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2001 Annual Conference

Authors

Ronald Rockland

six-phase approach can be used in a variety of courses,and by starting these engineering technology transfer students early in their upper division Page 6.953.1 Session 1648curriculum with this approach, the hope is that they will continue to use this methodology inother courses.Step 1 - Understand the Problem statementThe first step in this multi-step problem solving approach is to understand the problemstatement. If a student does not know what needs to be solved, it is impossible for that studentto complete the assignment, whether it is a homework assignment or

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2001 Annual Conference

Authors

Rakesh Pangasa; David Scott; Marc Herniter

careers.II.1. Course PhilosophyThe philosophy of the course is to teach students the same programming skills and techniquesthey would learn in a first semester programming course, and introduce the students to a tool thatcan be used in later courses to reinforce those skills. The emphasis is on algorithm developmentusing structured programming constructs rather than on writing extensive programming code andgetting lost in syntax errors. An example would be generating the characteristic curve of aMOSFET. A circuits professor would usually be apprehensive about assigning a problem of thistype if it were to be solved with Fortran or C. With MATLAB, the problem can be solved with afew lines of code using a FOR loop and a few of MATLAB’s plotting

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2001 Annual Conference

Authors

George York, U.S. Air Force Academy, CO; Cameron Wright, U.S. Air Force Academy, CO; Michael Morrow, U.S. Naval Academy, MD; Thad Welch, U.S. Naval Academy, MD

from MATLAB to real-time hardware isoften the expense and a steep learning curve for the students. This paper describes a real-time DSPsonar educational platform based around the programming ease of MATLAB and the low-costTexas Instruments C6711 digital signal processing starter kit. Classroom uses of this platform arediscussed; the software is available at http://www.usna.edu/EE/links/ee_links.htm.1. IntroductionThe components of a DSP-based sonar system (phased-array transmitter/receiver; beamformer;time-gain compensation, multi-rate sampling, quadrature demodulation, filtering, imageprocessing, Doppler velocity estimate, etc) are at the heart of numerous military and commercialsystems. In addition to sonar systems, these components can be

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2001 Annual Conference

Authors

Nicholas Arcolano; Richard Vaz

Engineering Education Annual Conference & Exposition Page 6.956.4 Copyright  2001, American Society for Engineering Education”the set of course outcomes based on interest, strengths, and educational philosophy.The following outcomes were established for all offerings of EE 2311: Students who pass EE2311 will be able to: 1. Characterize signals and systems using commonly-accepted terminology 2. Relate frequency-domain descriptions of signals and systems to their characteristics in the time domain. 3. Use frequency-domain techniques to solve input/output problems for linear, time- invariant systems. 4. Use

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2001 Annual Conference

Authors

Nirmal Das

& Exposition Copyright © 2001, American Society for Engineering Educationsettlements), but neglects shear and axial deformations.By Slope-deflection method, it is possible to deal with beams under any degree of restraints atthe ends, and with any settlement of the supports. The moments at the ends of a beam spandepend on the applied loading, the angle through which the ends rotate, and the relativemovement of the supports. A pair of slope-deflection equations for each span of a continuousbeam can be obtained by first considering separately the moments developed at the ends of spanAB (Figure 1) due to each of the displacements 2A, 2B, and ), and then the applied loads, andthen by using the principle of superposition

Collection

2001 Annual Conference

Authors

Gouranga Banik

applications without much difficulty.Key Words: Temporary construction structures, Construction, Architectural Engineering,Structures, Learning outcome.1. IntroductionTemporary structures are the essential components required to complete a construction project.Temporary structures are also a significant cost component on many projects, and in some cases,exceeds the actual cost of the in-place construction items such as formwork. Recent studies have Page 6.958.2been found that 40% to 60% of the cost of concrete work for the building construction is for the"Proceedings of the 2001 American Society for Engineering Education Annual Conference &

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2001 Annual Conference

Authors

Sheldon Jeter

, and Type B uncertainty must be evaluated byother means using all available information. In typical undergraduate engineering applications,Type A uncertainty is related to random errors, and Type B uncertainty is related to systematicerrors. The two types of uncertainties can be combined using the usual rule for combiningvariances due to independent sources of error. Since the two types of uncertainty, UA and UB,must be independent, the combined uncertainty is U C2 = U A 2 + U B2 (1) A measurement and its uncertainty, whether either type or the

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2001 Annual Conference

Authors

Feng Chyuan Lai; Chean Chin Ngo

,it is our objective to develop such a courseware to make use of the current multimediatechnology to improve the quality of engineering education.II. An Overview of the Course PageA Web-based module for Thermodynamics has been developed at the University of Oklahoma.The main page for the course is shown in Figure 1. From the main page, students are informedof the important announcements (e.g., homework assignment due date and exam date) from themessage board. The navigation system on the left frame provides students with the ability ofbrowsing this course page in a non-sequential fashion. Figure 1. Main page of the course module

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2001 Annual Conference

Authors

Gregg Dixon

(EES)1, it is no longernecessary for students to master the skills of table look-ups in order to develop a goodunderstanding of property behavior in thermodynamic applications. EES has thermophysicalproperty functions built into a powerful equation solver program which allows students to considera wider variety of problems and applications than would be feasible with table look-ups alone.This paper discusses the pedagogical pros and cons of emphasizing the use of tables inintroductory thermodynamics courses and the possibilities for minimizing or eliminating thetedium of using tables. The experience of the U.S. Coast Guard Academy in trying differentapproaches indicates that a “no tables” introductory course has the potential for increasing

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2001 Annual Conference

Authors

Cameron Wright; Michael Morrow; Thad Welch

the concepts of system transfer functions much easier and more effective. The program interfaces Matlab directly to an inexpensive Texas Instruments TMS320C6711 DSP Starter Kit without requiring specialized pro- gramming by the professor or student. It eliminates the need to purchase expensive software or hardware for teaching these concepts.1 IntroductionModern software tools such as Matlab greatly facilitate a professor’s ability to demonstratea variety of concepts, including linear systems and the underlying system transfer function(TF). These concepts can be further reinforced, and greater interest generated by the stu-dents, if they can be easily demonstrated in real-time using modern digital signal

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2001 Annual Conference

Authors

Kenneth Kelmer; James Thrower; Larry Silverberg; Scott Kiefer

Session 2663Teaching Undergraduate Controls to Non-Electrical Engineering Students Scott Kiefer1, Larry Silverberg2, James Patrick Thrower2, Kenneth Kelmer2 1 University of Puerto Rico, Mayagüez / 2North Carolina State UniversityAbstract The manner in which undergraduate controls courses are taught to non-electricalengineering students faces particular challenges. Even our brightest students can be dissatisfied.A frequently heard student comment is “I got an ‘A’, but I still don't know what controls is.” This paper discusses the challenge of teaching undergraduate controls to non-electricalengineering majors and

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2001 Annual Conference

Authors

Norine Meyer; Deborah Fisher; Cynthia Villanueva; Amy Strobel

for girls. The classoffered entry-level and sophomore students a head start in team collaboration under the directionof advanced undergraduate female students in a project management environment.Course PurposeThe course had a multi-purpose agenda – addressing both retention of women engineers in theschool and offering the students basic engineering skills while raising awareness on the need torecruit girls into engineering. Tasked with designing a recruitment video, the students weredirected to: 1) address issues of female pre-college attrition in the math and science realm; 2)portray challenges and opportunities for women at the university level and in the work world;and 3) create a strategy (story) that would encourage young girls to view

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2001 Annual Conference

Authors

Katherine Carels; James Howard; Charles Bersbach; Debra Larson

results in promotion into a first management position are not necessarily the skills needed in the new management position.1”This training often takes place in a more-or-less traditional classroom that focuses on theory withlittle opportunity for application of knowledge, skill building, and practice2. There are nolaboratories (or practicums) for courses in management3. This pedagogical omission istroublesome, particularly when one is attempting to learn the interpersonal skills necessary foreffective management of multi-disciplinary technical teams. People, who do not behave in well-defined and repeatable ways, immediately push the theory into the “indeterminate zones ofuncertainty, uniqueness, and value conflict4”. And it follows, to “think

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2001 Annual Conference

Authors

Mohamed. E. Brihoum; Ahmad Ibrahim

, persistence, accuracy, thoroughness, honesty, and reliability, observation andcoordination, independence of thinking [1].Prof. Randolph, around the same time, wrote: Page 6.965.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education… The old academic method was to have examinations at the beginning and the end of collegecourse and determine from these what the young man knew, but in engineering we must knowwhat a man can do [2].It is quite obvious that the above statements assert the importance of the attributes

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2001 Annual Conference

Authors

Ty Newell; Timothy Shedd

lecture-textbook coverage. Competency and knowledge isdetermined from individual homework and exams. A common path starts with steady stateconduction situations (1-D, 2-D, and generally no extension to 3-D situations). Simple transientconduction situations (0-D or “lumped mass”, and 1-D, with limited multi-dimensional transientproblems) would be covered next. Beyond conduction, various paths are followed, such asconvection (general convection background, followed by external and internal flow situations),radiation, and heat exchangers. In this serial coverage of material, very little opportunity existsfor students to work with simultaneous combinations of the various topics in a manner typical ofpractical problems.Although the project structure

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2001 Annual Conference

Authors

Leslie Dorworth; Barbara Mania-Farnell; Susan Scachitti

Collection

2001 Annual Conference

Authors

Richard Gilbert; Andrew Hoff, University of South Florida; Marilyn Barger, Hillsborough Community College

-4 Corridor”(Tampa-Orlando-Daytona) work with industry to offer programming in the engineeringtechnology/electronics field. Rapidly evolving industry demands and increasingly limitedresources have led to the establishment of an education/business alliance known as the Tech-4High-Technology Industrial Education Consortium. Tech-4 is currently utilizing NSF-ATEfunding and over $1 million in substantially cash value industry match to enhance individualizedinstitutional efforts to design and deliver a collaborative, replicable Electronics WorkforceDevelopment System. This System will maximize learning for secondary and lower-divisionstudents through coordinated sharing of industry and educational resources.NSF-TECH-4 Initiative The galvanizing

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2001 Annual Conference

Authors

Jeffrey A. Donnell

instructions and each time we mark areport. The way we answer these questions directly determines how long it takes us to mark aset of student reports and how much time we must later spend explaining our marks to students.Our answers to these questions also impact our students’ perception of how technical substanceand technical communication pertain to each other. Our problem is, of course, that answers arenot easy to formulate because of the complicated relationship between words, substance andgraphics. Of late, technical substance and its expression in words and in graphics have been treatedas slightly different subjects 1. Perhaps in order to avoid discipline-specific questions aboutsubstance and about standards for graphics, the best guides

Collection

2001 Annual Conference

Authors

Barry David

Collection

2001 Annual Conference

Authors

Darrell Gibson; Patricia Brackin

Pahl and Beitz [1] or Dekker and Gibson [2].) Inaddition, oral presentations and final written reports are required of each design team, and somecompanies also invite the teams to their facility for an in-house oral briefing.DESIGN REPORTS Page 6.970.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education Each team must submit a formal design report which counts as 25% of their course grade. Theformat for the final written report requires students to include the following sections:Title Page, Executive

Collection

2001 Annual Conference

Authors

Ross Staffeldt

us illustrate one reason by examining a “before” sample of student work, shown in Figure 1.The assigned task is to locate and classify the critical points of the function f(x,y). In class wehave already reviewed the definition of critical points, the second derivative test, and illustratedthe use of factoring to reduce the problem of locating critical points of a function of twovariables to several instances of the problem of locating the point of intersection of two lines.The problems found in the following sample of my students’ work motivated me to incorporateMaple into my courses on advanced calculus. Figure 1. “Before” sample of students’ workWe observe the student expand the function, which had been presented

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2001 Annual Conference

Authors

Miguel Torres-Febus; Jaime Pabon-Ortiz; Jose Cruz-Cruz; Jorge Velez-Arocho

such the National Science Foundation (NSF), theAmerican Society of Engineering Education (ASEE), the National Research Council (NRC),and the Accreditation Board of Engineering and Technology (ABET) have emphasized thatthere is a need to approach education from an interdisciplinary perspective.III. Proposed Educational ModelMotivated by the need to change the educational paradigm, a new strategy is proposed. This issupported by the structure and educational principles described in the following sections.A. Foundations of the Educational ModelTo satisfy the above-mentioned needs, a new educational model is proposed based on thefollowing pillars: 1. Creative and innovative thinking. The new model should provide an educational environment

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2001 Annual Conference

Authors

Miguel Perez; Ryan Wicker; Bill Diong

Controls laboratory. Its immediate goal was to enableUTEP students studying Control systems (an interdisciplinary field) to conduct experiments on awind tunnel system (see Figure 1) located in a UTEP laboratory while off-campus via theInternet and only a Web browser. The wind tunnel is not only an important research and designtool for studying the aerodynamic properties of various automotive and aerospace structures, italso provides an excellent platform for education in aerodynamics and control. Page 6.973.2 Figure 1 – Wind tunnel systemProceedings of the 2001 American Society for Engineering Education

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2001 Annual Conference

Authors

V. Ramachandran; Ravi Ramachandran

Session 2793 TELLEGEN’S THEOREM APPLIED TO MECHANICAL, FLUID AND THERMAL SYSTEMS Ravi P. Ramachandran1 and V. Ramachandran21. Department of Electrical and Computer Engineering, Rowan University, Glassboro, New Jersey 08028 2. Department of Electrical and Computer Engineering, Concordia University, Montreal, Canada H3G 1M8Introduction Tellegen’s theorem [1][2] has been applied to several electrical systems that are linear ornonlinear, reciprocal or nonreciprocal, time-variant or time-invariant, and so forth. Tellegen’stheorem states

Collection

2001 Annual Conference

Authors

David Silverstein

the programming task was reduced.Surveys were conducted at the start of the course and following the completion each programmingproject. The initial survey covered general topics such as the student’s overall comfort level withwriting FORTRAN programs, as well as specific knowledge areas, such as understanding ofpassing of data arrays to subroutines. Project surveys repeated selected questions related to theproject from the initial survey, in addition to questions regarding time usage and satisfaction withthe template approach. Summary data for selected questions is provided in Table 1. Page 6.975.5 Proceedings of the 2001 American

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2001 Annual Conference

Authors

Maurice Bluestein

complex thermodynamic processes. Much morecould be covered in Thermodynamics II if the students had better retention of the material ofThermodynamics I.To gauge retention, a questionnaire was prepared and has been given to the Thermodynamics IIstudents on the first day of class of the semester, beginning in the fall, 1999. The format is multiplechoice and students are asked to complete it anonymously in five minutes. This ten-question testincludes six questions on basic differential and integral calculus and four on basic thermodynam-ics. The test is shown in Figure 1. According to the literature2, the test should include one questionmost students are certain to answer correctly and at least one other that is judged to be moredifficult. This we

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2001 Annual Conference

Authors

John Chandler; A. Dean Fontenot

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2001 Annual Conference

Authors

David Hailey; Christine Hailey

traditional lecture on campus, successfully completed one of the modules from the multimedia course, delivered over the Internet. They performed as well on an examination question as students who had been exposed to the material in a traditional lecture format.I. Introduction A great deal has been written about multimedia and its impact on education. With few exceptions, the research has implied that multimedia tools are at least as effective as traditional tools for teaching. For example, Milton-Benoit et al., developed a multimedia lecture that introduces students to the fundamental concepts and guidelines for finite element modeling. 1 Limited testing on the 45-minute multimedia lecture shows students performed at least as well as students in the

Collection

2001 Annual Conference

Authors

Tomás Gómez; Maria Velasco; Joséantonio Turégano

Page 6.1055.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationindustrial facilities and plant optimization,1 more than to be used as what we could call didactictools in a constructivist learning environment.Programs such as EES2 or Interactive Thermodynamics3 are among the most broad-basededucational software dealing with thermodynamics. This kind of tool makes it possible to evaluateproperties of equilibrium states for different substances. Thus, the software derives a solution for aspecific problem from a set of initial data or by editing appropriate equations that the user definesand solves with an

Collection

2001 Annual Conference

Authors

Kathryn Jablokow

solve problems in theirprofession. In more sophisticated terms, this course takes a metacognitive approach to problemsolving and projects it into the engineering realm. One simple, yet fundamental, interpretation ofthe relationship between metacognition and enhanced creativity is illustrated in Figure 1. Thissimple model for thinking, doing, and learning is called the MindShift Model10 due to the shiftsin mental perception that are often required in order to proceed from stage to stage.To apply the MindShift model to engineering, we begin with the assumption that engineers are,by the nature of their profession, looking for results that are in some way better and/or differentthan what currently exists. The engineer’s path to these results is