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- All Subjects: Legos
- Creators: Civil, Environmental and Sustainable Engineering Programs
Description
This dissertation details an attempt to experimentally evaluate the Giroud et al. (1995) concentration factors for geomembranes loaded in tension perpendicular to a seam by laboratory measurement. Field observations of the performance of geomembrane liner systems indicates that tears occur at average strains well below the yield criteria. These observations have been attributed, in part, to localized strain concentrations in the geomembrane loaded in tension in a direction perpendicular to the seam. Giroud et al. (1995) has presented theoretical strain concentration factors for geomembrane seams loaded in tension when the seam is perpendicular to the applied tensile strain. However, these factors have never been verified. This dissertation was prepared in fulfillment of the requirements for graduation from Barrett, the Honors College at Arizona State University. The work described herein was sponsored by the National Science Foundation as a part of a larger research project entitled "NEESR: Performance Based Design of Geomembrane Liner Systems Subject to Extreme Loading." The work is motivated by geomembrane tears observed at the Chiquita Canyon landfill following the 1994 Northridge earthquake. Numerical analysis of the strains in the Chiquita Canyon landfill liner induced by the earthquake indicated that the tensile strains, were well below the yield strain of the geomembrane material. In order to explain why the membrane did fail, strain concentration factors due to bending at seams perpendicular to the load in the model proposed by Giroud et al. (1995) had to be applied to the geomembrane (Arab, 2011). Due to the localized nature of seam strain concentrations, digital image correlation (DIC) was used. The high resolution attained with DIC had a sufficient resolution to capture the localized strain concentrations. High density polyethylene (HDPE) geomembrane samples prepared by a leading geomembrane manufacturer were used in the testing described herein. The samples included both extrusion fillet and dual hot wedge fusion seams. The samples were loaded in tension in a standard triaxial test apparatus. to the seams in the samples including both extrusion fillet and dual hot wedge seams. DIC was used to capture the deformation field and strain fields were subsequently created by computer analysis.
ContributorsAndresen, Jake Austin (Author) / Kavazanjian, Edward (Thesis director) / Gutierrez, Angel (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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 paper features analysis of interdisciplinary collaboration, based on the results from the Kolbe A™ Index of students in the Nano Ethics at Play (NEAP) class, a four week course in Spring 2015. The Kolbe A™ is a system which describes the Conative Strengths of each student, or their natural drive and instinct. NEAP utilized the LEGO® SERIOUS PLAY® (LSP) method, which uses abstract LEGO models to describe answers to a proposed question in school or work environments. The models could be described piece by piece to provide clear explanations without allowing disciplinary jargon, which is why the class contained students from eleven different majors (Engineering (Civil, Biomedical, & Electrical), Business (Marketing & Supply Chain Management), Architectural Studies, Sustainability, Anthropology, Communications, Philosophy, & Psychology).
The proposed hypotheses was based on the four different Kolbe A™ strengths, or Action Modes: Fact Finder, Follow Through, Quick Start, and Implementor. Hypotheses were made about class participation and official class twitter use, using #ASUsp, for each Kolbe type. The results proved these hypotheses incorrect, indicating a lack of correlation between Kolbe A™ types and playing. The report also includes qualitative results such as Twitter Keywords and a Sentiment calculation for each week of the course. The class had many positive outcomes, including growth in the ability to collaborate by students, further understanding of how to integrate Twitter use into the classroom, and more knowledge about the effectiveness of LSP.
The proposed hypotheses was based on the four different Kolbe A™ strengths, or Action Modes: Fact Finder, Follow Through, Quick Start, and Implementor. Hypotheses were made about class participation and official class twitter use, using #ASUsp, for each Kolbe type. The results proved these hypotheses incorrect, indicating a lack of correlation between Kolbe A™ types and playing. The report also includes qualitative results such as Twitter Keywords and a Sentiment calculation for each week of the course. The class had many positive outcomes, including growth in the ability to collaborate by students, further understanding of how to integrate Twitter use into the classroom, and more knowledge about the effectiveness of LSP.
ContributorsStevens, Jenna Marie (Author) / Seager, Thomas (Thesis director) / Jenses, Camilla (Committee member) / Civil, Environmental and Sustainable Engineering Programs (Contributor) / Herberger Institute for Design and the Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12