Conference Session

Programming for Engineering Students II

Collection

2008 Annual Conference & Exposition

Authors

Patrick Jarvis, University of St. Thomas; Jeff Jalkio, University of St. Thomas; Marty Johnston, University of St. Thomas; Christopher Greene, University of St. Thomas; Mari Heltne, University of St. Thomas

Tagged Divisions

Computers in Education

whereadded to the robot’s repertoire as new problems required them (e.g., count the number of facecards in the deck) but the basic pick up from the top, put back on the top was not changed. It wasin this manner that counters, conditionals, and loops were introduced. The syntax of thecommands was agreed upon by the students and the only requirements were that the commandsmust be elementary and non-ambiguous. The students were presented with problems that couldnot be solved using a single S robot and asked to find the minimum number of such machinesthat were required to solve the problem. Then Q robots were introduced – pick from front ofdeck, put down at end of deck. More complicated problems were assigned and the groupspresented a variety of

Conference Session

Instrumentation and Laboratory Systems

Collection

2008 Annual Conference & Exposition

Authors

Jonathan Hill, University of Hartford; Akram Abu-aisheh, University of Hartford

Tagged Divisions

Computers in Education

PreLock D Q Edge Cntl RCV Phase Reg. DCO load Filter ena Err L( ) G Q D Q Figure 12: Discrete time phase-lock loopTheoretical analysis of the phase-lock loop is outside the scope of our first audience presentation.The reader is referred to Appendix-B for a more complete theoretical discussion of the phase-lock loop

Conference Session

Web-Based Education

Collection

2008 Annual Conference & Exposition

Authors

Felipe Arango, Stevens Institute of Technology; Gonca Altuger, Stevens Institute of Technology; El-Sayed Aziz, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology; Sven Esche, Stevens Institute of Technology

Tagged Divisions

Computers in Education

specific things you would learn in traditional laboratories that you feel you do not learn in agame-based laboratory?• Not really, except for actually setting up the experiment• Direct instruction and Q&A with TA• How the physical setup really works• How various equipment is used and operatedDo you have any suggestions for additional experiments that you would like to have madeaccessible in a game-based laboratory environment?• Designing aircraft• Every laboratory for every class• All laboratories at SIT where raw data are collected during the scheduled laboratory time• Laboratories where the data acquisition takes a period of time and the students must wait for the results

Conference Session

Computer Simulation and Animation I

Collection

2008 Annual Conference & Exposition

Authors

Michael Black, American University

Tagged Divisions

Computers in Education

13.86.11AcknowledgementsThe author would like to thank his students for giving permission to publish screenshots of theirproject work as long as they remained anonymous. The author also thanks the reviewer for thehelpful comments and corrections.References1 L. Kalampoukas, A. Varma, D. Stiliadis and Q. Jacobson, "The CPU Design Kit: An Instructional PrototypingPlatform for Teaching Processor Design," Workshop on Computer Architecture Education, Int'l Symposium inComputer Architecture, 1995.2 T. Stanley and M. Wang, “An emulated computer with assembler for teaching undergraduate computerarchitecture,” Workshop on Computer Architecture Education, Int'l Symposium in Computer Architecture, 2005.3 L. Udugama and J. Geeganage, “Students’ Experimental Processor: A