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Bev Ruedi
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65Engineering:Electrical EngineeringCRAFTY Curriculum Foundations Project Clemson University, May 4Œ7, 2000 Ben Oni, Report EditorKenneth Roby and Susan Ganter, Workshop Organizers SummaryThis report focuses on establishing the foundation mathematics needed to support the study and practice of electrical engineering with emphasis on the undergraduate level. To strengthen communication between communities of mathematicians and electrical engineers, we have prepared this document to highlight the areas of mathematics that are most applicable to the study and practice of electrical engineering.For outcome objectives, we propose that the mathematics taught to undergraduate electrical engineering students should help them in developing skills to:1.Formulate problems in electrical engineering from real life situations, 2.Conceptualize the outcomes of electrical problems, 3.Simplify complex problems and estimate the reasonableness of solutions, 4.Visualize solutions graphically from inspection of their mathematical descriptions, 5.Visualize the form of a time function by insp ection of the poles and zeros of its frequency transform,6.Be able to mathematically model physical reality, 7.Perform rudimentary analysis in electrical engineering, 8.Validate solutions to electrical engineering problems. NarrativeIntroduction and Background Electrical engineering deals with the manipulation of electrons and photons to produce products that benefithumanity. The design of these products is based on scientific principles and theories that are best described mathematically. Mathematics is thus the universal language of electrical engineering science. Undergraduate electrical engineering education must provide students with the conceptual skills to for- mulate, develop, solve, evaluate and validate physical systems. Our students must understand various problem-solving techniques and know the appropriate techniques to apply to a wide assortment of problems. We believe that the mathematics required to enable students to achieve these skills should emphasize con- cepts and problem-solving skills more than emphasizing repetitive mechanics of solving routine problems.Students must learn the basic mechanics of mathematics, but care must be taken that these mechanics do not become the primary focus of any mathematics course.
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