Matching Items (4)
Filtering by

Clear all filters

151052-Thumbnail Image.png
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

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
134375-Thumbnail Image.png
Description
To determine the effects of exhaust heat recovery systems on small engines, an experiment was performed to measure the power losses of an engine with restricted exhaust flow. In cooperation with ASU's SAE Formula race team, a water brake dynamometer was refurbished and connected to the 2017 racecar engine. The

To determine the effects of exhaust heat recovery systems on small engines, an experiment was performed to measure the power losses of an engine with restricted exhaust flow. In cooperation with ASU's SAE Formula race team, a water brake dynamometer was refurbished and connected to the 2017 racecar engine. The engine was mounted with a diffuser disc exhaust to restrict flow, and a pressure sensor was installed in the O2 port to measure pressure under different restrictions. During testing, problems with the equipment prevented suitable from being generated. Using failure root cause analysis, the failure modes were identified and plans were made to resolve those issues. While no useful data was generated, the project successfully rebuilt a dynamometer for students to use for future engine research.
ContributorsRoss, Zachary David (Author) / Middleton, James (Thesis director) / Steele, Bruce (Committee member) / Mechanical and Aerospace Engineering Program (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description

This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity

This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity of the resulting piece. With this goal in mind, the team set forward with creating an experimental set-up and the construction of a test rig. However, due to restrictions in time and other unforeseen circumstances, this thesis underwent a change in scope. The new scope focused solely on determining if the selected methodology of mechanical torque testing was valid. Following the securement of parts and construction of a test rig, the team was able to conduct mechanical testing. This testing was done multiple times on an identically printed gear. The data collected showed results similar to a stress-strain curve when the torque was plotted against the angle of twist. In the resulting graph, the point of plastic deformation is clearly visible and the maximum torque the gear could withstand is clearly identifiable. Additionally, across the tests conducted, the results show high similarity in results. From this, it is possible to conclude that if the tests were repeated multiple times the maximum possible torque could be found. From that maximum possible torque, the mechanical strength of the tested gear could be identified.

ContributorsGarcia, Andres (Author) / Parekh, Mohan (Co-author) / Middleton, James (Thesis director) / Murthy, Raghavendra (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2023-05
Description

This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity

This study experimentally investigated a selected methodology of mechanical torque testing of 3D printed gears. The motivation for pursuing this topic of research stemmed from a previous experience of one of the team members that propelled inspiration to quantify how different variables associated with 3D printing affect the structural integrity of the resulting piece. With this goal in mind, the team set forward with creating an experimental set-up and the construction of a test rig. However, due to restrictions in time and other unforeseen circumstances, this thesis underwent a change in scope. The new scope focused solely on determining if the selected methodology of mechanical torque testing was valid. Following the securement of parts and construction of a test rig, the team was able to conduct mechanical testing. This testing was done multiple times on an identically printed gear. The data collected showed results similar to a stress-strain curve when the torque was plotted against the angle of twist. In the resulting graph, the point of plastic deformation is clearly visible and the maximum torque the gear could withstand is clearly identifiable. Additionally, across the tests conducted, the results show high similarity in results. From this, it is possible to conclude that if the tests were repeated multiple times the maximum possible torque could be found. From that maximum possible torque, the mechanical strength of the tested gear could be identified.

ContributorsParekh, Mohan (Author) / Garcia, Andres (Co-author) / Middleton, James (Thesis director) / Murthy, Raghavendra (Committee member) / Barrett, The Honors College (Contributor) / Mechanical and Aerospace Engineering Program (Contributor)
Created2023-05