Conference Session

Computing in the classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

B. K. Hodge, Mississippi State University; Govinda Mahajan, Mississippi State Univeristy

Tagged Divisions

Mechanical Engineering

the water hammer wave is flowing to the right with the steady-state velocity, V; the fluid after the passage of the wave is at rest, but the head is increased by ΔH and the pipe wall distended because of the increased pressure.t = L/a The water hammer wave has reached the pipe entrance where the compression wave is reflected as an expansion wave. The fluid in the pipe is at rest, but the pressure is increased and the pipe wall distended.t = 3/2·L/a The expansion wave (the compression wave reflected from the free surface) is moving to the right and is half way between the pipe entrance and the valve. The fluid, moving to the left

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Kenneth D Dawson, Tuskegee University; Jonathan Rocha, Tuskegee University

Tagged Divisions

Mechanical Engineering

American Society for Engineering Education, 2013 Comprehensive approach to teaching dynamics of planar mechanisms based on modern learning theoriesAbstractIt is well known that students have different learning styles and for teaching to be effective anon-traditional approaches that can address the different styles should be attempted. Also,according to Kolb, learning is most effective if done in a cycle involving experiencing,reflection, thinking and planning. In this paper, we present an attempt at a comprehensiveapproach to teaching the course Theory of Machines, a standard course in the majority ofmechanical engineering curricula. At the beginning of the semester, students are asked toconceptualize and realize a

Conference Session

Mechatronics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College of Flint

Tagged Divisions

Mechanical Engineering

of two or three.5. Assignment - section assigns an open-ended activity to be performed by students to furthertheir understanding of the topics and enhance their problem-solving abilities. This activity isideally done during class time, but it can be completed by students outside of class time ifneeded.6. Results and Conclusions - the final section is where students will reflect on their learning byanswering questions and writing a short Conclusions paragraph.Table 1. Modules Developed and Deployed in Academic Year 2011-12Course Module Learning Objectives“Introduction 1. Translational a) Design an experiment to determine the Translational Kineticto Engineering Kinetic Energy Energy of an object moving in

Conference Session

Materials

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamad Dyab, University of Maryland Eastern Shore; Payam Matin, University of Maryland Eastern Shore; Yuanwei Jin, University of Maryland, Eastern Shore

Tagged Divisions

Mechanical Engineering

that is used for measuring theproperties of different specimens with different materials at high Strain Rate (10 10 .Figure 1 shows the main components of a Split Hopkinson Pressure Bar. The main fourcomponents are the Striker, Incident bar, Transmitter bar (Output bar) and Specimen. Thespecimen is placed between the incident and transmitter bar. The striker acts as a projectileapplying a high impact force on one end of the incident bar creating a compressive stress wave.The wave propagates in a uniaxial direction into the incident bar reaching the interface of theincident bar and specimen. A part of the wave reflects back as a tensile wave traveling in theincident bar while the rest continues to propagate into the transmitter bar as a

Conference Session

Materials

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohammad Kamal Hossain, Tuskegee University

Tagged Divisions

Mechanical Engineering

. Page 23.372.6Figure 5: CFRP Displacement ContourFigure 6: CFRP Displacement Contour Page 23.372.7Figure 7: CFRP Stress ContourFigure 8: CFRP Stress Contour Page 23.372.8Figure 9: CFRP Strain ContourFigure 10: CFRP Strain Contour Page 23.372.9The results of the finite element analyses, bending stiffness calculations, and torsional stiffnesscalculations are reflected in Table 2. The results of the steel frame analysis were as expected. Itexhibited the least amount of displacement and the highest resistance to deformation. However,its mass was the greatest. The mass of the aluminum-steel frame was substantially lighter.However, its resistance to

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert T. Bailey P.E., Loyola University Maryland; Christopher H. Morrell, Loyola University Maryland

Tagged Divisions

Mechanical Engineering

;  one or more example problems;  a short, multiple-choice “concept” quiz to test understanding (2-3 questions);  a group problem-solving exercise; and  a short, multiple-choice “attention” quiz to assess final understanding (2-3 questions).A mapping of these items and activities to the four elements of Kolb’s cycle (concreteexperience, reflective observation, abstract conceptualization, and active experimentation) isgiven in Reference 14.The developers have recommended a detailed implementation strategy for using their materialsin a 50-minute class14. After quickly running into time constraint problems, the first author ofthis paper modified this strategy as follows

Conference Session

Mechanical Engineering Laboratory Innovations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mark Nagurka, Marquette University; Fernando Rodriguez Anton, Marquette University

Tagged Divisions

Mechanical Engineering

. The 100m2 Laboratory incorporates areas for teaching and training, andstudent-centered learning activities were specifically designed to foster student exploration withreal-world hardware, machines, and physical systems. These activities promote “hands-on” and“minds-on” learning, and reflect the spirit of transformational learning that is a theme in theCollege of Engineering. The Laboratory is equipped with workbenches, tools, instruments, computers, data acquisi-tion systems, and an assortment of machines and mechanical systems to enhance creative explo-ration and investigation. The machines and systems include motorcycle engine assemblies(engines and transmissions), bicycles (including a chainless bicycle and a custom front-wheel-drive

Conference Session

Thermodynamics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nihad Dukhan, University of Detroit Mercy; Mark Schumack, University of Detroit Mercy

Tagged Divisions

Mechanical Engineering

extent onstudents’ self-efficacy and the degree of collaboration among peers. In problem-basedenvironments, learners practice higher order cognitive skills (analysis, synthesis and evaluation),and constantly engage in reflective thinking.49 Students using problem-based learning can havea varied level of guidance form their instructors ranging from no to moderate guidance. If theguidance level is too low in problem-based learning, heavy cognitive loads may result during thelearning process. Lape10 presented tiered scaffolding techniques to bridge the gaps in high-cognitive-load problem-based learning in thermodynamics.Alvarado44 described a problem-based activity in which students were asked to design anexperiment based on a thermodynamics device

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sanjay Jayaram, Saint Louis University, Parks College of Eng.

Tagged Divisions

Mechanical Engineering

!! • Students identify, find, and use appropriate resources (this and previous point are usually “staged” or “progressively disclosed”) • Students work in permanent groups • Learning is active, integrated, cumulative, and connected Page 23.698.6Figure (3) shows the generalized PBL process Problem Description Present solution to Idea Generation – problem and Reflection What do we know? Assumptions Integrate information

Conference Session

Thermal Sciences

Collection

2013 ASEE Annual Conference & Exposition

Authors

Evan C. Lemley, University of Central Oklahoma; Baha Jassemnejad, University of Central Oklahoma; Eric Judd EIT, University of Central Oklahoma; Brock Philip Ring; Andrew Wayne Henderson, University of Central Oklahoma; Grant M Armstrong

Tagged Divisions

Mechanical Engineering

%) -18% (80%)Improvements occurred in the areas of properties, mass conservation, and energy conservation. A slightdrop occurred in the second law conceptual understanding and a larger drop in understanding of work. Inthe case of work, the students averaged an 80% initially and it makes up a small number of questions.Qualitative observations were that as reflected in Table 2, students worked more on homework and in amore much more timely fashion than observed in the past. The one-on-one interactions helped better dealwith issues in problem-solving, including the issue of how students approached problems. This appearsto be indicated in the improvement in the Final Exam scores. In addition, the instructor interactions toenhance student performance

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nina Robson, California State University, Fullerton, Texas A&M University

Tagged Divisions

Mechanical Engineering

that are relevant to their future careers and give them theopportunity to engage in course concepts and tasks.Other than increasing student motivation, preparing students to actively participate in thelearning process, by exercising original thinking, evaluating alternative solutions, makingdecisions and defending them, was my ultimate goal. With the trend in higher educationto move away from teacher-centered instruction to a more student-centered approach,IBL gives the opportunity to help students learn the content and course concepts byhaving them explore a question and develop and research a hypothesis. Thus, givingstudents more opportunity to reflect on their own learning, gain a deeper understanding ofthe course concepts in an integrated

Conference Session

Thermal Sciences

Collection

2013 ASEE Annual Conference & Exposition

Authors

Georg Pingen, Union University

Tagged Divisions

Mechanical Engineering

be fair with one student taking particularissue with the fact that their grade depended in part on peer evaluations. There was alsoexpressed concern regarding the fact that not all group members could be assigned a 10/10 on thepeer evaluations (see Appendix 1). Finally, while not asked as part of the EGR 450questionnaire, the same student group indicated unanimous support for the online screencasts inthe EGR 250 course questionnaire during the previous semester. The primary student request Page 23.1158.13was the addition of extra screencasts with example problems. The student support for the TBLformat is further reflected in the

Conference Session

Thermodynamics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen R. Turns, Pennsylvania State University, University Park; Peggy Noel Van Meter, Pennsylvania State University; Thomas A. Litzinger, Pennsylvania State University, University Park; Carla M Firetto, The Pennsylvania State University

Tagged Divisions

Mechanical Engineering

work supported by the National Science Foundation under GrantNo. DUE-1043833. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation. Page 23.428.10    REFERENCES1. Meltzer, D., AC 2008-1505: Investigating and addressing learning difficulties in thermodynamics, 2008 ASEE Annual Conference, 11 pp.2. Meltzer, D.E. (2004). Investigation of students’ reasoning regarding heat, work, and the first law of thermodynamics in an introductory calculus-based general physics

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Raghuram V Pucha, Georgia Institute of Technology; Tristan T. Utschig, Georgia Institute of Technology; Steven Y. Liang, Georgia Institute of Technology

Tagged Divisions

Mechanical Engineering

Education, 2013 Use of Process-oriented Approaches in Content-Intensive Courses: Some Insight in Teaching / Learning of Machine DesignIntroduction and Literature:The idea of learning in contexts that promote real-life applications of knowledge extendbackward more than two decades. Resnick's bridging apprenticeships [1] connected theoreticallearning in the classroom to the application of knowledge in the work environment. Also,Collins's idea of situated learning, "learning knowledge and skills in contexts that reflect the waythe knowledge will be useful in real life" [2], addressed knowledge applied in authentic contexts[3]. Process-oriented teaching [4] is aimed at the integrated teaching of learning and thinking, onone hand, and

Conference Session

Hands-on/Experiential Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daria A Kotys-Schwartz, University of Colorado Boulder; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Mechanical Engineering

Page 23.643.9the limited number of students interviewed, names/pseudonyms are not used whendiscussing the interviews. Instead, only the direct quotes are published to better protectthe anonymity of the students. Additionally, Senior Capstone Design project names werenot used, in an effort to protect the students interviewed.For the rated questions, a Likert-type scale was used. To determine mean ratings, anumerical value was assigned, where the low end of the scale = 1 and the high end of thescale = 5. The evaluator would read the questions to the interviewee during the phoneinterview and record the response. Table 5 reflects a portion of the rated questions.Students indicated that the FIPSE-SEAEP did meet their expectations (mean = 4.0

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Randall D. Manteufel, University of Texas, San Antonio; Amir Karimi, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

. Students thenengage in a set of reflective questions that ask them to explain their initial predictions andobservations. The goal is to have students explain the conceptual foundation for their predictionand when necessary use observations to modify or improve the foundational framework toimprove understanding and future predictions for similar situations. Inquiry-based activities areeffective at improving conceptual learning when activities have (i) unambiguous predictionswritten by the student, (ii) an action consisting of an experiment or simulation, and (iii) writtensummary or reconciliation (if needed) conducted by the student. Brief and repeatableexperiments are preferred since there is a perception that computer simulations can be “tricked

Conference Session

Computing in the classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ryan R. Goyings, Civil & Mechanical Engineering Department at The United States Military Academy; James Ledlie Klosky, United States Military Academy, West Point; Bobby G Crawford, U.S. Military Academy

Tagged Divisions

Mechanical Engineering

. 4. Based on the focus group results, student‟s actual use of and preference for the electronic textbooks was considerably greater than their perceived preference. No students really wanted or used a hard copy book when the electronic book was available. Student‟s stated dislike of electronic texts may be a reflection of long-observed student resistance to reading engineering textbooks and thus be totally unrelated to the platform or format of the reading assignments. Further study would be required to answer this complex question. 5. Recommending certain tools to the students, especially an application similar to iAnnotate, may help to jump-start the student‟s note-taking and e-text adoption process if

Conference Session

Delivery Methods in Mechanical Engineering Courses

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gregory Mason, Seattle University; Teodora Rutar Shuman, Seattle University; Kathleen E. Cook, Seattle University

Tagged Divisions

Mechanical Engineering

. __ 8 (1.34) 5.5 (1.42) 8.2 (1.92) <0.01* 0.71hrs studying for this course per week21 Likert scale 1= strongly disagree, 2= disagree, 3= neutral, 4= agree, 5= strongly agree2 Hours per week*Statistically significant results, p<0.05met three times a week whereas the 2010 and 2011 groups met four times a week. Anotherdifference was that the 2012 class missed a week of class due to inclement weather. Thesefactors may be reflected in the results.Second, the 2011 IC reported that the instructor better assessed their learning through exams andquizzes. This is puzzling since exams and quizzes for all three offerings were very similar. Otherresults (see Student Perceptions of the Inverted Classroom) suggest that