Collection

2010 ASEE Zone 1 Conference

Authors

Joanne Tuck

Nazisaccidentally left behind in their haste to abandon Auschwitz before the advancing Russians. 3Professor von Pelt had the expertise to read the plans and decipher the progression of thedesigns. It is an extraordinary film that truly captivates the students even more than the readingsdo. In the film the historian Gerald Fleming revealed his findings in the Russian Central Statearchive in file 17/9. None of this information was available to anyone from 1945 to the fall ofthe Soviet Union. Fleming wrote “In May 1993, I discovered documents detailing both the fate of these engineers and thefull extent of their knowing, sober participation in the Holocaust.” (Fleming 1) He uncovered interviews of

Collection

2010 ASEE Zone 1 Conference

Authors

Chitra N. Javdekar

process through guided andindependent scientific inquiry into the problem, and approaches, materials and methods used forsolving problem. New course modules draw from current social contexts such as health, sustainabilityand issues impacting human and social dynamics. Problems are open-ended and creativity andcommunication are emphasized. Specific examples of redesigned course modules, formal and informalstudent feedback and plans for future work are offered.Introduction:According to a recent National Science Board (NSB 2010) report, the Science and Engineeringcapacityhas grown over the past few years around the world and while it allows greater cross-bordercollaboration, and a larger pool of researchers, it presents “definite challenges to U.S

Collection

2010 ASEE Zone 1 Conference

Authors

Andrzej Zarzycki

, adiscussion of light can go beyond its purely visual character and touch on physical properties andquantities. With the introduction into physically based light analysis, students were able tocombine photometric data (IES files) from the light manufacturer catalogs with actual lightfixtures and consider their placement within an interior space. [fig.5] Students were asked torender a number of views, including floor plan projection with tabulated illumination numbers,in lux or foot-candle units, in order to further engage them with quantitative aspects of lightingdesign. This also became an opportunity to discuss various associated design issues, such aslevels of illumination and human comfort. We went as far as discussing the color bleedingphenomenon

Collection

2010 ASEE Zone 1 Conference

Authors

Rathika Rajaravivarma

stage of the course, the students are ready to read and interpret the problemand are familiar with the methods to progress with the solution using design tools.To realize their design models the LEGO Mindstorms was introduced. Studentsbuilt structures using LEGO kits and used them to code and test. Since the classmeeting times were limited to two hours, building the LEGO structures wereencouraged outside the class period. Two sessions of LEGO building forinterested and available students were planned. Many students were motivated tospend the extra hours they could in working with the LEGO. Meeting at the extrasessions outside the class hours was optional and was not mandatory. Studentswho did not participate in the LEGO building exercises

Collection

2010 ASEE Zone 1 Conference

Authors

Charles R. Sullivan; Mark J. Franklin

, with somestudents using 2.5 to 3.5 times as much fuel as the most economical runs. Because studentscompleted these runs after they studied fuel economy in the class, they may have subconsciouslymade use of what they learned. In future offerings of the course, we plan to complete this initial 4test run before any study of fuel economy, so that we truly see the effect of a betterunderstanding. Next, students drove the flat course attempting to maintain the constant speed that theyhad calculated would yield maximum fuel economy. This exercise generally confirmed thevalidity of the calculation, but also underlined how difficult it is to