Jennifer S. Haghpanah, Ph.D. (6th. year), Chemical and Biological Sciences
Summary: Students learn about nanocomposites, compression and strain as they design and program robots that compress materials. Student groups conduct experiments to determine how many LEGO® MINDSTORMS® NXT motor rotations it takes to compress soft nanocomposites, including mini marshmallows, Play-Doh®, bread and foam. They measure the length and width of their nanocomposite objects before and after compression to determine the change in length and width as a function of motor rotation.
Eduardo Suescun, Ph.D. (2nd. year), Civil Engineering
Summary: Students learn about water erosion through an experimental process in which small-scale buildings are placed along a simulated riverbank to experience a range of flooding conditions. They learn how soil conditions are important to the stability or failure of civil engineering projects and how a river's turns and bends (curvature, sinuosity) make a difference in the likelihood of erosion. They make model buildings either with a 3D printer or with LEGO® pieces and then see how their designs and riverbank placements are impacted by slow (laminar) and fast (turbulent) water flow over the soil. Students make predictions, observations and conclusions about the stability of their model houses, and develop ideas for how to mitigate damage in civil engineering projects.
Ursula Koniges, Ph.D. (2nd. year) Chemical & Biological Engineering
Summary: Students will use a mechatronic temperature sensor to learn about the lower temperature limit at which liquid water can exist—specifically, that even if placed in contact with a material much colder than 32 degrees Fahrenheit, liquid water will not get colder than 32 degrees Fahrenheit.
Teachengineering.org | Complete Activity (pdf)
Eduardo Suescun, Ph.D. (2nd. year), Civil Engineering
Summary: Underground water, which is the water located under the ground surface, is of vital importance for human beings since it is a natural resource for drinking and irrigation. Underground water also plays an important role in civil engineering. Water flow within an aquifer, land slope, and earth dam is of interest of engineers to develop accurate designs and optimal constructions. To study water flow inside soil mass the coefficient of permeability, k, should be known.
In soils, k is the measurement of water ability to flow through them. In other words is the speed of water flow inside soils such as gravel, sand, silt, clay, or a mix of them. This activity is prepared to introduce the concept of soil permeability as one of the key parameters to study seepage or the steady state flow of water. Students will have the opportunity of measuring permeability of different types of soils, compare results, and conclude the importance of size, voids, and density in permeability response.
Teachengineering.org | Complete Activity (pdf) | Pre Evaluation (pdf) | Post Evaluation (pdf)
Akim Faisal, MS (1st. year) Mechanical Engineering
Summary: Students act as chemical engineers and use LEGO® MINDSTORMS® NXT robotics to record temperatures and learn about the three states of matter. Properties of matter can be measured in various ways including volume, mass, density, and temperature. Students measure the temperature of water in its solid state (ice) as it is melted and then evaporated.
Ursula Koniges, Ph.D. (2nd. year) Chemical & Biological Engineering
Summary: Students will combine the power of their own five senses, as well as a mechtronic temperature sensor, to investigate the properties of water, and how the properties of water change upon addition of various materials. Students will also gain greater experience with use of the scientific method by making predictions about how different materials will affect the properties of water, and comparing these predictions to the changes actually observed.
Ursula Koniges, Ph.D. (2nd. year) Chemical & Biological Engineering
Summary: Students will learn the principals behind how water filtration systems can change visibly dirty water to visibly clean water. Students will accomplish this by two means—a fast, percolation based filter modeled on the filtration which occurs in soils, as well as a slower, evaporation based filtration model modeled on the filtration which occurs for rainwater. Students will gain greater experience with use of the scientific method by making predictions about effective their filters will be at cleaning water, and comparing these predictions to the changes actually observed. Changes in the water’s cleanliness will be measured both visibly, and with a mechatronic light sensor.
Elina Mamasheva, Ph.D. (2nd. year) Chemical and Biological Engineering
Summary: Students observe and record the cooling of water in two conditions – in water and in air. They construct a very simple heat exchanger using cups, with water and air being the heat transfer fluids. They learn that water has better heat transferring properties than air.