Resources - University of Alabama Engineering Math Advancement Program

Class Components

E-Math by Dr. Sam Evers

This is a course in Precalculus mathematics. The course is computer-assisted, which means students will use the computer (along with the instructor) to complete the course. Topics include equations and inequalities (linear and quadratic), the algebra of functions (including polynomial, rational, exponential, and logarithmic functions), as well as the study of trigonometric (circular) functions and inverse trigonometric functions, and includes work with trigonometric equations, complex numbers, polar coordinates, and DeMoivre's Theorem.

Final Jeopardy

Movie

Introduction to Calculus by Dr. Jim Gleason

EMAP Students Summer 2008 worked with the calculus instructor, Dr. Jim Gleason, to assess student skills, build skill sets, and compete for slots in the E-MAP Introduction to Calculus component of the program. The course relied on ALEKS technology developed from research at New York University and the University of California. ALEKS is a web-based, artificially intelligent assessment and learning system which uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. It then instructs the student on the topics he or she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained.

Introduction to Engineering by Dr. Sandy Wood

Engineering Problems by Dr. Karen Boykin

Introductory Physics for Engineers by Dr. Sergio Fabi

This course prepares students for PH101 and PH105 by reviewing necessary mathematics and surveying future course work. An emphasis will be placed on general problem solving skills applicable to a broad range of future scientific and engineering classes.

Syllabus

Study Skills by Richard Livingston and Dwight Lewis

Labs

Aerospace Lab

In this lab experiment, The University of Alabama 6" X 6" cross-section supersonic tunnel was run at Mach a number, M=3, with a 17 8 wedge placed in the tunnel. Schlieren pictures were obtained to visualize the flow field and the shock wave structure over the wedge. The pictures were used together with the governing equations of compressible fluid flow to determine the Mach number within the tunnel. The students were introduced to the compressible fluid flow theory and how to use compressible-flow charts to determine the Mach numbers associated with such a flow.

Construction Lab

The purpose of this lab is to expose students to the world's construction industry, show them how the construction business works, and what the possible career paths are. After a power point introduction of the discipline, students were showed the main local construction contractor and the type of project they work on. Farther, they learned (facts and figures) about the biggest modern construction projects (buildings, bridges, dams, and tunnels), worst major accidents in this industry (bridge and dam failure), and incredible things that the construction industry might construct (like the space elevator). They were asked to name the tallest building, longest bridge etc. in US and the world. The second part of the class was used to estimate the cost and the material quantity needed to construct a certain size and shape swimming pool. The math involved is algebra, geometry and trigonometry.

Hydrology Lab

This experiment was designed to observe the characteristics of uniform flow in the teaching flume and to utilize the common uniform flow formulas to explain the conditions that were observed. Manning's roughness coefficient was calculated based on observations of flow width, flow depth, flow rate, channel slope, and channel surface material. These data were then used to calculate Chezy's C, and the Darcy-Weisbach friction factor, f.

Mechanical Lab

The EMAP lab for mechanical engineering examined the physics of free falling objects and objects rolling down inclined ramps. Following a brief explanatory lecture, the lab consisted of two hands-on activities. First, the acceleration of gravity was measured by using a stopwatch to measure the time required for a ball to drop about 7 m in a stairwell. The relationship between displacement, velocity and acceleration was utilized. The effects of ball type, uncertainty, human error and experiment ergonomics design were explored. Next, the physics of balls rolling down a 3 m ramp were explored. Trigonometry (sine, cosine and tangent along with right triangle properties) was used to calculate the ramp angle using the measured starting height (right triangle leg) and ramp length (hypotenuse). Topics including resultant force along an inclined surface, moment of inertia, friction, potential and kinetic energy, conservation of energy, as well as error and uncertainty were considered. After the measurements were completed, the instructor worked through the calculations interactively with the EMAP participants. Unit conversions were used in several of the calculations.