Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimia Moozeh, University of Toronto ; Nadine Ibrahim, University of Toronto; Rahim Rezaie, University of Toronto; Yacob Astatke, Morgan State University; Murray R. Metcalfe, University of Toronto; Greg Evans, University of Toronto

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

that the students could see the failings of iLabs more clearly after a year.Moreover, students mentioned that they could not actually “see” the system being tested, as therewas a schematic interface. A recall test was also administered a year after, where students wereasked to recall the laboratory procedures. The students were randomly assigned to two groups.One group was asked to reflect back on the traditional laboratories, while the other was asked toreflect back on iLabs. No difference in test scores was found between the two groups, andtherefore it was concluded that iLabs are as effective, or ineffective, as traditional laboratories[32].3.1.3 Examples of virtual labsVirtual laboratories have been developed for many engineering

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sevile Mannickarottu, University of Pennsylvania

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

effect of thislimitation is that the department has only one instructional lab. In addition, being an old program,the lab was originally designed for some of the more traditional Bioengineering fields, such asbiomechanics and instrumentation. About 15 years ago, in 2006, a new Bioengineering building was constructed reflecting thechange in the field to areas related to molecular biology and tissue engineering, among others.The instructional lab was moved to a new home in a lab which contained chemical hoods andcell culture hoods, but was still nevertheless setup with stations designed for physiological andinstrumentation studies (Figure 1). Figure 1: Main lab area with 16 stations each with data acquisition devices (Biopac & NI myDAQ) for

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo; Bahaa I. Kazem Ansaf, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

experiments. There are two simple explanationsthat could account for this result. Either the undergraduate student assistants were too helpful inexplaining the process and assisting the CIM students in operating the 3D printers, or the CIMstudents are already so proficient in using FFF 3D printers that the use of DLP 3D printers did notpresent a significant gain in their proficiency. In the future, this question will be changed to onlyaddress DLP 3D printers and the student assistants will be instructed to help only when asked bythe CIM students.Question 5 of the survey was purposefully written in a positively biased form. It was not meant asan assessment tool but as a motivational tool. While self-reflections are important parts ofexperiential

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Vincent Bartolomeo, The Cooper Union; Amanda Lombardo, The Cooper Union; Michael Colella, The Cooper Union; George J. Delagrammatikas, The Cooper Union

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

i. Adequacy of reference material 10. Support for you as an individual learner i. Individualized instruction 11. Course Summary i. Course reflection in open formatResults from these assessment tools for the overall class are presented after the technical portionis first discussed.Course Setup: Defining the ProblemThis 15-week ‘Engineering Experimentation’ course was divided into three modules. ModuleOne spanned the first three weeks and consisted of experimentation on foundational knowledgeexperiments, where students learned basic concepts about the measurement chain, uncertainty,technical writing, and presenting. These experiments are briefly described as follows: 1. Sump

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

) through activelearning than passive learning. Throughout our evolution, technology has been passed down bypupils imitating their mentors. This natural preference for learning is reflected in the genericlearning pyramid that was first proposed by National Teaching Laboratory Institute at theirBethel, Maine campus in the early 1960’s and the related work have been proposed by severalother researchers [31-34]. Though rightly criticized, the pyramid provides a measure of contentretention from lectures (5%), laboratory experiments (70%), and design projects (90%). Thisdisparity in content retention was recognized by the 5th century B.C Chinese proverb, “What Ihear, I forget. What I see, I remember. What I do, I understand.” ENDEAVOR harnesses

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Banow, University of Saskatchewan; Sean Maw P.Eng., University of Saskatchewan

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Whitefoot, University of Pittsburgh; Jeffrey S. Vipperman, University of Pittsburgh

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

acoustic reverberation times of a room intwo states: either relatively empty or with added materials to absorb sound. The reverb time wascalculated using both the full bandwidth recorded signal and a filtered signal using the standard250 Hz octave band. The learning objectives were to: 1) Read and apply key, excerpted aspectsof a test standard (in this case, ISO 3382-2 [12]); 2) Adapt a test standard to an at-homeenvironment and identify key differences with the test standard; 3) Record acoustic data andperform simple processing using MATLAB to calculate the reverberation time of a room; 4)Design a digital bandpass filter to filter data into the 250 Hz acoustic octave band [13]; 5)Generate conclusions on the acoustic absorptivity and reflectivity

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yan Wu, University of Wisconsin, Platteville; Anna Drazkowski

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

evaluation results using pre and post knowledgeassessment tools in sections graded with SBG method and sections with traditional method.Introduction Laboratory based courses are an essential part of an engineering education. More andmore engineering programs are placing greater emphasis on the importance of hands-onexperience offered by laboratory courses. Compared to the efforts and resources invested inpurchasing expensive state-of-the-art lab equipment and developing innovative lab modules,little attention is paid to assessing student learning and reflecting on the teaching methods in labcourses. Without careful design and assessment, instructors are more likely to push students intobusy work, without achieving real learning and

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 1

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

assessment,student satisfaction survey responses and creative designs, the next section will comment onthese results, draw some conclusions and address opportunities for future work.IV. Discussion and ConclusionsThis section discusses some questions this work raises, reflects upon and draws conclusionsabout the outcomes and suggests ideas for future work, as related to the IMD project employedin an EMAG course at Messiah College during the Fall 2018 semester, and for the broaderengineering education community. Project outcomes discussed here include key experimentalresults, graded assessment, responses of the student satisfaction survey and creative designs.Questions raised by this work include best learning strategies and concept clarity in EMAG

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

William Michael Delaney, University of Portland; Heather Dillon, University of Portland; Joseph P. Hoffbeck, University of Portland

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

averaged 3.45 with standarddeviation 1.31, which was higher than most of the laboratory modules. 11 Figure 10: Student Engagement in Laboratory Modules in Course. The laboratory modules that were created or modified in this study are marked with a *.In general the Wheatstone bridge module was ranked highly by the students. The strain gageaspects of the new laboratory were not ranked as highly. This may be a reflection of the fact thatmost of the mechanical engineering students were already familiar with this equipment andfound the material to be a bit of a “review”, that might be considered less engaging. Overall thenew Wheastone bridge module seems to have been well received by 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

formatting guide fortables and figures. The next three periods were workshops in which students provided informalin-person feedback on partial drafts.In the first workshop, students brought in figures and tables. They then exchanged them with1-2 classmates who answered questions related to their interpretation of the results shown. Forexample, one question asks reviewers to articulate the experimental result demonstrated by theplot, e.g.“The data does/does not clearly demonstrate that there is a linear/inverse/cubic relationshipbetween {insert control} and {insert response}.”In turn, the drafter was asked to reflect on whether the reviewers interpreted the results as theyintended. In cases where there was disagreement, the group brainstormed

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

and Physiology I 25 Heart rate Measurement CEGR 324 Structural Analysis and Lab (Sec 1) 9 Stresses and Strains CEGR 324 Structural Analysis and Lab (Sec 2) 6 Stresses and Strains IEGR 305 Engineering Thermodynamics (Sec 1) 10 Specific Heat Capacity IEGR 305 Engineering Thermodynamics (Sec 2) 23 Specific Heat Capacity PHYS 206 University Physics II 23 Sound/Reflection and Refraction of Light TRSS 414 Traffic Engineering 30 SoundMSLQ AnalysisThe Motivated Strategies for

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

Experimentation and Laboratory-Oriented Studies Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Debarati Basu, Virginia Tech; Vinod K. Lohani, Virginia Tech; Kang Xia, Virginia Tech

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

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

therefore two-force. This simplification could be a source of error, particularly if the PASCOconnectors were tightened to restrict small rotations. Two class-periods have been used for grouppeer review and revision of draft sections before final submission.Figure 2: Sample validation data from Roof Truss Experiment showing measured vs. predictedmember forces. Error bars reflect a ±1N measurement error from the load cell. Some measure-ments are (nearly) outside the load cell error. An equal number of points below and above thepredicted=measured line shows no evidence of systemic (or bias) errors.The second part of the module involves the design of a truss to meet a specific set of constraints,and the presentation of this design through a written

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rika Wright Carlsen, Robert Morris University; Shamika Zyhier, Robert Morris University; Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

administered at theend of the semester. Two of the statements in the course evaluation pertained specifically toprojects: • Exams, assignments, or projects accurately reflected course content. • Assignments or projects helped me learn the material.The mean course evaluation score from the Spring of 2016 and from the Spring of 2017 werecompared for these two statements to determine if implementation of the vein finder deviceproject had an effect on perceived student learning. A two-sided t-test was used to compare themean scores from the two years. Student feedback from the surveys was also valuable inevaluating student learning and potential areas of improvement. A few of the survey questionsare listed below: • What did

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 5

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ilan Gravé, Elizabethtown College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

", Global J. Eng. Educ.,vol. 11, no. 1, pp. 89-100, 2007.[4] J. A. Donnell et al., "Why industry says that engineering graduates have poor communicationskills: What the literature says", Proc. 118th ASEE Annu. Conf. Expo., 22. 1687.pp 1-13, 2011.[5] K. P. Mineart, M. Cooper, "Improving student technical communication via self-reflection", Proc. 122nd ASEE Annu. Conf. Expo., pp. 26.927.1-26.927.13, 2015.[6] G. Dixon, G. T. Beverly, "Improving undergrad presentation skills", Proc. 122nd ASEEAnnu. Conf. Expo., pp. 26.933.1-26.933.17, 2015.[7] O. Buzzi, S. Grimes, A. Rolls, "Writing for the discipline in the discipline?", Teaching inHigher Education, vol,17, no. 4, pp. 479-484, 2012.[8] D. Rus, "Developing technical writing skills to engineering

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

Jason Yao, East Carolina University; Ricky T. Castles, East Carolina University; Chris Venters, East Carolina University; Nic Herndon; Melinda T. Doty, East Carolina University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

distanceReferences: 1. The Chronicle of Higher Education. “Covid-19 Has Forced Higher Ed to Pivot to Online Learning. Here Are 7 Takeaways So Far”. https://www.chronicle.com/article/covid-19-has-forced-higher- ed-to-pivot-to-online-learning-here-are-7-takeaways-so-far/. 2. David Christian and Danny McCarthy. “Experiential Education during the COVID-19 Pandemic: A Reflective Process.” Journal of Constructivist Psychology, DOI: 10.1080/10720537.2020.1813666 3. Fiseha M. Guangul, et al. “Challenges of remote assessment in higher education in the context of COVID-19: a case study of Middle East College” Educ Assess Eval Account. 2020 Oct 21 : 1–17. DOI: 10.1007/s11092-020-09340-w 4. Arizona State University, “Teach Online

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

engineering. This activity alsohas similarities to work presented by ASEE colleagues [7]. Students chose an existing part andobserved the process while the course instructor scanned their parts. The scan data was providedto the students who were then challenged to convert this scan data to a solid model and then (ifsuccessful), edit the solid model. This activity was designed to fail; the success of this activitywas very dependent on what the students chose to try to scan. Transparent surfaces cause gaps inthe scan, reflective surfaces skew data, and flat horizontal surfaces are impossible to capture in ascanner that does not have the capabilities to adjust the angle of the laser. Students who capture agood scan struggle to convert their scans to a

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kip D. Coonley, Duke University; Alexander Gregory Culbert, Duke University; Aaron Franklin, Duke University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

microprocessors. This experiment allows students to observe reverse breakdown inthe laboratory in a practical way using a Zener diode. They also see how it can be used in a circuitthrough simulation where the clamping behavior of the diode is observed. The curious studentwill ask where the additional voltage goes in the circuit. The increased current flow through thediode when the input voltage is increased can be observed in simulation to answer thisquestion.Assessment and ResultsThe laboratory assessment survey conducted at the end of the semester asked students to considerseveral reflective questions. The complete survey presented to students is show in Appendix A.The questions posed were pedagogical in nature and sought student impressions of

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rick Evans, Cornell University; Jeffrey Moses, Cornell University; Traci M. Nathans-Kelly, Cornell University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

solution. Having determinedthe calibration and spatial resolution, Jaun and her partner went ahead and imaged a Bell Lab computer chip … with the settings of an x and y range of 300 µm and 200 x and y pointsJaun did not comment on the success or failure of imaging the computer chip, but did include afigure picturing that computer chip. Additionally, they chode a goldfish scale and while the details of the scale are most likely too small to capture with this microscope … there is a very clearly reflective region of the scale and some interesting contour linesStage 4Jaun ends her entry with stage 4, the “Conclusion.” the … lab resulted in imaging samples and determining the calibration factor for the microscope

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kip D. Coonley, Duke University; Gautam Sai Chebrolu, Duke University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

& Systems course atthe end of the semester asked students to consider several reflective questions. The completesurvey presented to students is show in Appendix A. The same survey was given to students whoused the DSK board in lab and those who used the MATLAB R Audio System Toolbox.TM Intotal, all 78 students in the Spring 2017 and Summer 2017 courses responded. Of these, 45 usedthe DSK board for labs and 33 used the Audio System ToolboxTM .Several of these questions were pedagogical in nature and were posed to seek student impressionsof their self-learning after having completed the course and associated laboratories. The specificquestions relating to course learning, and hence pedagogical questions, are the first 8 questions inthe

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sulakshana Lal, Curtin University; Anthony Denis Lucey, Curtin University; Euan Lindsay, Charles Sturt University; David Franklin Treagust, Curtin University; Mauro Mocerino, Curtin University; John Matthew Long, Deakin University; Marjan G. Zadnik, Curtin University of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Approaches, 4th ed. United States of America: SAGE Publications, 2013.[30] B. Alan, Social research methods, 4th ed., vol. 53, no. 9. Oxford University Press, 2013.[31] ABET, “Criteria for Accrediting Engineering Programs.” ABET, pp. 1–29, 2017.Appendix A- Sample of survey questionnaire used for capturing engineering students’perception of interactions in the laboratoryDate: _____________ Time: ___________ Unit: ______________________________________ Student ID Family Name Given Name(s)Reflecting on the laboratory class you just completed:  To register a response completely, fill the bubble  with a blue or black ballpoint pen

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana Engineering Education Research Center; Tariq Akmal, Washington State University; Phillip Himmer, Montana State University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

preferred if the report was due before the exam, so we all get a chance to really think and analyze the process. The math would be good practice for the exam as well. The demonstration was confusing at first, but I feel like struggling my way through it really helped me understand the concepts. It was helpful to be required to solve these equations and calculate actual values. It was, however, do to inconsistent data, unhelpful to get values that were no reflective of reality. Yes, the hands on nature of directly seeing the effects of the energy balance helped me understand the equation visually and mentally. It helped me in setting up a problem to solve for the friction of the system. I believe I could have

Conference Session

Bring Your Own Experiment: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yanjun Yan, Western Carolina University; Robert D. Adams, Western Carolina University; Paul M. Yanik, Western Carolina University; Hugh Jack, Western Carolina University; Andrew Ritenour, Western Carolina University; Hayrettin B. Karayaka, Western Carolina University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

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

learn the material and could complete the experiment without instructor intervention.Henke et al [4] used a hybrid approach where students are able to design control algorithms tocontrol electro-mechanical models in the online lab. In this format, the experiment actually takesplace, and the data reflects interactions between physical devices, not virtual entities. However,these remote web-accessible laboratories are in some respect similar to simulations in that thestudent does not have to be co-located with a particular piece of laboratory apparatus. Nedic et al.[5] developed remotely controlled labs called NetLab that allows multiple students to run anexperiment remotely in real time. Amiguid et al. [6] evaluated 100 web-based remote labs