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Future, self-contained sensors and processing units will need onboard, renewable power supplies to be truly autonomous. One way of supplying such power is through energy harvesting, a process by which ambient forms of energy are converted into electricity. One energy harvesting technique involves converting kinetic energy, in the form of vibrations, into electrical energy through the use of piezoelectric materials. This study examines the use of auxiliary structures, consisting of a mechanical fixture and a lead zirconate/lead titanate (PZT) piezoelectric element, which can be attached to any vibrating system. Adjusting various parameters of these structures can maximize the strain induced in the attached PZT element and improve power output.

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Significant innovations and changes have been made in the teaching of dynamics over the past ten years at Rose-Hulman Institute of Technology. In this paper the author will discuss the history of these changes and how a traditional dynamics course has evolved from being primarily lecture to using cooperative learning and technology, and finally, how the course was integrated with other courses using a common conservation and accounting framework. Details will be provided showing how to effectively utilize technology such as Maple and Working Model and how to involve students more in the educational process using methods such as cooperative learning, plus-deltas, and readiness assessment tests. When Maple and Working Model were first used in the course in 1994 the students were surveyed as to how they felt about these tools. In 1999 this survey was repeated. The results of these surveys and additional assessment results will also be presented. Many changes have been made to the course, but the only significant improvement in student performance occurred when the course was integrated with other courses and the material was taught in a significantly different manner.

In this paper concept maps, a pedagogical tool which improves the effectiveness of lectures and helps students achieve a higher level of understanding, will be discussed. Concept maps are a visual representation of ideas designed to illustrate the relationships between the ideas. There are a variety of ways concept maps can be used in the mechanical engineering curriculum. They can be used to help students understand the structure of the curriculum, the relationship between courses, and the material within a course. The reaction of students to the use of concept maps has been enthusiastically positive.