expressed in terms ofmassflow: ≠ ≠ ∑ m ∑ m ? IN OUTWe have two flows going in (hot air and cold air) and one coming out. So we can update theconservation of mass equation like this: ≠ ≠ ≠ m − m ? m HOT COLD MIXTURERemember that massflow is the product of the fluid density, the mean velocity, and the cross- Page 15.1314.17section area: ≠ m ? τVelocityAAlso, Velocity times the cross sectional area gives Volumetric flow rate, often given the symbol,Q or V dot: ≠ V ? Q
-organized; the instructor was very in depth and allowed for a ton of Q&A. Overall great information on the topic of the course” ● “Hands on labs” ● “It was beneficial to learn to use the software and be able to actually see the operation of several different 3-D printers” ● “Learning the history and the future of 3d printing. I didn't know there is different types and methods of 3-D printing. I thought it was helpful in knowing because it could be a business venture in the future”As we continue offering this course, we will develop new materials and modules to deliver to thestudents. We also plan to collect and publish more formal assessment data with a standardgrading protocol in future iterations of the lab activities to
using equation (2), as shown.Qact = Qfan × Cc = 750 cfm (354 lit/s) (1)V = Q / A = 750 / 0.25 = 3000 fpm = 34 mph (2)The scaled F1 car was compared to full size F1-car. Thus, assuming the dynamic viscosity forair in the wind tunnel was the same as in real race and equating the Reynolds number gave theneeded velocity of air inside the testing section as shown in equation (3), where Vm is the modelcar velocity, Vcar is the actual car velocity, and 𝜌 is the density. With a model air velocity of 34mph inside the testing section, using a volume ratio for car-to-model of 18:1 and if density of airat 20 C is 1.2 kg/m3 then when using the ideal gas law, the velocity of the
, and it will focus on mechatronics in theaerospace applications. Both workshops will take two days, where one day will focus onmechatronics workforce education systems and pedagogies, and the second day will be dedicatedto the current and prospective mechatronics developments and new technologies that can beapplied in workforce education. The workshops will be recorded and set up for live streaming tothe general public on YouTube and other social media, and at workshop Q&A sessions the livestreaming system will turn to a webinar form allowing deep interactions among local and remoteparticipants. If the facility allows, the workshop video will be taken by multiple video cameras tocreate a real time VR environment for local and remote users
their own filter for this analysis. Students will thensee a lot of variance in results among the class depending on how stringent the original filterrequirements are. That is, low pass filters with fairly wide transition bands will not requirenearly as many bits for good performance as high Q-factor band-pass filters will.Following simulation, students implement the IIR filters for a couple of choices of bits (good andrqqt+"qp"Vgzcu"KpuvtwogpvuÓ"VOU542E8933"FUMu to verify the simulation results Page 13.872.5experimentally. Figure 4: IIR Filter Performance for Biquad RealizationImage Processing Using Digital FiltersStudents
interactivesimulations. Survey items relating to student interest and engagement are promising.Fig. 6 lists a typical test log file. The first four lines comprise the file header. This headerrecords the student name, time and date, test name, and test scoring. The test scoring line liststhe percentage correct answers, the response percentage, and the number of correct answers. Theresponse percentage measures the number of times a student responded to questions during John Doe 1/16/2009 9:52:33 PM Test ID: Practice 80.00 28.75 16.00 Q# COC POC R# ETQ Cor
1000 Minimum -1744.28 1st Quartile -534.17 Median -116.19 3rd Q uartile 314.78 -1500 -1000 -500 0 500 1000 1500 Maximum 1758.99 95% Confidence I nterv al for Mean
requirements of the subparts of the OSHAstandards given in Table 2 and ensure they are complied with to minimize liability issues. Table 2: US Department of Labor and Regulations Deemed Relevant for Machine Shops 29 CFR §1910 OSHA General Industry Standards7 OSHA Standard Subpart 1910 Subpart K - Medical and First Aid 1910 Subpart L - Fire Protection 1910 Subpart M - Compressed Gas and Compressed Air Equipment 1910 Subpart N - Materials Handling and Storage 1910 Subpart O - Machinery and Machine Guarding 1910 Subpart P - Hand and Portable Powered Tools and Other Hand-Held Equipment 1910 Subpart Q - Welding, Cutting, and BrazingReferences 1. Lisa W. Foderaro: “Yale Student
Kinematics of a Rigid Body 16-3,5,7,11,13,23 (sections 16.1 Rigid-Body Motion,16.2 16.1,16.2,16.3) Translation, 16.3 Fixed Axis Rotation, 16-41,49 (sections 16.4) 16.4 Absolute Motion Analysis 16.5 Relative-Motion Analysis : 16-61,81,88, and 101 (16.5, Velocity 16.6) 16.6 Instantaneous Center of Zero Velocity Tuesday Nov. 11, 2014 Chapter 16 Q &
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
Student O 98 83.0 7.0 5.0 12.0 8.0 16.0 10.0 25.0 Student P 95 81.0 8.0 5.0 12.0 8.0 16.0 10.0 22.0 Student Q 0 0.0 Student R 51 43.0 7.0 4.0 7.0 0.0 4.0 4.0 17.0 Student S 80 68.0
those interested in specific ET programs. These sessions feature faculty presentations followed by Q&A. The purpose is to have an informal exchange of information with prospective applicants and their families. Break-out sessions have turned out to be ideal vehicles to discuss the merits of FAP.2. ENGAGE CURRENT FRESHMEN IN CREATING EDUCATIONAL ROAD MAP ‚ 1st Year Orientation - Another opportunity to communicate FAP occurs during first-year orientation. Students who have committed to attend the University of Hartford along with their parents are invited to attend. The primary purpose of these events is to ensure that the admissions process, financial aid planning and registration for first semester
’ confidence level and their combined average of previous IT related courses.We use a pre-course survey to determine incoming students’ confidence score with IT. ForIT305, the questions addressed their confidence level in IT skills and familiarity with MicrosoftAccess and Visio. A Likert scale, from one to five, was used to determine a raw score ofstudents in each category. Table I shows the percentage of students who fell within eachconfidence interval, C, per questions, Q. We let PQC equal the percentage of students in aconfidence interval per question. Table 1 - Distribution of Confidence Levels for Non-CS/IT Majors. Not Slightly Very Highly
that must be remedied immediately. It was recommended in the safetyplan submitted to the department that project leaders receive first aid training. This course ofaction is supported by 1910.151: “a person or persons shall be adequately trained to render firstaid.”General machining and equipmentAll of the grinding, cutting, milling, drilling, welding, and lathing of various metal, wood, andplastic materials presents a lot of similar potential hazards that can be covered by several OSHAregulations. This includes, for example: 1910.212 - General requirements for all machines,1910.213 - Woodworking machinery requirements, 1910 Subpart Q - Welding, Cutting, andBrazing, and 1910.215 - Abrasive wheel machinery. Also, as the vehicles are assembled
11Fig. 4. Theoretical half-wavelength dipole antenna radiation pattern.proposed system might be a viable low-budget option for similar courses in EE and EET programsin other institutions to meet their instructional needs. R EFERENCES[1] D. G. Fang, Antenna Theory and Microstrip Antennas, CRC, 2009.[2] D. Geen and D. Smith, “Enhanced teaching of antenna theory and measurement techniques using a low cost anechoic measuring system,” in Proc. of the 25th European Microwave Conference, Bologna, Italy, September 4 1995, vol. 2.[3] H. Xie, Y. Liang, and Q. Wang, A laboratory measurement method of antenna radiation pattern, Springer, 2012.[4] V. Bhavsar, N. Blas, H. Nguyen, and A. Balandin
characters. The instructor could design the software anddemonstrate the results along with the lecture. Any software simulation or project demonstrationcould also be incorporated as part of the lecture. The instructor can tap into the vast reservoir ofknowledge base that is available on NET and can make this an integral part of the lecture. This Page 15.368.9approach has totally changed the paradigm of Pedagogy.Please visit the site http://ecet/~ofarook/ecet210/index.php?q=node/5 (Figure. 3)and hear thelectures using Window’s build in Windows Media Player. Figure. 3 Lectures of the course ECET 210 Structured C++ Programming Conclusion The
coefficient (Cv) ratingof a valve is used by fluid power designers to calculate circuit flow, and compare one valvedesign against another as part of the sourcing decision. As such, it is important that a valvemanufacturer publish an accurate Cv rating in order to provide customers the needed applicationdata. The team determined that Cv accurately predicts flow (Q) or pressure drop (dp), using thespecific gravity (SG) of the fluid with expression9; √ . They also discovered thatvalve Cv is determined using a standard test protocol, FCI 68-2-1998, published by the FluidControls Institute3. The standard mandates that Cv must be determined using water (fluid) at60OF, and a valve pressure drop of one psid (bar). When valves are tested with water
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
the output is logiclow (Table 1). If the input signal (Vin) and the VCO signal (Vvco) are in phase the output willalways be a logic low. On the other hand if the signals are 180 out of phase, the output willalways be a logic high. Table 1. XOR Truth Table A B Q 0 0 0 0 1 1 1 0 1 1 1 0Figure 7 shows the simple operation of the XOR gate as a phase comparator. Note that the pulsewidth of the output signal depends on the phase difference between Vvco and Vin
attendance in e-learning activities in blended-learning format is of equalimportance as face-to-face learning, if not more critical. The fast-growing pace ofblended-learning delivery trend necessitates the need for quantifying the impact ofdifferent levels of virtual attendance in e-learning activities on students’ performance.In blended-learning format, the e-learning activities include the following components: 1. Instructor-led threaded discussions 2. Internet-based e-books 3. Online or tele-Q & A sessions 4. Virtual document sharing 5. Internet-based Webiography 6. Web-based practice quizzes and tests 7. Web-based laboratory exercises 8. Web-based homework exercises 9. Web-based grade-books with feedback commentary areas
aCommunity College. In Cejda, B. D., & Hensel, N. (Eds.) Undergraduate Research at Community Colleges.Retrieved Tuesday, January 05, 20101 from http://www.cur.ort/urcc/ch3-0.1 html2. Roth, D. E., & Light, R. (1992). Industrially- Sponsored Senior Projects: Answers to Tough Questions.ANSYS Conference, Pittsburg, PA. pp3.53-3.58. Retrieved January 5, 2010 fromhttp://74.125.93.132/search?q=cache:5TjDz-o8Sz4J:technologyinterface.nmsu.edu/fall98/education/roth/rothfin.htm3. Scot, S. & Boyd, G., (2008). A Case Study of a Project Course Developed to Close Competency Gaps in anIndustrial Technology Program. Journal of Industrial Technology. 24(4). Retrieved January 05, 2010 fromhttp://atmae.org/jit/current.html
&q=&esrc=s&source=web&cd=1&ved=0CDkQFjAA&url=htt p%3A%2F%2Fifap.ed.gov%2Ffsahandbook%2Fattachments%2F0910FSAHbkVol2Ch1School.pdf&e i=ZRnCUt_INYmuyQHu54HACw&usg=AFQjCNG_lqxZvURlglb4- 01XQlI_kydtvA&bvm=bv.58187178,d.aWc 4. IUPUI Institutional Reports. (2013). Retrieved December 28, 2013, from http://reports.iupui.edu/render.aspx/INSTITUTIONAL%20DATA/RSPINC/IUPUI 5. Indiana Commission for Higher Education. (2013). Retrieved December 28, 2013, from http://www.in.gov/che/ 6. Pande, P., Neuman, R., and Cavanagh, R. (2002). The Six Sigma Way: Implementation Guide for Process Improvement Teams. New York, NY: McGraw-Hill 7
havebeen on Tuesdays. Those Tuesday slots were converted to “open office hours”, in that theinstructor would be available in the classroom, with OLI access, to answer questions. The OLImodule quizzes (typically two each week) were scheduled to straddle the Tuesday Q&A and theThursday recitation sessions. This provided convenient opportunities every week for thestudents to get answers to their questions shortly after each OLI quiz.The students were required to buy the two textbooks used in previous years. One was atraditional statics textbook; the other was an economical book of distilled concepts and workedproblems. The students had required readings from both books, aligned with each module.Assigned homework problems came from both textbooks
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
INNOVATIVE APPROACH TO LOGISTICS EDUCATION," Transport Problems, vol. 12, pp. 23-34, 2017, doi: 10.20858/tp.2017.12.se.2.[16] P. Erdélyi and R. Rajkó, "Using Interactive Psychrometric Charts to Visualize and Explore Psychrometric Processes," Journal of Chemical Education, Article vol. 93, no. 2, pp. 391-393, 2016, doi: 10.1021/acs.jchemed.5b00779.[17] K. Alvarez, E. Salas, and C. M. Garofano, "An Integrated Model of Training Evaluation and Effectiveness," Human Resource Development Review, vol. 3, no. 4, pp. 385-416, 2004, doi: 10.1177/1534484304270820.[18] R. Y. Zhong and G. Q. Huang, "RFID-enabled Learning Supply Chain: A Smart Pedagogical Environment for TELD," International Journal of Engineering
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
presentation with 5 minutes for Q&A). Topics covered during thepresentation include their choice of functional units and system boundaries as well as anindication of databases and other sources for estimation of life cycle inventory and impacts. Thefeedback received from the instructor and peers during and after the presentation helped studentsto make the necessary changes to their project. Thus, the presentation served as a midtermformative assessment of their project.Student ProductsSince the project is the organizing principle of the course the discussion on student products willbe confined to project details. During Summer 2016 offering the following student projects wereundertaken. Table 1 – Student projects Summer
–596, 2003.[13] J. McLurkin, J. Rykowski, M. John, Q. Kaseman, and A. J. Lynch, “Using multi-robot systems for engineering education: Teaching and outreach with large numbers of an advanced, low-cost robot,” Education, IEEE Transactions on, vol. 56, no. 1, pp. 24–33, 2013.[14] Z. Nedic, A. Nafalski, and J. Machotka, “Motivational project-based laboratory for a common first year electrical engineering course,” European Journal of Engineering Education, vol. 35, no. 4, pp. 379–392, 2010.[15] G. Troni and A. Abusleme, “Introduction to microbots: a hands-on, contest-driven, interdisciplinary course on mobile robot design in a developing country,” International Journal of Electrical Engineering Education, vol. 50, no
T5552. The number of students who responded was 15 and 11, respectively. One ofeight questions in the course assessment related to the Amatrol T5552 is reproduced below: Q: The Amatrol T5552 process control system helped me understand P/PI/PD controllers. Strongly disagree (1), Disagree (2), Neutral (3), Agree (4), Strongly agree (5)According to the course assessment results shown in Table 8, students were receptive to learningabout understand P/PI/PD controllers using the alternative pedagogical method in Fall 2018.Students in Fall 2019 were even more receptive, as evidenced by the higher mean and narrowerstandard deviation. Thus, it proves that the Amatrol approach helps students understand P/PI/PDcontrollers and is an effective
established, the sharing, using, improving, and changing of all thedeveloped concepts become easier without the limitation geographically. Certainly, anyunexpected incident or technical difficulty can be easily resolved among faculty or students withsimple Q and A, email, or traditional phone calls. A real-time video conferencing can be addedeasily whenever there is a need to resolve more complex problems and issues. The overall goal of this project is to create an on-line learning community for facultymembers nationwide. An active on-line learning environment provides the opportunity for theteam to achieve their instructional goals. Many faculty members have developed the knowledgeand teaching practices of embedded system designs by