Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Raghav Khanna

switching regulators, such as buck, boost, andbuck-boost converters. However, the laboratory element to the course enables simulation anddesign of these converters. Students were required to “hand-calculate” design parameters to meeta certain specification for the converter, and then simulate their design in industry standardsimulation packages, such as SaberRD. After verifying the functionality of their simulateddesign, students were then asked to experimentally build and test the converter. This processparallels the design and experimentation process often followed in research and developmentcenters. Upon completion of the laboratory, students were required to document their findings ina well-written, succinct write-up.The next part of the course

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Tony Kerzmann; David Sanchez; Jonathan Bach; John Walker

thinking (e.g. analysis, synthesis, evaluation) in teams while building a culture gearedtoward energy technology innovation. The students were introduced to concepts from traditionalengineering curricula such as thermodynamics, fluid mechanics and dynamics, while workingwith principles of renewable and non-renewable energy technologies used in industry, such asthe photovoltaic effect. The students were given a pre-test and post-test to evaluate the success ofEnergy Week in developing their awareness and understanding of energy and engineering,measure their level of engagement with the activities, and evaluate their attitudes towards teamwork. This presentation will cover the energy curriculum, hands-on energy laboratories, designand fabrication

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Linda S. Hirsch

problem. Presentations include an outline of how theEDP was applied and a demonstration of the prototype. In addition to classroom lessons, studentsparticipate in hands-on activities, laboratory experiments, team-building exercises, and go onfield trips. Incorporating engineering principles, including the Engineering Design Process, intoscience and mathematics instruction through a problem-solving, inquiry pedagogy of this typestimulates students and helps them discover links between their lessons and engineering in thereal world. Students need to recognize that scientific inquiry answers questions about the worldas it exists while engineering develops solutions to problems people encounter in everyday life.Results of pre-post evaluations