. Plate fin Aluminum Base plate Heating element Superwool insulation Figure 1: Simplified schematics of the setup A B C DFigure 2: Natural convection setup: A. DC power supply B
/03634520600702570.[10] K. Ellis, “Perceived teacher confirmation: The development and validation of an instrument and two studies of the relationship to cognitive and affective learning,” Hum Commun Res, vol. 26, no. 2, pp. 264–291, 2000, doi: 10.1111/j.1468- 2958.2000.tb00758.x.[11] J. C. Wayman, “Student perceptions of teacher ethnic bias: A comparison of Mexican American and non-Latino white dropouts and students,” The High School Journal, vol. 85, no. 3, pp. 27–37, 2002.[12] G. Marcus, S. Gross, and C. Seefeldt, “Black and white students’ perceptions of teacher treatment,” Source: The Journal of Educational Research, vol. 84, no. 6, pp. 363–367, 1991.[13] W. D. Stuart and L. B. Rosenfeld, “Student
. a) Virtual Machine (VM) b) Raspberry Pi Testbed Figure 2 Batch Sensitivity AnalysisInterestingly, while edge computing offers the advantage of proximity to data sources, whichtypically reduces transmission latency [10], we found that the testbed exhibited higher latencycompared to the virtual machines. Our findings suggest that this can be attributed to severalfactors, such as the fact that virtual machines generally benefit from more efficient resourcemanagement, even when hosted on identical hardware. Hypervisors running there can allocateresources dynamically, minimizing delays in processing. Furthermore, they often run with aminimal OS setup, reducing
provides the framework for how the final weekwould work.BB84 QKD Classroom KitsThe kits used for the in-class activity were originally designed by the University of Waterloo fortheir summer camp [4]. We used the same style of kit by sourcing their components in the UnitedStates. The core components of the QKD kit are shown in Figure 1 and the schematic from theUniversity of Waterloo for designing and building QKD apparatus is shown in Figure 2. The corecomponents of the QKD kit are: a) 4 AA battery holder to power the laser. b) Arduino UNO. c)Breadboard to hold LEDs when connected to the photocells. d) 520nm green diode laser. e)‘Alice’ half waveplate. f) ‘Eve’ quarter waveplate. g) ‘Bob’ half waveplate. h) Housing that holdsphotovoltaic cells. i
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valuable skills like adaptability, communication, collaboration,critical thinking, and problem solving. Each event was carefully planned and structured by theofficers to achieve the five primary goals listed in ESG 's constitution. Below are the goals: a. Creating a welcoming and inclusive community of students who are passionate about solving complex engineering problems and exploring the exciting field of engineering through collaborative projects. b. Offer a range of opportunities for students to develop and deepen their knowledge of engineering, regardless of their prior experience. c. Offer hands-on experience within a variety of industry-standard software, programming languages, and tools to members. d
current setup without insulation A. Aluminum base plate B. 3-D printed plate C. Aluminum cold plate D. Bottom half of meter bar E. TIM insertion space F. Top half of meter bar G. Vertically sliding plate H. Compressed air cylinderTesting MethodThe thermal interface material was inserted in between the two meter bars and then the top meterbar was pressed against the bottom meter bar. Any excess material was removed from thesurface. Pressure was applied and then insulation was wrapped around the meter bars. Power wassupplied to the heater which heats the top meter bar. Heat travels one-dimensionally to thebottom meter bar and in the meantime, the cooling plate keeps the bottom meter bar'stemperature constant. Data
achievement in engineering education," International Journal of Educational Sciences, vol. 14, no. 3, pp. 174-186, 2016.[6] R. Raman, M. Mitchell, P. Perez-Pinera, R. Bashir, and L. DeStefano, "Design and integration of a problem-based biofabrication course into an undergraduate biomedical engineering curriculum," Journal of Biological Engineering, vol. 10, no. 1, p. 10, 2016/09/21 2016.[7] B. N. Pasi, V. V. Shinde, and M. R. Chavan, "Teacher’s perception towards their role in Course Level Project-Based Learning environment," Journal of Engineering Education Transformations, vol. 33, no. 1, pp. 91-94, 2019.[8] T. Gomez-del Rio and J. Rodriguez, "Design and assessment of a project-based learning
Paper ID #45622Exploring the Impact of Panopto on Learner EngagementHannah Brook HedrickNancy Moore PhD, North Carolina State University at Raleigh The author is a Teaching Associate Professor at North Carolina State University in the Mechanical and Aerospace Engineering Department. She teaches undergraduate courses in the thermal-fluid sciences. She is the course coordinator for Thermodynamics I and has taught the course in the traditional lecture and flipped formats. ©American Society for Engineering Education, 2025 Exploring the Impact of Panopto on Learner EngagementAbstract:The shift