Sophomore Engineering Curricula	Introduction	Conservation and Accounting Framework	Curriculum Structure: Texas A&M four-course structure	Curriculum Structure: Texas A&M Five-Course Structure
	Curriculum Structure: Rose-Hulman Institute of Technology Sophomore Engineering Curriculum	Example Problems	Student Performance/Faculty Reactions	Conclusions

VI. Example Problems

One of the ways to describe the impact of using the conservation and accounting framework in teaching engineering science is to describe problems that students work in the new curricula and illustrate differences in the way students approach these problems.

Example 1: Water Hammer

Example 2: Jumping a Spark

Example 3: Analysis of Thermocouple

Vibration Analysis of a Car

References

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2.   Harris, Eugene M. DeLoatch, William R. Grogan, Irene C. Peden, and John R. Whinnery, "Journal of Engineering Education Round Table: Reflections on the Grinter Report," Journal of Engineering Education, Vol. 83, No. 1, pp. 69-94 (1994) (includes as an Appendix the Grinter Report, issued in September, 1955).
3. Glover, Charles, J., and Carl A. Erdman, "Overview of the Texas A&M/NSF Engineering Core Curriculum Development," Proceedings, 1992 Frontiers in Education Conference, Nashville, Tennessee, 11-14 November 1992, pp. 363-367
4. Glover, Charles J., K. M. Lunsford, and John A. Fleming, “TAMU/NSF Engineering Core Curriculum Course 1: Conservation Principles in Engineering,” Proceedings, 1992 Frontiers in Education Conference, Nashville, Tennessee, 11-14 November 1992, pp. 603-608
5. Glover, Charles J., K. M. Lunsford, and John A. Fleming, Conservation Principles and the Structure of Engineering, 3^rd edition, New York: McGraw-Hill College Custom Series, 1992
6. Pollock, Thomas C., “TAMU/NSF Engineering Core Curriculum Course 2: Properties of Matter,” Proceedings, 1992 Frontiers in Education Conference, Nashville, Tennessee, 11-14 November 1992, pp. 609-613
7. Pollock, Thomas C., Properties of Matter, 3rd edition, New York: McGraw-Hill College Custom Series, 1992
8. Everett, Louis J., “TAMU/NSF Engineering Core Curriculum Course 3: Understanding Engineering via Conservation,” Proceedings, 1992 Frontiers in Education Conference, Nashville, Tennessee, 11-14 November 1992, pp. 614-619
9. Everett, Louis J., Understanding Engineering Systems via Conservation, 2nd edition, New York: McGraw-Hill College Custom Series, 1992
10. Glover, Charles J. and H. L. Jones, “TAMU/NSF Engineering Core Curriculum Course 4: Conservation Principles for Continuous Media,” Proceedings, 1992 Frontiers in Education Conference, Nashville, Tennessee, 11-14 November 1992 Conference, pp. 620-624
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17. Heenan, William and Robert McLaughlan, "Development of an Integrated Sophomore Year Curriculum,” Proceedings of the 1996 Frontiers in Education Conference, Salt Lake City, Utah, 6-9 November 1996
18. Mashburn, Brent, Barry Monk, Robert Smith, Tan-Yu Lee, and Jon Bredeson, "Experiences with a New Engineering Sophomore Year,” Proceedings of the 1996 Frontiers in Education Conference, Salt Lake City, Utah, 6-9 November 1996
19. Everett, Louis J., "Dynamics as a Process, Helping Undergraduates Understand Design and Analysis of Dynamics Systems," Proceedings, 1997 ASEE National Conference,
20. Doering, E., “Electronics Lab Bench in a Laptop: Using Electronics Workbench to Enhance Learning in an Introductory Circuits Course,” Proceedings of the 1997 Frontiers in Education Conference, November 1997
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22. Cornwell, P., and J. Fine, “Mechanics in the Rose-Hulman Foundation Coalition Sophomore Curriculum,” to appear in the International Journal of Engineering Education
23. Cornwell, P. and J. Fine, “Integrating Dynamics throughout the Sophomore Year,” Proceeedings, 1999 ASEE Annual Conference, Charlotte, North Carolina, 20-23 June 1999
24. Burkhardt, H. "System physics: A uniform approach to the branches of classical physics." Am. J. Phys. 55 (4), April 1987, pp. 344–350.
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