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

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

Vector FieldsVector fieldsGradient fields, physicsLine integrals, work

fundamental theoremSurface integrals, throughput

College of Engineering and Science

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

Surface Integrals

Emphasis on throughput

Visualization with fluids, electricity, magnetism

Gauss’ Law

College of Engineering and Science

Surface Integrals

College of Engineering and Science

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