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Description
Concrete stands at the forefront of the construction industry as one of the most useful building materials. Economic and efficient improvements in concrete strengthening and manufacturing are widely sought to continuously improve the performance of the material. Fiber reinforcement is a significant technique in strengthening precast concrete, but manufacturing limitations are common which has led to reliance on steel reinforcement. Two-dimensional textile reinforcement has emerged as a strong and efficient alternative to both fiber and steel reinforced concrete with pultrusion manufacturing shown as one of the most effective methods of precasting concrete. The intention of this thesis project is to detail the components, functions, and outcomes shown in the development of an automated pultrusion system for manufacturing textile reinforced concrete (TRC). Using a preexisting, manual pultrusion system and current-day manufacturing techniques as a basis, the automated pultrusion system was designed as a series of five stations that centered on textile impregnation, system driving, and final pressing. The system was then constructed in the Arizona State University Structures Lab over the course of the spring and summer of 2015. After fabricating each station, a computer VI was coded in LabVIEW software to automatically drive the system. Upon completing construction of the system, plate and angled structural sections were then manufactured to verify the adequacy of the technique. Pultruded TRC plates were tested in tension and flexure while full-scale structural sections were tested in tension and compression. Ultimately, the automated pultrusion system was successful in establishing an efficient and consistent manufacturing process for continuous TRC sections.
ContributorsBauchmoyer, Jacob Macgregor (Author) / Mobasher, Barzin (Thesis director) / Neithalath, Narayanan (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / The Design School (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Various reports produced by the National Research Council suggest that K-12 curricula expand Science, Technology, Engineering, and Mathematics to better help students develop their ability to reason and employ scientific habits rather than simply building scientific knowledge. Every spring, the Arizona Department of Education (ADE) in conjunction with Arizona State University holds a professional development workshop titled "Engineering Practices in the Secondary Science Classroom: Engineering Training for Grade 6-12 Math and Science School Teams". This workshop provides math and science teachers with the opportunity to either sustain existing engineering proficiency or be exposed to engineering design practices for the first time. To build teachers' proficiency with employing engineering design practices, they follow a two-day curriculum designed for application in both science and math classrooms as a conjoined effort. As of spring 2015, very little feedback has been received concerning the effectiveness of the ASU-ADE workshops. New feedback methods have been developed for future deployment as past and more informal immediate feedback from teachers and students was used to create preliminary changes in the workshop curriculum. In addition, basic laboratory testing has been performed to further link together engineering problem solving with experiments and computer modelling. In improving feedback and expanding available material, the curriculum was analyzed and improved to more effectively train teachers in engineering practices and implement these practices in their classrooms.
ContributorsSchmidt, Nathan William (Author) / Rajan, Subramaniam (Thesis director) / Neithalath, Narayanan (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2015-05
Description
It is the intent of this research to determine the feasibility of utilizing industrial byproducts in cementitious systems in lieu of Portland Cement to reduce global CO2 emissions. Class C and Class F Fly Ash (CFA and FFA, respectively) derived from industrial coal combustion were selected as the replacement materials for this study. Sodium sulfate and calcium oxide were used as activators. In Part 1 of this study, focus was placed on high volume replacement of OPC using sodium sulfate as the activator. Despite improvements in heat generation for both CFA and FFA systems in the presence of sulfate, sodium sulfate was found to have adverse effects on the compressive strength of CFA mortars. In the CFA mixes, strength improved significantly with sulfate addition, but began to decrease in strength around 14 days due to expansive ettringite formation. Conversely, the addition of sulfate led to improved strength for FFA mixes such that the 28 day strength was comparable to that of the CFA mixes with no observable strength loss. Maximum compressive strengths achieved for the high volume replacement mixes was around 40 MPa, which is considerably lower than the baseline OPC mix used for comparison. In Part 2 of the study, temperature dependency and calcium oxide addition were studied for sodium sulfate activated systems composed of 100% Class F fly ash. In the presence of sulfate, added calcium increased reactivity and compressive strength at early ages, particularly at elevated temperatures. It is believed that sulfate and calcium react with alumina from fly ash to form ettringite, while heat overcomes the activation energy barrier of fly ash. The greatest strengths were obtained for mixes containing the maximum allowed quantity of calcium oxide (5%) and sodium sulfate (3%), and were around 12 MPa. This is a very low compressive strength relative to OPC and would therefore be an inadequate substitute for OPC needs.
ContributorsTweedley, Shannon Elizabeth (Author) / Neithalath, Narayanan (Thesis director) / Mamlouk, Michael (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor) / School of Sustainable Engineering and the Built Environment (Contributor)
Created2014-05
Description
The civil engineering curriculum includes the engineering fields of environmental, geotechnical, hydrology, structural, and transportation. A particular focus on the structural engineering curriculum outline involves courses in mathematics, engineering mechanics, structural analysis, and structural design. The core structural analysis and design course at Arizona State University (CEE 321) is a transition course to connect realistic structural design and analysis concepts to an engineering foundation created by the first and second year mathematics and mechanics courses. CEE 321 is styled after a flipped classroom model and students are assessed through quizzes, midterms, design projects, and a final exam. Student performance was evaluated for the Spring 2013 and Fall 2013 semesters through an error analysis technique designed to categorize student mistakes based on type of error and related topic. This analysis revealed that student's basic engineering mechanics skills improved throughout the course as well as identified the areas that students struggle in. The slope-deflection and direct stiffness methods of analysis and calculating cross-sectional properties are the primary areas of concern. Using appropriate technology in the engineering classroom has the potential to enhance the learning environment and address the areas of inadequacy identified by the performance analysis. A survey of CEE 321 students demonstrated that technology is a highly integrated and useful portion of student's lives. Therefore, the engineering classroom should reflect this. Through the use of analysis and design software, students are able to begin to develop design intuition and understanding while completing realistic engineering projects in their third year of undergraduate studies. Additionally, incorporating internet resources into and outside of the classroom allows students to be connected to course content from any web-enabled device of their choice. Lecture videos posted online covering the course content were requested by many CEE 321 students and are an emerging resource that supplements the flipped classroom model. The availability of such a tool allows students to revisit concepts that they do not understand or pause, rewind, and replay the lectures when necessary. An expansion of the structural analysis and design online lecture videos for CEE 321 are expected to address and improve the areas that students struggle in as identified by the error analysis.
ContributorsMika, Krista Nicole (Author) / Rajan, Subramaniam (Thesis director) / Mamlouk, Michael (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2013-12
Description
The School of Sustainable Engineering and the Built Environment (SSEBE) used to have a shake table where FSE 100 professors would use students' model structures to demonstrate how failure occurs during an earthquake. The SSEBE has wanted to build a shake table ever since the original table was no longer available to them. My creative project is to design and build a shake table for FSE 100 use. This paper will go through the steps I took to design and construct my shake table as well as suggestions to anyone else who would want to build a shake table. The design of the shake table that was constructed was modeled after Quanser's Shake Table II. The pieces from the shake table were purchased from McMaster-Carr and was assembled at the TechShop in Chandler, Arizona. An educational component was added to this project to go along with the shake table. The project will be for the use of a FSE 100 classes. This project is very similar to the American Society of Civil Engineers, Pacific Southwest Conference's seismic competition. The main difference is that FSE 100 students will not be making a thirty story model but only a five story model. This shake table will make Arizona State University's engineering program competitive with other top universities that use and implement shake table analysis in their civil engineering courses.
ContributorsLockhart, Laura E. (Author) / Ward, Kristen (Thesis director) / Hjelmstad, Keith (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Engineers spend several years studying intense technical details of the processes that shape our world, yet few are exposed to classes addressing social behaviors or issues. Engineering culture creates specific barriers to addressing social science issues, such as unconscious bias, within engineering classrooms. I developed a curriculum that uses optical illusions, Legos, and the instructor's vulnerability to tackle unconscious bias in a way that addresses the barriers in engineering culture that prevent engineers from learning social science issues. Unconscious bias has documented long-term negative impacts on success and personal development, even in engineering environments. Creating a module in engineering education that addresses unconscious bias with the aim of reducing the negative effects of bias would benefit developing engineers by improving product development and team diversity. Engineering culture fosters disengagement with social issues through three pillars: depoliticization, technical/social dualism, and meritocracy. The developed curriculum uses optical illusions and Legos as proxies to start discussions about unconscious bias. The proxies allow engineers to explore their own biases without running into one of the pillars of disengagement that limits the engineer's willingness to discuss social issues. The curriculum was implemented in the Fall of 2017 in an upper-division engineering classroom as a professional communication module. The module received qualitatively positive feedback from fellow instructors and students. The curriculum was only implemented once by the author, but future implementations should be done with a different instructor and using quantitative data to measure if the learning objectives were achieved. Appendix A of the paper contains a lesson plan of the module that could be implemented by other instructors.
ContributorsLauber, Emily Anne (Author) / Wernimont, Jacqueline (Thesis director) / Mertz, Benjamin (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05