Conference Session

Examining Problem-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Tufts University; Ethan E. Danahy, Tufts University; Danielle Dowling, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

in and reflect upon the engineering design process. His research includes investigating how teachers conceptualize and then teach engineering through in-depth case study analysis. Hynes also spends time working at the Sarah Greenwood K-8 school (a Boston Public School) assisting teachers in implementing engineering curriculum in grades 3-8.Dr. Ethan E. Danahy, Tufts University Ethan Danahy is a Research Assistant Professor in the Department Computer Science at Tufts University outside of Boston Mass., having received B.S. and M.S. degrees in computer science in 2000 and 2002, re- spectively, and a Ph.D. degree in electrical engineering in 2007, all from Tufts. Additionally, he acts as the Engineering Research

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tracey Louise Collins, North Carolina State University; Eric N. Wiebe, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

form through this project. The MISO project will benefit by being able toproduce a valid and reliable common survey instrument, as well as being able to use the resultsof the surveys in their research. Without each other, neither of these results would be attainable.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.(DUE-1038154). Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.   Page 25.1414.10References

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; Eric Deemer Ph.D., Louisiana Tech University; Krystal S. Corbett, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

way through themaze of clues throughout the entire campus.On the first day of the camp, each school is presented with a locked box. After performing whatamounts to a brute-force attack on the box and determining the appropriate combination, the studentopen the box to reveal a collection of puzzles. The puzzles themselves lead to other puzzles that arescattered across the campus. These puzzles are of a nature that reflects the topics of the camp. Onepuzzle, for example, requires the students perform a walking Boe-bot program whereby each clue ispresented in the form of a Boe-bot program in PBASIC and leads them to another clue in another part ofthe campus. Several puzzles involve using cryptographic concepts learned in class with a few

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yair Joseph Mega P.E., Northeastern University; Claire Duggan, Northeastern University; Daniel Sullivan, Northeastern University; Lauren Horn, Northeastern University; Charles A. Dimarzio, Northeastern University

Tagged Divisions

K-12 & Pre-College Engineering

students an opportunity to build relationships withuniversity students and faculty in addition to fellow participants. By providing the participantswith a tangible research setting, students are able to gain appreciation of the experience, andachieve a high level of comfort in networking and team relations. Working in a team settingallows the students the opportunity to gain real project experience in a workforce setting; over70% of the research was conducted in a team situation, which creates a nurturing socialcommunity for the students. The program also helped students feel more prepared for futurework in a similar lab and team environment. Feedbacks suggested the introduction to an adultworkplace has contributed to their experience as reflected

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

indicate Page 22.1024.6that “design- and project-based learning” and the “Grand Challenges” contextualizationwill be included in their future teaching experiences. They share that starting with“hands-on exploration”, for example “starting with the flashlight activity,” will be pointof access to STEM that they can implement with their students. In teaching strategies,they specified “KWL charts, mindmaps, and Think & Tag” as forms of effectivebrainstorming, reporting, and reflection. Creating an educational environment thatincludes “centers, collaborative learning, laboratories, and modeling” is indicated in thedata to be a key strategy that enhances

Conference Session

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Rivale, University of Colorado, Boulder; Janet Yowell, University of Colorado, Boulder; Jayne Aiken, University of Colorado, Boulder; Sweta Adhikary, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

with additional factors. Future longitudinal studies are necessary toultimately answer the question as to whether or not explicit CTC messaging at a young age ismaking the desired impact of increasing diversity in college engineering enrollment.AcknowledgementsThe authors gratefully acknowledge the support of the National Science Foundation for Track 2GK-12 grant no. 0338326 and Track 3 GK-12 grant no. 1133773. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation. We also acknowledgeadditional support provided by the University of Colorado Undergraduate ResearchOpportunities Program. Alexander Archuleta and Linda

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keeshan Williams, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander, Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

-based experimental devices of the lessonsfacilitated students’ preferred methods of learning even as it fostered their creativity whilesimultaneously establishing boundaries and structure in accordance with the learning goals of thelesson. Moreover, as reflected in Figures 2d, 5d and 7d, in post-lesson assessment surveys alarger proportion of students acknowledged that the use of LEGO Mindstorms was helpful in thelesson. Finally, as evidenced from Tables III-V, VII-IX and XI-XIII, students’ response toevaluation questions in post-lesson assessment surveys suggests that LEGO-based activitiesproved effective in engaging them in the lesson. The descriptive responses to EPr/o1 were categorized into either a positive or negativeresponse to

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Todd Kaiser, Montana State University; Peggy Taylor, Montana State University; Carolyn Plumb, Montana State University; Howard Tenenbaum, La Jolla High School, San Diego Unified School District; Seth Hodges, St. Michael Indian School, St. Michaels, AZ

Tagged Divisions

K-12 & Pre-College Engineering

in my classroom.I spent the first day of school this year providing a PowerPoint on “What I Did Last Summer.”Photos and stories about the solar cell course took up much of the presentation. This presentationmay be responsible for an increase in membership in our school’s AISES chapter (AmericanIndian Science and Engineering Society). A couple of our freshman students are now interestedin investigating solar cell technology for next year’s AISES science fair.Conclusions and RecommedationsWhile the course had generally positive comments from the follow-up survey, it was felt thatmore should be done to highlight the electrical engineering aspect of the course. The course willagain be offered in summer of 2010, and it will be modified to reflect

Conference Session

Technological Literacy and K-12 Engineering

Collection

2010 Annual Conference & Exposition

Authors

Rene Reitsma, Oregon State University; Paul Klenk, Duke University; Malinda Zarske, University of Colorado, Boulder; Jacquelyn Sullivan, University of Colorado, Boulder

Tagged Divisions

K-12 & Pre-College Engineering

ofthe authors and do not necessarily reflect the views of the National Science Foundation.Bibliography1. Baeza-Yates, R., Ribeiro-Neto, B. (1999) Modern Information Retrieval. ACM Press, Addison Wesley, Harlow, UK.2. Blumenthal, D. (2003) Evaluation Approaches for a K-12 Digital Library Collection. WGBH Educational Foundation. Boston. MA. Available: http://eduimpact.comm.nsdl.org/evalworkshop/blumenthal.doc. Accessed 12/03/2008.3. Breen, C. (2008) Review: NetTrekker. MacWorld.com. Available: http://www.macworld.com/article/134787/2008/08/nettrekker.html. Accessed: 12/03/2008.4. Cunningham, C.M., Hester, K. (2007) Engineering is Elementary: An Engineering and Technology Curriculum for Children. Proceedings, ASEE

Conference Session

Mentoring & Outreach for Girls & Minorities

Collection

2010 Annual Conference & Exposition

Authors

Lindsey Jenkins-Stark, Iridescent; Tara Chklovski, Iridescent

Tagged Divisions

K-12 & Pre-College Engineering

(consistent with what was said earlier) minutesso that the majority of the session time (1 to 1.5 hours) is spent experimenting and manipulatingmaterials. Two well established lesson plan approaches are utilized: the Learning Cycles lessonapproach62 and Inquiry-based instruction63. Engineers practice teaching using few technicalterms, real-world analogies and multi-media to ensure understanding for audiences with limitededucation. Engineers learn to use assessment practices such as graphic organizers to ensurefamilies make significant knowledge gains64. Weekly preparation includes a reading assignment,instruction planning and reflective practice. Engineers are observed by Iridescent staff in eachsession and given feedback on how to improve their

Conference Session

Outreach to K-12 Females

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith, Rose-Hulman Institute of Technology; Matthew Ryan Davidson, Rose-Hulman Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

networking and new media in support of innovative STEM K-12 education. Any Page 23.1337.13opinions, findings, and conclusions or recommendations expressed in this material are those ofthe author and do not necessarily reflect the views of the funding agencies.References:1. Perez, S., & Dorman, S. M. (2001). “Enhancing Youth Achievement through Telementoring,” Journal of School Health, 71(3), pp. 122-123.2. Cravens, J. (2003). “Online Mentoring: Programs and Suggested Practices as of February 2001,” Journal of Technology in Human Services, 21(1/2), pp. 85-109.3. O’Neill, D. K., & Harris, J. B., (Winter 2004-2005) “Bridging the

Conference Session

Engineering Professional Development for K-12 Teachers – II

Collection

2007 Annual Conference & Exposition

Authors

Daphne Duncan, Purdue University; Euridice Oware, Purdue University; Monica Cox, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

indicate that these adaptations were successful.The Reading Certificate MEA was unexpectedly very difficult to implement. The local teacherswere perhaps too familiar with the context of the problem. Issues arose with the data set thatprevented the teachers from engaging in the mathematics of the problem. The teachers maderecommendation to improve the book list for each child and the level of difficulty associatedwith each book on the list. They also recommended the addition of a reading level for eachchild. Certainly, the assessment results reflect teachers dislike of this problem. This MEA wasnot carried over into INSPIRE Academy II.The NASA MEA was originally targeted for first-year engineering students. Attempts to adjustthe MEA to a 5th-6th

Conference Session

Engineering Professional Development for K-12 Teachers – I

Collection

2007 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Lynn Bryan, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

concept, none of the teachers suggested the criteria were any different for models ofnanoscale phenomena compared to science models in general. As put by one teacher, there were“no differences, since a model is used to represent difficult concepts regardless of scale.” Intheir selection of a model, teachers selected one to represent a nanoscale concept. The nature ofthe directions of the assignment may have affected their choice of one model versus multiplemodels to represent a nanoscale phenomena concept. Upon reflecting on this issue, we do notwant the selection of one model to be a limiting factor for teachers. Research has indicated thatmultiple models prove to be more effective with the presentation of abstract or non-observableconcepts. The

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Quincy Brown, Drexel University; William Mongan, Drexel University; Dara Kusic, Drexel University; Elaine Garbarine, Drexel University; Eli Fromm, Drexel University; Adam Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

Faculty member in the Department of Materials Engineering at Drexel University. He also serves as the Director of© American Society for Engineering Education, 2008 Fabrication for the A. J. Drexel Nanotechnology Institute. Dr. Fontecchio is the recipient of a NASA New Investigator award, the International Liquid Crystal Society Multimedia Prize, and the Drexel ECE Outstanding Research Award. He has authored over 35 peer-review publications on Electro-Optics and Condensed Matter Physics. His current research projects include developing liquid crystal polymer technology for optical film applications including electro-optic virtual focusing optics, reflective displays, flexible

Conference Session

Public Engineering of Engineering, K12 Standards, and Overview

Collection

2008 Annual Conference & Exposition

Authors

James Nelson, University of Texas at Tyler; Michael Odell, University of Texas at Tyler; William Geiger, University of Texas at Tyler; Kristian Trampus, University of Texas at Tyler

Tagged Divisions

K-12 & Pre-College Engineering

. Masui, C., & De Corte, E. (2005). Learning to reflect and attribute constructively as basic components of self- regulated learning. British Journal of Educational Psychology, 75(3), 351-3727. Pehkonen, Erkki, Maija Ahtee and Jari Lavonen (ed), How Finns Learn Mathematics and Science, Sense Publishers, Rotterdam, 2007.8. Before It's Too Late: A Report to the Nation, National Commission on Mathematics and Science Teaching for the 21st Century, http://www/ed/gov/inits/math/glenn/report.pdf (2000). Page 13.130.149. Educating Teachers of Science, Mathematics, and Technology: New Practices for a New Millennium

Conference Session

Topics in K-12 Engineering

Collection

2008 Annual Conference & Exposition

Authors

Stephanie Goldberg, Buffalo State College; Paul Siciliano, Buffalo State College; Clark Greene, Buffalo State College; Steve Macho, Buffalo State College

Tagged Divisions

K-12 & Pre-College Engineering

troubleshooting. Classroom experimentscan involve student groups deciding what they’d like to happen with their system of inputs,outputs, and PICAXE decision block. When the Experimenter board is populated and verified,students can build a real product based on the pre-tested system. Page 13.617.7The PIXAXE School Experimenter Board and PICsounds kits highlight for students what thebasic components of an embedded microcontroller system are: input information, decision-making based on input information, and output action. Students get to design and construct asimple example that reflects the building blocks of any embedded system. The softwareenvironment

Conference Session

Successful Mentoring and Outreach Programs for Girls and Minorities

Collection

2009 Annual Conference & Exposition

Authors

Katherine Chen, California Polytechnic State University; Daniel Belter, California Polytechnic State University; Teana Fredeen, California Polytechnic State University; Heather Smith, California Polytechnic State University; Shirley Magnusson, California Polytechnic State University

Tagged Divisions

K-12 & Pre-College Engineering

abilities.Furthermore, they must be able to see themselves practicing engineering as a career.We decided to focus on the engineering profession6, rather than the engineering field, andthus the survey statements (Table I) reflect personal declarations that lead to careerselection. Some of the statements deal with the self visualization of being an engineer.Many females tend to lack the confidence or fail to identify with the field (due to lack ofrole models or inaccurate stereotypes).Table I. Statements on the Engineering Days survey and the corresponding codedvariable for study Survey statement Variable “I understand what an engineer does.” understood “I plan to study engineering in college

Conference Session

Exemplary Teacher and Counselor Professional Development

Collection

2009 Annual Conference & Exposition

Authors

Macon Beck, Purdue University; Heidi Diefes-Dux, Purdue Universtiy; Teri Reed-Rhoads, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

schedules, the time and location of an advertised workshop must be carefullyselected. When presented with typical options for the time and location of a professionaldevelopment workshop, the majority of the responses were split between agree and disagree,except for two options. The two options that appear to be most promising are to offer aworkshop during a session at the Indiana School Counselor Association (ISCA) conference(80.4% agree or strongly agree, Item 27). This preference may reflect the survey participants’level of participation in ISCA. The data reveal that workshops scheduled during the summer(Item 30), afterschool (Item 31), or on a Saturday (Item 32) are less likely to be attended. Thisinformation paired with the listed barriers

Conference Session

Technological Literacy and K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Faik Karatas, Purdue University; George Bodner, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

. Page 14.1273.11 Based on the findings of this study we recommended that any professional developmentprograms or teacher education curriculums that intent to enhance teachers’ scientific andtechnological literacy should take into account followings: ≠ Teachers’ knowledge about engineering is tacit, although they don’t usually think or talk about it. Thus, a professional development program or teacher preparation program should be designed to allow teachers to reflect on their views of engineering to be aware of their knowledge of and about engineering. Having practicing engineers talk to teachers in a small group environment might lead teachers to have a better understanding of engineering as

Conference Session

Think Outside the Box! K-12 Engineering Curriculum

Collection

2009 Annual Conference & Exposition

Authors

Tara Gomez, California Institute of Technology; Oliver Loson, California Institute of Technology; Douglas Yung, California Institute of Technology; Sindhuja Kadambi, California Institute of Technology; Paul Lee, California Institute of Technology; Luz Rivas, California Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

classroom period and was critical forsolidifying the lessons taught in the reading and lecture. The lecturer would allow additional timeafter both the lecture and the laboratory exercise for a class discussion to aid in understanding thecore ideas. Classroom discussions were engaging and rewards were given to discussionparticipants as positive reinforcement.There was a daily problem set assignment that reflected the ideas discussed in the lab. Thishomework assignment was generally due on the following day. Additionally, daily homeworkalso included a 30-minute pre-reading assignment that prepared the students for the laboratory tobe performed the next day.Laboratory exercises were completed in the teaching laboratory spaces found on the

Conference Session

Engineering in the Middle Grades

Collection

2009 Annual Conference & Exposition

Authors

Kari Cook, Brigham Young University; Geoff Wright; Steve Shumway; Ronald Terry, Brigham Young University

Tagged Divisions

K-12 & Pre-College Engineering

technologyeducation, it is actually a refinement of technology education to include a broader skill set andfocus. This also reflects the view that technology education keep up with the world’s businessand economic engineering and technology focus.In light of these suggestive technology education curriculum and objectives modifications, thereis a need to evaluate the influence of the changes. The Technology Attitude Scale (TAS) andPupils Attitudes Toward Technology (PATT) have been used to ascertain students’ attitudetoward and understanding of technology, however, the tools do not include engineering issues.2Thus a comprehensive instrument was needed to measure student interest, perception, attitude,and understanding of both engineering and technology. In

Conference Session

Gender and Minority Issues in K-12 Engineering

Collection

2009 Annual Conference & Exposition

Authors

Tirupalavanam Ganesh, Arizona State University; John Thieken, Arizona State University; Monica Elser, Arizona State University; Stephen Krause, Arizona State University; Dale Baker, Arizona State University; Chell Roberts, Arizona State University; Sharon Kurpius-Robinson, Arizona State University; James Middleton, Arizona State University; Jay Golden, Arizona State University

Tagged Divisions

K-12 & Pre-College Engineering

or recommendationsexpressed in this material are those of the author(s) and do not necessarily reflect the viewsof the National Science Foundation (NSF). Page 14.525.3Theoretical FrameworkThe recent national emphasis on the design, development, and implementation of K-12engineering education curricula has increased interest in assessing students’ knowledge ofengineering. Many adults and students in the US have deficient understandings of engineers andwhat engineers do1. In addition, engineering is among the least gender equitable professions witha workforce that is only 11% female2. Researchers have argued that the cause for such adiscrepancy has

Conference Session

Robot Mania in Precollegiate Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Elisabeth McGrath, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University; Peiyi Lin, Teachers College, Columbia University; Jason Sayres, Stevens Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

topics and “new engineer” workforce skills—that we are seeking toprovide for students through the Build IT curriculum. Page 14.215.14AcknowledgementThis material is based upon work supported by the National Science Foundation under grantnumber ESI-0624709. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography1 Jonassen, D. (2000). Computers as mindtools for schools. Engaging critical thinking (2nd ed.). Saddle River, NJ:Prentice Hall.2 Chambers, J. & Carbonaro, M. (2003). Designing, Developing, and

Conference Session

Thinking, Reasoning, and Engineering in Elementary School

Collection

2009 Annual Conference & Exposition

Authors

Irene Mena, Purdue University; Brenda Capobianco, Purdue University; Heidi Diefes-Dux, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

, and if they have participated in engineeringactivities. The post interview questions included all of the pre interview questions as well asadditional questions. These follow-up questions asked students to compare and contrast theirfirst and second drawing, reflect on class activities, and share anything new they learned.The quantitative methods included pre- and post-administration of the Engineering InstructionalKnowledge Tests and the Engineering Identity Development Scale (EIDS). The Knowledge Testconsisted of 10 to 15 multiple-choice items that were adapted from assessments items from theEngineering is Elementary modules, Trends in International Science and Mathematics Study(TIMMS, http://nces.ed.gov/timss/ ) and state standardized exams

Conference Session

Assessing K - 12 Engineering Education Programs

Collection

2006 Annual Conference & Exposition

Authors

Gordon Kingsley, Georgia Institute of Technology; Monica Gaughan, Georgia Institute of Technology; Donna Llewellyn, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

assignments, the separateyears depicted in this figure are cross-sectional, and should not be interpreted longitudinally.What is particularly striking is the central role played by the Fellows in facilitating therelationship between the Westlake and Georgia Tech communities. Despite recruiting newFellows and professor-mentors each year, the structure and size of the Fellow social networks isremarkably consistent. The increasing size over time of the complete Westlake-Georgia Technetwork is not reflected in the egonet of the STEP Fellows.Mathematical AnalysesEach of the social networks depicted in the Figures is based on person-by-person and person-by-activity matrices. These same matrices can also be analyzed for aggregate characteristics of

Conference Session

Approaches to K -12 Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eugene Brown, Virginia Tech; Robert Kavetsky, Office of Naval Research; Robert L. Stiegler, NSWCDD; Peter N. Squire, NSWCDD; Juanita Jo Matkins, College of William and Mary; Gail Hardinge, College of William and Mary; John A. McLaughlin, McLauglin Associates

Tagged Divisions

K-12 & Pre-College Engineering

-world challenges and problems, and the utilization of theseproblems to help students understand and appreciate the work which scientists and engineers do.In reality, the NSWCDD mentors play three roles: they serve as exemplary individuals workingin a Navy setting, colleagues working with the teachers in the classroom, and role models andmentors to the students. Since the community as a whole (students, parents, teachers, schoolsystem, and employers) is invested in the program, such mentoring programs are more effectivethan if only a school-based program was implemented. See Nation et al (2005)9.Anecdotal comments, reflecting indirectly on the role of the mentors, support the quantitativeindications (see next section) of the success of the

Conference Session

Professional Development Programs for Teachers

Collection

2006 Annual Conference & Exposition

Authors

Anant Kukreti, University of Cincinnati; Patricia McNerney, University of Cincinnati; Suzanne Soled, University of Cincinnati; Kelly Obarski, University of Cincinnati; Mingming Lu, University of Cincinnati; Richard Miller, University of Cincinnati; Daniel Oerther, University of Cincinnati; Heng Wei, University of Cincinnati; Thaddeus Fowler, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

basic approach used in each wasdiscovery through actual construction and experimental testing, field data collection, observingand recording, computer simulations, synthesizing, generalizations, and reflection on classroomintegration. A brief description of the projects follows. “Monitoring Precast-Prestressed Concrete Deck Panels on a Steel Girder Bridge”: Thepurpose of the project was to evaluate methods for reducing the “down time” for bridgeconstruction. Precast concrete elements offer a solution. The problem is that over a long periodof time, the concrete changes shape due to temperature, stress, creep, and shrinkage. These Page

Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Zhen Zhu, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

would be attempting to search the ocean floor simultaneously on the same Page 26.774.8track, and they would not travel at the same speed or even at the same direction. The Boe-Botswere equipped with a secondary, forward-looking SONAR to detect the proximity of other Boe-Bots. The students designed and developed the software for proximity detection and collisionavoidance reaction of the Boe-Bots. Through experimenting with the SONAR sensors, studentswere exposed to the concepts of range measurement, resolution and noise. They learned toimprove the SONAR signals via mechanical adjustments, such as increasing the reflection area,and also some

Conference Session

Best Papers in K-12 / Pre-college Division

Collection

2015 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University, West Lafayette; Siddika Selcen Guzey, Purdue University, West Lafayette; Karl A Smith, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

design of the launcher itself). In the second test, some groupswere asked to launch farther (20 m) or shorter (5 m), some were asked to land the play-doh closer to the target (0.25 m), and some were asked to launch heavier or lighterprojectiles (i.e. more or less play-doh). Students had to consider their new designconstraints as they modified and improved their original designs. After the second test(which reflected the modified requirements) students made a final designrecommendation to the client and were asked to justify their designs using the results ofthe tests.ThemesAlthough the target groups were able to successfully complete the experiments and testsand in most cases were able to draw correct conclusions about what they had done

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Amber L. M. Kendall, Tufts University Center for Engineering Education and Outreach

Tagged Divisions

K-12 & Pre-College Engineering

. Page 26.688.1311. Education, N. C. S. B. o. (2004). Science Standard Course of Study and Grade Level Competencies K-12. Raleigh, NC: Pubic Schools of North Carolina.12. Hynes, M. (2012). Middle-school teachers’ understanding and teaching of the engineering design process: a look at subject matter and pedagogical content knowledge. International Journal of Technology and Design Education, 22(3), 345-360.13. Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of Engineering Education, 101(4), 739-797.14. Schön, D. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning the professions. San Francisco: Jossey-Bass.15. Kuhn, D