Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Harovel G. Wheat, University of Texas, Austin

Tagged Divisions

Materials

environment; it returns the metal to its combined state [1]. Corrosion may be morebroadly defined as the destruction or deterioration of a material because of reactions with itsenvironment.The overall objective in this course was to incorporate sustainable engineering into the corrosionengineering/corrosion course. Secondary goals included creating awareness of professional andcontemporary issues in engineering practice. The central theme was based on identifying ways inwhich we can use the earth’s resources more efficiently, produce less waste, and at the same timecontinue to provide the necessary goods and services for a growing global population. The focuswas on creating awareness about sustainability issues in every aspect of corrosion

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter R. Hondred, Iowa State University; Karri M. Haen, Iowa State University; Adah Leshem, Iowa State University; Michael R. Kessler, Iowa State University

Tagged Divisions

Materials

for Engineering Education, 2012 IOWA STATE UNIVERSITY SYMBI GK12 PROGRAM: A CASE STUDY OF THE RESIDENT ENGINEER’S EFFECTS ON 8TH GRADERS ATTITUDES TOWARD SCIENCE AND ENGINEERING Peter R. Hondred1, Michael Kessler1, Karri Haen2,3, and Adah Leshem3* 1 Department of Materials Science and Engineering, Iowa State University 2220 Hoover Hall, Ames, IA, 50011, USA 2 Department of Educational Leadership and Policy Studies, Iowa State University E005 Lagomarcino Hall, Ames, IA, 50011, USA 3 Center for Biorenewable Chemicals, Iowa State University 140 Biorenewables Research

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Amber L. Genau, University of Alabama, Birmingham

Tagged Divisions

Materials

information forthemselves and a parent, birth date, name of high school, etc.), their most recent grades inscience and math courses, and a statement of 100 words or more explaining why the studentwished to participate in Materials Camp. In the future, an additional question will be addedasking how applicants found out about the camp program.By the application deadline of June 1, 38 male and 19 female students from 34 different highschools had applied for Materials Camp. Based on their personal statement, teacherrecommendation and grades, thirty students were selected. Students and parents were notified Page 25.915.2via email, and those selected were

Conference Session

Active Learning and Demonstrations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Spencer Seung-Hyun Kim, Rochester Institute of Technology; Elizabeth Dell, Rochester Institute of Technology; Mario H. Castro-Cedeno, Rochester Institute of Technology

Tagged Divisions

Materials

strategy GPMT Development of course Instructional Development of instructional contents and modules by Design model and design of POGIL approaches curriculum Analysis of the outcomes in student learning Assessment and evaluation experiences Figure 1: System approach in instructional designFigure 1 illustrates a system approach to developing an instructional model in green plasticsmanufacturing education. This model we developed draws on analysis of student’s learningoutcomes

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; P.K. Imbrie, Purdue University, West Lafayette

Tagged Divisions

Materials

919 first year engineering students. Open coding strategy wasused to analyze the patterns of students’ answers to open questions and to record frequencies.ANOVA as well as non-parametric statistic tests were used to identify the differences betweendifferent groups of students from the Likert-scale survey and frequencies from coding open-ended questions. Among all participants, 23 students expressed an interest in MSE as their firstchoice. Forty-five students identified MSE as their second choice. Sixty-eight students wererandomly selected from students who did not express their interest in MSE as a control group forthe qualitative content analysis. The results indicated that: 1) students who chose MSE as their1st or 2nd choice were

Conference Session

Active Learning and Demonstrations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam J. Kardos, University of Colorado, Denver; Stephan A. Durham, University of Colorado, Denver; Wesley E. Marshall, University of Colorado, Denver

Tagged Divisions

Materials

civilengineering course, Introduction to Structural Materials, at the University of Colorado Denver.Students were provided a project goal (design, test, and place a sustainable concrete pavement)and given access to resources that aided in their design of a sustainable concrete mixture. Theinstructor acted as a facilitator and advisor to the students instead of using a deductive approach,such as lecturing on the topic. Students were active in performing their own research rather thanbeing passive listeners in course lectures. In addition, the students mixed and tested concretethemselves, which provided for a more “hands on” role in the learning process. The performance of each student was assessed over a semester of observations via (1)weekly

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Alexander Sterling; Jacquelyn E. Kelly, Maricopa County Education Service Agency; Danny Stehlik, Arizona State University; Omowunmi Isaacs-Sodeye, Arizona State University; Dale R. Baker, Arizona State University

Tagged Divisions

Materials

beenadministered for the past 4 semesters to 30 to 40 students per class. The types and frequencies ofmisconceptions were derived from looking at the frequencies of the misconceptions in thequizzes. A typical pre-test is shown below in Figure 1. Figures 2 and 3 show new multiple choicequestion sets for BCC and FCC crystal structures with the intersecting planes being (100), (110),and (111). For a given question 4 of 5 multiple-choice answers were generated frommisconceptions from pre- and post topic concept quizzes. In general it was found that there weresix main types of misconceptions. They were: missing atoms; extra atoms; displaced atoms;spaces between atoms when there should be none; atoms touching when they shouldn't; anddifferent sized atoms. The

Conference Session

Outreach Activities and Introductory Materials Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Mohammad Mayy, Norfolk State University; Monica Farmer Cox, Purdue University, West Lafayette; Tanya S. David, Norfolk State University

Tagged Divisions

Materials

University Norfolk State University, Purdue University, and CornellUniversity. Interdisciplinary technical training occurs in four areas: (1) Physics andNanotechnology of Metamaterials, (2) Magnetic Multilayer Nanostructures, (3) NanoscaleMagnetic Systems, and (4) Engineering Education Research. Graduate Trainees at participatinginstitutions will participate in research under one of these four areas. A primary goal within theengineering education research component is to identify ways to transfer graduate programelements and the technical theory behind nanoscience and nanotechnology to multipleeducational stakeholders (e.g., K-12 students, undergraduate students, graduate students, andindustry professionals) via curricula, workshops etc.This paper

Conference Session

Active Learning and Demonstrations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Barry Dupen, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Materials

. Jennifer Taylor at IndianaUniversity – Purdue University Fort Wayne (IPFW) requested help designing and building a testfixture for measuring mechanical properties of crab shells. Specifically, the desired propertiesinclude yield strength, tensile strength, and Young’s modulus.These shells are brittle, porous,curved, small, and damp. At aprevious institution, Dr. Taylor had cutshell test specimens measuring 10 mmlong, 5 mm wide, and 1 to 2 mmthick.1 She then applied cyanoacrylateadhesive to bond a specimen (bluerectangle at right) to 19 mm squarealuminum plates (gray squares withthree holes). The plates weresandwiched to make a clamp,tightened with a pair of small screwsand nuts. Hooks passing through holes were connected to the tensile testing

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Surendra K. Gupta, Rochester Institute of Technology; Steven John Kosciol, Rochester Institute of Technology

Tagged Divisions

Materials

deformation of acircular cross-section metallic rod in torsion.The objectives of the torsion experiment include determination of shear modulus of elasticity“G”, shear proportional limit “p”, and the mode of failure of the material. In the torsion test, atorque “T” is applied to one end of a circular cross-section metallic rod while the other end isheld fixed in a stationary grip. We use a bench-mounted Tinius Olsen 10,000 in-lb TorsionTester shown in Figure 1. The tester has a variable speed drive electromechanical loading systemwith manual controls and LED digital display. We have developed a LabView interface toacquire the torque and grip angular position data using the RS-232 port. Figure 1: Tinius Olsen 10,000 in-lb Torsion

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University

Tagged Divisions

Materials

are related to the meanings, contexts, and situations thatthey are used for. To do this, SFL examines how foundational grammar is used to create registerand meaning. This is done by examining various components of register (field, tenor, and mode),and meaning (ideational, interpersonal, and textual) and how those components interact. Theserelationships are shown in Figure 1 and are explained in the following sections. Page 25.1444.3 lFigure 1. Components of Systemic Functional Linguistics.2,4Register refers to the context or setting of the language. Lemke5 describes differences in