Collection

2010 ASEE Zone 4 Conference

Authors

James Helbling

up. These craft may be designed in response to a set missionstatement (e.g., in response to the yearly AIAA design competition) or according to the interestsand objectives of the student teams and instructors. In the Detail Design courses, each teamselects one (1) component or set of subsystems from their craft—a wing section, a tail section, asatellite tracking system—and creates scaled models that they then subject to various tests, suchas wind tunnel, vibration, and static structural tests. These test results are then compared tocomputer-based simulations and are presented by each team at a formal briefing at the end of thesemester. This formal briefing is open to the university and is scored by a panel consisting offaculty members and

Collection

2010 ASEE Zone 4 Conference

Authors

J. S. Burmeister; K. A. Watson

308Each team is to build two bridges made solely from spaghetti and epoxy. The objective is toconstruct a design that will carry the heaviest load while meeting the specifications summarizedon the following page. Completed bridges are loaded until failure.Rules and Specifications:1. The bridge is to be built solely from spaghetti and five minute epoxy. Per three or four person team, the two bridges are to be as identical as possible with the ONLY exception being that one bridge can have epoxy at any location and the other bridge can only have epoxy up to 1.5 cm in any direction from the node. Disqualification will result if this is violated.2. The bridge shall be free-standing and must span two level surfaces which

Collection

2010 ASEE Zone 4 Conference

Authors

David Lanning; Wahyu Lestari; Shirley Waterhouse

offastener failure. Fastener types, such as variousrivets, bolts, and welds are discussed, alongwith typical failure modes (fastener shear,bearing, shear-out, bolt bending, pull-through,etc.), edge distance influence, improperlyinstalled fasteners, and weld efficiency. Twolaboratory sessions are required formanufacturing and testing fasteners. Studentsmanufacture a number of specimens forsubsequent testing (Figure 1). Strips of metalor composite material are fastened with variousrivets and bolts for axial tension or fatigue Figure 1. Students constructing fastenertesting. Additional variations, implemented on test specimens.a student-by-student basis, include edgeviolations, over- and under-driving of rivets, the use of various rivet

Collection

2010 ASEE Zone 4 Conference

Authors

William Bloxsom

Collection

2010 ASEE Zone 4 Conference

Authors

Devlin Montfort; Shane Brown

inappropriately compartmentalize their knowledge. In order to educateengineers who are capable of applying their fundamental understandings of science to diversesocietal problems, educators need to be aware of the importance of this level of students’knowledge, and the role it plays in learning.Bibliography1. Hestenes, D., M. Wells, and G. Swackhamer, Force Concept Inventory. The Physics Teacher, 1992. 30: p. 141- 158.2. Hake, R.R., Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 1998. 66(1): p. 64-74.3. Evans, D.L., et al. Progress on Concept Inventory Assessment Tools. in Frontiers in Education. 2003. Boulder

Collection

2010 ASEE Zone 4 Conference

Authors

Susan Conrad; Peter Dusicka; Timothy Pfeiffer

Collection

2010 ASEE Zone 4 Conference

Authors

Eniko T. Enikov; Vasco Polyzoev; Joshua Gill

. In addition to significantlyreducing the cost of offering an experimental component, the experimental module provided anopportunity to demonstrate a modern approach towards control systems based on computers(digital control).II. Experimental setup descriptionThe setup consists of a small DC electric motor driven by a 5 V pulse-width modulated (PWM)signal. The motor is attached to the free end of a light carbon rod, while the other end of the rodis connected to the shaft of a low-friction potentiometer. The potentiometer is fixed on a plasticstand at the proper height, so that the pendulum can swing freely (see Fig. 1). Fig. 1: Experimental apparatus: pendulum (left) and circuit board (right) A 2-in propeller (model U-80) is

Collection

2010 ASEE Zone 4 Conference

Authors

Oenardi Lawanto

’ perceptions of engineering activities.As engineering design activities are predominant in most K-12 curricular and professionaldevelopment programs,1 understanding students’ motivation in engineering design activities iscritical. Is the motivation to learn science and mathematics the main reason for the shortage, orare there other factors such as insufficient analytical skills that demotivate students inengineering design activities? Although there may be numerous factors that contribute to the lackof motivation to study engineering, understanding the connection between students’ goalsorientation and their confidence in their abilities to perform should positively contribute toknowledge building in the field of engineering and technology education

Collection

2010 ASEE Zone 4 Conference

Authors

A.M. Vollstedt; E. L. Wang

student. This research supports the common belief held by many faculty: studentgrades are not the best indicator of student quality.IntroductionCritical thinking is the process of gathering information and actively analyzing, synthesizing,applying, or evaluating it in order to make decisions, form beliefs, or choose a course of action 1.Increasing engineering students‟ critical thinking skills is important because the higher theircritical thinking level, the more successful they will be in solving problems. Students must thinkcritically in order to gather data to solve problems, defend their solutions to problems, makeopen minded decisions, and communicate their ideas.Critical thinking is typically measured in terms of skills associated with