Displaying all 18 results
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- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sayyad Zahid Qamar P.E., Sultan Qaboos University; Majid Al-Maharbi, Sultan Qaboos University; Josiah Cherian Chekotu, Dublin City University
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three materials andmanufacturing courses form prerequisites for the Final Year Project that runs for the last twosemesters and consists of designing, constructing, and testing of a complex mechanicalproduct. During the last year, students can also opt for electives offered in this area, such asAdvanced Materials Technology, Corrosion Engineering, etc. Course outcomes for the MScourse from a recent semester are shown in Fig-1. Materials Science: Course Outcomes Letters in parentheses denote ABET-based program outcomes/performance indicators (a,b,e,j), and Bloom’s taxonomy (cognitive) levels (L1,L2,L3,L4). Upon the successful completion of this course, students should be able to: 1. Understand the basics of engineering materials and
- Conference Session
- Materials Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Reihaneh Jamshidi, University of Hartford; Kamau Wright, University of Hartford; Paul E. Slaboch, University of Hartford
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button and then placing the tube on the round metal part.” Or simplified like: the test tube as weightedEach student’s score was calculated by dividing the number of correct identifications (either trueor false) over the total number of statements (nine). The average results of all students in Figure1(b), suggest an improvement in their ability to identify elements of an effective writing. (a) (b) Figure 1. Pre and post survey results on: (a) students’ self-assessment of technical writing skills; (b) students’ scores of True/False statementsPart B:In addition to the pre and post survey items in part A, students were asked to reflect on
- Conference Session
- Materials Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo
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- Diversity
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: Personality, well-being, and self-efficacy,” Scand. J. Psychol., vol. 52, no. 1, pp. 43–48, Feb. 2011, doi: 10.1111/j.1467-9450.2010.00826.x.[9] Y. Tong and S. Song, “A study on general self-efficacy and subjective well-being of low SES-college students in a Chinese university.,” Coll. Stud. J., vol. 38, no. 4, pp. 637–643, 2004.[10] M. Sherer, J. Maddux, B. Mercandante, S. Prentice-Dunn, B. Jacobs, and R. Rogers, “The Self-efficacy Scale: Construction and Validation,” Psychol. Rep., vol. 51, pp. 663–671, 1982.[11] P.-H. Hsieh, J. Sullivan, D. Sass, and N. Guerra, “Undergraduate Engineering Students’ Beliefs, Coping Strategies, and Academic Performance,” vol. 80, no. 2, pp. 196–218, 2012.[12] C. Vogt, D. Hocevar, and L. Hagedorn, “A
- Conference Session
- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Xinyue (Crystal) Liu, University of Toronto; Simo Pajovic, Massachusetts Institute of Technology; Cheuk Yin Larry Kei, University of Toronto; Yasaman Delaviz, York University; Scott D. Ramsay, University of Toronto
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sourcedparts (e.g., from [20], [21]). The UMTK, including its three current test configurations, areshown in Figure 1. The technical specifications and price of the machine are summarized inTable 1. Image of an assembled UMTK is shown in Appendix A.Figure 1: Rendered CAD model of the UMTK, showing (A) the linear actuator, (B) load cell,(C) emergency stop, (D) linear scale, (E) the custom printed circuit board (PCB) from a topview. The red squares highlight different configurations of the UMTK. (F) is configured fortensile test, (G) for compression test, and (H) for three-point flexural test. Table 1: Technical Specifications of the UMTK Maximum Load 1.5 kN Stroke Length
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- Materials Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Sabrina Starr Jedlicka, Lehigh University
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Paper ID #29292Using Creative Writing as a Tool for Learning Professional Developmentin Materials Science and EngineeringDr. Sabrina Starr Jedlicka, Lehigh University American c Society for Engineering Education, 2020Using Creative Writing as a Tool for Learning Professional Development in Materials Science & EngineeringAbstractCourses in professional development can be a catch-all to address student skill building in areassuch as technical writing, communication, career path reflection, and ethics. While each of theseskills is important to student development, the
- Conference Session
- Materials Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Oscar Sanchez-Mata, McGill University; Mathieu Brochu, McGill University; Genaro Zavala, Tecnologico de Monterrey, Mexico and Universidad Andres Bello, Chile
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confusion ofsimilar concepts, b) student difficulties with reasoning about concepts with more than onevariable, c) student use of inappropriate models or analogies, and d) student difficulties withtypical graphs and diagrams used in materials science [6]. Because both instruments weredesigned to assess a wide range of topics in materials science, they identify a variety of alternateconceptions that are not limited to one single area of materials science.In fields like physics, research has not stopped at just the FCI or CSEM; specific studentdifficulties within the areas of interest have been studied carefully. For instance, the alternateconceptions of students taking electricity and magnetism courses about electrical fieldsillustrated through the
- Conference Session
- Materials Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Tracy Zhang, Michigan State University; Robert Allen Bubeck, Michigan State University; Therese Aimei Joffre, Midland High School; Grace Anne Bremmer, H. H. Dow High School; Logan Patrick McNamara, H. H. Dow High School; Aaron Michael Heydenburg; Bingbing Li, Central Michigan University
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withTable 2. Flashprint settings for different types of filaments Speed Retraction Retraction Filament TNozzle(ºC) TBed(ºC) (mm/s) Length (mm) Speed (mm/s) PLA 200 50 60 1.3 30 PLA/PHA 200 50 60 1.3 30 PVA 200 50 30 2.3 70 PCL 80 30 20 2.3 70 OBC 180 80 10 1.3 30 (a) (b
- Conference Session
- Materials Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Laura Ann Gelles, University of San Diego; Susan M. Lord, University of San Diego
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4. Description of the three case studies used in class. Case Study A: Cerebral Palsy B: Autism Spectrum C: Multiple Sclerosis Sam is a sophomore with a mild form of Darren is a five-year old child Tara, a woman with multiple cerebral palsy studying Environmental on the autism spectrum who sclerosis, goes to a restaurant Studies at his local university. He was likes the routine of going
- Conference Session
- Materials Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Kaitlin Tyler, ANSYS Inc.; Claes Fredriksson, ANSYS Granta; Hannah Melia, ANSYS Inc.
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morefrustration for the student.Figure 1: Learning like Assembling a Quilt(a): The ideal process, where previous knowledge is connected(b): The non-ideal process, where previous knowledge is disconnectedIt is our job as instructors to consider students’ previous learning experiences, both formal andinformal, and meet them where their comprehension lies. This can be quite difficult to do in astandard lecture classroom model. With this insight into our students’ mindset comes theknowledge that college instruction needs to evolve and adapt. A move towards more learner-center classrooms has begun, with the focus on transitioning to active learning at the front.Figure 2: Learning Activity Categories and their Relative Student Engagement Level [1]Active
- Conference Session
- Materials Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Blake Herren, University of Oklahoma; Ryan Cowdrey; Weston Scott Sleeper; Colin Bray; Zahed Siddique, University of Oklahoma; Yingtao Liu, University of Oklahoma
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to assist pulling the fiber at the proper rate to print complex parts. To protect operators,a small chamber is added to the 3D printer just above the syringe which holds a spool of carbonfiber and allows the pressurized air to flow through. This pneumatic-driven 3D printer allows usto manufacture continuous carbon fiber-reinforced composites and the design is shown in Figure2.Figure 2. (a) The pneumatic driven extrusion component designed by the undergraduate students;(b) fully assembled 3D printing system with installed UV curing and extrusion components.Currently, the printer is still in the early stages of determining the best printing parameters. It hasbeen found that a single line of 3k fiber extruded at 15 psi and 1 mm/s provides the
- Conference Session
- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University
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, 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
- Materials Division Technical Session 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Amber Genau, University of Alabama at Birmingham
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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
- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jayanta K. Banerjee, University of Puerto Rico, Mayaguez Campus
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- Diversity
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- 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 Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Afshin H. Zahraee, Purdue University Northwest
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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 Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Jacob Kelter, Northwestern University; Jonathan Daniel Emery, Northwestern University; Uri Wilensky, Northwestern University
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direction per time step (assuming particles have a 25% of jumping in each direction). (b) Depiction of Fick’s 1st law: blue numbers with arrows indicate the flux of particles through that blue dotted line.Fick’s 2nd law describes how concentration will change over time. Figure 3a retains the bluenumbers indicating flux from Figure 2b and adds green numbers indicating how many atoms willbe gained or lost at each x-position. The change in number of atoms is simply the sum of theatoms entering or leaving that x-position, i.e. the flux on either side. For example, at x=2, the fluxon the left is zero and the flux on the right is -1 (1 to the left). So, the number of atoms at x=2will increase by 1 at the next time step. At x=3, the number of atoms
- Conference Session
- Materials Division Technical Session 3
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- 2020 ASEE Virtual Annual Conference Content Access
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- Grace M. Lu, University of Illinois at Urbana-Champaign; Dallas R. Trinkle , University of Illinois at Urbana-Champaign; Andre Schleife, University of Illinois at Urbana-Champaign; Cecilia Leal, University of Illinois at Urbana-Champaign; Jessica Krogstad, University of Illinois at Urbana-Champaign; Robert Maass, University of Illinois at Urbana-Champaign; Pascal Bellon, University of Illinois at Urbana-Champaign; Pinshane Y. Huang, University of Illinois at Urbana-Champaign; Nicola H. Perry, University of Illinois at Urbana-Champaign; Matthew West, University of Illinois at Urbana-Champaign; Timothy Bretl, University of Illinois at Urbana-Champaign; Geoffrey L. Herman, University of Illinois at Urbana-Champaign
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Paper ID #29797Impact of Integrating Computation into Undergraduate Curriculum: NewModules and Long-Term TrendsMs. Grace M. Lu, University of Illinois - Urbana-Champaign Grace Lu is a Ph.D. student and the computational teaching assistant in the Materials Science and Engi- neering department at the University of Illinois at Urbana-Champaign. She obtained her B.A. in Physics and Math from Northwestern University. Her research in the Trinkle Group uses machine learning and a variational principle to calculate mass transport in alloys.Prof. Dallas R Trinkle , University of Illinois at Urbana - Champaign Dallas R. Trinkle
- Conference Session
- Materials Division Technical Session 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Siddha Pimputkar, Lehigh University; Gregory Mark Skutches, Lehigh University; Sabrina Starr Jedlicka, Lehigh University
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Paper ID #29199Enhancing student appreciation for materials science: Integration ofdomain specific project-based learning in an introductory materialsscience courseDr. Siddha Pimputkar, Lehigh University Siddha Pimputkar earned his B.S. in Mechanical Engineering from Illinois Institute of Technology (IIT) and Ph.D. in Materials from University of California, Santa Barbara (UCSB). He joined the Materials Sci- ence and Engineering Department at Lehigh University in 2016 as an Assistant Professor and has since been establishing a lab focused on the bulk and thin-film synthesis of single-crystal nitride materials and other
- Conference Session
- Materials Division Technical Session 4
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- 2020 ASEE Virtual Annual Conference Content Access
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- Mohamed Samir Hefzy, The University of Toledo; Mohammad Elahinia, The University of Toledo; Ahmadreza Jahadakbar, The University of Toledo; Bethany Arn, The University of Toledo; Mohammadreza Nematollahi, University of Toledo
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Paper ID #30531Demonstration of Shape Memory and Superelastic Effects of Nitinol AlloysDr. Mohamed Samir Hefzy, The University of Toledo Mohamed Samir Hefzy served as the Associate Dean of Graduate Studies and Research Administration of the College of Engineering (COE) at The University of Toledo (UT) for 14 years from 2004 until January 2018. He is a tenured Professor of Mechanical, Industrial and Manufacturing Engineering (MIME) and served as Graduate Program Director of the MIME department from August 2018 and from 2000 to 2007, and also was the first to hold that position during the 1994-95 academic year. Additionally