This paper describes SHAPE TAPE , a thin array of fiber optic curvature sensors laminated on a ribbon substrate, TM arranged to sense bend and twist. The resulting signals are used to build a three dimensional computer model containing six degree of freedom position and orientation information for any location along the ribbon. The tape can be used to derive dynamic or static shape information from objects to which it is attached or scanned over. This is particularly useful where attachment is only partial, since shape tape "knows where it is" relative to a starting location. Measurements can be performed where cameras cannot see, without the use of magnetic fields. Applications include simulation, film animation, computer aided design, robotics, biomechanics, and crash testing.

and attended a high school formerly in Chester, Nova Scotia. While he does not believe that he was ever the cause of academic institutions closing after he graduated, it did seem to be a trend. Since 2003, however, he has evidently improved the luck of institutions by teaching undergraduate courses in design and mechanical engineering. Dr.

This paper describes SHAPE TAPETM, a thin array of fiber optic curvature sensors laminated on a ribbon substrate, arranged to sense bend and twist. The resulting signals are used to build a three dimensional computer model containing six degree of freedom position and orientation information for any location along the ribbon. The tape can be used to derive dynamic or static shape information from objects to which it is attached or scanned over. This is particularly useful where attachment is only partial, since shape tape "knows where it is" relative to a starting location. Measurements can be performed where cameras cannot see, without the use of magnetic fields. Applications include simulation, film animation, computer aided design, robotics, biomechanics, and crash testing.

Collectively and individually, first-yearstudents in Mechanical Engineering lack familiarity withreal mechanical systems. Individual students have notedthat they have not grown up able to simply “take stuffapart”. As a result, the mechanical engineeringundergraduates have minimal skills or knowledge ofcommon mechanical devices. The foundations course forthe Department of Mechanical and Mechatronics at theUniversity of Waterloo has adopted the role of giving newstudents opportunities to interact with hardware in an“Engineering Clinic” environment.This paper will provide a preliminary work-inprogressreport on the activities and the role theseactivities played in the student experience. The paper willreport on the delivery of the activities, and the initialstudent reactions to the hands-on activities in this context.

Jen Rathlin, EIT, is the Clinic Engineer for the University of Waterloo Mechanical and Mechatronics Engineering Clinic. In this role, she develops, coordinates, and facilitates activities and initiatives to inspire better student learning through authentic experiences and integration of topics, courses, and programs. Prior to joining the MME Clinic, she has worked in areas including energy market modelling, quantum computing, and medical physics. She holds degrees from Queen's University (BASc Engineering Physics) and University of Waterloo (MSc Physics). Mr. Kyu Won Choi, University of WaterlooUndergraduate mechanical engineering student at the University of Waterloo.c American Society for Engineering Education, 2015Page 26.902.1 Implementation of a Case Study in an Engineering Science Course: A Pilot Project for Increasing Experiential LearningAbstract It is valuable for instructors to provide real-world connections in their curricula so that engineering students can appreciate and practice integration and application of knowledge. This is essential in both engineering science and design. A variety of mechanisms have been used to accomplish this, including guest speakers, field trips and company-sourced design projects.Another useful mechanism to achieve this objective is the case study.For this reason, a case study was developed for a second year mechanical engineering solid mechanics course which involved the redesign of a chassis for model fuel cell cars. Five handson activities were developed around this case study to give students an opportunity for practical problem solving and to integrate concepts learned throughout the course. The goal for using the open-ended case study was to connect engineering science analysis to a realistic engineering design, as well as foster experiential learning. This implementation acted as a pilot project as part of the university's long term goals to shift the mechanical engineering program towards this type of learning.The selection process for the fuel cell car case study is discussed with a focus on using design to improve engineering science courses. The course instructor provided their comments and observations, teaching strategy and learning outcomes. There were difficulties associated with setting up and coordinating all activities since this was a first-time implementation of the case study and the first use of any case study in this course. From this experience, recommendations for improvements are discussed, specifically regarding the hands-on activities, the enhancement of student experience, and creating cross-course connections in future implementations.