Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Boerio, University of Cincinnati; Dionysios D. Dionysiou, University of Cincinnati; Ian Papautsky, University of Cincinnati; Miguel Pelaez, University of Cincinnati; Mark Schulz; Christopher Huth; Vesselin N. Shanov, University of Cincinnati; Donglu Shi, University of Cincinnati

Tagged Topics

NSF Grantees

. Brief description of the experimental modules in nanotechnology presented to students in Summer Institute. There were 52 students in Summer Institute in 2010. They were placed into two groupsbased on the math/science pre-test referred to above. Group A consisted of 26 students withlower math/science proficiency while Group B comprised 26 students having greater proficiency.Generally speaking, students in Group A were younger than those in Group B. Each group wasfurther divided into four teams of six or seven students. As shown in Table 3, each teamperformed one experiment per week for four weeks. Although there was some overlap, studentsin Group A carried out experiments that were somewhat less demanding than did students inGroup B

Conference Session

Automation Subjects in Manufacturing Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University

Tagged Divisions

Manufacturing

9) C Programming 10) Autonomous Controls Laboratory 11) Hybrid Systems 5- Integration 12) Integration of Subsystems 5th 3 Weeks 13) Costuming and FinalizationExamples of the laboratories relating to project stages are given below. Figure 3a is a product ofstudent scans of a Halloween Jack Lantern with Creaform’s Handy Scan 3D scanner whileFigure 3b is taken from a Reverse Engineering report where students dissected animated toys.Both activities relate to Reverse Engineering through its technology and methodology. Figure 3. a) 3D Scanning of a Halloween Jack Lantern b) Dissecting an animated toy

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Phillip Wong, Portland State University, ECE Department; Melinda Holtzman, Portland State University, Electrical and Computer Engineering Department; Branimir Pejcinovic, Portland State University, ECE Department; Malgorzata Chrzanowska-Jeske, Portland State University

Tagged Divisions

Electrical and Computer

(EAS) 101 – served as the cornerstone along with one or twoadditional courses which were more discipline specific. In ECE these two courses coveredintroduction to programming and digital logic, with the former taught by the Computer Science(CS) department and the latter by ECE.There were a number of reasons why we decided to redesign our undergraduate curricula.Through our own assessment and feedback from employers and alumni, several programmaticissues were identified: a) insufficient programming skills, b) introduction to design only inupper-division courses, c) weak communication skills. At the same time, many schools acrossthe United States were reducing the credit load in Electrical Engineering (EE) to 180 credits, andwe had started

Conference Session

Experiential Learning and Globalization in BME

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonathan Sanghoon Lee, University of Virginia; Shing Wai Yam, University of Virginia; William H. Guilford, University of Virginia

Tagged Divisions

Biomedical

lab – the principalinvestigator, graduate students, lab managers, or post-doctoral fellows.Miscellaneous factors include the likelihood of a student publishing their work, organization ofthe workspace environment, and the use of computer programming.SurveysTwo surveys were developed – one for labs (appendix A) and another for students (appendix B).The two surveys included matching questions for each predictive factor so that a correlate scorefor each student-lab pairing could be calculated. The student survey was anonymous, and bothsurveys were approved by the Social and Behavioral Sciences IRB at the University of Virginia.In addition to the predictive factors described in the previous section, students were asked torecount their history of

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Richard Chiou, Drexel University; Michael G. Mauk, Drexel University; Robin Kizirian, Drexel University; William Peeples, Drexel University

Tagged Topics

NSF Grantees

microcontroller. The schematics for the microcontroller and the RS-232 transceiver areshown in Figure 3(b).   (a) (b) Figure 3(a) Cloudy day illuminator and (b) Microcontroller schematic Figure 4 displays the LabVIEW software interface used to control the LED ring through themicrocontroller. A virtual ring in the interface allows the user to identify the illuminated LEDs’number and angle. The buttons and knob allow the user to control the state and brightness of Page 22.515.6each of the LEDs. Due to the

Conference Session

Special Session: Creating, Using, and Assessing with Concept Maps in Introductory Materials Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jessica Triplett, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Stephen J. Krause, Arizona State University

Tagged Divisions

Materials

material 3. Identify the “Big Questions” for a topic a. What is it? b. What does it do (in an engineering sense)? c. Why should I learn about it? d. What are the important terms and nomenclature involved? 4. How is the topic material arranged/interconnected; what are the relationships? 5. Find expressed models of multiple representations for important ideas. Page 22.472.8 a. Definitions b. Charts, graphs c. Macroscopic & microscopic images d. Real life/everyday representations e. Equations f. Historical context 6. Enter the topic, sub-topics, and

Conference Session

K-12 and Pre-College Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ramakrishnan Sundaram, Gannon University

Tagged Divisions

K-12 & Pre-College Engineering

Education, 2011Engage K-12 Students in Electrical and Computer Engineering (ECE): Outreach with K-12 STEM Schools through ECE Project ActivitiesIntroductionThis paper discusses the set up and delivery of electrical and computer engineering(ECE) projects with science, technology, engineering, and mathematics (STEM)components to inspire K-12 STEM students to pursue higher education and careers inECE. These projects form part of the “Engage K-12 students in ECE” program and aredelivered through outreach1-2 with K-12 STEM schools. The forms of outreachconsidered are (a) direct (b) extended. The focus of this paper is on the implementation ofdirect outreach. In direct outreach, the students in the K-12 school programs participatein the ECE Day event

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Han-lung Lin, University of California, Riverside ; Robert C. Calfee, University of California, Riverside

Tagged Divisions

Educational Research and Methods

student is asked to determine theminimum force necessary to raise the block.Wedge friction problem A, shown in Figure 5, can be thought of as a rotated version of thetutorial problem. It is comprised of a wedge, block, and spring. The spring pushes theblock horizontally, which in turn presses the wedge against an incline. Both faces of the Page 22.1452.7Figure 5: Wedge friction problem A. The student is asked to determine the minimum forceP needed to push the wedge downward.Figure 6: Wedge friction problem B. The student is asked to determine the minimum forceP needed to move the wedge up the ramp.wedge are subject to friction, while frictionless

Conference Session

Thermodynamics, Fluids, and Heat Transfer I

Collection

2011 ASEE Annual Conference & Exposition

Authors

K. Hodge, Mississippi State University

Tagged Divisions

Mechanical Engineering

AC 2011-2072: USING TRAVEL AND THE INTERNET TO DEVELOPAND FORMULATE ENHANCED HOMEWORK ASSIGNMENTSB. K. Hodge, Mississippi State University B. K. Hodge is Professor Emeritus of Mechanical Engineering at Mississippi State University (MSU) where he served as the TVA Professor of Energy Systems and the Environment and was a Giles Distin- guished Professor and a Grisham Master Teacher. He is a Fellow of the American Society for Engineering Education and the American Society of Mechanical Engineers and an Associate Fellow of the American Institute of Aeronautics and Astronautics. Page 22.1650.1

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dianne Raubenheimer, North Carolina State University; Jerome P. Lavelle, North Carolina State University; Monica Terrell Leach, North Carolina State University; Steven L. White, North Carolina State University ; Philip Albert Moses, North Carolina State University

Tagged Divisions

First-Year Programs

academic courses. • Students will become aware of University campus resources.Topics covered during the course include, (a) Self-assessment and Monitoring Tools, (b) TimeManagement and Organizational Skills, (c) Stress Management, (d) Decision-making, (e)Academic Skills and Strategies, (f) Computer Skills, and, (g) Locating and Accessing CampusResources.The course requires weekly attendance and participation, and includes both individual and groupassignments. Student journaling is a central theme in this course as a mechanism to promoteproactive thinking as well as reflection. Aside from daily assignments students are required tohave two detailed academic coaching sessions with faculty members. These sessions are used toobtain feedback on class

Conference Session

ECE Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tokunbo Ogunfunmi, Santa Clara University; Mahmudur Rahman, Santa Clara University

Tagged Divisions

Electrical and Computer

( a) (b) i + + v 2.1v (A) v i = 9(A) - - i Page 22.367.8 ( c) (d) Fig. 4. Independent and Dependent current/voltage sources.6) concept: Resistors in Series/Parallel In a circuit, several resistances can be connected so that they carry the same current (a series connection

Conference Session

Innovative Instructional Strategies and Curricula in ECE II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Santucci, Arizona State University; Andreas S. Spanias, Arizona State University, ECEE, SenSIP Center

Tagged Divisions

Electrical and Computer

are split into regionsbased on contiguous input powers 2. The regions are henceforth referred to as bins, and for each Page 22.1594.5bin a correction factor is developed. The look-up-table portion of the name refers to theselection of gain-correction factor, b, by selecting a bin based on the input signal power. Thecorrection factor is learned using the LMS algorithm 12. A DSP flowchart showingimplementation is shown in Figure 2. Adaptive Predistorter G(·)vin(n) vpd(n) vAct(n

Conference Session

Computational Tools

Collection

2011 ASEE Annual Conference & Exposition

Authors

Murat Tanyel, Geneva College

Tagged Divisions

Computers in Education

(2)will generate a cosine waveform. Figure (1) depicts the front panel and block diagram of thesubVI CosinusoidalCoeffGen.vi that we wrote as a class exercise. The inputs of this routine aref0 (the frequency of the desired cosine), fs (sampling frequency) and the parameter R. ThissubVI generates the numerator and denominator coefficients (forward and reverse coefficients)of Eq. (2) in a format that LabVIEW’s IIR Filter routine utilizes. Page 22.1204.5 (a) (b)Figure 1: (a) The front panel and (b) the block diagram of a sinusoidal generator.DTMF Keypad: The digital touch tone phone, also known as the dual-tone

Conference Session

Descriptions of Curricular and Model Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keeshan Williams, Polytechnic Institute of New York University; Vikram Kapila, Polytechnic Institute of New York University; Magued G. Iskander, Polytechnic Institute of New York University

Tagged Divisions

K-12 & Pre-College Engineering

, the three questions of pre-lessonassessment survey were repeated in the post-lesson assessment survey. For the survey questionsthat required descriptive answers, students’ responses were analyzed and categorized as eitherPositive or Negative (EPr/o1) and Liked, Disliked, or No Response (EPo4 and EPo5). Illustrativeexamples of students’ descriptive responses are provided in the Discussion and Conclusionssection.Table I: Evaluation questions. Pre-lesson assessment survey evaluation questions EPr1 What gets you excited about science? EPr2 If you were given the chance to create this lesson which method would you use: a. lecture; b. read textbook; c. watch movie; d. conduct hands- on activity; e. research

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Pittsburgh; Ross Higashi, Carnegie Mellon University; Christian D. Schunn, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

provide their students with a positive experience working withrobots, not to win the competition. It appears, though, that by using mathematics in the roboticscompetition, attitudes toward math itself may benefit as well. Page 22.1246.14(a) (b)(c) (d) Figure 4: Focus Teams Survey Results on Students’ Change in Attitudes About Robots and MathConclusionTo summarize the results, only a few teams used math explicitly in their design solutions. Theuse of math was found to have a highly variable relationship with

Conference Session

Mechanical Engineering Technology Curriculum Innovations.

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert Edwards, Pennsylvania State University, Erie; Tim Demetrio; David H Johnson, Pennsylvania State University, Erie

Tagged Divisions

Engineering Technology

AC 2011-1819: RESURRECTING THE ELECTROLYTIC PLOTTING TANKRobert Edwards, Pennsylvania State University, Erie Robert Edwards is currently a Lecturer in Engineering at The Pennsylvania State Erie, The Behrend Col- loge where he teaches Statics, Dynamics, and Fluid and Thermal Science courses. He earned a BS degree in Mechanical Engineering from Rochester Institute of Technology and an MS degree in Mechanical Engineering from Gannon University.Tim DemetrioMr. David H Johnson, PE, Pennsylvania State University, Erie Mr. David Johnson is the program chair for Mechanical Engineering Technology and is an associate professor. Mr. Johnson received both the B.S. and M.S. in Mechanical Engineering in 1978 and 1980

Conference Session

Teaching Statics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Brose, Hamburg University of Technology; Christian H. Kautz, Hamburg University of Technology

Tagged Divisions

Mechanics

student misunderstanding thatforces and moments are interchangeable. b Although we refer to the intervieews collectively, and hence the students in plural, the interviews were conductedin serial, i.e., the procedure was repeated for each student in turn. Page 22.792.5Figure 2: At the conclusion of the interview students were given the opportunity to holdthe imagined slider-and-beam to test their understanding of the concepts explored in thethought-experiment part of the interview. A 60 Nm couple acting clockwise keeps the member in equilibrium while it is subjected to other forces acting in the plane shown schematically

Collection

2011 Northeast Section Meeting

Authors

Navarun Gupta; Sarosh Patel; Bhushan Dharmadhikari; Manan Joshi; Lawrence V. Hmurcik

as the energy-per-unit-charge (joules/coulomb) at apoint in space; voltage is the potential difference between two points, i.e. subtract thepotential at point A from the potential at point B to give you the voltage (VAB). For anyelectric circuit, even one in which the current is zero, the electric field can be determinedto be a single unambiguous solution in space and time. Since the negative gradient (i.e.derivative) of the voltage equals the electric field, the voltage is derived by solving anindefinite integral of the electric field. To the solution of this integral, one must alwaysadd an arbitrary constant. Hence, the voltage is a unique and unambiguous solution withan added arbitrary constant [1]. Proceedings of the 2011

Conference Session

Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ames Bielenberg, Swarthmore College; Erik Cheever, Swarthmore College

Tagged Divisions

Computers in Education

easy to usescripting system for defining the system in three steps. First its constitutive mathematicalrelations are defined, then a drawing is created that depicts the system, and then the drawing isanimated. The system is described mathematically by a state-space model (i.e, A, B, C and Dmatrices). The drawing of the system is described in terms of graphics primitives commonlyused to depict linear systems. For translating mechanical systems this consists of suchcommonly used objects as springs, masses, dashpots and sliding friction, along with dynamicallyresized arrows to show force and displacement. For electrical systems, primitives exist thatrepresent resistors, capacitors, and inductors as well as arrows to show current and dials to

Conference Session

Emerging Information Technologies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Abul K. M. Azad, Northern Illinois University

Tagged Divisions

Computing & Information Technology

courses as a part of a regular curriculum. Experiences from these courseofferings will also be presented.2. Shortcomings of Internet Accessible Remote LaboratoryWhat are the issuesAs mentioned in the introduction section, researchers are pursuing this problem in an abruptmanner and are not yet coming up with a sustainable solution that can popularize the use ofremote laboratories. The major issues are: a) Integration of a number of disciplines into remote experimentation design; b) Modularity in designs; c) Readily available commercial products; d) Integration of learning management system; e) Maintenance and training; f) Administrative awareness and support; and g) Industry applications.a) Integration of a number of disciplines into

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Howard Eisner

. This approach is highly individualized, and has been the primary way in whichgraduate engineering education has occurred. 227Cohort-Based Graduate Education In distinction to the above approach, we now see the “cohort-based” approach. This approachrecognizes that, for graduate engineering, a large percentage of the students work full time ineither industry or for the government. Being part of the graduate engineering community, theirplaces of employment are anxious to see them improve their skills, and are also willing to pay formost of their graduate education. Typical numbers lie in the 75 to 100 percent of the costs, givensuccessful completions at or above the grade of “B”. Therefore

Conference Session

Simulation and Virtual Instrumentation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nikunja Swain, South Carolina State University

Tagged Divisions

Engineering Technology

connections in the LabVIEW diagram panel to simulate these VIs.Example VI to solve system of linear equationsThis VI solves the following linear equations:5x1 + x2 + 3x3 = 52x1 + 7x2 + 9x3 = 48x1 + 6x2+ 4x3 = 9The linear equations are written in Matrix Form (Ax = B) form and then A and B (known vector) aresupplied as inputs to the VI. The VI solves for the roots and displays the results as shown in Figure 1.The VI is flexible and can be easily modified to accommodate more number of equations by simplychanging the dimension of A, B, and solution vector. Page 22.1402.3 Figure 1 – VI to solve linear

Conference Session

Laboratory Development in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sergey N. Makarov, Worcester Polytechnic Institute; Reinhold Ludwig, Worcester Polytechnic Institute; Kaung Myat Win, Worcester Polytechnic Institute, ECE Department

Tagged Divisions

Electrical and Computer

motor states: (i) forward mode; (ii) reverse mode; (iii) free run to a stop and; (iv) brake. Students have the option of applying PWM to this circuit to vary motor speed.We shall describe our experience with this scenario in an introductory course offered during Fall2010/Spring 2011 (about 250 students total), and the corresponding assessment results.1. Lorentz force - linear motor/generator/brake concept (one lecture)The lecture sequence is outlined using the three figures that follow. We only consider linearmotors since understanding the Lorentz force effect requires care. Corresponding examples arepresented in class.1.1 First step - Motor action: F  Nf  l  Anq  B  lI a BFig. 1. Electromagnetic accelerator or a linear motor

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Thomas E. Doyle, McMaster University; Spencer Smith, McMaster University; Adrian Ieta, State University of New York, Oswego

Tagged Divisions

Design in Engineering Education

.   Figure  2:  Sample  simplified  gear  pair  assignment  question.The process of moving from part modelling in Inventor to system modelling usingMapleSim is demonstrated in Figure 3. Figure 3 a) is a spur gear-pair result generated bythe Inventor Design Accelerator. Each part model must be exported to the industrystandard STL file format. Figure 3 b) is the MapleSim system-modelling module.Students enter their calculated design parameters for a gear pair into the module dialogbox and also specify the STL files associate with the part model (Inventor) geometries.Figure 3c) illustrates the visualization result that is now interactive. At the stage ofFigure 3c), students can run the simulation and plot system parameters, such as angularvelocity

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ying Tang, Rowan University; Sachin Shetty, Tennessee State University; Xiufang Chen, Rowan University

Tagged Topics

NSF Grantees

interventions and engineering problem-solving in a well-balanced engagementand learning process, and the other two with a brief outline of the setup and pertinent engineeringprinciples.Escape: Designed from a first-person perspective, the game starts in a dark room where theplayer character wakes up and realizes that he is locked in the classroom (Fig. 3 (a)). While he isseeking a way out (e.g., typing the door key), a talking computer in the room asks him to conductseveral DC circuit analyses to be able to retrieve the correct door code (Fig. 3(b)). Meantime, thetalking computer provides some design guidance in a road map as seen in Fig. 1, showing thekey DC circuit fundamentals. The road map can then be deactivated and re-activated through themenu

Conference Session

SE Tools and Techniques

Collection

2011 ASEE Annual Conference & Exposition

Authors

Shane Markstrum, Bucknell University; Gary M. Haggard, Bucknell University

Tagged Divisions

Software Engineering Constituent Committee

algorithm visualizations. ACM SIGCSE Bulletin 32 (2000), 109-113.[11] R. Baecker. Sorting Out SORTING: A Case Study for Teaching Software Visualization in Computer Science, in: J. T. Stasko, M. H. Brown, and B. A. Price, editors. Software Visualization, MIT Press, Cambridge, MA, 1997[12] L. Stern, L. Naish, H. Sondergaard. Algorithms in Action. http://www.csse.monash.edu.au/˜dwa/Animations/index.html, 2000. Page 22.1621.14[13] B. Thompson, D. J. Pearce, C. Anslow, G. Haggard. Visualizing the computation tree of the Tutte polynomial. In SOFTVIS’08: Proceedings of the ACM Symposium on Software Visualization. Herrsching

Conference Session

ETD Design II: Mechanical Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Roelof Harm deVries, University of Pittsburgh, Johnstown

Tagged Divisions

Engineering Technology

22.1212.10Table 2, below, summarizes the performance in terms of the percentage of students whocompleted the problem perfectly or with one minor error. These students can be considered tohave firmly mastered the material, which is the desired level of competence for OrthographicProjection.Table 2. Percentage of students with zero errors or a minor error in test problems.TEST PROBLEM GROUP A GROUP B (CADD-intensive) (Drawing board-intensive)Test 1, Problem 5 59.2 50.0Test 1, Problem 6 25.9 62.5Test 1, Problem 7 25.9 37.5Test 2, Problem 2 39.1

Conference Session

Nanotechnology/RFID

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jai P. Agrawal, Purdue University, Calumet; Chandra Sekhar, Purdue University, Calumet; Rosetta G. Davis

Tagged Divisions

Engineering Technology

box on a computer screenversion of the plot plan diagram shown in Appendix B. The box is located next to the vesselor location of the tag. In this case, it appeared next to vessel E808. When the worker scansthe access pass at Reader 2, which is located in the field near the entrance to the unit, the yel-low box turns green to indicate that someone is in the field working at that location.If the worker was to leave the unit (by scanning the access card again) to get a part or take abreak, the box turns yellow again. This acts an indicator to show that even though the workeris not in the field, their permit is still active. When the worker finally finishes their job for theday, he returns the tag to the Chief Operator. When the Chief is

Conference Session

Communication: From Pecha Kucha to Bullets

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Soto-Caban, Muskingum University; Emre Selvi, Muskingum University; Ferdinand Avila-Medina, Ohio State University, Newark

Tagged Divisions

Liberal Education/Engineering & Society

assessment of the presentations. The rubric used in theElectromagnetics course is included in Appendix B. A similar one was used in the Statics andDynamics course. The presentations were graded using the following criteria: • Organization • Grammar • Content • Eye contact • Creativity • Audience interaction, Q&A • Presentation style • Audience response • Use of language: word choice, voice • Length of presentationThis rubric is similar to the rubric used to assess traditional style presentations, except in thepresentation style criterion that was added to

Conference Session

Teaching Circuit Theory and Electronics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carl Greco, Arkansas Tech University; James D. Reasoner Jr, Arkansas Tech University; Daniel Bullock, Arkansas Tech University; Carlos L. Castillo, Arkansas Tech University; Patricia S. Buford, Arkansas Tech University; Gill G. richards, Arkansas Tech University

Tagged Divisions

Electrical and Computer

, 3.12 and 2.89 respectively.In order to further assess the contribution of basic circuit knowledge on the lab practicum results,the control and solo groups were sub-divided into two partitions based on students' grades in thecompanion circuits lecture course. Students who earned an A or B in Circuits II were segregatedfrom those who earned a C or less. The A-B partitions consisted of 80% of the control group and60% solo groups. A comparison of the lab practicum grades between these two partitions of thecontrol group yielded no significant difference. However, in the solo group there was astatistical difference between the A-B and C or less partitions (D=0.33 and p<0.05). Thecumulative distribution functions for the combined control group and