Control View lab equipment Equipment Lab attendant Remote User (a) Main Menu Module (b) Experiment Module (c) Simulation Module9 (d) Quiz Module Figure 4: IVLP Application Modules ExamplesMain Menu: As shown in Figure 4(a), this module links the remote client to different applicationoptions. The clients can also log out from IVLP applications from this interface. Upon selectionof each application from the menu, the appropriate module will be invoked in a new
in both the electrical andmechanical engineering programs.References1. Duesing, P., Mokhtar, M. “Active Discovery and Engineering Problem Solving (EPS) Techniques – An Effective Approach to Teach a Freshman Level CAD Course”, 2009 ASEE NCSection Conf 2009.2. Spinelli, J, LaFerriere, K., “A Discovery Based Systems Lab using LabVIEW & MATLAB, ASEE AC3. Frank, B., Carr, J., “Active Learning Using Guided Projects in an Upper Year ECE Course.” ASEE AC2007.4. Pape, David, “A Progressively Open Ended Laboratory to Promote Active Learning, ASEE Annual Conference, 2006. Rizkalla, M., Pfile, R., El_Antably, A., Yokomoto, C., Development of a Senior Elective for EE and EET Majors in the Design of Electronic Instrumentation for
significantly to the project.BIBLIOGRAPHY 1. Gerlach, S. A. 1982. Marine Pollution: Diagnoses and Therapy. Berlin: Springer-Verlag, 218 pp. 2. McGlathery, K. J. 2001. Macroalgal blooms contribute to the decline of seagrass in nutrient-enriched coastal waters. J. Phycol. 3, 453-456. 3. Kant, S. and Raina, A. K. 1990. Limnological studies of two ponds in Jammu. II. Physico chemical parameters. J. Env. Biol. 11 (2): 137-144. 4. Xiao-e Y., Wu, X., Hao, H., and He, Z. 2008. Mechanisms and assessment of water eutrophication. J. Zhejiang Univ Sci B. 9 (3): 197-209. 5. Khan, F. A. and Ansari, A. A. 2005. Eutrophication: An Ecological Vision. Bot. Rev. 71 (4): 449-482. 6. Gitelson, A., Garbuzov, G., Szilagyi, F., Mittenzwey, K
systematicapproaches to obtain answers without full participation of the instructor. Project-Based Learning,not only benefits participants at a college level, but those on a middle, and high school educationlevel as well. Project-Based Learning has not only been exposed on a national level, but on aglobal level as well.Bibliography:1. Jones, B. F., Rasmussen, C. M., & Moffitt, M. C. (1997). Real-life problem solving.: A collaborative approach to interdisciplinary learning. Washington, DC: American Psychological Association.2. Thomas, J. W., Mergendoller, J. R., and Michaelson, A. (1999). Project-based learning: A handbook for middle and high school teachers. Novato, CA: The Buck Institute for Education.3. Barrows, H.S. (1992). The tutorial process
. Theselaboratories usually fall into some combination of the following models: A. Distance Students Travel to the Host Universities. Here students travel to the main campus to do a compressed form of the labs. There is little time to do more Page 15.754.2 than follow a set of instructions. This severely limits access. Students living 100 miles or more from a campus find it difficult to travel to the university on weekends or during the summer. These labs are typically done on a Saturday or in the summer. B. Grant Supported Trainers at Each Site. These trainers are
A R2 R1 im i2 i1 mechanical input causes + a change in one or more eo mV output from bridge of the resistances B D − i3 i4 R3 R4 C
AbstractThis paper reports the results of the development and implementation of hands-on laboratoryexperiments in a newly developed laboratory for a two-semester undergraduate course inInstrumentation and Measurements in Mechanical Engineering. The course, designed for theundergraduate junior level, was a two-semester course for a total of four credits, and it took placein conjunction with a one-hour classroom lecture in mechanical engineering. A modified versionof this approach, however, can easily be used at all levels of the mechanical engineeringcurriculum. An important component to the process involves the utilization of a two-semesterlong, open-ended project (OEP) that required the students to come up with creative approaches toproblem solving
AC 2010-2123: INSTRUMENTATION FOR SHOCK AND IMPACT ANALYSISRandy Buchanan, University of Southern MississippiSteven Bunkley, University of Southern Mississippi Page 15.756.1© American Society for Engineering Education, 2010 Instrumentation for Impact AnalysisAbstractA test apparatus and appropriate instrumentation were designed by a student with the help of afaculty, to test the deceleration time of a specified impact force applied to a test subject. Theapparatus was made to be adaptable to different configuration requirements of future research.This apparatus utilized the accelerating force of gravity in a procedure known as “drop testing”,in which the
AC 2010-1213: MEMS ACCELEROMETER INVESTIGATION IN ANUNDERGRADUATE ENGINEERING TECHNOLOGY INSTRUMENTATIONLABORATORYDale Litwhiler, Pennsylvania State University, Berks Dale H. Litwhiler is an Associate Professor at Penn State, Berks Campus in Reading, PA. He received his B.S. from Penn State University (1984), his M.S. from Syracuse University (1989) and his Ph.D. from Lehigh University (2000) all in electrical engineering. Prior to beginning his academic career in 2002, he worked with IBM Federal Systems and Lockheed Martin Commercial Space Systems as a hardware and software design engineer
AC 2010-847: ELEVATOR CONTROL SYSTEM PROJECTDavid Loker, Pennsylvania State University, Erie David R. Loker is Associate Professor and Program Chair of the Electrical and Computer Engineering Technology Program at Penn State Erie, The Behrend College. He holds an M.S. degree in Electrical Engineering from Syracuse University. His research interests include wireless sensor networks, data acquisition systems, and communications systems. Page 15.450.1© American Society for Engineering Education, 2010 Elevator Control System ProjectAbstractAs part of the requirements in a junior
AC 2010-786: SMART GRID, CLEANTECH, SENSOR NETWORKS COME OFAGEGary Mullett, Springfield Technical Community College Mr. Gary J. Mullett, a Professor of Electronics Technology and Co-Department Chair, presently teaches in the Electronics Group at Springfield Technical Community College in Springfield, MA. A long time faculty member and consultant to local business and industry, Mr. Mullett has provided leadership and initiated numerous curriculum reforms as either the Chair or Co-Department Chair of the four technology degree programs that constitute the Electronics Group. Since the mid-1990s, he has been active in the NSF’s ATE and CCLI programs as a knowledge leader in the wireless