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2001 Annual Conference

Authors

John Carpinelli

, such as the contents of registers after each instruction.They show students what happens within a computer, but not the actions that cause each operation Page 6.1030.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationto occur. They do not show how data moves from one place to another, only that it does so.The Relatively Simple CPU Simulator uses visualization to illustrate the flow of data betweencomponents in a CPU. Animating the flow of data within the system provides students with a

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2001 Annual Conference

Authors

Ron Chin; Kamran Qamar; Gary Krikorian; Joel Weinstein

ASession 2793@ Simulating Industry in the Classroom By Joel Weinstein, Ron Chin, Gary Krikorian, & Kamran Qamar Northeastern UniversityIntroductionOne way that engineering technology differentiates itself from other technical disciplines is in itsindustrial flavor. Engineering technology tries to create industry-ready technologists. From anacademic perspective, most curricula do an admirable job of preparing students for the technicalchallenges they will face. However, academia traditionally falls very short in preparing thestudent for the kinds of social and political

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2001 Annual Conference

Authors

Robert Rice; Christian Ochei; Alamgir Choudhury

a computer program.Similar tools were developed in various schools in the past [3, 4, 6, 8]. Ressler [3]developed “Visual Stress Transformer,” a Visual Basic program to animate stresstransformation in strength of materials class. Jong and Onggowijaya [5] used Qbasic [6]programming language to simulate four-bar linkage motion in a kinematics class. Others[7, 8, 10] used available commercial software such as Working Model [4] andSpreadsheet either to enhance student learning or to teach students computer applicationsfor solving technical problems. The tool presented here was developed based on theobjectives (i)-(iv) outlined above.The graphics feature available in Visual Basic is suitable for the visual display ofdeflection calculation. The

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2001 Annual Conference

Authors

Christopher Pionke; Christopher Williams; Karen Chou

Session 2793 Multimedia Simulation Tool for Steel Tension Member Analysis and Design Christopher A. Williams, Karen C. Chou, Christopher D. Pionke Merit Auto/University of TennesseeAbstractThis paper presents a multimedia simulation tool that allows for the investigation of steel tensilemember connection analysis and design. The motivation behind the creation of this software isto meet the needs of students and their different learning styles for the education of tensilemember connections. A computer aided teaching tool called Tension Connection Analyzer

Collection

2001 Annual Conference

Authors

Katherine Liapi

use advanced CAD tools for the exploration of their morphology.More specifically students are expected to study an existing or develop a new kinematic.structure or building in which motion comprises a major component of the design andconstruction concepts and is directly related to its function. Among other requirementsstudents need to develop preliminary computer simulation and animation studies of themotion of the entire building structure (Figure 8).Students have to their disposal software packages that are appropriate for:a) Advanced 3D geometric modeling for architectural, and mechanical applications.b) Analysis of mechanisms and motion simulation in a 3D environment.c) Highly accurate animations and renderings including solar

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2001 Annual Conference

Authors

Mohammad Naraghi; Bahman Litkouhi

Engineering Educationinvolve development of computer games, which require some engineering and scientificknowledge. One of these projects is development of a pool game. In this project studentshave to incorporate the friction and dynamics of bouncing balls when they hit each otheror the sides of the a pool table. Additionally, students have to develop programming skillto determine the location of an array of balls (eight balls plus a cue ball) at various timesteps and show it in real time (animated mode) on the GUI screen.II. Description of “Computer Programming for Engineers” CourseThe Computer Programming for Engineers introduces freshman students to software andcomputer skills that can be used in all engineering disciplines. The course is broken

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2001 Annual Conference

Authors

Paul Marquard; Bruce R. Dewey; Sally Steadman; Raymond Jacquot

received his BSME and MSME degrees at the University of Wyoming in 1960 and 1962 respectively.He was an NSF Science Faculty Fellow at Purdue University where he received the Ph.D. in MechanicalEngineering in 1969. He is a member of ASEE, IEEE and ASME and has been active in ASEE for the past twodecades serving as Rocky Mountain Section Chair and PIC IV Chair. His professional interests are in modeling,control, simulation and animation of dynamic systems. He currently serves as Professor of Electrical Engineering.PAUL MARQUARDPaul Marquard received his BS degree in Physics from Creighton University in 1979, his MS in ElectricalEngineering from UCLA in 1981 and his MS in Physics and Astronomy from the University of Nebraska in 1986.Since 1986 he has

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2001 Annual Conference

Authors

Teri Rhoads; Barry Mauldin

communication, on-lineclass notes, video lectures, animated instructions and simulated demonstrations. There are effortsby several engineering instructors to use the computer and Internet as a means to introduce topicsor facilitate learning. Implementation of these multimedia tools has the potential to improvestudent performance.One such multimedia tool is a computerized statistic module. These modules are animated tutorialsthat demonstrate some course topic. The modules present formal text definitions supplementedwith working examples. For instance, the module could explain the concept of statistical mean andgive the accompanying equation. Then the module could demonstrate how to calculate the mean.The modules are accessed via the course web site. The

Collection

2001 Annual Conference

Authors

Bruce R. Dewey; Raymond Jacquot

Annual Conference, June 24-28, Toronto, Ontario, Canada, pp.1302 –1305.2. Matthews, J.H., Using MATLAB to Obtain Both Numerical and Graphical Solutions to Hyperbolic PDEs, Computers in Education Journal, vol. 4, no. 1, Jan./Mar., 1994, pp. 58-60.3. Jacquot, R.G. and J.C. Hamann, Visualization of PDE Solutions Using Implicit Methods and MATLAB, Computers In Education Journal, vol. 7, no. 3, July/Sept., 1997, pp. 2-5.4. Watkins, J., G. Piper, K. Wedeward and E.E. Mitchell, Computer Animation: A Visualization Tool for Dynamic Systems Simulations, Proc. 1997 ASEE Annual Conference, June 15-18, 1997, Milwaukee, WI, Paper 1620-4.5. James, M.L., G.M. Smith and J.C. Wolford, Applied Numerical Methods for Digital Computation; 3rd Ed

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2001 Annual Conference

Authors

Chih-Ping Yeh; Mulchand Rathod

that effectiveness is achieved without credit hours or time change.• Improve the existing rotating machine laboratory by adding modern power electronic drives and devising real time data acquisition for measurement.• Develop, enhance, adapt and implement animation, computer simulation and visualization to enhance student’s learning.• In the future, use enhanced courseware for delivery over the WWW or through distance.III. Enhanced Course StructureThe content of the ‘Electric Machines and Power’ course (EET 3500) has been revised to retain majorconcepts while reducing topics to achieve effectiveness without credit hours or time change. Thisrevision involves a structure attempt to include real time data acquisition, visualization and

Collection

2001 Annual Conference

Authors

Scott Dennis; Jeff Ball; Martin Bowe; Daniel Jensen

. However, the instructors in the course were not satisfiedwith the depth of coverage of the automatic transmission in the past due to a lack of suitableteaching tools. That is, automotive textbooks, as complete as they are, and static displaystogether with lecture cannot easily or clearly describe the operation of the automatictransmission. The design of the Engr 410 teaching demo evolved through several iterations asthe cadets learned the operation of the transmission themselves. Armed with their own recentlearning experiences, they devised a three-part teaching demo: a static cutaway of one entiretransmission, a working demo of the gear sets using hardware from the second donatedtransmission, and a computer simulation that animates the motion of

Collection

2001 Annual Conference

Authors

Mukasa Ssemakula

technology, preparation of new teaching materials andvisual aids for the course, and incorporation of computer-based animations to enhance studentlearning. The paper also discusses the administrative procedures that were put in place to ensuresmooth running of the class and create a positive learning experience for both the on-campus andoff-campus students.2. Learning the TechnologyIt is imperative that if distance education tools are going to be used, the instructor designing anddelivering the course be completely comfortable with the technology. To help accomplish this,WSU makes creation of distance education courses voluntary. I volunteered to develop the ourDivision's first distance class in Winter 1998. Our Statics course was chosen for this

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2001 Annual Conference

Authors

Gary Boyd; Alan Insleay; Geza Joos

learners. However, always, meta-cognitive skills formanaging personal learning conversations with ones-selves and others are of greatimportance [1].VI - ILLUSTRATA MODELS AND SIMULATIONSThe POWERGUIDE models are Systemic problem worksheets, computationalsimulations of components, circuits, and algorithmic computer animation displays. Thetutorial simulation combines two modes of discourse: didactic and experiential.Laurillard [10] describes the two types of feedback particular to these modes: extrinsicand intrinsic feedback. The tutorial aspect of instruction involves extrinsic feedback,which consists of comments on the learner’s action (e.g., "That is correct" or "Pleasechoose a different option").The simulations, however, offer intrinsic feedback

Collection

2001 Annual Conference

Authors

George Homsy

and back, building up understanding andintuition in the process. Both experiment and theory are useful in making this connection.Incorporate modern computer simulation into the curriculum.While scientific computing has achieved equal standing with experimentation and analyticaltheory in research, it has not yet had a significant impact on the teaching of fluid mechanics.This is a serious challenge that must be addressed. Learning is enhanced by the ability tosimulate and visualize flows which cannot be expressed by analytical theory. The use ofcomputation is invaluable in providing the ability to systematically vary parameters and studythe evolution of flow structures and flow physics that occurs as a result. Parametric dependence,including

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2001 Annual Conference

Authors

Vladimir Nikulin; Victor Skormin

modeling,computer simulation, and laser communication. His research efforts includes development of components of laser-based space communication systems, control, optimization and diagnostic system for power plants, diagnosticsystems for avionics, adaptive motion control systems. He served as a consultant to major US companies and theAir Force. He is actively involved in instructional TV and technical lecturing. Dr. Skormin is an author of manytechnical publications. His current research is funded by NSF, NASA, and Air Force. Dr. Skormin is a recipient ofthe IEEE Region I Award “For Leadership in Establishing University-Industry Links in Research and Education”,the University Award for Graduate Teaching from Binghamton University, and the SUNY

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2001 Annual Conference

Authors

Scott Wharton; Yesh Singh

Page 6.381.7on a flat table. The ball can perform three rotations, one about each of its principle axis Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Educationdirections and two translations along the surface of the table. The sphere plane joint symbol isSP. Figure 12 shows the form-closed and force-closed models of a sphere-plane joint. Fig. 12 Sphere Plane Joint, SP DOF = 5Animation of Kinematic PairsTo animate each model, animating capabilities of Solidworks 99 software were used 6. Eachdegree of freedom for every model was simulated

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2001 Annual Conference

Authors

Thomas Edgar; John Wood; John Fowler; Hong Xiao; Fabian Lopez; Dave Hata; Bassam Matar

effectiveness as team membersin real factory settings. The modules cover basic semiconductor unit processes (e.g.,lithography, metalization, etch) and their facility demands, design of experiments, and factory-level dynamics, from both technician and engineering perspectives. The modules includeinteractive, schematic-based simulator panels for selected manufacturing machines, to support aneed-based, top-down learning paradigm. In addition, the modules have structured exercises thatrequire interactive roles between technicians and engineers. The “side-by-side” presentation oftext, graphics, animations, videos, simulations and exercises will give technicians enhancedexposure to math and science, and it will give engineers enhanced exposure to machine

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2001 Annual Conference

Authors

Michael Ropp; Steven Hietpas

of Energy Conversion -- EE430 -- using electromagnetic simulations and animations," Final Report, Governor’s Technology Program, South Dakota, Oct. 23, 2000.6. N. Mohan, Electric Drives – An Integrative Approach, University of Minnesota Printing Services, Minneapolis, MN, (2000).7. S. M. Hietpas, “Using Multimedia Tools For Teaching Electric Drives,” NSF Workshop on Multimedia Delivery of Modern Power Electronics Systems,” University of Central Florida, School of Engineering and Computer Science, Orlando, Nov. 11-13, 2000.8. URL: http://www.abet.org/downloads/2001-02_Engineering_Criteria.pdf; Accreditation Board for Engineering and Technology (ABET), “Criteria for Accrediting Engineering Programs, 2001-2002 Accreditation Cycle

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2001 Annual Conference

Authors

Qiuli Sun; Kurt Gramoll

topics. In general, each multimedia module has two subsections. One is aninformation subsection that explains a specific engineering topic and the other is a simulationthat is designed to allow the user to explore. Usually, the user is expected to study theinformation subsection and related materials carefully before they start using the simulation sincethe simulation assumes that the user has a basic knowledge of the particular topic. Flexibleinteractivity is always the central design concept of the simulations. For example, the user canmodify multiple parameters at one time and they can draw a truss structure, a frame structure, ora cross section as input information. The results are then presented by use of animations,graphics, color contours

Collection

2001 Annual Conference

Authors

Joshua Talbert; Richard Wilk; Frank Wicks

vehicle requires a model of the vehicle that provides thepower requirements as a function of the driving conditions along with the ability to simulate a range of realisticdriving patterns. A vehicle was instrumented with an accelerometer for on line computer data acquisition andcomputer to calculate engine and braking power throughout a driving cycle. The results of this test and analysis indicate that the potential fuel conservation benefits of the currentlycommercialized hybrid vehicles are minimal. An alternative that was evaluated Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition Copyright @2001, American Society for Engineering Educationto provide comparable

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2001 Annual Conference

Authors

David Myszka

design industry, a major transition is underway in the manner products aredesigned, tested, and brought to market. With increasing power of computers, today’s engineersand designers are able to create 3-D solid models of their designs on their desktop PCs. Thesemodels are often termed virtual prototypes because once the models are created, analysis toolscan be used to simulate the operation of the device being designed. The models can also be usedto create and manufacturing data.Solid Modeling derives its name from the fact that a solid modeler creates an object called asolid, or body, representing a part. A solid is a model that clearly identifies any point in space aseither inside or outside of the model. This sounds simplistic, but has

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2001 Annual Conference

Authors

Tak Cheung; David Lieberman

Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education”output for a specific situation, can be repeated over and over with varied inputs and help developinsight. The student enters the input parameters and clicks on a button (figure 1a), the simulationsupplies the resulting polarization with an animation of the resulting electric field vector.When the animation is completed a plot of the vector is displayed(figure 1b).Figure 1a Polarization Simulation with input valuesThe interactive textbooks were written with ToolbookTM and the simulations were written inVisual Basic and LabVIEWTM

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2001 Annual Conference

Authors

Hakan Gurocak

manages communication with the robotthrough the serial port and with the clients over the Internet. The client software contains avirtual teach pendant (VTP) that looks and works just like the actual teach pendant that comeswith the robot to control and program it. Once a connection is made, the entire functionality ofthe robot can be controlled over the Internet by a remote student using the VTP.Finally, the e-Lab was also equipped with three student stations to be used by the local students.Each station contains a laptop computer and a touch monitor connected to it. Just like theremote students, the local ones are connected to the equipment over the network. Touchmonitors were used to simulate the operator interface of modern machines found in

Collection

2001 Annual Conference

Authors

Rhonda Lee; Vincent R. Capece; John Baker

student's employability to have obtainedsome exposure to a CFD software package.FEA courses are now often included as required courses, or at least as electives, inengineering curricula (particularly in ME curricula), and these courses often include useof commercial FEA codes. For example, a recent article by Miner and Link4, outlines theuse of SDRC I-DEAS5 software to perform static finite element analysis as part of thedesign process for a bracket in a Computer Aided Design course at the U.S. NavalAcademy. I-DEAS is one example of a commercial code capable of performing finiteelement analysis. Such codes, which have become much more sophisticated and user-friendly over recent years, can now be used effectively to illustrate concepts encounteredin

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2001 Annual Conference

Authors

Thomas Barnwell; Ronald Schafer; Joel Jackson; Douglas Williams; David Anderson; Monson Hayes III

tracks: DSP system theory,real-time implementation principles, and laboratory exercises. The theory and real-time principlesare presented in short lecture modules like the one shown below, while the laboratory exercises areperformed using a DSP development board attached to the student’s local computer. The use of aphysical development board allows more realistic laboratory exercises to be performed than woulda network-based simulation tool. Student interaction, instructor feedback, and course organizationare provided through the web interface. The student interaction and hands-on aspects of the coursemore closely approximate a university experience rather than a typical asynchronous web-basedtraining course.1. IntroductionThe rapid advancement

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2001 Annual Conference

Authors

Rosalyn Berne

2010, he says, supercomputers will reach the20 million billion calculations per second capacity of the human brain. By the year 2060,a personal computer will be able to simulate the brain- power of a trillion human brains.Kurzweil forecasts the development of molecular computers that use DNA as the basisfor quantum computing. This possibility opens the prospect of computers that willcompete with and surpass the full range of human capabilities. And at that point, whichaccording to Kurzweil is only a few decades away, we will be able to use "reverseengineering" to examine and replicate the brain layer by layer, synapse by synapse,neuron by neuron.The implications for scientific research are tremendous. But for Kurzweil, and othertranshumanists

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2001 Annual Conference

Authors

Alan Gomez

follows. Students need morethan the computers and their programs. This article presents information about a 21st centuryprogram created in 1996: a comprehensive engineering program at Madison West High Schoolwithin blocks of the University of Wisconsin in Madison, Wisconsin.I. IntroductionCourses including Principles of Engineering 1&2, Materials Science, and Computer AidedDesign, including mechanical design, 3D solid modeling and 3D animation, are the make-up ofthis 21st century high school engineering program.Students in engineering courses participate in at least fourteen different case studies. These casestudies are diverse in nature in order to give the students just a taste of many different types ofengineering. Engineering ethics

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2001 Annual Conference

Authors

Judith Waalen; Malgorzata Zywno

effect on students’ achievement2, 3. It also has a positive impact beyondquantitative measures of academic outcomes, such as changes in students’ thinking, intellectualdevelopment, and personal growth4. The course designers therefore placed emphasis not only onthe provision of a solid theoretical foundation, but also on the extension of the theory to practice,and on teamwork and communication skills. Real-time experiments in servo-motor control,demonstrations (fuzzy logic and optimal control of a 3D helicopter simulator), realistic design,testing, and implementation using advanced computer simulations (MATLAB and Simulink5)became an integral part of the course in and outside of the classroom6, 7.Non-technical skills became a larger part of

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2001 Annual Conference

Authors

Youki Terada; Pam Sirivedhin; Flora McMartin; Alice Agogino; Ann McKenna

, andimplemented animations of physical phenomena of their choice. The combination of theseactivities is inherently integrative; students are required to use concepts and skills from math,physics, computing, and engineering. Designing these different animations allowed the student toapply their math and physics knowledge to explore physics concepts. By manipulating theanimations students visualized kinematic relationships and explored physical effects that wouldnot otherwise be possible.Participating faculty from the math, physics and engineering departments also met regularly todiscuss course content and to coordinate their efforts. These meetings created a dialogue amongthe faculty and resulted in their improved awareness of the material covered in each

Collection

2001 Annual Conference

Authors

Victor L. Paquet; Ann Bisantz

from a case study model. The case material, based on the automotive manufacturingindustry, includes the description of the overall manufacturing system, seven multi-periodlaboratories across the two courses, and computer modules intended to support the design andanalysis activities in the laboratories. Over the duration of the project, the courses are beingtaught using the modified laboratories, and evaluations, including student surveys, gradecomparisons, and comparison of test question answers, are being conducted to compare studentperformance before and after the implementation of the proposed laboratories. Results fromcompleted evaluations are discussed.BackgroundErgonomics (IE 323) and Methods and Measurement (IE 424) are required courses