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Authors

Lindsey Van Wagenen; Chandni Shah

to be solved. b) Carefully selecting from possible solution strategies. c) Trying strategies and recognizing when to reject one. d) Detecting errors in reasoning and calculation while solving a prob- lem. e) Doing reality testing before, during, and after solving a problem. f) Answering a problem correctly from beginning to end, including the arithmetic.Why Friday?Currently most of the departments at Polytechnic University offer lecturesMonday through Thursdays. Thus students have a sufficiently light load onFridays. Typically a student attends a Physics, Chemistry or Engineeringlab on Fridays. Although, it is not possible to choose say a specific three-hour block on Friday, if the schedule is

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James Barrott

6.1163.4 Copyright © 2001, American Society for Engineering EducationBibliography1. Information from web address, http://www.dupont.com/corp/gbl-company/index.html, January 5, 2001.2. Graham, W. and Lassiter, B., “Development For Contribution, 2000 Communications Package”, July 12, 2000 PowerPoint Presentation to the Dupont Leadership Team.3. Information from web address, http://www.chattanooga-chamber.com/economicdev/communitydata/workforce1.htm#labor_force, January 5, 2001.4. Information from web address, http://www.chattanooga-chamber.com/economicdev/communitydata/execsummary2.htm#unempl January 5, 2001.5. Ibid, Graham and Lassiter, 2000.JAMES L. BARROTTJames Barrott received a B.S. degree from Brigham Young

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Authors

Beverly Baartmans; Sheryl Sorby

communication skills.), the pre-test average was 9.6429 and the post-test average was9.7143, indicating strong support of this statement by the fellows. The average gain on this ques-tion was not significantly different from zero (p<0.10). The average gain scores on the remaining9 statements on this self assessment measure were not statistically significant.Objective 4. As a group, the participating teachers will become more knowledgeable about boththe content and application of science, engineering and technology. Teachers were specificallyasked on Part B of the final evaluation form about their increase in knowledge in content areas andabout applications. In response to the question, “Have you as an individual become more knowl-edgeable about a

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Paul Lin; Hal Broberg

Engineering Education annual Conference & Exposition Copyright 2001, American Society for Engineering Education number of times the quiz can be taken, and can have WebCT choose a random set of questions in random order for a quiz. Figure 2: Quizzes Page 7. The General tools icon, in Figure 1, takes you to another page of icons. This page is shown in Figure 3 and is discussed below: a. The View Your Marks and Course Record icon, in Figure 3, enables each student to see only his/her grade. This is conditional on the student’s ID and Password being provided correctly. b. The View Your Progress Tracking Information icon, in Figure 3, enables the student to

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Authors

Robert Bishop; Richard Dorf

Session 2793 Teaching Modern Control System Analysis and Design Robert H. Bishop, Richard C. Dorf The University of Texas at Austin / The University of California, DavisAbstractIn today s university classroom, the process by which classical and modern control theory istaught must address the issue of integrating the theory with pertinent design issues, includingmodeling, implementation, complexity, and cost. In this paper the authors discuss a controlsystem analysis and design approach adopted in their textbooks in which a series of stepsembodied in a block diagram is suggested to guide

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Norine Meyer; Deborah Fisher; Cynthia Villanueva; Amy Strobel

_______________. b. Program Goal: The goal of this program is to _______________. c. Objectives: After viewing this tape the viewer will _______________.At the end of the first eight weeks, each group gave an in-depth oral presentation on itsstoryboard, script, budget, and timeline. In the end, each group developed completely differentstoryline concepts and based on their group research, each group identified a different audienceand target population.Preliminary Design PhaseThe first class in the second eight weeks consisted of watching video taped final presentationsfrom the first eight weeks. There was one new student who registered for the second eight-weeksection. This allowed the new student in the class to review the storyline concepts. The

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Richard Jendrucko; Jack Wasserman

device, the following must be done Proceedings of the 2001 American Society for Engineering Education Annual Conference and Exposition copyright  2001, American Society for Engineering Education a. Define the Problem i. Look at past solutions 1. Cerclage wire 2. Bone Plates ii. Look at past difficulties 1. Surgery at site of damage 2. Compromise of blood supply 3. Infection iii. Determine what the optimal solution should do iv. Decide if there are sub problems that need to be solved b. Look at general engineering

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Authors

Don Rhymer; Marty Bowe; Daniel Jensen

% NOT see the module *-For the torsion quick quiz, the data for one of the two questions was thrown out due to a significant discrepancy between how the concept was taught in the lesson and how it was tested in the question.The fall 2000 data shows with reasonable significance that the multimedia did increaseconceptual understanding over instruction without multimedia. As mentioned previously, the1999 quick quiz assessment results did show change between the control group and the groupreceiving the multimedia module, but the change was not as pronounced as in the present study.3.4. Results of Exam QuestionsAn exam question was used to further evaluate the effectiveness of the modules. The specificexam question is in Appendix B. As can be

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Authors

Philip Pritchard; Bahman Litkouhi

% E G S F P SA A N D SD Page 6.510.7 Figure 1. Slide Presentation of the Student Survey Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering EducationBibliography1. Naraghi, M.H.N. and Litkouhi, B., “An effective Approach for Teaching Computer Programming

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Mark Chandler; Kathleen McCollom

proprietary information. Page 6.867.8 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright  2001, American Society for Engineering Education iii) If research was a joint effort, find out if any partner policies limit discussion or publication (they may be different from policies at your company).b) Determine if there is a review process within the company for material produced for thepublic – allow time to complete that well before any publication or materials deadlines. i) For a very specialized technical audience (like a professional paper

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Authors

Bruce R. Dewey; Raymond Jacquot

Session 2220 Solution of Static and Dynamic Beam Bending and Static Buckling Problems Using Finite Differences and MATLAB R. G. Jacquot and B. R. Dewey University of WyomingAbstractThe authors present here a way to utilize MATLAB for the solution of a class of static anddynamic solid mechanics problems. In particular, the authors demonstrate with simple codes thatcomplicated problems of bending, buckling and beam vibration can be solved with high accuracyand, in the case of beam vibration, can also be animated.1. IntroductionThe solution of bending and

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Authors

Robert Gilbert; Cynthia Finley

Session 2793 Evolution of an Undergraduate Probability and Statistics Laboratory Cynthia A. Finley, Robert B. Gilbert The University of Texas at AustinAbstract An interactive laboratory that combines experiential and cooperative learning is used as partof a probability and statistics course for undergraduate civil engineering students. The goal ofthe laboratory is to help students see how probability and statistics are used in real civilengineering problems, reinforcing lecture topics and giving practice in recognizing andmanaging

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2001 Annual Conference

Authors

Gary Cardinale

needed to be found. For example: A student asked to solve a series circuit might stop at finding total resistance or current. In this case, resistance and/or current would be considered the perceived problem. The voltage drops – or objective – would be the real problem. B. Generate solutions. Brainstorming is an excellent method for enhancing creativity and generating solutions to problems. During this time, all possible solutions to a problem are presented. Individuals, as well as teams, can

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2001 Annual Conference

Authors

Garen Gregorian; Francis Di Bella

high rise building to be surethat the skin members are not damaged via thermal fatigue only to become dislodged andfall on innocent pedestrians. Can this expansion energy be put to use? 3One potential means is storing the thermal expansion energy in a spring. As the buildingexpands, the compressive energy is stored in a spring as shown schematically in Fig. 3until it can be released via a mechanical or hydraulic mechanism not shown and as far asthis author is aware, not yet invented4.For this analysis the ‘spring energy’-building system shown in fig. 3 has been modeledwith the following equations (eqn. 5a & b)Fig. 3 Model of Skyscraper with Spring F Compressive Load (lbf

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Edmund Tsang

preliminary results of student assessment. Thepaper will then present the arguments that C.P. Snow would approve of service-learningin engineering because service-learning offers opportunities for collaborations between“The Two Cultures,” and because service-learning in engineering manifests the “moral”impulse behind the work of engineers and scientists described by Snow in “The TwoCulture” article. Finally, the paper will surmise that service-learning in engineering is aform of “Public Engineering,” analogous to the ideas of “Public Scholarship” [2] and“Public Science” [3] to meet the societal needs of the 21st Century.II. Service-Learning and Service-Learning in EngineeringIn a primer on service-learning in higher education [4], B. Jacoby gave this

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Authors

Robert McLauchlan; Jennifer Crosby; Gary Weckman

Page 6.154.1 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright ©2001, American Society for Engineering Educationtheir GPA in the majority of the cases considered. This neural network system shows promise asa predictive modeling tool that can be used for assessment and evaluation purposes. It can helpfaculty advisors by; (a) identifying and monitoring potentially at risk students, and (b) improvethe retention and academic performance of engineering students at TAMUK.Another area of analysis regarding the assessment of students involves their ever-changingattitudes. Prior research has shown that attitudes of freshman engineering students change overthe course

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Authors

Eric Zimmerman; Donna Dorminey

problem.Student feedback is an excellent method for gathering information and identifying shortfalls inmany aspects of engineering instruction. Students at USMA complete a course-end survey forevery course of instruction at the academy. Surveys completed for EM362A, Fundamentals ofFluid Mechanics, identified two shortfalls in the course that were addressed through the coursedesign problem for the subsequent semester: a) Fluid mechanics concepts are abstract and difficult to conceptualize b) Students desired more realistic and challenging design opportunities Page 6.245.1“Proceedings of the 2001 American Society for Engineering Education

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Authors

Robert Tener; Michael Winstead; Edward Smaglik

theoutcomes of student learning from the program of structured construction internships which are requiredfor the ABET-accredited, Bachelor of Science degree in Construction Engineering and Management atPurdue University.The term “internship” has a wide range of connotations in engineering education. In this study, and toextrapolate its conclusions, certain characteristics of an internship program and of the students’ status andexperience apply. An “effective internship” as used in this study is characterized by:a. Completing the internship assignment(s) is an integral component of the engineering degree program andconstitutes a significant educational objective of the program;b. The university takes an active role in the quality and the

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Authors

James Newell; Kathryn Hollar; Mariano Savelski; Stephanie Farrell; Dianne Dorland; Robert Hesketh; C. Stewart Slater; Kevin Dahm

, Roger A. Schmitz,and Wallace B. Whiting, “Minimizing Environmental Impact of Chemical Manufacturing Processes,” Proc. Conf.Amer. Soc. Eng. Educ., Charlotte, NC. June (1999).38 Gibney, K. “Combining environmental caretaking with sound economics, sustainable development is a new wayof doing business” Prism, January 199939 http://www.otis.abtassoc.com/ge/workshop_agenda_20june1999.html#module1, 30 September 2000. Page 6.200.15

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Leslie Pease; Edward Mastascusa; Dan Hyde; Brian Hoyt; Bill Snyder; Maurice F. Aburdene; Michael Prince; Margot Vigeant

1written communication.Scale: 1-Strongly disagree, 2-Moderately disagree, 3-Slight disagree, 4-Neutral, 5-Slightly agree, 6-Moderately agree, 7-Strongly agreeReferences:1. Felder, R.M., Dr. R. Woods, J.E. Stice, and A. Rugarcia, "The Future of Engineering Education, II. Teaching Methods that Work," Chem. Eng. Ed., 34(1), 26 (2000).2. Johnson, D.W., R.T. Johnson, and K.A. Smith, Active Learning: Cooperation in the College Classroom, 2nd ed., Interaction Book Co., Edina, MN (1999).3. Millis, B. J., and P. G. Cottell, Jr., Cooperative Learning for Higher Education Faculty, Oryx Press, Phoenix, AR, (1998).4. Stein, R. F and S. Hurd, Using Student Teams in the Classroom, Anker Publishing Company, Inc., 20005. [Goal/QPC] The Team Memory

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Hugh Jack

in the summer of 1999 the course format was changed toaddress the integration issue. The lectures and laboratories were scheduled in the same room intwo three hour blocks each week. The lectures still occupied three hours per week, divided overthe two days. Students were split into teams to work on labs in a round-robbin sequence. Forexample one week team A might use the vision system, while team B used the robot. The follow-ing week they would switch. This had advantages in that students tended to gain expertise thattheir classmates would then recognize and call upon later. The equipment and software used forthe course was, for the most part, the same as in the previous year. Two major exceptions includethe introduction of a material

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Authors

Robert Erlandson

of the EITAAC. http://www.access-board.gov/pubs/eitaacrpt.htm (1999).8. Waddell, C. D. The Growing Digital Divide in Access for People with Disabilities: Overcoming Barriers to Participation (Office of Equity Assurance, San Jose, CA, 1999).9. FCC. Access to Telecommunications Service, Telecommunications Equipment and Customer Premises Equipment by Persons with Disabilities. Federal Register 64, 63235-63258 (1999(b)).10. Berger, S. The Association of Access Engineering Specialists: Informal Survey of Accessible Engineering Needs (The Association of Access Engineering Specialists, 2000).11. Norman, D. A. The Design of Everyday Things (Doubleday, New York, 1990).12. CAST. (CAST, 2000).13

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Authors

John Brown; Patricia Click

Session 3661 Collaborative Learning About the Meaning of Professionalism Professors John K. Brown, Patricia C. Click Division of Technology, Culture, and Communication School of Engineering and Applied Science University of VirginiaIntroductionEngineering educators strive to promote a professional orientation among their undergraduates.The task is difficult, given the range of subjects and goals, both on and off campus, that crowdthe four-year curriculum. Yet the effort is extremely important, so much so that the ABETEngineering Criteria

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Authors

Anna Phillips; Jon Fricker; Paul Palazolo; Norman Dennis

, student-centered methodologies in their ownclassrooms. Each of the authors is happy to discuss any of his/her modifications in more detailupon request, and e-mail addresses are included in the biographical sketches below.Bibliography1. Kolar, Randall L., K. Muraleetharan, Michael Mooney and Baxter Vieux (2000) “Sooner City—Design Acrossthe Curriculum” Journal of Engineering Education, Vol. 1., pp. 79-87.2. Kolar, R.L. and D.A. Sabatini (1997) “Changing from a Lecture-Based Format to a Team Learning/Project-Driven Format: Lessons Learned”, Proceedings of the ASEE Annual Conference, p. 1.3. Randolph, Gary B. (2000) “Collaborative Learning in the Classroom: A Writing Across the CurriculumApproach”, Journal of Engineering Education, Vol. 89, No. 2

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Matthew Morley; Jody Redepenning; Bruce Dvorak

AssociateDean of Engineering from the UNL Records office. The Records office staff wrote a program tocollect student data from the records that met the following criteria: (1) data from fall semestersof 1995-99, (2) Chem 109 data included only from students enrolled in Engineering at the time,(3) included all students enrolled in Chem 111 (except for a dozen students enrolled in theConstruction Management program). These data included the following information on eachstudent record: course term, student name, course grade, rank in high school class, class size,ACT score (composite, math, reading, and science), and freshman year Grade point averages(GPA). GPAs were calculated in this study using the UNL standard scale of A+ and A = 4.0, B+= 3.5, B= 3.0

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Authors

Martha N. Cyr; Barbara Bratzel; Ben Erwin

. (1991). Constructionism. Norwood, NJ: Ablex3. Kafai, Y., and Resnick, M., eds. (1996). Constructionism in Practice: Designing, Thinking, and Learning in a Digital World. Mahwah, NJ: Lawrence Erlbaum.4. Papert, Seymour. A Critique of Technocentrism in Thinking about the School of the Future. Espitemology and Learning Group Memo No. 2. MIT Media Laboratory: Cambridge, MA. (available at http://el.www.media.mit.edu/Papers/memos/memo2/2.Bulgaria.html)5. Papert, S. (1993). The Children’s Machine: Rethinking School in the Age of the Computer. New York: Basic Books.6. Resnick, M., Martin, F., Sargent, R., and Silverman, B. (1996). Programmable Bricks: Toys to Think With. IBM Systems Journal, vol. 35, no. 3-4. pp. 443-452.7. Resnick, M

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Authors

Anna Phillips; Paul Palazolo; Scott Yost

. Theuse of several regression programs determines the relation between the force and velocity.B. The form of the equation relating impact force to weight and velocity is F = CV aW bwhere F is the impact force, V is the velocity of the barge, W is weight of the barge and contents and C, a, and b arecoefficients. Plot the Impact Force as a function of the velocity. Is there a trend? Confirm the hypothesis that C=0.8,a=1.3 and b=-0.07.C. For this type of calibration effort, it is important to understand the relative error introduced into the experiment bythe various measurements. Details of linear error analysis will be discussed in the lab. You will provide a detailederror analysis derivation as

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Authors

Zbigniew Prusak

Continuous inch Variable Variable Variable Unit Number Low level High level name symbol type of settings (- or 1) (+ or 2) used Stop pin position A Discrete -- 2 4 (=110°) 3 (=126°) Rubber band type B Discrete -- 2 Red, soft Brown, hard Arm pin position C Discrete -- 2 1 (bottom) 5 Ball type D Discrete -- 2 Green plast. Ping-pong Forward

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Authors

John Heydweiller; Huang-Chin Hung

as a function of time, the magnitude of theslope should decrease as time increases as shown in Fig. 8. It is reasonable to expect that thefollowing function with two exponential terms could be used to represent the reactant data: x(t ) = c1 e ( −t / b ) + c 2 1 ( − t / b2 ) (13)where c1, c2, b1 and b2 are parameters to be determined by fitting the model to the data. Thetransfer function of the pH meter has been determined previously so that the output of the pHmeter y(t) can be represented by: y(t) - y(0) = L-1[ G(s)X(s) ] = K1-τ1K0

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Authors

Mark Rajai; Mel Mendelson

Session 3655 Student Patents on Inter-University Projects Mel I. Mendelson,1 Mark Rajai2 1 Loyola Marymount University / 2East Tennessee State UniversityAbstractIn most universities the students relinquish their patent rights when they enroll in courses. Adifferent model is proposed where the students can own their patents and receive 98% of the netincome, or they can assign the rights to the university and receive generous royalty sharing.I. IntroductionIn 1999, a grant between Loyola Marymount University (LMU) and East Tennessee StateUniversity (ETSU) was obtained from the Lemelson