Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cynthia Wise Barnicki, Milwaukee School of Engineering; Katherine Hennessey Wikoff, Milwaukee School of Engineering; Anne-marie Nickel, Milwaukee School of Engineering

Tagged Divisions

Materials

insoluble and not dividedat the molecular level. The particles are on the order of 20-50 microns in size.A useful comparison to make in class is to compare a solution and a colloid. These comparisonsare rarely made in general chemistry or materials courses, but important because students oftenmisuse the term solution. Students could be given the column and row headings and complete theelements of the table either individually, in small groups or as a large group classroomdiscussion. Table 1: Comparison of Colloids and Solutions Colloid Solution Phases Involved (solid, solid in solid; solid in liquid, solid in liquid, liquid in liquid, gas

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy Ruzycki, University of Florida

Tagged Divisions

Materials

for c & h-j for design,contemporary issues, and social context.Laboratories are a natural fit for coursework combining development of engineering practicesand skills aligned with core content theories. Research indicates engineers “learn by doing”3-7,and that laboratory experiences are critical to development of professional engineers. While thereare variations in objectives for laboratory in the research literature, an approach taken by Ma andNickerson7, who conducted a literature review on laboratory objectives and then aligned them toABET objectives will be used here as a frame for discussion. It is easy using this frame toconnect and extend the original work7 to ABET goals for 2015 as shown in Table 1. This revisedframe was used by

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

R. Danner Friend, Norwich University

Tagged Divisions

Materials

Science technicalcontent, but also specific learning goals necessary for professional practice: design, creativity,teamwork, communication, lifelong learning, information literacy, environmental impact, andsocietal impact. An emphasis was placed on higher order thinking skills. The course goals aregiven in Table 1. Table 1. Course Goals Goal description Abbreviated name 1 Relate material composition and processing methods to structure and properties, Structure, processing, and in turn to the performance of the major classes of materials (metals, properties, performance ceramics, polymers

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, The Ohio State University; Glenn S. Daehn, The Ohio State University; Michelle R. McCombs, The Ohio State University

Tagged Divisions

Materials

the foundation was laid for a furtherphase of expansion and detailed research into student gains.IntroductionThere is variety of professional development programs designed to promote interest in STEMfields and to give educators valuable teaching tools. As an example, the ASM MaterialsEducation Foundation (ASM) has offered week-long summer camps to introduce elementary(grade 5 and above) and high school teachers to materials science through hands-on activitiesand experiments [1, 2]. Materials science is attractive because it is a very accessible and hands-on science and can act as a unifier in typically disjointed physical science courses. While thesecamps successfully give educators many valuable tools, they are not designed to

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Suzanne Lane, Massachusetts Institute of Technology; Andreas Karatsolis, Massachusetts Institute of Technology; Donald R. Sadoway, Massachusetts Institute of Technology

Tagged Divisions

Materials

field; to apply and integrate knowledge from each of the above four elementsof the field using experimental, computational and statistical methods to solve materialsproblems including selection and design.”1 Yet, for students beginning their studies in Materials,this integrated understanding is difficult to achieve; achieving an understanding of how newconcepts and methods connect to each other can be a challenge that delays their overallunderstanding of Materials Engineering as a discipline. As they struggle to understand therelationship between any material’s properties and the chemical and molecular structure thatgives rise to those properties, they can often lose sight of the contexts in which the materials’properties matter, the patterns

Conference Session

Materials Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kendra A. Erk, Purdue University; Jerome Jamal Nash, Purdue University; Hannah K. Woods, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Materials

“PETE”,displaying the familiar #1 recycling code on the base of the cup.1 Plastic cups are typicallyprocessed by a molding method known as thermoforming, in which a thin sheet of PETE isheated and expanded into a cup-shaped mold cavity by either applying a vacuum or mechanicalpressure.2 This processes causes significant stretching of the sheet, as shown in Figure 1. Theshape is then cooled, released from the mold, and trimmed from the sheet, forming a stand-alone,solid plastic cup. Figure 1: Side-view schematic illustrating the three basic steps in a mechanical thermoforming process used to make a cup from a hot plastic sheet.As described in a recent study3, the thermoforming-induced stretching of the PETE sheet to formthe cup’s

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephen J. Krause, Arizona State University; Janet Callahan, Boise State University; Barry Dupen, Indiana University - Purdue University, Fort Wayne; Mary B. Vollaro, Western New England University; Peggie Weeks

Tagged Divisions

Materials

improve teaching is to employ muddiest point reflections.Muddiest point reflections involve simply asking students to anonymously reflect on what was“muddy”, i.e. confusing, during class and to rank their level of confusion which not onlyaddresses students falling behind, but also shows students a commitment to their educationespecially when the instructor puts direct student quotes on the screen. Initially, developing aformative feedback process takes some effort, but once established, using a formative feedbackprocess requires little effort. The formative feedback process includes four steps: 1) acquiringdata from student reflections; 2) assessing and characterizing student responses in order todiagnose the learning issues that can impede

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aisling Coughlan, University of Toledo; Tanya A. Faltens, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette; David R. Johnson, Purdue University, West Lafayette

Tagged Divisions

Materials

theeffectiveness of the simulation lab in creating a deeper student understanding of dislocationmotion and slip7. This is consistent with the observation that the mere inclusion of technology inthe classroom may not be sufficient to enhance student learning6.Our own experience over several terms with a metallic deformation lab that incorporates atomic-level simulations is that even with the addition of simulation-based activities, students continueto struggle to explain the atomic-level processes responsible for metallic deformation8. A briefhistory of the development of this lab follows.In 2009, a 3-hour stand-alone simulation laboratory using molecular dynamics (MD) simulationswas created. This lab had four learning objectives: (1) Develop an atomic

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Eitel, Stevens Institute of Technology; Joshua Peter Hill; Felix Jun Jie Zhang-Xu; Kathy Shiang Chiou, Kessler Foundation

Tagged Divisions

Materials

, social awareness, and interpersonal skills required to function aspracticing engineers [1]. It is the goal of the current work to develop and assess hands-on,laboratory based, course content which teaches materials selection for engineering design.In the context of engineering design, material selection is not merely the selection of an existingmaterial from which to fabricate a finalized engineering component or design. Rather, materialsselection should be treated as an integral component of the iterative design process in which thematerial, process, and design are refined and optimized in parallel to address a market need, seeFigure 1 [2], [3]. In this context, the specific educational objectives for the course are thatstudents should be able

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brittany B. Nelson-Cheeseman, University of St. Thomas; Kate Laura Steuer, University of St. Thomas

Tagged Divisions

Materials

preparation prior to the regular class activities, and often takes the form ofan online or in-class quiz.4Individual RATs have five main benefits: (1) they signal important vocab and concepts to thestudent; (2) they reinforce course material in a student’s memory through forced recall; (3) theyprovide feedback to a student on their basic understanding of the material, (4) they provide anopportunity for a student to ask pointed questions, and instructors to practice “Just-in-Time”Teaching,5 and (5) they motivate a student to adequately prepare before class—not just by goingthrough the motions of reading or watching the preparatory material, but also by micro-studyingthe material so they will begin to remember it when they need to recall it for the

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew Cavalli, University of North Dakota

Tagged Divisions

Materials

better as measured by pre- andposttests than those in the traditional format. Students who were required to achieve a certainlevel of performance on topic quizzes reported spending more time with the material but did notnecessarily demonstrate a marked improvement on the posttest compared to those who were onlyrequired to attempt the quizzes. In the current iteration, two variables are considered, 1) theeffect of place for on-campus students (traditional classroom vs. SCALE-UP classroom), and 2)the effect of changing the format of discussion materials for distance students. Results showmixed outcomes with results to gains from pretest to posttest, but distance students tended toscore higher on the pretest and show somewhat larger gains from

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

Materials

: American Society of Engineering Education, Life time member Society of Manufacturing Engineering, American Society of Mechanical Engineers PUBLICATIONS (i)Most Closely Related [1] W.J. Stuart ’Problem Based Case Learning - Composite Materials Course De- velopment – Examples and classroom reflections’ NEW Conference, Oct 2011 [2] W.J. Stuart and Bedard R. (EPRI) ’Ocean Renewable Energy Course Evolution and Status’ presented at Energy Ocean Pacific & Oregon Wave Energy Trust Conference, Sept. 2010. [3] W.J. Stuart, Wave energy 101, presented at Ore- gon Wave Energy Symposium, Newport, OR, Sept. 2009. [4] W.J. Stuart, Corrosion considerations when c American Society for Engineering

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tanveer Singh Chawla, Western Washington University

Tagged Divisions

Materials

time the course is taught.They also have the option of using a different software that they are comfortable with and haveaccess to. One of the groups opted to use HyperMesh and OptiStruct as they were planning onusing that software to design bridges for the SAMPE student bridge contest. Students getintroduced to the composites workbench in the surfacing class with CATIA and strengthen theirknowledge about how models are designed using orthotropic materials. Two lectures are setaside to instruct the students with the FEA laboratory. Examples of a model setup and thedisplacement results obtained by one of the student groups for flexural testing are given below(Figures 1 & 2.) Figure 1. CATIA model of flexural test using Figure 2. FEA

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Materials

negatively affect the overall learning ofthe students as measured by their performance on a common, cumulative final exam. Studentsgenerally liked the opportunity to apply their knowledge to real world problems that werethematically centered on the biomedical industry and to be able to work in teams.IntroductionThe Kern Entrepreneurship Education Network (KEEN) supported by the Kern FamilyFoundation was created in 2005 to “champion the entrepreneurial mindset in undergraduateengineering students.”1-3 In an effort to achieve this goal, the Kern Family Foundation created anetwork made up of mostly private engineering schools that are committed to developing theentrepreneurial mindset in their undergraduate engineering students through the network

Conference Session

Materials Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Louis Nadelson, Utah State University; Rick Ubic, Boise State University

Tagged Divisions

Materials

intellectually challenging. Suggestionfrom the teacher participants for improvement mostly involved requests for more guidance onhow to incorporate what they were learning in their research into lessons for their classrooms.By describing this program and the successes and challenges encountered by the participants andorganizers, we intend to help others considering implementing REU/RET programs or othersummer research experiences to design and implement successful programs.IntroductionNumerous studies have shown that research experiences can have a strong influence onundergraduate students’ decisions to pursue graduate education in a science, technology,engineering, or mathematics (STEM) discipline.1–3 These programs can help students developvaluable