Richard J. Freuler

Cultivating Problem Solving Skills via a New Problem Categorization Scheme

When one looks at STEM disciplines as a whole, the need for effective problem solving skills is a commonality. However, studies indicate that the bulk of students who graduate from problem‐solving intensive programs display little increase in their problem solving abilities. Also, there is little evidence for transfer of general skills from one subject area to another. Furthermore, the types of problems typically encountered in introductory STEM courses do not often cultivate the skills students will need when solving “real‐world” problems. Initial efforts to develop and implement an interdisciplinary problem categorization matrix as a tool for instructional design are described. The matrix, which is independent of content, shows promise as a means for promoting useful problem‐solving discussion among faculty, designing problem‐solving intensive courses, and instructing students in developing real‐world problem solving skills.

A SOLUTION FOR AERO-ACOUSTIC INDUCED VIBRATIONS ORIGINATING IN A TURBOFAN ENGINE TEST CELL

Simp1 e proof-of-concept, aero-acoustic scale model tests were conducted to identify practical solutions for reducing exhaust jet noise emanating from a General Electric turbofan test facility at Strother, Kansas. The exhaust stack flow characteristics were believed to be responsible for unacceptable vibrations of a lightweight roof of an adjacent building. Scale model configurations of exhaust stack flow modifiers were chosen based both on anticipated aero-acoustic effectiveness and full scale ease of implementation. Several of the test schemes exhibited noise reduction characteristics deemed acceptable. At the low frequencies of interest, reductions of greater than 20 dB in sound pressure levels were measured. Full scale implementation of a scheme that is both aero-acoustically effective and simple in mechanical concept has been carried out at Strother, Kansas. Prel iminary sound pressure 1 evel and resultant building vibration data indicate that a satisfactory solution has been found.

Work in progress - Comparing the use of a graphical programming language to a traditional text-based language to learn programming concepts

Programming has traditionally been taught using a text-based language where the students use an editor to type in language statements. The program is then compiled or interpreted using system commands. In these courses there are programming concepts that we want students to learn, such as declarations, math operations, loops, conditional statements, arrays, file manipulation, functions, etc. This project will attempt to determine the effectiveness of a graphical programming language (icon based) where a computer program is constructed with graphical icons. The test bed for this project will be Engineering H192 (Engineering Fundamentals and Laboratory II) at Ohio State. This course is the second course of a three-course sequence for first-year honors engineering students. The languages for this course are C/C++ and MATLAB. The course is taught to eight sections of 36 students. For a pilot section of H192, the C/C++ problems and the instructor notes will be re-written for the graphical icon development environment. The remaining sections will be the control group. A concept inventory will be completed by all students in the pilot and control sections at the beginning and at the end of the quarter. This work will begin in Winter Quarter 2007 and will be completed at the end of Winter Quarter 2008. This project is being funded by the National Instruments Foundation.

Student Categorization of Problems—An Extension

As part of gathering baseline data for a study on problem categorization, first‐year engineering honors students who had recently completed a two‐quarter sequence in physics were interviewed. The primary task in this interview was much like the problem categorization study described by Chi et al. There were, however, at least two distinct modifications: 1) in addition to the problem statements, solutions were included on the cards to be sorted 2) the problems were written such that they could also be grouped according to the nature of information presented in the problem statements and/or the number of possible solutions. The students in this baseline study, although similar in background to the novices described by Chi et al., in many ways performed more like experts. Several possibilities for this behavior are discussed.

An honors program for freshman engineering students: development and long term evaluation

Summary form only given. In 1993, under funding provided by the NSF Gateway Engineering Education program, The Ohio State University College of Engineering (Department of Engineering Graphics) initiated an innovative freshman program with an emphasis on hands-on labs, teamwork, and concentrated design-build projects. This program was adapted from the Drexel E4 program that was developed under an earlier NSF curriculum grant and from other Gateway schools. The program is now a permanent part of the College, and is serving as a recruiting tool for highly talented students. Since its inception, the program has maintained an ongoing database of student characteristics and academic performance. Each participating group has been matched to a nonparticipating control group. Now in its sixth academic year, the program has a solid track record of positive results in retention, reducing time to major, grade point average, and co-op/internship participation. The College has the ability to analyze level of participation in the program, in co-op and internships, in industry and/or graduate school, as well as extra-curricular participation and graduation rates (i.e., time to graduate). Norm referenced data has also been collected to compare student performance with students at other major engineering institutions. This paper describes the program components developed by faculty and graduate students in Engineering, Physics, and Math, plus the results of assessment and longitudinal tracking.

A Unique Application of Gas Turbine Engines in a High Speed Marine Vessel

A high speed marine vessel, powered by three LM1600 gas turbine engines, is being converted from a high speed racing vessel to a luxury yacht. The vessel’s geometry is being modified to include a centerline walkway to provide passage to the aft deck.A scale model of the vessel’s air intake system was tested to determine if the modified design complied with performance specifications determined by the engine manufacturers. It was found that the total pressure loss and distortion of the engine inlet air was within performance limits. However, the swirl angles of the inlet air for the center engine exceeded limits locally.System modifications were devised and tested to improve the quality of intake air. The modifications decreased swirl angle magnitudes to generally within engine manufacturer’s specifications. Additionally, the expansion of spaces devoted to the other ship systems did not significantly impair the aerodynamic performance of the air intake systems.© 1997 ASME