Collection

2004 ASEE Midwest Section Conference

Authors

Lucas Howard; Jonathan Hayes; Pat Buford; Wayne Helmer

of students is not economical or readily available.To satisfy the dual requirements of diversity and cost efficiency, two students, one electrical andone mechanical, were offered special topic engineering credit to design and build this fluid flowequipment under the supervision of faculty mentors.MAF TheoryAutomotive mass airflow sensors (MAF) are used to calculate the amount of air entering theengine intake of an electronic fuel injection system. There are two types of automotive MAFs,digital and variable voltage (analog). Both use a “hot-wire” principal.The hot-wire principal uses a resistor (usually a coil of wire) that is heated by a constant voltage.The coil of wire is placed in an airflow-sampling channel. See Figure 1. The entering

Collection

2004 ASEE Midwest Section Conference

Authors

B. Terry Beck; David A. Pacey

students still have rather limited practicalunderstanding of how to apply these basic principles to laboratory measurements thatinvolve real time-varying signals. Courses involving the detailed statistical treatment oftime-dependent random signals are not part of the MNE curriculum since they generallyhave prerequisite requirements beyond the reach of our typical undergraduate students.In addition, while available course textbooks (e.g., [1], [2]) usually provide a gooddiscussion of the statistical treatment of random errors, they do not generally address thepractical issue of how to actually perform independent sampling of time-series data.The Sampling ProblemIt is typically assumed that the samples of measured variables used in statistical

Collection

2004 ASEE North Midwest Section Conference

Authors

Stephen Williams; Jorg Mossbrucker; Steven Reyer; Owe Petersen

Collection

2004 ASEE North Midwest Section Conference

Authors

John Mirth; David Kunz

problems. This goal is reflected in theevaluation of the student questions as described in the next subsection.Methods – Assessing Student Submissions In both courses, the faculty agreed to evaluate student submissions on a four point scale.The low end of the scale, 1&2, were considered to be relatively simple questions. These werequestions directly related to the course material that could typically be answered by review ofthe course text or notes. Questions at the upper end of the scale, 3&4, were questions thatdemonstrated understanding of the course material and expressed interest in additional, relatedinformation that was not expressed in the course text or notes. The four point scale allowed the submissions to be looked at from

Collection

2004 ASEE North Midwest Section Conference

Authors

John Mirth

current progress report with theexception that all questions must be resolved by the final progress report submission. Reports p. 2were collected at 3 week intervals beginning with the 5th week of class for a total of 4 individualprogress report submissions. With each report submitted, students were asked to classify their questions according to oneor more of the categories shown in Table 1. These categories are representative of the ABETassessment outcomes associated with the mechanical engineering program at UWP. Table 1also shows the number of questions asked for each outcome and the

Collection

2004 ASEE North Midwest Section Conference

Authors

Chris Papadopoulos; Adeeb Rahman; Josh Bostwick

undervalued – completeness of free body diagrams, consideration of physical dimension, and careful use of coordinates and sign conventions. Data collected from employing our assessment tools indicates that most of the time, students omit or misunderstand at least one critical idea when solving a problem, even when they obtain a correct answer. We also found that most of the textbooks surveyed had at least one major shortcoming pertaining to our criteria. Mechanics educators should vigorously emphasize fundamental aspects of mechanics, such as those that we suggest here, as a necessary (though insufficient) step to improve the ability of students to think critically and solve problems independently.1. IntroductionRooting Mechanics

Collection

2004 ASEE North Midwest Section Conference

Authors

Deepti Suri; Eric Durant

, andexposes the BE students to a formal requirements process. The authors discuss what they learnedfrom this collaboration, which is currently in its second year.1. IntroductionThe chances of a product being developed on time and within budget are dependant on thoroughand precise analysis of the client's current situation and needs. Informally, the client’s needs arealso called “requirements”. A “requirement” is a specification of what should be implemented bya product. The IEEE standard defines a requirement as “a condition or capability that must bemet or possessed by a system or system component to satisfy a contract, standard, specification orother formally imposed document. The set of all requirements forms the basis for subsequentdevelopment of

Collection

2004 ASEE North Midwest Section Conference

Authors

Secin Guncavdi

Collection

2004 ASEE North Midwest Section Conference

Authors

Michael P. Hennessey

changes; nor would want to.Other considerations and issues may include such things as personal or institutional preferences, interest in variety/freshness,level of effort required for preparation and time available, and lessons learned from the past. The author has considerableexperience working in industry (close to a decade), advising students on industrial design projects (as in Senior Design), as well 1as in the use of some tried-and-true design contest ideas (such as the mousetrap-powered vehicle design contest [1]), but hasnever used a national collegiate design contest in a course before. Within the Engineering Department

Collection

2004 ASEE North Midwest Section Conference

Authors

Karen C. Chou; Jon A. Rippke; John E. Frey

Collection

2004 ASEE North Midwest Section Conference

Authors

Lang Wah Lee; Tamer Ceylan

teachers' scope of learning, provided them the background knowledge to develop aninterdisciplinary approach to teach mathematics and science, and made subject contents moreinteresting and stimulating to middle school students. Moreover, the design experience alsohelped teachers develop a project-oriented, hands-on approach to foster students' ability inproblem solving and lifelong learning.INTRODUCTIONThe shift from an industrial to information society in the U.S. called for reforms in mathematicsand science education. Two new education standards, the National Science standards [1] andthe National Mathematics Standards [2], were proposed by the National Research Council(NSC) and the National Council of Teachers of Mathematics (NCTM), respectively

Collection

2004 ASEE North Midwest Section Conference

Authors

Kris G. Mattila; Dennis Johnson

Otter River Partnership and Project Kris G. Mattila 1, and Dennis Johnson 21 Associate Professor, Civil and Environmental Engineering, Michigan Technological University,Houghton, Michigan 49931; PH (906) 487-2523; mattila@mtu.edu2 Associate Professor, Environmental Science and Studies, Juniata College, Huntingdon, PA16652, JOHNSON@juniata.eduAbstract In 1999, an unusual partnership approach to river rehabilitation was instituted onMichigan’s Otter River. Three organizations: the Michigan Civilian Conservation Corps, theMichigan Department of Natural Resources and Michigan Technological University cametogether to work jointly on improving the Otter River’s fish habitat and reducing sediment

Collection

2004 ASEE North Midwest Section Conference

Authors

Dale N. Buechler

number of transfer students from other schools inthe UW system as well as from other schools in the region. Due to its urban location, UWM alsoattracts a large number of nontraditional students. Most of our students work part-time and 30%of our students work full time. Like many other urban-13 schools, our admission standards arefairly low (top half of graduating class or ACT score of 21) in order to provide initial access todisadvantaged students. As a result, many of the incoming freshman engineering students donot have the background of traditional engineering students. This lack of background isdemonstrated by the poor performance of incoming freshman engineering students on our MathPlacement Test. Table 1 provides the initial math placement

Collection

2004 ASEE North Midwest Section Conference

Authors

Jim M. Papadopoulos

Collection

2004 ASEE North Midwest Section Conference

Authors

Robert Edwards

: Traditional Course OutlineTable 1 shows the traditional course outline. The Thermodynamics:outline shows that the course was broken into three Closed and open thermodynamic systemsdistinct sections – thermodynamics, heat transfer, First law of thermodynamicsand fluid power. Each section was intended to take Pressure Properties of pure substancesapproximately one third of the semester, and an Steam tables Ideal gas lawsexam was given at the

Collection

2004 ASEE North Midwest Section Conference

Authors

Joseph W. Hurst

Collection

2004 ASEE North Midwest Section Conference

Authors

Abulkhair M. Masoom; Fahmida R. Masoom

Collection

2004 ASEE North Midwest Section Conference

Authors

Ester B. Johnson

7a minimum of once a month with the mentor. The facilitator documents a summary of allmeetings. This program began in 2002 and the civil engineering group has investigatedattending the National Civil Engineers Conference with their mentor.Summer Internship Pre-College & Engineering Initiative - The Summer Internship,Pre-College and Engineering Initiative, is for an outstanding high school student with aminimum grade point average of 3.0 who also participates in outside activities.The program runs for a period of three weeks during the summer with approximately 2/3of the time spent with and engineering component and 1/3 of the time spent with thePre-College Program. At the end of the three week session each student is provide astipend of

Collection

2004 ASEE North Midwest Section Conference

Authors

Richard E. Smith

generally enter college with a lot of personal computer experience, thosestudents taking introductory literacy courses can still pose a challenge when trying toconvey a sense of how computers operate internally. As with many topics, a hands-onapproach seems most effective. For teaching internal computer operation, many rely on simulations of a computer’scentral processing unit (CPU). A well-known example is the Little Man Computer (LMC)which is used in at least one computer design textbook [1]. The LMC was originallydeveloped in 1965 by Stuart Madnick at MIT and is generally used as a stand-aloneprogram. This can be a shortcoming in an introductory computer literacy course. Asignificant number of students in these courses are already intimidated

Collection

2004 ASEE North Midwest Section Conference

Authors

James P. Penrod

, curriculum changes were implemented beginning withthe incoming class of the 2002-2003 academic year. Most notable was the creation of acapstone mathematics course taken by computer, electrical, and mechanical engineeringtechnology students.Listed below are the mathematics courses included in the curriculum that existed prior toimplementation of the committee’s recommendations. The courses are presented in the orderthe students were required to take them and the descriptions are taken form the University ofDayton course bulletin [1]. 1. MTH 106 Introductory Mathematics for Engineering Technology (3 semester hours): Introduction to topics in plane geometry, triangle trigonometry, matrix algebra, and Boolean algebra with an emphasis on

Collection

2004 ASEE North Midwest Section Conference

Authors

James W. Boggs; R. Chris Williams; Kris G. Mattila; Todd Scholz

The Pavement Enterprise- An Educational Partnership with IndustryJames W. Boggs,1 R. Chris Williams,2 Kris G. Mattila3, and Todd Scholz4 1 James W. Boggs, Pavement Enterprise Assistant Director Civil and Environmental Engineering Michigan Technological University Houghton, Michigan 49931 jimboggs@mtu.edu (906) 487-2646 phone (906) 487-2943 fax 2 R. Chris Williams, Assistant Professor Pavement Enterprise Director Civil and Environmental Engineering Michigan Technological University Houghton, Michigan 49931 williams@mtu.edu (906) 487-1630 phone (906) 487-2943 fax 3 Kris G. Mattila, Associate Professor

Collection

2004 ASEE North Midwest Section Conference

Authors

Anoop K. Dhingra; Al Ghorbanpoor; Joe Rauter

economic contribution upon starting employment with theindustry.References 1. Bagchi-Sen, S., “A Study of University-Industry Linkages in the Biotechnology Industry: Perspectives from Canada,” Intl. Jl. of Biotechnology, Vol. 3, No. 3-4, pp. 390-410, 2001. 2. De Ramirez, L.M., Zayas, J.L, Lamancusa, J., and Jorgensen, J., “Manufacturing Engineering Education Partnership Program Outcomes Assessment Results,” Proc. Of the 27th Frontiers in Education Conf., Part 3, pp. 1196-1200, Pittsburgh, PA, 1997 3. Kelley, F.N., “Productive Partnership in Polymer Education,” Division of Polymer Chemistry, Natl. American Chemical Society Meeting, New Orleans, LA, April 1996.

Collection

2004 ASEE North Midwest Section Conference

Authors

Adeeb Rahman; Chris Papadopoulos; Faris Malhas

Collection

2004 ASEE North Midwest Section Conference

Authors

Laura Grossenbacher

Collection

2004 ASEE North Midwest Section Conference

Authors

Jay R. Goldberg

Collection

2004 ASEE North Midwest Section Conference

Authors

Arjun Makhijani

Collection

2004 ASEE North Midwest Section Conference

Authors

Christopher R. Carroll

experiences for students in all engineering programs at UMD. Thecourse will also provide a setting in lecture format for describing to students the “soft”engineering topics identified as the “Professional Component” of engineering by ABET,including engineering ethics, engineering economics, and other similar topics. Through a seriesof lectures and lab assignments, this course will specifically address the “ProfessionalComponent” ABET topics and provide multidisciplinary design experiences that students willenjoy.References 1. Seebauer, E. G., and R. L. Barry, Fundamentals of Ethics for Scientists and Engineers, Oxford University Press, 2001. 2. Fleddermann, C. B., Engineering Ethics, Prentice Hall, 1999. 3. King, J., Exploring

Collection

2004 ASEE North Midwest Section Conference

Authors

William E. Howard; Joseph C. Musto; William C. Farrow

analysis, newer CAD packages with associative capabilities have greatly enhancedthe value of their use. Consider the position-analysis problem presented in Figure 1. Given thelengths of the links of a 4-bar linkageand the angular position of the driving 3length, students are to find the angles L3 = 30 in.defining the positions of angles 3 and 4. θ3 4This problem may be solved graphically L4

Collection

2004 ASEE North Midwest Section Conference

Authors

Arron Pabst; Stephen Williams

envelope modulation) EPR • Multi-quantum EPR Figure 1 – Developmental EPR SystemAn EPR spectrometer (Fig. 1) in general terms is a device that analyzes the amount of energyabsorbed or given off by a particular sample when it is irradiated by a sweeping of anelectromagnetic energy field (or band of frequencies). The resulting spectrum reveals variousaspects of the sample's molecular structure and its behavior. For example, X-Ray spectroscopyuses very short electromagnetic waves to cause electrons to shift quantum levels. In doing so,the quantum shift causes absorption or release of energy depending upon the angle ofincidence

Collection

2004 ASEE North Midwest Section Conference

Authors

Kyu-Jung Kim; Anoop K. Dhingra

) (b)Figure 1. Column design module (Column Tool) in the Mechanical Design Toolbox usingMATLAB GUI for solving the example problem under concentric buckling mode. 2Development of the MDT using MATLAB is a meritorious choice for many reasons. MATLAB isa programmable numerical analysis and simulation package. Its versatile computational powerand portability with other numerous toolboxes have lead to wide use among universities andindustry (Hanselman & Littlefield 2001). Using GUI controls with MATLAB results in tools thatare very intuitive. These tools provide an interactive learning environment that allows users toimmediately see the impact of various design changes. Examples of successful