Displaying results 181 - 210 of 262 in total
- Conference Session
- Materials Division Technical Session 3
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Sabrina Jedlicka, Lehigh University; Gregory Mark Skutches, Lehigh University; Siddha Pimputkar, Lehigh University
- Tagged Divisions
- Materials
final grade calculations.(A) (B) How helpful was the TRAC Fellow, TA, or Section How helpful was the TRAC Fellow, TA, or Section Instructor towards your understanding of Instructor towards your understanding of the content of the project? how to communicate? TRAC Fellow 24 TRAC Fellow 21 TA TA Section Instructor 19 19
- Conference Session
- Clearing up Student Misconceptions in Materials
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Sharon Kurpius-Robinson, Arizona State University
- Tagged Divisions
- Materials
, 4, 16, and 15 1. Atoms in a solid: 16. When three tablespoons of salt are mixed into a) Cannot move, only electrons can a glass of water and stirred, about a teaspoon of b) May move through vacancies in a crystal water-saturated salt remains on the bottom. If a lattice small % of salt is slowly added to the glass while c) May move in the spaces between atoms in a stirring the solution, the change in concentration crystal lattice of the salt in the solution is given by curve: d) Can move
- Conference Session
- Introductory Materials Engineering Courses of 2020
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Brian Mitchell, Tulane University
- Tagged Divisions
- Materials
their corresponding two- and three-phase transformations, such as Cu- Ni, Fe-C, Pb-Sn, not to mention oxide phase diagrams. Some of this material can be replacedFigure 1 Phase diagram illustrating biocompatibility. Area A with a biology-orientedrepresents a nonadhesive zone; whereas area B represents
- Conference Session
- NEW Lab Experiments in Materials Science
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Mary Vollaro, Western New England College
- Tagged Divisions
- Materials
expanding the range of their current career aspirations is reflected in the talks by the faculty. Also discussed are the types of classes the girls must take in school, such as math and science, and the participation in school sponsored activities such as science fairs, math team, etc., is strongly encouraged.b. The Workbook The workbook was developed to guide the girls, as well as the student mentors, through the activities of the day. As illustrated in Figure 2 a-d, the workbook contains; a) the basic steps in the engineering design process, b) blank spaces to execute the steps in design process, c) specific instructions to complete the activities and, d) reflection exercise focusing on the traits and skills associated
- Conference Session
- Computational Tools & Analysis
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Charles Pringle PE P.E., Central Washington University; Craig Johnson P.E., Central Washington University; Jeunghwan Choi, Central Washington University
- Tagged Divisions
- Materials
Appendix B). This formula rewards levers that werelightweight and fail at the target value, 30 pounds. There is an initial penalty of 20% for anylever that fails under 30 pounds. As the failure load diverges from 30, and the heavier the leveris, the greater the penalty. The students were attempting to achieve a tolerance range of minuszero to plus three pounds for the best possible score.1) In the first lab (Lab 3a), the students were provided with the design criteria for the lab (SeeAppendix A). The crux of the design is the students were attempting to have the lever fail asclose to a 30 lb. load as possible without going under. Each student arrives at a design (whichthey hand sketch only) after completing their analysis calculations. Analysis
- Conference Session
- Novel Approaches to Teaching Materials
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Lakshmi Munukutla, Arizona State University, Polytechnic campus
- Tagged Divisions
- Materials
20 Post-‐test 10 0 Group-‐A Group-‐B Group A-‐ Scored an average of 60% in pretest
- Conference Session
- Introductory Materials Science for the 21st Century
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Carolyn Skurla, Baylor University
- Tagged Divisions
- Materials
laboratory course. ABET outcomes that are specifically addressed in thiscourse include:• a: an ability to apply knowledge of mathematics, science, and engineering;• b: an ability to design and conduct experiments, as well as to analyze and interpret data;• c: an ability to design a system, component, or process to meet desired needs;• e: an ability to identify, formulate, and solve engineering problems;• g: an ability to communicate effectively;• j: a knowledge of contemporary issues;• k: an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Page 12.1265.2Our mechanical engineering program
- Conference Session
- Hands-on Materials Science and Engineering
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Gangbing Song, University of Houston; Richard Bannerot, University of Houston
- Tagged Divisions
- Materials
inFigure 5. (a) Bent left (b) In neutral position (c) Bent right Figure 5: Flexible-limb in Left, Neutral and Right Positions Page 12.525.7The demonstration is controlled by a simple, two-way, spring loaded, rotating dial which allowsthe user to choose to actuate the limb to the left or to the right. When one side of the limb isactuated, the SMA wire attached to that side of the limb contracts from 69-inches to 66-inchesthrough Joule heating, producing a 9-inch horizontal displacement of the limb’s free end.When the displacement reaches this predetermined value, the limb is then held there
Undergraduate Students’ Materials Science and Engineering Self-efficacy: Assessment and Implications
- Conference Session
- Materials Division Technical Session 1
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials
for introductory level MSEknowledge and then to investigate the psychometric properties of the scale items (mean,skewness, kurtosis, and inter-item correlation) and explore the scale’s factor structure. We thenattempted to determine (a) any changes in materials science and engineering self-efficacy duringthe semester; (b) any significant difference in the level of materials science and engineering self-efficacy by students in different demographic groups (e.g., gender and major); and (c) anyassociations between materials science and engineering self-efficacy and student achievementoutcomes (e.g., course grade, engineering grade point average (GPA), and cumulative GPA).Experimental MethodsPhase 1: Item Development Twenty-two discrete
- Conference Session
- Materials Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University
- Tagged Divisions
- Materials
, A., Alford, T., Ankeny, C., Koretsky, M., Brooks, B., Waters, C., Gibbons, B., Maass, S., and Chan, C., (2014). Characterizing and Addressing Student Learning Issues and Misconceptions (SLIMs) in Materials Science with Muddiest Point Reflections and Fast Formative Feedback, 2014 American Society for Engineering Education Proceedings6. Mosteller, F. (1989). The 'Muddiest Point in the Lecture' as a Feedback Device, The Journal of Harvard- Danforth Center, pp. 10-21.7. Krause, S., Baker, D., Carberry, A., Alford, T., T., Ankeny, C., Brooks, B.J., Koretsky, M., Waters, C., Gibbons, B. (2015). The Impact of Two-way Formative Feedback and Web-enabled Resources on Student Resource Use and Performance in Materials Courses. 2015 American
- Conference Session
- Creating 'Materials' Awareness
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Lawrence Genalo, Iowa State University; Scott Chumbley, Iowa State University
- Tagged Divisions
- Materials
the top lens of the overhead so no light reaches the screen.5. Pour the syrup slowly into the cylinder. Different colors of light will be visible as the thickness increases.6. Have the student rotate the polarized sheet they are holding. Different colors will be seen at different angles. MAGNETIC PROPERTIES OF MATERIALS Goal of Experiments To demonstrate the strength of permanent magnets and cause the student to realize that nonmagnetic materials are still affected by the phenomenon of magnetism. Experiment 3. Permanent MagnetsObjectives:To illustrate the magnetic properties of Fe-Nd-B permanent magnets and the eddy currentresponse of nonmagnetic conductors to a
- Conference Session
- Emerging Issues in Materials Education
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Senay Purzer, Purdue University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University
- Tagged Divisions
- Materials
MSE concepts. In doing so, such aproposed framework would guide future research on student learning by developing studentknowledge and skills necessary to elicit, confront, and repair misconceptions in not onlyintroductory materials science and engineering but also .References1. Boulter, C. J., & Buckley, B. C. (2000). Constructing a typology of models in science education, in Gilbert, J. K., & Boulter, C. J. (Eds.), Developing models in science education. Dordrecht, Netherlands, Kluwer Academic Publishers.2. Driver, R. & Bell, B. (1986). Students’ thinking and the learning of science; A constructivist view. School Science Review, 67, 443-356.3. diSessa, A. (1988) "Knowledge in Pieces", in Constructivism in
- Conference Session
- Hands-on Materials Science and Engineering
- Collection
- 2008 Annual Conference & Exposition
- Authors
- Craig Johnson, Central Washington University
- Tagged Divisions
- Materials
structure. Page 13.317.4The lab (both from lecture and handout) also describes the spreadsheet and its use. Thespreadsheet itself has areas of ‘input’ (gray shaded) and areas of ‘calculated values’. It generallyflows from top-to-bottom, and data is entered sequentially. The front page is shown below: DESIGN OF A COMPOSITE COLUMN & CRITICAL LOAD CALCULATION by Craig Johnson You must know (or determine) the following parameters for your column: 1. Enter data for the modulus of the core (Ew) below: 2. Enter data for the dimensions of the wood core (b,h) below: 3. Enter data for the composite matrix (ceramic) modulus (Em) below: 4
- Conference Session
- Introductory Materials Science for the 21st Century
- Collection
- 2007 Annual Conference & Exposition
- Authors
- Kathleen Kitto, Western Washington University
- Tagged Divisions
- Materials
, 2007 The Sound of Materials: Creating Excitement for Materials Engineering and Science in Engineering Technology ProgramsAbstractDuring the past four years the materials engineering aspects of musical instrument design havebeen incorporated into our Introductory Materials Engineering course to excite students aboutmaterials engineering and science and to help them understand various complex behaviors ofmaterials, such as anisotropic properties or specific stiffness, through familiar, practicalapplications. The answer to a seemingly simple question about why a Stradivarius violin soundsthe way it does is found more in complex materials properties than in many other basic
- Conference Session
- Materials Division Technical Session 3
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Susan P. Gentry, University of California, Davis; Tanya Faltens, Purdue University, West Lafayette (Network for Computational Nanotechnology); William Ashwin Wheeler, University of Illinois, Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign
- Tagged Divisions
- Materials
. Comparison of the number of students (top number) and fraction (bottom number) in Study 1 with errors in parts 1 and 2 of the FCC (111) plane. (a) “Should touch” misconception. (b) “Missing atoms” misconception. (a) FCC (111) “Should Touch” (b) FCC (111) “Atoms Missing” Part 2 Part 2 N=46 N=46 Error No Error Error No Error Error 16 13 Error 1 10 0.35 0.28 0.02 0.22 Part 1
- Conference Session
- Materials Division Technical Session 2
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Amber Genau, University of Alabama at Birmingham
- Tagged Divisions
- Materials
26 pages long including appendices. You are not expected to read the entire thing in detail. Practice skimming, watching out for things that look most important. Some of those important things will appear on the quiz.) 3. Read Sections 6-9 and 6-10 in the textbook. 4. Complete online pre-lab quiz.Goals of this Lab 1. Study the behavior of metallic materials under impact loading conditions, including the effect of temperature on impact energy and failure mode. 2. Use impact energy measurements to determine: a. the ductile to brittle transition temperature (DBTT) for three plain carbon steels, AISI/SAE 1018, 1045, and 1095; b. the role of (i) steel heat treat condition
- Conference Session
- Innovations in Materials Education
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Harovel G. Wheat, University of Texas, Austin
- Tagged Divisions
- Materials
related to sustainability included: (a) an individual assignment on material(s)choices for particular applications; (b) one group project on renewable energy (clean energy)issues; (c) a case study on the use of fly ash in concrete; a case study on the use of corroded drillpipe in walkways and other low load-bearing applications, and (d) one final project that was areport/presentation from each student on a corrosion issue (if possible, one with a sustainabilityfocus).Topics like wind energy, solar energy, biofuels, and carbon capture and sequestration are usuallyassociated with sustainable engineering. Often these names are considered to be synonymouswith sustainability; carefully thought out solutions to our current problems. However, each
- Conference Session
- Materials Division Technical Session 2
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Kyle G. Gipson, James Madison University; Robert J. Prins, James Madison University
- Tagged Divisions
- Materials
, – Rubric B processing, sustainability • Presentation Final – (environmental, societal, Rubric C economical, & technical factors) -Ecological audits -Deliver information in written format Final Evaluation (FE) All that was in PE plus the following: -Material testing -Statistical analysis -Design a material test
- Conference Session
- Materials Division Technical Session 1
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Kumar Vikram Singh, Miami University; Fazeel Khan, Miami University
- Tagged Divisions
- Materials
various phases of development: (a)Module 1: Viscoelastic basics (MME 223 and MME 412/512), (b) Module 2: Constitutiveviscoelastic-viscoplastic model (MME 623), and (c) Module 3: Dynamic characterization ofviscoelastic materials. An outline of a representative learning module towards the modeling,characterization and validation of polymeric biomaterials is illustrated in Fig. 1. Page 24.793.5 Figure 1: A representative schematic of the experimental and interactive simulation activities associated with the design optimization of polymer parts used in total knee replacement. For every module, suitable samples were prepared and subjected to a
- Conference Session
- Emerging Issues in Materials Education
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Tershia Pinder-Grover, University of Michigan; Joanna Mirecki Millunchick, University of Michigan; Crisca Bierwert, University of Michigan; Lindsay Shuller, University of Michigan
- Tagged Divisions
- Materials
by (a) the number of respondents and (b) the percentage of respondents.For the students who viewed the “muddiest point” screencasts, the responses show that majorityof students (between 51% - 67%) believe the “muddiest point” screencasts are “very helpful” or“extremely helpful” (Figure 5). One student said, “[The] screencast with an example on eutecticphase diagrams helped me better understand the concept and apply it to the homework.”Another student exclaimed, “The [muddiest point] screencasts were amazing! They were clear,precise, and straight to the point. I strongly encourage all professors to consider using them fortheir classes.” Between 28% - 39% of students reported they did not view a particularscreencast, which is a
- Conference Session
- Innovations in Materials Education
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University
- Tagged Divisions
- Materials
AC 2012-4076: USING SYSTEMIC FUNCTIONAL LINGUISTICS TO AN-ALYZE ENGINEERING SPEAK IN AN INTRODUCTORY MATERIALSSCIENCE AND ENGINEERING COURSEJacquelyn E. Kelly, Arizona State UniversityProf. Stephen J. Krause, Arizona State University Stephen J. Krause is a professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, miscon- ceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials
- Conference Session
- Interdisciplinary Approaches to Teaching and Outreach
- Collection
- 2011 ASEE Annual Conference & Exposition
- Authors
- Keith J. Bowman, Purdue University, West Lafayette; Brenda Capobianco, Purdue University
- Tagged Divisions
- Materials
in 1995. In 2003 Professor Bowman’s name was added to the Purdue Book of Great Teachers. In 2007 he received the Purdue College of Engineering Mentoring Award and he became a Professor of Engineering Education (by courtesy). His research in engineering education is focussed on development of materials that encourage interest and retention of students in engineering fields, approaches for assessment of student learning and the role of diversity and diverse perspectives in engineering education.Brenda Capobianco, Purdue University Dr. Brenda Capobianco is an Associate Professor in the Department of Curriculum and Instruction and holds a courtesy appointment in the School of Engineering Education and an affiliated
- Conference Session
- Materials Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials
(CNC) of machine tools and operations(3); Group technology, flexible manufacturing,coding (2); partial tests (3); Total classroom contact period: 45 hours per semester.Evaluation Strategies:Take home assignments, written reports and their oral presentations (in group), written tests in the class(individual), final exam (individual). NOTE: There is a range of “weight /percentage” for eachevaluation. Usually each instructor decides over the percentage as long as it is within the range.APPENDIX B: Opinion of some of the Industrial Engineering (IE) students in the class:Excerpts from an opinion survey of students in this joint ME and IE class are given here. - Most of the concepts that are taught in the class are new to industrial engineers
- Conference Session
- Materials Division Poster Session
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- William Joseph Stuart P.E., Oregon Institute of Technology; Natalie Rachel Sheffield, Oregon Institute of Technology
- Tagged Divisions
- Materials
A B CFall 2012 (Before JTF Implementation) 41% 35% 24%Spring 2013 53% 44% 6%Fall 2013 47% 47% 6%Ease of learning: Students have expressed in a final class survey that they found learning easierwith the implementation of JTF tools. One of the interesting outcomes is that the students haveexpressed that they enjoy learning from the instructor as well as having some of the reviewsdone by the teacher’s assistant. It seems to be a strong combination to first teach the material,then reinforce it using another student, finally having them put the explanation in the studentsown words. One future goal of this project is to develop a database of
- Conference Session
- Materials Division Technical Session
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Rika Wright Carlsen, Robert Morris University
- Tagged Divisions
- Materials
laboratory experiments.The first pre-laboratory exercise involved designing an experiment that characterized the surface energyof polystyrene (PS) and polytetrafluoroethylene (PTFE). In the second pre-laboratory exercise, a protocolwas developed for preparing polyvinyl alcohol (PVA) hydrogels that matched the compressive propertiesof native cartilage. Based on your experiences with these pre-laboratory exercises, please indicate yourdegree of agreement with the following statements.Additional Questions:How did the pre-laboratory exercises affect your understanding of the material taught in the lab?How could the pre-laboratory exercises or laboratory experiments be changed to enhance your learningexperience?Any other comments?Appendix B
- Conference Session
- Materials Division Technical Session 3
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Afshin H. Zahraee, Purdue University Northwest
- Tagged Topics
- Diversity
- Tagged Divisions
- Materials
ReadingFigure 6. Beam Deflection Set-up in MDSolids Software4. Impact of ImplementationThe combination of VR/Simulation, software, and physical laboratories has enhanced thestudents’ learning, and this can be observed in the laboratory grades and scores. To see theimpact of the new method, student scores were collected both before and after implementation ofVR/simulation and software to go with the physical laboratory. These scores were analyzed tosee what, if any, effect the new laboratories had on student grades. Table 1 shows frequencies ofscore ranges (grade cut offs for A, B, C, etc.) along with overall score averages for two semestersprior to the implementation of the combination learning and three semesters after. Table 1. Laboratory Scores
- Conference Session
- Materials Science Education for the Future
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- Lindsay M. Corneal, Grand Valley State University
- Tagged Divisions
- Materials
objectives to describe the testing methods and typical responses ofcommon materials as well as to apply the concepts of capacity fade mechanisms to identifymethods to increase the service life of a battery were covered near the end of the semester. Thestudents receiving graduate credit for the course had a homework assignment specific to the topicof capacity fade mechanisms. The average grade for this assignment was a B+, which is why it isbelieved that it was the graduate students’ responses that were on the higher end of theconfidence ratings in the ability to meet this objective. The objective with the lowest confidencerating was in the ability to describe testing methods and typical responses of common materials.As this topic was covered near
- Conference Session
- Materials Division Technical Session 3
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- William Joseph Stuart P.E., Oregon Institute of Technology
- Tagged Divisions
- Materials
Table4.Table 4: Final Grades B Cby Term A (Before 42% 38% 20%JTFImplementation)Winter 51% 45% 4%2014Fall 2014 50% 47% 3%Learning becomes easier and more accurate:Students have been very positive about using the enhanced learning methods in theclassroom and like hearing from other students explaining some of the more difficultconcepts. They like the short videos and short powerpoints explaining any ‘MuddyPoints’ and then like the instructor feedback that indicates that the instructor is listening tothem and connecting with them.Difficulties of implementation:Learning new software is always time consuming, however if the instructor takes the timeto
- Conference Session
- Materials Division Technical Session 2
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Spencer Seung-hyun Kim, Rochester Institute of Technology (CAST)
- Tagged Divisions
- Materials
Outcomes Question Number 1 I am able to search materials and materials a, c Q1 identification (non-metals), testing standards, and testing method using library resources and internets. 2 I am able to understand the materials specifications a, c, d Q2 and characterize the properties of non-metals for design specifications. 3 I am able to identify and select proper materials for a, b, d Q3 product design using technical information and resources. 4 I am able to analyze the lab experimental results and a, b, c, g, h Q4 to write
- Conference Session
- Clearing up Student Misconceptions in Materials
- Collection
- 2010 Annual Conference & Exposition
- Authors
- Jacquelyn Kelly, Arizona State University; Keith Heinert, Arizona State University; Jessica Triplett, Arizona State University; Dale Baker, Arizona State University; Stephen Krause, Arizona State University
- Tagged Divisions
- Materials
-18 year olds’ understanding of basic chemical ideas, unpublished Ph.D. thesis, Department of Educational Studies, University of York.9. Birk, James P. and Kurtz, Martha J. (1999). Effects of Experience on Retention and Elimination of Misconceptions about Molecular Structure and Bonding. Journal of Chemical Education, 76 (1), 124-128.10. Boo, H.K. (1998). Students’ understandings of chemical bonds and the energetics of chemical reactions. Journal of Research in Science Teaching, 35(5), 569-581.11. Coll, R.K., & Treagust, D.F. (2003). Learners’ Mental Models of Metallic Bonding: A Cross-Age Study. Science Education, 87(5), 685-707.12. Jordan, W., Cardenas, H, and O' Neal, C. B. (2005). Using a Materials Concept