Teaching PDE-based modeling to ChE undergraduates: Overcoming conceptual and computational barriers
Document Type
Article
Publication Date
3-1-2000
Abstract
The use of partial differential equations (PDE) in the undergraduate curriculum can be frustrating for both students and instructors. Engineering instructors must help students overcome conceptual barriers associated with math and help them envision the physical phenomena being described. Some of the effective applications of modern numerical software for solving real engineering problems are discussed. Classroom time can then be used to break down conceptual barriers associated with PDEs.
Publication Source (Journal or Book title)
Chemical Engineering Education
First Page
146
Last Page
153
Recommended Citation
Thompson, K. (2000). Teaching PDE-based modeling to ChE undergraduates: Overcoming conceptual and computational barriers. Chemical Engineering Education, 34 (2), 146-153. Retrieved from https://repository.lsu.edu/petroleum_engineering_pubs/654