have with questionsrelated to the force on a charged particle in an external magnetic field:Question (4): A particle with charge +q and speed v enters a region with uniform magnetic fieldof magnitude B pointed opposite to the direction of the particle's initial velocity as shown below.How will the motion of the particle be affected as it moves through this region? Page 13.718.9In response to the question (4) above, students performed significantly better on the post-testcompared to pre-test. The most common incorrect response to question (4) was option (c)followed by options (d) and (e). Interviewed students were asked such questions in the context ofa lecture-demonstration related to the effect of bringing a powerful bar
Partnerships: An outreach program inengineering education". Proceedings of the International Conference on Engineering Education, Gainesville,Florida.13 Munoz, D., Bratrsovsky, A., Cognets, R., McClure, K., Uhlemann, G., and Wolfram, P. (2007). “Water forUganda.” Senior Design Course Semester Presentation.14 Retention Rates 2004 – 2005, Colorado Department of Higher Education: Division of Information and ResearchManagement.15 Colorado School of Mines: Student Enrollment, Transfer, Retention and Graduation Rate, 2003. On-line: http://209.85.173.104/search?q=cashe:saP1pydaZRcJ:www.state.co.us/cche/agenda16 Uganda Governmental Mandated Education, Chapter V: Science Subjects, “500 General Science.” p 120 – 191.17 DEPHA, http://www.depha.org/maps/uganda
are used to tally up the quantity of inventory used by each group andthe costs involved. The data is entered into an Excel spreadsheet as shown in Figure 5. Grp # 1 2 3 4Init. Invest. $5,600 $8,840 $7,040 $10,640 Add. Mat. $650.00 $300.00 $2,000.00 $1,500.00Total Cost $6,250 $9,140 $9,040 $12,140A. Rating $3.00 $2.00 $2.00 $2.00 A. Value 126 36 115 117Q. Rating 16 18 16 12Height (in) 42 18 57.5 58.5 Q. Value $672 $324 $920 $702 TAV $33,516 $6,480 $59,512 $47,911 Profit $27,266 $2,660 $50,472 $35,771Figure 5
Region Flow Separation Figure 9. Gradual step flow model exampleThe experiment clearly shows that the flow accelerates as the width of the channel decreases.This is a demonstration of continuity. The incompressible continuity law states that:Where Q is the flow rate, A is the cross sectional area and u is the velocity. The vector field canalso be plotted as can be seen in Figure 10. Page 13.463.10 Figure 10. Vector field plot Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition
resources and people (materials, grants, professional development) that help me improve the quality 32 0.59 * 40.6% of my work with students. o. The existence of partnerships between my College or 31 1.19 * 67.7% program and other organizations in the community p. The use of community issues in the class or program by 32 0.72 * 43.8% other faculty in the College or community organization q. My role as a resource for colleagues in my College or 32 0.69 * 46.9% program r. My
group of students) o Presenting cartoon caption winners (students) o A creativity, innovation, entrepreneurship or marketing related video clip followed by a brief discussion (instructor) o Teaming and communication activity o Presentation and discussion (instructor) o Presentation on innovation followed by Q/A and group discussion (students) o Project discussion and presentation (towards the second part of the class) o Book discussion (5 discussions during the semester; usually led by students) o Invited speaker (4 times a semester) o Behavior, mainly driving, assignment (students) Homework assignments included: inventing, designing, building, testing, reporting andpresenting
Used to Load BridgeNewA 1000lb Q-Test tensile/compression machine was adapted for use in the bridge testing. Thebottom grip is removed and a support structure put in its place. This structure has a span of 22inches to accommodate the 24 inch long bridge. The upper grip is replaced with a welded steelU- shape. On the bottom of the U are openings for insertion of the steel rod(s). The machine isthen put into compression mode at a constant speed. The software controlling the machine isTestworks 3 from MTS. The loading is much smoother than before and the bridge top staysparallel to the ground. Since using this new method, the students are happier with the testingprocedure. More ‘A’ grades have resulted than with the old tester. The new tester is
Advanced Engineering Study, 1993.[4] M. Tribus, "TQM in Education: The Theory and How to Put It to Work," 1993.[5] D. Seymour, On Q causing quality in higher education. Phoenix, Ariz.: Oryx Press, 1993.[6] D. Seymour, Once upon a campus lessons for improving quality and productivity in higher education. Phoenix: Oryx Press, 1995.[7] S. Courter, "A Grounded Theory of the Positive Attributes of a TQM Curriculum Innovation: A Multi-Case Study of a Cross-Disciplinary Course in Engineering." vol. PhD: University of Wisconsin-Madison, 1996.[8] S. D. Bernardoni, "Implementing a Kaizen strategy in an Introduction to Engineering Design course to achieve continuous improvement," in IIE regional Conference University of
University Press, 1987.21. M. Q. Patton, Qualitative Evaluation and Research. 2nd ed, Newbury Park, California: Sage, 1990. Page 13.42.1422. M. Miles and A. Huberman, Qualitative Data Analysis: An Expanded Sourcebook. 2nd ed, ThousandOaks, California: Sage Publications Inc., 1994.A Framework for Understanding Engineering Practice page 1423. A. M. Huberman and M. B. Miles, eds. The Qualitative Researcher's Companion. 2002, SagePublications: Thousand Oaks, California.24. R. Zussman, Mechanics of the Middle Class: Work and Politics Among American Engineers