Volume 5: Engineering Education最新文献

{"title":"The Role of Higher Education Institutions Regarding Climate Change: The Case of Escuela Superior Politécnica del Litoral and its Carbon Footprint in Ecuador","authors":"Nancy P. Criollo, Angel D. Ramirez, Daniel A. Salas, R. Andrade","doi":"10.1115/imece2019-10676","DOIUrl":"https://doi.org/10.1115/imece2019-10676","url":null,"abstract":"\u0000 A case study of a university campus in a tropical area has been analyzed. Escuela Superior Politécnica del Litoral (ESPOL), one of the leading public polytechnic higher education institutions in Ecuador, is located in Guayaquil in the Guayas province. ESPOL has around 12300 students and 1740 faculty members and administrative staff. The climatic conditions are defined as dry tropical forest and have two main seasons, one with rain and high humidity and one that is dry. Average day temperature is 28°C. Air conditioning is required throughout the whole year. The carbon footprint (CF) has been calculated for the university campus as prescribed by the ISO 14064 International Standard for greenhouse gases (GHG) Emission and the Greenhouse Gas Protocol by the World Business Council for Sustainable Development (WBCSD) and World Resources Institute (WRI). Results indicate that the major contributor to the CF of the ESPOL campus is electricity generation off–campus with 66%. The CF per student is 0.406 tons CO2e which in comparison with information of other higher education institutions (HEIs) campuses is low. This is mostly associated with the CF of the electricity generated in Ecuador which is above 80% renewable. Additionally, a comparison of HEI cases based on their CF has been done. Further mitigation of GHG emissions is possible by energy efficiency measures at the building and transportation level.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133899223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving Students’ Learning and Performance Using Mock Tests in Engineering Classes","authors":"M. R. Hossan, N. Islam","doi":"10.1115/imece2019-11372","DOIUrl":"https://doi.org/10.1115/imece2019-11372","url":null,"abstract":"\u0000 Class performance and classroom environment have a direct impact on students’ learning and long-term retention of key engineering concepts. In addition, class performance is critical for preserving students’ interest and continuous engagement. However, engineering classes are widely rated as boring and monotonous by students due to one-way lectures and lack of application of active learning techniques. In this study, we employed mock tests as an active learning technique to empower students on their own learning through identification of conceptual weakness, reinforcement of understanding and hence, to improve their overall learning and class performance in two different engineering classes at two different universities. Mock tests were conducted on the exam materials before the occurrence of the actual exams. The mock test key with grading rubric was provided to the students. Students were required to grade their mock test based on the rubric. The impact of this technique is evaluated using questionnaires where students were asked to provide their feedback on the enhancement of their understanding of the material, understanding of grading criteria, improvement on their study habits, and identifying conceptual weakness about a topic. The assessment and student feedback shows that the use of the mock test improves the understanding of basic concepts and topics through perspective transformation. It also shows that it improves the average grade of the class, motivates students to study hard, promotes peer discussion, reduces exam related stresses, and strengthens fellowship among students. Thus, mock tests can be used in other disciplines and classes with similar positive effect.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132326079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Different Methods of Programming for Mechanical Engineering Students: A Case Study","authors":"Mingli Han, C. Duan","doi":"10.1115/imece2019-11424","DOIUrl":"https://doi.org/10.1115/imece2019-11424","url":null,"abstract":"\u0000 The paper is to present a case study where different methods of programming are utilized by Mechanical Engineering Students to design a device. The objective is to provoke discussion and explore best practices on teaching Mechanical Engineering students the programming aspects. The task is to design a low-cost device that can accurately measure the period of a simple pendulum. Same raw materials, infrared break beam sensor and Arduino microcontroller, are given. But different programming approaches can be undertaken. Option 1 is to use C language and Arduino’s free Integrated Development Environment. Option 2 is to use Simulink with Arduino Support. Student survey is designed based on whether it is intuitive, whether it is easier to debug, etc. Further studies can be conducted to understand the effectiveness of a mixture of these different methods and sequence of exposure to these different methods.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"289 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116051100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Model Science-Based Learning STEM Program","authors":"Benjamin Cieslinski, Mohamed Gharib, Bradley Creel, Tala Katbeh","doi":"10.1115/imece2019-10352","DOIUrl":"https://doi.org/10.1115/imece2019-10352","url":null,"abstract":"\u0000 In this paper, a model STEM program called Engineering Heroes: Qatar Special Investigators (QSI), aimed to familiarize young students with science and engineering in real life applications, is presented. The program theme is about forensic science and technology, which included science and engineering activities with hands-on projects to challenge students’ science and critical thinking skills. Throughout the program, students learned about forensic science as an application of science, engineering and technology to collect, preserve, and analyze evidence to be used in the course of a legal investigation. Participants learned the history of forensic analysis and how it evolved into today’s specialized career field. Forensic specialists include backgrounds in chemistry, physics, biology, toxicology, chemical and electrical engineering. Topics included in the program were a study of toxicology and chemical analysis, assays to determine drug contents, fingerprint development, environmental contamination, chromatography in forgery, presumptive vs. confirmatory testing, scanning electron microscopy, infrared analysis, and evidence handling techniques. The details of the program are presented, including the contents, preparation, materials used, case studies, and final crime scene investigation, which featured the learning outcomes.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128405269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Explicit Evaluation of Design Readiness for Student Refinement of Conceptual Design","authors":"K. Iino, M. Nakao","doi":"10.1115/imece2019-10217","DOIUrl":"https://doi.org/10.1115/imece2019-10217","url":null,"abstract":"\u0000 Students at three graduate schools of mechanical engineering and adult groups in Japan have been taking conceptual design courses the authors teach. Among the three graduate schools, the 24 hour course, at the University of Tokyo, spread over 13 classes during 4 months, takes the students all the way from identifying their design goals, generating ideas, refining their designs, to building prototypes. The adult course students also spend long hours of building prototypes. Despite strong encouragement by the instructors for detail design, the students often leave their design concepts at rough stages without refining their ideas to the detail level needed for prototype building. Building a prototype from a design concept that is not fully expanded often results in efforts that lead to failure and retrial. Such back and forth between concepts and physical trial is unavoidable in design, however, if possible they better be kept at the minimum. The instructors, in their efforts to better motivate students to refine the designs, developed a metric “Level of Readiness (LOR) index” for evaluating how refined a design is. Students are better motivated to reach higher scores and this index that evaluate the quality of their designs, in terms of how detail they are, in numbers serves as a better incentive for the students than words from the instructors.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134096108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implementation of Multi-Scale Characterization and Visualization on Enhancement of Solid Mechanics Education","authors":"Jingyu Wang, Nyree Mason, F. Akasheh, G. Kremer, Z. Siddique, Yingtao Liu","doi":"10.1115/imece2019-10747","DOIUrl":"https://doi.org/10.1115/imece2019-10747","url":null,"abstract":"\u0000 This paper presents the implementation and preliminary analysis of a multi-scale material and mechanics education module for the improvement of undergraduate solid mechanics education. 3D printed and conventional wrought aluminum samples were experimentally characterized at both the micro- and macro-scales. At the micro-scale, we focus on the visualization of material’s grain structure. At the macro-scale, standard material characterization following ASTM standards is conducted to obtain the macroscopic behavior. Digital image correlation technology is employed to obtain the two-dimensional strain field during the macro-scale testing. An evaluation of students understanding of solid mechanics and materials behavior concepts is carried out in this study to obtain the student data and use it as baseline for further evaluation of study outcomes. We plan to use the established multi-scale mechanics and materials testing dataset in a broad range of undergraduate courses, such as Solid Mechanics, Design of Mechanical Components, and Manufacturing Processes. Our current effort is expected to demonstrate the real materials’ multi-scale nature and their mechanical performance to undergraduate engineering students. The successful implementation of this multi-scale approach for education enhances students’ understanding of abstract solid mechanics theories and establishing the concepts between mechanics and materials. In addition, this approach will assist advanced solid mechanics education, such as the concept of fracture, in undergraduate level education throughout the country.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115593055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Heat Pump Experiment With Automated Data Acquisition to Augment Hands-On Learning","authors":"K. Anderson","doi":"10.1115/imece2019-10098","DOIUrl":"https://doi.org/10.1115/imece2019-10098","url":null,"abstract":"\u0000 This paper presents the results of using laboratory facilities in conjunction with computer aided data acquisition in order to enhance the teaching and learning experiences of the air conditioning and measurements/instrumentation courses in an engineering program. The paper discusses the use of educational technology in the form of a laboratory experiment developed for support of Science Technology Engineering and Math (STEM) education in an engineering curriculum. The experimental apparatus discussed in the paper is a heat pump demonstration unit with LabView data collection and visualization software. The use of modern technology in the classroom is illustrated in this paper by using a heat pump demonstration unit to illustrate the physical principles of air conditioning and heating. Data collection and acquisition/instrumentation, data reduction curriculum is addressed by using an automated data collection system to gather data for the heating and cooling processes. The main objectives of the study were to i) expose STEM students to LabView based data collection, ii) enhance the curriculum of air conditioning and measurements science by using hands-on facilities, iii) develop technical report writing and data reduction skill sets. The experiment is conducted in small teams of 3 to 4 students in order to make the experiential learning a more intimate process. The heat pump hardware is used to illustrate real world working system. The experiment is composed of a compressor, an evaporator, a condenser and throttling valve. The unit allows for operation as both a heat pump and a refrigeration unit. Thus illustrating the concept of Coefficient of Performance (COP) and Energy Efficiency Ratio (ERR) for both the heat pump and the refrigeration mode are enabled. The unit works on R134A and water as the working fluids. The unit is instrumented with a control thermostat allowing the set-point of the device to be changed. Thermocouples, pressure transducers and flow rate meters are used to collect live data which is fed to the LabView based data-acquisition platform. By using such equipment in the teaching of the Air Conditioning curriculum, it allows the students","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125396544","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Introduction of Prevention Engineering Into the Mechanical Engineering Curriculum","authors":"Z. Bzymek, E. Brown","doi":"10.1115/imece2019-10469","DOIUrl":"https://doi.org/10.1115/imece2019-10469","url":null,"abstract":"\u0000 In today’s fast growing world, the economy — especially the field of technology and production — are developing very rapidly. Engineering design that would predict the results of this rapid development and equip the society with tools to control them, faces a big challenge. Rapidly developing technology brings many benefits to humanity and makes life easier, friendlier and more comfortable. This has been the case for thousands of years as new branches of engineering were born and came to serve society. One might say that engineers have the privilege of creating a bloodless and peaceful revolution resulting in easier and happier lives for people.\u0000 At the same time, such fast developing technology creates traps and dangers, and may cause harm. The inventions of Alfred Nobel, Samuel Colt and Eliphalet Remington, for example, or nuclear research have all brought significant technological progress to nations and societies but have also brought harms and disasters affecting both societies and individuals. The role of engineering design is to predict these harmful actions and plan to neutralize or eliminate them, or even change them from harmful into friendly. Such actions follow the way recommended by BTIPS (Brief Theory of Inventive Problem Solving) procedures [1], especially those using the Prediction module [2], [3]. When developing Prevention Engineering a system approach should be observed and hierarchy of systems established and defined. All systems should be designed in such a way that prevents harm to humans and the natural world.\u0000 Recommendations for introducing Prevention Engineering as a branch of engineering practice, and as an educational and research discipline, should be created as soon as possible, and directions for introducing courses in Prevention Engineering design and practice should also be developed [4]. For example, personal protective equipment for individuals and groups as designed by ME and MEM engineering students in their courses might be considered as Prevention Engineering developments [5].\u0000 Defining and formulating Prevention Engineering as a new branch of engineering is necessity in our times. In every step of our lives we face the challenge of preventing harms and destruction that can be done by the contemporary surrounding world. The goal of Prevention Engineering [PE] is to make the world safe. Prevention and safety are connected, prevention is an action, while safety is the condition or state that we are trying to achieve. Preventative actions can be based on the recommendations of BTIPS - Brief Theory of Inventing Problem Solving - and may use BTIPS’s approach [4], [5].\u0000 The reasons for the development of PE have already been described [6]. Each of these should be pointed out and preventative measures should be found. Adding these preventative measures to the contemporary engineering research, practice and education, and especially reflecting them in the engineering curriculum would be useful now and will also be","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127810068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Modelling the Motion of a 2-Arm ROV","authors":"M. Saure, Sondre H. Iversen, Andreas B. Snekkevik, R. Gebhardt, Zhiyang Chen, Christopher Mignano, D. M. Luchtenburg, T. Impelluso","doi":"10.1115/imece2019-10282","DOIUrl":"https://doi.org/10.1115/imece2019-10282","url":null,"abstract":"\u0000 Norway conducts operations on a variety of structures in the North Sea; e.g. oilrigs, monopole windmills, subsea trees. These structures often require subsea installation, observation, and maintenance. A remotely operated vehicle (ROV) can assist in these operations. Automation of intended motion is the desired goal. This paper researches the motion of an ROV induced by the motion of the robotic manipulators, motor torques, and added mass of fluid. This project builds upon a previous project that had one robotic arm; this time, there are two, but the method is unchanged. Furthermore, this work explores both the patterns in addressing such challenges, and an improved integration scheme. This research uses the Moving Frame Method (MFM) to carry out this project. In fact, this paper demonstrates the ease with which the MFM is extensible. Notable is that this work represents an international collaboration between an engineering school in Norway and one in the US. This work invites further research into improved numerical methods, solid/fluid interaction and the design of Autonomous Underwater Vehicles (AUV). AUVs beckon an era of Artificial Intelligence when machines think, communicate and learn. Rapidly deployable software implementations will be essential to this task.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134131548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of Measuring Instrument Eccentricity and Tilt Error on Circularity Form Error","authors":"Suhash Ghosh, C. Sahay, Poorna Pruthvi Chandra Malempati","doi":"10.1115/imece2019-11937","DOIUrl":"https://doi.org/10.1115/imece2019-11937","url":null,"abstract":"\u0000 From power stations to power tools, from the smallest watch to the largest car, all contain round components. In precision machining of cylindrical parts, the measurement and evaluation of roundness (also called circularity in ASME Geometric Dimensioning & Tolerancing Y14.5) and cylindricity are indispensable components to quantify form tolerance. Of all the methods of measuring these form errors, the most precise is the one with accurate spindle/turntable type measuring instrument. On the instrument, the component is rotated on a highly accurate spindle which provides an imaginary circular datum. The workpiece axis is aligned with the axis of the spindle by means of a centering and tilt adjustment leveling table. In this article, the authors have investigated the dependence of circularity form error on instrument’s centering error (also known as eccentricity) and tilt error. It would be intriguing to map this nonlinear relationship within its effective boundaries and to investigate the limits beyond which the measurement costs and time remain no more efficient. In this study, a test part with different circular and cylindrical features were studied with varying levels of predetermined instrument eccentricity and tilt errors. Additionally, this article explores the significance of incorporating these parameters into undergraduate and graduate engineering curricula, and be taught as an improved toolkit to the aspiring engineers, process engineers and quality control professionals.","PeriodicalId":191997,"journal":{"name":"Volume 5: Engineering Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115373160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}