensibility and reuse. This work results in a module system that enables the independent construction and combination of model components. We further investigate the use of software engineering processes and patterns to develop complex modular cardiac models. Model simulation is increasingly computationally demanding, thus models are often created in complex low-level languages such as C/C++. We introduce a highly-efficient, optimising native-code compiler for Ode that generates custom, model-specific simulation code and allows use of our structured modelling features without degrading performance. Finally, in certain contexts the stochastic nature of biological systems becomes relevant. We introduce stochastic constructs to the Ode DSL that enable models to use Stochastic Differential Equations (SDEs), the Stochastic Simulation Algorithm (SSA), and hybrid methods. These use our native-code implementation and demonstrate highly-efficient stochastic simulation, beneficial as stochastic simulation is highly computationally intensive. We introduce a further DSL to model ion channels declaratively, demonstrating the benefits of DSLs in the biological domain. This thesis demonstrates the application of software engineering methodologies, and in particular DSLs, to facilitate the development of both deterministic and stochastic biological models. We demonstrate their benefits with several features that enable the construction of large-scale, reusable and extensible models. This is accomplished whilst providing efficient simulation, creating new opportunities for biological model development, investigation and experimentation.

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Perkin, Glynis. „Mathematics learning support and dyslexia“. Thesis, Loughborough University, 2007. https://dspace.lboro.ac.uk/2134/8021.

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This research identifies, through an extensive series of exploratory and explanatory case studies, the mathematical difficulties that might be encountered by dyslexic engineering students. It details support mechanisms that may be put in place to help these students reach their full potential and makes suggestions for the introduction of measures at institutional level to ensure compliance with current legislation. This is an area, identified from the literature search, that has not, until now, been the focus of any substantial research activity and thus the findings form an original and significant contribution to knowledge in this field. The findings are not only intrinsically interesting but will also be of use to practitioners of mathematics, support staff, staff developers and policy makers in higher education. A literature review gives historical background on the development of education in general, and mathematics in particular, in the UK. The main theories and problems associated with developmental dyslexia are also given. Surveys were undertaken to determine the extent of mathematics learning support in UK universities and also to determine the extent of the provision of mathematics support to dyslexic students. Using case study research and by providing one-to-one mathematics support, the difficulties encountered by dyslexic students were investigated. Related work is an exploratory study into the use of different media combinations in Computer Assisted Assessment. Additionally, an in-depth case study of the Mathematics Learning Support Centre at Loughborough University has been undertaken and is reported in detail with recommendations for changes suggested. The results of this research show that mathematics learning support is widespread and often essential to bridge the gap between school mathematics and university level mathematics but specialist mathematical support for dyslexic students is rarely available. It is determined that dyslexic students can be impeded in their learning and understanding of mathematics as a direct result of their dyslexia. Recommendations for further study in some areas and future lines of inquiry in others are suggested.

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Haese, Peter Michael. „Interior source methods for planar and axisymmetric supercavitating flows“. Title page, contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phh136.pdf.

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"May 2003." Bibliography: leaves 125-130. This study considers use of an interior source method for modelling supercavitation in 2-dimensional (planar) and 3-dimensional axisymmetric flows. Aspects considered include the determination of where the fluid separates from the body, the shapes of the cavities formed, the pressure distribution on the body and the pressure on the cavity surface, and the resulting drag and lift forces on the body.

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Guo, Hua. „Bio-inspired surface engineering for hydrophobicity“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1013.

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Highly evolved, efficient and sophisticated biological systems can be used as models for scientific innovations. This research explored specific surface structures on plant leaves with respect to their hydrophobicity in the context of the often arid Australian climate. The relationships between leaf surface structures and their hydrophobicity could inform the making of artificial surfaces with specially designed hydrophobicity. Moderate hydrophobicity and strong surface adhesion were discovered on many study plant leaves. Scanning Electron Microscopy (SEM) revealed that their surface morphologies could be categorized into four groups while their water-repellent mechanisms were considered at an individual species level. Specifically, physical models were built based on the topography of several Eucalyptus species. Wetting robustness and surface free energy analyses were performed with these models to study wetting transitions on surfaces with specific microscopic features. In the fabrication component of the study, a convenient self-assembly procedure of oxysilane successfully converted a hydrophilic glass slide into a hydrophobic surface, with the measured contact angle changing from 30.8 to more than 1000. Atomic force microscope (AFM) images showed randomly distributed roughness at a micrometre scale on these self-assembled hydrophobic surfaces. Samples with square arrays of micro-posts were also fabricated following a sophisticated photo-lithography process. Wetting properties similar to some leaves, namely moderate hydrophobicity and strong surface adhesion, were observed with these fabricated samples. Anisotropic wetting, liquid-surface contact footprints and base lengths on these micro-textured surfaces were also investigated. Finally, fluorine containing diamond-like carbon (F-DLC) coatings were examined because of their chemical inertness, mechanical durability, and low surface energy. F-DLC films were prepared by closed-field, unbalanced, magnetron sputtering (CFUBMS) on silicon substrate to study their wetting and mechanical properties. The influences of CF4 and C2H2 gas addition during fabrication on these properties were explored by measuring contact angles, fluorine contents, surface roughness, Young's modulus and hardness. Simulation from Finite Element Analysis with COMSOL software was also conducted to confirm the mechanical results obtained in nano-indentation experiments. The leaf surface geometries revealed in this study could trigger further relevant research and applications. Surface free energy analysis on the built models could lead to a deeper theoretical understanding of wetting state transition for these geometries. The preliminary results on the self-assembly of oxysilane at ambient conditions could contribute to the development of cost-efficient and environmentally friendly methods for fabricating durable hydrophobic coatings. The results of F-DLC coatings could be beneificial for manipulating surface free energy and mechanical properties, to match specific requirements for certain applications.

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Liu, Yazeng. „Application of wavelets to two classes of process engineering problems /“. [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16193.pdf.

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Safoutin, Michael John. „A methodology for empirical measurement of iteration in engineering design processes /“. Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/7111.

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Brett, Craig 1965. „An interval mathematics package for computer-aided design in electromagnetics /“. Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59532.

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Recent developments in CAD for electromagnetic devices have utilized knowledge-based programming techniques to simplify the task of design process automation. The ultimate goal is to duplicate the role an expert designer performs in synthesizing devices such as transformers, motors, and actuators.
A missing quality from these CAD systems is a convenient representation of design space. Interval mathematics is proposed as a means of dealing with this elusive representation. The present work details an interval mathematics package that allows the user to put practical limits on certain parameters enabling the program to deduce the valid design space of the device. This facility permits the system to recognize and eliminate impossible designs and to guide the novice designer through the true search space. Intervals may also be used in other types of expert knowledge such as if-then rules and heuristic "rules of thumb" derived from years of design experience.

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Gadalla, Tahany Moustafa. „Patterns of women's enrolment in university mathematics, engineering and computer science in Canada, 1972-1995“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ33925.pdf.

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49

Perry, Paula Christine. „Influences on Visual Spatial Rotation| Science, Technology, Engineering, and Mathematics (STEM) Experiences, Age, and Gender“. Thesis, Notre Dame of Maryland University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557721.

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Science, Technology, Engineering, and Mathematics (STEM) education curriculum is designed to strengthen students’ science and math achievement through project based learning activities. As part of a STEM initiative, SeaPerch was developed at Massachusetts Institute of Technology. SeaPerch is an innovative underwater robotics program that instructs students in how to build an underwater Remotely Operated Vehicle (ROV) following a STEM curriculum, including spatial thinking and rotation ability. This research study investigated if the students’ SeaPerch program and its spatial experience and training gave the opportunity to develop strategies not only in manipulating three dimensional objects but in strengthening mathematical ability (e.g. spatial thinking) in elementary, middle, and high school students with specific focus on gender and age.

This research study sample consisted of two groups of students: one that participated in the after-school SeaPerch program and the other that did not participate in the after-school SeaPerch program for the 2011–2012 school year. Both groups comprised students in similar grade levels and the MRT preassessment scores.

To measure students’ spatial rotation, the researcher used the Vandenberg and Kuse Mental Rotation Test (MRT). An independent samples t test was conducted to determine the effect of the SeaPerch program on MRT scores. The SeaPerch students (M = 1.35, SD = 2.21) scored significantly higher gains than the Non-SeaPerch students ( M = −.03, SD = 1.72), t (737) = 8.27, p = <.001. The effect size as measured by Cohen’s d = .697, indicated a medium practical significance. At each school level, MRT post assessment scores for students in the SeaPerch program increased significantly more than scores for students in the non-SeaPerch program.

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Belichesky, Jennifer. „Living Learning Communities| An Intervention in Keeping Women Strong in Science, Technology, Engineering, and Mathematics“. Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3595015.

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The purpose of this study was to expand on the current research pertaining to women in science, technology, engineering, and mathematics (STEM) majors, better understand the experiences of undergraduate women in the sciences, identify barriers to female persistence in their intended STEM majors, and understand the impact of the STEM co-educational Living Learning Community (LLC) model on female persistence. This study employed a mixed-methods approach that was grounded in standpoint methodology. The qualitative data were collected through focus groups and one-on-one interviews with the female participants and was analyzed through a critical feminist lens utilizing standpoint methodology and coded utilizing inductive analysis. The quantitative data were collected and analyzed utilizing a simple statistical analysis of key academic variables indicative of student success: cumulative high school GPAs, SAT scores, first year cumulative GPAs, freshman persistence patterns in the intended major, and freshman retention patterns at the university. The findings of this study illustrated that the co-educational LLC model created an inclusive academic and social environment that positively impacted the female participants' experiences and persistence in STEM. The findings also found the inclusion of men in the community aided in the demystification of male superiority in the sciences for the female participants. This study also highlighted the significance of social identity in the decision making process to join a science LLC.

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Dissertationen zum Thema „Engineering mathematics“

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