Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hitesh D. Vora, Oklahoma State University; Brad Rowland, Oklahoma State University; Joe Conner, Oklahoma State University; Brian K. Norton P.E., Oklahoma State University; Qinang Hu, Oklahoma State University; Toni Ivey, Oklahoma State University

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Experimentation and Laboratory-Oriented Studies

Paper ID #31427Oklahoma State University’s ENDEAVOR: Transformation of Undergradu-ateEngineering Education through the Experience-based learning.Dr. Hitesh D. Vora, Oklahoma State University Dr. Hitesh D. Vora is an Assistant Professor in Mechanical Engineering Technology. He received his Ph.D. and Masters’ from the University of North Texas in Materials Science & Engineering (in 2013) and Mechanical Engineering Technology (in 2008), respectively. Dr. Vora is a Director of the Industrial Assessment Center (IAC) at Oklahoma State University, which is funded by the US Department of Energy (DOE) for the year 2016-2021

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jason Yao, East Carolina University; Ricky T. Castles, East Carolina University; Chris Venters, East Carolina University; Nic Herndon; Melinda T. Doty, East Carolina University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Electrical Engineering concentration. His research work focuses on the use of wireless sensor networks, microcontrollers, and physiological data collection for a variety of applications. His primary interest is in the area of adaptive tutorial systems, but he has ongoing projects in the area of hospital patient health monitoring. He is actively engaged in K-12 outreach through several venues.Dr. Chris Venters, East Carolina University Chris Venters is an Assistant Professor in the Department of Engineering at East Carolina University in Greenville, North Carolina, USA. He teaches introductory courses in engineering design and mechanics and upper-level courses in fluid mechanics. He earned his Ph.D. in Engineering

Conference Session

Adaptation of Laboratory-based Courses During a Pandemic: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Ardeshir Raihanian Mashhadi, University at Buffalo; Tracy L. Mallette, University of New Mexico; Andrew P. Shreve, University of New Mexico

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Software (https://cloud.anylogic.com/model/ea348854-83ba-4f23-aca6-0db78e47cfac?mode=DASHBOARD&experiment=86429e03-40d5-4eba-bca3-282cc173c186).The simulation was distributed to students through the Anylogic Public Cloud platform, whichenabled easy and scalable access to the simulation through a web browser. The simulation hastwo modes for students to interact with. The Animation mode (Figure 2) provides avisualization of the experiment for students in order to help them develop intuition regardinghow the chemicals mix together and how the flow rate and pH level can change in the mixture.The animation depicts a schematic view of different chemicals (acid mine drainage solution,soda ash solution, limestone, calcium carbonate and activated

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ahmet Can Sabuncu, Worcester Polytechnic Institute; John M. Sullivan Jr., Worcester Polytechnic Institute

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

a traditional or onlineenvironment. The experimentation kit we proposed is inexpensive, light, and has small volumemaking it ideal for online education. We are currently working on course improvements asguided by the student evaluations. Additionally, we are planning on a instant feedback artificialintelligence system for the students based on a compilation of the student questions raised duringthe course offering and their subsequent suggestions.References:[1] E. R. Halverson and K. Sheridan, “The Maker Movement in Education”, HarvardEducational Review, vol. 84, No. 4, pp. 495-504, 2014.[2] K. Wobbe and E. A. Stoddard, Project-Based Learning in the First Year : Beyond AllExpectations. Sterling, VA: Stylus Publishing, LLC, 2018.[3] E. H

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

David F. Radcliffe, Swinburne University of Technology; Mary K. Pilotte, Purdue University, West Lafayette

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

engineering education as a complex system, and the design and evaluation of next generation learning environments. This research is intrinsically multidisciplinary and draws on methodologies from the humanities, social and behavioral sciences and involves collaboration with anthropologists, learning scientists, librarians, designers, and architects.Dr. Mary K. Pilotte, Purdue University, West Lafayette Mary Pilotte is Associate Professor of Engineering Practice in the School of Engineering Education at Purdue University, West Lafayette, Indiana. She is an instructor for Multidisciplinary engineering course- work, and is Director of the undergraduate Interdisciplinary Engineering Studies and Multidisciplinary Engineering

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jason Howison, The Citadel; Robert J. Rabb P.E., The Citadel; Emily Kate Bierman, The Citadel; Nathan John Washuta P.E., The Citadel

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

performance or refrigeration capacity. It allows the students to connect the theoretical equationsand look-up tables used to model a process and observe the true performance experimentally. Thehands-on nature provides a link between the mathematical representation and the physicalexperiment to increase student understanding. The total system costs less than $300, and theequipment can easily be stored from year to year. Sample lab data, analysis, and questions areprovided for the interested reader. Lab objectives are mapped to ABET student outcomes as well.IntroductionLab exercises are an essential component in engineering education. Students develop a deeperunderstanding of the subject through a hands-on approach with real-world items. However

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Erin A. Henslee, Wake Forest University; Kyle Luthy; William N. Crowe; Lindsey J. Gray, Wake Forest University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

controls. To meet this challenge, the authors took a student centeredapproach to the course design as well as active learning pedagogy. From this approach the coursewas structured where students work through theory and hands-on labs each class period. Thisinfused basic electrical theory and instrumentation with Arduino-based sensors and controlalgorithms, and has allowed alignment of every day of the course with multiple student learningoutcomes. In this work the authors present student outcomes of the approach. These are informedby methods of formative and summative assessment as well as evidence of achievement throughregular informal student feedback, course evaluations, observations, and focus groups. The assessment strategy has included

Conference Session

Remote Physical Laboratories: Experimentation and Laboratory-oriented Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bridget M. Smyser, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

-campus students study a light bulb in an open system. When possible, remote students interactsynchronously with their on-campus teammates using Zoom or MS Teams, with the sessionsbeing recorded for students in distant time zones. An additional advantage of these labs is that ifclasses must revert to completely online at some point during the term, on-campus data can beprovided by the instructor to allow students to complete the experiments. The effectiveness ofthese experiments is being assessed through student surveys and comparison to previous labexperiments teaching similar concepts. Data from the first two terms shows that between 64%and 93% of the students surveyed agreed or strongly agreed that the individual labs wereengaging, and between

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacob Robert Huene, Oral Roberts University; Michael Stephen Huene, Oral Roberts University; Esther Marie Spear, Oral Roberts University; Ezra Whitman Walblay, Oral Roberts University; Harley Craig, Oral Roberts University; John E Matsson, Oral Roberts University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

familiar with ways to formulate the theory and then calculate to obtain idealresults. Programming through Mathematica was familiar to the students due to related courseson programming; however, it was necessary to learn a slightly different language to be able torun scripts in Mathematica.The course of this project has implemented many applications learned in classes formechanical engineers. The theory of flow through porous mediums and CFD analysis taught inclasses has allowed for a greater understanding of how water is transmitted through a filter.The application of ANSYS Fluent beyond the scope of typical classroom experiments haschallenged the students to extend the simulation functions and examine, tune, and combineoptions and configurations

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

hoped that this study inspires a much broader research on GGPL with both collaborating and/or competing groups addressing a much larger set of groups and their interactions ranging from small teams to the entire human race. Bibliography[1] J. Dewey, Experience and Education, Macmillan, N.Y., 1939.[2] D. A. Kolb, Experiential Learning: Experience as the Source of Learning and Development, Prentice Hall, Englewood Cliffs, N.J., 1984.[3] J. N. Harb, S. O. Durrant, and R. E. Terry, ”Use of the Kolb Learning Cycle and the 4MAT System in Engineering in Education,” Journal of Engineering Education, Vol. 82, April 1993, pp. 70-77.[4] J. N.Harb, R. E. Terry, P. K. Hurt, and K. J. Williamson, Teaching Through the Cycle: Application of

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

critical thinking. Beyond that, labs are an ideal platform for developingteamwork and communication. In normal circumstances, providing quality lab experiences can beresource intensive and logistically challenging, particularly for large class sizes. This year, newsafety measures required by Covid-19 have completely changed the equation, adding constraintsfew of us could have anticipated a year ago. One solution to the Covid-19 puzzle is remote learning;this might involve video demonstration of experiments, simulations, and/or ‘at home’ experiments.Another option is to continue to offer in-person labs with added safety measures to include maskwearing, social distancing, and enhanced cleaning. For the Fall 2020 thermal-fluids laboratorycourse at

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

. 82, April 1993, pp. 70-77.[4] J. N.Harb, R. E. Terry, P. K. Hurt, and K. J. Williamson, Teaching Through the Cycle: Application of Learning Style Theory to Engineering Education at Brigham Young University, 2nd Edition, Brigham Young University Press, 1995.[5] L. E. Ortiz and E. M. Bachofen, “An Experience in Teaching Structures in Aeronautical, Mechanical and Civil Engineering, Applying the Experimental Methodology,” 2001 American Society for Engineering Education Annual Conference & Exposition Proceedings, Session 2526.[6] M. Abdulwahed and Z. K. Nagy, Applying Kolb’s Experiential Learning Cycle for Laboratory Education, Journal of Engineering Education, July 2009, pp. 283-294.[7] D. A. Wyrick

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 6

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kip D. Coonley, Duke University; Alexander Gregory Culbert, Duke University; Aaron Franklin, Duke University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

satisfactionsurvey administered at the end of the semester provides initial data on the success of thenon-idealities explorations developed.Thermal Effects on PN Junction Diodes and MOSFETs: This experiment demonstrates the effectsof an increased temperature on PN junction diodes and MOSFETs. Students build a simple circuitand measure the current through the integrated circuit at room temperature and at an increasedtemperature over a fixed voltage range.MOSFET Amplifier Gain and Load Limits: In this experiment, students build a single MOSFETCommon-Drain amplifier and verify its AC gain. Loads, both resistive and capacitive are thenattached to the circuit and the effects on gain and bandwidth explored.MOSFET Input and Output Resistance: This experiment

Conference Session

Developing Teamwork, Student Attitudes, and Hardware Solutions for Laboratory Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sergio Arturo Esteban, California State Polytechnic University, Pomona; Hector Damian Lopez Jr, California State Polytechnic University, Pomona; Nolan Tsuchiya P.E., California State Polytechnic University, Pomona; Patrick Mannion, California State Polytechnic University, Pomona

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

friction, however thescope of this endeavor may be beyond that of an undergraduate systems course. Nonetheless, witha transfer function representation of the experimental system, students are consequently able to docontrol design activities in simulation, and subsequently verify their designs on the real system,which is common practice in industry and academia.Figure 10 shows the step response of a particular pendulum setup. The angle of the shaft (i.e., thepotentiometer measurement) was captured through an “Analog Read” function. Three differentdata sets are superimposed to demonstrate the system’s repeatability.Figure 11 shows the results from an experimental run of a PID Controller implementation. PID 80

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dave Kim, Washington State University, Vancouver; Charles Riley P.E., Oregon Institute of Technology; Ken Lulay P.E., University of Portland

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

undergraduates can acquire during one term of entry-level materials testing lab courses from three schools.1. IntroductionLab reports are the most common genre assigned in engineering courses. They are consideredeffective pedagogical tools to prepare students to write successfully as engineers because theyrequire students to exhibit, in their writing, basic professional forms, characteristics, andconventions associated with engineering literacy [1-3]. Through the lab reports, engineeringundergraduates need to communicate the results of scientific inquiry (related to ABET Outcome6) in a manner that the technical audience comprehends, and from which the technical audiencecan draw useful conclusions (related to ABET Outcomes 3 and 6). Before entering their

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Raina White, Dartmouth College; Christopher G. Levey, Dartmouth College; Laura Ray, Dartmouth College

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

appropriateterminology, equations, and graphical representations being taught. The four short experimentspresented in this paper are described briefly below; a selection of these activities will bedemonstrated at the ASEE conference.Canoe Coast-down: Students study video taken of a canoe in “coast-down”, as its velocitydecays. The canoe exhibits a first-order response to this initial condition. Students hypothesizemodels for their observations, and thus begin developing the skill of system identification.During a subsequent class the instructor leads the students through a more complete analysis.Playdough Hot Potato: Students are given playdough that represents a “hot potato” and asked tocome up with ways to make it cool down as fast as possible. In a follow-on

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joshua Pierson, University of Georgia; John M. Mativo, University of Georgia; Edwin Chiuz, University of Georgia; Mark Trudgen, University of Georgia; Christopher Herring, University of Georgia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

Professor at the University of Georgia. His research interest lies in two fields. The first is research focusing on best and effective ways to teaching and learning in STEM K- 16. He is currently researching on best practices in learning Dynamics, a sophomore engineering core course. The second research focus of Dr. Mativo is energy harvesting in particular the design and use of flexible thermoelectric generators. His investigation is both for the high-tech and low tech applications. In addition to teaching courses such as energy systems, mechanics, mechatronics, and production, he investigates best ways to expand cutting edge technologies to the workforce.Edwin Chiuz, University of Georgia Edwin earned his bachelor’s

Conference Session

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lili Ma, New York City College of Technology; José M. Reyes Álamo, New York City College of Technology; Yu Wang, New York City College of Technology

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

that inspiration of creative thinking fits naturally in therobotic course. Particularly, the lab sessions provide an opportunity for instructors to include and encouragecreative thinking practices. Over years, project-based learning [6, 7, 10] has been adopted and students areasked to perform three projects in the lab session. The first two projects are used to guide students throughfundamental and commonly-addressed algorithms. Inquiry-based learning [11, 12], a highly self-directedapproach of learning and discovering through experiments or observation, is used in the final project, wherestudents apply acquired skills to solve some open-ended questions independently (with the least amount ofhelp from the instructor). The combination of

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lijun Zhang, Beijing Institute of Technology; Dongxiao Wang, Beijing Institute of Technology ; Xiaofeng Tang, Ohio State University; Zhonglian Zhang, Beijing Institute of Technology; Hai Lin, Beijing Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

approaches and curricula have beendeveloped in many other areas of education in professional schools (nursing, law,engineering), college-level courses, and kindergarten through 12th grade” [4] and list someexamples reported in the literature. Donald R. Woods reported a new program in chemicalengineering improved students' marks as well as their response to the learning environment,problem-solving skills, and lifetime learning skills [5]. Flemming K. Fink from AalborgUniversity in Denmark, one of the main advocates of PBL in the world, introduced theirexperience in establishing a university in a region with little industrial activities; Fink’s workshows that PBL played an instrumental role in preparing an engineering workforce thatstimulated the

Conference Session

Experimentation and Laboratory-Oriented Studies Division Technical Session 6

Collection

2019 ASEE Annual Conference & Exposition

Authors

Harry Courtney Powell, University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

, and U8 is asmall audio signal level transformer [11]. It is connected through a 3 position shunt jumper thatallows the output to be centered at ground, a D.C. offset, or the A.C. signal derived from theoscillator circuit. None of the component values are critical, and all are available through normaldistribution channels. In small quantities, the entire system can be assembled for less that $30each- considerably less expensive than purchasing a second signal generator! This designproduces a 6.3 kHZ interference signal, and allows the experiment to employ a signal of arbitraryamplitude, frequency, or waveform type as the true differential signal to be amplified.Typical experimental proceduresIn the laboratory section of our studio, students

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ryan Banow, University of Saskatchewan; Sean Maw P.Eng., University of Saskatchewan

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

running through the truss’s two-force members (2FMs). This scenario does not lend itself to a holistic understanding of howtrusses behave under loads of various magnitudes and locations. It does not facilitate acomparison of the relative strengths and weaknesses of different truss designs, nor aconstructivist learning style driven by curiosity.TrussVR© carries out the computations of solving a truss almost instantaneously. What thisaffords is a new way to learn about trusses, and a way to learn features of trusses that have beenpreviously impractical to learn through conventional lab techniques. Build a truss, apply anexternal force, and see the distribution of forces within the truss. This cycle can be repeatedquickly in VR, allowing learners to

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natasha Smith P.E., University of Virginia

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

better labs forthe 2020 lab course.Finally, to more accurately assess whether the lab is fostering mastery of foundational principlesand concepts, a future study could look at student performance in co-requisite and/or follow-oncourses.ConclusionsExperimental lab courses are often expected to meet a diverse set of outcomes, from teaching ex-perimentation principles to developing soft skills in teamwork and communication, to providingtactile examples of concepts in a wide-variety of other courses. At the same time, one hopes the ex-perience is enjoyable for students and that their learning persists well beyond the end of the course.The University of Virginia has adopted a new experimental lab sequence that accomplishes severalgoals. First, it

Conference Session

Division for Experimentation & Lab-oriented Studies Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

is whether or not it helpsthem learn the material. Labs that are disconnected from the course topics or that are seen asbusywork are not well received by the students. For all the labs studied except for theTemperature lab, the results indicate that labs helped them learn when the experiment was seenas supported by lecture and interesting and engaging. Labs that help students learn are also seenas having information that is applicable to other problems. This is a particularly valuableoutcome for making connections across the curriculum. If students can imagine having to useparticular techniques or sensors in other situations, there is a better chance that they will retainthat information beyond the course.Small amounts of frustration can be

Conference Session

Experimentation and Laboratory-oriented Studies Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Dave Kim, Washington State University, Vancouver; John D. Lynch, Washington State University, Vancouver

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

about lab reports? 2Three electrical engineering (two full-time and one part-time) and one mechanical engineering(full-time) instructors who taught lab courses participated in the email survey, which was givenin the Fall semester of 2018. All four instructors’ responses identified the main job of theU/GTAs is to grade lab reports. Two instructors assigned them to instruct the labs. The labcourse instructors expect the U/GTAs to 1) have a deep understanding of concepts andknowledge of lab topics, even beyond the lab results (or the required contents); 2) provide clearexplanation for the deduction of any points; 3) assess how the lab report organizes and conveysthe knowledge that students acquired