Conference Session

Undergraduate Research & New Directions

Collection

2004 Annual Conference

Authors

Robert Weber; Rob Walstrom; Kukjin Lee; Jayme Hero; Galen Faidley; Bernard Lwakabamba; Feng Chen; Julie Dickerson; Carolina Cruz-neira; Diane Rover

complexinterdisciplinary problem that combines real-time systems, wearable computers, human factors,Virtual Reality (VR), and wireless devices. For a better understanding of such aninterdisciplinary problem, let us consider the development of a virtual kickboxing application.This application requires several different disciplines from its design to implementation stages.For example, students should know how hard a user punches his/her virtual opponent (humanfactor), how to measure the position, direction, and acceleration of arms (sensors), how tointerface between sensors and the C6 (wireless communication), how to implement a virtualopponent in the C6 (VR application), and so on. Figure 1 shows communications and devices fora user in the C6 Cave.One challenging

Conference Session

Service Learning in Engineering

Collection

2004 Annual Conference

Authors

Leah Jamieson; Carla Zoltowski; Frank DeRego; Lynne Slivovsky; William Oakes

experience. This paper presents an overview of the reflection activities that have beendeveloped, interpretations of student reflections from these activities, and plans to evolve the reflectioncomponent in EPICS.INTRODUCTIONService-learning is a pedagogy in which students engage in activities that address societal needs whilesimultaneously addressing student learning objectives. Necessary, and to distinguish itself fromcommunity service, is a reflection component [1], [2]. Students gain an appreciation for the role theycan as an engineer can play in society by reflecting on various socioeconomic and ethical factors. Traditional modes of reflection include journal writing and group discussions [3]. Journal writingprovides a safe environment for

Conference Session

Lighting the Fire: REU

Collection

2004 Annual Conference

Authors

George F. List; Stacy Eisenman

thestudents. In one of the few that focus on students, Alexander, Foertsch, and Daffinrud [1] askedfor feedback that would help identify why URP programs are successful, so they could bereplicated. In the case of this minority-focused program, the attributes identified by Alexander etal. are interactions with the program director, being in the company of other minority students,and interacting with other minority students in the program. Lopatto [4] surveyed students andfaculty regarding their perceptions of the benefits from URP experiences. An interesting insightfrom Lopatto’s survey is that the benefits perceived by the faculty are different from those seenby the students. The students emphasize good student/ mentor relationships while the

Conference Session

Industrial-Sponsored Design

Collection

2004 Annual Conference

Authors

Mohamed El-Sayed; Jacqueline El-Sayed

vehicle they wish to designbased on either their “dream car” or what they think the market needs, the team develops the architecturalconcept and the performance desired. Weeks 1-3 the team works to complete the bill of product, and thebill of design. Weeks 4-7 they must complete the bill of material and a subset of this the bill ofarchitecture and the bill of performance. To do this, the team must do the simulation that consists of handcalculations, FEM, and computer programs for such things as fuel economy and 0-60 speed calculations.Weeks 7-10 involve the design synthesis to finalize the project. Here alternatives must be considered, andtheir trade off in performance. They also must develop the bill of process.“Proceedings of the 2004 American

Conference Session

Issues in Computer Education

Collection

2004 Annual Conference

Authors

Tulio Sulbaran; Chad Marcum

challenges. One of these challenges is the lack ofeducational resources to accommodate the ever-growing student population needs [1]. As moreand more students seek out education at all levels – primary, secondary, and tertiary –educational institutions are hard pressed to expand enough for accommodating their enrollment.However, with this in mind, and the advent of the communication revolution, distance educationhas begun its’ push to the forefront in helping rectify this problem [1]. One emergingtechnological resource in this push for distance education is the ability of virtual reality to beused over the Internet on desktop computers. The use of virtual reality over the Internet allows agroup of geographically separated users to interact in real

Conference Session

ChE Outreach and Recruitment

Collection

2004 Annual Conference

Authors

Richard Zollars

Paper 2004-1886 Bringing Engineering Concepts to the Middle School and High School Donald C. Orlich1, William J. Thomson2, Richard L. Zollars2 1 Science, Mathematics, Engineering Education Center 2 Department of Chemical engineering Washington State University A problem facing the United States is the declining numbers of students expressing aninterest, or majoring, in engineering. Recently the American College Testing organizationreported that between 1992 and 2003 the percentage of high school

Conference Session

ERM Potpourri

Collection

2004 Annual Conference

Authors

Malinda Zarske; Janet L. Yowell; Jacquelyn F. Sullivan; Lawrence E. Carlson

for Engineering EducationThis paper examines the model of teachers teaching each other in professional developmentworkshops offered by a university engineering program. The workshops combine engineeringsubject matter with teachers’ understanding of teaching pedagogy to make a significant impacton their content knowledge and confidence to take engineering back into their K-12 classrooms.Introduction: Why Train Teachers?Teachers are bombarded with the latest theories of how students will best learn in theirclassroom. And yet, a disconnect exists for teachers between what is pedagogically the trend andwhat can actually be accomplished in the classroom [1]. Often, teacher professional developmentexperiences are deemed “too theoretical” and not

Conference Session

New Trends in ECE Education

Collection

2004 Annual Conference

Authors

Ken Vickers; Ron Foster; Greg Salamo

, team building, awarenessexpansion, etc. The camp is required ofall program students, both the entering Figure 1: The Spider Web activityCohort members and the returningCohorts.Activities are chosen that require bothsmall and large group cooperation, andsome activities are designed to foster agood-natured competitiveness between theCohorts while growing the since ofidentity with the graduate program as awhole. The camp resembles at times a toyfactory in an interior classroomenvironment, and then transforms itselfinto a ropes course-type outdoor activitywith students being manhandled through aspider-web like rope maze. Figure 2: Success in the Electric Fence activityThe result of this two-day

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Alan Scaroni; David DiBiase; Jonathan Mathews; Sarma Pisupati

energy conservation. The students learned the subject matter throughindividual hands-on projects and peer-to-peer interaction within group projects.Objective of this workThe main objective this work is to study the effect of individual projects and groupprojects on students’ learning. The effectiveness of learning was evaluated based on thestudents’ performance and experiences. The qualitative impact of the projects onstudents’ interest in the subject was also studied.Brief Description and examples of individual projects:Project 1- Effect of acidity on germination of seedsThe objective of this project was to gain hands-on understanding of the effect of acid rainon sprouting of plant seeds. Students are given 50 bean seeds each, to perform

Conference Session

Teaching about New Materials

Collection

2004 Annual Conference

Authors

Mel Mendelson

integrated and facilitated by the materials science faculty member. Thecourse focused on three applications: micro-arrays, micro-fluidics and nanostructures. Thestudents were grouped into multidisciplinary teams for study groups and a class project. Theexamples of our assessment methods (both formative and summative) are in accordance withABET’s requirements.I. IntroductionNanotechnology has been predicted to contribute $1 trillion per year to the global economy andto require 2 million new workers by 2015 [1, 2]. These new workers will have to bescientifically literate in nanotechnology. In order for this to happen, U.S. universities will haveto offer undergraduate courses in nanotechnology. However, few, universities offerundergraduate courses in

Conference Session

BME Education

Collection

2004 Annual Conference

Authors

Daniel Walsh

allowstudents to pursue applied biomedical engineering in practical, interdisciplinary settings.Students and faculty will be concerned with the design, analysis, integration and operation ofengineered materials and engineered systems in biological applications. Participants will also beconcerned with the development of techniques, theories and models which further theimplementation of new engineered systems and materials in industrial settings, with particularstrength in biomaterials / biomechanics and bioinformatics / modeling.To create the program, we used university/college resources and industrial partnership toaccomplish the following aims: 1) Establish the Bioengineering Program within theBioengineering Department, a fundamental organizational

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Philip Parker; Max Anderson

variety of civil engineering projects. For example, students in ageotechnical engineering course can obtain soil characteristics data from the program and usethat information to design a building foundation. In a structural engineering class following this,students design the structure that will be supported by this foundation.Our adaptation of the Sooner City concept was to take the design across the curriculum conceptand apply it to the first-semester introductory engineering course. Rather than an entire city,freshmen would complete five design projects centered on a park on campus.The goals of the project are: GOAL 1: Stimulate interest in engineering among freshmen; GOAL 2: Ensure that freshmen find the revised course “fun” yet

Conference Session

ECE Laboratory Development & Innovations

Collection

2004 Annual Conference

Authors

Ahmed Rubaai

flexible controller. Thefundamentals governing the design, control and performance of the DC-DC converters are alsoillustrated. The entire system is built and tested in the laboratory by using off-the-shelfcomponents and software. A comprehensive analysis of the principle of operation, designconsideration and experimental implementation of the converter topologies with built-inintelligent controller is developed. A rapid response is expected when the proposed controller isactually implemented in a real-time mode.1.0 Introduction Choppers themselves are generally divided into two groups: step-down or buck converterand step-up or boost converter [1]. For buck converters with constant output voltage, it is alwaysdesirable that the output

Conference Session

New Electrical ET Course Development

Collection

2004 Annual Conference

Authors

Gary Steffen

the network resource as if the request came from the host machine (figure 1) 5. Figure 1. Using NAT the virtual machine does not have its own IP address on the external network. Instead, a separate virtual network is set up on the host computer. Your virtual machine gets an address on the virtual network from the VMware virtual DHCP server. Then the VMware NAT passes network traffic between the virtual machines and the external network. It identifies incoming data packets from the external network intended for each virtual machine and relays them to the correct destination.Limiting security concerns was a primary objective in the development of the local areanetworking class

Conference Session

TIME 9: Thermal Fluids/Fluid Mechanics

Collection

2004 Annual Conference

Authors

Donald Mueller; Hosni Abu-Mulaweh

(see e.g. references in [1] and [2]) and a typical analysisis found in many textbooks, e.g. [3] and [4]. Most studies begin with the standard assumptions ofMurray and Gardner as summarized in Ref. [1]: 1. The heat flow in the fin and its temperature remain constant in time, i.e. steady-state. 2. The fin material is homogeneous, its thermal conductivity is the same in all directions, and it remains constant. 3. The heat transfer coefficient to the fin is constant and uniform over the entire surface. 4. The temperature of the medium surrounding the fin is uniform and constant. 5. Temperature gradients across the fin cross-section may be neglected, i.e. one-dimensional. 6. The temperature at the base of the fin is uniform. 7

Conference Session

ET Capstone Projects

Collection

2004 Annual Conference

Authors

James Everly

receiver design education. This experimentation experience isconsidered a fundamental educational building block by receiver experimenter’s worldwide.Moreover, a simple direct conversion receiver serves as an important benchmark for comparisonand it is useful for designers to periodically design, and re-design based on advances intechnology, simple direct conversion receivers for applications where relaxed selectivityrequirements or better sounding audio are the design objectives. “The Neophyte Receiver,” anoriginal classic work by Dillon [1], on which this paper is based, is the ultimate in simplicity andserves as an ideal starting point for students and faculty interested in exploring simple short wavereceiver design concepts.This paper presents

Conference Session

Industrial-Sponsored Design

Collection

2004 Annual Conference

Authors

Monte Tull; Gerald Crain

assignment by imposing design process controls, documentation requirements and team responsibilities • To provide instruction in professional skills of design, program management, communications and other career topics not in the conventional curriculum • To provide a measure of the student’s educational readiness and understanding; knowledge of product technology required to meet the customer’s performance requirements and constraints; understanding of requirements for written technical reports; ability to communicate their design including use of oral reportsIndustry sponsored projects are solicited that fit within the scope of a 1-semester experience andhave a product output of clear value to the sponsor

Conference Session

Retention: Keeping the Women Students

Collection

2004 Annual Conference

Authors

Mary Ellen Litzinger; Barbara Bogue

Program.Several factors fed into the development of the course. Undergraduate engineering students aregenerally unaware of gender issues and gender-related research is rarely if ever integrated intohow engineering and engineering related course offerings are developed and implemented 1, 11, 14.As noted by Indira Nair and Sara Majetich, “In designing classroom instruction, we need torecognize and correct the factors that lead large numbers of students, especially women andminorities, to turn away from the subject.(pg. 25).”16 Another factor that influenced thedevelopment of the course was anecdotal evidence gathered through the Women in Engineering Page

Conference Session

Design Experiences in Energy Education

Collection

2004 Annual Conference

Authors

Sara Ross; Patrick Giordano; James Blanck; Dona Johnson; Peter Jansson

multipliers, etc. First, the team surveyed the entirecampus; collecting basic information about each of the buildings, such as number of stories,construction type, age and use of building. After this, University Facilities personnel workedwith the team to locate the mechanical rooms where the electric meters were located. Once eachmeter location was determined, the team designed a spreadsheet that would include all relevantinformation, as seen in Table 1. Table 1: Building Data Collection Spreadsheet “Each building on campus was given a separate spreadsheet, with information about thatspecific building, such as gross square footage (GSF), what key is used to open the mechanicalroom door, and directions to access

Conference Session

Industrial Collaborations

Collection

2004 Annual Conference

Authors

James Smith; Scott Dunning

it?” Top managementat NSC and Fairchild Semiconductor along with Deans from UM and USM were involved fromthe inception. This high-level involvement and commitment was necessary to focus resourceslocated at different sites on the problem, since no mechanism to deliver such a program off-siteexisted.The full outcome of this unique program will not be known for 1½ years, when the program isschedule to be completed. One trend is already apparent. The students in the program, all seniortechnicians, many of whom have not been in an academic setting for many years, have shownthat the are capable and willing to master baccalaureate-level technical coursework. This willallow National Semiconductor Corp. to expand its leadership pool. This model is

Conference Session

Assessing Teaching & Learning

Collection

2004 Annual Conference

Authors

Michael Pavelich; Stephen Krause

plastic ones. Why?A) Metal naturally has less heat than plastic.B) Metal naturally has more cold than plastic.C) Metal quickly conducts heat away from your hand.D) Metal attracts and holds cold.E) Plastic is an insulator and attracts and holds heat.We teachers would like students to be able to understand and correctly answer both questions.However, our traditional college curricula emphasize the former, quantitative, type exercises andsimply assume that student success on these implies strong conceptual mental models that would havethem answer the latter, qualitative, question correctly.Data 1 from the well researched physics CI, the Forced Concept Inventory by Hessten,2 show that this

Conference Session

Graduate Student Experiences

Collection

2004 Annual Conference

Authors

Kawintorn Pothanun; William Peterson

students. A useful technique that will assist inlearning the students’ names and more about them is to collect some basic information. Inthe very first class, I asked my students to send me an email containing basic informationabout them. It may include (1) name, (2) preferred name, (3) student ID, (4) hometownand state, (5) local phone, (6) local address, (7) major, (8) advisor, (9) class (Fr., So., Jr.,Sr.), (10) organizations, (11) occupation goals, (12) experience related to engineeringeconomics, (13) current position if employed, (14) expected grade, and (15) classexpectations. This information helped me knew my students and their expectations.Therefore I could design, adapt, or adjust context of the class to suit my students’ needs.Grading

Conference Session

Advances in Civil Engineering Education

Collection

2004 Annual Conference

Authors

Matthew Dettman

objectives.Critical Lesson #1 – While all of the ABET criteria are important, understanding of thedefinitions of “Objectives” and “Outcomes” is critical to the process.The following definitions were used and are considered to be consistent with the ABETdefinitions: Objective – What the graduate is expected to be able to do 3 to 5 years after graduation Outcome – What the student can do immediately after graduationThe faculty ABET training program resulted in draft statements of the program educationalobjectives. These statements were presented to the advisory committees in the Spring Semesterof 2002 for acceptance and publication. Substantial discussion by the members of the advisorygroups led to some significant changes in the draft statements and

Conference Session

NSF Grantees Poster Session

Collection

2004 Annual Conference

Authors

Chenhhsin Liu; Ken Patton

Session 1526 Curriculum Development for Rapid Prototyping Ken Patton and Paul Cheng-Hsin Liu, Saddleback College/ California State University, Los Angeles Project web address: http://www.rptechnician.comAbstractThis project (NSF ATE DUE 0302314) is in its last year of a three-year project. It was fundedJuly 1, 2001. The focus of the grant is to develop curriculum to train technicians in the use ofsolid modeling as a “Time Compression” tool to help manufacturers and designers reduce cycletime to market. Curriculum is

Conference Session

Provocative Presentations & Lunch

Collection

2004 Annual Conference

Authors

Ikhlaq Sidhu

companies likely to succeed in the region. Then, it allows for theprediction of growth variables including job creation, ROI for investors, and ROI for thecommunity. As an illustration, the paper compares the long-term effects of launching 1, 5, 10,15, and 20 companies per year for 15 years sequentially. The results are provided in terms of jobcreation and ROI for a wide range of confidence intervals.1. IntroductionMany communities and regions have taken interest in developing technology companies for thepurpose of economic development. Technology companies are known to bring higher averagesalaries, skilled workers, and increases in tax base. Further, many of these communities haveinvested on the growth of start-ups with the hope of larger paybacks

Conference Session

TIME 8: Materials, MEMS, and Nano

Collection

2004 Annual Conference

Authors

Christopher Byrne

courses (3 cohorts to date).These field trips stimulate later discussions in the classroom and allow the student to directly seethe phenomena they have studied being applied. The learning outcomes as listed in the course syllabi are given in Table 1. These arethings students should be able to the end of the course. For ME 240 these largely parallel thetopics presented in the current course text (Materials and Processes in Manufacturing, P.Degarmo, et al). For ME 241 they largely parallel the laboratory experiments the studentsexperience. Within the allotted lab time, which is two hours once a week, tours to industryfacilities are set-up where the students can see processes such as metal forming, stamping anddrawing, heat treating, casting

Conference Session

Improving Statics and Dynamics Classes

Collection

2004 Annual Conference

Authors

Per G. Reinhall; Paula R.L. Heron; Lesley Low; Brian C. Fabien

. Currently, traditional teaching methods are employed in introductory engineering dynamics at UW. The course currently involves three lectures and one recitation section per week during which concepts and examples of their applications are usually presented to the students in a non- interactive environment. Any interaction, if at all, is in the form of students asking questions of the instructor, mostly for clarification. The recitation section, taught by a TA, generally consists of two parts: 1) mini-lecture and 2) question/answer on homework. The mini-lectures cover material that students found difficult on their homework or exams. There are significant differences in student experiences during the recitation sections depending on the

Conference Session

DEED Poster Session

Collection

2004 Annual Conference

Authors

Armando Pellerano

Conference Session

Trends in ME Education Poster Session

Collection

2004 Annual Conference

Authors

Brian Humann

series of case studies were performed to ensure that the softwarecould accurately model and simulate the MEMS devices and that an adequate solution wasdeveloped when compared to theoretical calculations. The case studies were then used as a basisfor lessons for undergraduate students. The PLM software used was CATIA V5 R12 producedby IBM, this software suite is an integrated design tool that can perform CAD operations and hasintegrated analysis tools 1. For database management SMARTEAM V5, also produced by IBMwas used, and this software allows the user to manage the files in an organized manner. In eachcase the PLM software, CATIA V5 R12, was capable of modeling the device, but scaling thedevice was necessary for the analysis portion of the

Conference Session

Materials Science for Nonmajors

Collection

2004 Annual Conference

Authors

Stephen Krause

and guidance of the Materials Concept Inventory, as well as all engineering conceptinventories, by Professor Don Evans, head of the Center for Research on Science, Math,Engineering and Technology (CRESMET) at ASU.REFERENCES[1] Evans, D.L., Gray, D., Krause, S., Martin, J., Midkiff, C., Notaros, B.M., Pavelich, M., Rancour, D., Reed-Rhoads, T., Steif, P., Streveler, R., and Wage, K., (2003). “Progress on concept inventory assessment tools.” Frontiers in Education Conference Proceedings, T4G – 1-9.[2] Hestenes, D., Wells, Malcolm, Swackhamer, and Gregg (1992). “Force concept inventory.” The Physics Teacher, 30(3): 141-151.[3] Hestenes, D., Wells, and Malcolm (1992). “A mechanics baseline test.” The Physics Teacher, 30