Collection

1999 Annual Conference

Authors

Richard Martin

run: "dbsbp1"% "gtext ('dbsbp1')"% "gtext ('Res freq = 40 KHz')"% "gtext ('3 dB BW = 13 KHz -')"% "gtext ('34 to 47 KHz')"function db1 = dbsbp1(w)a = [1 13 1600];b = [13 0];w1 = logspace(1,2, 26); w2 = logspace(1, 2, 200);h1 = freqs(b, a, w1); h2 = freqs(b, a, w2);mag1 = abs(h1); mag2 = abs(h2);db1 = 20*log10(mag1); db2 = 20*log10(mag2);semilogx(w2, db2, w1, db1, '+');title ('Simple Bandpass Filter');xlabel ('Frequency in KHz');ylabel ('Gain in dB');grid; S im p le B a n d p a s s F ilt e r 0 dbs bp1 -5

Collection

1999 Annual Conference

Authors

Francis Wang; El-Hadi M. Aggoune

social sciences, and engineering. For this purpose, the content of the portfolio has been identified as follows: (a) Essay on educational objectives at the start of the program (b) Essay on understanding of contemporary issues at program midpoint (c) Essay on the importance of life-long learning at the end of the program (d) ETS Academic Profile Test Scores at start, midpoint, and end of the program (e) Sample of student project reports at midpoint (f) Senior design projects (g) FE examination results of engineering (h) Other items as deemed relevantEvaluation and Analysis Typically, the team of portfolio assessors is composed of faculty and industrial advisory

Collection

1999 Annual Conference

Authors

Josue Njock-Libii

rotated coordinate systems. Here, one needs to find the coordinates of apoint relative to a coordinate system that has been rotated through some arbitrary angle.Formulation #2: A line defined by two distinct points or by a given point and a specifieddirection. This formulation is typically used in vector analysis wherein vector quantities are viewed asdirected segments of straight lines. This is common in modeling forces and moments inmechanics and electrostatics. Examples include internal forces on two-force members of pinnedtrusses, flexible cables and guy wires.a) Position vectors: A vector, r, that is fixed in space and used to locate a point, A, relative toanother point, B. In cartesian coordinates, for example, one has:r r

Collection

1999 Annual Conference

Authors

Nanette Veilleux

problems requiringnovel application of basic tools. Based on the degree of difficulty of the questions answered,students are graded according to a deterministic criterion (as opposed to, e.g., scaling based onclass averages). The take-home projects also employ a deterministic criterion that indicatesprecisely what is expected of the student for each of three performance levels: passing (C), good(B) and excellent (A). An important feature of this design is that the instructions for the lowerlevel work are more detailed and require less student innovation, whereas the instructions for Alevel projects offer less direction.I. IntroductionDeveloping useful and fair evaluation instruments such as tests, projects and papers are oftencited in informal

Collection

1999 Annual Conference

Authors

Cameron Wright; Michael Morrow; Thad Welch

interactive pole/zero placement, relocation,and/or deletion. This GUI includes both real and complex conjugate pairs of both poles and zeros.After a satisfactory pole/zero plot is constructed (e.g., the notched filter shown in Fig. 2), clickingon the Plot mag/phase button causes the magnitude and phase plots to be calculated and displayedin a separate figure (e.g., Fig. 3). The transfer function 0 5 BA00zz55 H z =is also calculated and returned to the MATLAB® workspace using the familiar numerator coefficientvariable B and the denominator coefficient variable, A. Rapid updates are possible and there is noneed for a command line interface. Additionally, clicking

Collection

1999 Annual Conference

Authors

Robert M. Ybarra

Session 1613 Introduction of Process Dissection and Reintegration into Undergraduate Laboratory Robert M. Ybarra University of Missouri–RollaAbstractStudents often approach the engineering curriculum as discrete parcels of knowledge–knowledgeidentifiable only by course number. The lack of integration among courses only reinforces thistendency. To combat this tendency, we initiated a novel pedagogical approach to laboratoryinstruction, which we call “process dissection and reintegration”. Under such an instructionalmethodology, we dissect a unit operation

Collection

1999 Annual Conference

Authors

Craig Johnson

. Aspects of time are important with respect to team skills used inindustry. For example, a performance review is typically done after months, as opposed to asingle class period. And an employee performance review will typically include feedback fromtheir peers regarding performance as a team member in various roles. With team skills and peerassessment as design drivers for a class curricula, a suitable class was found to restructure in ourMET program.Our CAD/CAM class is a senior level course with no subsequent classes to support. This allowsa flexibility of subject matter determined by outcomes not encased in sequential courses. Theschedule (shown in Appendix B) includes two concurrent themes: content material and teamenvironment. The course

Collection

1999 Annual Conference

Authors

Edgar N. Reyes; Carl W. Steidley

beconnected. A wire which starts at one node and ends at another node in the same vertical or horizontal lineas the rst node will be called a straight wire. We suppose that all wires must be placed along the links. Anon-straight wire joining two nodes can be placed (also along the links) in at least two dierent paths. Awire which follows a path with only one bend is said to have an L-shaped path. In this paper, the authorsrestrict themselves only to straight wires and L-shaped wires. Page 4.66.1 We assign 1 as the orientation for the path connecting A to B and for the path connecting C to D shownin the two gures on

Collection

1999 Annual Conference

Authors

Alan K. Karplus

products.Equipment:1. Collect fifteen three and one half inch long rubber “elastic” bands of 1/8 inch width, 0.034 inches thickness, and referred to as 33 rubber bands. These fifteen bands are required to build four group members: A) two bands each cut and tied with square knots at the cut ends to create a single 4 inch loop (this is equivalent to an uncut band in starting length), B) two bands each cut and tied with square knots at the cut ends to create a single 6 inch loop, C) four bands each cut and tied with square knots at the cut ends to create a single 12 inch loop, and D) six bands each cut and tied with square knots at the cut ends to create a single 18 inch loop. Then clearly designate the group as Group 33. Without the designator

Collection

1999 Annual Conference

Authors

Ilya Levin

methodologicalfundamental of the logical control design, b) an Interactive Learning Environmentdeveloped on the base of the formal notation. The proposed approach enables transforming, uniting, minimizing, anddecomposing both ASMs and FSMs. On one hand, transformation on a set of theformally defined ASMs and FSMs provides a rich variety of learning activities in theproblem solving and the design. On the other hand, the use of the proposed InteractiveLearning Environment enables students to design and explore complex controlsystems. The proposed approach drastically increases a plurality of possible tasks andprojects in a class and, consequently, opens an opportunity to enrich both the teachingand the learning processes.1. Introduction It is a widely known

Collection

1999 Annual Conference

Authors

Darrell C. Schroder; Charles D. Turner

classified under four broad headings.These classifications are (1) engineering analysis, (2) engineering design, (3) socialresponsibility, and (4) communication skills. Table 1 shows how each of the eleven individualcriteria can be placed into one of four classes. Table 1. Classification of ABET Criteria into Four Rational Divisions Classification ABET criteria (A-K ) Engineering Analysis items A, E, K Engineering Design items B, C Communication Skills items D, G Social Responsibility items F, H, I, JThe individual criteria are given in Table 2. Table 2 is

Collection

1999 Annual Conference

Authors

Donald V. Richardson

these steps are onlyimplied. Instruction delivered by computer simulation frequently ignores most of these steps.I. INTRODUCTIONWhile computer simulations of experimental processes can be valuable because they save timeand allow greater progress in limited class time, both professors and students must recognize andunderstand the essential steps of an experiment as detailed below. Class discussion should ex-plore these steps at the beginning of a course.The seven essential steps of any experiment are: a.) PROBLEM: Recognizing a need to either find answers to a new situation or further de- velop a field of study. b.) DESIGN: The experimental apparatus and procedure visualized to accomplish the desired result whether using standard

Collection

1999 Annual Conference

Authors

Francis Ting

same as in the previous experiment. The circular cylinderhad four tapping holes A, B, C and D spaced at 90° around its circumference (Figure 1). Thetransducer was first connected to tapping holes A and C at the front and back of the cylinder. Atime record of the transducer voltage output was recorded using a multimeter. The transducerwas then connected to the tapping holes at the front and sides of the cylinder (A and B, and A andD), and the voltage outputs were again recorded. The ADV was positioned in front of thecylinder to measure the approach flow velocity. The measured velocity was 0.48 m/s. Studentsobserved that in a turbulent flow, pressure as well as velocity fluctuated with time.In the laboratory reports, students plotted a

Collection

1999 Annual Conference

Authors

Walter J., III Gomes; Rulph Chassaing

4.439.1 1,2connectors . % FIREX.M Main program that calls function dsk_fir() frlen=1024; a=1; fs=16e3; Fc1=5e3; Fc2=5.5e3; order=48; f=[0,Fc1/(fs/2),Fc2/(fs/2),1]; m=[1,1,0,0]; b=remez(order,f,m); dsk_fir(b,fs); h=freqz(b,a,frlen); fpl=[0:fs/2/frlen:fs/2-fs/2/frlen]; plot(fpl,20*log10(abs(h))); title('REMEZ Low Pass Filter, order=48, fs=16kHz, Fc=5kHz'); xlabel('Frequency'); ylabel('dB'); Figure 1. Main program for FIR filter design.An assembler is included with the DSK package

Collection

1999 Annual Conference

Authors

John I. Hochstein; E. H. Perry

possibly pass the course without getting the competency questions correct.One problem with this approach is the interaction between exams designed to assess ability leveland those designed to document minimum acceptable threshold abilities. Consequently, wechose instead to integrate the competency testing in precisely the same spirit with which theyfirst arose: they are go/no-go tests. To receive an “A” for the course, a student must pass acompetency exam in every topic area. If there is one topic for which a student cannot pass acompetency exam, the highest course grade possible is a “B”, no matter how high scores may beon the other evaluative components of the course. If the student cannot pass a competency test intwo of the topics, the highest

Collection

1999 Annual Conference

Authors

Brian Jenkins; Cameron Wright; Thad Welch

NavalAcademy home page, select Academics, Academic Divisions and Departments, ElectricalEngineering, Links).References[1] Kubichek, R. F., “Using MATLAB in a Speech and Signal Processing Class,” Proceedings of the 1994 ASEE Annual Conference, pp. 1207–1210, June 1994.[2] Burrus, C. S., “Teaching Filter Design Using MATLAB,” Proceedings of the IEEE International Conference on Acoustics, Speech, and Signal Processing, vol. 1, pp. 20–30, April 1993.[3] Jacquot, R. G., Hamann, J. C., Pierre, J. W., and Kubichek, R. F., “Teaching Digital Filter Design Using Symbolic and Numeric Features of MATLAB,” ASEE Computers in Education Journal, vol. VII, no. 1, pp. 8–11, January-March 1997.[4] Porat, B., A Course in Digital Signal

Collection

1999 Annual Conference

Authors

Richard L. Coren; C. John Carpenter

interests of engineering students. Generally they are lessprepared, mathematically, than previously, and not as experienced in structural visualization.2 - few engineers actually use EM professionally. Modern engineering is directed more tosystems and software analysis rather than to hardware and components.3 - those who use EM employ only a small part of the subject’s complexity. Despite teachinga host of fields: D, E, B, H, P, M, ϕ, A, modern computer solution methods generally employonly the last two of these quantities, with the others being found only for post-processingconvenience.4 - there is real curricular pressure to make room for new courses and proposals to reduce theengineering credit requirements. These, combined with reasons 1 and 2

Collection

1999 Annual Conference

Authors

Shih-Liang Wang

widelyavailable, they are not intuitive to many users. On-line help of these software packages do noteffectively guide users on the characteristics of these curves.Bezier CurvesA Bezier curve can be expressed as: n p (u ) = ∑p i =0 i Bi , n ( u ) 0 ≤ u ≤ 1 n! B i , n (u ) = u i (1 − u ) n −i i!(n − i)!where pi is the position vector of a control point. The order of the curve, n, is the highest orderof parameter u. The number of control points and their positions define a curve. Figures 1-3 rep-resent three different Greek alphabetical characters. Figures 4-5 show two different mathemati-cal symbols.Through these examples

Collection

1999 Annual Conference

Authors

Ronald H. Rockland

written.Many of these examples can be non-formula based. Some of these examples include: a. Describe in pseudocode how one would visit a person whose office is located somewhere in a 50-story office building, where one only has a name. b. Describe in pseudocode how one would give directions to a person to a specific location, i.e. a building on campus. c. Describe in pseudocode how one would get out of a parking space.In problem a, many students would simply state; “look up the name in a directory and go up tothe office”. While that might be a good top level pseudocode, more detail is needed. Forexample, how does one find the directory, how does one look up the name, how do you locate theelevator, how do you get up to the required floor

Collection

1999 Annual Conference

Authors

Gregory P. Starr

-third height vertical units. Then the bheight of a LEGO assembly in mm would be 9 6 + 31 : a b 1 Page 4.543.3since a full vertical unit is 9.6 mm high.If represents the number of horizontal units, then 8 is the length of a LEGO beam in mm. We c cthen need to nd integral solutions that make these two quantities equal: :9 6 + 13 = 8 a b

Collection

1999 Annual Conference

Authors

Bahman S. Motlagh; Alireza Rahrooh

participation, is vital in the preparation of a studentÀs career in electrical Page 4.524.3engineering technology. Bibliography [1] Motlagh,B., and Rahrooh, A., ÀLinear Integrated Circuits Laboratory Manual,À , University of Central Florida, Orlando, Florida. [2] Motlagh,B., and Rahrooh, A., ÀDigital Circuits Laboratory Manual,À , University of Central Florida, Orlando, Florida. [3] Tocci/Widmer,ÀDigital Systems Principles and Application,À Prentice Hall, 7th Edition, 1998. BAHMAN S. MTLAGH Bahman S. Motlagh is an assistant professor of engineering technology at the University of Central Florida andthe

Collection

1999 Annual Conference

Authors

Eric N. Wiebe; Theodore Branoff

example the part shown in Figure 1a. An assumption of a student modeling thispart might be to take advantage of the natural symmetry of the part and place datum Cthrough the vertical center of the part and place datum B through the centers of the holes.What are the GD&T implications of this model construction strategy? This modelconstruction strategy makes sense if the goal is to have the hole centers act as the secondaryGD&T datum (see Figure 1b). This, in turn. makes sense if the part mates in an assemblysuch that the hole centers are the controlling feature from which all width and lengthdimensions are based (Figure 1c).If the part mating is dependent primarily on the meeting of end surfaces on the part (Figure2c), another modeling

Collection

1999 Annual Conference

Authors

Lloyd Feldmann

several specific elements. Cooper [2] and Doyle and Barber [4] have carefullydefined the elements of homework and their relation to an optimal program. These basicelements are: A) Careful determination of the assignment elements B) Sufficient time for the student and the instructor to complete the assignment C) Collection of the finished assignment D) Evaluation of the student’s performance with quality feedback to the student E) Evaluation of the teaching performance F) Expeditious return of the evaluated assignment to the student.The first element, (A), which is the main focus of this paper, is not always given the sufficientattention it warrants. Sometimes, at the end of the class

Collection

1999 Annual Conference

Authors

Mark Tew

. Elsherbeni, A. Z. and Tew, M. D., “Expanded use of Multimedia in Electrical Engineering Laboratories”, NSFILI grant # DUE-9650290, 1995-1997. Page 4.598.5MARK TEWMark Tew received his B. S. E. E. degree from the University of Mississippi in 1971, an M. S. in EngineeringScience from the same institution in 1973, and a Ph. D. in Electrical Engineering from the University of Illinois atUrbana-Champaign in 1979. Dr. Tew worked at Kaman Sciences Corp., Colorado Springs, CO, and was a memberof the satellite antenna group at TRW Systems, Redondo Beach, CA, from 1974 to 1976. Since 1979, he has been afaculty member in the Department of

Collection

1999 Annual Conference

Authors

Robin Lovgren; M. Racer

analysis: The figure to the left shows the intersection evaluated by the students. B They identified the six feasible transitions. Data was collected within a fifteen minute time period to determine the number of cars traversing to and from each direction. This group initially defined the three states as being the three road segments A, B, and C. ThroughA discussions in class the table below was developed. The students were able to recognize that the state description of the vehicles must also include direction of travel. The

Collection

1999 Annual Conference

Authors

Nabil Kartam

background of learning design process in CE200 Project — Civil Engineering Drawing fora Villa of 400 m2. The students worked in groups. Each group contained maximum threestudents.Scope a) Draw plans, elevations, cross-sections, materials schedule, etc. b) Draw required structural plans, sections, and details.Data Collection Process Students are asked to visit existing construction site of such plot area, and gather data to: a) Find Free space required to be left around the building by the local Municipal Authority. b) Find the reasons, why such spaces have to be left for. c) Find, dimension of each room, and justify them. d) Find size of doors, windows, stairs, beams, columns, slab, etc.Design Development Process a) Use the above data to come up

Collection

1999 Annual Conference

Authors

Christopher Field; Brian Jenkins; Deborah M. Mechtel

. The animation can describe either the time variationof the standing wave in space, or the spatial variations of a standing wave in time. The program islisted and documented in Appendix B. Again, clicking the mouse within the graph area bounded bythe axis will freeze the display and typing a key will resume it.SummaryAnimated computer graphics significantly improves student understanding of multidimensionalelectrodynamics concepts beyond that provided by static figures. Computer animation is key tosupporting student understanding of time dependent multidimensional functions that describephysical phenomena. These MATLAB based instructor demonstrations address a class of dynamicproblems difficult for students to grasp. Other possible topics

Collection

1999 Annual Conference

Authors

James Rehg

commands associated with timers and counters.The command groupings reflect the section titles in the AB program reference manual.The screen captures in Figure 2 illustrate the technique to select commands using thesymbol and group listings. (a) (b) (c) Figure 2 (a) Command Index, (b) Symbol Index, (c) Command Group IndexThe Command Index view is obtained by selecting SLC 500 Commands from the mainmenu, and the two remaining indexes illustrated in Figure 2 are selected from the listing Page 4.599.4on the Command Index. Session

Collection

1999 Annual Conference

Authors

Oscar, Jr. Barton; Jacob Wallace

Q ' 0.0323 0.124 0 107 psi (8) 0 0 0.0457The Define Laminate Stacking button allows the user to input, the laminate thickness, numberof layers, and ply orientation for each layer resulting in the computation of the completeextensional stiffness matrix [A], extensional-bending coupling stiffness matrix [B], and bendingstiffness matrix [D]. For a symmetrically arranged laminate given by [15 E/45E/45E/15E] Thesestiffness results are given as 8.079 2.244 3.271 A ' 2.244 2.217 1.805 107 psi&in (9

Collection

1999 Annual Conference

Authors

Anthony J. Muscat

elements spawn discussion inthe classroom?B. Build a Bridge to Student’s Knowledge BasePosing a question in everyday life often leads to discussion. For example, asking your neighbor,“Did you hear that the secondary school will go to a year-around format next fall?” will usuallygenerate a response that produces a discussion of the pros and cons. Posing a question in a roomfull of engineering students often produces speechlessness instead. How many times has aprofessor been met with silence after asking a question of students who were chatteringincessantly before class? One obvious cause for the resistance is an apprehensiveness mostpeople share in uttering a thought that might expose a lack of understanding. A full classroomappears to magnify this