Master's Theses (Mathematics)
http://hdl.handle.net/1957/16491
Sun, 25 Sep 2016 07:11:31 GMT2016-09-25T07:11:31ZInterpolation Schemes for Two Dimensional Flow with Applications
http://hdl.handle.net/1957/58804
Interpolation Schemes for Two Dimensional Flow with Applications
Umhoefer, Joseph G.
In this thesis we study a numerical analysis problem motivated by the need to simulate an event such as an oil spill in a deep water environment. Numerical simulation can help to mitigate the disastrous effects of such events by aiding the management of risk assessment and recovery efforts.
However, an accurate simulation of the physical processes involved in the oil spill requires highly sophisticated and accurate numerical models. Equally important is that such a simulation needs to have accurate hydrodynamics data which may either come from observations or from some other computation simulator which predicts the flow of water near the area involved in the spill. In this thesis we discuss a particular technical problem involved with proper interpretation and use of hydrodynamic data.
In numerical analysis, it is often necessary to approximate a given function or interpolate from discrete data. One may have discrete data from sampling or due to solving a partial differential equation at discrete points but require information between the nodes. The motivation for this investigation of interpolation on scattered data is to recreate a smooth function from hydrodynamic data. In other words, we will discuss algorithms that provide a smooth field from given discrete data. The Blowout and Spill Occurrence Model (BLOSOM) developed by the Department of Energy's National Energy Technology Laboratory models hydrocarbon release events from the sea floor to the final fate of the oil. The generated smooth field could be used in such a model, potentially improving the predicted outcomes.
The errors in prediction of the fate of oil arise, of course, from multiple sources. We study the errors due to the interpolation scheme applied. One particular aspect is also associated with whether the interpolated velocities have non-physical characteristics, specifically whether the interpolated velocities are conservative, given that the true velocities are. Ultimately, we achieve good results using radial basis function interpolation, but the scale of the problem needs to be considered further, as the large data sets in use may make the problem intractable.
Graduation date: 2016
Mon, 14 Mar 2016 00:00:00 GMThttp://hdl.handle.net/1957/588042016-03-14T00:00:00ZActive Learning and the ALEKS Placement Test in College Algebra : An Observational Study
http://hdl.handle.net/1957/58518
Active Learning and the ALEKS Placement Test in College Algebra : An Observational Study
Dean, Raven (Raven E.)
In 2012, a university in the north western United States began offering a redesigned college algebra class that had a greater emphasis on active learning. Specifically, two out of four class periods were completely devoted to students working together in small groups on carefully designed worksheets. Two years later, the university began using a new mathematics placement system. Students were required to take the ALEKS placement test before enrolling in a course. ALEKS scores determined what classes a student was eligible to take. The purpose of this thesis is to examine how students in the redesign courses fared in comparison to students in the traditional courses, and to determine how ALEKS test score correlated with grade point value in college algebra. First, linear regression will be used to model the relationship between ALEKS score and grade point value. Next, the average multiple choice exam score of students in a traditional section of college algebra will be compared to the average score of students in a redesigned course, using data from one instructor during one term. Then, logistic regression will be used to model the relationship between course type and failure rates. Finally, there will be an examination of the flow of college algebra students to their next mathematics course. With this information, a recommendation will be made for the future of college algebra.
Graduation date: 2016
Wed, 09 Mar 2016 00:00:00 GMThttp://hdl.handle.net/1957/585182016-03-09T00:00:00ZListing as a Potential Connection between Sets of Outcomes and Counting Processes
http://hdl.handle.net/1957/57952
Listing as a Potential Connection between Sets of Outcomes and Counting Processes
Erickson, Sarah A.
Counting problems are rich in opportunities for students to make meaningful mathematical connections and develop non-algorithmic thinking; their accessible nature and applications to computer science make counting problems a valuable part of mathematics curricula. However, students struggle in various ways with counting, and while previous studies have indicated that listing may be a useful way to address student difficulties, little work has been done toward understanding exactly how students may connect lists of outcomes to their solutions to counting problems. To begin to address this, I conducted twenty task-based interviews with undergraduate students to probe the ways in which students conceptualize the relationship between sets of outcomes and counting processes. In this thesis, I describe the ways that students listed outcomes using an elaboration of English's (1991) solution strategies, and I frame my findings about their understanding using Lockwood's (2013) model of students' combinatorial reasoning. I discover that students reason about the relationship between lists of outcomes and counting processes with varying levels of sophistication, and I suggest that teachers could help students by making connections between sets of outcomes and counting processes more explicit.
Graduation date: 2016
Fri, 04 Dec 2015 00:00:00 GMThttp://hdl.handle.net/1957/579522015-12-04T00:00:00ZCollege Instructor Preparation : Enough to Feel Comfortable?
http://hdl.handle.net/1957/57950
College Instructor Preparation : Enough to Feel Comfortable?
Fleming, Eric (Eric Ryan)
Over several decades, much attention has been paid to the preparation of K-12 teachers. More recently, the body of literature on graduate teaching assistants' preparation for teaching has begun to increase. Since many graduate teaching assistants are hired as community college and university instructors, it is important to understand how they are prepared for teaching. The purpose of this thesis is to understand what newly hired instructors found helpful, and not helpful, about their education. A series of three interviews was conducted with four instructors over the course of one academic year. I share my findings from my investigation of the instructors' experiences during their first years on the job: what courses they draw on while teaching, what courses have influenced their teaching, and what courses they are unable to draw on while teaching. Lastly, I offer recommendations for what types of courses might be helpful in supplementing a prospective instructors' education based on the participants' experiences.
Graduation date: 2016
Fri, 20 Nov 2015 00:00:00 GMThttp://hdl.handle.net/1957/579502015-11-20T00:00:00Z