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Incorporating a LEGO/sup /spl reg// fourbar mechanism project in undergraduate dynamics 将LEGO/sup /spl reg//四杆机构项目纳入本科动力学
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158732
W. O. Jolley, J. Rencis, E. Cobb, R.R. Hagglund
{"title":"Incorporating a LEGO/sup /spl reg// fourbar mechanism project in undergraduate dynamics","authors":"W. O. Jolley, J. Rencis, E. Cobb, R.R. Hagglund","doi":"10.1109/FIE.2002.1158732","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158732","url":null,"abstract":"This work seeks to integrate the theoretical development of a sophomore level course in engineering dynamics by incorporating a LEGO/sup /spl reg// fourbar mechanism project. The fourbar mechanism is constructed using the LEGO/sup /spl reg// TECHNIC Pneumatics Pack. Teams of two or three students learn how to model a physical dynamic system and apply the concepts introduced throughout the dynamics course to develop the kinematic and kinetic relationships for the linkage. The mathematical model is analyzed using a software package such as Mathcad/sup /spl reg//, TKSolver/sup /spl reg// or Matlab/sup /spl reg//. Once the mathematical model has been evaluated, students are asked to interpret and verify their results by working with the actual linkage. Using a hands-on project to teach dynamics allows students to build associations between analytical calculations, and what is being observed during the operation of the device. A LEGO/sup /spl reg// mechanism further develops an understanding of why assumptions are made, and when they are valid. This experience enables students to deal with problems that are more complex than classical textbook problems, thereby adding a new dimension to a traditional analytical course.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122791431","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}
引用次数: 2
Engineering outreach: components of a best model for professional teacher development 工程拓展:专业教师发展最佳模式的组成部分
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1157901
E. Rushton, B. Gravel, L. Prouty
{"title":"Engineering outreach: components of a best model for professional teacher development","authors":"E. Rushton, B. Gravel, L. Prouty","doi":"10.1109/FIE.2002.1157901","DOIUrl":"https://doi.org/10.1109/FIE.2002.1157901","url":null,"abstract":"Can engineering successfully be taught to elementary school students? Though many people are quick to answer that children can learn about engineering, the subject can be challenging to integrate with elementary level curricula since few teachers possess training in engineering or engineering education, in specific. This paper examines the results from two grants received by Tufts University: one National Science Foundation grant (NSF 9979593) and one grant sponsored by the Massachusetts Department of Education (MA 1698). Each grant focuses, to varying degrees of teacher involvement, on professional development to increase both engineering content knowledge and comfort level with engineering in the classroom. The National Science Foundation grant supports year-long placement of engineering graduate fellows with classroom teachers to infuse engineering into more traditional curricula; the grant from the Massachusetts Department of Education focuses on a week-long professional development summer course with follow-up meetings subsequent to initial intensive seminar. The strengths and weaknesses of both approaches are discussed.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117075236","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}
引用次数: 3
Bridging mathematics to science and engineering programs 桥梁数学科学和工程方案
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158245
J. Goulet
{"title":"Bridging mathematics to science and engineering programs","authors":"J. Goulet","doi":"10.1109/FIE.2002.1158245","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158245","url":null,"abstract":"The WPI approach to engineering education has as its outcomes team projects which work on problems of contemporary significance in both engineering and society. This approach has been highly successful since its inception in the 1970s. In terms of curriculum, the implementation of this approach has been done in a top-down manner. This paper is concerned with how a mathematics course-linear algebra-taken at the freshmen level might be modified to be consistent with the WPI educational philosophy while still maintaining traditional mathematical goals. After several years of doing this, it seems possible to achieve these goals. Final exam data is provided to substantiate these claims.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128582970","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}
引用次数: 0
On-line learning: a student viewpoint 在线学习:一个学生的观点
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1157911
Michael Lawrence-Slater
{"title":"On-line learning: a student viewpoint","authors":"Michael Lawrence-Slater","doi":"10.1109/FIE.2002.1157911","DOIUrl":"https://doi.org/10.1109/FIE.2002.1157911","url":null,"abstract":"During the second semester of 2001, one hundred and seven undergraduate and postgraduate students enrolled in Information and Communication Technology (ICT) degree programs at three different institutions located in New South Wales and Victoria, Australia and in Singapore participated in an on-line course. The course was designed with two objectives. The principal objective was to gain an understanding of the student experience of collaborative learning within on-line groups where the student body and membership of the groups was geographically and institutionally dispersed. The secondary aim of the project was to determine the feasibility this form of interactive, simultaneous teaching at dispersed centres. The paper describes the course experience from the viewpoint of student participants, starting with the initial creation of the collaborative groups through the interactions required to complete the group tasks to the conclusion of the course in which the students reflected upon their experience.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126692415","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}
引用次数: 3
A novel interdisciplinary course measurement and automated data acquisition-an update 一种新的跨学科课程测量与自动数据采集——更新
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158716
R. DeLyser, P. Rullkoetter, D. Armentrout
{"title":"A novel interdisciplinary course measurement and automated data acquisition-an update","authors":"R. DeLyser, P. Rullkoetter, D. Armentrout","doi":"10.1109/FIE.2002.1158716","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158716","url":null,"abstract":"A novel multidisciplinary course was developed that integrates knowledge gained and tools acquired from the introductory freshman, circuits, mechanics and C/C++ courses and is built around the concepts associated with automated data acquisition systems. This 3 quarter hour, laboratory intensive course used a suite of data acquisition equipment located in the Computer Aided Teaching Laboratory. Since then the laboratory computers have been replaced by the students' personal laptops and a PCMCIA card has replaced the data acquisition board. Laboratories early in the course explore the subsystems of an automated data acquisition system. The students then learn the operation of the National Instruments DAQCard-1200 card, learn the operation of analog to digital and digital to analog converters, and learn the use of the C/C++ commands provided for controlling these subsystems. The students learn these concepts while doing typical experiments dealing with the measurement of temperature, strain, and the evaluation of a temperature controller.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123346277","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}
引用次数: 3
Teaching programming by immersion, reading and writing 通过沉浸式、阅读和写作来教授编程
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158015
W. Campbell, E. Bolker
{"title":"Teaching programming by immersion, reading and writing","authors":"W. Campbell, E. Bolker","doi":"10.1109/FIE.2002.1158015","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158015","url":null,"abstract":"In the introductory programming course at UMass Boston we teach Java/spl trade/ by immersion. Instead of starting with the traditional \"Hello, world\", students read, modify and write about a 200 line bank ATM simulation program consisting of two cooperating classes. By the end of the semester they are working with a 3500-line application that models a command line shell and a hierarchical file system. Our students learn programming the same way one best learns a spoken language: by immersion. We focus immediately on questions of interfaces, architecture and design. We spend little time on syntactic details, which students simply absorb as they need them. So in this first course, students get a taste of and an appreciation for what real programming is all about.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123633569","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}
引用次数: 22
How to have the Web playing on your side 如何让网络站在你这边
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158646
O. Clúa, M. Feldgen
{"title":"How to have the Web playing on your side","authors":"O. Clúa, M. Feldgen","doi":"10.1109/FIE.2002.1158646","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158646","url":null,"abstract":"The authors describe the results of their experience in the way students are using the Internet. They also found a lot of cheating attitudes, some of them they believe involuntary. They developed some ways of incorporating the Internet to their courses, in order to change the cheating attitude in a healthier research attitude. They address two types of use of the Web: programming assignments; and report written assignments, presenting their experience in both areas. After some experience of using the Web with the courses where they detected cheating, students attitude changed. In this paper, the authors present their experiences with both types of courses discussing their findings and suggesting some approaches.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121320511","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}
引用次数: 1
EE capstone design projects: developing computer-based laboratories for introductory physics EE顶点设计项目:为入门物理开发基于计算机的实验室
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158189
P. Venugopal, M. Paulik, M. Krishnan
{"title":"EE capstone design projects: developing computer-based laboratories for introductory physics","authors":"P. Venugopal, M. Paulik, M. Krishnan","doi":"10.1109/FIE.2002.1158189","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158189","url":null,"abstract":"This paper describes a unique capstone senior design project resulting from a collaborative effort between the Electrical & Computer Engineering and Physics Departments at the University of Detroit Mercy. This cross-disciplinary project, aimed at developing computer-based laboratories for introductory physics experiments, has a number of interesting features, which are discussed in this paper. The paper focuses on student assessment results and an overall evaluation of the project.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121509626","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}
引用次数: 0
A tradeshow for products developed in second year mechanical engineering 机械工程二年级开发的产品展销会
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158161
Ed Biden, Bob Rogers
{"title":"A tradeshow for products developed in second year mechanical engineering","authors":"Ed Biden, Bob Rogers","doi":"10.1109/FIE.2002.1158161","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158161","url":null,"abstract":"As a means of motivating students, showcasing their achievements, and providing a simulation of real practice, the authors' second year mechanical engineers design and fabricate products in response to proposals from outside clients and demonstrate their products and promotional materials at an open tradeshow. The tradeshow generates a high degree of motivation and excitement. Students from previous years look forward to the tradeshow to see how the new group compares and the show attracts many visitors. The process, which involves build as well as design, requires practical, hands-on skills and the public nature of the show challenges the students to present their ideas to a broad audience.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124339459","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}
引用次数: 0
Gender-based underrepresentation in computer science and related disciplines 计算机科学及相关学科中基于性别的代表性不足
32nd Annual Frontiers in Education Pub Date : 2002-11-06 DOI: 10.1109/FIE.2002.1158185
Tracy Hammond, Jan Hammond
{"title":"Gender-based underrepresentation in computer science and related disciplines","authors":"Tracy Hammond, Jan Hammond","doi":"10.1109/FIE.2002.1158185","DOIUrl":"https://doi.org/10.1109/FIE.2002.1158185","url":null,"abstract":"Traditionally, biological determinism served as a priori explanation for inadequate performance occurring in minority groups. Concurrent with this thinking, women were deemed to be naturally deficient in math and hence their large-scale absence from math-related disciplines. Lacking empirical support for nature-based arguments, current research relies on social determinism to test gender-based disparities in the pursuit of math. Although this latter model seems closer to reality, as evidenced by research results, this paper suggests that future studies must examine the issue from a choice-based paradigm. With work roles no longer based on gender, questions regarding women in math disciplines must be examined within choice-based models rather than those that emphasize environmentally determined criteria. We propose an integrated research model that includes choice as a critical causal variable.","PeriodicalId":299238,"journal":{"name":"32nd Annual Frontiers in Education","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126228823","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}
引用次数: 2
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