Exploring Innovative Ideas, Projects and Activities Used in “Introduction to Engineering” Classes to Motivate Engineering Students
K. Larsen, A. Hossain
This is a paper on the importance of having interesting and engaging projects, demonstrations and other course activities in an “Introduction to Engineering” class. The primary objectives of an “Introduction to Engineering” course are two-fold. First, to expose students to the field of engineering so they can know if engineering is right for them and second, to prepare them for a major in engineering, if they decide to continue further. In order to properly portray what engineering is, the “Introduction to Engineering” classes need to provide a thorough overview of the different aspects of engineering, including good engineering projects, demonstrations, field trips, and other activities. Most “Introduction to Engineering” classes have a lecture component that goes over the basics of engineering with some physical demonstrations or activities. However, how effective these demonstrations/activities are in engaging students’ interest in engineering is questionable. If the activities are lacking or are not well chosen, then students will not appreciate engineering, and may choose other academic disciplines. This paper presents in detail many interesting projects, demonstrations and other activities that have been successfully used in “Introduction to Engineering” classes taught at several colleges and universities helping engineering educators to teach, excite and engage the students. Some examples of these projects include; building bridges out of balsa wood and testing them for the strength to weight ratio, flying rockets and learning about projectile motion and aerodynamics, building high mileage vehicles and learning about teamwork and design optimization. Results from the evaluation of these classes showed ratings between very good to excellent, with the students specifically commenting very positively about the projects and other activities. Finally, this paper discusses the optimal integration of these projects and activities in the classroom along with final recommendations for an effective overall course curriculum for an “Introduction to Engineering” class.
Topics: Aerodynamics, Balsa wood, Bridges (Structures), Design, Engineering disciplines, Engineering students, Engineering teachers, Optimization, Projectiles, Rockets
Optimizing the Curriculum in Thermodynamics and Heat Transfer With Better Labs, In-Class Demonstrations and Interesting Realistic Problems to Enhance Learning
K. Larsen, A. Hossain, M. Weiser
The primary objective of a thermodynamic/heat transfer course is to provide the fundamental knowledge necessary to understand the behavior of thermal systems. A thermodynamic/heat transfer course provides a detailed calculus-based analysis of energy, entropy, exergy, conduction, convection, and radiation using these concepts to calculate the behavior and efficiencies of different processes and cycles. Proper conceptual and theoretical understanding of thermodynamics/heat transfer is very important to solve real life problems. In order to understand and properly use the concepts, it is necessary that there be effective labs and in-class demonstrations, as well as realistic problems to serve this purpose. Most thermodynamic/heat transfer courses have some labs and some courses use in-class demonstrations that attempt to apply what is being learned in the class room. How effective these labs and demonstrations are in helping the students understanding of the thermodynamic/heat transfer principles is questionable. To facilitate theoretical learning, instructors need to also solve a variety of interesting problems in thermodynamics/heat transfer, besides solving the conventional problems from the text book. Solving these realistic problems helps students to also enhance their conceptual understanding, and, motivate students to continue their learning. This paper describes an example of an interesting heat transfer problem that compares an analytical solution with that of an FEA solution to help engage the students in learning how to apply both approaches to a realistic problem. Furthermore, this paper discusses a series of labs that are currently used at Eastern Washington University (EWU) to help students apply what they are learning in a thermodynamic/heat transfer course. The labs at EWU are compared to a survey conducted at 25 universities to find other possible labs and in-class demonstrations. From this study, the best labs and in-class demonstrations will be discussed, explored, and implementation recommendations will be given.
Topics: Heat transfer, Thermodynamics, Students, Convection, Cycles, Entropy, Exergy, Finite element analysis, Heat conduction, Radiation (Physics)
Elastic-Plastic Analysis of Thick-Walled Pressure Vessels With Sharp Discontinuities
P. K. Larsen, E. P. Popov
Application of special isoparametric finite elements is presented for the elastic-plastic analysis of shells of revolution. General isoparametric elements are selected which, in the form of a layered system, are capable of representing a solid of revolution. The customary Kirchhoff-Love hypothesis is not invoked and solutions therefore apply both to thin and thick shells of revolution. Sharp discontinuities in geometry, circumferential ribs and/or grooves, as well as cellular walls may be studied. A special feature is the development of an element permitting sliding at the element interfaces with or without friction. The illustrative examples include a pressure vessel with a circumferential crack in the wall thickness, and a circular plate consisting of two disks which can slide along their interface. The solutions are limited to axially symmetric problems. Flow theory of plasticity is used in the inelastic regions.
Topics: Pressure vessels, Shells, Disks, Finite element analysis, Flow (Dynamics), Fracture (Materials), Friction, Geometry, Plasticity, Wall thickness