Essential mathematical skills for undergraduate students (in applied mathematics, science and engineering)

1999 ◽  
Vol 30 (4) ◽  
pp. 499-512 ◽  
Author(s):  
Steven Ian Barry ◽  
Stephen Davis
Keyword(s):  
Undergraduate Students ◽  
Applied Mathematics ◽  
Science And Engineering ◽  
Mathematical Skills

Theory of spacetime impetus

2021 ◽  
Vol 34 (4) ◽  
pp. 548-563
Author(s):  
Larry M. Silverberg ◽  
Jeffrey W. Eischen
Keyword(s):  
Undergraduate Students ◽  
Equations Of Motion ◽  
Interaction Force ◽  
Riemannian Curvature ◽  
Science And Engineering ◽  
Newtonian Theory ◽  
Bending Angle ◽  
Mathematical Skills ◽  
The Third ◽  
Action Force

This article introduces the theory of spacetime impetus (SI). The theory unites Newtonian theory (NT) and the theory of general relativity (GR). To develop SI, we reformulated NT in spacetime and replaced the particle primitive in NT with the fragment of energy primitive in field theory. SI replaces Newton’s second law F = ma governing the motion of particles, where F, m, and a are, respectively, interaction force, mass, and acceleration, with the change equation P = k governing the motion of fragments of energy, where P and k are, respectively, action force and the curvature of a path in spacetime. To verify SI, we conducted three tests: Test 1 predicted the precession angles of Mercury and Jupiter, test 2 predicted the bending angle of light as it grazes the surface of the sun, and test 3 predicted the radius of the photon sphere. All three tests were in agreement with GR, the third corresponding to strong Riemannian curvature in GR. The equations of motion in SI are in terms of Cartesian coordinates and time and are relatively simple to solve. Undergraduate students in science and engineering and others with similar mathematical skills can validate the results for themselves.

scholarly journals Prevalence of Adjustment Problem and Its Predictors among First-Year Undergraduate Students in Ethiopian University: A Cross-Sectional Institution Based Study

2018 ◽  
Vol 2018 ◽  
pp. 1-7 ◽  
Author(s):  
Getu Belay Ababu ◽  
Asmare Belete Yigzaw ◽  
Yihunbelay Dinku Besene ◽  
Wondale Getinet Alemu
Keyword(s):  
Undergraduate Students ◽  
Associated Factors ◽  
Applied Mathematics ◽  
World Health ◽  
Quantitative Relation ◽  
P Value ◽  
Cross Sectional ◽  
Study Skill ◽  
Freshman Students ◽  
Making Friends

Background. Being in a university for the first time is an unpleasant event and time of heavy pressure relating to social things and dissatisfaction for several new faculty students. Adjustment difficulties are the foremost common issues among freshman students; World Health Organization area unit researched a full-of-life adjustment innovation in universities. Despite this reality, there is a few literature that identifies prevalence and factors related to the adjustment downside among university/college students. Methods. Institutional based quantitative cross-sectional study style was conducted from May to June 2016. A total of 537 haphazardly elite students concerned within the study. The result adjustment downside was explained with Student Adjustment to College Questionnaire (SACQ). Data was described using descriptive analysis; logistic regression was used to assess the relation between adjustment downside and associated factors. An odds quantitative relation 95% confidence interval was used to point out the strength of association. Applied mathematics significance was declared as a p value less than 0.05. Result. A total of 537 respondents participate with a response rate of eighty-five percent. the prevalence of adjustment downside among the respondents was 228 ( 42.5%). Of the respondents, 327 (60.9%) were male and therefore the mean (sd) age was 19 (+- 1) years. Being away from home and homesickness (AOR=4.15,95% CI: 2.46,2,99 and AOR=5. 9,95% CI: 2.35,14.76) and difficulties in socializing or making friends (AOR=3.99,95% CI:2.29,6.98) and difficulties in managing time and study skill (AOR=3.02,95% CI: 1.3,7.02) were abundant associated factors with adjustment downside. Conclusion. The study confirms that freshman students joining university do face problems in adjusting themselves at the university. Homesickness, difficulties in socializing or making friends, and difficulties in managing time and study skill were found to be significant factors in adjustment downside.

Numerical Analysis for Applied Mathematics, Science and Engineering

1989 ◽  
Vol 73 (466) ◽  
pp. 354
Author(s):  
D. W. Arthur ◽  
D. Greenspan ◽  
V. Casulli
Keyword(s):  
Numerical Analysis ◽  
Applied Mathematics ◽  
Science And Engineering

scholarly journals Maths Advice and Revision for Chemistry (MARC)

2017 ◽  
Author(s):  
Beth Paschke ◽  
Shazia Ahmed
Keyword(s):  
Pilot Project ◽  
Open Educational Resources ◽  
Science Students ◽  
Science And Engineering ◽  
Mathematical Concepts ◽  
Mathematical Skills ◽  
Support Provision ◽  
Mathematics Student ◽  
Additional Support ◽  
Academic Year

It has been recognised for some time by Science and Engineering departments that students are entering Higher Education ill-equipped in terms of their mathematical skills, despite having in many cases, attained good grades at Higher/A level (The Engineering Council 2000; Fry, Ketteridge & Marshall 1999; Score Education 2009). In an attempt, therefore, to ensure that all students progressing on to Chemistry degrees are equally prepared (in terms of ability and confidence) to attempt the more mathematical aspects of our courses, the School of Chemistry has over recent years been sequentially introducing   mathematics support into the curriculum.  As part of the School’s ongoing mathematical support provision, the aim of this project was two-fold:  1)    to assess the popularity and effectiveness of tailored maths support sessions and 2)    in relation to the teaching of mathematical concepts to science students, collate examples of existing appropriate open educational resources to provide additional support to facilitate student learning such as RSC Discover Maths for Chemistry and Math Centre (Royal Society of Chemistry; MathCentre 2016). A pilot project has been carried out during the academic year 2015-2016, where support sessions were delivered in tutorial format by the Maths Adviser. Although the sessions were open to all 3rd year students studying on chemistry degree programmes, the expectation was that they would mainly be attended by students with little formal mathematics training and those who are less confident about their abilities.  Keywords:  Chemistry, Mathematics, Student Support, Maths Support 

scholarly journals FUTURE SKILL DEVELOPMENT IN UNDERGRADUATE STUDENTS THROUGH WORK IN STEM OUTREACH

2021 ◽  
Author(s):  
Lisa Romkey ◽  
Tracy Ross ◽  
Daniel Munro
Keyword(s):  
Undergraduate Students ◽  
Work Experience ◽  
Skill Development ◽  
Science And Engineering ◽  
Post Secondary ◽  
Youth Program ◽  
Global Pandemic ◽  
Instructor Experience ◽  
Undergraduate Science ◽  
The Impact

This paper represents the experience and self-reported skill development of undergraduate Science and Engineering outreach instructors, who were working primarily online during the global pandemic in 2020. This work is part of a larger multi-year project designed to articulate the learning and employability skills gained by a pan-Canadian group of undergraduates, by way of theirtraining and work experience as youth program Instructors delivering STEM outreach activities for youth. The development of these skills was measured using a post-program survey, in which undergraduate instructors were asked a number of questions about their skill development. Instructors noted development most significantly in (1) teamwork and collaboration; (2) adaptability and flexibility: (3) communication, (4) leadership, (5) innovation and creativity, and (6)initiative. A significant theme noted was the learning that took place from the sudden shift to teaching remotely and working through a pandemic. Although the focus of STEM Outreach research & evaluation is often on the impact of the program on its participants, this work demonstrates the value of the instructor experience, and how this work can leverage other post-secondary initiatives designed to prepare undergraduates for their careers.

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