able to complete the activity on time and they were instructed tocomplete the short survey just after finishing this activity.ResultsA set of 12 Likert-type questions with a 5 point choice scale were used to assess the students’perception of impact of the activity on their professional career, and on their interest in learningthe material. The survey questions used for assessing their impression is presented in table 1below. Questions 1, 3, and 6 were focused on their perception of the activity on their career.Questions 11, 10, 9, and 7 were skill development questions, and questions 12, 8, 5, 4, and 2were topic engagement questions. Table 1 Survey questions Q.1. As of today, are you 18 years of
from the previous semester completed the survey. While the assignment has been run foryears, the data was from the last year that the assignment was performed. The following showsthe survey questions and the students’ responses: 1. Q: The project was interesting? Student Response: Likert Scale 6.3/7.0 2. Q: The level of complexity of the assignment was adequate for this course? Student Response: Likert Scale 6.1/7.0 3. Q: You feel that this assignment should be included in this course for future students? Student Response: Likert Scale 6.3/7.0 4. Q: What changes would you make to the assignment? Summary of student responses: Most often stated was that there should not be any changes. Other suggestions
g r a m s .T w o - a n d f o u r - y e a r s c h o o ls h a v e e x p lo r e d v a r io u s c o n n e c tio n s . In S a m u e l, e t. a l. [ 9 ] th eu n iv e rs ity g a v e th e tw o - y e a r s tu d e n ts a c c e s s to th e ir e q u ip m e n t. T h is c o lla b o r a tio n a ls o h a din s tr u c to r s jo in tly c r e a te a m o d u le to b e u s e d in b o th c u r r ic u lu m s . H o w e v e r , th e s tu d e n ts o n lyw o rk e d w ith o th e r s tu d e n ts in th e ir p r o g r a m . T h e s tu d e n ts d id n o t w o r k to g e th e r a c ro s s s c h o o ls .A C a lifo rn ia c o lla b o ra tio n [1 0 ] re v is e d s e v e ra l c o u rs e s a t b o th th e c o m m u n ity c o lle g e a n d th eu n iv e rs ity to in c o r p o r a
manometer, pitot‐static tube, and an anemometer. Figure 1 ‐ Testing venturi duct layout C. Procedures Method # 1: Using a digital Anemometer: 1) Turn the fan on 2) Keep the duct in a horizontal position on the testing bench 3) Measure the width and height at section 1 (in meters) Section 1: W = H= 4) Using an anemometer, measure the airflow speed “V1” at section 1 in (m/s) (Take three measurements and find the average) a. Trial 1= b. Trial 2= c. Trial 3 = Average of the three trials is: V1= 5) Calculate the volumetric flowrate in m3/s at section 1 (assume flowrate at 1 & 2 is the same) (Q = V.A) Q1
Technology. [Online]. Available: https://www.engtech.org/docs/jet/Editorial-Policy.pdf [Accessed: Jan. 21, 2019].[3] Ian Rogers, The Google Pagerank Algorithm and How It Works [Online] http://www.cs.princeton.edu/~chazelle/courses/BIB/pagerank.htm [Accessed: Jan. 31, 2019].[4] Scimago Journal & Country Rank, Journal of Engineering Technology [Online] https://www.scimagojr.com/journalsearch.php?q=12487&tip=sid&clean=0 [Accessed: Jan 21, 2019][5] Scimago Journal & Country Rank, Engineering, Engineering (miscellaneous), United States, Journals, 2017. [Online]. Available: https://www.scimagojr.com/journalrank.php?category=2201&country=US&type=j&page=2 &total_size=115 [Accessed: Jan. 12, 2019].[6
hands-onopportunity for the students to better understand the forces exerted on surfaces by moving flowsusing the momentum theory.This current work presents the laboratory setup and the implementations of the two laboratoryexercises, the designed Q&As, as well as the students’ performance before and after theintroduction of the two laboratory exercises.1. PhET Buoyancy Online Simulation Laboratory ExerciseAn object is subject to the buoyant force whenever it is floating on or is completely submerged inthe fluid. Buoyancy is the tendency of a stationary fluid to exert a supporting force on a bodyplaced in the fluid [2]. Based on the authors’ teaching experiences, many MET students havedifficulties to solve buoyancy related problems
leading or lagging power factor:______________________________________________________________________________E=phasor(100, 0); R=6 XL=7ZR=phasor(6, 0);ZL=phasor(7, 90); XC=15ZC=phasor(15, -90); 0 I E=100ZT=ZR+ZL+ZC; %total impedance phasorZT=add_graph(ZR, ZL, ZC, ZT)I=E/ZT;%calculate the current phasor using ohm’s lawphplot([ I, ZT]) Fig. 3 (a)% calculations of apparent power S,%reactive power Q, real power% P, and
, but to also introduce them along the way to some basictheoretical knowledge needed to understand the complexity of the final product. The researchteam’s expectation was that exposing the participants to an introductory level of knowledge fromvarious fields will stimulate their interest and will help them identify engineering areas that areof specific interest to each of them. The workshops activities were split between hands-on, Q&Aand presentations, with the latest starting with a brief introduction to the theory of bio-inspiredrobot mechanisms, 3D modeling, animation, STL generation, slicing, G code generation, printingof the robot segments, and concluding with the prototype. The workshops focus was on theconnection between 3D computer
Nations General Assembly 1987. Report of the world commission on environment and development: Our common future, chapter 2: Towards sustainable development. Technical report, 1987.[2] Li, R. Y. M. (2013). The usage of automation system in smart home to provide a sustainable indoor environment: a content analysis in Web 1.0.[3] Lê, Q.; Nguyen, H.B.; Barnett, T. Smart Homes for Older People: Positive Aging in a Digital World. Future Internet 2012, 4, 607-617[4] Sripan, M., Lin, X., Petchlorlean, P., & Ketcham, M. (2012, December). Research and thinking of smart home technology. In International Conference on Systems and Electronic Engineering-(ICSEE'2012.[5] The University of Texas Rio Grande
chain management. South-Western, 2009.[51] A. J. Van Weele, Purchasing & supply chain management: analysis, strategy, planning and practice. Cengage Learning EMEA, 2010.[52] R. R. Chen, R. O. Roundy, R. Q. Zhang, and G. Janakiraman, “Efficient auction mechanisms for supply chain procurement,” Manage. Sci., vol. 51, no. 3, pp. 467–482, 2005.[53] R. Angeles and R. Nath, “Business-to-business e-procurement: success factors and challenges to implementation,” Supply Chain Manag. An Int. J., vol. 12, no. 2, pp. 104– 115, 2007.[54] W. D. Presutti Jr, “Supply management and e-procurement: creating value added in the supply chain,” Ind. Mark. Manag., vol. 32, no. 3, pp. 219–226, 2003.[55] M. Essig and U. Arnold, “Electronic
manufacturing, 13(3), 201-210.[2] van den Berg, J. P., & Zijm, W. H. (1999). Models for warehouse management: Classification and examples. International journal of production economics, 59(1-3), 519-528.[3] Chan, F. T., & Chan, H. K. (2011). Improving the productivity of order picking of a manual-pick and multi-level rack distribution warehouse through the implementation of class-based storage. Expert systems with applications, 38(3), 2686-2700.[4] Dhl, Picking: Fully autonomous self-driving robots.[5] Dadzie, K. Q., & Johnston, W. J. (1991). Innovative automation technology in corporate warehousing logistics. Journal of Business Logistics, 12(1), 63.[6] Baker, P., & Halim, Z. (2007). An