MS EXCEL and EGEN N301

I am teaching Engineering Mathematics IV (Code EGEN N301). This is the final course of mathematics that engineering students take during their under graduate studies. The course introduces concepts of statistics, probability and three dimensional geometry. It also builds upon the calculus knowledge of students from their previous courses by teaching the applications of calculus. Lastly this course covers topics involving numerical techniques.    

The assessments for this course include 3 CR exams worth 25%, 25% and 30% each. The remaining 20% grade is available for quizzes, assignments and homework and it is up to the prerogative of the teacher.

I would like to use MS EXCEL in this course for teaching the numerical techniques more specifically teaching numerical differentiation. For numerical differentiation the students have to find the values of the function at specific interval for a particular value of the function and then to compare its value with by finding the derivate of the function and then replacing the given value of the variable.

There are three methods that are taught during numerical differentiation namely forward difference, backward difference and central difference and the student has to employ all three along with the normal differentiation to find the values of the function.

Although the three methods are fairly similar, the complexity of the function makes it into a cumbersome process and the students tend to struggle in doing these four calculations correctly all the time.

In my opinion it would be a case of learning with technology rather than learning from technology. As Jonassen mentions, technologies should function as a tool kit which support the required intellectual functions of the course.  

The biggest advantage of using MS EXCEL would be the eradication of memorizing and introduction of understanding. I think this will enhance their deeper understanding of the content. It will also improve their problem solving and critical thinking skills since helping them in finding their mistakes more quickly and efficiently, saving them time they would have otherwise spent if they were solving it using the conventional pen and paper method.

The students will be expected to work in groups of three. They would be taught how to progam formulae and functions in MS EXCEL. I intend making a video of this session so it can be used for any students who miss the class or would like extra help. This video can also be used for future teaching of this topic. 

MS EXCEL and Calculus - What do the others say?

While searching for educational uses of MS EXCEL, I came across many interesting articles and papers.

Here's a sneak peek of what the most interesting ones talk about.

Abbasi and Iqbal did some research on the proportion of mathematics educators at post/under graduate level in Pakistan, who make the mathematics courses more livelier for their students.

Article available at

http://0-www.tandfonline.com.library.hct.ac.ae/doi/pdf/10.1080/00207390902759600

Another one is a presentation by Prof. H Y Far on the uses of MS EXCEL in numerical calculus. This paper focuses more closely on topics similar to ones which I would like to pursue in my class.

Presentation available at

 http://faculty.lonestar.edu/hfar/Numerical%20Calculus%20with%20Excel.pdf

Lastly

Dogan Ibrahim presented a paper on the requirements of engineering and science teaching and how EXCEL can be used in teaching of science subjects.

Text available on

http://ac.els-cdn.com/S1877042809000603/1-s2.0-S1877042809000603-main.pdf?_tid=564ee0f360eeba5b5e4b1ed7594476fb&acdnat=1332335262_c1dc6376d1a084581c341f6d72f419dd

How and why

The course where I intend using technology is the final engineering mathematics for semester students.

The last learning outcome of the course involves numerical techniques which involve solving differential equations and derivatives numerically, amongst other sub learning outcomes.

My biggest reason for using technology is to give the students a taste of something different. Traditionally these topics are covered using pen and paper but with the usage of technology, I am sure the students will find it more interesting.

Secondly, number crunching plays a major part in solving numerical technique questions and there are always chances of hitting the wrong button on the calculator. These kind of mistakes be reduced as EXCEL with do most of the arithmetic operations.

One powerful help that EXCEL provides is prompting for incorrect formulae input which otherwise the students will not be able to find out easily.

Typically I would give a mini test to the students on these topics which would last 45 minutes or so and most of that time is spent by the students on calculators. Using EXCEL will reduce the time consumed in this regard too.

In conclusion, using EXCEL will test the students’ understanding of the concept of these numerical techniques with them not getting penalised for their lack of proficiency with a calculator.    

Learning networks

I can consider myself blessed that I have been a part of a learning network throughout my engineering career. That goes to show that a) Engineers are a helpful lot. And b) that that field is so vast we need help from each other, always.

My informal learning network was actually formed during the student days at UNISA and it has had additions with passing time. It became international as I studied in Europe and even more diversified as I found employment here in Dubai.

The level of contact with this bunch of people is varied and dependent. My colleagues at wotk are always there to help, advice and support. I am still in touch with my chief engineer from my previous employer, an expert in fluid mechanics, both socially and professionally. Other members of the network are contacted professionally as need arises.

The tools used for keeping are the usual social media and email although I love the face to face interaction with the colleagues.

Lastly the importance of these informal groups cannot be denied. You always have someone to lean on or to share your knowledge and experiences.

MS EXCEL - Can it do it??

I have been told by a lot of experts that MS excel is a very powerful tool when it comes to performing complex mathematical operations.

My own expertise in Excel is limited to adding up the grades of the student every semester and calculating the averages.

So I would like to use MS Excel to teach numerical techniques including differentiation & solving differential equations, perhaps even more.

The experts better be right!!

Teaching Engineering Mathematics: The new fashioned way

Traditionally mathematics at the higher end of the engineering matrix is still taught and assessed in the good old way. Pen, paper, whiteboard, etc etc.

I want to use technology in teaching (& not only assessing) at least one learning outcome.

My hypothesis is that the students will find this approach to be different and hopefully will enhance their learning experience.  

Re-Introduction

My fellow PGCTHEians

I must say it feels good to be back.

Module one was very informative and here's to hoping that module 2 is even more.

My brushes with educational technologies as an educator have been varied with sharepoint and BB vista being the usual suspects.

As a learner I also had interaction with on-line assessment and assignment submissions and accessing tutoring videos (from MIT) and course material.

Talking about "The Ten Fundamental Reasons for technology in education", I concur with all the reasons mentioned there. In my opinion the biggest benefit technology provides is the flexibility to a student's learning.