Problem-Centered Approach in a Numerical Methods Course
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Volume 134, Issue 4
Abstract
This paper is an illustration of using a problem-centered approach in an undergraduate course in numerical methods. The problem used in the course was first encountered in a research project that related to the assembly procedure of the fulcrum of bascule bridges. It involved the study of the fulcrum assembly procedure where a trunnion cooled in a dry-ice/alcohol mixture for shrink fitting became stuck halfway in the hub before full insertion could take place. The solution of the problem and its implementation involved numerical solutions of mathematical procedures taught in a typical numerical methods course. The effect of the problem-centered approach in the classroom was quantitatively and qualitatively surveyed over a two-semester period. The results indicate very high student satisfaction in helping them: acquire basic knowledge and skills; reinforce information presented in class, reading assignments, and problem sets; learn to clearly formulate a specific problem and then work it through to completion; develop generic higher-order thinking and problem solving skills; and develop a sense of competence and confidence and see the relevance of the course material to their major.
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Acknowledgments
This material is based upon work (http://numericalmethods.eng.usf.edu) supported by the National Science Foundation under Grant No. 0341468, and the Research for Undergraduates Program in the College of Engineering, University of South Florida. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the writers and do not necessarily reflect the views of the National Science Foundation. The research problem used in the course was funded by Florida Department of Transportation (FDOT) under Contract No. B-C008 (1998–2001). Mr. T. A. Cherukara was the project manager and Professor G. H. Besterfield of the University of South Florida was the principal investigator for the FDOT grant. Portions of this paper were presented at the 2007 American Society of Engineering Education Annual Conference and Exposition, Honolulu, June 24–27, 2007. The writers thank all the anonymous reviewers for their comments in making this a better paper, especially Reviewer A, who pointed out the effect of assuming the outer diameter of the trunnion to be a constant.
References
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Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 134 • Issue 4 • October 2008
Pages: 359 - 364
Copyright
© 2008 ASCE.
History
Received: Aug 22, 2007
Accepted: Nov 1, 2007
Published online: Oct 1, 2008
Published in print: Oct 2008
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