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1999 Annual Conference

Authors

Christopher Field; Brian Jenkins; Deborah M. Mechtel

−1.5 0 5 10 15 20 25 30 0 5 10 15 20 25 30 Page 4.280.5 Figure 1. Time distributed events for a one dimensional traveling wave animation.Page 4.280.6Page 4.280.7References1. Jenkins. B, "Simulation and Animation in Optical Fiber Communication", Computers in Education Journal (acceptedfor publication)2. MATLAB Users’s Guide, The MathWorks, Inc., Natwick, MA 01760, 1992.DEBORAH M. MECHTELDeborah M. Mechtel completed requirements for the Ph.D. at Johns Hopkins University in

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1999 Annual Conference

Authors

Stanley J. Pisarski

the ramifications of these experiences in the courses, student’scollege education and beyond.I. IntroductionThe objective of this paper is to provide examples of circuits and systems that the electricalengineering technology students simulate with various software simulation packages. Specificcourses have been chosen to examine the effect that the software has on student learning ofcircuit analysis and design concepts.Software simulation has been used in the electrical engineering technology program at UPJ sincethe early 1970’s. Early circuit software was executed on an IBM 1130 mainframe computer thatrelied on hand-coded information for the circuit, punched computer cards, and submission of thecard deck to the computer operator for the

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1999 Annual Conference

Authors

Prawat Nagvajara

Session 2532 Virtual Experiments for Digital Controller Design Projects Prawat Nagvajara Department of Electrical and Computer Engineering Drexel UniversityAbstractWe are developing a set of software applications that simulate and animate physical systemssuch as traffic at an intersection, and monorail and elevator systems. We call the softwareapplications “virtual experiments,” and use them to teach digital controller design. Thesesoftware applications run on a PC or a Macintosh to provide real-time

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1999 Annual Conference

Authors

Raffaello D'Andrea

graphical simulation component in the dynamics and control curriculum, and to expose the students to the interplay between simulations and experiments 1 . This is being achieved by incorporating control experiments from Quanser Consulting, MATLAB control software from the Mathworks, and the Working Model 2D and 3D multibody code software from Knowledge Revolution. The benefits of this approach are both economical and pedagogical; only a limited number of control experiments needs to be purchased and maintained, and it exposes to the students to computer simulation and the relationship between simulations and reality.1 IntroductionDue to the great advances in computing power, simulation has become an

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1999 Annual Conference

Authors

Akihiko Kumagai; Mukasa Ssemakula

applications.This was the foundation for the detailed learning objectives used throughout the course. Thecourse was divided into modules, each of which first introduces candidates to observablepractical applications of kinematics in a manufacturing setting. After these practical examplesare investigated, students extend their learning to the more theoretical and analytical concepts.The complete curriculum has been implemented in computer based multimedia form, allowingfor individualized self-paced learning. This includes numerous animations and simulations thatallow the student to interact with the computer, ask "what if" questions, and get perspectives thatwould be difficult to show in the absence of a computer. The course also includes a computer-based

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1999 Annual Conference

Authors

Randy Russell; Nicholas Basker; Lisa Scranton; J. L. P Jessop; A. B. Scranton

the Internet will be illustrated using lessons developed for the sophomore-level chemicalengineering course on material and energy balances. The advantages offered by the Internet maybe exploited to create a valuable educational experience for the student that cannot be duplicatedin the formal classroom. These advantages include: i) convenient access to the course from anylocation and on any schedule; ii) an added level of communication of the scientific conceptsthrough well-designed audio-visual content (including voice, simulations, animations, pictures,and video); iii) the students’ control of the pace of the course; and iv) the ability to easilyintegrate problem solving with the “lecture” component of each lesson. We have developed

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1999 Annual Conference

Authors

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

problems were assigned to help reinforcethe theoretical concepts and solution methods discussed during the lectures. Beginning with the1998-99 academic year the course was modified to include a computer laboratory. In thislaboratory, students are taught to use an animation and simulation software package to enhanceand reinforce their understanding of the lecture material.Prior to 1997, the sophomore level Mechanisms course at the College of Applied Science,University of Cincinnati was structured to include lecture, recitation, and laboratory sessions.The laboratory sessions required the students to solve problems utilizing a combination ofmanual and non-graphical computerized techniques. Both of these methods were timeconsuming and lacked visual

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1999 Annual Conference

Authors

Ismail Orabi

thefirst place the student is introduced to industrial quality design tools through the use of designenvironment that provides such features as simulations, animation and virtual laboratory.The assessment tools for this course include course profiles, classic tests, projects, oralpresentations, written reports and student surveys. Two surveys were conducted during thesemester, one at the beginning and one at the end of the semester. The first survey was designedto measure student perceptions about themselves and their skills in several topics such asmathematics, computer usage, and team and communication skills. The second survey wasdesigned for outcome assessment of achieving the course objectives and the level of increasingtheir skills. The

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1999 Annual Conference

Authors

Prawit Rotsawatsuk; Anil Sawhney; Andre Mund

are text files that contain information regarding the objects and linkages betweenobjects in a virtual world. It can be applied to a number of areas including web-basedentertainment, 3-D user interfaces to remote web resources, 3-D collaborative environments,interactive simulations for education, virtual museums, virtual retail spaces, and more. Theability to animate, to play sound and video within the virtual world, to interact with the virtualworld and to control and enhance the virtual world with scripts, allows development of dynamicand sensory-rich virtual environments on the Internet 9. These features of VRML can bebeneficially utilized to build teaching aids that will supplement classroom instruction.As part of ICMLS the authors are

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1999 Annual Conference

Authors

Recayi Pecen

University2 . A knowledge-based tutoring system for teaching fault analysis has increased student attentionto energy and power engineering 3. The development of design-based and project-orientedcourses has increased the enrollments more than 11 percent at the Nanyang TechnologicalUniversity 4. Another project-oriented power engineering laboratory, based on Computer AidedDesign (CAD) technique, where students analyze, design, simulate, and demonstrate powersystem related topics has been successful compared with traditional power engineeringlaboratories 5. A MATLAB-based power system analysis and design software has been taught inbasic principles of power system stability and modeling at Rensselaer Polytechnic Institute 6.Another advanced computer

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1999 Annual Conference

Authors

Barry Jackson

Markup Language. The modeling software which we use, Alias/Wavefront, provides conversion directly to the VRML model. This allows an internet viewer to be able to view the model from all angles.13 The website can be observed starting the home page of the Simulation, Animation and Modeling Laboratory (SAML) at http://www-ec.njit.edu/ec_info/image1/text_files/hp_1a.html. It is a dynamic place, continually changing as courseware is posted and modified, and student work is added.14 Roberts, N. et al, op. cit.15 Mitgang, L.D., op.cit.Other ReferencesBengu, G. “Computer-aided Education and Manufacturing Systems with Simulation and Animation Tools, Interna-tional Journal of Engineering Education”, Vol. 9 (6), 1994.Bengu, G. “Interactive

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1999 Annual Conference

Authors

S. A. Chickamenahalli; M. Bolepalli; Venkateswaran Nallaperumal; Chih-Ping Yeh; Bonnie Shelnut

manufacturing engineering environment. Thetwo graduate students assisted in the generation of graphics and visualization examples anddevelopment of the data acquisition system.4. Our ExperienceThe following summarizes our experience:(i) Even with hundreds of hours spent in revisions, it appears that reaching higher standards to attribute maximum visualization is far away. A span of one year to two seems to be so little for such intensive work. The challenge appears to lie in attributing value to each bit of information provided on screen and assuring if enhanced student learning is possible.(ii) Translation of an animation idea through the multimedia team seemed to provide several inputs that would not have been

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1999 Annual Conference

Authors

L. Davis Clements; John S. Cundiff; Dennis Schulte; George Meyer

engineering lies at theinterfaces of biological sciences, engineering sciences, mathematics and computational sciences. Itapplies biological systems to enhance of the quality and diversity of life. Health and safety ofworkers in industrial environments, animals in confinement, plant culture in controlledenvironments, and analysis of the mechanics of various physiological activities in higher levelorganisms are examples of topics studied. The boundaries between limited specializations (or emphasis areas) at the undergraduatelevel at both Virginia Tech and Nebraska are not rigid, nor should they be. These structures areput into place to provide a guide for students to choose their electives. Typically about 18 hours ofelectives are allowed, so

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1999 Annual Conference

Authors

Nathan W. Scott; M. A. Mannan; H. P. Lee; Brian J. Stone; A. Y. C. Nee

he does not need any notes. This keeps him ’on his toes’ and he is able to highlight theessentials as he has just memorised them. It also ensures that with maths derivations he is ableto say where the topic is going and what the objective is. Extensive use is made of severallarge blackboards as a large amount of information has to be viewed at any time. Computersimulations of dynamic systems are also provided via a computer and video projector. At NUSthere was no facility for using blackboards and a limited area overhead projector was used forthe live presentations. Computer simulations were shown as at UWA. On a previous occasionat NUS in 1993 Prof. Stone, as a visitor, had been the first to use such animations in lectures.The students

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1999 Annual Conference

Authors

Suzanne D. Bilbeisi; Camille F. DeYong

fountain, illustrating fundamentalElectrical Engineering concepts.Industrial Engineering and ManagementThe Industrial Engineering and Management module introduced the REACH participants to theintegrated world of the industrial engineer. Faculty members provided an explanation of theprofession of industrial engineering and led the participants in a production/assembly exercise.Issues that affect any manufacturing enterprise, such as facility layout, production planning,quality control, and management, were discussed.The concept of computer simulation was introduced using the ARENA simulation softwarepackage. Participants completed an exercise using the software. The students learned about theconcept of modeling and simulation as decision-making

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1999 Annual Conference

Authors

James . McDonald

time the capstone course was offered. It is afour credit-hour course lasting twelve weeks, and eight students were enrolled for the Summer1998 term. Students worked in groups of two, and completion of the project described hereinalong with appropriate written and oral reporting as the term progressed were the solerequirements of the course.Student BackgroundThe Computer Engineering curriculum puts a strong emphasis on microcontrollers and embeddedsystems, with a required three-course sequence in these areas leading up to the capstone course: 1. ECE 374 Microcomputers I gives an introduction to microcontrollers, including assembly-language programming, software design, and some interfacing. It covers Chapters 1 through 6 and parts

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1999 Annual Conference

Authors

Brian Butz

electronic page turners) or drill andpractice monitors that presented a student with problems and compared the student’s responsesto the pre-scored answers. Computer-aided instruction systems evolved into intelligent computer-aided instruction(ICAI) systems and, then, intelligent tutoring systems (ITS) when principles of artificialintelligence were applied to them. This occurred in the 1970’s and 1980’s. Both ICAI and ITScontain explicit knowledge of the subject taught. ITS also attempts to simulate the behavior ofan intelligent human tutor in addition to acting as a domain expert. The characteristics of anITS include the ability to teach a given subject, to detect student errors, to try to figure outwhere and how the student made an error

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1999 Annual Conference

Authors

N. Yu; Peter K. Liaw

courseware to a very broad audience.The WWW-based courseware includes on-line hypertext documents with audio/video effects,computer animation, and interactive modules. The courseware, located athttp://www.engr.utk.edu/~cmc, consists of (a) syllabus, (b) instructors’ handout in the formof text, color three-dimensional figures, and color pictures, (c) animation/simulation, (d) shortvideo clips with audio effects, (e) interactive homework/exercises with audio effects, and (f) on-line teaching evaluation forms.In traditional instructional presentations, schematic diagrams are drawn on blackboards.Furthermore, samples and micrographs are circulated among students in the classroom. Thepresent WWW-based courseware, on the other

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1999 Annual Conference

Authors

Yousef Haik

) Mechanics of rigid bodies include statics and dynamics of rigid bodies. Theconcepts of centroids and moment of inertia are included into this unit. (c) Energy andMomentum methods for particles and rigid bodies. (d) Special topics which include structures,frames and vibration. This approach allow the instructor to cover both statics and dynamics andallow students to make the connection between the two subjects. Furthermore, students needboth statics and dynamics concepts to build there design project. The author was able to includeopen-ended problems, computer simulation problems and real world engineering problems ashomework using this coherent approach. The notes are made available to students and otherinstructors through the internet at (http

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1999 Annual Conference

Authors

Milin Shah; Guoqing Tang; Bala Ram

the second module in Calculus III instruction will follow a similarapproach.5. Current StatusThe module on cost and revenue curves has already been developed and tested in theclassroom. A run-time version of the module has been generated and installed in severalcomputers in a PC lab in Marteena Hall of Physics and Mathematical Sciences forstudents to view. The module was presented in one Calculus I class in the week ofNovember 16-19, and the first computer lab was conducted in the week of November 30-December 4. A survey of students was conducted simultaneously. Out of 27 participatingstudents, 15 students answered “yes” to the question: did the application examples helpyou learn calculus better? 7 answered “no” to the question, 5 answered

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1999 Annual Conference

Authors

E. J. Mastascusa; Brian Holt

area. It isa discipline that is rich in visual tools and graphical design procedures including at leastfrequency response plots and methods (Nyquist and Bode’ plot based) and the root locus.As such it gives ample opportunity for pictorial presentation of information and has alarge number of opportunities for simulation and graphics animation, all making itattractive for electronic delivery. In addition, students are more oriented to electronicdelivery of material, web based and others, and often find printed texts to be less usefulthan we, the instructors, believe. We have experimented with electronic delivery of other course material in thelinear stem of our curriculum, with apparent good results, and, in the early part of 1998,decided

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1999 Annual Conference

Authors

Robert Borchert; David Yates; Daniel Jensen

.Bibliography (note URLs and CD-ROM section follows normal reference section)1. Abbanat, R., Gramoll, K., Craig, J., “Use of Multimedia Development Software for Engineering Courseware,” Proceeding of the ASEE Annual Conference, pp. 1217-1222, 1994.2. ABET accreditation document for ABET 2000, www.abet.org/eac/eac2000.htm3. Aglan, H.A., Ali, S.F., “Hands-on Experiences: An Integral Part of Engineering Curriculum Reform,” Journal of Engineering Education, pp. 327-330, Oct., 1996.4. Armacost, R. L., Mullens, M. A., “Teaching Concurrent Engineering at the University of Central Florida,” Journal of Engineering Education, pp. 389-394, Oct., 1995.5. Behr, Richard A., “Computer Simulations Versus Real Experiments in a Portable