Name of School: School of Basic Sciences

Program Name :B. Tech 2nd Sem

Course Name: Engineering Mathematics-II
Course Code: C1UC222B

Introduction
[Lecture No. 0 ]

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 University Vision & Mission

∙ Vision Statement: To be recognized globally for imparting quality and value based
education within a multi-disciplinary and collaborative research based environment
∙ Mission Statement:
∙ M1: Develop a strong foundation in fundamentals of computing science and engin-
eering with responsiveness towards emerging technologies.
M2: Establish state-of-the-art facilities and adopt education 4.0 practices to analyze,
develop, test and deploy sustainable ethical IT solutions by involving multiple stake-
holders Mission M3
∙ M3: Foster multidisciplinary collaborative research in association with academia and
industry through focused research groups, Centre of Excellence, and Industry Ori-
ented R&D Labs.
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 Course Outcomes (CO)

Introduction to COs: COs align with PEOs, POs, and PSOs by defining specific
learning outcomes that support broader program objectives, institutional goals, and
student aspirations, ensuring a cohesive educational framework for student success.
List of COs:
CO1: Explain the concepts of vector calculus and vector spaces. (WK2).
CO2:Apply vector space and linear transformation concepts to engineering systems.
(WK3).
CO3: Solve ODEs and systems with methods like variation of parameters and
Cauchy-Euler. (WK2).
CO4: Classify PDEs and solve wave, heat, and Laplace equations using separation of
variables. (WK2).
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 Importance of the Course
Relevance: Engineering Mathematics plays a vital role in the field of engineering,
serving as the foundation for understanding and analysing complex engineering prob-
lems. Its importance can be seen in various aspects:
Key Applications:
1. Problem-solving: Mathematical models and techniques help engineers analyze and
solve complex problems.
2. Design and Optimization: Mathematical algorithms optimize system performance,
efficiency, and cost.
3. Simulation and Modeling: Mathematical models simulate real-world systems, en-
abling prediction and analysis.
4. Data Analysis: Statistical and numerical methods interpret and visualize data, in-
forming engineering decisions. 4
 Course Content

∙ Overview: This course is familiarizing the prospective engineers with

techniques in Engineering Mathematics-I. It aims to equip the students
with standard concepts and tools at an intermediate to advance level that
will serve them well towards tackling more advanced level of Mathemat-
ics and application that they would find useful in their discipline.

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 Course Content

UNIT-1: Vector Calculus:

●Scalar and vector fields
●Differentiation of Vector functions
●Gradient, divergence, curl
●Line integrals, path independence, potential functions and conservative fields,
●Surface integrals, Green’s theorem, Stokes’s theorem and Gauss’s divergence
theorems (without proof & simple problems).

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 Course Content

UNIT-2: Vector Space:

●Vector Space
●Linear Independence of vectors, basis, dimension;
●Linear transformations (maps), range and kernel of a linear map, rank, nul-
lity, rank-nullity theorem
●Inverse of a linear transformation, composition of linear maps
●Matrix associated with a linear map.

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 Course Content

UNIT-3: Inner product spaces:

●Inner product spaces
●Norms, Orthogonality, Orthogonal and Orthonormal Basis
●Orthogonal Projections
●Gram-Schmidt orthogonalization.

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 Course Content

UNIT-4: Ordinary Differential Equations:

●Basic concepts of ODE’s
●Exact differential equations
●Linear differential equations of second and higher order with constant coef-
ficients
●Method of variation of parameters
●Cauchy-Euler equation
●System of linear differential equations with constant coefficients, applica-
tions of linear differential equations.
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 Course Content

UNIT-5: Partial Differential Equation’s:

●Basic concepts PDE’s
●Classification of second order linear PDE
●Method of separation of variables
●Wave equation (one dimension)
●Heat equation (one dimension)
●Laplace equation (two-dimension steady state only).

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 Delivery Plan

∙ Teaching Methods:

Teaching Methods Credits Semester

Lecture 3 Weekly hours: 3

Practical (Hands on session) 1 Weekly hours: 2

Total 4 5

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 Delivery Plan

∙ Active Learning Activities: Active learning strategies focus on engaging students ac-
tively in the learning process rather than passively receiving information.
∙ Think-Pair-Share
∙ Socratic Questioning
∙ Jigsaw Method
∙ Collaborative Learning Groups
∙ Problem Solving Sessions
∙ Interactive Polling/Quizzes
∙ One-Minute Papers:
∙ Debates
∙ Snowballing:
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Assessment Plan

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 Resources

Text Books:
D. Poole, Linear Algebra: A Modern Introduction, 2nd Edition, Brooks/Cole, 2005.
Erwin Kreyszig, Advanced Engineering Mathematics, 10th Edition, John Wiley &
Sons.
R. K. Jain and S. R. K. Iyengar, Advanced Engineering Mathematics, 4th Edition,
Narosa Publishers.
Robert T. Smith and Roland B. Minton, Calculus, 4thEdition,McGraw Hill Education.
George B. Thomas and Ross L. Finney, Calculus, 9th Edition, Pearson Education.

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 Resources

Reference Books:
Robert T. Smith and Roland B. Minton, Calculus, 4thEdition,McGraw Hill Education.
David C Lay, Linear Algebra and its application, 3rd Edition, Pearson Education.
Michael D. Greenberg, Advanced Engineering Mathematics, 2nd Edition, Pearson.

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 Resources

Galgotias Student Centered Active Learning Ecosystem: Lecture Class Structure

Classroom Environment Setup:
1. Ensure all Students records their face biometric attendance. (Note: Students be marked
present in case of technical error)
5 mins 2. Connect your learning device to the LG touch screen display panel wirelessly/wired ca-
ble.
3. Arrange six (6) students per table in a GSCALE classroom.
4. The instructor must ensure that all ICT tools required for class activities are available
and
functional.
5. Ensure all Five or more display screens are switched ON.
6. Content/Presentation must be displayed on full screen.

Recap:
Step 1. Review the key concepts of previous session.
5 mins
Instructions:
1.The instructor to display all the key concepts of the previous session in 1-2 slides.
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2.Doubt clarification and discussion on the previous session.
 Resources
Opening of the Current Session:

Step 1. Engaging Question to open the session.

Step 1: Instructions:
3 mins 1. Instructor to ask the Question linked to the topic and concept to be carried
throughout
the session.

Step 2: Step 2. State the Learning Outcomes (LOs) of the session.

2 mins Instructions:
1. Define SMART (Specific, Measurable, Attainable, Relevant, Time-bound) Learning
Outcomes (LOs) aligned with Bloom’s or SOLO Taxonomy.
Total: 2. Higher-Order Learning Outcomes (LOs) should be defined, such as Apply, Ana-
5 mins lyze, Evaluate,
and Create for Bloom’s Taxonomy, or Multistructural and Relational for SOLO Taxon-
omy.
3. It is recommended to define not more than two LOs for each session.

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 Resources
Learning Activities:
1. Conduct two learning activities aligned to the LOs* (e.g. Think-Pair-Share, Jigsaw,
Role-play,
Problem-based learning, Case-based Learning, etc.) using interactive platforms such as
LMS,
Wooclap, Padlet, Mentimeter and record the responses of the learners.
2. Each learning activity should be divided into 3 sections:
Activity1 a. Concept and Definition (3-6 mins)
: 15 b. Conduction of Activity (7-10 mins)
mins c. Reflection on the Learning Activity (2 mins)
3. Instructors to ensure the QRs/links embedded in every slide of the PPTs while using
Activity Active
2: Learning tools (Wooclap, Padlet, Kahoot, LMS).
15 mins 4. The activities should be aligned with the Learning Outcomes(LOs) of the planned
session.
Total 5. Instructor should ensure the responses are well captured and saved on respective
: 30 used
mins platform.
6. Instructor should facilitate the active learning exercises like Think-Pair-Share, Jigsaw,
Group discussions, debate, case-based learning, or problem-solving tasks.
7. Instructor should act as a facilitator & scaffold students to collaborate and discuss,
ensuring everyone participates actively in the learning process by rotating among
groups to offer insights, asking probing questions, and clarifying doubts. 18
 Resources

Conclusion and Closure:

Step 1. Present a summary and concluding remarks in 1-2 slides.

5 mins

Step 2. Reinforce the attainment of LOs with the learning activities.

Step 3. Discuss post session activities.

Step 4. Inform students about the topics for the next session.

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• Benefits of Active Learning
• Encourages critical thinking
• Promotes collaboration and teamwork
• Enhances problem-solving skills
• Engages students in real-world applications
Think-Pair-Share Activity
• Description: Students think about a question individually, discuss it with a partner, and then share with the class.
• Facilitation Steps:
• Pose a thought-provoking question.
• Give students time to think individually.
• Have students discuss with a partner.
• Call on pairs to share their insights with the class.
• Benefits: Encourages participation and idea exchange

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• Group Discussion
• Description: Students discuss a topic in small groups and present their
ideas.
• Facilitation Steps:
• Divide students into small groups.
• Assign a discussion topic.
• Provide guiding questions.
• Allow groups to present their findings.
• Benefits: Improves communication skills and deepens understanding

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• Jigsaw Activity
• Description: Each student becomes an expert on a sub-topic and then
teaches their peers.
• Facilitation Steps:
• Divide the topic into sub-topics.
• Assign each student a sub-topic to research.
• Form expert groups to discuss findings.
• Reassemble groups where each student teaches their sub-topic.
• Benefits: Enhances teamwork and individual responsibility

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• Problem-Solving Tasks
• Description: Students work on structured problems that require ap-
plication of concepts.
• Facilitation Steps:
• Present a complex problem.
• Allow students to discuss possible solutions in groups.
• Provide guiding questions and hints.
• Discuss solutions as a class.
• Benefits: Strengthens problem-solving abilities and conceptual under-
standing
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• Concept Mapping
• Description: Students visually organize and relate concepts.
• Facilitation Steps:
• Introduce a central concept.
• Ask students to identify related ideas.
• Have students create a visual map.
• Discuss and refine concept maps as a class.
• Benefits: Helps in organizing thoughts and making connections

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• Active Learning Pedagogy & Technology
• Tools Used: Pen-paper activities, Smart Boards, Online collaboration
tools like wooclap, wooflash and padlet
• Role of Technology: Enhancing interactive participation

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 Welcome
Welcome Message:

On behalf of the entire institution, I would like to extend a warm welcome to all of our
new students who have joined us here today. As you embark on this new journey, it is
important to remember that you are not alone. We are here to support you and guide
you every step of the way.

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