Conference Session

Works in Progress: Assessment and Research Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Q. Li, University of New Haven; Ronald S. Harichandran, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Jean Nocito-Gobel, University of New Haven

Tagged Divisions

Educational Research and Methods

Paper ID #15139Development of an Instrument to Measure the Entrepreneurial Mindset ofEngineering StudentsDr. Cheryl Q. Li, University of New Haven Cheryl Qing Li joined University of New Haven in the fall of 2011, where she is a Senior Lecturer of the Industrial, System & Multidisciplinary Engineering Department. Li earned her first Ph.D. in me- chanical engineering from National University of Singapore in 1997. She served as Assistant Professor and subsequently Associate Professor in mechatronics engineering at University of Adelaide, Australia, and Nanyang Technological University, Singapore, respectively. In 2006

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nadiye O. Erdil, University of New Haven; Ronald S. Harichandran, University of New Haven; Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Cheryl Q. Li, University of New Haven

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

research focuses on the nontraditional engineering student – understanding their motivations, identity development, and impact of prior engineering-related experiences. Her work dwells into learning in informal settings such as summer camps, military experiences, and extra-curricular activities. Other research interests involve validation of CFD models for aerospace applications as well as optimizing efficiency of thermal-fluid systems.Dr. Cheryl Q. Li, University of New Haven Cheryl Qing Li joined University of New Haven in the fall of 2011, where she is a Senior Lecturer of the Industrial, System & Multidisciplinary Engineering Department. Li earned her first Ph.D. in me- chanical engineering from National

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chandramouli Viswanathan Chandramouli, Purdue University, Calumet (Engineering); Emily Hixon; Chenn Q. Zhou, Purdue University, Calumet (Engineering); John Moreland, Purdue University Northwest; Jichao Wang, CIVS, Purdue University Calumet; zitao xiong, tappollo; Rameh Teegavarapu, Florida Atlantic University; Pradeep K. Behera P.E., University of the District of Columbia; JAMES FORREST FOX, University of Kentucky

Tagged Topics

NSF Grantees Poster Session

Paper ID #17064Evaluating the Usefulness of Virtual 3-D Lab Modules Developed for a Flood-ing System in Student LearningDr. Chandramouli Viswanathan Chandramouli, Purdue University, Calumet (Engineering) Dr. Chandra has more than 20 years of teaching and research experience in Civil Engineering - Hydrology and Water Resources division. His research area includes water resources systems analysis, flood, drought and water quality modeling. He uses artificial intelligence techniques in his research.Dr. Emily HixonDr. Chenn Q. Zhou, Purdue University, Calumet (Engineering)John Moreland, Purdue University Northwest John Moreland

Conference Session

Teaching & Learning Statics and Mechanics of Materials

Collection

2016 ASEE Annual Conference & Exposition

Authors

Barry T. Rosson P.E., Florida Atlantic University

Tagged Divisions

Mechanics

presenting the total externalwork and total strain energy equations beginning first with a single load P applied to a planartruss with one load sequence. Then loads P and Q are applied using two load sequences in whichthe load Q is applied at the location and in the direction of the desired displacement. From thisbasis of understanding, an additional load S is included in both load sequences to discuss itsinfluence on the displacement expression. This leads to a general understanding of the influencethat any number of additional loads would have on the displacement expression, and that theeffect of the load Q remains unchanged as these loads are applied. It then becomes evident thatBarry T. Rossonthe desired displacement due to all the applied loads

Conference Session

Instrumentation Division Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Masoud Fathizadeh P.E., Purdue University - Calumet; Uditha Sudheera Navaratne, Purdue University - West Lafayette; Venkatateja Koppaku

Tagged Divisions

Instrumentation

BUS_7 BUS_8 BUS_9 0.00 deg ; Swing bus P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar) P(MW) Q(Mvar)Generation 71.645 26.99 163 6.64 85.00000175 -10.87 0 0 0 0 0 0 0 0 0 0 0 0 PQ Load 0

Conference Session

K-12 & Pre-College Engineering Division: Curriculum and Resource Exchange

Collection

2016 ASEE Annual Conference & Exposition

Authors

Krystal S. Corbett, Cyber Innovation Center; Joshua M. Coriell, Cyber Innovation Center; Sara Hahler, Louisiana Tech University

Tagged Divisions

Pre-College Engineering Education Division

Logic Gate 220 Ohm Resistor 9VExercise 2As practice with logic gates, you will need to identify all the Ts and Fs for the logic gate as well as determine what type of logicgate it is (i.e., AND, OR, XOR, NOR, NAND, XNOR) in the provided truth table. Note, if the light is on, then the statement istrue. If the light is off, then the statement is false. Pictures for each stage have been included. Switch P & Switch Q are labeledon the first picture. Q P Both Switch P and Both

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tasha Tiffany Tardieu, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

cross section of the questions of each survey.Table 3. A Sample of Survey Questions Current Secondary School Students survey Peer survey Q.4 When working through a Math problem, how Q.3 Are you currently a student in engineering? excited do you typically feel after you have solved it? (5=very excited, 1=very bored) Q.5 How interested are you in the way things work Q.4 If you are no longer a student, are you working (5=very interested, 1=not interested at all) in an engineering related field? Q.7 Have you ever learned about engineering? Q.7 Why did you choose to study engineering? Q.8 What do you think an engineer does in his/her

Conference Session

Use of Technology in Civil Engineering Courses

Collection

2016 ASEE Annual Conference & Exposition

Authors

M. A. Karim P.E., Southern Polytechnic College of Engineering and Engineering Technology, Kennesaw State University

Tagged Divisions

Civil Engineering

costefficiency of a hybrid approach—an attractive feature for institutions faced with shrinkingbudgets and classroom space—Brown13 posits that, in the future, institutions will design mostcourses by the 90–10 Rule Q (p. 22). In other words, a mix of face-to-face and online instruction(somewhere between 90% and 10% and 10% and 90%) will be superior to either 100% face-to-face or 100% online courses6. The findings of a study show that online learning can be aseffective as face-to-face learning in many respects in spite of the fact that students in onlineprograms may be less satisfied with their experience than students in more traditional learningenvironments14. In a study, participants who had more experience with the Internet indicatedsignificantly

Conference Session

Student Recruitment and Retention in ET Programs and Labs in ET Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark J. Indelicato, Rochester Institute of Technology (CAST); George H Zion, Rochester Institute of Technology (CAST); Joseph Alan Nygate, Rochester Institute of Technology (CAST)

Tagged Divisions

Engineering Technology

maximum point total. The scores for each part are summed and represent the total score forthat question. Each question is a total of 5 points, resulting in a total of 15 points for all threequestions. For each of the PRE and POST instruction surveys, the following data is collected: • Individual question scores for each student – Parts A and B individually • Individual question scores for each student – Sum of parts A and B • Average student score for each question – Parts A and B individually • Average student score for each question – Sum of parts A and B • Total student score for all three questions – Q-1 + Q-2 + Q-3 • Average total student score for all three questions – Q-1 + Q-2 + Q-3 • Normalized Gain for each

Conference Session

New Pedagogical Approaches in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

John L. Gossage, Lamar University

Tagged Divisions

Chemical Engineering

for a fixed number of stages in the column.In addition, this paper provides the VBA code to find real roots of any cubic equation: such afunction can also be useful in other Excel applications.The inputs to the spreadsheet are the x-y equilibrium data, the feed composition and “q-value”(usually, the liquid mole fraction of the feed: formally defined as the heat required to vaporizeone mole of feed at the entering conditions divided by the molar latent heat of vaporization of thefeed8 (equation 11.4-12, page 710)), the desired tops and bottoms purity, the reflux ratio, and theMurphree efficiency. The outputs are the location of the azeotrope (if present), the intersectionpoint of the feed line with the equilibrium curve, the required number of

Conference Session

Design throughout the Mechanical Engineering Curriculum I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anurag Purwar, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

democratization of manufacturingand programmable electronics. The design experience in the class provides students an outlet forexercising their creativity at the highest level of Bloom’s taxonomy. ∗A web-based, private beta version was provided to students in the Fall 2015 to assist them with their projects.Figure 5: A few pictures of the projects from the Final Robot Design Project Demo day, Fall 2015;see complete gallery of pictures at https://goo.gl/photos/WhYmy4kxFoStwNQz7References1 Shen, Q., Al-Smadi, Y. M., Martin, P. J., Russell, K., and Sodhi, R. S., 2009, “An extension of mechanism design optimization for motion generation”, Mechanism and machine theory, 44(9), pp. 1759–1767.2 The National Academy of Engineering, 2005, Educating the

Conference Session

Developing Quality Experiences that Retain Diverse Engineering Talent

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tizoc Cruz-Gonzalez, University of Michigan; Sarah Rose Sobek, University of Michigan ; Julianna Marie Abel, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

ofresearch, (4) an interactive tour of the conference hardware competition which provides concreteexamples of cutting edge research, (5) a small group Q&A with graduate students engaged inresearch, and finally (6) a panel discussion with diverse research faculty committed to post-secondary engineering education. The challenges associated with this approach to outreach, theadvantages of incorporating a STEM intervention into a technical research conference, andsuccessful methods for locating a group of underserved students are discussed. In addition, thescale and impact of the intervention are evaluated through open-ended and quantitative surveys.The survey results document the positive student reaction to this intervention. The positivestudent

Conference Session

ETAC/ABET-Related Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sri R. Kolla, Bowling Green State University; David Border, Bowling Green State University

Tagged Divisions

Engineering Technology

team members and to possess appropriate oral and written communication skill.Program Educational Objective 3 The program will prepare graduates to value their profession and to recognize the global impacts of their profession on society. They will recognize their professional need to advance in their careers and continue their professional development.III.2. Student OutcomesThe faculty next developed student outcomes for the program9. Eleven learned capabilities ofstudents in the ECET program were set in the list of student outcomes. The student outcomes, ‘ato k’, for the ECET program are identical to the student outcomes of criterion 3 of ABET4.In addition to student outcomes ‘a to k’, there are six student outcomes, ‘l to q

Conference Session

K-12 & Pre-College Engineering Division: Engineering Alignment with Core Curriculum (Physics)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luke D. Conlin, Stanford University; Doris B. Chin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics, Pre-College Engineering Education Division

  1.0   0.5   0.0   Incorrect  WT  Pre-­‐Video  Q   Correct  WT  Pre-­‐Video  Q   Marble  Machines   Wind  Tubes   Figure 8. Performance on Wind Tubes related posttest items, clustered by condition and performance on WT pre-video question. Wind Tubes tinkerers performed the best, if they got the pre-video question correct.Data analyses on the marble-related posttest questions showed a similar trend, but were lessclear-cut (see Fig 9). ANOVA revealed a

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Peter M. Osterberg, University of Portland; Aziz Sukru Inan, University of Portland

Tagged Divisions

Electrical and Computer

, cross-sectionalarea, and conductivity, respectively. Therefore, this “Top-Down” approach would predict that asthe length is decreased to a 3-D nanoscopic resistor, as shown in Figure 1 on the right, itsresistance would approach zero ohms. However, it is now well known that the conductance fornano-scale ballistic conductors is quantized in multiples of q2/h ≈ 1/(25kΩ)1, where q is theelectron charge (1.6 × 10 C) and h is Planck’s Constant (6.63 × 10 J-sec). For thisreason, the resistance of the simplest 1-D nanoscopic device would approach h/q2 ≈ 25kΩ (notzero ohms). A=Wt A=Wt L L

Conference Session

Using a Real-Options Analysis Tutorial in Teaching Undergraduate Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

John A. White Jr., University of Arkansas

Tagged Divisions

Engineering Economy

) = 0.43007, and C = 55(0.59796) - 58.50(0.43007)/e2(0.0392207) = $9.633. In Problem 1, suppose the price of the stock will either increase 10% or decrease 10% during the year. What is the maximum amount you would be willing to pay for the option? (Use the binomial option pricing model described in class in arriving at your answer.) Answer: $3.65 S = $57.00, K = $58.50, u = 1.1, d = 0.9, rf = 4%, T = 2. Therefore, q = (1.04 - 0.90)/(1.1 - 0.9) = 0.7.4. A company is considering making an initial investment [CF(1)] to test the market for a new product. Depending on how well the product sells, it can expand the production capacity with a $350M investment [CF(2)] in year 5 and enter the market in year 6 with a full-scale marketing effort

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Jacksonville University; Sandra Soto-Cabán, Muskingum University

Tagged Divisions

Liberal Education/Engineering & Society

the ones in the past.The indirect assessment was done using course evaluations at the end of the semester. The courseevaluation is a set of eighteen questions that students answer using an agreement scale (5=strongly agree, 4= agree, 3=neutral, 2= disagree, 1= strongly disagree). These questions aregrouped into six categories. Four of the eighteen questions and two of the six categories wereused to assess students’ satisfaction with the course and, specifically, the RGM project. Theresults per year are presented in Table 2. Table 2: Results of the project assessment using mean scores of course evaluations. First Three RGM Question (Q) / Category (C

Conference Session

Engineering Physics Technical Session 3

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts, Lowell

Tagged Topics

Diversity

Tagged Divisions

Engineering Physics & Physics

xj= 0.49 𝜇m The total amount of dopant introduces into the substrate Q(t) is given by √4𝐷𝑡 Qt = Cs= 2.9 * 1015 atoms/cm2 √𝜋 Example 2.3.2 Drive-In Calculate the junction depth xj of the sample in example 2.3.1 after Drive-In at1100°C for 4.5 hours. 𝑄𝑇 −𝑥 2 C(x,t)= exp( ) √𝜋𝐷𝑡 4𝐷𝑡 2𝐶𝑠 √𝐷𝑡 5.18∗1015 Qt =( )predep = √𝜋 √𝜋 5.18∗1015 Where Cs’(t) = = 2.5*1019/cm3 𝜋√(𝐷𝑡)𝑑𝑟𝑖𝑣𝑒−𝑖𝑛

Collection

2016 Spring ASEE Middle Atlantic Section Conference

Authors

Suzanne Keilson

family supportas encouraging them, even though they may describe familial experiences elsewhere in thesurvey. In those cases were something was explicitly mentioned (“I worked with dad in hisshop”) that was counted as encouragement. Data from a few of the autobiography questions aresummarized in Table 2 below:Spring 2016 Mid-Atlantic ASEE Conference, April 8-9, 2016 GWU Table 2. Results from Questions 1,4,5 Q: Q: Q: Who Experienced Comfortable encouraged a design Using Tools you? contest Gender No one Dad Other F(n=9) 55% yes 66% yes 67% 11% 22% M(n=33

Conference Session

Virtual and Web Learning in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessie Keeler, Oregon State University; Thomas W Ekstedt, Oregon State University; Ying Cao, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

recognizedthey needed to use the information in the graph to the right of the simulation. However, twodifferent errors caused Gerry to submit the wrong answer: Gerry: This is insulated which means Q is zero. So, ‘calculate the amount of work that the piston and block did on the system’. So as I can see in PV graph, this is [an] irreversible process, so the area under the PV curve will be the work that the piston did on the system. Since [the] system got the work, work will be a positive number. So I can just simply get the area under the curve which would be, I don’t know, 15 times 15? So 225 approximately.Figure 3. Procedural question from Work IVLGerry was correct that it is an irreversible process and that work is equal

Conference Session

Uses for MATLAB in Mechancial Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shanon Marie Reckinger, Montana State University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

responded in that category. Results are from Spring 2015 class.In both Spring of 2014 and 2015, the useful of the PLG sessions was very dependent on theindividual PLG leader. During both semesters, there was one PLG leader (PLGL1) whofollowed the exact procedure laid out in the methods section (15 minutes of Q&A, 45 minutes ofprepared exercise, 1 hour of work time). Additionally, each semester, the other PLG leader(PLGL2) did not follow the procedure and spent the majority of the time helping students withtheir assignments. PLGL1 had a small group of students who attended the sessions each week.These students were not struggling in the class, but actually using these sessions to enhance theiralready proficient level of understanding. PLGL2 had

Conference Session

Innovations in Manufacturing Laboratories

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yanqing Gao, Oregon Institute of Technology; Fei-Yue Wang, Chinese Academy of Sciences; Wangping Sun, Oregon Institute of Technology; Xisong Dong, Qingdao Academy of Intelligent Industries; Xiwei Liu, Chinese Academy of Sciences; Qingdao Academy of Intelligent Industries; ShuangShuang Li, Chinese Academy of Sciences

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

Engineering Education: the CDIO Approach, Springer, 2007.[3] K. F. Berggren, D. Brodeur, E. F. Crawley, I. Ingemarsson, W. T. G. Litant, J. Malmqvist, S. Östlund. CDIO: An international initiative for reforming engineering education, World Transactions on Engineering and Technology Education, 2003,2(1):49-52.[4] A. Sripakagorn, R. Chancharoen, K. Maneeratana, K. Panyajirakul. An implementation of CDIO/design thinking in mechatronics projects, IEEE International Conference on Teaching, Assessment and Learning for Engineering: Learning for the Future Now, 2014: 516-521.[5] Y. Q. Wang, Z. Y. Qi, Z. Li, J. Yu, Y. Y. Zha. Review of CDIO research in China: From 2005 to 2011, World Transactions on Engineering and Technology Education

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ray Essick, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Mariana Silva, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Emma Mercier, University of Illinois at Urbana Champaign

Tagged Divisions

Educational Research and Methods

). Collaborative and cooperative learning in higher education: A proposed taxonomy. Cooperative Learning and College Teaching, 2, 2-5.[9] Dillenbourg, P. (1999). What do you mean by collaborative learning. In Collaborative learning: Cognitive and computational approaches (Vol. 1, pp. 1–19). Retrieved from http://scholar.google.com/scholar?hl=en&btnG=Search&q=intitle:What+do+you+mean+by+’collaborative+l earning'?#0[10] Facer, K. (2014). What is space for? Towards a politics and a language for the human in education. Technology, Pedagogy and Education, 23(1), 121-126. doi:10.1080/1475939X.2013.839229[11] Florman, J. C. (2014). TILE at Iowa: Adoption and Adaptation. New Directions for Teaching and Learning, (137), 77

Conference Session

Novel Teaching Methods In Engineering Technology

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claude Villiers, Florida Gulf Coast University; Carlin J McFarlane, Florida Gulf Coast University; Patricia O'Connor-Benson, Florida Gulf Coast University; Thomas Patrick Felke MSW, PhD, Florida Gulf Coast University

Tagged Divisions

Engineering Technology

survey answers and comments. Then next questions examine the levelof support that students have toward expanding this new technology to other courses throughoutthe university (Question 10). Ninety five percent (95%) responded that they would like to seeLecture Capture expanded (see Figure 4). In the comment section, some students reported “Moreinstructors need to record their lectures”.ii Q 5 – I could easily access and download the lecture recordings. Q 1 – Lecture recordings provided a convenient way to reinforce course materials. Q 2 – Lecture recordings assisted me in preparing for homework and exams. Figure 4. Student is learning - Future of Lecture CaptureiiiConclusion and RecommendationsThe main

Conference Session

Infusing Engineering with Art (and Vice Versa)

Collection

2016 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas - Tyler; Kyle Gullings, University of Texas - Tyler; Catherine Elizabeth Ross Ph.D., University of Texas - Tyler

Tagged Divisions

Liberal Education/Engineering & Society

opportunity to appreciate art more”Q. To what extent do you see yourself as atypical among your peers?  “Possibly more artistic than peers?”  “There seems to be a new stereotype of engineers—they all play guitars. We don’t fit that stereotype.”  “We may have greater dislike for rote learning—too confining.”Q. How do we re-structure this experiment to draw in more engineering students?  “Form partnerships with arts students; arts students are encouraged to “get out there,” build résumés, and gain exposure through extracurricular activities.”  “Show that we are not expecting symphonies or works at that level. The art we are doing should be good, but not daunting.”  “Other students may have chosen to

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary

Tagged Divisions

Design in Engineering Education

how to translatewritten material into a visual document. Engineers often have to ‘make visible’ complexdescriptions of projects.Figure 5: Rover drawings by students A. J. and M. B.2.9 Week 10The chapters that students read during week 10 were perfect for multiple-choice questions sostudents answered a Q & A module during the course of the week. The main charactercommunicates with Earth via Morse code and one of the module questions had 4 answers inMorse code (Fig. 6), which students had to translate before answering.Figure 6: Q & A module Morse code question2.10 Week 11Mark, the astronaut stranded on Mars is packing his rovers for the big trip to the meeting point.Students were asked to use the data from the book chapters and generate

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte

Tagged Topics

Diversity, NSF Grantees Poster Session

. Journal of Science Education and Technology, 18, 163-172.[45] Concannon, J. P., & Barrow, L. H. (2012). A reanalysis of engineering majors' self-efficacy beliefs. Journal of Science Education and Technology, 21, 742-753.[46] McWhirter, E. H., Hackett, G., & Bandalos, D. L. (1998). A causal model of the educational plans and career expectations of Mexican American high school girls. Journal of Counseling Psychology, 45(2), 166- 181.[47] Dika, S. L., Pando, M. A., Tempest, B. Q. (2014). Pre-college interactions, early expectations, and perceived barriers: Are there differences for underrepresented engineering students? Proceedings of the 2014 American Society of Engineering Education conference

Conference Session

Modeling and Simulation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Luis E Monterrubio, Robert Morris University

Tagged Divisions

Computers in Education

can be expressed as a linear combination of the eigenvectors{Ψ } y = {Ψ }Where the generalized coordinates are functions of time t and can be viewed as a coordinatetransformation [K][Ψ]{q} + [M][Ψ]{q̈ } = {F(x, t)}If the modes are mass normalized they can be used to uncouple the equations and solve for thedeflection of the beam using the equation below as defined in the work by Thomson6 [Ψ] [K][Ψ]{q} + [Ψ] [M][Ψ]{q̈ } = [Ψ] {F(x, t)}and because eigenvectors are orthogonal and mass normalized [K] = [Ψ] [K][Ψ] = diag[K , K , … , K ] [M] = [Ψ] [M][Ψ] = diag[M , M , … , M

Conference Session

Mechanics Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hirohito Kobayashi, University of Wisconsin - Platteville

Tagged Divisions

Mechanics

Optical Flow8,9 and Block Matching algorithms10,11 are relatively easy toimplement. However, both algorithms are derived based on the assumption that target objectdoes not rotate and deform through motion. Clearly, this assumption is not applicable toproblems encountered in the mechanics of material. With the assist of finite strain theory andnonlinear optimization theory, the concept of DIC can be described as follows.The deformation of an elastic body takes place between non-deformed and deformedconfigurations after motion and deformation is schematically presented in Fig. 1. Consider apoint P in the non-deformed body translates to point p through translation 𝑈⃗ . Due to theadditional rigid body rotation and deformation, the target point Q in

Conference Session

CAD Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Edwin M. Odom, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho, Moscow

Tagged Divisions

Engineering Design Graphics

smooth.b) Two cylinders rest in a trough, as shown in Figure 1-b. Determine the forces acting at points P, Q, R, and S.Solve both problems analytically and graphically (solid modeling), using one method to verifythe other.a) b)c) d)Figure 1 Graphical solution. (Upper figures a) and b) present the problem, lower figures c) and d)show a students solution )Observations: The problem depicted in Figure 1 a) was assigned first and there was some studentquestioning of the value of solving the problem graphically. When the problem shown in Figure1 b) was assigned, the questions changed to is the analytical solution necessary? The analyticalsolution requires some