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2001 Annual Conference

Authors

David Gray; Christopher Timmons; Robert Hendricks

sheet Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Educationresistance measurement sites are also opened. The channel etch mask opens the transistorchannels. The “un-doped” sheet resistance sites are also defined. Next, the contact holes areopened in the gate oxide using the contact mask. Finally, the evaporated aluminum film is definedusing the last mask. Figure 1 shows the various mask steps with typical dimensions for thetransistors while the complete maskset is shown in figure 2.Each mask must be precisely aligned with the previous mask. We define marks in the first masklevel that are used as a reference for

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2001 Annual Conference

Authors

Ron Eglash; Larry Kagan; Gary Gabriele; Frances Bronet; David Hess

part by NSF,STS has also been working on its own focus on design as a natural complement to the traditionalfocus on design in engineering and architecture.Our inter-school program in Product Design and Innovation (PDI) integrates these basicingredients of design education, which we will elaborate on below: 1. a sense of creativity and visualization; 2. sensitive perceptual and communication skills; 3. hands-on modeling and drawing skills; 4. a design sense, so to speak, including an understanding of problem formulation, idea generation, and solution iteration; 5. the ability to work well on teams with a variety of different people; 6. technical skills, from using machine tools and rapid prototyping to computer aided

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2001 Annual Conference

Authors

Victoria Wike

or values is not necessarily easy, but it is concrete and itfocuses ethical thinking on questions like “What is important?” instead of on “What islegal?” or “What is expected?” My argument for a values-based approach proceeds inthree parts. First, I consider why a values-based approach to engineering ethics is bestand I make use of some of the current works on engineering ethics. Second, I discusswhat values should be focused on and, third, I explain how to use a values-basedapproach. ILet me begin by considering two common misunderstandings that students have aboutengineering ethics. One typical student response is: (1) Only managers or employershave to worry about ethics so engineering ethics

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2001 Annual Conference

Authors

Trevor Tyler; Steven Miner

discussed.II. DesignIn the design segment of the course the students are introduced to the design process, programmanagement, and report writing and presentations. The outline of the design process parallels thatgiven by Norton1 and contains the following steps: 1. Identify Need 2. Background Research 3. Goal Statement 4. Task Specification 5. Synthesis 6. Analysis 7. Selection 8. Detailed Design 9. Prototype and Testing 10. Production.The class is lead

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2001 Annual Conference

Authors

Philip McCreanor

this course did provide coverage ofall of the required topics, Table 1.Table 1. Correlation between project topic and hydraulics material covered. Project Topic Hydraulics Material Covered Reservoir Analysis Mass balance Dam Design Water properties, fluid pressure, pressure on submerged surfaces, and statics Pipe Design Water properties, pipe flow theory, pipe design, and pipeline design Pipe Network Design Fluid flow theory, flow between connected reservoirs, and pipe network design Pump Design Pump theory, single pumps, multiple pumps, selection of single pumps, and design and selection of pumps in parallel

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2001 Annual Conference

Authors

Leslie Pease; Edward Mastascusa; Dan Hyde; Brian Hoyt; Bill Snyder; Maurice F. Aburdene; Michael Prince; Margot Vigeant

course (CSCI 475), Control Systems for Senior Electrical Engineers (ELEC 480),Introduction to Chemical Engineering Principles (CHEG 200), Fundamentals of Heat and MassTransfer (CHEG 300), Equilibrium Stage Processes (CHEG 302), and Bucknell’s introductoryengineering course take by all first year engineering students, (ENGR 100). Because of theconsiderable diversity of courses and individual styles of the project participants, cooperativelearning techniques were integrated in a variety of ways including:1. Quick, in-class exercises, like "Turn To Partner" or "Think-Pair-Share";2. Lab work with instructor-assigned lab teams, including assignment of each student to specific roles within the group (leader, analyst, laboratory measurements, etc

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2001 Annual Conference

Authors

Thomas Andre; Connie Hargrave; Scott Chumbley; Kristen Constant

available.These courses allow students to pursue in greater depth topics and issues that are introduced inthe initial class. We also involved the WebSEM in an advanced courses. However, this reportfocuses on the use of the WebSEM in CI201, Introduction to Instructional Technology.PHASESThe project has three separate phases.Phase I The establishment of a web-basedSEM laboratory .Phase II. The training of pre-serviceteachers in the SEM through scienceteaching methods and instructionaltechnology courses offered by the C&Idepartment.Phase III. The offering of summerworkshops for in-service teachers.Phase I has been completed and the resultsdescribed elsewhere.7,(Fig. 1) Phase II isdescribed in further detail below. PhaseIII is in the planning stage

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2001 Annual Conference

Authors

Guy Johnson

Page 6.816.2 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationbeen recorded in the number of students receiving B.S. degrees in electrical and computerengineering in the same time period (Engineers 4:1, p. 10)The prospects for the future are not optimistic, either, with a large number of baby boomersapproaching their 60’s in the next decade (Cohen, p. 104). At the same time, the nextgeneration of workers entering the labor force is smaller than those retiring. As they retire,where will we find skilled workers to take their place?In addition, the SME Education Foundation has found that among

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2001 Annual Conference

Authors

Don L. Dekker

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2001 Annual Conference

Authors

Jahan Kauser; Stephanie Farrell; Robert Hesketh; C. Stewart Slater; Kevin Dahm

Session 1526 A Project-Based Approach to Teaching Membrane Technology C. Stewart Slater (1), Kauser Jahan (2), Stephanie Farrell (1), Robert P. Hesketh (1), and Kevin D. Dahm (1) (1) Department of Chemical Engineering (2) Department of Civil and Environmental Engineering Rowan University Glassboro, NJ 08028 Abstract This paper describes a NSF-funded Instrumentation and Laboratory Improvement (ILI) project onmembrane process experiments funded through DUE-9850535. We have

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2001 Annual Conference

Authors

Kenneth Reardon

ofthe engineering field while being both challenging and fun. Details of the lecture topics anddesign project (construction and testing of a solar water heater) are provided in this paper, as arecomments on the outcomes of the course. Overall, this integrated lecture-laboratory courseappears to meet all of our objectives for an introductory course in engineering, and studentfeedback on this course has been very positive.1. IntroductionWhen asked their objectives for a first-semester introduction to engineering course, our studentsoverwhelmingly list "learn about engineering as a career" as their top choice, with "learn aboutmy major" typically the second-ranked objective. Unfortunately, they lack the technical,computational, and problem-solving

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2001 Annual Conference

Authors

Norman Asper; Bijan Sepahpour

especially Maccia, appropriately described the structure of man’sknowledge, and specifically the concept of design [1]. The design concept could be portrayed asthe total interaction of four fundamental theories: 1. Form Theory Explain a design concept in terms of: Form & arrangement - Mathematics & Logic, 2. Event Theory Explain a design concept in terms of: Physical Sciences, Biological Sciences, Social Sciences, Physics, Chemistry, Botany, Zoology, 3. Value Theory Explain a design concept in terms of: Good and/or right, and/or ethical, and/or beautiful, Fine arts & humanities, 4. Technique Theory (a study of technique theory would then be

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2001 Annual Conference

Authors

Julia Morse

class. Feedback isinteractive, immediate, and shared with all students, not confined to a few words in red jotted onone student’s paper returned another class period or more later.Figure 1 depicts key differences between the assignment-centered class and a traditional class. • Students get feedback on their work almost immediately upon submitting it, when many are still interested in the rightness of their approach. • Instead of introducing the new material, faculty can take up where student preparation left off in order to hone student critical thinking skills. • Faculty are alleviated from having to thoroughly mark-up myriad student papers. The students have obtained their feedback during in-class

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2001 Annual Conference

Authors

Patricia L. Fox; Stephen Hundley

observed the concentrated, 1-week course, and provided evaluative feedback that served to both validate the teaching methodand improve on the course design and delivery.Finally, and perhaps most importantly, is the use of well-timed student feedback. Assessing the Page 6.818.3learner’s needs before the class meets – and again on the first day of the class meeting – ensures Proceedings of the 2001 American Society of Engineering Education Annual Conference and Exposition Copyright 2001, American Society for Engineering Educationthat the instructor matches activities to the level of preparedness of the student

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2001 Annual Conference

Authors

Frederick Meyers; John Demel; Frank Croft

first paper in the series we reviewed was byHalloun and Hestenes at Arizona State 1. This paper dealt with the creation of a test thatmeasured whether students had the correct concepts about physics mechanics i.e. Newton’sLaws. This test was created by establishing questions about Newtonian concepts and givingthem to faculty who understood and used the concepts. Once the series of questions wasestablished, these same questions were given to students before they had taken college physics.Their misconceptions were gathered as alternative answers to the questions. Page 6.87.1“Proceedings of the 2001 American Society for Engineering

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2001 Annual Conference

Authors

Orlando Baiocchi; Atlas Hsie

: One Physics with lab course One Basic Science with lab course Calculus I & II One mathematics elective course (prefer Statistics) One Computer Programming course Additional elective Math/Science courses as needed (Minimum ABET and New York State requirement – 26 credits for both BS and BT degrees.)Open Electives: 14 credits for BS degree 24 credits for BT degreeIII. New York State Requirements for Provisional Certification: 1. BS or BT degree in Engineering Technology (offered at SUNYIT) 2. Twelve semester hours of Teacher Education course (offered by SUNY Oswego in Syracuse area

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2001 Annual Conference

Authors

Alexandre Botari; Claudio da Rocha Brito; Melany Ciampi

work too 1.III. The New Paradigm of Education and Environmental Engineering ProgramsThe urgent challenge of education institutions presently is to discuss and find solutions for theequation: What is necessary to form professionals ready to face the competitiveness in accordingto the new paradigm of complex, mutable and uncertain work environment? Or what to do tochange it all?In a new era, which the supremacy of information and the knowledge are widely preached, theformation of a professional becomes a crucial factor for success.The new paradigm preaches that the capital is the intellect and people are the most important,but by the other hand it is still difficult the total absorption of this new model of development.Why? Because there is the

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2001 Annual Conference

Authors

Tomoki Abe; Richard Thurlkill; Krishna Kurpad; Jay Porter; Anthony Vaughan; Joseph Morgan

the user’s perspective was to provide a fullyautomated titration system that was capable of 1. accepting user configuration information, 2. controlling the entire experimental environment, 3. collecting and recording all relevant data, 4. monitoring and terminating the experiment via the internet 5. notifying the user of termination and reason for termination via the internet, and 6. transferring the raw data file to a specified email address.Students generally spend the first five weeks of the course learning the fundamentals of dataacquisition and signal conditioning and applying their knowledge of the LabVIEW softwaredevelopment tools to this environment. During this time, the project definition and

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2001 Annual Conference

Authors

Cheng Lin

.member by the Technology Application Center.II. System DescriptionFigure1 shows an example of a toilet flush system. When a person activates the handle ona toilet, the flapper valve (Part 3) will be opened for releasing the water to the toilet. Thefloat (Part 1) drops and water starts to refill the tank immediately. As the level of water inthe tank rises, the float also rises and eventually shuts off the water-inlet valve, whichwill stop further flow of water into the tank. According to the studies1,3, leaks occurduring the following situations: (1) The rubber seal around the flapper valve loses its functionality because of aging and corrosion: With the leak water drains slowing into the toilet bowl and may go undetected

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2001 Annual Conference

Authors

Arturo Fuentes; Cristina Villalobos

a doctoral degree. Figures 1& 2 indicate the trend of the last 10 years of the ratio of Hispanics of those being granted Ph.D.’sin science and engineering and the resident Hispanic population in the U.S.7.For instance, data indicates that only about 2% of Mechanical Engineering (M.E.) Ph.D. recipients(U.S. residents and citizens) in 1999 were Hispanics. The percentage of Hispanics with regard tototal Ph.D.’s granted, which includes all foreign students, is only about 1%. Over the last 10 years,an average of 9.2 Ph.D. degrees were granted per year in M.E. to Hispanics who were either U.S.residents or citizens. Of this number, only 2.1 degrees were granted to Hispanics of Mexicandescent. This data compares to an average number of 112.8

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2001 Annual Conference

Authors

Janet Sharp; Rebecca Sidler Kellogg; Barbara M. Adams; Loren Zachary

moment and moment equilibrium. The concept is then extended to examine asingle-span simply supported bridge with a moving vehicle load; an application that is familiar.The next concept explored is Euler buckling. The students are provided a simple lever system, aspart of the kit. The lever system, shown in Figure 1, allows the student to apply compressiveloads to a column. The effects of column length and cross-section shapes and dimensions are Page 6.823.2studied using this system. The students then return back to the concept of equilibrium to examine Proceedings of the 2001 American Society for Engineering Education Annual Conference

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2001 Annual Conference

Authors

Carl Zorowski

ispresented in Table 1. Materials developed and used in the class meetings were placed on the NCSU VBEE website for access by all students. This included instructions for installing and playing the CD, theactivity schedule calendar, home work solutions, the weekly quizzes, supplementary coursematerial and the project requirements.Course Assessment Process The effectiveness of this experimental course delivery system was evaluated using anassessment survey instrument created for both pre and post course implementation. Thisinstrument consisted of a series of statements dealing with a variety of issues associated with thecourse and its conduct on which the student’s opinion was requested. Each student was asked torespond with a ranking

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

theelectrical parts level (Figure 1). The high level communication system might contain, forexample, a generic delta modulator as a “black box” subsystem that performs an essentialfunction in the overall system. The subsystem functional block level PSpice implementation ofthat delta modulator fleshes out the workings of the device with generic blocks, using aintegrator, for example, rather than an op amp “wired” as an integrator (Figure 2). The electricalcomponent level realization of a deltademodulator is then composed of theactual electrical parts that are used inthe circuit. This is simulated byusing the “real” PSpice electricalcomponents, rather than thefunctional blocks (Figure 3). Ofcourse, this electrical part level iswhat is finally constructed

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2001 Annual Conference

Authors

Andrew Rusek; Barbara Oakley

electronics. The PSpice macromodules presented in this paper represent onemethod we have found to make high quality software Table 1: PSpice Macromodules Developedmodules available to our students using (for the most For High Frequency Electronicspart) the free student demonstration version of PSpice. a. Y-parameter extraction circuitsThe macromodules chosen for this article are listed in b. S-parameter extraction circuits c. Wilkinson power divider/adderTable 1. The high frequency electronics course is d. Directional couplerstructured so as to include the topics shown in Table 2. e. Hybrid ringThe

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2001 Annual Conference

Authors

William Johnson

instrumentation. The second year, students modified the systemfor the additional testing of a rotary enthalpy recovery unit. Both groups calibrated the systems,wrote operational procedures and designed experiments for the departmental undergraduatelaboratory.The system is shown schematically in Figure 1. Room (or outside) air enters the rotary heatexchanger at flows up to 600 CFM (.283 m3 / s) then passes through the variable speed fan, aone-ton capacity cooling coil, a two-stage 4-kW heating coil and a steam humidifier beforeexiting through the other side of the rotary heat exchanger. The air can be cooled to around 33o F (0.5 oC) or heated to about 140 oF (60 oC) with relative humidities between about 15% and 95%before exhausting through the heat

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2001 Annual Conference

Authors

Kenneth Halliday; Israel Urieli; Gregory Kremer

established for eachteam assignment is divided among the team members by means of a peer review assessment tool[1.]. Emphasis is placed on the need for the design team members to continuously teach eachother what they themselves are learning, as well as learning from the other team member’sefforts.Each student is required to maintain a formal design notebook, and each team is required tomaintain a team design file that contains memos of meetings, all design documentation and acomplete project plan and schedule. The design files are accessible to everyone involved in thecourse. These materials are reviewed by the faculty advisors once a week and are also availableon the course’s Blackboard web-site for review by off-campus industrial referees

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2001 Annual Conference

Authors

Alisha Waller

Conference, the Qualitative Research inEducation Conference, the ASEE conference, and the Frontiers in Education Conference. Theseand other recommendations are discussed more fully at the end of this paper.In 1993, Barbara M. Olds and Ronald L. Miller presented a paper at the ASEE AnnualConference entitled “Ethnographic Research in Engineering Education.”1 In addition toexplaining their conceptions of what ethnographic research is and how it is done, they illustratetheir discussion with examples from their study on how students actually undertook the processof planning, conducting, analyzing, and reporting on an open-ended experiment. Although thediscipline of qualitative research would consider their study to be a case study and not anethnography

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2001 Annual Conference

Authors

Robert Taylor; Robert Green; Lesia Crumpton-Young; A. Bennett; Teresa Sappington

were asked for a similar response to thequestion My child had no trouble adjusting to high school after Quest. With a value of 4assigned to Strongly Agree and a value of 1 assigned to Strongly Disagree, the average responseby students was 2.4 while the parent’s response averaged 3.4. This seems to indicate that thestudents had a little more trouble adjusting to high school than the parents were aware of.Our general goals were achieved with the Quest program. Students and parents both report ageneral increase in study skills and time management skills as a result of Quest. When asked iftheir opinions of Mississippi State University Engineering had improved as a result of Quest, thestudent’s responses averaged 3.8 out of 4 and the parents

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2001 Annual Conference

Authors

Yarrow Nelson; Charles Tritt

(MSOE). Students reported that, while the experiments were quite timeconsuming (requiring about 1 hour per day for 8 days to obtain their data and another 4 to 8hours to prepare their reports), they found them interesting and informative.The experiment was interesting in a number of ways. It provided an opportunity for students toinvestigate electrical devices with which they are familiar (batteries). The title of this paperacknowledges the student familiarity with the well known advertising campaigns of the twomajor U.S. battery manufactures. This familiarity appeared to enhance student interest in theexperiment. Initially, students expressed a desire to find out for themselves, “which brand ofbatteries is better.” After completing the

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2001 Annual Conference

Authors

Rosalyn Berne

feelings, while providing a vehicle forconstructive thinking, writing, and discussion about them.1. Portraying a Technological ApocalypseIn the book entitled "Virtual Faith", Tom Beaudoin writes that today’s young adults usetechnology to form "a shared generational culture amid a world of tension andambiguity."i The truth of this claim became apparent to me when my students beganexcitedly referring to the film "The Matrix" during our classroom discussions. Somethingabout this film was speaking to these young people, and so I decided to bring it into theclassroom for formal study and review. As a classroom tool, the Matrix could be fodderfor stimulation of the moral imagination Mark Johnson refers to in his book of the sametitle. It was my hope