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2021 ASEE Virtual Annual Conference, ASEE 2021

作者： Okundaye, Osazuwa John Natarajarathinam, malini Kuttolamadom, mathew Quek, Francis Chu, Sharon Lynn Texas A&M University United States University of Florida United States Department of Visualization/Department of Engineering Technology and Industrial Distribution Texas A&M University Department of Human Centered Computing University of Florida

The making as micro-manufacture (m3) model describes an approach for authentic learning experiences for production in high-school classrooms. m3 couples the practice of making (electronics, use of computer-controlled fabrication machines, and programming) with production engineering processes to produce highly customized, low batch-volume products, such as instructional science kits for elementary school classrooms. Of the skills students learn, Computer-Aided Design/Computer-Aided manufacturing (CAD-CAm) is a key facet to the use of fabrication tools (e.g., 3D printers or laser cutters) in the m3 model. One problem, when taken into consideration of an m3 implementation, is to what ends should CAD-CAm skills be covered in the class. How can students be effectively taught CAD-CAm essentials for practical use in m3 while still avoiding a deep dive into the minutiae of the software/hardware considerations? This paper highlights a CAD-CAm sequence taught within an online distanced m3 powered class. We performed qualitative and quantitative analysis of student's submitted assignments and recorded interactions with online mentors, demonstrating how students develop core CAD-CAm skills and identify key challenges students face in the m3 structured class. Findings from the study illustrated how students were able to develop core competencies such as in CAD-CAm while characterizing the kinds of mistakes that students make in developing said competencies. We conclude on the illustration of a future iteration of an m3 curriculum, one where the challenges students typically face in CAD-CAm are purposefully woven into the assignments themselves, serving as a way to provoke awareness and improvement in skill development. © American Society for engineering Education, 2021

关键词： Computer aided design

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Design your own thermodynamics experiment, a problem-based learning approach in engineering technology

Design your own thermodynamics experiment, a problem-based l...

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113th Annual ASEE Conference and Exposition, 2006

作者： Alvarado, Jorge Texas A and M University United States Department of Engineering Technology and Industrial Distribution Texas A and M University United States

Thermodynamics is a difficult course for many undergraduate students in engineering. engineering technology students usually struggle with the abstract concepts used in thermodynamics because they are often difficult to relate to everyday experiences. So, one may ask: What is the best way to teach thermodynamics in engineering technology? What topics should be covered? How should laboratory activities be organized and aligned to enhance the learning process? These are some of the critical questions thermodynamics instructors face and should address to ensure successful course outcomes. moreover, instructors have to decide how to present the course material in timely and efficient manner so students can swiftly and effectively retain and apply the concepts learned. An active learning approach is needed where students are highly encouraged to participate in the learning process. Several active learning approaches have been proposed and used in the past, including ProblemBased Learning (PBL). In this paper, a case study based on the problem-based learning approach is presented where course and laboratory activities are organized, aligned and coordinated so the students can logically and actively participate in the learning process. As part of a thermodynamic course, students acquire the necessary analytical and organizational skills for a comprehensive self-guided experimental task. Specifically, engineering technology students learn the fundamentals of experimental data analysis including curve fitting and error propagation analysis. Subsequently, electronic data logging and equipment-sensor interfacing, and sensor calibration are introduced through simple lab activities. Then the students are asked to perform first and second law analyses for a thermodynamic device and learn to quantify energy flow and the appropriate efficiency metrics. Once the students have mastered the assigned tasks, they select a thermodynamic device and design their own thermodynamic experimen

关键词： Thermodynamics

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Nondestructive testing (NDT) course renovation for the power engineering technology program

Nondestructive testing (NDT) course renovation for the power...

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2009 ASEE Annual Conference and Exposition

作者： Fang, Alex Zhan, Wei Department of Engineering Technology and Industrial Distribution Texas A and M University United States Department of Electronics Engineering Technology Texas A and M University United States

Nuclear power has now been recognized as one of the best alternative energy sources due to its zero carbon footage and relative low cost per kilo-watt hour compared to other alternatives. In texas alone, 6 new nuclear power plants are expected to be built in the near future, which will require approximately two thousand qualified personnel to operate and maintain. In response to this urgent need, the department of engineering technology & industrial distribution (ETID) at texas a&m university has started a 4-year Power engineering technology (PET) degree program in the Fall Semester of 2008 which is dedicated for the nuclear power industry. One of the junior courses in the curriculum is Inspection methods consisting mainly of the nondestructive testing methods which include liquid penetrant, magnetic particle, ultrasonic, eddy current, radiography, and others. NDT has long been widely utilized for various flaw detections (crack, void, corrosion, and delamination, etc.) during manufacturing as well as maintenance by many industries to ensure the quality or safety of a component or system. It is an indispensible group of technologies mandated by the regulatory agency for the safe and reliable operation of nuclear power plants. A separate program within the ETID department, the manufacturing and mechanical engineering technology (mmET) program, has already offered an Inspection methods course to introduce NDT in general but not specifically tailored for the nuclear power industry. To have better use of resources, a course renovation is under way which aims to address the needs for both the mmET and PET programs. This course renovation is based on the information collected through the interactions with the NDT service providers and nuclear power plant operators. In this paper, the course development experiences in the two key areas, i.e., the state-of-the-art NDT technologies - phased array ultrasound (PA) and computed radiography (CR), will be presented. Discussions wi

关键词： Nuclear fuels

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Design and construction of a lab-scale ground source heat pump

Design and construction of a lab-scale ground source heat pu...

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114th Annual ASEE Conference and Exposition, 2007

作者： Alvarado, Jorge Texas A and M University United States Department of Engineering Technology and Industrial Distribution Texas A and M University United States

Undergraduate engineering and engineering technology students are in need of rigorous and multi-faceted hands-on activities to enhance their self-confidence and technical skills. Very few courses give students the opportunity to approach practical design and production problems in a holistic manner. Senior design courses or capstone projects frequently give students the opportunity to design complex or multi-component systems in a timely effective manner. However, most capstone design projects are only concerned with the design itself and not with production, construction, or implementation of the design outcomes because of time restriction or lack of resources. In this paper, a case study is presented which shows how two groups of students undertook the design and construction of a lab-scale ground source heat pump (GSHP). The first group was responsible for the design and component selection of the GSHP. As part of the design process, the students derived and specified an appropriate performance metric based on the first law of thermodynamics which was then used to guide the design optimization process. As a result, size, weight and cost of the system were determined and optimized computationally. A second group of students built a GSHP taking into account the established design attributes and a limited budget. After successful construction and installation of the lab-scale GSHP, undergraduate students in engineering technology are now able to experimentally measure its performance under various experimental conditions. © American Society for engineering Education, 2007.

关键词： Heat pump systems

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A LabVIEW FPGA toolkit to teach digital logic design

A LabVIEW FPGA toolkit to teach digital logic design

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2009 ASEE Annual Conference and Exposition

作者： Perales, Troy morgan, Joseph Porter, Jay Texas A and M University United States Department of Engineering Technology and Industrial Distribution Texas A and M University United States

National Instruments (NI) has added the ability to graphically design digital circuitry in its LabVIEW development environment that can directly interface to and program Xilinx FPGA devices. The Electronics and Telecommunications engineering technology (EET/TET) Programs at texas a&m university selected the Xilinx Spartan-3E Starter Board available from Digilent as the platform for use in its sophomore-level digital design and microcontroller architecture courses. In addition, the EET/TET faculty decided to use the NI LabVIEW graphical development environment for both of these courses. The resources offered by National Instruments in their commercially available LabVIEW FPGA module were found not to be intuitive enough to fully support the digital design requirements of these courses which included both combinatorial as well as sequential logic. During summer 2008, NI sponsored a development project in partnership with the EET/TET Programs. Under the direction of the EET/TET faculty, a graduate student (former EET undergraduate student) was funded by National Instruments to develop a digital logic design toolkit that integrated into the NI LabVIEW software and allowed students to design using typical combinatorial and sequential logic devices that ranged from AND, OR, NOT gates to Flip Flops, Counters, Comparators, Selectors, Decoders, etc. This newly developed toolkit was tested during the Fall 2008 semester and version 1.0 of the toolkit should be available to other universities in Spring 2009. This paper presents the toolkit developed by students and faculty at texas a&m university and recommendations for integrating the toolkit into the digital design sequence of engineering and engineering technology programs. © American Society for engineering Education, 2009.

关键词： Field programmable gate arrays (FPGA)

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Developing communities of practice through peer mentorship in making through micro manufacturing model 126

Developing communities of practice through peer mentorship i...

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126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019

作者： Okundaye, Osazuwa Natarajarathinam, malini Kuttolamadom, matthew Berman, Alexander Chu, Sharon Quek, Francis Department of Visualization Department of Engineering Technology Industrial Distribution Texas A&M University Department of Human Centered Computing University of Florida United States

The purpose of this paper is to focus on how the "making as micro-manufacture (m2)" model, can elucidate STEm learning and self-efficacy outcomes in high-school students through the development of communities of practice in the classroom. We focus on a dual-tiered curriculum for motivating STEm participation and self-efficacy in high school students. Here, we will detail how a dual-class curriculum was designed, established, and implemented alongside STEm learning and self-efficacy outcomes for students. The m2 model focuses on how high-variability, low volume-products may be produced in real-world settings and for the real-life purpose. We use the m2 model as a motivating scenario in the form of practice-based learning course where high-school students produce instructional, hands-on science kits for a partnered elementary school of the same community. The program has two cohorts of students in the classroom, one of which has prior experience in engaging in the m2 model and its application in the production pipeline for instructional science kits. In our second year of the program, we investigated how these two cohorts interacted with each other in the classroom. 'Junior' members, who are of the incoming class, are provided a survey of knowledge and skills necessary to engage in the m2 model. 'Senior' members, who previously participated in the program one year prior, are charged with a focus on the managerial aspects of the production, delegating process-oriented roles,' and acting as peer-mentors for 'Juniors'. Participants of the program were supported via a combined team of distance mentoring, training workshops by a Tier I university's engineering technology graduate students and professors, and on-site high school and elementary school teachers. The participating population are situated in a rural, underserved border community consisting of populations typically underrepresented in STEm. The evaluation was performed through the joint use of questionnaires, in

关键词： Curricula

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'All Together Now' - Integrating Horizontal Skills in CareerTechnical Education Classes with making and micromanufacturing 129

'All Together Now' - Integrating Horizontal Skills in Career...

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129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022

作者： Okundaye, Osazuwa John Li, Qing Qiu, Shaoping Natarajarathinam, malini Chu, Sharon Lynn Kuttolamadom, mathew Quek, Francis Department of Visualization Texas A&M University United States Department of Engineering Technology & Industrial Distribution Texas A&M University United States Department of Human Centered Computing University of Florida United States

In the face of ever-growing advancements in information and manufacturing technology, the future of work will demand cross-disciplinary skills. In such a future, individuals will need to continually acquire a breadth of skills and knowledge that goes beyond any one discipline. At present, our education system follows a siloed model whereby students develop expertise within a given discipline but lack the contextual knowledge needed to integrate skills across different disciplines. In preparing students for the future of work, it is thus necessary that our pedagogical model provides opportunities for students to engage in and develop breadth or horizontal learning. 'making through micro-manufacturing' (m3) is a production paradigm that couples the concerns of making with production engineering, achieving the low-volume production (hence the term 'micro') of personalized artifacts. m3 can serve as a driver for STEm learning through it's framework for supporting horizontal learning experiences for students. In this NSF Innovative technology Experiences for Students and Teachers (ITEST) funded work, we report on a class within a career and technology education (CTE) sequence that uses m3 as a structure to effectively engage high-school students with a low-volume production scenario focusing on a end-consumer product (instructional science kits for local elementary schools). The class charges a m3 student group with the manufacturing of instructional science kits for elementary schools, which integrates basic electronics and digital fabrication to produce the kits at scale. Through the class, we seek to understand how students develop personally-defined depth and breadth of skills across the making and production aligned disciplines that form the foundation of the students' practices in the CTE class. © American Society for engineering Education, 2022.

关键词： Students

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Transitioning students from analysis to design with an active incremental learning approach 123

Transitioning students from analysis to design with an activ...

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123rd ASEE Annual Conference and Exposition

作者： Wang, Jyhwen Zhang, miss Ying Texas A and M University Department of Engineering Technology and Industrial Distribution United States Texas A and M University Mechanical Engineering Department United States

In a typical mechanical engineering technology curriculum, a mechanical design course is preceded by physics, mechanics, and mechanics of materials courses that focus on developing students' analytical skills. While strong analytical skills are required in mechanical design, the open-ended nature of design problems often prevents students from making a smooth transition. Students are used to problems with a unique, standard solution. Introducing the concept of multiple unknown parameters that lead to plurality of design solutions can be a challenging task. Given the critical need in developing students' competence and confidence in design, an effective approach to guiding students to transition from analysis to design thinking is of significant interest. The present work examines the effects of active learning activities on students' progression in applying their analytical skills to solve design problems. In the beginning of the semester, a survey is first conducted to evaluate students' aptitude for design with questions such as if they are comfortable dealing with problems that has no standard solution and if they enjoy creative activities involving synthesis. The survey gives an indication regarding the level of readiness for students to tackle mechanical design problems. Through the semester, in-class exercises, quizzes, and homework assignments are given in the formats of both analysis and design. Students are initially given the freedom of selecting the types of problems they prefer, and then are encouraged to work on design problems as the semester progresses. The transition is characterized by the types of the problems the students select and the performance of the students in design problems. A final exam consisting of only design problems and a summative survey, similar to the initial survey, are administrated at the end of the semester. This paper presents the methodology of the study, the survey questionnaires, the design course outline, and examples of

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Teaching telecommunications fundamentals - A networking approach

Teaching telecommunications fundamentals - A networking appr...

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2005 ASEE Annual Conference and Exposition: The Changing Landscape of engineering and technology Education in a Global World

作者： Fike, John L. Department of Engineering Technology and Industrial Distribution Texas A and M University United States Department of Telecommunications Engineering Technology Program Texas A and M United States

The introduction of telecommunications into a new course at texas A&m university was discussed. The thrust of the new course would be networking, and could be divided into three natural areas including voice netwo... 详细信息

The introduction of telecommunications into a new course at texas a&m university was discussed. The thrust of the new course would be networking, and could be divided into three natural areas including voice networks, the PSTN with analog, digital, and VoIp telephony. The course finishes with packet networks, the internet, and TCP/IP. Complex internet concepts were described including classful and classless addressing, routing, domain name service, and dynamic host configuration protocol.

关键词： Telecommunication networks

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Springback control of sheet metal air bending process

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Journal of manufacturing Processes 2008年第1期10卷 21-27页

作者： Wang, Jyhwen Verma, Suhas Alexander, Richard Gau, Jenn-Terng Department of Engineering Technology and Industrial Distribution Texas A and M University College Station TX United States Department of Mechanical Engineering Texas A and M University College Station TX United States Department of Mechanical Engineering Northern Illinois University DeKalb IL United States

Press brake bending is a commonly used process for sheet metal part fabrication. It has been observed that the final bend angle, which is the angle achieved upon removal of the punch, is smaller than the initial bend angle. This springback is due to the elastic recovery of the sheet metal. Various theoretical models have been proposed to predict the springback using the tooling geometry and the known properties of the sheet metal. However, in a production environment, the actual properties of any given workpiece may vary from the nominal properties of the lot. This variation causes the actual springback to deviate from the theoretical predictions. This paper presents a practical incremental bending methodology to control punch displacement to achieve more accurate final bend angles. In the proposed approach, workpiece properties are estimated from measured loaded and unloaded bend angles. The estimated properties are used to determine the final punch position required to obtain the desired bend angle after springback. A series of bending experiments was performed. It was found that the proposed method can better predict springback and effectively control the bend angle variation in a production environment © 2008 The Society of manufacturing Engineers. Published by Elsevier Ltd. All rights reserved.

关键词： Sheet metal

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