Matching Items (9)
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- All Subjects: Modeling
- All Subjects: Engineering Education
- Creators: Civil, Environmental and Sustainable Engineering Programs
- Creators: Fox, Peter
Description
Teaching methods in the present day are beginning to transition from the traditional lecture style to the flipped learning style. The flipped classroom, also known as an engaged learning classroom, follows the model where students are presented with lecture material prior to attending class. Instead of being lectured in class, they work on applications of the material with the help of their peers and the instructional staff. One component that many engaged learning environments have in common is lecture videos for the students to view prior to attending class. An undergraduate civil engineering course at Arizona State University is modeled using an engaged learning environment; however, it does not provide lecture videos for the students. Many students in this course are seeing an engaged learning environment for the first time and need guidance on how to prepare for the course, how to approach course material, and how to interpret feedback, in addition to getting help in the technical concepts. This project aims to create supplemental lecture videos based on the concepts that students in the class identified as needing more information, as well as topics that will help students make this transition to an engaged learning environment. A series of sixteen videos were created and posted for the students to view prior to attending recitation periods. The feedback from the students regarding the videos was studied and implementation techniques for future semesters were tested.
ContributorsFlys, Victoria Pilar (Author) / Hjelmstad, Keith (Thesis director) / Baisley, Amie (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
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
Lights Out is a puzzle game where the goal is to turn off all the lights on a nxn board starting from a random configuration. In order to find the solution of a configuration, the game is constructed using a matrix basis in the span of the field Z mod 2.This the game can be modeled by the system Ap=s which will be the center of the investigation when determining the solvability for any n×n board since A is not always invertable leading to some interesting cases. The goal of this thesis was to construct a model that will allow the player to solve for the pushes to attain the zero-state for an nxn system. Constructing the model gave a procedure that will allow to solve the puzzle game. The procedure presented here first uses a simple clearing technique (valid for any board size) to turn off all the lights except in the last row, which we call the standard-clear. The heart of the technique, is to give a way to use the information about which lights remain lit in the last row to determine which switches in the first row need to be pushed before the standard-clear. This part of the solution algorithm we call the first row adjustment, and it depends heavily on the specific board size n of the problem. Finally, after these first row pushes are made, the standard clear will now turn off all the lights including (seemingly magically) the last row. Thus the solution to the Lights Out puzzle of a given size is reduced to finding a first row adjustment for that size. (Please refer to the actual thesis for the full abstract)
ContributorsBarraza, Jay Romeo (Author) / Vaz, Paul (Thesis director) / Paupert, Julien (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2015-05
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
The loading provisions were compared between the ASCE 7-10 standard and ASCE 7-16 standard. Two different structural models were considered: an office building with a flat roof located in Tempe and a community center with a gable roof located in Flagstaff. The following load types were considered: dead, live, wind, and snow loads. The only major changes between the standards were found in the wind load calculations. The winds loads were reduced by approximately 22% for the office building in Tempe and 37% for the community center in Flagstaff. A structural design was completed for the frame of the Flagstaff community building. There was a 19% reduction in cost from the design using ASCE 7-10 provisions compared to the design utilizing ASCE 7-16 provisions, leading to a saving of $7,599.17. The reduction in loading, and subsequently more cost-effective design, is attributed to the reduction in basic wind speed for the region and consideration of the ground elevation factor. The introduction of the new ASCE 7-16 standard was met with criticism, especially over the increase in specific coefficients in the wind load and seismic load chapters. Proponents of ASCE 7-16 boast that the new chapter on tsunami loads, new maps for various environmental loads, and a new electronic hazard are some of the merits of the newest standard. Others still question whether the complexity of the provisions is necessary and call for further improvements for the wind and seismic provisions. While tension exists in the desire for a simple standard, ASCE 7-16 prioritizes in having its provisions provide economical and reliable results. More consideration could be devoted to developing a more convenient standard for users. Regardless, engineering professionals should be able to adapt alongside newly developed practices and newly discovered data.
ContributorsCajegas, Cyam Joshua Dato (Author) / Rajan, Subramaniam (Thesis director) / Neithalath, Narayanan (Committee member) / Civil, Environmental and Sustainable Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
Description
This report analyzes the potential for accumulation of boron in direct potable reuse. Direct potable reuse treats water through desalination processes such as reverse osmosis or nanofiltration which can achieve rejection rates of salts sometimes above 90%. However, boron achieves much lower rejection rates near 40%. Because of this low rejection rate, there is potential for boron to accumulate in the system to levels that are not recommended for potable human consumption of water. To analyze this issue a code was created that runs a steady state system that tracks the internal concentration, permeate concentration, wastewater concentration and reject concentration at various rejection rates, as well as all the flows. A series of flow and mass balances were performed through five different control volumes that denoted different stages in the water use. First was mixing of clean water with permeate; second, consumptive uses; third, addition of contaminant; fourth, wastewater treatment; fifth, advanced water treatments. The system cycled through each of these a number of times until steady state was reached. Utilities or cities considering employing direct potable reuse could utilize this model by estimating their consumption levels and input of contamination, and then seeing what percent rejection or inflow of makeup water they would need to obtain to keep boron levels at a low enough concentration to be fit for consumption. This code also provides options for analyzing spikes and recovery in the system due to spills, and evaporative uses such as cooling towers and their impact on the system.
ContributorsDoidge, Sydney (Author) / Fox, Peter (Thesis director) / Perreault, Francois (Committee member) / Civil, Environmental and Sustainable Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
C.C. Cragin Reservoir’s location in the Coconino National Forest, Arizona makes it prone to wild fire. This study focused on the potential impacts of such a wild fire on the reservoir’s annual thermal stratification cycle impacts and water quality. The annual thermal stratification cycle impacted the reservoir’s water quality by increasing hypolimnion concentrations of magnesium, iron, turbidity, and specific ultraviolet absorbance (SUVA) values, as well as resulting in the hypolimnion having decreased dissolved oxygen concentrations during stratified months. The scarification process did not affect the dissolved organic carbon (DOC) concentrations in the reservoir or the total/dissolved nitrogen and phosphorous concentrations. Some general water quality trends that emerged were that phosphorous was the limiting nutrient, secchi disk depth and chlorophyll a concentration are inversely related, and no metals were found to be in concentrations that would violate an EPA drinking water maximum contaminant level (MCL). A carbon mass model was developed and parameterized using DOC measurements, and then using historic reservoir storage and weather data, the model simulated DOC concentrations in the reservoir following four hypothetical wild fire events. The model simulated varying initial reservoir storage volumes, initial flush volumes, and flush DOC concentrations, resulting in reservoir DOC concentrations varying from 17.41 mg/L to 8.82 mg/L.
ContributorsFlatebo, Theodore (Author) / Westerhoff, Paul K (Thesis advisor) / Fox, Peter (Committee member) / Perreault, Francois (Committee member) / Arizona State University (Publisher)
Created2018
Description
One of the two objectives of this dissertation is an investigation into the possible correlation between rainfall events and increased levels of E. coli and Mycobacterium using an existing data set. The literature states that levels of microbial concentrations do increase after rainfall events, but there are no studies to indicate this correlation applies in any Arizona water systems. The data analyzed for the bacterial concentrations project suggested the possibility of a correlation along one river but it is not conclusive to state that any correlation exists between rainfall events and the microbial concentration for many other sites included in the analysis. This is most likely due to the highly engineered water delivery systems that are not directly impacted.
The secondary objective was to determine if there are environmental variables collected from an ongoing project which would be a good candidate for making predictions about any of the project data parameters. Of the 79 possible opportunities for the model to accurately predict the dependent variable, it showed strong statistical favorability as well as experimentally favorable results towards Dissolved Organic Carbon as the best dependent variable from the data set, resulting in an accuracy of 41%. This is relevant since Dissolved Organic Carbon is one of the most important water quality parameters of concern for drinking water treatment plants where disinfection by-products are a limiting factor. The need for further analysis and additional data collection is an obvious result from both studies. The use of hydrograph data instead of rainfall would be a logical new direction for the heavily engineered water delivery systems.
The secondary objective was to determine if there are environmental variables collected from an ongoing project which would be a good candidate for making predictions about any of the project data parameters. Of the 79 possible opportunities for the model to accurately predict the dependent variable, it showed strong statistical favorability as well as experimentally favorable results towards Dissolved Organic Carbon as the best dependent variable from the data set, resulting in an accuracy of 41%. This is relevant since Dissolved Organic Carbon is one of the most important water quality parameters of concern for drinking water treatment plants where disinfection by-products are a limiting factor. The need for further analysis and additional data collection is an obvious result from both studies. The use of hydrograph data instead of rainfall would be a logical new direction for the heavily engineered water delivery systems.
ContributorsBuell, Andrew (Author) / Fox, Peter (Thesis advisor) / Abbaszadegan, Morteza (Thesis advisor) / Alum, Absar (Committee member) / Arizona State University (Publisher)
Created2018