Conference Session

Experimentation and Laboratory-Oriented Studies Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Aaron-Joseph Michael Jones

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

-op experience for Aaron-Joseph Jones.References[1] https://www.quanser.com/products/qube-servo-2/ accessed 1/15/2021[2] J. S. Dalton, D. S. Stutts, and R. L. Montgomery, “Mini-lab projects in the undergraduate controls course,” in Proceedings of the ASEE Annual Conference, Nashville, TN, June 2003.[3] Z. Alavi and K. Meehan, “Enhancing a control systems design course by using experiential learning model,” in Proceedings of the ASEE Annual Conference, Tampa, FL, June 2019.[4] M. A. Hopkins and A. M. Kibbe, “Open-source hardware in controls education,” ASEE Computers in Education (CoED) Journal, vol. 5 (4), pp. 62 – 70, December 2014.[5] P. K. Karra, “A cost-effective laboratory setup for teaching

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleanor Byrnes, Harvey Mudd College; Yaqub Alam Mahsud, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

.​, vol. 94, no. 1, pp. 121–130, Jan. 2005, doi: 10.1002/j.2168-9830.2005.tb00833.x.[2] “Criteria for Accrediting Engineering Programs, 2020 – 2021 | ABET.” [Online]. Available: https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-program s-2020-2021/. [Accessed: 30-Jan-2020].[3] “College Factual,” ​College Factual,​ 20-Feb-2013. [Online]. Available: https://www.collegefactual.com/. [Accessed: 31-Jan-2020].[4] A. Yazidi, H. Henao, G.-A. Capolino, F. Betin, and F. Filippetti, “A Web-Based Remote Laboratory for Monitoring and Diagnosis of AC Electrical Machines,” ​IEEE Trans. Ind. Electron.​, vol. 58, no. 10, pp. 4950–4959, Oct. 2011, doi: 10.1109/TIE.2011.2109331.[5] R. M. Reck and R. S

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jing Zhang, Indiana University Purdue University, Indianapolis; Glorio Singui, Indiana University - Purdue University Indianapolis; Shambhuraj Hansraj Wadghule; Chauncey Eugene Frend; Tejesh Charles Dube, Indiana University Purdue University, Indianapolis; Michael Golub, Indiana University Purdue University, Indianapolis

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Proceedings Frontiers in Education 35th Annual Conference, 2005, pp. F2E-8.[5] E. A.-L. Lee and K. W. Wong, "Learning with desktop virtual reality," Comput. Educ., vol. 79, pp. 49-58, 2014.[6] Z. Merchant, E. T. Goetz, L. Cifuentes, W. Keeney-Kennicutt, and T. J. Davis, "Effectiveness of virtual reality-based instruction on students' learning outcomes in K-12 and higher education: A meta-analysis," Computers & Education, vol. 70, pp. 29-40, 2014/01/01/ 2014.[7] V. S Pantelidis, Reasons to Use Virtual Reality in Education and Training Courses and a Model to Determine When to Use Virtual Reality vol. 2, 2009.[8] R. J. Stone, Haptic feedback: A brief history from telepresence to virtual reality, 2001.[9] K. C

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Catherine Anne Hubka, University of New Mexico; Eva Chi, University of New Mexico; Yan Chen, University of New Mexico; Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Abhaya K. Datye, University of New Mexico; Tracy Lee Mallette, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

under Grant No.EEC 1623105. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] J. P. Lampi and T. Reynolds, "Connecting Practice & Research: From Tacit to Explicit Disciplinary Writing Instruction," Journal of Developmental Education, vol. 41, pp. 26- 28, 2018.[2] D. E. Gragson, J. P. Hagen, L. Diener, C. J. Nichols, L. F. Hanne, A. G. King, et al., "Developing technical writing skills in the physical chemistry laboratory: A progressive approach employing peer review," Journal of Chemical Education, vol. 87, pp. 62-65, 2010.[3] S. D. Loveland and S. D

Conference Session

Bring Your Own Experiment: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ahmet Can Sabuncu, Worcester Polytechnic Institute; John M. Sullivan Jr, Worcester Polytechnic Institute; Kerri Anne Thornton, Worcester Polytechnic Institute; Maqsood Ali Mughal, Worcester Polytechnic Institute

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

through an API to Google Sheets. Students were then able to open the GoogleSheets to access and record the measurements taken for use in their calculations. The data in thespreadsheet included dry bulb temperature and relative humidity of room air and air at thedownstream of the evaporative pad. Students then use these variables to calculate the directsaturation efficiency (𝜀𝑒 ) of the evaporative cooler. The code implemented on the Arduino boardfor measuring and sending data is shown in the appendix (appendix-B). For reference, arecording of the temperature at the downstream of the evaporative pad is given in Figure 3. Thisgraph also shows the time scale associated with the transient cooling in the setup. It only takesabout 30 s to cool down

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Iftekhar Ibne Basith, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Andres Aguirre Jr.; Kali Johnson, Sam Houston State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, how they resolved and finally a demonstration of their prototype in front of their peers for 6-7 minutes.  For each lab (11 of them), every student uploaded a LAB report to summarize what they had learned on a corresponding day and how theory and experiments complemented each other. Total number of students assessed (Ns): 21 during Spring 2018Outcome 1 Average (Ms): Standard deviation (s): Mid-Term 1: 65.3% Mid-Term 1: 4.24 Mid-Term 2: 63.15% Mid-Term 2: 3.76 Final Exam: 61.6% Final Exam

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Natasha Smith P.E., University of Virginia; Andrew Jason Hill, University of Southern Indiana; Tom McDonald, University of Southern Indiana

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, and artifact descriptionsused for assessment in ENGR291 ABET Learning Outcome and Performance ABET Learning Outcome and Performance Indicator(s) Indicator(s) Students will have the ability to design and con- B.1 Average class grade for the final experiment duct experiments to analyze and interpret data full report submitted during the final exam pe- (Outcome B) riod (Air Rocket experiment, Module 4) B.1 Design and conduct an experiment to solve a given experimental problem. Students will have an understanding of both F.1 Average grade for individual essay on professional responsibilities and workplace student-selected ethics case study (Module 3

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

partner was great in explaining everything even though we rebuilt the second circuit 4 times. I was able to get a big refresher using circuit boards. [Name] also helped me learn how to translate a digital drawing to a circuit.Here are some student statements directly addressing their PPPL experience, either from the sideof the “peer teacher” pair(s) or the ones receiving help, “peer student” pairs.Peer Teachers: I learned several new methods of troubleshooting when helping my classmates. Once we finished our circuit, we had to assist other groups, and since no group built the circuit the same way, being able to navigate each component was difficult. By the last group, I was able to work through their

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph P. Fuehne P.E., Purdue Polytechnic Institute

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

features of various measurement tools. This work aims to get beginning students intheir first semester of college classes an introduction to many of these measurement tools as wellas to the critical thinking required to utilize these tools in a manufacturing environment. Thesetopics and skills are likely covered in engineering technology programs but not in traditionalengineering programs.References [1] S. Stahley, S. Bhatty, C. Kincaid, D. Fant, J. Fuehne, and M. Bridgeman, “Advanced Center for Manufacturing Excellence Learning Lab,” Proceedings of the NCSL International Workshop and Symposium, Sacramento, CA, 2012. [2] J. Fuehne, Laboratory Activities for a Dimensional Metrology Class, Measure: The Journal of Measurement Science

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Philip Jackson, University of Florida; Joshua Rudaitis, University of Florida

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

-of-things platform as teaching aids in the industrialinstrumentation course International Journal of Online Engineering, 14(12), 26 - 42.Ding, Q., & Cao, S. (2017). RECT: A Cloud-Based Learning Tool for Graduate SoftwareEngineering Practice Courses With Remote Tutor Support IEEE Access, 5, 2262 - 2271.Pearson, T. (2014). A low-cost full-featured extensible laboratory for online hardwareengineering International Journal of Online Engineering, 10(3), 24 - 30.Shyr, W.J., Su, T.J., & Lin, C.M. (2013). Development of remote monitoring and a controlsystem based on PLC and webaccess for learning mechatronics International Journal ofAdvanced Robotic Systems, 10.Nedic, Z. (2012). Demonstration of collaborative features of remote laboratory

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen Schultz, Brigham Young University; Brad L. Hutchings, Brigham Young University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

/pvLbELZw1Hc • Web-Page Containing All Student-Created Videos from 2016: http://ece390web.groups.et.byu.net/dokuwiki/doku.php?id=groups_2016References [1] Carole Ames and Jennifer Archer. Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of educational psychology, 80(3):260, 1988. [2] Elaine S Elliott and Carol S Dweck. Goals: An approach to motivation and achievement. Journal of personality and social psychology, 54(1):5, 1988. [3] Philip H Winne and Ronald W Marx. A cognitive-processing analysis of motivation within classroom tasks. Research on motivation in education, 3:223–257, 1989. [4] Patricia Pokay and Phyllis C Blumenfeld. Predicting achievement early and late in the

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

devoted tohelp them develop their reports including instruction on a report template and three focused writ-ing workshops. This was followed by a draft submittal and two-stage blind peer review process.For the initial peer review, reviewers were guided by tasks that required they locate and restatekey ideas from the paper prior to identifying specific weaknesses. For example, reviewers wererequired to underline the technical objective, circle the control variable(s), and box the response(s).For the second draft, the paper author assessed which of their main points were not successfullycommunicated, made corrections, and provided a rebuttal statement. The reviewers then assessedthe resubmission, rated the papers, and provided minor suggestions for

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wei Yu, Massachusetts Maritime Academy; Diane D. DiMassa, Massachusetts Maritime Academy

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

-voltage DC motor[8] and is assumed to be a fan in a compartment. When the LED is ONin the previous temperature comparison module, a positive biased voltage is provided betweenthe base pin and the emitter pin of the transistor. Then the collector pin to the emitter pin iscontinuous and the motor is ON.Fig. 2 is the integrated electronic circuit built by the students on a breadboard based on theelectronic diagram in Fig. 1. It was further tested to demonstrate whether it can activate ordeactivate the motor in response to temperature change. Figure 2. Integrated electronic circuit built on a breadboard based on Fig.1.Fig. 3 illustrates the testing procedure of the integrated electronic circuit in Fig. 2. At time = 1 s,the integrated

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sarah J. Christian, Carnegie Mellon University; Chad Hershock, Carnegie Mellon University; Michael Cameron Melville, Carnegie Mellon University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

benefit of labs for reinforcing physics content,” Phys. Rev. Phys. Educ. Res., vol. 13, no. 1, pp. 1–12, 2017.[7] C. Wieman and N. G. Holmes, “Measuring the impact of an instructional laboratory on the learning of introductory physics,” Am. J. Phys., 2015.[8] M. Pedaste et al., “Phases of inquiry-based learning: Definitions and the inquiry cycle,” Educational Research Review. 2015.[9] T. A. Litzinger et al., “Engineering education and the development of expertise,” J. Eng. Educ., vol. 100, no. 1, pp. 123–150, 2011.[10] S. E. Brownell, M. J. Kloser, T. Fukami, and R. Shavelson, “Journal Article Undergraduate Biology Lab Courses: Comparing the Impact of Traditionally Based ‘Cookbook’ and Authentic Research

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

collection [18]. Through GORP, the observer can select codes for observedclassroom activity for both the instructor(s) and students. Observations are coded in 2-minuteintervals until the class session is over. If the observer makes a mistake, they can note it duringthe next interval, and adjust the data accordingly by hand, after class. Data is automaticallyanalyzed in GORP and can be exported to excel for further analysis. COPUS observations arelimited by the fact that a trained individual must label an in-class interaction/behavior in real-time. Multiple behaviors can occur at the same time and some may be missed. This can createsome issues with missed labeling or mislabeling during active learning class activities.Additionally, data are collected

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

David MacNair, Georgia Institute of Technology; David Edward Torello, Georgia Institute of Technology; Jeffrey A. Donnell, Georgia Institute of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

seek to evaluate integrative thinking, we choose to avoid the style ofpoint-allocation rubrics, as point awards necessarily skew towards simple report features thatmay fail to reflect the students’ understanding of their work.To reflect our emphasis on higher-level thinking we have chosen to develop mastery-orientedrubrics, where report sections are evaluated on a continuum from Novice to Mastery (or 1 to 5).This enables us to rank reports according to the students’ ability to define critical points for eachsection of a report. Our generic rubric for a laboratory report is shown in Table 1. Table 1. Default rubric for assessing student understanding in laboratory reports Headed Section Important Statement(s

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Oludare Adegbola Owolabi P.E., Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Mehdi Shokouhian, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Seong W. Lee, Morgan State University; Gbekeloluwa B. Oguntimein P.E., Morgan State University; Adedayo Ariyibi, Morgan State University; Hye Jeong Lee, Morgan State University; Krishna Bista, Morgan State University; Mulugeta T. Dugda, Morgan State University; Sotonye Ikiriko, Morgan State University; Celeste Chavis P.E., Morgan State University

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Doing L Listening to instructor/taking notes, etc. AnQ Student answering a question posed by the instructor with the rest of the class listening SQ Student asks a question WC Engaged in whole class discussion by offering explanations, opinion, judgment, etc Ind Individual thinking/problem solving. CG Discuss clicker question in groups of 2 or more students WG Working in groups on worksheet activity OG Other assigned group activity, such as responding to instructor question Prd Making a prediction about the outcome of demo or experiment SP Presentation by student(s) TQ Test or quiz W Waiting O Other – explain in comments Instructor is Doing Lec Lecturing RtW Real-time writing on board, doc. projector, etc

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lamyaa El-Gabry, Princeton University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. This opens the door to thinking more broadly aboutoffering remote lab opportunities to students who may not have access to an in-person lab at theirinstitution. It’s possible to learn everything you need to without the brick and mortar type of labsthat we have grown accustomed to.References[1] Shivam, S., Wagoner, K., 2020, “How Well do Remote Labs Work? A Case study atPrinceton University” Physics Education arXiv:2008.04499 [physics.ed-ph][2] Sabancu, A., Sullivan, J., 2020, “A Project Based Online Experimentation Course,” 2020ASEE Annual Conference, Paper ID 30635[3] Starks, J., Hendrickson, F., Hadi, F., Traum, M. 2017, “Miniaturized Inexpensive Hands-OnFluid Mechanics Laboratory Kits for Remote Online Learning,” 2017 ASEE Annual Conference

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aldo A. Ferri, Georgia Institute of Technology; James I. Craig, Georgia Institute of Technology; Bonnie H. Ferri, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

of the table ordesktop so that the point on the beam where the load will be applied is over the edge of the tableor desktop to allow the weight to hang freely below (see Fig. 4). The weights are attached to thebeam using a simple metal “S” hook whose pointed end rests on the top of the beam at the loadpoint while the kilogram weight is attached to the lower part of the hook hanging below theapparatus.Other configurations. The beam bending apparatus can be used in other testing situations. Forexample, beams with thin-walled C-shaped cross sections will develop large twist angles if theloads are not applied precisely at the shear center. Figure 5a shows such a beam (CNC machinedfrom an aluminum plate) with a crossbar attached at its tip (right

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

hoped that this study inspires a much broader research on GGPL with both collaborating and/or competing groups addressing a much larger set of groups and their interactions ranging from small teams to the entire human race. Bibliography[1] J. Dewey, Experience and Education, Macmillan, N.Y., 1939.[2] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, N.J., 1984.[3] J. N. Harb, S. O. Durrant, and R. E. Terry, ”Use of the Kolb Learning Cycle and the 4MAT System in Engineering in Education,” Journal of Engineering Education, Vol. 82, April 1993, pp. 70-77.[4] J. N.Harb, R. E. Terry, P. K. Hurt, and K. J. Williamson, Teaching Through the Cycle: Application of

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmet Can Sabuncu, Worcester Polytechnic Institute; John M. Sullivan Jr., Worcester Polytechnic Institute

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

disciplinesincluding everyday life, not just mechanical engineering. Several temperature measurementsensors are introduced including, resistance temperature detectors (RTDs), thermistors, infraredtemperature sensors, thermocouples, and silicon bandgap sensors. Their application ranges,costs, accuracies and durability are discussed. This affords the students the opportunity todevelop a trade space analysis to select the appropriate sensor(s) for the experiments presented.Understanding trade space analyses generalize to other sensors and more globally for the studentto product design in real-world situations. The students select a minimum of two experimentspresented, each with a different sensor for the measurement of temperature.The learning objectives of this

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert J. Rabb P.E., The Citadel; James Righter, The Citadel

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

-scale prototype (Figure 1)using toy cars but says it will be easy to build to scale. The team is confident that once the codeis refined, it will be simple to build a bigger scale system.The design could have other uses outside of construction work zones. It could also be useful inpublic safety, for hurricanes and other emergencies, especially to close roads and route traffic inone direction. If there’s a power outage, and traffic lights are inoperable, this system can be usedat these locations, a s well. Figure 1: Traffic Solver Proof of ConceptRobotic HandAnother senior design team is improving a robotic hand for sign language application. The teamwas tasked to add wrist and arm movements to spell particular letters

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Ardeshir Raihanian Mashhadi, University at Buffalo; Tracy L. Mallette, University of New Mexico; Andrew P. Shreve, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

learning: Cognition in design education, vol. 5, C. M. Eastman, W. M. McCracken, and W. C. Newstetter, Eds. Oxford, UK: Elsevier Science, 2001, pp. 79-103.[4] D. Narayan and P. Petesch, "Agency, opportunity structure, and poverty escapes," in Moving out of poverty: Cross-disciplinary perspectives on mobility, D. Narayan and P. Petesch, Eds. Washington, DC: The World Bank, 2007, pp. 1-44.[5] A. Hutchinson and M. W. Tracey, "Design ideas, reflection, and professional identity: How graduate students explore the idea generation process," Instructional Science, vol. 43, no. 5, pp. 527-544, 2015.[6] D. VandeWalle, S. P. Brown, W. L. Cron, and J. W. Slocum Jr, "The influence of goal orientation and self

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jill Johnson P.E., Pennsylvania State University; Brian Lani, Pennsylvania State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

remotelearning environment.Bibliography[1] J. Wang, N. C. Golly, B. Herren, J. I. Macdonald, Z. Siddique and Y. Liu, "Enhancing Mechanical Engineering Education with an Integrated 3-D Printing Approach," in Mechanical Engineering Division, ASEE, Tampa, FL, 2019.[2] U. o. M. T. C. Lorraine Francis and Michael Manno, "Integrating 3-D Printing and CAD into a Materials Science and Engineering Curriculum," in Materials Division, ASEE, Tampa, FL, 2019.[3] U. C. BV. [Online]. Available: https://ultimaker.com/software/ultimaker-cura.[4] T. P. S. University, "Innovation Commons at Penn State Behrend," 2021. [Online]. Available: https://behrend.psu.edu/research-outreach/ignite-erie/innovation-commons. [Accessed 07 03 2021].[5] R. I. o. T. Spencer

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Michael Golub, Indiana University Purdue University Indianapolis; Jing Zhang, Indiana University Purdue University, Indianapolis

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

ASTMstandards for tensile properties of plastics. The model number of extensometer used in the test is634.12E-54.Before the tensile tests, the width and thickness of the center section of each of the specimens aremeasured then entered into the testing program. The tensile specimen is loaded into the testingmachine by attaching the clamps to both ends and the distance between the clamps is measuredand entered into the program. The tensile strain rate applied is 0.2 in/min (0.0847 mm/s). Theprogram records tensile load and elongation, which can be converted to stress – strain curves.Results and discussionThe fractured tensile samples are shown in Figure 1. In general, the samples show brittle fracturedue to relatively small deformation. In order to

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rupa Purasinghe, California State University, Los Angeles; Akshay Ghanshyam Patel, Pramukh Mono-Strand Structures Pvt. Ltd.

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

: Integrated Approach to Designing College Course,” Texas Christian University PR, 2018. 2. Einde, L., Deng W., Wilson P., Elgamal A, Hubbard P, “NEESit MacBook Accelerometer and Video Sensor Platform for Education and Research,” 38th ASEE/IEEE Frontiers in Education Conference, NY, 2008. 3. Dusicka, P., Berman J.W., and Purasinghe R., “Steel Frame Lateral System Concept Utilizing Replaceable Links,” Proceedings of the 2009 NZSEE Annual Technical Conference, New Zealand Society of Earthquake Engineering, Christchurch, NZ, 2009 4. Singh, A., Ferry, D., Mills, S., “ Improving Biomedical Engineering Education Through Continuity in Adaptive, Experimental, and Interdisciplinary Learning Environments

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

used for department wide planning and improvement activities. Thismethod engages the learners and the teachers in a cycle that allows real and sustainable labimprovement to be made.References[1] Feisel, L. D., & Rosa, A. J. “The role of the laboratory in undergraduate engineeringeducation.”, Journal of Engineering Education, 94(1), 2005, pp 121-130.[2] Domin, D. S., “A review of laboratory instruction styles.” Journal of Chemical Education,76(4), 1999, pp 543-547.[3] Abdulwahed, Mahmoud, and Zoltan K. Nagy. "Applying Kolb's experiential learning cyclefor laboratory education." Journal of engineering education, 98.3, 2009, pp 283-294.[4] Wankat, P. C., & Oreovicz, F. S. Teaching engineering. Purdue University Press, 1993, 99292-294[5

Conference Session

Panel Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Laura E. Ray, Dartmouth College; Raina White, Dartmouth College; David M. Feinauer P.E., Norwich University; David A. Hodgson, Union College; Eric B. Welch, Christian Brothers University; Yeu-Sheng P. Shiue, Christian Brothers University; Carlos L. Luck, University of Southern Maine; Jonathan West, University of New Mexico; Blair T. Allison, Grove City College; Kevin Huang, Trinity College; Nathan Amanquah, Ashesi University College; Daniel Logan Ray; Devin Tracey Montgomery, Dartmouth College; Prudence Merton, Dartmouth College; Vanessa Svihla, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

4000 velocity (mm/s) 3000 2000 1000 0 0 0.5 1 1.5 2 2.5 3 3.5 time (sec)Figure 7 (a) Frame from a video of a system modeling exercise in progress, (b) Measured position and

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Arash Mahboobin, University of Pittsburgh

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Handbook of ManagementLearning, Education and Development, 42-68, 2009.[5] D. Schon, Educating the Reflective Practitioner. John Wiley & Sons, 1987.[6] J. Turns, B. Sattler, K. Yasuhara, J. Borgford-Parnell, and C. Atman, “Integrating reflectioninto engineering education,” Proceedings of American Society of Engineering Education AnnualConference, Indianapolis, IN, USA, June 15-18 June, 2014.[7] S. Ambrose, “Undergraduate engineering curriculum: The ultimate design challenge,” TheBridge, 43(2), 16-23, 2013.[8] R. Adams, J. Turns, and C. Atman, C., “Educating effective engineering designers: The roleof reflective practice,” Design Studies, 24(3), 275-294, 2003.[9] Ö. Lestander, N. Lehto, and Å. Engström, “Nursing students’ perceptions of

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

James R. McCusker Ph.D., Wentworth Institute of Technology; Mohammed A. Almaghrabi, Wentworth Institute of Technology; Bryon Kucharski, Wentworth Institute of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

(Combined) (N=9): The students that comprised the Combined experience group engage first in the Traditional Laboratory Experience Figure 1: The Actual Laboratory Environment Figure 2: The Virtual Reality Laboratory Environment described above. Following that, they supplement their understanding by engaging in the Virtual Electronics Laboratory.3.2 Student Evaluation ProcedureAll students were evaluated in their familiarity and understanding of the use of the laboratoryequipment through an online quiz that was delivered through the learning management systemBlackboard. After completion of the assigned lab experience(s), students were instructed tocomplete the quiz component prior to the