Mathematics in Engineering

Proceedings der Int. Conf. on Technology in Math. Teaching (ICTMT 5), Klagenfurt 2001

Mathematical Application Projects for Mechanical Engineers Concept, Guidelines and Examples
Burkhard Alpers FH Aalen - University of Applied Sciences [e-mail] http://www.fbm.fh-aalen.de/

Abstract: In this article, we present the concept of mathematical application projects as a means to enhance the capabilities of engineering students to use mathematics for solving problems in larger projects as well as to communicate and present mathematical content. As opposed to many case studies, we concentrate on stating criteria and project classes from which instructors can build instances (i.e. specific projects). The main goal of this paper is to facilitate the definition of new „good“ projects in a certain curricular setting. 1. INTRODUCTION Learning and training mathematical concepts and algorithms in engineering departments of German Universities of Applied Sciences ("Fachhochschulen") usually consists of a sequence of "small steps" with "small-sized" assignments. This is necessary in order to gain familiarity without overloading students with too much complexity. But in the end, an engineer is required to use mathematics (models, software) for solving problems in larger projects as well as to communicate and present mathematical content. Without also learning this further step in mathematics education for engineers, mathematical knowledge often remains "inert" (Mandl), i.e. small chunks of knowledge are existing, but the capability of how to apply them for solving a problem is missing. As a remedy, we introduced mathematical application projects in the third semester (Mathematics III) after students have learnt basic mathematical concepts and symbolic computation during semesters 1 and 2 in a mathematically coherent setting. The character and success of such projects heavily depends on the curricular embedding (mathematical and application field knowledge and

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