ECSEL Freshman Engineering Design Course at the University of Washington

Calkins, D. E.; Coney, Mary B.; Krieger-Brockett, B.; Underwood, Karen; Holt, Brian; Storch, Richard Lee; Chapman, Brian; Bereano, Philip L.; Esdialle, E.; Wood, P.; Heller, Jack

doi:10.1109/fie.1992.683349

Cited by 4 publications

(2 citation statements)

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“…The Cs 2 (HSO 4 )(H 2 PO 4 ) was present in the form of small, plate-like crystals, approximately 0.1 Â 1 Â 3 mm 3 in size. The conditions under which it crystallized suggest Cs 2 (HSO 4 )(H 2 PO 4 ) is the`unidenti®able' compound earlier referred to by Calkins (1996).…”

Section: Crystal Growth and Characterizationmentioning

confidence: 96%

Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)

Chisholm

Haile

1999

Acta Crystallogr B Struct Sci

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Ongoing studies of the CsHSO 4 ±CsH 2 PO 4 system, aimed at developing novel proton conducting solids, resulted in the new compound Cs 2 (HSO 4 )(H 2 PO 4 ) (dicesium hydrogensulfate dihydrogenphosphate). Single-crystal X-ray diffraction (performed at room temperature) revealed Cs 2 (HSO 4 )(H 2 PO 4 ) to crystallize in space group P2 1 /n with lattice parameters a = 7.856 (8), b = 7.732 (7), c = 7.827 (7) A Ê , and = 99.92 (4). The compound has a unit-cell volume of 468.3 (8) A Ê 3 and two formula units per cell, giving a calculated density of 3.261 Mg m À3. Six non-H atoms and two H atoms were located in the asymmetric unit, with SO 4 and PO 4 groups randomly arranged on the single tetrahedral anion site. Re®nement using all observed re¯ections yielded weighted residuals of 0.0890 and 0.0399 based on F 2 and F values, respectively. Anisotropic temperature factors were employed for all six non-H atoms and ®xed isotropic temperature factors for the two H atoms. The structure contains zigzag chains of hydrogen-bonded anion tetrahedra that extend in the [010] direction. Each tetrahedron is additionally linked to a tetrahedron in a neighboring chain to give a planar structure with hydrogen-bonded sheets lying parallel to (1 Å 01). Thermal analysis of the superprotonic transition in Cs 2 (HSO 4 )(H 2 PO 4 ) showed that the transformation to the high-temperature phase occurs by a two-step process. The ®rst is a sharp transition at 334 K and the second a gradual transition from 342 to 378 K. The heat of transformation for the entire process ($330±382 K) is 44 AE 2 J g À1. Thermal decomposition of Cs 2 (HSO 4 )(H 2 PO 4 ) takes place at much higher temperatures, with an onset of approximately 460 K.

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Section: Crystal Growth and Characterizationmentioning

confidence: 96%

Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)

Chisholm

Haile

1999

Acta Crystallogr B Struct Sci

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“…1 Many engineering schools have programs designed explicitly to help students develop these open-ended problem solving skills. 2, 3,4 At the Colorado School of Mines (CSM), most undergraduates complete what we call projects courses in six of their eight semesters, beginning with the first semester of their freshman year and ending with senior design. 5,6 A projects course is one where students work in teams on an open-ended problem given to them by an industrial or government agency client.…”

Section: Introductionmentioning

confidence: 99%

Measuring the Effect of Experiential Education Using the Perry Model

Pavelich

Moore

1996

J of Engineering Edu

101

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This paper reports data on how well one engineering curriculum with extensive experiential components helps students mature toward more complex thinking; toward being better able to make good decisions on ambiguous, real-world, engineering problems. Hour-long, structured interviews were used to assess students' thinking based on William Perry's Model of Intellectual Development. These cross-sectional data show Colorado School of Mines students progressing an average of 1.0 Positions during their undergraduate years. This may be an unusually high achievement. If so, the data speak to the value of experiential education in a curriculum. However, the data are disturbing in that only one quarter of graduating seniors show progression to the level needed in their professions (above Position 5), while one third of them still fall below Position 4. We argue that, to get more students to progress above Position 5, professors teaching experiential engineering courses need to be knowledgeable about developmental models like Perry's and need to use those insights proactively in mentoring their students.

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Toward a pre-disciplinary introductory design sequence

Kolodner

Allen

Bullock

et al.

Proceedings Frontiers in Education 1995 25th Annual Conference. Engineering Education for the 21st Century

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ECSEL Freshman Engineering Design Course at the University of Washington

Cited by 4 publications

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Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)

Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)

Measuring the Effect of Experiential Education Using the Perry Model

Toward a pre-disciplinary introductory design sequence

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ECSEL Freshman Engineering Design Course at the University of Washington

Cited by 4 publications

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Structure and thermal behavior of the new superprotonic conductor Cs2(HSO4)(H2PO4)

Structure and thermal behavior of the new superprotonic conductor Cs2(HSO4)(H2PO4)

Measuring the Effect of Experiential Education Using the Perry Model

Toward a pre-disciplinary introductory design sequence

Contact Info

Product

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Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)

Structure and thermal behavior of the new superprotonic conductor Cs₂(HSO₄)(H₂PO₄)