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1999 Annual Conference

Authors

Phillip J. Cornwell; Jerry M. Fine

and 3 can be attributed to the new curriculum rather than theremajor. Table 4 Grade distribution for ES201 by major Major Grade EE/CO ME A 8 9 B+ 10 10 B 24 25 C+ 21 19 C 22 8 D+ 7 6 D 10 7 F

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John C. Duke; Jack Lesko; Flynn L. Auchey; Siegfried M. Holzer

Session 1368 Hands-on-Statics Integration into an Engineering Mechanics- Statics Course: Development and Scaling Jack LeskoA, Jack DukeA, Seigfried HolzerB, Flynn AucheyC A Department of Engineering Science & Mechanics B Via Department of Civil & Environmental Engineering C Department of Building Construction Virginia Tech Blacksburg, Virginia 24061AbstractTrial efforts to incorporate hands on learning

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Authors

Warren R. Hill

. Affleck, Stephen B., Marvin C. Gabert, Hans J. Kuhr and Donald J. Parks, Quantifying Academic FacultyWorkloads, ASEE Annual Conference, 19982. Astin, Alexander W. 1993. What Matters in College? San Francisco: Jossey-Bass.3. Breneman, David and Joni Finney. 1997. $The Changing Landscape: Higher Education Finance in the 1990s.# InShaping the Future. San Jose: California Higher Education Policy Center.4. Gold, Steven D. 1995. The Fiscal Crisis of the States. Washington, D.C.: Georgetown Univ. Press.5. Meyer, Katrina A. 1998 Faculty Workload Studies: Perspectives, Needs, and Future Directions. ASHE-ERICHigher Education Report Volume 26, Number 1.6. Plater, William M. May/June 1995. $Future Work: Faculty Time in the 21st Century.# Change 27: 22-33.7

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1999 Annual Conference

Authors

Heidi Diefes; William LeBold; William Oakes

interests are in the area of turbomachinery and in educationalassessment. He is an active member of ASEE serving as an adviser to the Purdue Student chapter and on the boardof the Freshman Programs Division. He was a recipient of 1993 ASME Graduate Teaching Fellowship and the1997 Apprentice Faculty Grant from the Educational Research and Methods (ERM) division of ASEE. Page 4.287.7 T ab le 1. P ercen t ra tin g as "E xc elle n t" o r "G o o d " b y s tu d en ts in vario u s o rie n tatio n -c o u n selin g co u rses (1996). E N G IN E E R IN G C O U R

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Authors

Sol Neeman

standardalphabetcharacters.Resultsare presentedfor angle Page 4.131.7of rotation in the range 0 to 45 degrees in steps of 5 degrees. The relativeerror is closely linear with respect to the angle of rotation. Note that therelative error for the characters ‘C’and ‘D’ which have radial symmetry, isless than the error for the characters ‘B’, ‘A’and ‘Z’. The errors for the lattercharacters are signi8cantly high and are in the range of 40% to 50% for arotation of 10 degrees. In the second test we checked the effect of displacement on the largestwavelet coefficients. The character was displaced by a certain percentage ofthe width of the character(0 to 50%, in steps of 5%) and the 60 largest

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1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

: cause and effect, analogy, generalization,classification, authority, and motive. Other option elements of the model include Backing (B), if necessaryto support the Warrant; a Rebuttal (R), which recognizes the conditions under which a Claim will not betrue or justified; and a Qualifier (Q), which expresses the degree of certainty of the Claim.10 Therefore Data (D) Claim (C) Qualifier (Q) “probably”Engineer Adams surveyed building Adams should 1) send second

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1999 Annual Conference

Authors

Terry Martin

Hot, Warm, or Cold Wash Warm or Cold Rinse Bleach or No Bleach Fabric Softener or No Fabric Softener The operation can be stopped at any time by pressing a STOP pushbutton. Pressing the START pushbutton after the STOP will resume operation at the point prior to pressing the STOP pushbutton. Pressing the RESET pushbutton after the STOP will reset the operation back to the initial state. If there is water in the machine when RESET operation is initiated, then the machine must be drained. Wash Cycle a) Fill with water - Allow 20 seconds for the machine to fill with water. b) Add detergent - Allow 5 seconds to add detergent 5 seconds after the machine has started to fill with

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1999 Annual Conference

Authors

David Phillips; C. Richard Helps

approach isvery successful as measured by student responses to the course, and the ease with which theyapply the system to other projects in the department.Bibliography1. Peatman, John B., Design with PIC Microcontrollers, Prentice Hall 19982. Cole, Bernard, Embedded Systems - Boundaries Fade with Architecture Changes, Electronic Engineering Times,March 16, 1998, p89.3. Werner, Loren, Embedded Operating Systems Face Greater Productivity Demands, Electronic Design, Oct 11998, p51-604. Pfile, Richard E. & Conrad, William R., Bring Realism Into the Classroom Through Your Consulting,Proceedings, ASEE Annual Conference, Seattle,19985. Cheng, Betty H. C., Rover, Diane T. & Mutka, Matt W. A Multi-Pronged Approach to Bringing EmbeddedSystems into

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1999 Annual Conference

Authors

Justin Pniower; Michael Ruane; Bennett Goldberg; Selim Unlu

Session 3232 Web-Based Educational Experiments Justin C. Pniower, Michael Ruane, Bennett B. Goldberg, M. Selim Ünlü Boston UniversityAbstractWeb-based educational experiments allow remote users to conduct laboratory explorations usingphysical experimental apparatuses in real time over the World Wide Web. Web-basedexperimentation is evolving rapidly and offers students convenient and repeated access to limitedlaboratory resources. The immediacy and accessibility of web-based experiments can also assistnew student outreach and faculty teaching effectiveness.Many web-based experiments can be

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1999 Annual Conference

Authors

Recayi Pecen

_2 G_ 1 T_1 Figure 1. Single-line diagram of Case 1 Figure 2. Detailed PSCAD/EMTDC draft of Case 1Figure 3 (a) shows that the generator voltages for the phases A and C are not affected from thefirst fault at 0.2 s due to the fast generator exciter control system. The second fault at thegenerator terminals caused the phase_A voltage to oscillate between the peak values of +14 kV,while the faulty phase_C stayed zero during the fault. Figure 3 (b) shows that the load voltagesare affected considerably due to both faults. The induction motor terminal RMS voltagedecreased to a minimum value of 2.1kV during the first fault, and reached its rated value at

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1999 Annual Conference

Authors

Laura Caldwell; Ronald D. Earley; Thomas G. Boronkay

Model1. Make a cardboard model of a 4 bar link (2", 6", 3", 6.5" in that order). Use the model and the computer program (Working Model©) to answer and verify the following questions. Hand in the answer for each question for each inversion: Inversion I = 6.5 inch link grounded Inversion II = 2 inch link grounded Inversion III = 6 inch link grounded Inversion IV = 3 inch link groundedDefinitions we will use for this lab only: Crank = attached to the left ground pin. Rocker = attached to the rightground pin. Coupler = floating link between crank and rocker. a) Sketch the inversion. b) Is it Grashof? (Verify with computer) c) Does the crank make a complete revolution? (verify) d

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1999 Annual Conference

Authors

Bruce P. Johnson

students and the instructor. The sessionsshould still be videotaped and made available for students to check out. Ideally each schoolwould originate and receive one class each semester that would result in minimum costs to anyschool as long as the video production costs are covered as part of the normal school operation.Finally we note that instructors involved in video based courses tend to be better prepared andbetter organized than those involved in non-video based classroom sessions.References1. http://www.ee.uidaho.edu/westvec/2. R. J. Baker, H.W. Li and D.E. Boyce, CMOS: Circuit design, Layout, and Simulation, IEEE Press, 1998.3. B. K. Johnson et. al., “Graduate Teaching Alliances – Experiences from a Western Experiment”, 1997

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1999 Annual Conference

Authors

Bradley E. Bishop; George E. Piper; Richard T. O'Brien

States Naval Academy were performed onprepackaged workstations. Although the prepackaged components for these workstations wereconvenient, the students often viewed the components as black boxes in which they simplyconnected wire “A” to wire “B”. The students would gain no appreciation for the servo-motorhardware, and often lost sight of the lab’s overall objectives.With the introduction of the light tracker project, this situation was corrected by having thestudents use common off-the-shelf electronic components in their designs. The off-the-shelfcomponents consisted of DC motors, high and low power op-amps, photo diodes, and resistorswhich can be found at most electronic supply stores. The students bread-boarded thecomponents for each phase of

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1999 Annual Conference

Authors

Robert E. Bruninga; Dave D. Myre

. Page 4.568.10 Figure 8. Students view UFO-1 data (left) and an artist rendition of UFO (right)B. Design ProjectsTo prepare students for the spacecraft design course, two software applications are presented inthe space systems laboratory course. To make the learning of these applications meaningful,short design projects are required. The first project involves basic spacecraft mission designwith emphasis on orbit and constellation design using Satellite Tool Kit (STK). This is veryrelevant given the prolific nature of STK and the need to use it the following semester. A shortpaper is required describing the requirements, design implementation and output from STK.The second design project involves the use of SDRC I-DEAS to develop a solid

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1999 Annual Conference

Authors

J. Bredeson; M. E. Parten

program. The institution must evaluate, advise, and monitor students to determine its success in meeting program objectives. Criterion 2. Program Educational Objectives Each engineering program for which an institution seeks accreditation or reaccreditation must have in place (a) detailed published educational objectives that are consistent with the mission of the institution and these criteria (b) a process based on the needs of the program’s various constituencies in which the objectives are determined and periodically evaluated (c) a curriculum and process that ensures the achievement of these objectives (d) a system of ongoing evaluation that demonstrates achievement of these objectives and

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1999 Annual Conference

Authors

Richard Wilk; Frank Wicks

to be a function ofthe daily and weekly variations of demand, temperature and electric power rates. For thehypothetical case of all of these things being constant, storage would be of no value. Thus,hourly data of temperatures and loads were obtained for summer week from the centralcomputer that monitors and controls the heating, ventilation and temperature conditionsthroughout the campus. The resulting model and data was used to evaluate the hourly electric power requirementsand cost for three modes of operation and two electric rate schedules. The modes ofoperation were a) no storage, b) ice storage with chiller operating at constant demandcorresponding to weekly average demand and ice produced or melted at required rate and c)ice

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1999 Annual Conference

Authors

Philip Doepker

. Figure 2. Decision Analysis Chart CONCEPTUAL DESIGNS (PROPOSED CONCEPTS) WEIGHT Concept Concept Concept Concept A B C D CRITERIA R V R V R V R V 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. TOTAL Sum Sum Sum SumW = Weight – Indicates the relative importance of the criteriaR = Rating – Indicates the performance of a given concept with respect to each criterion.V = Value – The

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Authors

Jerome Atkins

, October 19972. Smith, V. B., “The Erosion of Educational Monopolies”, National Crosstalk, a Publication of the Higher Education Policy Institute, Vol. 6, No. 1, Winter 1998, pp. 12 - 133. Regents College Outcomes Assessment Framework, 1998 – 1999, internal publication of RegentsCollege, Albany, NYJEROME ATKINSJerome A. Atkins is Dean of Technology and Engineering Programs at Regents College, Albany, NY. Priorto his present position, he was Assistant Dean of Engineering and Professor of Industrial Engineering atMorgan State University. Dr. Atkins received a B. S. degree in Electrical Engineering from HowardUniversity, an M. S. degree in Space Facilities Engineering from the Air Force Institute of Technology, anM. S. degree in Aeronautics and

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1999 Annual Conference

Authors

Hal Broberg

in a required, first semester, circuit analysis course who continued into a required second semester course. a. 37 of the 70 students (52.5%) continued into the second semester course the following semester. b. 12 more of the 70 students continued into the second semester course during the next several years. Adding these, 49 of the 70 EET majors (70%) remained in the program for at least one academic year. 2. First semester EET majors in a required, first semester, circuit analysis course who continued into a required third semester course. a. Of the 70 students in the first semester course who where EET majors, 49

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1999 Annual Conference

Authors

Russell D. Meier

. Don’t take theskeptics’ facts as facts. Do your own research. Learn about learning. Attend a facultydevelopment workshop on active and cooperative learning. Network with other faculty membersthat have designed and experienced the active learning environment. Then, you will have a goodfactual basis to decide whether you wish to design active learning courses. For me, therewarding feeling I get watching the success of a student-centered classroom is inspiring. I willnever regret my decision to become a facilitator of student-centered active learningenvironments.1. Sousa, D. How the Brain Learns. Reston, VA: The National Association of Secondary School Principals (1995).2. Fulton, C., Licklider, B., & Schnelker, D. Revisioning Faculty

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1999 Annual Conference

Authors

Scott Wayne; Alfred Stiller; Kristine Craven

Stager, R., Thinking Skills - Making a Choice, West Virginia University Center for Guided Design, 1987.2. Wales, C., "There is a ’How to Teach’ Frontier", Proceedings of Frontiers in Education Conference, IEEE, New York, 1978.3. Venable, W., McConnell, R., and Stiller, A., "Follow-Up of a Freshman Engineering Course Experiment", 1997 Frontiers in Education Conference Proceedings, IEEE, New York, 1997.4. McConnell, R., Venable, W., and Stiller, A., "Freshman Can do Rigorous Open-Ended Design," 1995 Frontiers in Education Conference Proceedings, IEEE, New York, 1995.5. Felder, R., Soloman, B., Learning Styles and Strategies, http://www2.ncsu.edu/unity/lockers/users/f/felder/public

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1999 Annual Conference

Authors

Leonard Sokoloff

) 0V (OFF) Ve(max) (b) Page 4.356.3 Fig. 1 Closed Loop Control SystemThe Controller Output is often subjected to signal conditioning in order to provide theproper signal level or power as required by the Actuator. If the Actuator is a motor, thenthe signal conditioning block may be a power amplifier that generates the appropriatepower to drive the motor.The use of negative feedback is the key to the proper operation of a control system.Consider the operation of the ON/OFF control system depicted in Fig. 1b. The object ofthe temperature control

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1999 Annual Conference

Authors

Kevin Schmaltz; Morrie Walworth; Ajay Mahajan; David McDonald

ISEL followed a well-defined plan to select the differentexperimental set-ups or instructional workstations. The stations had to be: a. Integrated systems including electrical, mechanical, and computer components; b. Easily assimilated into computer, electrical, and mechanical engineering courses; c. Able to support laboratory exercises building on prior laboratory exercises; and d. Sufficiently interesting pieces of equipment so as to capture student interest.Based upon these criteria, six special stations have been purchased externally or weredeveloped internally. These set-ups are an Inverted Pendulum, Mobile Robot, Balland Plate Unit, Model Train Unit, Model Plane Unit, and Wind Tunnel. Each stationwill be used in multiple

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1999 Annual Conference

Authors

Nagy N. Bengiamin

Financial Resources; and (8) Program Criteria(discipline dependent). The challenge in the new criteria centers around establishing aneffective assessment program. Therefore this paper will focus on Criteria 2-4 and 8 whichconstitute the new assessment initiative. ABET states the following a-k student learningattributes as a minimum for Criterion 3:1 (a) Ability to apply knowledge of mathematics, science, and engineering. (b) Ability to design and conduct experiments, and analyze and interpret data. (c) Ability to design a system, component, or process to meet desired needs. (d) Ability to function on multi-disciplinary teams. (e) Ability to identify, formulate, and solve engineering problems

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1999 Annual Conference

Authors

Howard I. Epstein

, Vol. 122, No. 3, July 1996, pp. 98-99.9. Anderson, D. A. Response to: Why Four Years? Published in the Forum section of ASCE Journal of Issues in Engineering, Education and Practice, Vol. 122, No. 3, July 1996, p. 96.10. Cloud, B. Response to: Why Four Years? Published in the Forum section of ASCE Journal of Issues in Engineering, Education and Practice, Vol. 122, No. 3, July 1996, pp. 95-96.11. Guyer, J. P. Response to: Why Four Years? Published in the Forum section of ASCE Journal of Issues in Engineering, Education and Practice, Vol. 122, No. 3, July 1996, pp.95-99.HOWARD EPSTEINHoward Epstein is currently Professor of Civil and Environmental Engineering (CEE) at The University ofConnecticut, Storrs. He received a

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Authors

W. Ernst Eder

fromdesign practice, and give advice about the steps and procedures that can help to accomplish (a)problem solving, and (b) progressive definition of the system to be designed. Even though manyof these methodological models have been issued by academics, especially in Europeancountries (e.g. 4,5), they usually have a basis in the industrial experience of the authors. Somemethods claim to enhance creativity in a direct way, e.g. brainstorming, Synectics, 3-6-5, etc. 6,but their effectiveness is not certain. Designers and researchers from the first trend claim thatsuch methodologies are "too linear and rigid" and are therefore apparently useless. Nevertheless,they make designing to some extent learn able.A third trend involves research into

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1999 Annual Conference

Authors

Paul Giolma; Farzan Aminian; Djaffer Ibaroudene

outer edge of the code wheel passes through the encoder module. A top view of theencoder assembly is shown in Figure 2b. Page 4.62.3 Sensor LED Encoder Module Side Side Photo Red LED transistor Code Wheel (a) (b) Fig. 2. a) Shaft encoding with breakbeam sensor. b) Top view of the shaft encoder

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Authors

Rhonda Moore; Ray Bachnak

1526, 6 pages.2. N. Barkus and G. Hinde, “EDA’s impact on the design process,” Printed Circuit Design, pp. 26-29, June 1995.3. Smith, R. Tomasek, M. Jin, and P. Wang, “Integrated system simulation,” Printed Circuit Design, February 1995.4. B. Margolin, “Behavioral modeling simplifies analog circuit simulation,” Computer Design, February 1997, pp.39-42.5. D. Holden, “Focus report: design-for-test tools,” Integrated System Design, September 1997.6. A. Borrione and A. Pincetti, “Virtual prototyping proves real asset,” EET Times, January 22, 1996.7. C. Ajluni, “HW/SW co-design and co-verification come of age,” Electronic Design, June 22, 1998.8. C. Mathas, “Focus report: Windows EDA tools,” Integrated System Design, October 1997.9. R. Bachnak and

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1999 Annual Conference

Authors

Patricia M. Yaeger; Rose M. Marra; Francesco Costanzo; Gary L. Gray

typical Interactive Dynamics class assigns homeworkproblems, has two or three midterm exams per semester, and even uses basic lectures 40–50% ofthe time. It is the other 50–60% of the class that profoundly distinguishes Interactive Dynamicsfrom traditional dynamics. An Interactive Dynamics class typically begins with a 15–45 minuteintroductory lecture in which the instructors present the goal of the day’s activity. This introduc-tion is intended to (a) point out important things students should look for during the activity and(b) provide a context for the students’ work so that they see that what they do in class is indeedrelated to “real-life” problems. After the introductory lecture, the activity begins.An activity consists of a project

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1999 Annual Conference

Authors

Victoria Gallagher; Tracey Weldon; Cynthia R. Haller; Richard M. Felder

derive from it are given by Felderet al.15,16During the 1997 fall semester, we audio- and video- recorded the dialogue of four groups ofvarying gender composition (herein referred to as Groups A, B, C, and D) as they worked onassigned group homework problems. At the beginning of the semester, we approached candidateteams and told them of the purpose of the research and its methods (i.e., audio- and video-taping). Informed consent agreements were obtained from participating students; to protectconfidentiality, pseudonyms rather than real names are used to refer to the students in thisreport.For the portion of our research presented in this paper, we analyzed transcripts of one audio-recorded problem-solving session from each group, with the