Collection

2001 Annual Conference

Authors

Ranil Wickramasinghe; William Timpson

the students had to demonstrate thefact that they had worked in a team. We did not set any formal guidelines as to how this was tobe achieved. Some groups chose to identify each part of the presentation with a group member.Others ensured that each group member answered at least one question about the presentationposed by the instructor.Groups were assigned based on student scores for the first two individual homeworkassignments. We ensured that women and minority students were not outnumbered in anygroup3-5. A list of the group assignment topics is given in Table 1. These topics were chosen inorder to allow students to pursue a particular aspect of the course in more detail. In addition,some topics were chosen which focussed on practical

Collection

2001 Annual Conference

Authors

Franklin King; Keith Schimmel

program outcomes have been met. The committees make decisions relating tochanges in courses and make recommendations relating to program changes to the departmentoutcomes assessment committee.I. IntroductionEngineering programs in the U.S. are accredited by the Engineering Accreditation Commissionof the Accreditation Board for Engineering and Technology (EAC/ABET)1. In the past,programs were evaluated using a set of criteria that prescribed most of the courses and activitiesthat a program had to offer to be accredited. If a department followed ABET’srecommendations, their programs were generally accredited. Beginning in 2001, all programsare being evaluated based on the outcomes of the programs and the skills of their graduates.Universities

Collection

2001 Annual Conference

Authors

James Menart; Elizabeth Johnson; Gary Kinzel

project have looked for ways to sustain the design project conceptwithout significant external funding. This paper describes the evolution of the multi-university projects and describes ways that the concept can be sustained.II. Learning ObjectivesWhen we began the project approximately 6 years ago, several educational goals wereidentified. We wanted a course that would:1. Provide the students with design projects that are interesting and that could have a social impact.2. Provide the students the opportunity to work on multi-disciplinary, socially-diverse teams.3. Provide a situation where students are forced to communicate with team members at remote locations.4. Provide the students the opportunity to work on projects from design to

Collection

2001 Annual Conference

Authors

Vic Cundy; Don Rabern; David Gibson

multiplier shown in chart) Catalog Credit Multiplier Lecture: Slope = 1/200 1.0 0.5 1 15 35 Enrollment Lab: 1.5 x catalog credit for first section (with above enrollment adjust) Multiple Sections 1/2 catalog credit per each additional section (lecture and lab) Senior Design Project Supervision 1

Collection

2001 Annual Conference

Authors

Raul Ordonez; Jahan Kauser; Ravi Ramachandran

(1) dt Ks + S dS 1 µ m SX =− (2) dt Y Ks + S An additional equation (3) was used to define oxygen uptake with time: dO x µ SX = Yox m + Yoxd K d X (3) dt Ks + SThe variables in the above equation are defined as follows: X Cell mass concentration (mg/L) S Substrate concentration (mg/L) Ox Oxygen Uptake (mg/L) Page 6.725.3 µm specific growth rate ((1/day) Kd

Collection

2001 Annual Conference

Authors

John Klegka; Robert Rabb

employing three modules, this curriculum avoids a cumulativeexposure to a specific matter and, at the same time, introduces related material from otherdisciplines. Likewise, the proposed curriculum still demands the knowledge acquired inprevious courses. This sequential learning leads to a more refined understanding of subjectmaterial and promotes greater efforts at synthesis and analysis.This mechanical engineering curriculum concludes in a substantial project or course after thestudent has demonstrated a good understanding of the fundamentals of the discipline. In theAmerican Association of Colleges’ (AAC) view, this experience provides two great lessons: 1)the joy of mastery, the thrill of moving forward in a formal body of knowledge and gaining

Collection

2001 Annual Conference

Authors

Terrence Kelly; Aaron Cowin

compulsory evaluation and improvement. We have learned overthe years that despite the best of intentions, continuous improvement cannot be entirely self-implemented. The TAC of ABET had two mechanisms that appear to make complacency lesslikely. Page 6.726.4 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education 7,8 1) Industrial Advisory Committee is required Each program is required to have an industrial advisory committee to assist the

Collection

2001 Annual Conference

Authors

Frank Krygowski

beyond the call of duty, and his wide-ranging knowledge oftechnology and practical techniques were absolutely invaluable in this project.Few things are as satisfying to an educator as having dedicated students who have risen to thelevel of competent professionals and colleagues. Thanks again to Thanh and Scott.Bibliography1. Krygowski, F. Software Review: National Instruments LabVIEW, 21st Century Engineer, v.1 no. 1, Fall 2000http://www.21centuryengineer.com/FRANK KRYGOWSKIFrank Krygowski, PE is coordinator of the Mechanical Engineering Technology program at Youngstown StateUniversity. He received his B.E. and M.S. degrees from YSU, and has worked for Union Carbide Corporation as aplant engineer, and Packard Electric Corporation as a

Collection

2001 Annual Conference

Authors

Corinne Darvennes; Sally Pardue

vibrations. Areorganization of the material found in most vibration texts encourages the students to strengthentheir system analysis skills.Module 1 covers the modeling of systems, both SDOF and MDOF. This has been a stumblingblock for students thus needing a more focused approach. An early introduction of Lagrange’sequations has strengthened students’ ability to model complex engineering systemsmathematically. Module 2 presents the tools required to carry out future analysis, such as matrixmethods, complex notation, and MATLAB. Module 3 encourages physical understanding of thedynamic response of 1 and 2 DOF systems using an air-track demonstration unit. Observing andmeasuring actual system response motivates the students to understand the

Collection

2001 Annual Conference

Authors

Masud Salimian

include a range of solidmodeling, CAD/CAM, analysis and testing, and monitoring and control software. Some of thesesoftware are loaded on dedicated PC based high-end and Unix based SGI workstations to specificequipment and some on general high-end computers in the labs.Major equipment in the two labs are 3-D Systems SLA 250 Stereolithography machine with itsPost Curing Apparatus unit, complete sample preparation, testing and image analysis labequipment by Buehler, Haas VF-2 CNC Machining Center, SX-85 Vista Cincinnati InjectionMolding machine, Fanuc 1-aC Robocut Wire EDM, an Optical Comparator, a CMM unit, and afoundry.AEDC is designed to support teaching and research needs of the students and faculty at theuniversity. It is add furthermore

Collection

2001 Annual Conference

Authors

Sean P. Brophy; Robert Roselli

was performed exclusively outsidethe classroom. The first quarter of the semester was devoted to reviewing fundamental conceptsin vector mechanics, introducing students to the essentials of anthropometry, and an overview ofmusculoskeletal system physiology. The remainder of the course was devoted sequentially tobiomechanics applications in statics, dynamics, and strength of materials.Recent research in learning science is summarized in the book "How People Learn" (HPL) editedby Bransford, et. al.1 A key finding, which we term the HPL framework, is that the mosteffective learning environments are those that are knowledge-centered, assessment-centered,learner-centered and community-centered. The traditional method provides an environment thatis

Collection

2001 Annual Conference

Authors

Les Kinsler; David Delker

DescriptionThe micropaving process involves the mixing of four primary components: rock, emulsion,water, and cement. These components are mixed in a pug mill, dropped into a spreader box, andthen spread in a thin layer to extend the life of existing pavement. The monitoring program isdesigned to capture data on the amount of rock, emulsion, and cement used, along with thedistance traveled and the area surfaced. In Figure 1, the emulsion tank is on the left side, rockbin in the center, water tank is on the right, and the cement is in small bin on the right side of theoperator’s platform. The pug mill is centered and lies just below the operator’s platform. Youcan see the rubber spout leading from the pug mill to the spreader box. The spreader box is

Collection

2001 Annual Conference

Authors

Terry Derossett; Steven Nesbit; Scott Hummel

. Page 6.731.3 2Description of Load Cell and Theory of Operation The load cell is shown schematically in Figure 1. As can be seen in the figure, a relativelylarge binocular shape hole goes through the center of the unit and strain gauges are placed at thefour thin cross sections. When the external force, F, is applied to the load cell, the thin crosssections deform thereby causing a proportional change in the output voltage of the strain gauges.The exact shape of the binocular cutout is designed by the students and has a major influence onthe sensitivity and capacity of the load cell. The load cells are constructed of 6061-T6 aluminumalthough any suitable engineering material could be used. To

Collection

2001 Annual Conference

Authors

Edward Lumsdaine

Session 1454 A Multidisciplinary Approach to Teaching Invention and Entrepreneuring Edward Lumsdaine Michigan Technological University (USA) and University of Nottingham (UK)AbstractThis paper describes the context, format, experiences, and outcome of three multidisciplinaryteam project-based pilot courses focused on teaching entrepreneurial skills and invention:1. ME 490 “Invention and Entrepreneuring,” co-taught by two professors (from engineering and business) at Michigan Tech for multidisciplinary students during fall quarter 1999.2. N1D041 “Creative Problem

Collection

2001 Annual Conference

Authors

Ali Abul-Fadl; Samuel Owusu-Ofori

. The team was subdivided into two functional groups; namely,electromechanical group and electronics group. The electromechanical group consisted offour electrical and three mechanical engineering students. The electronics groupconsisted of four electrical engineering students. The entire team came up with thegeneral design concept and each group was given the subtask of working out the details.The requirements and tasks for each subgroup are outlined in Figure 1. Page 6.735.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering

Collection

2001 Annual Conference

Authors

David Schmidt; Gregory Plett

MagneticLevitation system to control. These devices may be configured to study control of linear ornonlinear, stable or unstable, SISO, collocated SIMO, noncollocated SIMO and full MIMOcontrol. Control is accomplished using a Comdyna GP-6 analog computer or a digital computerrunning the Real Time Linux operating system, via MathWorks’ Matlab/ Simulink/ the Real TimeWorkshop (RTW) and Quality Real-Time Systems’ Real Time Linux Target (RTLT).I. Background and GoalsThe control-systems laboratory at the University of Colorado at Colorado Springs (UCCS)needed attention. Occupying a small dark room, the lab comprised a few Comdyna GP-6 analogcomputers,1 some decaying test-and-measurement equipment and one operational X-Y recorder.Then, the ceiling started to

Collection

2001 Annual Conference

Authors

Xudong Yu; William White; Scott Smith; Keqin Gu; Jerry Weinberg; Cem Karacal; George L. Engel

connection between mechanical, electrical, and computingcomponents. Because of its multidisciplinary nature, the study of robotics in the classroom canbe a valuable tool for the practical, hands-on application of concepts across various engineeringand science topics.1 Furthermore, the curriculum in any specific area of study tends to narrowlyfocus students on that area, whereas real-world complex systems tend to integrate electrical,mechanical, and computing components. The study of robotics provides a medium for studentsto experience this integration and to see the interaction between the various types of systems.Its multidisciplinary nature has also relegated the study of robotics to larger research universitiesand private industrial research

Collection

2001 Annual Conference

Authors

Michael Lucas; Catherine Latterell; Andrew Vavreck

educators have addressed theindustry-driven desire to help students work more effectively on teams and on projects, includinglarge center-based multidisciplinary efforts involving engineers from different fields,1 programsvertically integrated by courses,2 classroom-based integration of students within and outsideengineering in the sciences,3 teaming between business and engineering students in a capstonedesign course4 and graduate product design with business and engineering students.5 In addition,of course, many cross-disciplinary business and engineering programs and minors in other fieldsfor engineering students are available at many campuses.A means has been developed at Penn State Altoona to address many of these student and facultyissues

Collection

2001 Annual Conference

Authors

Kauser Jahan; Shreekanth Mandayam; Douglas Cleary

in the 1 – 50 G Hz rangeare used.Student ActivitiesThe NDE junior/senior clinic project was held from the fall of 1999 through the fall of 2000. Ateam of 4 students (3 from Electrical & Computer engineering and 1 from Civil &Environmental engineering) was chosen to participate in the project. Weekly meetings wereorganized for planning research and development activity and reporting periodic progress.Students were also required to write a final technical report on their findings and orally presenttheir work to faculty. The students also conducted peer evaluations assessing each other’sperformance. This helped identify problems in team dynamics and evaluate individual studentefforts.The goal of the clinic project was to develop a

Collection

2001 Annual Conference

Authors

Edward Hensel

has a weekly meeting with their facultymentor, during which they review the results of the previous week, and develop an action plan forthe coming week. This step concludes the PDCA cycle, with the students seeing that their nextstep results from “Acting” on their previous results in the context of the overall design process.Facet 1. Recognize and Quantify the Need • Market Demand • Assess competing solutions for the need • Budgetary Parameters • Develop formal Needs Statement and Statement of Work for Customer ApprovalFacet 2. Concept Development • Brainstorming Techniques • Literature Review of alternatives • Consensus BuildingFacet 3. Feasibility Assessment • Technical Feasibility • Economic Feasibility • Schedule

Collection

2001 Annual Conference

Authors

Karen Davis; Jr., James Caffery; Jr., Fred Beyette

and planning on the part of the student, as well asrequiring exploration of various resources to justify items on their resumes. The resume includesthe following items: 1. G.P.A. and class ranking (out of 50 students), 2. name of college, major, minor(s), and date of graduation (e.g., University of Cincinnati College of Engineering, EE or CompE major, VLSI/Photonics/Math/etc. minor, June 2005), 3. all honors and awards earned, 4. co-op experience (where, how many quarters, responsibilities), 5. technology skills mastered, and 6. campus organizations/activities.In addition to the one page resume, one page of justification that includes the following issubmitted: at least one library

Collection

2001 Annual Conference

Authors

George Homsy

, BoundaryLayers, and History. Each has a number of topics, and each of these topics is developed in anumber of pages. As a result, there are several dozens of topics, well over 250 videos inQuicktime format, and approximately 100,000 words of descriptive text. There is a high level ofinteractive material, including simulations, virtual labs, and video visualizations, animations, anddemonstrations of fluid phenomena material that are intended to complement any of the standardundergraduate fluid mechanics textbooks. These visual materials are in 1/4 screen video format,accompanied by explanatory text, and are viewed using standard QuickTime software. All thevisual material can be accessed through a separate Video Library, thus enhancing its use

Collection

2001 Annual Conference

Authors

Shih-Liang (Sid) Wang

Session 2152 A Multimedia Handbook of Mechanical Devices Shih-Liang (Sid) Wang Department of Mechanical Engineering North Carolina A&T State University Greensboro, NC 27411IntroductionIn the past few years, the author has been developing motion simulation courseware based onWorking Model 2D (referred as WM2D) and Working Model 3D (recently renamed tovisualNastran and is referred as WM3D in this paper) [1]. Visualizing mechanisms in motion isan important aspect of an engineer’s design ability

Collection

2001 Annual Conference

Authors

Christopher Pionke; Christopher Williams; Karen Chou

wasdeveloped to serve both students and instructors as a supplemental device for the topic of steeltensile member analysis and design. The intent of the software is to enhance the student’s abilityto visualize the failure modes that exist in steel tension member connected systems. The overallobjective of the software is to produce an aide to improve the classroom experience, while at thesame time allow students to develop a feel for steel tension member design outside of theclassroom.1 IntroductionSimulation allows for real time evaluation to be performed in given systems through the use ofcomputer-aided design. In the area of education, simulation has the ability to enhance topiccomprehension without causing an increase in necessary lecture time

Collection

2001 Annual Conference

Authors

Maria Velasco; Joséantonio Turégano; Jesús Alastruey

didactic methods and tools to provide an organized set of means and ashell system to be used by instructors and students to create a rich learning environment that allowsthe methodological change needed to allow users to become immersed in an educational activity, andto find the experience so challenging that they would do it for just for the sake of the challenge.Accordingly, we have selected Hypermedia-Multimedia systems as they are related to constructivistlearning theories and the cognitive principles supporting them in a way that supposes the following: 1. The structural and functional characteristics of hypertext-hypermedia copy the structure and function of the human mind10. 2. The use of the hypertext-hypermedia fit the

Collection

2001 Annual Conference

Authors

Vicki Eller; Steve Watkins; Richard Hall; Joel Balestra; Asha Rao

suit the needs of the students as well as the faculty. The MDALwas formed under the auspices of the Instructional Software Development Center and issupported by several departments and faculty. Some current projects include: the SmartEngineering Website2, the Applied Optics Laboratory tutorials, PsychConnections3, basicengineering interactive software, and Blackboard initiation and support for the campus. Thereare also workshops and a credit class provided by the MDAL staff in web and media design. The development philosophy is modeled by three primary objectives interrelated asshown in Figure 1. The first objective is the identification of fundamental concepts and thedelineation of concept interrelation. During this process the goals

Collection

2001 Annual Conference

Authors

James Wood; Elaine L. Craft

monograph.1 Research findings included:• Many students are more successful in learning environments that emphasize applied and problem-based instructional methods.• Student support services, including tutoring, counseling, career advising and other assistance is important for all students, but especially for minority students.• Employer encouragement for engineering technology students is a factor in taking and completing engineering technology coursework.• Strengthening associations with K-12 and industry are important for recruitment and retention efforts.2 Page 6.733.2 Proceedings of the 2001 American Society for Engineering

Collection

2001 Annual Conference

Authors

Larry Shuman; Justin Chimka; Mary E. Besterfield-Sacre; Jack McGourty; Harvey Wolfe

undergraduate design course and their “New Products Program”make extensive use of teams composed of students, faculty and outside sponsors [1].That model is currently being replicated across US engineering institutions. Now, almostevery accredited engineering program has at least one project-driven course that providesstudents with the opportunity to experience, as part of a team, design from ideaconception to some level of completion. If properly structured, such courses can teachstudents the skills necessary for being effective team members, includingmultidisciplinary teams.Unfortunately, educators frequently incorporate student teams into their courses withlittle thought given to either learning objectives or the most effective way to

Collection

2001 Annual Conference

Authors

Laura Genik; Craig Somerton

 2001, American Society for Engineering Education”experimental determination of any parameter will be based upon measurements that by theirnature contain errors. In general errors fall into two categories: uncertainty or random errors andsystematic errors. Uncertainty errors, the focus of this paper, are due to the inability to read ameasurement device exactly. For example, the finest division on a ruler is normally 1 mm, sothat in using a ruler to measure length one has an uncertainty of ±0.5 mm. A very importantaspect of experimental work is to determine how these measurement errors propagate throughthe calculation of a parameter and produce an uncertainty error in the parameter. There areseveral approaches to account for these errors. A

Collection

2001 Annual Conference

Authors

Zhongming Liang

HE 11 Page 6.741.1 defines the current location as position 11 and records it in the memory. • Command MA is to move the robot to a distance from a defined position. In the following: PD 5, 0, 0, 30, 0, 0 MA 1, 5 the first line defines Position 5, which is a dummy position, and the second line moves the robot to a point whose incremental distance to a predefined Position 1 is the coordinates of Position 5 in the first line.Students were able to use the commands in small exercise assignments. However, mostly incourse projects, they only used the command MO (move) to teach-and