Abstract 1017

Paper Title:	On Introducing Experiments in a Numerical Methods Course
Author:	Autar Kaw, University of South Florida, kaw@eng.usf.edu
Suggested track:	Laboratory experiences: on-site and at a distance
Presentation type:	Work In Progress
Preferred Category:	Other:
Abstract:	One of the major and common themes during graduating seniors exit interviews in our department of mechanical engineering is that students would like more hands on and real-life applications as part of their course work. In response to such requests, several lecture courses have incorporated experiments that include class demonstrations, collection of data in a laboratory, building of simple experiments, etc. As part of this effort, we developed five simple experiments that are now used regularly in the classroom to teach the course in Numerical Methods. We developed experiments that 1. are low cost so that other universities can develop them with minimal material cost and use of a machine shop, 2. require low space so that they can be carried to the classroom or set up in the laboratory that has limited space, 3. need low set-up time so that nominal amount of classroom time is used. The data from the five experiments is used to reinforce the various mathematical procedures (regression, interpolation, integration, simultaneous linear equations, and ordinary differential equations) taught in a typical Numerical Methods course. Analyzing the data obtained from experiments is assigned as homework or as in-class computer laboratory assignment for analysis. Comparison between experimental and numerical results is also made. Starting Spring 2008, the effect of introducing the experiments in the classroom is being quantitatively and qualitatively surveyed over a two-semester period. Hence, the results of the surveys will be available by the conference date. Surveys will measure student satisfaction in the following items: 1) acquiring basic knowledge; 2) reinforcing information presented in class; 3) learning to formulate a specific problem and then work it through to completion; 4) developing generic higher-order thinking; 5) developing problem solving skills; 5) developing a sense of competence and confidence, and 6) seeing the relevance of the experiments to their major.

Abstract 1001

Paper Title:	Work in Progress - The redesign of a Fluid Mechanics Lab
Author:	Dan Budny, Univ of Pittsburgh, budny@pitt.edu
Suggested track:	Laboratory experiences: on-site and at a distance
Presentation type:	Work In Progress
Preferred Category:	Engineering Education Research
Abstract:	Most fluid labs were built back in the 1960 - 1970 time frames and consisted of large facilities that included flumes, wind tunnels, pumps stations, wet wells, etc. Today these labs are out dated and the need for lab space is forcing the closing of large scale labs. This same basic problem exists within the Engineering School at the University of Pittsburgh, thus over the past two years we have begun the task of removing all the old equipment and replacing it with small bench top scale experiments. This paper will describe the concepts behind the design of the new experiments and the learning improvements discovered as a result of moving from a few large experiments to a large number of small scale experiments.