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2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; David L. Silverstein, University of Kentucky; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder

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, a flexible database-driven website for conceptual questions in the core chemical engineering sciences. Features of the AIChE Concept Warehouse include: a. Making concept questions available in different formats to facilitate widespread use. b. Allowing integration of questions within a course and from different courses so students can link concepts to one another and form a more cohesive cognitive structure. c. Populating the site with conceptual questions that are submitted and reviewed by faculty, and are catalogued, rated and linked for ease of use.2. Develop and deliver workshops that explain and promote conceptual learning in Chemical Engineering. a. Present workshops at the ASEE Chemical Engineering Faculty

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

Kathryn Dimiduk, Cornell University; Rajesh Bhaskaran, Cornell University; Haolin Zhu, Cornell University; Yingxin Gao, Cornell University

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m across the bbar in the 1D Danalyticaal solution while w variatioons could be observed neear both endss in the 2D numericalsolution. 2 x 108 Pa P P Fig. 2a Fig. 2bFigure 2.. Demonstrattion of tensille bar : (a) Analytical ssolution: Unniform axial stress =2x1008 Pa(parametters: P=20kN N, length of thet bar=50m mm, width=10mm thicknness=10mm), (b) Numerrical Page 22.769.4solution (axial ( stress)), (https://confluence.corrnell.edu/x/777dyBw) In n the second d demonstratiion

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2011 ASEE Annual Conference & Exposition

Authors

Michael G. Mauk, Drexel University; Vladimir Genis, Drexel University; Dhruv Sakalley, Drexel University; Holly Burnside, Drexel University

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. CARREIRA [2005], Lean Manufacturing That Works, Ch. 10 75-88 (Amacom, American Management Assoc., New York). 5. R. R. CAVANAUGH, R. P. NEUMAN, and P. S. Pande [2005], What is Design for Six Sigma? Ch. 3, pp. 19-25. (McGraw-Hill, New York). 6. M. L. GEORGE, D. ROWLANDS, M. PRICE, and J. Maxey [2005], The Lean Six Sigma Pocket Toolbook, Ch. 1, pp. 1-26; Ch. 9, pp. 197-231 (McGraw-Hill, New York). 7. C. GYGI, B. WILLIAMS, and T. GUSTAFSON [2006], Six Sigma Workbook (Wiley, New York). 8. P. KELLER [2005], Six Sigma Demystified: A Self-Teaching Guide, Ch. 1, pp. 1-35 (McGraw-Hill, New York). 9. P. S. PANDE, R. P. NEUMAN, and R. R. CAVANAGH [2002], The Six Sigma Way Team Field Book: An

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2011 ASEE Annual Conference & Exposition

Authors

Zhigang Shen, University of Nebraska-Lincoln; Yimin Zhu, Florida International University

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building Page 22.355.7(Figure 2 a, b, c, d and e).  This example clearly illustrates the need for construction engineers to understand the dynamicnature of the interacting elements from a complex systems point of view. However, currentconstruction engineering and project management education lacks a synthesized tool to teachstudents the complex interactions among multiple engineering systems. Recently  on‐site  completed  stockpile apartment  building

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2011 ASEE Annual Conference & Exposition

Authors

Ashley Baxter-Baines, Rowan University; Caitlin Nicole Dillard, Rowan University; Jennifer Vernengo, Rowan University; Stephanie Farrell, Rowan University

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Pasteur pipette (Sigma Aldrich)Procedure 1. 100 ml of de-ionized water is placed in a beaker with a stir bar and placed on a stir plate. 2. 50 dye loaded alginate beads are placed into beaker and stirring begins. 3. Absorbances of water-dye solution are measured every 10 min: a. 2 ml of solution are removed using a Pasteur pipette and placed in cuvette b. Absorbance is measured at the appropriate wavelength (for red dye use 504 nm) c. Solution is returned to the beaker after measuring absorbance (to maintain a constant volume) 4. Absorbance values are measured over a 2 hour period. 5. Trials are run simultaneously to investigate the effect of drug loading and surface area on the release rate

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NSF Grantees Poster Session

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2011 ASEE Annual Conference & Exposition

Authors

J. Neubert, University of North Dakota; Deborah Worley, University of North Dakota; Naima Kaabouch, Electrical Engineering Department, University of North Dakota

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the blades, calculate the Wind Power Density. b) How does the WPD change if the velocity of the wind is 5 times higher? c) Assuming the blades have a radius of 7m and the velocity of wind Page 22.1651.5 is v(t )  5.5  2.7 sin(0.01t ) m/s, calculate the power and derive the energy generated from the wind for one hour.3.2 Discussion GroupsThe most significant obstacle to augmenting calculus with engineering content is havingsufficient support for both the mathematics and engineering. As stated above the lecture portionof the calculus will remain unchanged and will be taught by a mathematics professor. Theengineering content

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2011 ASEE Annual Conference & Exposition

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Julie Martin Trenor, Clemson University

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/faculties/ppsw/2005/m.p.j.van.der.gaag/.3. Dika, S. L. (2003). The effects of self-processes and social capital on the educational outcomes of high school students, Educational Research and Evaluation (Vol. PhD, pp. 210). Available from http://scholar.lib.vt.edu/theses/available/etd-05012003-162439/unrestricted/etd.pdf.4. Van Der Gaag, M. P. J., & Snijders, T. A. B. (2003). A comparison of measures for individual social capital. Paper presented at the Creation of and Returns to Social Capital. Retrieved from http://www.xs4all.nl/~gaag/work/comparison_paper.pdf.5. Van Der Gaag, M. P. J., & Snijders, T. A. B. (2005). The resource generator: social capital quantification with concrete items. Social Networks, 27(1), 1-29

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2011 ASEE Annual Conference & Exposition

Authors

David Jackson, VCU Haptics Lab; Dianne T.V. Pawluk, Virginia Commonwealth University; Curtis R. Taylor, University of Florida

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v – cursor velocity (P1 - P0) / t P1 – cursor’s position, found by the equation (P0 + v*t) A, B, C, D – the four corner points of a brick’s rectangular side n – the surface normal to the plane of the brick’s side s – the distance between the cursor’s previous position and intersection point when moved along the direction of vIf t = 1, Page 22.495.10 Figure 6: Diagram of collision detection algorithm.The collision detection algorithm has to locate the plane intersection point where thebrick’s surface exists and to determine if the intersection point is within the four cornersof the brick’s side. The

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2011 ASEE Annual Conference & Exposition

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Douglas H. Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American; Connie M. Borror, Arizona State University West

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.    Students  are  evaluated  on  their  performance  in  answering  metrics  contained  in  the  assignment  and  rubric.    Student  performance  is  divided  into  four  categories:  exceptional  (A-­‐level),  effective  (B-­‐level),  acceptable  (C-­‐level)  or  unsatisfactory  (D-­‐F  level).    Students  are  also  given  a  survey  to  examine  their  perception  of  their  understanding  and  confidence  in  answering  the  learning  goals.    Test  Sites  The  research  team  is  actively  recruiting  test  sites.    The  learning  modules  have  been  implemented  at  the  University  of  Texas  –  Pan  American  and  will  implemented  in  the  Spring  2011  semester  at  Texas  Tech  University.    Acknowledgements  Initial  funding  for

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2011 ASEE Annual Conference & Exposition

Authors

Marissa Jablonski, University of Wisconsin, Milwaukee; John R. Reisel, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee; Ethan V Munson, University of Wisconsin, Milwaukee; Leah Rineck

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separated by courses. Studygroup attendance was broken into 5 categories: frequent (9 or more out of 13 study groupsattended), regular (6-8), infrequent (3-5), minimal (1-2), and none (0). Grades were divided byrange: “A” consists of all A and A- grades, “B” consists of all B+, B, and B- grades, “C” and“D” are similar to the “B” designation, and “F/WD” contains all grades of F and mid-semesterwithdrawals from the course. These were done to avoid having the data parsed into groups toosmall for reasonable analysis. Even with this breakdown, it is clear that data from future yearsare needed before definitive conclusions on the effectiveness of the study groups can be drawn.Furthermore, secondary future impacts such as improved retention and graduation

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2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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of Organizational Behavior, 23, 749–766.20. Laeser, M., Moskal, B., Knecht, R. and Lasich, D. (2003). Engineering Design: Examining the Impact of Gender and the Team’s Gender Composition. Journal of Engineering Education, 92, 49–56.21. Wood,W. (1987). Meta-analytic Review of Sex Differences in Group Performance. Psychology Bulletin, 102, 53–71.22. LePine, J.A., Hollenbeck, J.R., Ilgen, D.R., Colquitt, J.A. and Ellis, A., Gender composition, situational strength, and team decision-making accuracy: a criterion decomposition approach. Organ. Behav. Human Page 22.191.8 Dec. Proc., 2002, 88, 445–475.23

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2011 ASEE Annual Conference & Exposition

Authors

Katie Grantham, Missouri University of Science & Technology; Ryan Arlitt, Missouri University of Science and Technology

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language to describeproduct function, leading to meaningful and repeatable function representations [9]. Functions and components are drawn from these sources to populate the function- Page 22.652.5component (EC) matrix. This matrix shows which components have historicallyaccomplished which functions, using a 1 to denote a relationship and a 0 to denote norelationship. For example, function “A” in the EC matrix Figure 3.1 has beenaccomplished by components 2, 4, 5, and 7. The component-failure (CF) matrix showshow often each component has failed by each failure mode. In the CF matrix shown inFigure 3.1, component 1 has failed by failure mode “b

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2011 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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Page 22.611.8 procedure are described in detail on the PowerPoint slides. The instructor first gives students a bird-view of the topics along with an explanation of the overall simulation procedure. A demonstration using OPENT is then used to link theoretical instruction with practical operation. For example, when introducing how to create a network model, the overall workflow is detailed in the slides with a diagram and text description as shown in figure 5 (a). When it comes to create a scenario of a project, the instructor switches to OPNET to show how to drag and drop some specific network components to the workspace from Object Palette to create the network topology as show in figure 5 (b). (a

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2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

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structure, thelocation of atoms in planes, and the close packing crystal structure directions where atoms touchfor Face Centered Cubic (FCC) cell, Body Centered Cubic (BCC) cell, and Simple Cubic (SC)(See Appendix B for a sample concept test). The polymers concept test measured students’knowledge of internal structures of polymer objects and their atomic structures. Identical testswere used as pre and post concept tests for each topic. Both concept tests and unit tests weregraded by the class instructor or teaching assistants and those scores were used for our analysis.Data AnalysisStudents’ daily reflections on their “muddiest points” were coded based on the deepness of theirexplanations. Figure 1 shows the flowchart that summarizes our coding

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2011 ASEE Annual Conference & Exposition

Authors

Fei Hu, University of Alabama

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because the Mica2 mote requires low frequency signals for adequate sampling and reconstruction. B. Equipment: (1) Two agilent function generators with one probe per generator (2) One tektronix oscilloscope with three channels and one probe per channel (3) One Analog Sensor PCB (4) One Mica2 mote with attached DAQ (5) Breadboard and assorted wires Fig.5 Students’ lab report (sample) 4. Teaching Approach: Multi-Dimensional Style Another novelty of our development is to use a 3-dimentional pedagogy to achieve two goals: (1

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2011 ASEE Annual Conference & Exposition

Authors

Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

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V u H G y (c) Charge Control PiezoscannerFig. 7. Three different approaches to linearize hysteresis nonlinearity in piezoscanners. (a) model-inversion-basedapproach [15]-[20]; (b) high-gain feedback linearization [21], [22]; and (c) use of charge-amplifier rather than voltageamplifier [23]-[26]. Page 22.1112.11 Traditionally, piezoactuators (piezos) have been used to achieve nanopositioning in typicalSPMs. However, the

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2011 ASEE Annual Conference & Exposition

Authors

Zenaida Otero Gephardt, Rowan University; Stephanie Farrell, Rowan University; Mariano Javier Savelski, Rowan University; Stewart Slater, Rowan University; Maryfaith Rodgers, Rowan University; Pavlo Kostetskyy, Rowan University; Keith McIver; Haddy Diallo; Kaitlyn Jean Zienowicz; Jason J. Giacomelli, Rowan University; Vladimir de Delva

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presentation.Educational laboratory modules and outreach experiencesParticle properties and powder mixing experiments throughout the curriculum:A V-mixing laboratory experience4, 5 was designed last year for students to investigate the effectof mixing time, particle size and loading configuration in a statistical design. The experimentsand data analysis can be conducted over multiple class periods, and students were exposed toexperimental design strategies. A 5 L constant frequency V-mixer was used for laboratoryexperiences in courses, projects and research. Figures 1a and b show the mixer and the loadingoperation for a mixing experiment. Page 22.931.3Figures 1 a

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2011 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Alexandra Emelina Coso, Georgia Institute of Technology; Heather T. Rowan-Kenyon, Boston College; Michael J Cabral, Virginia Commonwealth University; Joanne Bechta Dugan, University of Virginia; Marie F. Creager, University of Virginia

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%) 16 (48%) Critical Components of the Technology Leaders Program The success of a program such as the TLP hinges on A) developing a program structure that will attract and retain students, B) implementing said program structure, and C) adapting the program structure as you learn more about what works and what does not. In this section, we report on the first two dimensions. In the following section, we report on the third dimension. Attracting and Retaining Students in the Technology Leaders Program Two principles have guided the TLP in its efforts to attract and retain students. First, students clearly must benefit from the program and perceive that they are benefitting it. These benefits could be tangible (e.g., internship offers to TLP

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2011 ASEE Annual Conference & Exposition

Authors

Mary Besterfield-Sacre, University of Pittsburgh; Nur Ozge Ozaltin, University of Pittsburgh; Angela Shartrand, National Collegiate Inventors & Innovators Alliance (NCIIA); Larry J. Shuman, University of Pittsburgh; Phil Weilerstein, VentureWell

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: a)programs and courses in entrepreneurship that are offered to engineering students, b) where theseprograms and courses are located within the university, and c) extracurricular learning opportuni-ties and resources for entrepreneurship (e.g., centers, incubators, entrepreneurship contests, fund-ing in entrepreneurship, etc.). To achieve completeness, data collection and verification was ac-complished by three researchers. Cluster analysis was conducted using PASW Modeler to groupinstitutions into like categories. Several algorithms were tested with the two-step algorithmyielding the best results in terms of cluster quality; and we were able to identify important clusterpredictors. In this paper, we provide two types of clusters related to

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2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Christine Kelly, Oregon State University

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learning materials and teaching strategies based on virtual laboratories: A. Enhance the Virtual CVD laboratory by including interactive reflection tools (e.g., interactive lab notebook, a virtual supervisor), improved treatment of variability and cost, non-radial symmetry, and a new module on statistical process control. B. Using an analogous instructional design, develop a virtual laboratory of a bioreactor, the Virtual Bioreactor laboratory, a process in a different industry. C. Develop level appropriate assignments to use at the high school and community college levels. 2. Develop faculty expertise and implement the virtual laboratories at the BS and graduate

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2011 ASEE Annual Conference & Exposition

Authors

Jack L. Beuth, Carnegie Mellon University; Rohit Kumar, Carnegie Mellon University; Carolyn Penstein Rose, Carnegie Mellon University

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., Arguello, J., Pai, C., Carey, R., Zaiss, Z., Rosé, C. P. (2005). Towards a Prototyping Tool for Behavior Oriented Authoring of Conversational Interfaces, Proceedings of the ACL Workshop on Educational Applications of NLP, June 25-30, Ann Arbor, MI.14. Jordan, P., Hall, B., Ringenberg, M., Cui, Y., Rosé, C. P. (2007). Tools for Authoring a Dialogue Agent that Page 22.1597.14 Participates in Learning Studies, Proceedings of Artificial Intelligence in Education, July 9-13, Los Angeles, CA.15. Aleven, V., McLaren, B. M., Sewall, J., & Koedinger, K. (2006). The Cognitive Tutor Authoring Tools (CTAT

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2011 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University; Linda Huglin, Boise State University; Drew Borresen, Boise State University

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faculty adoption of research-based instructional strategies. Basedon the change theory of Rogers, the survey measures faculty perceptions of themselves asadopters, perceived levels of adoption of research based instructional strategies and activities,and the extent to which these strategies and activities demonstrate characteristics that encourageadoption. A copy of the survey along with compiled data appears in Appendix B. Page 22.582.5IV. Managing the Effort Using Rapid Application Development (RAD)To create a demand (“pull”) for these strategies and redesigned courses while mitigating projectrisk, the team will use a software engineering

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2011 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College

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annotation capabilities, and more efficient coverage of course material with time-consuming steps preloaded in the class presentation. The single Tablet PC can also be passed around the classroom to allow students to show their work without having to “come up to the board.” b. Several-Tablet-PCs model wherein several Tablet PCs are available for student use in groups of three or four. This model is effective in collaborative problem-solving sessions because it forces students to work together using a Tablet PC to analyze problems and generate solutions. Each group can then be asked to present their solution, giving the class an opportunity to see multiple approaches to the problem, as well as identify common

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2011 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Stewart Slater, Rowan University; Mariano Javier Savelski, Rowan University; William J Calvo, Chemical and Molecular Engineering Program, Stony Brook University (Stony Brook, NY)

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the beach on a sunny summer day. He is wearingshorts that have dimensions of 15 cm by 82 cm. How many grams of sunscreen are needed tocover his exposed skin? (Hint: Look up average body surface area.)b) How often should he reapply the sunscreen in order to get maximum protection?c) What suggestions would you make to him? Labeled SPF  Sunscreen active Percentage of total UV absorbance remaining system  after UV exposure      5 joule 10 joule 20 joule  30 joule N/A  Antisolarium 100 95 86 70 Solution7a) The average body surface area of a man is 16,200 cm2.The surface area of his shorts is (assume a

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2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

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individuals who might re-enlist to meet financial obligations. • Emphasize physical real-world connections.Research in the area of personal epistemologies indicates that beliefs have indirect effects on Page 22.607.4students' use of learning and self-regulatory strategies, which in turn affect academicperformance6,7. Two undergraduate students are currently working on a broad survey instrumentto measure student perceptions of a) epistemological beliefs regarding the nature of knowledgeconstruction and learning, and b) sense of purpose and self-efficacy regarding academic choicesand career aspirations. A veterans survey conducted by BCTC

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2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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combines academic learning with service. EFELTSinvolves investigators from Tufts University, James Madison University, MichiganTechnological University, the University of Colorado Boulder, and the University ofMassachusetts Lowell. These five, diverse institutions (public and private, small and large, etc.)will invoke a 4D Process (Discover, Distill, Design, and Disseminate) to realize two projectgoals: a) evaluate the impacts on faculty currently engaged in LTS efforts; and b) empoweradditional faculty to implement LTS.Major activities to be undertaken during the EFELTS effort include: a) surveying andinterviewing engaged faculty; b) convening meetings of “experts” in LTS program/coursedesigns, implementations, and assessments; c) conducting

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2011 ASEE Annual Conference & Exposition

Authors

Mo Ahmadian, Eastern New Mexico University

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educators are to successfully incorporateteams into the engineering classroom. Adams and Simon also claim that when individuals havean effective teaming experience the following will occur: a) individually, team members willgrow in their understanding of teaming constructs; b) the team as a whole will grow in theirunderstanding of team constructs and c) proper synergy of task and team processes will occur.2The team members in this one-credit course were from undergraduate disciplines in Page 22.536.2mathematics, computer science, electronic engineering technology, biology, computerinformation systems, chemistry and biochemistry. To provide mentorship

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2011 ASEE Annual Conference & Exposition

Authors

Janice M. Margle, Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel, Pennsylvania State University, University Park

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STEM degree majors. Although someSTEM students receive their degree at one of these regional campuses, many start at a regionalcampus and then transfer to the largest campus at University Park to complete their degree.Toys’n MORE is based on four intervention strategies underway at these 15 regional campuses.These strategies include (a) tutoring programs that serve four mathematics courses (three pre-calculus and one calculus), (b) a freshman toy-based design course called Toy FUN-damentals inwhich dissection and re-design of toys is used to engage students in a positive environment, (c) anew summer bridge program administered at three regional campuses and designed to assistunderrepresented students, who have expressed an interest in

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2011 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University; Fred Scheu, College of Lake County

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. Bibliography:[1] N. Alaraje, S. Amos and J. E. DeGroat, “A Re-Configurable SoFPGA Architecture Design – Learning Tool,” ASEE Annual Conference & Exposition (ASEE 2006), June 2006[2] http://www.altera.com[3] R. Furtner and N. Widmer, “Technology Education and the new frontier of digital electronics,” ASEE Annual Conference & Exposition (ASEE 2006), June 2006[4] N. Alaraje and J. E. DeGroat, “Evolution of Re-Configurable Architectures to SoFPGA,” IEEE International Midwest Symposium on Circuits and Systems (MWSCAS 2005), August 2005.[5] B. Zeidman, “ The future of programmable logic,” Embedded System Design, Oct 2003.[6] http://www.bls.gov/oco/home.htm.[7] http://www.abet.orgAcknowledgmentsThe authors gratefully

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2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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points of most plastics are lower than most metals because: _______ a) covalent bonds are weaker than metallic bonds b) ionic bonds are weaker than metallic bonds c) van der Waals bonds are weaker than metallic bonds d) covalent and van der Waals bonds are weaker than metallic bonds e) ionic and van der Waals bonds are weaker than metallic bondsA polymer rubber band can stretch more than a metal paper clip because: _______ a) Covalent bonds along polymer chains can stretch and rotate b) Covalent bonds along polymer chains can rotate and the van der Waals bonds between chains allow chain slippage c) Covalent bonds along polymer chains can break and the van der Waals bonds