Integrated engineering workstations in electrical engineering laboratories

This paper provides a description of integrated engineering workstations (IEW’s) used in undergraduate electrical engineering laboratories. The IEW’s are used for the design, analysis, and testing of engineering systems. Examples of laboratory experiments and software programs are presented.

Exploring Engineering

Engineering faculty members at Bucknell University have established a course required for freshman engineering students and open to liberal arts students. The course has been designed to stimulate and enhance student interest in all the engineering disciplines at Bucknell. The course ranges broadly across small groups, faculty-lead recitations, laboratory experiences, student design projects, traditional lectures, and guest speakers. The exploring engineering course has completed its second year. The authors describe the course, the changes made since the initial offering and the impact on the students and faculty involved. They also present and interpret student evaluations of the course.(4 refs)

A Laboratory Experiment Using Nanoindentation to Demonstrate the Indentation Size Effect

A laboratory experiment using nanoindentation to demonstrate the indentation size effect is described. This laboratory introduces students to sophisticated instrumentation at low cost and low risk and utilizes recent research in the materials community as its foundation. The motivation, learning objectives, experimental details, data, and data analysis are presented. This experiment is intended for use in an upper-division materials science elective at the university level and has been successfully used in laboratory courses for senior undergraduates and first-year graduate students at Stanford University and Santa Clara University.

A New Crystalline LiPON Electrolyte: Synthesis, Properties, and Electronic Structure

The new crystalline compound, Li2PO2N, was synthesized using high temperature solid state methods starting with a stoichiometric mixture of Li2O, P2O5, and P3N5. Its crystal structure was determined ab initio from powder X-ray diffraction. The compound crystallizes in the orthorhombic space group Cmc2(1) (# 36) with lattice constants a = 9.0692(4) angstrom, b = 53999(2) angstrom, and c = 4.6856(2) angstrom. The crystal structure of SD-Li2PO2N consists of parallel arrangements of anionic chains formed of corner sharing (PO2N2) tetrahedra. The chains are held together by Li+ cations. The structure of the synthesized material is similar to that predicted by Du and Holzwarth on the basis of first principles calculations (Phys. Rev. B 81,184106 (2010)). The compound is chemically and structurally stable in air up to 600 degrees C and in vacuum up to 1050 degrees C. The Arrhenius activation energy of SD-Li2PO2N in pressed pellet form was determined from electrochemical impedance spectroscopy measurements to be 0.6 eV, comparable to that of the glassy electrolyte LiPON developed at Oak Ridge National Laboratory. The minimum activation energies for Li ion vacancy and interstitial migrations are computed to be 0.4 eV and 0.8 eV, respectively. First principles calculations estimate the band gap of SD-Li2PO2N to be larger than 6 eV. (C) 2013 Elsevier B.V. All rights reserved.

Influence of Engineering Instructors' Teaching and Learning Beliefs on Pedagogies in Engineering Science Courses

This study explored how academics' beliefs about teaching and learning influenced their teaching in engineering science courses typically taught in the second or third year of 4-year engineering undergraduate degrees. Data were collected via a national survey of 166 U. S. statics instructors and interviews at two different institutions with 17 instructors of engineering science courses such as thermodynamics, circuits and statics. The study identified a number of common beliefs about how to best support student learning of these topics; each is discussed in relation to the literature about student development and learning. Specific recommendations are given for educational developers to encourage use of research-based instructional strategies in these courses.