, students might gradually formsimple impression of beam as what we draw on the paper and cannot realize or identify Page 11.839.3that ski boards under a skier’s feet are also beams, a person standing on a ladder is abeam problem etc. Some MoM textbooks, such as the one by Hibbeler, [3] have manyexamples presented in the way as they are in the real world. Many of these problemswere adopted in our class either as examples or as homework problems. Our purpose isnot simply to solve these mechanics problems, but to teach explicitly the process ofmodeling, formulating and solving a real problem. For example, the two problems in Fig.1(a) [2] and (b) are
examples thatfollow will illustrate the use of CAD-based graphical problem solution to faculty unfamiliar withCAD software to encourage CAD-based graphical analysis in student assignments as well asspark interest in its use for themselves.The first rudimentary example of using graphical analysis with CAD as the solution methodrepresents a typical problem found in Engineering Statics. This force analysis problem requiresfinding the tension in two cables supporting a 200 pound weight. One cable (A) is 45° from thehorizontal upward toward the left while the other (cable B) is 15° from the horizontal upwardtoward the right. From a Free Body Diagram (FBD) shown on the left side of Figure 1, we seethat we know the magnitude and direction of the weight
two notes from the scale that were not used in the example script. This problem is used asboth an introduction to the music challenges and as an introduction to writing MATLAB scripts.2. Using a Sub-function: Students are provided with a function which will generate a pseudo-square wave time series given the frequency, amplitude, duration and sampling frequency. Theyare expected to modify their previous song script to utilize this function. This exercise givesthem experience at calling a subfunction and shows the usefulness of sub-function. A copy ofthis function is shown in Appendix B. This challenge illustrates both writing a function andutilizing a sub-function.3. Wav File Distorter: Students create a function which could read in a
stop Figure 2. A CCD camera Figure 3. Left: Operation of the conventional lens. Object closer to the (DMK 21F04 by lens appears larger in the image. Right: Operation of a telecentric lens. TheImagingSource) and a The aperture stop causes the chief ray of the optical system to travel telecentric lens (TEC-M55 by parallel to the optical axis Computar). Page 11.859.3 A B C D 3” total height
, 1.13GHzPentium III CPU, 512MB RAM, 10GB hard drive, a 1.44MB Floppy, and a CD ROM.We divided the class into five groups and asked students to run Paloma on fourcomputers in the group with one node designated as master and the rest as slave nodes.Upon execution of Paloma, two windows appeared: the Connection and the Control, asshown in Figure 2(a) and Figure 3(a), respectively. The description of each parameter onthe Control and Connection window is shown Figure 2(b) and Figure 3(b), respectively.The Connection window is used to assign the master and slave node. On the other hand,the Control window is used to perform three different functions:(a) Lists all the clients (slave nodes) connected to the server (master) node. For example,for Figure 1, the
the key formulas, concepts, and strategies to solve the physicsproblems, especially in relation to concepts already covered in class. Although little more than asummary of lecture notes and the book, these notes especially seemed to improve the confidenceof the students, drawing on a different learning style which seemed very beneficial.9 Bypresenting the material in a different way, students are provided more opportunities to developtheir own learning style. The material seems less intimidating to mid-level students whensuccinctly summarized and also provides clues on appropriate study habits they should develop.A final review sheet was developed just before the final exam. (This review sheet is included inAppendix B.) Through the teaching
address ABET EC2000 requirements, the course goal, course outcomes and outcomerelated course learning objectives were defined. Those learning objectives were based onBloom’s Taxonomy levels of learning and on Krathwohl and Bloom’s degree ofinternalization. The course was intended to address five ABET technical outcomes (3.a, 3.b,3.c, 3.e, and 3.k) and three non technical or soft outcomes (3.d, 3.g, and 3.i). The courseassessment matrix was used to map the course learning objectives into those outcomes andindicate whether each objective addresses the corresponding outcome marginally,moderately, or substantially. It was demonstrated that ABET requirements were satisfied inthis course.Assessment of active learning outcomes in that one section was
they provide hands-onexperiences and demonstrate applications of theoretical principles to the real-world engineeringproblems. There are two required laboratory classes in the curricula of mechanical engineering atLamar University: MEEN 3311 Measurements Lab and MEEN 4313 Materials Lab. These labcourses were the principal courses designed to meet the ABET EC 2000 outcome (b) related toexperimentation: an ability to design and conduct experiments as well as to analyze and interpretdata. This paper will discuss the Measurements Lab, a core junior level course for mechanicalengineering majors in the Department of Mechanical Engineering at Lamar University. Thecourse is a two-credit hour class with one 1-hour lecture and one 3-hour lab session per
number of graduates from the HBCUs.2. ObjectiveThe primary objective of this study is to research ways of improving the education of AfricanAmericans by significantly increasing the number of college graduates from Historically BlackCollege and Universities (HBCUs) using object-oriented software analysis and designmethodologies. HBCUs are institutions of higher learning, whose principal mission is to educateAfrican Americans. Based upon this objective, there are two significant questions to beaddressed by this research: a) Is it possible, through innovative measures, for the current set of HBCUs throughout the United States to educate African Americans on a massive scale? b) What is the best way to design the format and presentation of
andtruth tables, and then they are required to implement digital logic functions withLabVIEW’s graphical function modules. Objectives: 1. Learn basic rules of Boolean algebra. 2. Realize digital logic functions from truth tables. 3. Understand De Morgan’s Theorem. 4. Design simple digital logic.Figure 3 depicts a LabVIEW interface that is used in this lab session. The students firstclick on switches on the interface and examine the change of the indicator to find out thelogical relationships between input (switches A, B, C, and D) and output (indicators for“A and B” and “C or D”). Figure 4 is the two LabVIEW diagrams to implementAND/OR operations.Other logic gates, including NAND, NOR, XOR, etc. are also implemented in a
100% b) no 0% For this level of technical material, was the Themo-Jeopardy game useful to you for subject review? a) yes 71% b) no 19% c) no response 9% Did you enjoy the Thermo-Jeopardy game use in class? a) yes 90% b) no 0% c) no response
Evaluation of the CRCD experiences was prepared in consultation withour Assessment and Evaluation expert from the Education Department. This rubric is included inAppendix B. As it can be seen, from the rubric, the CRCD Board members were asked to assessthree important elements of the CRCD experience, that is, (a) The knowledge transfer in theMachine Learning I course, (b) the process of knowledge transfer in the Machine Learning IIclass, (c) the CRCD dissemination potential, and (d) the CRCD approach to evaluate theproject’s success.4. CRCD PreliminariesAt the beginning of the CRCD Symposium, we presented, in brief, to all the CRCD AdvisoryBoard members an outline of the CRCD project. In particular, we presented information aboutthe CRCD’s goals
∞ ( a ) r ( b) r ( x k )2 F1 ([ a , b],[ c], x ) ≡ ∑ k , (1) r=0 ( c) r r !where ( a ) r is the Pochhammer symbol 4, for which Γ (a + r )( a ) r = a (a + 1)(a + 2)...(a + r − 1) = , (2) Γ (a )and Γ denotes the gamma function given by the Euler Integral of the second kind 3.Hypergeometric functions are solutions to the hypergeometric differential equationz(1 − z) y ′′ + [c − (a + b + 1) z] y ′ − aby = 0 . (3)Using the Froebenius method, the complete solution to this
point adder that synthesizes well. The behavioralmodel is algorithmic and readily understandable. However, it would not synthesize well.The dataflow model follows a design that does not quite have a one-to-onecorrespondence with the logic generated from synthesis but is close. ----------------------------------------------------------------- library ieee; use ieee.std_logic_1164.all; use WORK.fpa_support.all; entity fpa is PORT (A,B : IN std_logic_vector (31 downto 0); latch, drive: IN std_ulogic; C : OUT std_logic_vector (31 downto 0)); end fpa
amount of deflection of a member. Page 11.363.4Here is an example to consider. Consider the two 1”x 4” solid bars shown in Figure 5 anddetermine which will deflect more and why. 1 4 4 B A 1 Figure 5 Example depicting the variation of the moment of inertia of the same cross section oriented relative the horizontal axis.Bar A, has its 1” dimension
covers basic pre-requisite knowledge [see Appendix A]. The second form was the Felder-Solomon index of learning styles available at the North Carolina State University website5. Thefinal form was a student self-assessment based upon Mazur’s work which includes a series ofquestions based upon the student’s pre-requisite courses and classroom experiences4. Thestudent self-assessment is shown in Appendix B. During the first week of school, the instructor Page 11.1291.3used the responses to all of these documents as well as the students’ pre-requisite grades,classification, race and gender to put them into teams of four to five persons. The teams
made between the two test groups. The students will also be given pre-and post-surveys to evaluate changes in interest and attitudes towards biomedicalimaging and biomedical engineering in general. This curriculum meets numerousNational Science Education Content Standards (A,B,C,E,F,G) and provides teachers withthe ability to meet the Teaching and Assessment Standards better. The curriculum alsomeets numerous AAAS Project 2061 benchmarks, particularly those relating to PhysicalHealth, the Designed World, and the Physical Setting.CurriculumOur goal is to construct a science curriculum that achieves the goals of K-12 sciencestandards and introduces students to the exciting field of biomedical imaging. Thecurriculum begins
created that consider architectural, operating systems, compiler, andhardware issues in power-aware systems. Associated with each module, are (a) backgroundinformation at the appropriate level, (b) list of references for further study, (c) description of theproblem(s) to be studied, and (d) relevant software.There are six topics over which these modules range: architecture, voltage scaling, operatingsystems and middleware, compilers, VLSI, and wireless networks. A brief description of somerepresentative module is provided below.Architecture • Static and Dynamic Power: This module explains the two types of power consumption in Complementary Metal Oxide Semiconductor (CMOS) circuits. Techniques to mitigate the two are covered
://oracleofbacon.org/ Page 11.855.16Appendix A – Relevant Pre-Quiz Questions (Correct answers in shown in bold) 1. For the following network find a. The connectivity of node 2 – 8 b. The shortest path length between nodes 1 and 12 – 4 c. The clustering coefficient for node 2 – 1/7 4 9 1 10 11 2 5 12 8
of America, 1984 [2] Gilbane Gold: A Case Study in Engineering Ethics, NIEE, NSPEEXCEL ANALYSIS OF RELEVANT SECTIONS OF NSPE-COENSPE 2005 Ethics ContestStudents C K S L A H B Y BII Rules of Practice A N M A N MA N MA N MA N M A A A A A 1 a X X X X X b X X X X X c X X X X X d X X X X X e X X X X X f X X X X
. κ x 2 +κ y 2 ZThis example illustrates the straightforward extension of the procedure to three dimensions andthe transcendental equation that the Robin boundary condition invokes for the eigenvalues.Example 3. Steady state heat flow in a cylindrical sector with facial heat sources (homogenousLaplace equation in the three dimensions inside a partial cylinder, nonhomogenous Dirichletcondition on the top and one flat side, homogenous Dirichlet conditions on the bottom and thecurved wall, and a homogenous Neumann condition on the other flat side): 2∇ Ψ =0Ψ ( ρ ,θ , 0 ) = Ψ ( b,θ , z ) = 0,∂Ψ ( ρ , 0, z ) = 0, Ψ ( ρ , Θ, z ) = f θ = Θ ( z, ρ ) ,∂θΨ ( ρ , θ , Z ) = f z = Z (θ , ρ )The USFKAD solution:Ψ = Ψ1 + Ψ 2Ψ = ∑ κ z ∫ ∞0 d κ ρ : z sin
Page 11.184.3was offered as an online course; hence all aspects of the case study including all that pertains tothis article were completed via online instruction. The purpose of this course was to providestudents with a background in industrial quality, focusing on techniques that yield better productsand processes. The key topics covered are managing for quality, models for continuousimprovement, describing processes, statistical process control and quality function deployment.The adapted B & S case study would serve as a platform to measure the effectiveness of this casestudy in delivering instruction on how to use quality deployment function in industrial practice.The quality function deployment process has made inroads as one of the
makesit accessible to students at any time, b) it is interactive much like the way a student interacts witha human tutor, c) it is intelligent in the sense that it mimics the teaching style of a human tutor,and d) it is adaptable by any instructor. The course material is organized as a collection oflogical interrelated topics with examples, and exercise problems. The tutoring system maintainsa database for every interaction that the student makes with the system. As the studentprogresses through a course, the system records every move that the student makes, such as, thenumber of attempts that the student makes in solving a particular problem, whether the student isable to solve a problem, etc., and suggests prerequisites as the student stumbles
‘mini-observation station’ or ‘video Page 11.1101.4probe’. It is shown working on the coast of Florida conducting an experiment with thebiologists studying seagrass populations in the summer 2005. (A) (B) Figure 3: The first generation IMAPS agent system – the Torpedo. Figure 4: The second generation IMAPS agent – the Video Probe. The mechanical design was finalized at the third generation, a pontoon-style doublehull surface vehicle. Figure 5A is a 3-D CAD rendering of the design. With a moderatesize (1m x 1m x 0.4m), the agent provides a fair amount of payload
a. Production Orthographic b. Changing View Points b. Rotating Solids Projections c. Creating Boxes, Wedges, c. Mirroring Solids b. Producing Section Views Cylinders, Cones, Spheres, d. Creating Solid Arrays c. Producing Auxiliary Views Toruses e. Extruding, Moving, Rotating, d. Creating a Union of Solids Deleting, Offsetting, e. Subtracting Solids Tapering, Copying, & f. Finding the Intersection of Coloring Faces Solids f. Imprinting Solids g. Creating Solids by Extrusion g. Creating Shells of Solids h. Revolving Solids i. Producing Intersections of planes with Solids j
. Page 11.499.5 a) FIR Filters b) IIR Filters Figure 1 Maximum sample frequency vs. filter order for a) FIR filters and b) IIR filters. The FIR filters were low pass with linear phase and the IIR were low pass Butterworth filters with symmetric numerator polynomials. The graphs show sampling frequencies for evaluation of the difference equations only and does not include computation time for variable shifting and analog conversion. All difference equations used 16-bit integer arithmetic. a) FIR filters b) IIR filters
student attempting to determine whether she/he shoulddrop a class or stick with it. In another example, a student is concerned with her/his performance, andwants to determine whether she/he is keeping up with the rest of the class.The development, analysis, and iterative refinement of these scenarios provided unique insights into theneeds of students viewing their performance data. We discussed these scenarios with other students,faculty, and as a semester long project in a graduate seminar course at Virginia Tech.The insights gained helped us identify several qualities of performance that students are interested in atdifferent times. These include: a) Performance relative to other students b) Perfect scores/missed scores c) Adequacy
need to analyze a slider-crank, by determining the relationship between the angle of the crank and the corresponding position of the piston. Page 11.938.3 L3 L2 pistoncrank θ connecting rod LC Figure 1 Slider-crank mechanism Theory: Mathematically, this slider-crank mechanism forms a general triangle, as shown in figure 2. B
. Figure 1: Overview of Proposed Design Method 1. Generate conceptual design alternatives a. Define the problem b. Generate alternatives c. Narrow the set of alternatives to a manageable size 2. Apply System-Level Morphological Analysis to one alternative a. Identify the key functions of the concept needed to realize the design objectives b. Generate 2 or more options to accomplish each function c. Identify which function options cannot be used with other options (exclusions) d. Identify which function options require inclusion of another option (dependencies
explanation of an uncertainly formula derivation.RLC circuit with hysteresis lossA series RLC circuit can be set up with a sinusoidal source. A dual trace scope is used to analyzethe circuit. The scope usually has coaxial inputs so one side is always grounded. The voltageacross (L + C) and C can be measured and data is entered into Excel. Sinusoidal datamanipulation is easily implemented in Excel so the voltage across any two elements can begenerated in Excel. Lissajous figures can also be generated by Excel. Lissajous figures are afamily of curves described by the parametric equations x(t )= A cos (at-b) and y(t) = B cos (ct-d).The figures generated by Excel can be compared to the scope data in x-y mode as well as thecalculated data using the