Ray, B. (2012, June), A Problem-solving and Project-based Introduction to Engineering Technology Course  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20852

\bibitem{asee_peer_20852}
  Ray, B. (2012, June), \emph{A Problem-solving and Project-based Introduction to Engineering Technology Course}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20852

Biswajit Ray.  "A Problem-solving and Project-based Introduction to Engineering Technology Course".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/20852 Internet.  19 Apr, 2024

\bibitem{asee_peer_20852}
  Biswajit Ray.
  "A Problem-solving and Project-based Introduction to Engineering Technology Course".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/20852 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_20852
author = "Biswajit Ray"
title = "A Problem-solving and Project-based Introduction to Engineering Technology Course"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20852}
number = {10.18260/1-2--20852}
}

TY  - CPAPER
AB  -                          A Problem-Solving and Project Based                    Introduction to Engineering Technology CourseThe proposed paper will present the design and implementation of a problem-solving and projectbased Introduction to Engineering Technology course offered to freshmen students in electronicsengineering technology and engineering science majors. The primary goal of this course is toimprove the quantitative problem solving skill of freshmen students during their first semester ofcollege experience. Outcome of this course is measured by students’ preparedness forsubsequent science, math, and engineering technology courses. This course also includes anumber of hands-on mini projects to introduce the concepts of engineering design,implementation, and testing in addition to formal report writing and collaborative group work.Based on student feedback over the past few years, and often contrary to common belief, it hasbeen determined that the best contribution an introductory engineering technology course canmake to incoming freshmen at our university is to help improve their quantitative and problemsolving skills often lacking due to non-rigorous math and science courses taken in high school.In view of this scenario, early part of the course focuses on engineering problem solving byintegrating the concepts from algebra, geometry, trigonometry, and vectors. Optimization ofsingle-variable problems is then introduced without using calculus concepts since most first-semester freshmen take pre-calculus as their first math course. Students are encouraged to usecommonly available computational tools such as calculator or spreadsheet application (e.g.,Microsoft Excel) to optimize engineering-specific variables of interest. Once the essentialmathematical skills are developed, additional engineering concepts are introduced with a focuson further strengthening students’ problem solving skillset. This is accomplished throughelectrical circuit analysis, analysis and synthesis of one-dimensional and two-dimensionalmotion, and fundamentals of engineering mechanics (primarily statics, stress, and strain).The hands-on aspects to engineering are an important part of this course as well. Typicallyworking in a group of two, students complete three mini projects: 1) design, construction, andtesting of a spaghetti bridge, 2) guided-design, prototyping, and testing of a wireless remotecontroller, and 3) prototyping and testing of a music box printed circuit board. Figures 1, 2, and3 in the next page show pictorial view of the spaghetti bridge test setup, wireless remote circuitschematic, and pictorial view of the prototyped music box, respectively. Engineering creativity,problem solving, teamwork, and formal report writing are emphasized through these miniprojects. Invited speakers from industry and field trip to an area industry are part of this courseas well.The full paper will present and discuss the specific objectives and associated outcomes for thisintroductory engineering technology course. Related direct and indirect assessment toolsincluding pre- and post-test results will be presented to validate the achievement of expectedoutcomes. The collected data will clearly show that this course is helping the freshmen studentsto pursue a career in engineering technology by improving their quantitative problem solvingskillset.                                Figure 1: Pictorial view of the spaghetti bridge test setup.                        PB                       Switch                                                                                GP1UM28YK00F                                            1K                                                                               (40 kHz Receiver)                       15K                                                         0.01 mF                                   VCC CR2 D2   CK2 PR2 Q2   Q2         0.1 mF    6V                                                                                                                                             390                             10 mF   VCC DIS THR CTL                                                         7474(= 4*1.5 V)              2.7K                                                                                 CR1 D1   CK1 PR1 Q1 Q1 GND                                         555C                                     GND TRG OUT RST                                                              TSAL6100                                                       150   (IR Emitter)                                                                                6V                                                                                                                                  33K                                           1000 pF                          (= 4*1.5 V)                                                          2222A                     Figure 2: Circuit schematic of the 40 kHz wireless remote controller.                Figure 3: Pictorial view of the music box printed circuit board prototype.
AU  - Biswajit Ray
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - A Problem-solving and Project-based Introduction to Engineering Technology Course
UR  - https://peer.asee.org/20852
DO  - 10.18260/1-2--20852
ER  -