Teaching Differential Equations with Modeling and Visualization

Authors

Mike Huber

Publication Date

8-1-2010

Keywords

Modeling; Interdisciplinary Lively Application Projects; ILAPs

Abstract

In this article, I explain the history of using Interdisciplinary Lively Applications Projects (ILAPs) in an ordinary differential equations course. Students want to learn methods to "solve real world problems," and incorporating ILAPs into the syllabus has been an effective way to apply solution methods to situations that students may encounter in other disciplines. Feedback has been positive and will be shared. Examples of ILAPs currently used will be referenced. For more information about how to develop ILAPs, see Huber and Myers (in "Innovative Approaches to Undergraduate Mathematics Courses Beyond Calculus," 2005). Included with this document are three Interdisciplinary Lively Applications Projects (ILAPs). (1) Antaeus.pdf This ILAP uses the Laplace transform to model the struggle between Hercules and Antaeus, a tale from Greek mythology. It is appropriate for use in an introductory course on differential equations. (2) MechanicalResonance.pdf This ILAP discusses mechanical resonance in the context of a vibrating propeller on an airplane wing. It is suitable for use in an introductory course in differential equations. (3) Fever.pdf This ILAP uses Newton's Law of Cooling to explore the question: How long should a thermometer be held in the mouth in order to get an accurate reading? The project is based on an article by Elmo Moore and Charles Biles in the UMAP journal, and is suitable for use in an introductory course in differential equations. In the project, students relate actual temperature measurements to derive the differential equations model, then use the model to answer the question.

Recommended Citation

Huber, Mike (2010) "Teaching Differential Equations with Modeling and Visualization," CODEE Journal: Vol. 7, Article 3.
Available at: https://scholarship.claremont.edu/codee/vol7/iss1/3