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Robotics as a tool for immersive, hands-on freshmen engineering instruction AbstractH a n d s
- On Space Systems Project Experiences on Career Choices Abstract S e v e r a l r e p o r t s
the Power Electronics Course AbstractA n e x e r c i s e t o
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allows the student to view both root locus andBode information. Unlike the GUI in this paper, the built in design tools are not based on theunified design procedures of the author’s previous work.9,10 Consequently, it does not providethe same seamless integration for the students as they transition from simple classroom exercisesto more complicated lab and design projects.Compensator DesignThe integrated design procedure using time or frequency domain plant data requires ageneralization of the angle criterion from root locus design. The standard closed-loop system isshown in Figure 1 where K is the control gain, Gc (s) is the compensator and G p ( s ) representsthe plant dynamics. R ( s
AC 2008-1616: INTEGRATING ENGINEERING ETHICS EDUCATION INTO AMULTI-DISCIPLINARY SEMINAR COURSE: MAKING THE “SOFT”OUTCOMES RELEVANTDavid Cottrell, University of North Carolina at Charlotte DR. DAVID S. COTTRELL is an Assistant Professor in the Department of Engineering Technology, University of North Carolina at Charlotte. He graduated from the United States Military Academy in 1978 and retired in 2000 after more than 22 years of service with the US Army Corps of Engineers. Studies at Texas A&M University resulted in an MS Degree in Civil Engineering in 1987 and a PhD in 1995. He is a registered Professional Engineer and has taught courses in statics, dynamics, mechanics of materials, graphic
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the pedagogicalpuzzle. This feedback is used to refine and optimize the course for the student to get the mostfrom the experience. This optimization is heavily based upon the premise that students haveresponded to the best of their ability using their own work.When this premise is found to fail, a common response by the instructor is to reduce the courseweight of the component(s) where academic integrity may be questioned (e.g. computerprogramming laboratories). While this appears to limit the gains of the dishonest student, it willalso demotivate the honest students by: 1) Placing less emphasis on core aspects of the course building blocks, and 2) Continuing to reward questionable methods with high marks.In the effort to limit the
visit. The department, as a whole, had information fromalumni and employer surveys, which we were able to use for some outcomes assessment. Thedepartment did not have any real hard data to present regarding student(s) learning outcomes,course accomplishments with respect to the student(s) and, obviously, therefore could not assesscourse outcomes or individual program outcomes. Nor could the department/program evenbegin to look at closing the loop of making changes to improve a course or program for thestudents. What was the view from the trenches at this point? We were in the middle of a neverending downpour and the trench was filling up fast. As a department there was not a clear sense of what TAC-ABET was looking for andwhat the
. 2) The absence property is also known as alarm. Existence (P ) 1) Event or condition P holds at least once within the states defined by the scope of interest. 2) The existence property is also known as eventually. U niversality (P ) 1) Event or condition P holds in every state of the scope of interest. 2) The universality property is also known as safety or invariant. (S) P recedes(P ) 1) S holds before P holds, where S and P are events or conditions 2) S may hold several times before P holds 3) P does not hold before S holds 4) P may hold at the same state as S holds 5) If S holds, then
Page 13.713.2faculty members that universities are working hardest to recruit and retain.In Fall 2005, Boise State University administered a Campus Climate Survey to faculty, staff andstudents. The results from the faculty portion of the survey are allowing the university to beginthe process of cultural transformation. Science and engineering (S&E) faculty at the universityare taking a key leadership role in addressing these issues for S&E faculty from underrepresentedgroups, with the long term goal of incorporating the gains they have made into the university as awhole for faculty, staff, and students. They have forged a coalition of key faculty and staff acrosscampus who exercise responsibility for, and interest in, equity issues
overview of the experimental setup) andthe local video (zooming in on the analyzed airfoil) are streamed in real time and/or saved to afile. A camera with pan, tilt and zoom functions was chosen such that the students can adjust thecamera view based on their requirements and preferences. The GUI was implemented usingASP.NET25 in conjunction with the Visual Studio .NET Development Environment26. Page 13.949.8 Figure 11: GUI of real-time wind tunnel remote experimentsIn the laboratory assignment used in the undergraduate course on fluid mechanics at SIT, thestudents are given the values for the planform area S of the airfoil and
Society for Engineering Education, 2008 Service-Learning Projects in 35 Core Undergraduate Engineering CoursesAbstractThe College of Engineering at the University of Massachusetts Lowell (UML) has integratedservice-learning (S-L) into many of its core required undergraduate courses over the last threeyears. Projects that meet real community needs and that help students achieve academicobjectives in the courses are difficult to create. Projects for 35 different undergraduate requiredcourses are summarized to help faculty, staff, and students develop S-L projects for their owncourses. Faculty at UML were encouraged to “start small rather than not at all.” Courses andprojects include, for example: first-year introduction to engineering with 340
Institution-Name of School]’s Introduction to Management,MGMT-1100. This course is designated as one half of the Institute’s communication requirement, and, assuch, awards performance. “The course, by design, makes you “think” by exposing you to managementand business situations, calling upon you to decide “what to do.” This requires both individual andteam performance criteria promoting a participative and active learning environment. The four broadareas of evaluation are (1) class participation and attendance, (2) case write-ups and presentations, (3)final executive presentation and (4) special assignments1.” This paper outlines a nearly eleven-yearchronology of the student’s improved performance as I, the instructor, journeyed into the
Page 13.507.1© American Society for Engineering Education, 2008 Engineering Faculty Attitudes toward Service-LearningAbstractSLICE is a multi-year initiative at the University of Massachusetts Lowell (UML) that isdesigned to embed service-learning opportunities for students throughout the undergraduatecurriculum in the College of Engineering, with the ultimate goal that each student would have atleast one course every semester with a service-learning project. Since it began in 2004, thirty-seven full-time faculty members in the engineering college at UML have tried service-learning(S-L) in at least one of their courses over the last three years, out of an average of 70 facultymembers who taught undergraduate courses. In 2003
13.271.7Bibliography 1. Larminie, J.; Dicks, A. Fuel Cell Systems Explained, 2nd Edition, Wiley, West Sussex, England, 2003. 2. Los Alamos National Laboratory fuel cell website, http://www.lanl.gov/orgs/ee/fuelcells/index.shtml, accessed February 2008. 3. J. M. Keith, “A Student-Driven Enterprise in Fuel Cells and Alternative Fuels,” ASEE Conference Proceedings, 2004. 4. J. M. Keith, K. C. Opella, M. G. Miller, J. A. King, G. D. Gwaltney, C. A. Green, J. S. Meldrum, and S. A. Bradley, “Engineering Education in Alternative Energy,” ASEE Conference Proceedings, 2006. 5. J. S. Meldrum, C. A. Green, G. D. Gwaltney, S. A. Bradley, J. M. Keith, and T. F. Podlesak, “Fuel Cell Powered Unmanned
integrate this expression with respect to t. The units are dropped below but, of course, t is in seconds and vand v0 are m/s. v0 is ± the initial speed. If the problem is proposed in its most general form, v0 will be positive ornegative as the direction is up or down.2 termVelPaper5.nb Ÿ a „ t = -Ÿ 9.8 „ t v = -9.8 t + v0 Integrate again wit respect to t. y0 is the initial position. The units for y and y0 are meters. Ÿ v „ t = -Ÿ 9.8 t „ t + Ÿ v0 „ t y = -4.9 t2 + v0 t + y0 A variety of problems can be posed at this point
. U n i v e r s i t y K a t e G l e a s o n C o l l e g e o f E
the smallest size drive, rated at230 volts and 1 hp. The current price for these drives is $235,which meant we could buy drives for all eight workstations forless than the price of a single “name brand” drive. The drives arepulse-width-modulated, IGBT drives and are fully-featuredincluding simple volts/hz control, sensorless vector control withautotune, and adjustable acceleration/deceleration ramps withlinear and S-curves, among others. The drive has an RS485 portfor communications that can be configured for ethernetcommunication with an optional interface. The drive is relativelycompact, measuring less than 5" wide, 7" tall, and 6.5" deep.The drive can be configured using the human interface module(HIM), which is mounted at the top, right
create accuratemathematical plots on-the-fly, and dynamically manipulate graphical content to emphasizepoints of discussion.This paper is about realizing that potential for the purpose of teaching the relationships betweencontinuous-time (C-T) and discrete-time (D-T) systems. This is an area that requires a teacher topresent several different types of plots – time-domain response plots, frequency-response (e.g.,Bode) plots, and pole/zero maps in the s-plane and z-plane – and to discuss their inter- Page 13.1030.2relatedness.Certainly, there are problems using computers to create plots “on-the-fly” in the classroom, e.g.: ‚ delays resulting from
concepts inmodeling of mechanical systems in the ME undergraduate curriculum. Likewise, this conceptaligns with the topic of vibration modes of mechanical systems14. The transfer function modelfor creep in terms of the spring and damper elements is13,15 N y ( s) 1 1 Gcreep ( s ) ? ? -Â , (5) v( s ) k 0 i ?1 sci - k iwhere ki and ci are the spring and damper constants, respectively [see Fig. 3(a
-equilibrium equation of the link about its other end. E In the hypothetical sub-mechanism, Figure 3, this means that B j is determined from the moment-equilibrium equation of link i about H E E E E ÂM js h ? Ri · B j - Rgi · fi - qi ? Ri e jsi · B j e j - Rgi e jsi · fi e ji i - q i ? Ri B j sin*s j / s i + - Rgi f i sin*i i / s i + - q i ? 0 (15) Therefore Page 13.101.8
those deviations that are significantlydifferent (in a statistical sense) from normal variation in the measurements are worthcorrecting. Thus we need a criterion to determine what constitutes c"ÒtgcnÓ"fgxkcvkqp"cpf"what is just random variability in the measurement.A Shewart chart (see Figure 1) is the most basic tool for determining which variations aredue to a fundamental shift in the process variable and which are merely measurement o u t l i e r f i r s t d e t e c t i o n o f d
consisted of five sequential lab activities in five consecutive weeks: the studentswere required to: 1) calibrate the level sensors and the pump; 2) model the coupled-tanks process with a transfer function; 3) obtain a closed-loop transfer function that satisfies the system performance requirements; 4) determine the controller’s transfer function Gc(s) and convert the transfer function into a difference equation that can be implemented as a digital controller on a computer; and 5) integrate the controller with the sensors, the pump, and the coupled-tanks apparatus to test and analyze the entire system’s performance.Each of these five activities is detailed in subsequent sub-sections. To help the students visuallyunderstand the
measure angular velocity yabout the z direction (pointing out of the page). Page 13.1054.4ii Background on accelerometers can be found in 5.iii A rate gyro works by measuring Coriolis acceleration. For more on rate gyros, see 6. y Path Traversed by Point P a2 ay s a1 s
. T Tclosed Open Is = 0 Figure 8: Control waveform Closed Vs = 0 Figure 7: Switch states Tclosed Ps = I s ⋅ V s = 0 (1) %Duty = ⋅100% (2) TFigure 9 is a discrete time PWM generator circuit implemented in the FPGA. The REG blocksare each registers. Registers store the increment value and threshold value IncVal and ThHold,respectively. The Phase value is represented with N p
mechanicalengineering programs1,2. It is common for the content of such a course to begin with particledynamics. For such analyses the student need only know the mass of the particle(s) involved;usually given in the problem. The course content progresses to rigid body dynamics. With theintroduction of rigid bodies, an understanding of the distribution of the mass within the body isrequired. Typically, however, that said distribution is again given or is readily determined. As aresult, students tend to view the inertial properties of a body as a trivial input to a mathematicalproblem; similar to the length of a connector or the mass of a component. In reality, determiningthe inertia properties of a real structure can be quite challenging.The project presented
displacementcharacteristics but change the design parameters including the radius of the cam base circleand/or roller radius. In the following, appropriate equations are introduced for the calculation of t for each type of the follower. Then, the required design conditions are suggested to preventundercutting.Flat face follower – For the case of flat face followers, the radius of curvature for each value ofcam rotation s is calculated from the following equation5,6: a t ? R0 - s - (1) y2where R0 presents the radius of the cam base circle, y is the cam angular velocity, and s and apresent
xj 1 010 6 Mx j 5 0105 0 0 10 20 30 xj 4Required shear strength: Vu ? 7.685 · 10 lbf 5Required moment strength: M u ? 6.339 · 10 ft© lbf2. Design for moment:Selected beam width: b w ? 22in Selected beam overall thickness: h = 36 in 2Required area of steel: A s ? 4.516in