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- All Subjects: engineering
- Creators: Berman, Spring
Description
From the instructional perspective, the scope of "active learning" in the literature is very broad and includes all sorts of classroom activities that engage students with the learning experience. However, classifying all classroom activities as a mode of "active learning" simply ignores the unique cognitive processes associated with the type of activity. The lack of an extensive framework and taxonomy regarding the relative effectiveness of these "active" activities makes it difficult to compare and contrast the value of conditions in different studies in terms of student learning. Recently, Chi (2009) proposed a framework of differentiated overt learning activities (DOLA) as active, constructive, and interactive based on their underlying cognitive principles and their effectiveness on students' learning outcomes. The motivating question behind this framework is whether some types of engagement affect learning outcomes more than the others. This work evaluated the effectiveness and applicability of the DOLA framework to learning activities for STEM classes. After classification of overt learning activities as being active, constructive or interactive, I then tested the ICAP hypothesis, which states that student learning is more effective in interactive activities than constructive activities, which are more effective than active activities, which are more effective than passive activities. I conducted two studies (Study 1 and Study 2) to determine how and to what degree differentiated activities affected students' learning outcomes. For both studies, I measured students' knowledge of materials science and engineering concepts. Results for Study 1 showed that students scored higher on all post-class quiz questions after participating in interactive and constructive activities than after the active activities. However, student scores on more difficult, inference questions suggested that interactive activities provided significantly deeper learning than either constructive or active activities. Results for Study 2 showed that students' learning, in terms of gain scores, increased systematically from passive to active to constructive to interactive, as predicted by ICAP. All the increases, from condition to condition, were significant. Verbal analysis of the students' dialogue in interactive condition indicated a strong correlation between the co-construction of knowledge and learning gains. When the statements and responses of each student build upon those of the other, both students benefit from the collaboration. Also, the linear combination of discourse moves was significantly related to the adjusted gain scores with a very high correlation coefficient. Specifically, the elaborate type discourse moves were positively correlated with learning outcomes; whereas the accept type moves were negatively correlated with learning outcomes. Analyses of authentic activities in a STEM classroom showed that they fit within the taxonomy of the DOLA framework. The results of the two studies provided evidence to support the predictions of the ICAP hypothesis.
ContributorsMenekşe, Muhsin (Author) / Chi, Michelene T.H. (Thesis advisor) / Baker, Dale (Committee member) / Middleton, James (Committee member) / Arizona State University (Publisher)
Created2012
Description
Energy production is driven by economic needs, which sometimes results in the environment and wildlife being an afterthought. Unfortunately, many animals are killed as a result of flying too close to wind turbines, and the addition of animal deterrent devices are a promising alternative. This thesis seeks to provide a solution as a part of post- construction considerations regarding wildlife and wind turbine interactions through the introduction of a blade mounted ecological device. After testing the hypothesis, the data revealed the device is effective for increasing power output when placed at the root, middle, and tip of the blade. The middle position yielded the lowest increase at all speeds tested. The device was designed and attached to blades along the estimated line of separation. The blades were then mounted on a tower and tested with wind speed as an input and power as an output. The data was analyzed by fixing speed as a parameter and then looking at the distribution of the power output data. A comparison of blades with and without the device demonstrates a potential for increasing power output by 144% when the device is attached at the blade’s root, 7.5% in the middle, and 21% near the tip. The analysis for this study was descoped due to the constraints of the system to be scaled up. As such, this analysis will hold for turbines with a blade length of no more than approximately eight feet. Blades of this type would be used in single building energy grid supplement turbines or turbines in areas with power requirements of equal or less than 1kW per turbine installed. Single building energy grid supplement turbines are most often mounted to the tops of buildings and take advantage of higher speeds of wind at those heights. As the ecological devices are designed to be similar to vortex generators, which have been tested on large blades, their addition to large blades could prove to have a similar effect.
Keywords: Wind turbine ecosystem, post-construction turbine considerations, wildlife deterrents
Keywords: Wind turbine ecosystem, post-construction turbine considerations, wildlife deterrents
ContributorsBooth, Stephanie (Author) / Trimble, Steve (Thesis advisor) / Middleton, James (Thesis advisor) / Huang, Huei-Ping (Committee member) / Arizona State University (Publisher)
Created2018
Description
The Autonomous Vehicle (AV), also known as self-driving car, promises to be a game changer for the transportation industry. This technology is predicted to drastically reduce the number of traffic fatalities due to human error [21].
However, road driving at any reasonable speed involves some risks. Therefore, even with high-tech AV algorithms and sophisticated sensors, there may be unavoidable crashes due to imperfection of the AV systems, or unexpected encounters with wildlife, children and pedestrians. Whenever there is a risk involved, there is the need for an ethical decision to be made [33].
While ethical and moral decision-making in humans has long been studied by experts, the advent of artificial intelligence (AI) also calls for machine ethics. To study the different moral and ethical decisions made by humans, experts may use the Trolley Problem [34], which is a scenario where one must pull a switch near a trolley track to redirect the trolley to kill one person on the track or do nothing, which will result in the deaths of five people. While it is important to take into account the input of members of a society and perform studies to understand how humans crash during unavoidable accidents to help program moral and ethical decision-making into self-driving cars, using the classical trolley problem is not ideal, as it is unrealistic and does not represent moral situations that people face in the real world.
This work seeks to increase the realism of the classical trolley problem for use in studies on moral and ethical decision-making by simulating realistic driving conditions in an immersive virtual environment with unavoidable crash scenarios, to investigate how drivers crash during these scenarios. Chapter 1 gives an in-depth background into autonomous vehicles and relevant ethical and moral problems; Chapter 2 describes current state-of-the-art online tools and simulators that were developed to study moral decision-making during unavoidable crashes. Chapters 3 focuses on building the simulator and the design of the crash scenarios. Chapter 4 describes human subjects experiments that were conducted with the simulator and their results, and Chapter 5 provides conclusions and avenues for future work.
However, road driving at any reasonable speed involves some risks. Therefore, even with high-tech AV algorithms and sophisticated sensors, there may be unavoidable crashes due to imperfection of the AV systems, or unexpected encounters with wildlife, children and pedestrians. Whenever there is a risk involved, there is the need for an ethical decision to be made [33].
While ethical and moral decision-making in humans has long been studied by experts, the advent of artificial intelligence (AI) also calls for machine ethics. To study the different moral and ethical decisions made by humans, experts may use the Trolley Problem [34], which is a scenario where one must pull a switch near a trolley track to redirect the trolley to kill one person on the track or do nothing, which will result in the deaths of five people. While it is important to take into account the input of members of a society and perform studies to understand how humans crash during unavoidable accidents to help program moral and ethical decision-making into self-driving cars, using the classical trolley problem is not ideal, as it is unrealistic and does not represent moral situations that people face in the real world.
This work seeks to increase the realism of the classical trolley problem for use in studies on moral and ethical decision-making by simulating realistic driving conditions in an immersive virtual environment with unavoidable crash scenarios, to investigate how drivers crash during these scenarios. Chapter 1 gives an in-depth background into autonomous vehicles and relevant ethical and moral problems; Chapter 2 describes current state-of-the-art online tools and simulators that were developed to study moral decision-making during unavoidable crashes. Chapters 3 focuses on building the simulator and the design of the crash scenarios. Chapter 4 describes human subjects experiments that were conducted with the simulator and their results, and Chapter 5 provides conclusions and avenues for future work.
ContributorsKankam, Immanuella (Author) / Berman, Spring (Thesis advisor) / Johnson, Kathryn (Committee member) / Yong, Sze Zheng (Committee member) / Arizona State University (Publisher)
Created2019
Description
The flipped classroom is a teaching method that flips the activities done in and out of class, i.e., concepts are learned out of class and problems are worked in class under the supervision of the instructor. Studies have indicated several benefits of the FC, including improved performance and engagement. In the past years, further studies have investigated the benefits of FC in statics, dynamics, and mechanics of materials courses and indicate similar performance benefits. However, these studies address a need for additional studies to validate their results due to the short length of their research or small classroom size. In addition, many of these studies do not measure student attitudes, such as self-efficacy, or the difference in time spent out of class on coursework. The objective of this research is to determine the effectiveness of the flipped classroom system (FC) in comparison to the traditional classroom system (TC) in a large mechanics of materials course. Specifically, it aims to measure student performance, student self-efficacy, student attitudes on lecture quality, motivation, attendance, hours spent out of class, practice, and support, and difference in impact between high, middle, and low achieving students. In order to accomplish this, three undergraduate mechanics of materials courses were analyzed during the spring 2015 semester. One FC section served as the experimental group (92 students), while the two TC sections served as the control group (125 students). To analyze student self-efficacy and attitudes, a survey instrument was designed to measure 18 variables and was administered at the end of the semester. Standardized core outcomes were compared between groups to analyze performance. This paper presents the specific course framework used in this FC, detailed results of the quantitative and qualitative analysis, and discussion of strengths and weaknesses. Overall, an overwhelming majority of students were satisfied with FC and would like more of their classes taught using FC. Strengths of this teaching method include greater confidence, better focus, higher satisfaction with practice in class and assistance received from instructors and peers, more freedom to express ideas and questions in class, and less time required outside of class for coursework. Results also suggest that this method has a greater positive impact on high and low achieving students and leads to higher performance. The criticisms made by students focused on lecture videos to have more worked examples. Overall, results suggest that FC is more effective than TC in a large mechanics of materials course.
ContributorsLee, Andrew Ryan (Author) / Zhu, Haolin (Thesis director) / Middleton, James (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
In this paper, we propose an autonomous throwing and catching system to be developed as a preliminary step towards the refinement of a robotic arm capable of improving strength and motor function in the limb. This will be accomplished by first autonomizing simpler movements, such as throwing a ball. In this system, an autonomous thrower will detect a desired target through the use of image processing. The launch angle and direction necessary to hit the target will then be calculated, followed by the launching of the ball. The smart catcher will then detect the ball as it is in the air, calculate its expected landing location based on its initial trajectory, and adjust its position so that the ball lands in the center of the target. The thrower will then proceed to compare the actual landing position with the position where it expected the ball to land, and adjust its calculations accordingly for the next throw. By utilizing this method of feedback, the throwing arm will be able to automatically correct itself. This means that the thrower will ideally be able to hit the target exactly in the center within a few throws, regardless of any additional uncertainty in the system. This project will focus of the controller and image processing components necessary for the autonomous throwing arm to be able to detect the position of the target at which it will be aiming, and for the smart catcher to be able to detect the position of the projectile and estimate its final landing position by tracking its current trajectory.
ContributorsLundberg, Kathie Joy (Co-author) / Thart, Amanda (Co-author) / Rodriguez, Armando (Thesis director) / Berman, Spring (Committee member) / Electrical Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
The focus of education in the classroom traditionally is one of fact memorization and recall. The teaching process of linear knowledge progression is not always in tune with the way that the human brain actually processes, conceptualizes, and comprehends concepts and information. In an introductory engineering class, focused on materials engineering and its related concepts, a system of lecture interventions has been put in place to increase concept comprehension by supplementing lecture units with various activities, from additional worksheets, explicit concept discussions, and most recently, YouTube videos showcasing specific concepts and situations. In an attempt to correct the lack of actual concept comprehension, these interventions seek to interact with the human mind in a way that capitalizes on its ability to process and interpret non-linear knowledge and information.
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
Using a concept test given prior to the lecture unit, and after, the difference in scores is used to recognize if the concepts presented have actually been comprehended. Used specifically in a lecture unit on solubility and solutions, the concept test tested student’s knowledge of supersaturated, saturated, and unsaturated solutions. With a visual identification and a written explanation, the student’s ability to identify and explain the three solutions was tested.
In order to determine the cause of the change in score from pre- to post-test, an analysis of the change in scores and the effects of question type and solution type was conducted. The significant results are as follows:
The change in score from pre- to post-test was found to be significant, with the only difference between the two tests being the lecture unit and intervention
From pre- to post-test, solution type had a significant effect on the score, with the unsaturated solution being the most easily recognized and explained solution type
Students that felt that the YouTube videos greatly increased their concept comprehension, on average, performed better than their counterparts and also saw a greater increase their score from pre- to post-test
ContributorsLinich, Christopher Graham (Author) / Krause, Stephen (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2014-05
Description
The purpose of this project is to determine the feasibility of a water tunnel designed to meet certain constraints. The project goals are to tailor a design for a given location, and to produce a repeatable design sizing and shape process for specified constraints. The primary design goals include a 1 m/s flow velocity in a 30cm x 30cm test section for 300 seconds. Secondary parameters, such as system height, tank height, area contraction ratio, and roof loading limits, may change depending on preference, location, or environment. The final chosen configuration is a gravity fed design with six major components: the reservoir tank, the initial duct, the contraction nozzle, the test section, the exit duct, and the variable control exit nozzle. Important sizing results include a minimum water weight of 60,000 pounds, a system height of 7.65 meters, a system length of 6 meters (not including the reservoir tank), a large shallow reservoir tank width of 12.2 meters, and height of 0.22 meters, and a control nozzle exit radius range of 5.25 cm to 5.3 cm. Computational fluid dynamic simulation further supports adherence to the design constraints but points out some potential areas for improvement in dealing with flow irregularities. These areas include the bends in the ducts, and the contraction nozzle. Despite those areas recommended for improvement, it is reasonable to conclude that the design and process fulfill the project goals.
ContributorsZykan, Brandt Davis Healy (Author) / Wells, Valana (Thesis director) / Middleton, James (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2014-05
Description
Concept mapping is a tool used in order to visually represent a person's understanding of interrelated concepts. Generally the central concept is in the center or at the top and the related concepts branch off, becoming more detailed as it continues. Additionally, links between different branches show how those concepts are related to each other. Concept mapping can be implemented in many different types of classrooms because it can be easily adjusted for the needs of the teacher and class specifically. The goal of this project is to analyze both the attitude and achievement of students using concept mapping of college students in an active learning classroom. In order to evaluate the students' concept maps we will use the expert map scoring method, which compares the students concept maps to an expertly created concept map for similarities; the more similar the two maps are, the higher the score. We will collect and record students' scores on concept maps as they continue through the one semester class. Certain chapters correspond to specific exams due to the information contained in the lectures, chapters 1-4 correspond to exam 1 and so forth. We will use this information to correlate the average concept map score across these chapters to one exam score. There was no significant correlation found between the exam grades and the corresponding scores on the concept maps (Pearson's R values of 0.27, 0.26, and -0.082 for Exam 1, 2 and 3 respectively). According to Holm et all "it was found that 85% of students found interest or attainment in the concept mapping session, only 44% thought there was a cost, and 63% thought it would help them to be successful."
ContributorsFarrell, Carilee Dawn (Author) / Ankeny, Casey (Thesis director) / Middleton, James (Committee member) / Harrington Bioengineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This thesis details the design and construction of a torque-controlled robotic gripper for use with the Pheeno swarm robotics platform. This project required expertise from several fields of study including: robotic design, programming, rapid prototyping, and control theory. An electronic Inertial Measurement Unit and a DC Motor were both used along with 3D printed plastic components and an electronic motor control board to develop a functional open-loop controlled gripper for use in collective transportation experiments. Code was developed that effectively acquired and filtered rate of rotation data alongside other code that allows for straightforward control of the DC motor through experimentally derived relationships between the voltage applied to the DC motor and the torque output of the DC motor. Additionally, several versions of the physical components are described through their development.
ContributorsMohr, Brennan (Author) / Berman, Spring (Thesis director) / Ren, Yi (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / School for Engineering of Matter,Transport & Enrgy (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
In the next decade or so, there will be a shift in the industry of transportation across the world. Already today we have autonomous vehicles (AVs) tested in the Greater Phoenix area showing that the technology has improved to a level available to the public eye. Although this technology is not yet released commercially (for the most part), it is being used and will continue to be used to develop a safer future. With a high incidence of human error causing accidents, many expect that autonomous vehicles will be safer than human drivers. They do still require driver attention and sometimes intervention to ensure safety, but for the most part are much safer. In just the United States alone, there were 40,000 deaths due to car accidents last year [1]. If traffic fatalities were considered a disease, this would be an epidemic. The technology behind autonomous vehicles will allow for a much safer environment and increased mobility and independence for people who cannot drive and struggle with public transport. There are many opportunities for autonomous vehicles in the transportation industry. Companies can save a lot more money on shipping by cutting the costs of human drivers and trucks on the road, even allowing for simpler drop shipments should the necessary AI be developed.Research is even being done by several labs at Arizona State University. For example, Dr. Spring Berman’s Autonomous Collective Systems Lab has been collaborating with Dr. Nancy Cooke of Human Systems Engineering to develop a traffic testbed, CHARTopolis, to study the risks of driver-AV interactions and the psychological effects of AVs on human drivers on a small scale. This testbed will be used by researchers from their labs and others to develop testing on reaction, trust, and user experience with AVs in a safe environment that simulates conditions similar to those experienced by full-size AVs. Using a new type of small robot that emulates an AV, developed in Dr. Berman’s lab, participants will be able to remotely drive around a model city environment and interact with other AV-like robots using the cameras and LiDAR sensors on the remotely driven robot to guide them.
Although these commercial and research systems are still in testing, it is important to understand how AVs are being marketed to the general public and how they are perceived, so that one day they may be effectively adopted into everyday life. People do not want to see a car they do not trust on the same roads as them, so the questions are: why don’t people trust them, and how can companies and researchers improve the trustworthiness of the vehicles?
Although these commercial and research systems are still in testing, it is important to understand how AVs are being marketed to the general public and how they are perceived, so that one day they may be effectively adopted into everyday life. People do not want to see a car they do not trust on the same roads as them, so the questions are: why don’t people trust them, and how can companies and researchers improve the trustworthiness of the vehicles?
ContributorsShuster, Daniel Nadav (Author) / Berman, Spring (Thesis director) / Cooke, Nancy (Committee member) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05