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

Paper ID #21097Student Reflections on Experiences Gained from an Open-ended Problem-solving Bio-signals LaboratoryDr. Renee M. Clark, University of Pittsburgh Dr. Renee Clark serves as research assistant professor focusing on assessment and evaluation within the University of Pittsburgh’s Swanson School of Engineering and its Engineering Education Research Center (EERC), where her interests center on active and experiential learning. She has 25 years of experi- ence as an engineer and analyst, having worked most recently for Walgreens and General Motors/Delphi Automotive in the areas of data analysis, IT, and manufacturing

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, the inclusionof Objective 5: Design and Objective 7: Creativity reflect the inductive and generative thinkingthat is an integral part of engineering investigations and “real-world” problem solving. Viewedanother way, the inclusion of these two objectives reminds us that design and creativity bothinvolve investigatory elements, exploration, data and information gathering, analysis andinterpretation, often through the design and conduct of experiments. The power of designthinking by Brown [19] with its emphasis on early and frequent prototyping to test ideas,physically or virtually, is a manifestation of the interdependence between engineering design andengineering investigation. The contemporary mantra associated with design thinking

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tracy L. Yother, Purdue Polytechnic Institute; Mary E. Johnson Ph.D., Purdue Polytechnic Institute; James M. Thom, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

course was analyzedto reduce or eliminate extraneous elements that had crept in over the years to the two individualcourses, but had not been pruned appropriately during the merge of the two courses into one.This paper discusses modifications made to both lecture and laboratory section, but the focus ison the improvements made to the laboratory section. The methodology steps (shown in figure 1)for the course improvement are: a) Conduct course post mortem though the review of the course evaluations and instructor self-reflection. Identify specific areas of focus that are actionable, realistic, and include potentially impactful changes. b) Review the current lecture topics and laboratory projects and identify those that are

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

from concreteexperiences to reflective observation to abstract conceptualization to active experimentation.[4]Students need to come to an understanding of why the material is important to learn, to learningimportant new concepts, to using the concepts for active experimentation before making newconnections and using the newly acquired knowledge for other purposes. By their nature, labexperiments tend to focus on the active experimentation portion of the cycle. However, activeexperimentation is going to be less effective for learning unless students are given theopportunity to access the other portions of the cycle through purposefully designed activities.[3]When new labs are developed or old labs redesigned, there is an opportunity to

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Maher Shehadi, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

consumption in residential and commercial buildings has increased significantly over thelast decade contributing to 40% of the US primary energy usage. Heating, ventilation, and air-conditioning (HVAC) for these buildings contribute to more than half this amount. A reductionin the HVAC energy consumption load would reflect a significant reduction in the total energyconsumed. Programmable thermostats are used to reduce energy consumption. However, howefficient the thermostats are in terms of representing the room temperature defines the level ofcomfort for the occupants inside the space. An increase in the variance between the thermostatvalue and the overall temperature distribution in a space would indicate inefficient representationand would

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brian Kozak, Purdue Polytechnic Institute; Chenyu Huang, Purdue University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

engineering andengineering technology programs. This was a sophomore level course, students are usually notquite familiar with airplane components and reflect difficulty in understanding and applying thetheoretical knowledge of statics. In order to strength instruction, tours of adjacent aircrafthangars were conducted to expose students to real aircraft components. Integrating hangar tourswith theoretical instruction and computer-aided analysis is expected to assist students to betterunderstanding theoretical static knowledge and applications in real aerospace environment.Therefore, students would have better understanding of relevant theoretical knowledge and thefuture application environment of theory, as well as the coursework

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Daisuke Aoyagi, California State University, Chico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

electronic Lab Notebooks (eLN), we tested two no-cost implementations ofeLN and compared to the traditional paper-based LN. This paper describes the background,method, and result of the comparison test.Lab Notebooks ReviewMany groups of instructors and researchers studied LN-related topics. For example, Berland etal. [2] noted many forms and purposes of engineering notebooks in colleges and high schools,and identified two general aspects: process-based versus product-based. The distinction,according to them, is based on the primary audience and the timing of reflection and feedback.Process-based notebooks are “for recording, reflecting upon, and receiving feedback on works-in-progress”, including “preliminary ideas, personally relevant questions

Conference Session

Panel Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Kevin F. McCue, Northeastern University; Rebecca Knepple, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

bladed horizontal axis wind turbine and a Savoniusvertical axis turbine. The horizontal axis wind turbine was a modified KidWindTM MINI TurbineKit9, as shown in Figure 2. The blades and generator were attached to a custom 3D printed mastand base which was designed to fit in the available wind tunnel. Figure 2: Horizontal axis wind turbine with custom 3D printed baseThe Savonius turbine was designed and 3D printed by the authors and is shown in Figure 3. Bothturbines had timing marks added in the form of reflective tape to facilitate rotational velocitymeasurements. All 3D printed parts were fabricated from ABS plastic. The generators used werethe same as from the KidWindTM kits. Figure 3: Savonius vertical

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

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

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

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

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