Many people do not understand how vaccines work, why they are effective or what the ingredients are for. Your job is to educate the public on an assigned vaccine.

Hook Statement:Materials demonstrate various characters other than their tensile property. Why does the paper clips fails after bending-straightening multiple times? What was the reason for world trade center collapse in terms of engineering point of view? Would the disaster of Titanic and I35 bridge in Minneapolis be avoided if proper materials were chosen? As an engineer, we are entitled to know the solutions of these problems. We demand to understand the materials for the design.Connections to EMLThis activity will inspire the curiosity of the students in term of studying many famous engineering disasters. Students are also encouraged to research how engineering was changed from those lessons. Living in a constantly changing world, engineers will create more values when adapting to these changes especially learning from failures

Students in college algebra, precalculus and calculus courses struggle to understand the concepts of one-to-one functions and inverse functions. They also struggle to understand why these theoretical concepts are important in the “real world.” This short in-class activity, followed by a short homework problem, uses encoded messages to 1) introduce students to the concepts of one-to-one and inverse functions, 2) help students quickly and intuitively grasp the rationale behind the structure of both one-to-one functions and inverse functions, 3) motivate use of one-to-one functions and inverse functions in the real world to securely encode communications, and 4) package this content in a format that students find fun.

Throughout the course of their class on Programmable Logic Controllers, students will learn the ins and outs of the code that drives these user-configurable systems. However, most textbooks and course sequences will not illustrate the value of of these controllers. In a typical mid-size company, the introduction of one PLC system can save tens of thousands of dollars when compared to traditional relays. As part of their final project for this course, students must create a business proposal for a PLC system. They must then connect the PLC to a physical real-world system and write code to demonstrate the logic they aim to control. Finally, they must analyze the economic benefits of this system by comparing against traditional relays. An analysis of relay logic will be required to perform the comparison, and student programs must use latches, subroutines, counters, timers and other concepts covered in class. Finally, students are able to check out portable PLCs in order to perform physical onsite interfacing. Some students may elect to connect the PLC to an offgrid power system to run a greenhouse. Others may elect to interface with standard 12-24V systems, such as garage door openers, automotive electronics (and relays) and marine controllers.

Who: The card is created for an introductory course in Fluid Mechanics. The students who take the class are junior or senior students majoring in Civil, Environmental and Sustainable Engineering and Environmental Engineering.What: The activity considers calculating head loss and flow rate for turbulent flow in conduits and steady uniform open channel flow using a simplification of a real-world case study based on the Central Arizona Project (CAP). Students are asked to solve turbulent flow problems using Darcy-Weisbach approach and calculate discharge of open channel flow using both Darcy-Weisbach and Manning equation for conduits and channels with various material and cross-sectional shape. They are additionally asked to discuss the effects of the conduits/channel design based on their calculation results. When: This activity includes a 75-min class session for introducing the problem set up and knowledge basis, a group assignment for the students to solve the problem, and a half class session for student groups to present their findings. Students will have a week to complete the assignment. Where: This activity should be done after energy equation and pipe flow lectures. Why: The purpose of this activity is two-folded: (1) integrate a subset of course materials that are closely related, and (2) connect the conduit and open channel flow problems to a real-world case study based on Central Arizona Project. The underlying hypothesis is that through synthesis and comparison, motivated by a real-world case study, students will be able to develop a deeper understanding of the materials.

The goal of this project is to be able to build a functional electric circuit with an Arduino that uses at least two different colored LEDs, uses at least one button, and has at least two user-controlled states.  The mini-project is to create a door sign.  An example would be a dorm room door sign with red and green LEDs that turn on and off when you press the button to indicate if you are in your room or not.  Time to complete the project is 3-6 hours.  This is a great beginning project for first-year students.

OverviewCapstone projects are the culminating project experience of many undergraduate engineering programs. They are a chance for students to apply skills that they have acquired and synthesize new solutions based on the specific requirements of the project. At ASU, the Software Engineering Capstone project is also the first time many students interface directly with industry professionals. Students who have adopted the "grade centered" mindset must quickly adapt "customer centered" thinking in order to succeed.This card is a set of three that outline how customer communication and and value creation have been woven into the Software Engineering Capstone program at Arizona State University. The other two cards are:Integrating Scrum Process into Open-Ended Capstone ProjectsCoaching Sessions to Reinforce and Brainstorm Customer Engagement TechniquesIn addition to these cards, a fourth KEEN card (Software Engineering Capstone Projects with Focus on Communication and Customer Value Creation) provides an overview of the Software Engineering Capstone process at ASU.This card provides a teaching module that helps prepare students for interaction with industry professionals. The module is used for both online and in-classroom populations at ASU and has been effective at helping students bridge the gap to understanding customer mindset. Overview of the Module This module is intended to be given in either lecture format (with classroom discussion time), or online with a live-session video conference discussion time. The focus of the module is to introduce students to motivational factors that drive the industry sponsors and equip the students with communications strategies for uncovering and delivering value to the customer. These practices come from insights gained during my 25+ years as an engineering professional as Technical Fellow, Chief Architect and Chief Technology Officer. Topics covered by the module are: Understanding uncertainty, expense rate, and revenue generation as forces within product developmentUnderstanding company roles/personas related to management of uncertainty, expenses and revenue generation: Chief Technology Officer, Vice President of Engineering, Vice President of Marketing.Uncovering hidden opportunities through asking the right questions.Explanation of Materials The following materials have been provided for instructors wishing to incorporate this module in their courses:1. Lecture notes in Microsoft PowerPoint format. They may be used freely so long as proper attribution is given.2. Video lectures showing how the lecture materials are presented to the online population at ASU. Opportunities for Improvement Due to time constraints, this module is covered in one lecture at ASU. Schedule permitting, additional exercises could be incorporated to help students gain additional mastery of the topic. In particular, role playing of customer communications has been shown to be highly effective in industry settings.

As initial preparation for a second group project in a first-year engineering course, students complete an online personality assessment based on Jung's typologies and the Meyers-Briggs Type Indicator. Within their groups, the students discuss their own results and those of their teammates. At the conclusion of the second group project, students reflect on their understanding of themselves and their peers may have affected their experience. Significantly, the discussions are framed as explorational, raising awareness of behaviors and interactions that often emerge within teams. The online results are explicitly not held up as indicating fixed characteristics that define individuals' modes of contributing in groups.

Getting ready to give a presentation about your work with KEEN? Want to share more about the Network with others? Are you looking for implementation strategies or people to invite to speak at your campus? Get the most current information about KEEN here, including existing resources for your presentations and discussions. And if you are looking for a list of current partners, click here. If there's anything you would like to see that isn't listed here, please add a note in the Discussion section.