Research and Education in Computational Science and Engineering

Over the past two decades the field of computational science and engineering (CSE) has penetrated both basic and applied research in academia, industry, and laboratories to advance discovery, optimize systems, support decision-makers, and educate the scientific and engineering workforce. Informed by centuries of theory and experiment, CSE performs computational experiments to answer questions that neither theory nor experiment alone is equipped to answer. CSE provides scientists and engineers of all persuasions with algorithmic inventions and software systems that transcend disciplines and scales. Carried on a wave of digital technology, CSE brings the power of parallelism to bear on troves of data. Mathematics-based advanced computing has become a prevalent means of discovery and innovation in essentially all areas of science, engineering, technology, and society; and the CSE community is at the core of this transformation. However, a combination of disruptive developments---including the architectural complexity of extreme-scale computing, the data revolution that engulfs the planet, and the specialization required to follow the applications to new frontiers---is redefining the scope and reach of the CSE endeavor. This report describes the rapid expansion of CSE and the challenges to sustaining its bold advances. The report also presents strategies and directions for CSE research and education for the next decade.Comment: Major revision, to appear in SIAM Revie

Teaching Practicum

The purpose of the teaching practicum is to: serve as a historical document of student\u27s practicum; demonstrate the student\u27s understanding of how the actual courses they are involved in relate to and support the Curriculum Frameworks; demonstrate the student\u27s ability to develop classroom materials consistent with the Frameworks; provide the student the opportunity to assess his classes to determine the degree to which the Frameworks are being met; provide the student with opportunity to provide evidence of effective classroom management, promoting equity and meeting professional responsibilities; and require the student to reflect upon the connections between their experiences in the secondary education they are providing and the college education they are experiencing

A Three-Fold Approach to the Heat Equation: Data, Modeling, Numerics

This article describes our modeling approach to teaching the one-dimensional heat (diffusion) equation in a one-semester undergraduate partial differential equations course. We constructed the apparatus for a demonstration of heat diffusion through a long, thin metal rod with prescribed temperatures at each end. The students observed the physical phenomenon, collected temperature data along the rod, then referenced the demonstration for purposes in and out of the classroom. Here, we discuss the experimental setup, how the demonstration informed practices in the classroom and a project based on the collected data, including analytical and computational components

An investigation of the interrelationships existing between high school mathematics and physics courses

Thesis (Ed.M.)--Boston Universit

A resource guide to physical science/physics software for the Apple II, Atari, Pet, and TRS-80

The purpose of this resource guide is to present a list of the software available for high school physical science/physics for the four most popular microcomputers: Apple II, Pet, TRS-80, and Atari. The resource guide will consist of the following: 1. A list and description of the high school physical science/physics software available for AISD teachers in the various Resource Centers. 2. A list and description of the commercial software for high school physical science/physics. 3. Checklists for evaluating computer instructional programs. 4. An annotated bibliography of microcomputer publications.Science and Mathematics Educatio

(A) survey of the magazine "The Mathematics Teacher"

Typewritten sheets in cover. Thesis (M.A.)--Boston University This item was digitized by the Internet Archive. Bibliography: p. 191

K-12 Mathematics: What Should Students Learn and When Should They Learn it?

The conference was held at the National Rural Electric Cooperative Conference Center on February 5-6, 2007 and Organized by the Center for the Study of Mathematics Curriculum. The conference was also webcast and archived sessions are available at: http://cltnet.org/cltnet/misc/csmcmath07/In the fall of 2006 several influential national groups (Achieve, American Statistical Association, College Board, and the National Council of Teachers of Mathematics) developed and released documents that recommended curriculum standards or focal points for K-12 mathematics. In response, the Center for the Study of Mathematics Curriculum (CSMC) organized several meetings of representatives of each group to discuss the nature of their work and possible collaboration. As a result of those meetings, the groups agreed to cosponsor a national conference to highlight the recommendations and to engage “users” of standards (state and district curriculum specialists, textbook and assessment publishers, K-12 district and teacher leaders, and representatives from higher education and business) in discussions about implications for their work.This report is based on the work of the Center for the Study of Mathematics Curriculum, supported by the National Science Foundation under Grant No. ESI-0333879. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation