Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Understanding the different ways students grasp information, specifically students in STEM related fields, is necessary for effective teaching. The two main methods for learning/teaching are the inductive and deductive approaches. There is an obvious conflict in the classroom regarding the way students learn and the method of teaching used by professors. Implementing both inductive and deductive teaching methods by the use of hands-on lab work or by the use of simulated demonstrations within the course can increase the effectiveness of teaching. These fundamentals are directly related to real world engineering projects in the field and how students can build the connection between concept and application.
One of the most important aspects of geotechnical engineering is understanding the behavior of soils under different conditions. A senior design team has been advised to design and build a laboratory demonstration to accompany corresponding lectures in introductory soil mechanics courses aimed at studying the effects of upward seepage and the reduction of effective stresses during the process of liquefaction in soil, more commonly known as quicksand. This area of study was chosen for the dual purpose of providing laboratory time for college students enabling them to observe and connecting with real-world project failure mechanism study as well as provide simple, yet effective, displays for K-12 outreach events. It is the goal of this paper based on a senior design project to help connect, inspire and greatly impact the geotechnical learning that takes place on campus by opening opportunities for further more in-depth research studies.
Wooden, M. W., & Li, J., & Laviolette, E., & Liu, Y. (2018, June), Board 54: Effective Stress and Upward Seepage Laboratory Demonstration Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30056
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