Collection

1998 Annual Conference

Authors

Sanjiv Sarin

disciplines will the require a substantial amount of Calculus. However, programs arefree to consider other mathematics coursework instead of Calculus if that supports theirindividual program objectives.We now consider Criteria 2 and 3 of the new standard. Before strategies for addressing eachcriterion, the statement is reproduced directly from the most recent version of the ABETdocument. ABET Criterion 2: Program Educational ObjectivesEach engineering program for which an institution seeks accreditation or re-accreditation musthave in place: (a) detailed published educational objectives that are consistent with the missionof the institution and these criteria, (b) a process based on the needs of the program’s

Collection

1998 Annual Conference

Authors

Fathi Finaish

climb to 150 ft from a given station A,and cruise 300 ft to station B, make the trip at least four times, and monitor the time of flight for Page 3.38.2each leg. Knowing the distance between the two stations and the time of flight, they calculate theaverage speed of the model and show they achieved the requested maximum speed.b. Required Tasks(1) Provide wind tunnel measurements of drag generated by the given fuselage.(2) Calculate and measure engine performance and available thrust.(3) Provide conceptual design of wing along with calculations.(4) Compute optimum aircraft performance based on the conceptual design.(5) Iterate conceptual design

Collection

1998 Annual Conference

Authors

William M. Clark; Anthony G. Dixon; David DiBiasio

Session 1313 A Project-Based, Spiral Curriculum for Chemical Engineering William M. Clark, David DiBiasio, and Anthony G. Dixon Chemical Engineering Department, Worcester Polytechnic Institute AbstractWe developed a project-based, spiral curriculum for the chemical engineering sophomoreyear. The spiral curriculum is a complete restructuring of the traditional curriculum, andemphasizes repetition and integration of topics with increasing complexity throughout theyear. It is designed to increase motivation for learning and retention of basic skills andconcepts. The new curriculum features multimedia

Collection

1998 Annual Conference

Authors

T. T. Maxwell; J. C. Jones; D. L. Vines; M. E. Parten

increased interdisciplinary program for engineering students. The goalsof these new courses were: a) to have the students develop an understanding of engineering design projects from recognition of a need and definition of design objectives through completion of the project b) to foster student creativity c) to broaden the students concept of engineering problems to include other engineering disciplines and other non-engineering factors that have an impact on the final problem solution d) to provide a unique educational experience for students on project teams and ] Page 3.69.1 e) to enhance the students communication

Collection

1998 Annual Conference

Authors

David G. Tomer

Session 1263 Design of Machine Systems - a Technical Elective David G. Tomer ASEE/Rochester Institute of TechnologyAbstractThe author has proposed, developed, piloted and now teaches a course at Rochester Institute ofTechnology entitled Design of Machine Systems. Over the past two years, it has beensuccessfully offered as a technical elective to 4th and 5th year students in RIT’s 5-year, co-opbased, BS in Mechanical Engineering program. It is nominally a follow-up to the classicalMachine Design course, but the focus is quite different, concentrating on system design asopposed to

Collection

1998 Annual Conference

Authors

William Park

sections with twofour-member teams working together to develop the overall device. One team designed and builtthe coin-handling section, which had to accept a standard US Quarter as valid and return anyother modern US coin to the user. (The one exception is the poorly engineered and short-livedSusan B. Anthony Dollar, which is almost identical to a quarter.) When a quarter was inserted, ithad to be passed to the Product Delivery section, which would then deliver to the user one ofthree selected products, or return the quarter if no product had been selected. Page 3.295.2Perhaps the best way to explain this more completely is to give an example of

Collection

1998 Annual Conference

Authors

Spyros A. Kinnas; Hillary Hart

, other faculty at UT Austin and at Texas A&M University willbecome more deeply involved. So far, the team approach is working and we have gained newrespect for each other and our different perspectives and disciplines. It’s actually been quite a lotof fun. Page 3.197.5References Blyth, Carl S., “French in Cyberspace,” Discovery, vol 14, no. 4, 1997. Bonwell, C.C., and Eison, J.A., “Active Learning: Creating Excitement in the Classroom,” (ASHE-ERICHigher Education Report No. 1), Washington, DC: The George Washington University, 1991. Collis, B., “Pedagogical Re-Engineering: A New Approach to Course Enrichment and Re

Collection

1998 Annual Conference

Authors

S. A. Tennyson; R. J. Eggert

and the materials and manufacturing processes used to make it.This can be summed up by the quote from Louis Henry Sullivan “Form ever follows function”(Sullivan, 1896). Design, therefore, is a process during which many decisions are made, oftenincluding the use of many different decision making methods or tools depending on the problemat hand. This is graphically shown in Figure 4. Notice how this differs from analysis as presentedin Figure 1. In analysis we are given form and are required to predict function. In design, westart with desired function then determine what acceptable forms are satisfactory.Another, widely published definition of design, was developed by the Accreditation Board forEngineering and Technology (ABET, 1996 b

Collection

1998 Annual Conference

Authors

Mark A. Shields; John P. O'Connell

gap between liberal learning andtechnical education.References1. Kranzberg, M. (1993). Educating the whole engineer. PRISM, October, pp. 26-31.2. Florman, S. C. (1993). Learning liberally. PRISM, October, pp. 18-23.3. Shields, M. A. & J. P. O’Connell (1997). Professional development and collaborative teaching in anundergraduate engineering curriculum: A case study from the University of Virginia. ASEE Annual Conference,Session 3253, Milwaukee, June.4. O'Connell, J. P., M. A. Shields, E. R. Seeloff, T. C. Scott, and B. Pfaffenberger (forthcoming, 1998) Professionaldevelopment at the University of Virginia: Attributes, experiences, ABET 2000 and an implementation. In D. Ollis,K. Neeley, and H. Luegenbiehl, Eds., Liberal Education in the

Collection

1998 Annual Conference

Authors

Sameer Kumar; Jeffrey A. Jalkio

engineering students warrants better prepared students in theengineering skills in order to be a productive members of the technical workforce.ReferencesBelytschko, T, Bayliss, A, Brinson, C, Carr, S, Kath, W, Krishnaswamy, S, Moran, B, Nocedal,J, and Peshkin, M. (1997, October). “Mechanics in the Engineering First Curriculum atNorthwestern University”. Robert R McCormick School of Engineering and Applied Science,Northwestern University, 1-26.Cole, R.E. (1989). “Large-Scale Change and the Quality Resolution”, in AM Mohrman, SAMohrman, GE Ledford, TG Cummings, EE Lawler III, and Associates, “Large ScaleOrganizational Change”, Jossey-Bass, San Francisco.Goldberg, H and Wagreich, P. (1989, February). “Focus on integrating science and math”.Science and

Collection

1998 Annual Conference

Authors

Vito A. Guido; Jameel Ahmad

. Page 3.593.1SUPERPAVE ASPHALT BINDER TESTS The asphalt binder test method is divided into two parts:(a) aging procedure and (b) physical properties testing. The aging procedure consists of the RollingThin Film Oven (RTFO) procedure and the Pressure Aging Vessel (PAV) procedure. Physicalproperties tests incorporate Rotational Viscometer (RV) test, Dynamic Shear Rheometer (DSR)test, Bending Beam Rheometer (BBR) test, and Direct Tensile Tester (DTT) test. An ordinary test procedure begins by measuring viscosity of unaged binder specimen usingthe RV. In addition, a portion of the unaged binder is aged using the RTFO and the PAV. Once theaged samples are ready, the Dynamic Shear Rheometer (DSR), Bending Beam Rheometer (BBR),and Direct

Collection

1998 Annual Conference

Authors

Randall L. Ness; Carl A. Erikson

/assessment.htm, page 5.2]Arter, J.A. and Spandel, V., “NCME Instructional Module: Using Portfolios of Student Work in Instruction andAssessment,” Educational Measurement, 1992, 11(1), pp 36-44.3] MacIsaac, D. and Jackson, L., “Assessment Processes and Outcomes: Portfolio Construction”, ExperientialLearning: A New Approach, Summer 1994, Jossey-Bass, pp.63-72.4] Landis, Raymond B., Studying Engineering; A Road Map to a Rewarding Career, Discovery Press, 1995.BiographyCarl Erikson is an Assistant Professor of Engineering. He obtained his BSEE from Rutgers University in 1969 andhis MSEE from Purdue University in 1971. Randall Ness is Director of Internship Programs. He obtained his BA in Behavioral Science from Messiah Collegein 1977 and his MA in

Collection

1998 Annual Conference

Authors

Charlie P. Edmonson; Joseph A. Untener

4) Below Average 5) Poor _____ a) Your satisfaction with your Engineering Technology Program at U.D. _____ b) Your academic preparation at U.D. for your professional career. _____ c) Your career mobility opportunities within your career field. Page 3.76.12 _____ d) Your satisfaction with your starting salary. _____ e) Your satisfaction with your initial job assignment and title. ¾PLEASE USE REVERSE SIDE FOR ANY ADDITIONAL COMMENTS½Dear Employer of University of Dayton Engineering Technology Graduate, The Department of Engineering Technology is

Collection

1998 Annual Conference

Authors

Cynthia A. Mitchell; Caroline Baillie

: Women challenge tradition in higher education. Collier MacMillan3. M MIDGLEY and J HUGHES (1983) Women’s Choices. Weidenfeld and Nicolson4. T S KUHN (1970) The Structure of Scientific Revolutions, International Encyclopedia of Unified Science, Volume 2, Number 2, 2nd Edition, enlarged. The University of Chicago Press, Chicago.5. V B HAAS and C C PERUCCI (1987) Women in Scientific and Engineering Professions. University of Michigan Press6. S HARDING (1991) Whose science, whose knowledge? Open University Press7. G BARHAIM and J M WILKES (1989) Journal of Higher Education 60(4):3738. P ROBERTS and S LEWIS (1996) The National Position Paper for Women in Engineering for the Review of Engineering Education,9. C A BAILLIE and P WALKER

Collection

1998 Annual Conference

Authors

William H. Jermann

" operators.These differences are illustrated in the following example USE OF A MATRIX CLASSA program illustrating object oriented techniques usinq a Matrixclass is shown in Figure 1. The Matrix class itself is definedin the header file, matrix5.h, and is shown in Figure 2. Theclass methods are shown in Figures 3 and 4. The code for theseclass functions employs procedural techniques and uses functionsthat have been developed by students earlier in the course.Refer to the code shown in Figure 1. The difference betweenprocedural techniques and object oriented techniques is quite Page 3.599.2clear. For example, to print matrix b, the statement b.print()is

Collection

1998 Annual Conference

Authors

Elliot Rothkopf

Session 1547 REFINING TWO YEAR TECHNOLOGY CURRICULA FOR GROWTH IN A SENIOR COLLEGE DR. ELLIOT ROTHKOPF COLLEGE OF STATEN ISLAND/CUNYThe College of Staten Island of the City University of New York is a comprehensive collegeoffering degrees from the Associates to the Ph.D. The Engineering Technologies Departmentoffers an A.S. degree in Architectural Studies and A.A.S. degrees in Civil EngineeringTechnology (CET), and Electrical Engineering Technology (EET). The Computer Sciencedepartment offers an A.A.S. degree in Computer Technology well as the B. S. and M

Collection

1998 Annual Conference

Authors

Edmund Tsang

have a negative impact on student learning. In Quadrant III, the student received a "high" grade (a grade of B or A) fromfaculty members but he/she rated the course "low" in his/her perception and confidence("Strongly Disagree," "Disagree," or "Not Applicable"). Quadrant III represents "FalsePositive," which means the student probably knew the course materials already, and thecourse has no impact on student learning. Finally, in Quadrant IV, the student received a "high" grade (a grade of B or A)from the faculty members and he/she rated the course "high" ("Strongly Agree" or"Agree") in his/her perception and confidence. Quadrant VI represents "True Positive,"which means that the students achieved the learning objectives and the

Collection

1998 Annual Conference

Authors

Arthur M. Clausing

†; Instructor & Section Data†; Tutorial Room Hours† 1.3 Course Content and Weekly Tasks 1.4 Responsibilities of Instructors 1.5 Tour Schedule 1.6 Schedule: Instructor Training Sessions and Other Meetings Section 2 Engine Dissection (35 pages) 2.1 Overviews (a) Engine Operating Cycles† Page 3.49.4 (b) Slider Crank Mechanism† 4 2.2 Dissection Exercises† with Solutions 2.3 Group Project) - Topics

Collection

1998 Annual Conference

Authors

Richard D'Amato

two teams, A and B. Both teams observe and assist the instructor ininstalling the first monitoring well. A hand auger is used to drill a four-inch diameter hole. (Adepth of four feet intersected a surficial aquifer in our field.) This boring and subsequent boringswill be logged during augering. This involves attempting to classify the various types of soilsencountered and the elevation where transitions occurred. The screened two-inch diameter PVCwell pipe is inserted into the augered hole and prepared as illustrated in Figure 1. Team A is thendirected to install a second well unassisted while the instructor, with the assistance of Team B,will set up the surveyor’s level. Team B will then, under direction, start to survey and record

Collection

1998 Annual Conference

Authors

Francis D. McVey; James D. Lang

engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a Page 3.335.1 global and societal context (i) a recognition of the need for, and

Collection

1998 Annual Conference

Authors

James L. Greer; James P. Solti; James M., Jr. Greer

opportunity to reemphasize the “BigPicture:” -- Course objectives, 4 Cornerstones of EM200, Educational Outcomes, A.F. Core Values, and onup.Remind them why they are taking this course: problem solving and critical thinking are important skills for(1) educated people, (2) AF Officers, etc. EM200 BIG PICTURE USAFA EXPERIENCE (1) Tools to Recognize and Solve Problems (a) Fundamental Principles (Newton's Laws) (b) Problem Solving Techniques / Math Review (c) Visualization Techniques Critical Thinking : (2

Collection

1998 Annual Conference

Authors

Tina Harkin; Pam Lowry

and 50% on the final exam. The grading scale is: Average Grade Average Grade 95-100 A 73-76 C 90-94 A- 70-72 C- 87-89 B+ 67-69 D+ 83-86 B 63-66 D 80-82 B- 60-62 D- 77-79 C+ below 60 FMaterials for the Technical Calculus CourseThe book that was developed summarized each module, with an assignment sheet for each unitkeyed to the textbook entitled Basic Technical

Collection

1998 Annual Conference

Authors

S. D'Souza; N.W. Scott; B.J. Stone

4 Results It is also proposed that a messaging layer be provided forThe measurement of natural free vibration frequencies can be students so that they may leave comments and interestingachieved by using a stopwatch or by analysing the signal results for fellow students to follow upfrom the appropriate optical sensor. A typical set ofmeasurements produced ω1 = 1.81 rad/s and ω 2 = 1. 23 rad/s. 7 ReferencesSubstituting in equation (2) gave ω n1 = 0.8 rad/s and 1 Stone, B. J., 'A Computer

Collection

1998 Annual Conference

Authors

Thomas F. Schubert Jr.; Kathleen A. Kramer

Session 1532 Demonstrating Complex Communication Systems Principles Using Electronic Courseware and a Simple Computer Math Package Kathleen A. Kramer and Thomas F. Schubert, Jr. University of San Diego AbstractWhile computer simulation can be used to augment student understanding of complex systemsand signals principles, knowledge of computer package specifics can form a major barrier tostudent understanding. A series of five electronic courseware modules for use in a senior-levelcommunication systems course are described. The modules are designed

Collection

1998 Annual Conference

Authors

Ronald H. Rockland

: _______________________________________________ Date:_________________________Please answer the following questions:1) I have a computer at home V Yes V No2) If the answer to 1 is yes complete this question. Otherwise, go to question 3 a) The brand of the computer is ________________. b) The type is (i.e. 486, Pentium 133) _________________. c) I have used this computer for ___________ V months V years (check one).3) I have worked with Windows 95 for ___________ V months V years (check one).4) I have used a word processing program for _________________ V months V years (check one).5) I use a word processing program ________ times per V months V week (check one).6) I use the following word processor: V Word V WordPerfect V Other (list) _____________.7) Which version

Collection

1998 Annual Conference

Authors

John N. Berry; Thad Welch

Session 1532 Teaching Three-Phase Electrical Power Using a Low-Voltage Power Source Thad B. Welch, John N. Berry United States Naval Academy/United States Air Force Academy AbstractThe United States Air Force Academy teaches a first course in Electrical Power Systems. Whilecomputer simulations and modeling techniques have become pervasive throughout most of theengineering curricula, and while the utilization of computers in the classroom and the laboratoryrepresents a major pedagogical improvement, a hardware-based

Collection

1998 Annual Conference

Authors

Theodore Branoff

. Z Z X IS ROTATED TO X Y Z Y AS IS ROTATED TO X Y A B C D E Figure 1. Visualization of Rotations Test with coordinate axes added.Conclusions and Discussion The Effects of Coordinate Axes on Scores - It appears that the addition of the axes hadonly a small influence on scores for the PSVT when examining

Collection

1998 Annual Conference

Authors

S. Cem Karacal; John A. Barker; Jacob Van Roekel

and interact with ProtoThinker. The following examples illustrate thetypes of arguments students are expected to evaluate successfully.Categorical Reasoning:Categorical logic deals with inferences involving classes of objects. Example:ARGUMENT: Anyone who is an experienced engineer is a reliable employee, and at least oneperson who is working on the software project is an experienced engineer. Therefore, at leastone person who is a reliable employee is working on the software project.FACTS: No one who is a reliable employee is working on the software project. Everyone whois a reliable employee is an experienced engineer.EVALUATION: The argument is:(A) Valid but not sound(B) Valid but possibly unsound(C) Both invalid and unsound(D

Collection

1998 Annual Conference

Authors

J. Michael Jacob; Jeffrey W. Honchell

advantages and disadvantages of each technique. 3. Select the technique to be used. 4. Draw a detailed block diagram. 5. Define verbally the function of each block. 6. Numerically define all signals into and out of each block. Do not overlook the power supply voltages and all digital control signals (especially if you hope to add a microprocessor or personal computer.) 7. Divide the work among team members. 8. Agree upon the schedule for the remainder of the day. 9. Brief Professor Jacob on your plan (steps 3 through 8). 10. Implement your plan. a. Develop and test each block separately. b

Collection

1998 Annual Conference

Authors

Donald J. Winiecki

potential impact. Thistechnique is called “emoting” and is accomplished by embedding posture or attitudinalinformation in a message (Turkle, 1995). For example, to display embarrassment, and achildhood innocence, a message sender might write: Gosh...To display an almost fanatical devotion to an idea being discussed, the researcher once typed thefollowing message: Long live B. F. Skinner!To exhibit approval for a student’s effort, but also to encourage him to press on despite persistentdifficulties, the researcher once wrote: use the force, Aaron.Interestingly, the technique of “emoting” was spontaneously adopted by several of theresearcher’s students in their own messaging. Through telephone interviews with these students