Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

solutions.Teachers need to move away from guiding students to a correct answer and move towardemphasizing student engagement 24. The teacher’s focus should target encouragement of theirstudents’ own reflection on their reasoning as well as interpretation of problem situations 25.Contrary to current practices of warning students when they take a wrong step in their solutionefforts, teachers need to encourage students to focus on interpreting specific ideas and theirconnections to the problem at hand 26. This type of facilitation requires significant scaffoldingmechanisms for effective learning to take place 27. The new role of the teachers includescarefully selection, preparation, and implementation of those scaffolds 16, 28. Lack of sufficientguidance will

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza

Tagged Divisions

K-12 & Pre-College Engineering

moreaccurately reflect the work of scientists and engineers1,2. However, K-12 science education willalso have to reform and support the work of engineering education if improvements in thescience classroom are to be made.In response to this, A Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas has been developed by the Carnegie Corporation of New York and the NationalResearch Council and represents a new conceptual framework for science education. Theimpetus for this project stems from the growth of knowledge of science, increased understandingof the learning and teaching of science, and the need for scientific and engineering practices tobe represented in the science classroom. The framework is organized within three

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bradley Bowen Ed.D, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

completes the new employee training, gains access to appropriate email and server files, and participates in any other activities deemed critical to a fully immersive experience. Once the work experience is complete, the teachers receive a $2,000 stipend, half of which is paid by the company and the other half is paid for by the local regional education association (REA).  Each week, the teacher participants must submit a weekly written reflection. This assignment gives the teachers an opportunity to reflect on what they learned during the week and how it will help them become a more effective teacher. It also provides documentation of their experience that can be included in their final

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicole D. Berge, University of South Carolina; Charles E. Pierce, University of South Carolina

Tagged Divisions

K-12 & Pre-College Engineering

are EFFECTs?The Environments for Fostering Effective Critical Thinking, or EFFECTs, are modular inquirybased tools designed to stimulate critical thinking and collaborative teamwork while improvingthe transfer of core knowledge in engineering.1 The pedagogical framework for EFFECTs linkstwo critical elements, active learning and reflective writing, within the context of a realisticengineering design problem. Lipman2 defines critical thinking as “skillful, responsible thinkingthat facilitates good engineering judgment because it relies upon criteria, is self-correcting, andis sensitive to content.” The EFFECT framework is designed on the basis of this definition.EFFECTs begin with a driving question that is embedded in a decision worksheet

Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, attention-dependent knowledge includes a “repertoire ofattentional skills for attending to cognitive and affective aspects of pupil activity which may notbe apparent to those without this experience” and contains knowledge which “cannot be writtendown….[but] becomes available during the complexity of the progress of a lesson, often inresponse to instances of pupil activity that could not be predicted on the basis of the teacher’ssubject or pedagogical knowledge” (p 4). Thus the framework they used to identify thisknowledge and the data presented in this present study rely on both classroom observation dataas well as later teacher reflections on their practice. Additionally, the emphasis Ainley andLuntley place on teacher attention to student

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacherswho meet these standards, and advocating related educational reforms to integrateNational Board Certification in American education and to capitalize on the expertise ofNational Board Certified Teachers.” The NBPTS “seeks to identify and recognizeteachers (primarily Pre K – 12) who effectively enhance student learning and demonstratethe high level of knowledge, skills, abilities and commitments reflected in the followingfive core propositions”5. First, teachers are committed to students and their learning.Second, teachers know the subjects they teach and how to teach those subjects tostudents. Third, teachers are responsible for managing and monitoring student learning.Fourth, teachers think systematically about their practice and learn from

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric A Freudenthal, University of Texas, El Paso; Kien H. Lim, University of Texas at El Paso; Sharie Kranz, Coronado HS-EPISD; Catherine Tabor, El Paso ISD and University of Texas at El Paso; Jeremy L Ramirez, University of Texas at El Paso

Tagged Divisions

K-12 & Pre-College Engineering

provides an overview of IM. In thethird section, we describe the professional development program and early results from teacherobservations. We conclude with a summary of planned extension activities.1. From Media Computation to iMPaCT-Math Page 23.1332.2iMPaCT-Math (IM) is an approximate acronym for Media-Propelled Computational Thinkingfor Mathematics Classrooms, which fairly reflects our ambition and our stance – engagementwith graphical programming challenges that focus student attention towards exploringmathematics principles will propel students towards exploration of science, computationalthinking and engineered design.IM consists of

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

A. Dean Fontenot, Texas Tech University; Richard A Burgess, Texas Tech University; Vinitha Hannah Subburaj M.S; Debra J Nash, Texas Tech University T-STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

by a sophisticated understanding of the complexity of technology. Ethics is a key part of this complexity and the next generation of STEM professionals will need the skills to effectively engage the ethical chal- lenges they will face. Burgess is a regular presenter on incorporating ethics in a K-12 setting. A theme throughout these roles is the importance of teaching ethics and promoting ethical reflection in a way that is both accessible and substantive. This is a challenge that Burgess is keenly interested in. He holds bachelor’s and master’s degrees in Philosophy.Ms. Vinitha Hannah Subburaj M.SMs. Debra J Nash, Texas Tech University T-STEM Center Debra Nash is the Associate Director of the Texas Tech University T

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

K. Anna Douglas, Purdue University; Daphne Duncan Wiles, Purdue University, West Lafayette; So Yoon Yoon, INSPIRE, School of Engineering Education, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

Page 23.474.3For more than twenty years, networks of teachers have been found to aid sustaining educationalchange.12 Groups of teachers can come together and foster a culture of common understandingfor instructional goals, methods, and solutions.6 In this way, the TPD is expanded from anindividual learning experience to an organizational learning experience. The TPD can provideopportunities for discussion, reflection, and debate.6 In the same way, groups of teachers couldpose a negative influence on the effort if they do not see the value of the content being learned.Van Driel, Beijaard and Verloop13 found that science teaching reform efforts were largelyineffective in a number of countries, largely due to a failure of the TPD program to

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

– What makes a 3-D shape a 3-D shape?, Page 23.1375.75.3- Reflecting on your design, and 7.5 – Which 3-D figures roll the best?. Step 3.3 is designedto get students to articulate their understandings of 3-D objects in terms of geometric shapecharacteristics. Step 5.3 asks students to contemplate their proposed design for the communitycenter by prompting a discussion of shape nets and reflection on students’ designs. Step 7.5requires students to determine, from a list of 3-D shapes, which will roll best, and provide ajustification. These steps have been evaluated using the Knowledge Integration Framework2; asapplied to this work, this framework

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anant R. Kukreti, University of Cincinnati; Eugene Rutz, University of Cincinnati; Julie Steimle, University of Cincinnati; Howard E. Jackson, University of Cincinnati; Catherine Maltbie, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

-based learning. As shown in Figure 2, the challenge basedlearning process begins with a big idea and cascades to the following: an essential question, achallenge, guiding questions, activities, team projects, determining and articulating the solution,taking action by implementing the solution, reflection, assessment, and presentation. Whenusing this pedagogy, the teacher’s primary role shifts from dispensing information to guiding theconstruction of knowledge by his or her students around initially defined guiding questions.Students refine the problem, develop research questions, investigate the topic, and work out avariety of solutions before finding the most reasonable one. The process demonstrated how theengineering design process, as shown

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christina Kay White, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Austin Bates Talley, University of Texas, Austin; Anthony J Petrosino Jr, The University of Texas at Austin ; Kristen Bland, University of Michigan

Tagged Divisions

K-12 & Pre-College Engineering

arealso influenced by gender roles and social schemas, which is often a strong deterrent fromengineering for girls, as they view engineering as a predominantly male field. So, indicators thathave the potential to have positive implications for girls to make decisions about engineering areincorrectly perceived as barriers, and many times, girls do not give STEM a chance. BeyondBlackboards reaches out to students early with goals to change their perceptions aboutengineering (Eccles et all, 2005; Watt, 2005). Page 23.641.6Beyond Blackboards Page 6 of 25 Figure 2. Eccles Expectancy Value Model with emphasis added to reflect most important

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, INSPIRE, Purdue University, West Lafayette; Yi Kong, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

knowledge to prepare their students for the next level.B. Evaluations of TPDMany studies have assessed the quality of TPD with the purpose of improving the effectivenessof TPD for teachers. Indicators to assess the quality of TPD can be professional developmentdesign, delivery, content, context, and outcomes11. For example, Kwakman (2003)12 investigatedthe factors that influenced teachers’ participation in TPD by using surveys and reformulating theTPD activities in response to a qualitative study. Duncan, Diefes-Dux, and Gentry (2011)4focused on the content of engineering TPD on teachers’ recognition and understanding of thenature of engineering by coding teachers’ reflective pre- and post-journal responses. Bredeson(2000)13 assessed the content

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Christine Schnittka, Auburn University; Michael A Evans, Virginia Tech ; Tiffany Drape, Virginia Tech; Samantha Gwai Lan Won, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

., “What’swho’s your favorite pop singer?” Messing around is the term used to describe interactions withtechnology for the purpose of informally seeking information of interest to the individual. In thechat logs, this was represented by quotes such as “What do you know about penguins?” Finally,geeking out describes interactions with technology that are specifically directed towardsincreasing individual expertise and knowledge of a particular subject area of interest. This wouldbe reflected in the chat logs by quotes such as “Our penguin (-shaped ice cube) did better whenwe used cotton balls to insulate.” The HOMAGO framework is descriptive in nature; thus, its usewas analytical in nature as we looked for learning as driven by the appropriation of

Conference Session

It's Elementary

Collection

2013 ASEE Annual Conference & Exposition

Authors

Melissa Higgins, Engineering is Elementary, Museum of Science; Jonathan Hertel, Engineering is Elementary

Tagged Divisions

K-12 & Pre-College Engineering

processparticularly appropriate for this setting. First drafts of units used the EDP as a backdrop anddirected educators and kids to return to the EDP during reflection portions of each activity. Thispassive use of the EDP was not particularly effective. More recent versions of units employ theEDP in nearly all sections of a given activity, including the kick-off audio message from theDuo—a brother and sister pair who introduce each adventure. In the Hop to It unit, the video Page 23.464.6used to set the context for the problem presented in the unit also reinforces the engineering design process steps. Repetition of the EDP has proven to help underscore the

Conference Session

Secondary (6-12) Outreach

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ethan Alexander Peritz, Tufts Center for Engineering Education and Outreach; Morgan M Hynes, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

Research Assistant Professor in the Education De- partment and Education Research Program Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngi- neering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engineering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in- depth case study

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Pamela S. Lottero-Perdue Ph.D., Towson University

Tagged Divisions

K-12 & Pre-College Engineering

the null hypotheses. Thismixed-methods approach was used to be able to: 1) determine whether certain measures thatcapture aspects of identity were significantly different across variables (e.g., views of self versussuspected views of others), including time (i.e., pre- versus post-teaching) and people (e.g.,classroom versus enrichment teachers); and 2) create more open-ended opportunities forparticipants to reflect on survey responses and to capture the range of perspectives about teacher-of-engineering identities across participants. The first of these goals is the work of quantitativetools like items on the survey used in this study; the second is the work of qualitative items onsurveys and within interviews. The author and a

Conference Session

Computational/CS Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

relevance of computing. Nearlyall of the attendees expressed the desire to make the computer science courses more interesting andattractive to potential students, and particularly to girls and under-represented minorities. Basedon these expectations, we developed a workshop theme of “Computer Science is relevant, practical,and fun.” Computer science is relevant for high school students because of the pervasiveness of Page 23.1363.5computing in our world, with computers integrated into everything from cars to communicationdevices to entertainment. The practicality of teaching learning computer science is reflected in thebroad range of learning

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gabriella J Ducamp, University of Virginia; Crystal Jean DeJaegher, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

order to meet growing demands for a competitive Science, Technology, Engineering,and Math (STEM) workforce, education must adapt to reflect the skills necessary to besuccessful in these fields and students must be encouraged to maintain interest in thesedisciplines. Digital fabrication offers the opportunity to bring activities that are more like STEMprofessions to students than traditional classroom instruction. Similarly, the engaging nature ofthese activities may improve student attitudes toward STEM disciplines and increase thelikelihood that students will take advanced STEM coursework and choose STEM careers.Digital fabrication involves creating physical objects from a digital design. Though digitalfabrication has been a mainstay of

Conference Session

Supporting Diversity in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lyndsey Alyssa Wright, Colorado School of Mines; Barbara M. Moskal, Colorado School of Mines

Tagged Divisions

K-12 & Pre-College Engineering

would it be like to beable to see ‘extra colors’?) What do we use them for? Why does the spectrum of visible light gofrom red to purple? (This discussion could be deepened to include the meaning of wavelengthsfor older students, or this part of the discussion could be cut out for younger students.)2) Next, discuss visible light and how our eyes are able to perceive color: an object reflectscertain light waves, and absorbs others. Our eyes pick up the ones that are being reflected.‘White’ is when all the colors are reflected, and ‘black’ is when all the colors are absorbed. Askthe students which color t-shirt they would rather be wearing on a hot day.3) Lastly, talk about what a spectroscope is: sure, you can see rainbows when you hold the

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ronald H Rockland, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology; Thomas Michael Tylutki, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

distancelearning is to provide training and support through a predefined course package. This approachhowever is not consistent with what are considered “best practices” of teacher professionaldevelopment17. Any professional development program is most effective when it relates to theparticipants’ professional activities. Teachers bring with them a diverse set of strategies forteaching and learning from their own professional experiences. A more interactive environmentthat provides teachers with opportunity for structured reflection and discussion with colleagues isneeded. A support-led rather than by package-led form of distance learning is necessary. TheVirtualMedibotics™ program has been designed to provide pre-defined web-based instructionwith

Conference Session

K-5 Teacher Transformation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

think that the student should be recording any data or observations that they may have noticed during the process in their science notebook.”Time Allocating time for “Spend less time on deciding what materials to use for the different design container.” activities “More time should have been spent brainstorming, creating the first test version, and reflecting in the summary.” Page 23.503.6ResultsThe descriptive data showed that Cohort 1 (M

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

restricted into pursuing a specific process to solve the problem. Students wouldcollaboratively develop the first draft of their solution. Then they enter the solution into theapplication. The application executes each step and students see the results. Applicationprovides immediate feedback for each step, which enables students to reflect on their solutionand revise it. The prototype was tested with schoolteachers. The preliminary analysis showsoverall positive reaction to the software with a number of suggestions. In addition, teamsshowed more collaboration on a big screen interactive boards compared to tablets.IntroductionThe interest to improve Science, Technology, Engineering, and Mathematics (STEM)education in pre-college educational systems

Conference Session

Outreach Along the K-12 Pathways to Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet L. Yowell, University of Colorado Boulder; Malinda S Zarske, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

advice of Schunn, modeling the engineering design cycle forchildren is an essential component for their true understanding of the concepts of engineering.5All TEAMS Club activities follow a pattern for design-based student engagement: identify theproblem, brainstorm ideas, design solutions, build a prototype device, test the device, reflect,redesign/improve the device. The value of engineering design being practiced by the volunteersand modeled for the elementary students leaves a lasting impression on both groups in terms ofengineering interest and problem-solving development.14,15This research aimed to discover the impact of the University of Colorado Boulder’s afterschoolK-12 engineering education initiative through exploring the following

Conference Session

CEIII Wrapup

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Maruyama Tank, University of Minnesota, Twin Cities; Tamara J Moore, University of Minnesota, Twin Cities; Christy Pettis, University of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

into isolated STEM disciplines. A lookat STEM learning in elementary classrooms, however, reveals that the current implementationdoes not reflect the interconnectedness of the four STEM disciplines in the natural world3.However, providing high-quality STEM learning opportunities continues to be a challenge in theelementary classroom due to a number of factors. Increased demands on teachers, including highstakes testing in reading and math, are resulting in less time for science instruction in elementaryclassrooms8. These are not new challenges for elementary classrooms9, however the need forrecruiting a knowledgeable and diverse workforce in STEM fields requires that a differentapproach be taken2. Integration has been suggested as a way to

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Debra Kay Gallagher, Ohio Northern University; Kenneth Reid, Ohio Northern University

Tagged Divisions

K-12 & Pre-College Engineering

effective18.King18 conducted a qualitative case study with 15 students who participated in a “hybrid” class(six classes were held face-to face and eight were online) over a five-week period. Participantsranged from novice to experienced technology users. In-service and pre-service teachers with amean of 5.8 years of experience participated in this case model. The purpose of the study was toexplore the viability of the hybrid format. The participants provided extensive data that included450 online discussion postings, 105 journal postings, and 12 self-reflection summaries. Thesedata were analyzed for emergent themes and revealed “substantial dialogue and a rich learningexperience can be created in online classrooms” 18, p.236. Based on King’s research

Conference Session

Starting Them Early

Collection

2013 ASEE Annual Conference & Exposition

Authors

Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota; Brianna L Dorie, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

), stakeholder B. Planning Brainstorming C. Modeling Iteration/revision, D. Evaluation Optimization (tradeoffs, prioritization, efficiency), Negative feedback2. Adult-child A. DirectingInteractions B. Asking questions C. Prompting reflection-on-action D. Following lead E. Providing affirmation/encouragement F. Having conflict/disagreement G. Explanation

Conference Session

K-12 Robotics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Krystal S Corbett, Cyber Innovation Center; JoAnn M. Marshall, Cyber Innovation Center/National Integrated Cyber Education Research Center

Tagged Divisions

K-12 & Pre-College Engineering

the benefits of theseprograms. Various obstacles can prevent students from being able to participate in the informalprogram; reasons not to participate can range from logistical, time, or financial burdens. Theseparticular reasons do reflect a lack of interest in the activity; students may have the desire to join,but for one reason or another, they are unable to stay after school and participate. By integratingthe informal activity with the formal classroom environment, these otherwise unreached studentscan benefit from the program. Not only are these students able to participate in the activity, butbecause the time restraint is not as demanding, the students may be able to compete in theculminating event of the informal program since that

Conference Session

Curriculum Development

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Muldoon, Polytechnic Institute of NYU; Paul T Phamduy, Polytechnic Institute of New York University; Raymond Le Grand, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander P.E., Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

example, nature hasendowed bats, dolphins, and whales with the remarkable ability of echolocation to determinetheir distance to various objects through the reflection of high frequency acoustic signals. Batsare nocturnal and consequently work under very low light conditions. By using echolocation,they have the advantage of being able to detect their surroundings even in the dark. Like bats, Page 23.329.6whales and dolphins also operate in low light conditions due to their inability to follow normalsleep cycles like most mammalian species on land because of their need to consciously breathe.Specifically, dolphins and whales stay underwater for long