http://www.lions.odu.edu/~amoha006 http://numericalmethods.eng.usf.edu/people.html#Duc_Nguyen

1. “Internet Instructor, Tireless Grader, Endless Self-Assessment Tests, and Game-Based Learning (GBL) With Real-World Applications For Improving STEM Education” Subhash Kadiam, Ahmed Mohammed, Duc T. Nguyen* Old Dominion University Civil & Environmental Engineering, 135 KAUF Norfolk, VA 23529 http://www.lions.odu.edu/~amoha006 http://numericalmethods.eng.usf.edu/people.html#Duc_Nguyen http://www.lions.odu.edu/~amoha006/Fillinterms/FILLINTERMS.html http://www.eng.usf.edu/~kaw/download/Assembly_procedure2_256.wmv

4. Table 1: Objectives and Outcomes of the Developed SMM Module

5. Figure 2: Layout of Stiffness Matrix Method (SMM) Module.

7. Cont’d

8. Figure 3: Deflections and reactions for support “settlements” example.

9. Figure 4: Self-Assessment Test: Frame problem (Students will enter his/her answers in the textbox provided).

10. Figure 5: Self-Assessment results and graded score are included in each student’s email.

14. The ratings (for the following questionnaire) can be quantified as: A = 4 points (Definitely Agree), B = 3 points (Agree), C = 2 points (Not Sure), D = 1 point (Not Agree)

16. Figure 5 A preliminary chess-like game is being developed as an innovative and effective way to explain a difficult topic such as "fill-in terms" in simultaneous linear equations (SLE) covered in the course Numerical Methods. This game illustrates how to minimize fill-in terms during factorization phase of SLE (Choleski) procedures.

17. An Applied Problem in a Numerical Methods Course Autar Kaw Department of Mechanical Engineering University of South Florida http://numericalmethods.eng.usf.edu Sponsored by National Science Foundation

18. Why incorporate real-life problems in courses? • Train students in state-of-the-art research in emerging technologies. • Real world application of course work increases comprehension. • Encourage that education and research are of equal value and are complementary parts of an integrative engineering and science education enterprise.

19. Bascule Bridge THG Hub Trunnion Girder

20. Trunnion-Hub-Girder Assembly Procedure • Step1. Trunnion immersed in dry-ice/alcohol • Step2. Trunnion warm-up in hub • Step3. Trunnion-Hub immersed in dry-ice/alcohol • Step4. Trunnion-Hub warm-up into girder

21. Fulcrum Assembly Movie

22. Trunnion Stuck in Venetian Causeway Bridge When the trunnion was inserted into the hub, the trunnion got stuck before it could be fully inserted.

23. Consultant calculations show sticking should not have occurred. Clearance needed was 0.015” or more

24. Thermal Expansion Coefficient Variation with Temperature

25. Knowing that thermal expansion coefficient varies as shown, as compared to the consultant’s estimate, the magnitude of contraction you would calculate is • Less • More • Same • undeterminable

26. Roughly estimate the contraction using trapezoidal rule Ta=80oF; Tc=-108oF; D=12.363”

27. Estimating Contraction Accurately Change in diameter (D) by cooling it in dry ice/alcohol is given by Ta=80oF; Tc=-108oF; D=12.363" ΔD =-0.0137"

28. y f(x) Area of this triangle is 22.5 units -2 x 5 Area of this triangle is 6.75 units The area under the curve, that is, • 6.75 • 15.25 • 22.5 • 29.25

29. The number of significant digits in 0.0023406 is • 4 • 5 • 6 • 7

30. Coefficient of Thermal Expansion vs Temperature

31. Microsoft Excel Used for Regression With Default Format What is your predicted value of the thermal expansion coefficient at T=-300oF?

32. in/in/oF T = -300oF The difference between predicted and observed values Default Format in Excel for Regression Predicted Value at Observed Data at T = -300oF in/in/oF

33. Microsoft Excel Used for Regression with Scientific Format What is your predicted value of the thermal expansion coefficient at T=-300oF?

34. in/in/oF T = -300oF The difference between predicted and observed values Scientific Format in Excel for Regression Predicted Value at Observed Data at T = -300oF in/in/oF

35. Observed Data T = -300oF in/in/oF Default Format in Excel for Regression in/in/oF T = -300oF Scientific Format in Excel for Regression T = -300oF Summary of what formatting does in Excel in/in/oF

36. A scientist finds that regressing the data below is a perfect fit to a straight line. The missing data at x=17 is • -2.444 • 2.000 • 34.00 • 35.00

37. So if dipping in dry-ice/alcohol is not a good medium, what is?

38. An equation solver gives the roots of the above equation as 1688,-128,-802. The acceptable solution is • 1688 • -128 • -802 • All of the above

39. A cubic equation has three roots. At least one root is known to be complex. The cubic equation has • one real root and two complex roots • two real roots and one complex root • three complex roots • three real roots

40. For more information • http://numericalmethods.eng.usf.edu OR just do a Google search on numerical methods undergraduate

41. The Only Advice If you don't let a teacher know at what level you are by asking a question, or revealing your ignorance you will not learn or grow. You can't pretend for long, for you will eventually be found out. Admission of ignorance is often the first step in our education. Steven Covey - Seven Habits of Highly Effective People

42. Acknowledgements. The authors would like to express their gratitude for the financial support provided by the National Science Foundation, through the NSF Grants #0530365 (Sept.2005-Sept.2008; PI=Prof. Chaturvedi; Senior Investigator=Prof. Nguyen), #0717624 (Jan.2008-Dec.2010; PI=Prof. Kaw; Co-PI=Prof. Nguyen), and #0836916 (Feb.2009-Jul.2010; over-all PI=Prof. Nguyen).

43. References