were 3 female and 5 male students; 3 of them were domestic students and 5 of themwere international students. For a total of 40 questions in 10 categories, average scores andstandard deviations were calculated for individual questions and also for each category. The resultsare summarized in Table 1 where the survey categories are labeled by Roman numerals andindividual questions are sequentially labeled with a prefix Q. The average and standard deviationfor “Overall” are for the category. For a comparison between the results from the twoquestionnaires, the averages and standard deviations were presented in two sets of columns,denoted by “Perception” (questionnaire 1) and “Achievement” (questionnaire 2). For intuitive understanding from these
at a field point P around a source point charge Q, we shall start with the definition of the electric field: F FE 1 2e E q+ q+ E = rˆ 1 Qq+ ˆ 4 0 r r 2 We shall position the source charge Q at theF= R origin of the coordinate system. The force on 4 0 r R 2 = Er the test charge q
assistance for understanding theories, astheir role is instrumental. Such descriptions must be carefully qualified with the warning thatethics is not actually computable; no mechanical procedure exists for making ethicaldecisions.Normative Theories as Subroutine HeadingsEthical theories sketched as function headings outlne high-level decision procedures suitable forcarrying out by a human agent, with input and output parameters (given as types). An example ofa function heading is the description of Consequentialism (“right and wrong depend onoutcomes”) as a subroutine that produces action-scores as output, given as input both anethical quandary Q and some knowledge of how the world works (to enable the computation ofoutcomes):action-scores
the product of the twosets. The set union, intersection and difference operations are all available in Python thusenabling one to verify Demorgan’s law for sets.Logic:In logic students typically are requires to generate truth tables for a variety of Booleanexpressions. Python directly supports conjunction and disjunction in terms of the build inprimitives and and or, the negation is done using not. A nested loop can be constructed togenerate the truth table for standard logic operators such as the and for p in (True, False): for q in (True, False): print "%10s %10s %10s" % ( p, q, p and q)Once again the code is highly intuitive and requires minimal coding ability. The print
. MATLAB Property FunctionsUsing the property evaluation stated above a series of MATLAB property functions were writtenas script files for each substance type. Table 1 show the functions available for ideal gases.The parameter IGAS identifies the specific ideal gas as shown below: IGAS = 0: air IGAS = 1: N2 IGAS = 2: O2 IGAS = 3: H2 IGAS = 4: CO IGAS = 5: OH IGAS = 6: NO IGAS = 7: H2O IGAS = 8: CO2The parameter IMS indicates if the properties are on a per mass basis (IMS = 0) or on a per molebasis (IMS = 1).For compressible substance property evaluation there is only one function used,CompSub(ISTM,T,P,v,h,s,u,Q,L,IFLD). To use the
(amperes) i(t) Mechanical Velocity v(t) Force f(t) (Translational) (meters/second) (Newtons) Mechanical Angular Velocity ω(t) Torque T(t) (Rotational) (radians/second) (Newtons)(meters) Fluid Pressure difference p(t) Flow rate q(t) 3 (Pascals or (meter) /second Newtons/meter2) Thermal Degree Difference θ oC
1 dt d i ρ Ap h = ρ qin − ρ q or = dt Ap b g qin − q [2] where ρ :fluid density Ap : cross-sectional area of standpipe h :fluid level in standpipe qin : volumetric flow rate into standpipe q :volumetric flow rate out of standpipe and in tube Another differential equation describes the balance of momentum or mechanical energy of the fluid in the tube. This is similar to Newton’s 2nd law, ma = ∑ F (mass × acceleration = sum of forces). The equation
58. Computer Skills 1 2 3 4 59. Communication Skills 1 2 3 4 510. Interpersonal/Team Work 1 2 3 4 5Survey FindingThe response to the above 10 questions were as follow: Lowest Highest 1 2 3 4 5 Q#1 0% 6% 44% 25% 25% Q#2 0% 0% 6% 62% 32% Q#3 0% 6% 25% 31% 37% Q#4 6% 6% 12% 25% 50% Q#5 6% 6% 12% 25% 56% Q#6 6% 6% 12% 25% 44% Q#7 0% 12% 12% 44% 31% Q#8
std_logic); method Bool lampGreenM();attribute LOC: string; method Bool lampRedS();attribute LOC of clk0: signal method Bool lampAmberS();is "P11"; method Bool lampGreenS();attribute LOC of State: signal is endinterface: TL"P02,P03,P04,P06,P07,P08";end entity ; typedef enum {architecture Behavior of trafficlight is GreenM, AmberM, RedM,signal Q: std_logic_vector (1 downto 0); GreenS, AmberS, RedS} TLstatesbegin deriving (Eq, Bits);process (clk0,Q) (* synthesize *)begin
std_logic); method Bool lampGreenM();attribute LOC: string; method Bool lampRedS();attribute LOC of clk0: signal method Bool lampAmberS();is "P11"; method Bool lampGreenS();attribute LOC of State: signal is endinterface: TL"P02,P03,P04,P06,P07,P08";end entity ; typedef enum {architecture Behavior of trafficlight is GreenM, AmberM, RedM,signal Q: std_logic_vector (1 downto 0); GreenS, AmberS, RedS} TLstatesbegin deriving (Eq, Bits);process (clk0,Q) (* synthesize *)begin
policy, which is a mapping from states to actions thatmaximizes the expected future reward.We deploy Q-Learning [24], a common reinforcement learning algorithm where the agent keepsstate-action values Q(s,a) and uses these values to choose the best action to take in each state.The Q(s,a) values are updated through a trial-and-error process and the action with the highestQ(s,a) value is considered the best action to take. Often the state space is large and explicitlystoring Q(s,a) values in tabular form is not feasible. Therefore, approximation methods, rangingfrom linear combinations to deep convolutional neural networks have been used to approximateQ(s,a). Since we aim for effective adaptation, we deploy Q-Learning with linear approximationon
timemeasurements are not difficult to make with simple instruments. The equipment is inexpensiveand portable for both classroom and laboratory use. The experiments range from simple momentof inertia concepts to the testing of more complex friction models and may be easily modified tovary the results. The disk is an appropriate system for sophomore level students to analyze, sincethe solution of its angular momentum differential equation results in a simple angulardisplacement versus time relationship, q(t), even though the frictional model is non-linear,varying with the angular velocity w raised to some unknown power. This permits superior resultssince the q vs. t data set can be accurately determined over the range of angular velocities usingan ordinary
ËÓ 4 Ò Ð e ¼ c e P Æ 4@ x 8 P IgVk4dP t Va ÌV fSVcyxV8 S6yx V fec a c FV HcA¾sde y»ÄfeVyÆc ÊÉdȯEÅT SxÄ feEÅc y|VÄ x ¼ e q¼ 8 A@a 6 ¼ mx Áa V Àyx¾8 p6 gVs wEVP dVc F8 ¸ 9cP ºF pfe9x g y¼ UV px V a yV hV x e P t u I a x fec x g e a a e e fec cde x e VYPfe7¹cyxgV8 p6~yxcQV ee wa TyxgVx Q¶e V S8d e4 a a ¸Fgx haSI8x 7PSVhS8Pc d4 hS8d4 hecFV QSV 8 @ Qe V e S8Qd EI4 ac kS84 czV V x fdc dEIx SIc4 y~xV SV a @ AFF IC@4c 4 F@ feS8c ~4cd h xux wee7@V dS88g ae V7Pd9xV 8 S6@ yxAPe8gVagP d@ 4 4
has shown that using a written feedback process instead of an oral question andanswer (Q&A) feedback process increases fluency and usefulness of comments in anintroduction to design course, E4, at Harvey Mudd College.1 This study further examines writtenfeedback in the same setting and quantifies the degree to which students of different gendersbenefit from providing and receiving written feedback compared to oral feedback. The peerfeedback process is examined for design review presentations during a preliminary conceptualdesign project for first and second year college students in a conceptual design course. Theauthors of this study are able to note the differences in these topics as a function of the gender ofthe commenter. The study
: Page 12.327.5 d2x dx k1 3 Q - 2 dy 0 - y 0 2 x - x ? sin(y t ) dt 2 dt m m (4)where the spring force is kx - k1 x , m is the mass, d is the damping ratio of the system, y 0 3 m ) is the undamped linear natural frequency and Q and y are the amplitude and(given by kfrequency, respectively, of the external harmonic excitation. Setting k1 ? f k and introducing the
American Society for Engineering Education Annual Conference &Exposition Copyright © 2003, American Society for Engineering EducationDigital CircuitryThe fundamental circuitry for the QPSK modulator is shown in Figure 2, and is the block labeledMUX_AND_RINGCTR in Figure 1.A 4-bit ring oscillator is initially loaded with “1100”. The four Q-outputs each produce a 50%duty cycle waveform, at a frequency one-fourth of the internal carrier clock (7200 Hz, in thiscase). In addition, the Q-outputs provide four waveforms, with the required 90-, 180-, and 270-degree phase shifts. These four Q-outputs are then used as inputs to a 4-to-1 multiplexer. One ofthe four inputs is selected by the two bits D1 and D0. Figure 2. QPSK Basic CircuitThis
activities helpstudents get to know one another while aiding in the development of important teamwork skills.Many of the activities students participate in challenge them to reveal things about themselves toothers and to work in groups on different small projects. Sample activities frequently used by Page 5.565.3ELAs to help make students more comfortable with each other can be found in Table 2. ICE BREAKERS q Human Knot- students stand in a circle and reach across to grasp hands; they then attempt to untangle themselves without letting go q Flash- students sit
h = 80 W/m2 · °C, and the right surface is subjected to heat flux at a uniform rate of q R = 5000 W/m2. The & nodal network of the problem consists of 15 equally spaced nodes with Δx = Δy = 1.2 cm. Using the explicit method, determine the temperature at the top corner of the body after 1, 3, 5, 10, and 60 min. 2.4 cm 2.4 cm 1.2 cm 6 cmFigure 2: Transient heat conduction problem description (adopted from Çengel5).After the introduction of the
solver windowOne Dimensional Heat Conduction in FinsHeat transfer analysis of heat conduction in straight fins of uniform cross-sectional area isincluded in heat transfer text books. The analysis results in formulas for temperaturedistribution, the rate of heat exchange with the surrounding environment, and the fin efficiency.Boundary conditions used in the analysis will influence the resulting equations. For example, foran infinitely long fin of a uniform cross-sectional area the temperature distribution and heattransfer are given by the following equations. T − T∞ θ= = e − mx To − T∞ (1) q = hPkA(T − To
atmosphere or medium defining the GDS W , Wnet , WBW , WUBW ,WECW Power generally or generically, “net” Power (i.e., non-boundary power, usually shaft or electrical), the total Boundary Power, Useful Boundary Power, and the Electrochemical Power zk Mole fraction T0, P0, WUBW and k0 WOUT P0 P0 Q IN
used inenvironmental engineering for numerous applications, especially for removing contaminantsfrom water and air. Environmental engineers typically quantify the mass of adsorbate per massof adsorbent (adsorption density, q) as follows. x �Co − Caq �V q= = M Mwhere,Co = initial aqueous concentration (mg sorbate/L)Caq = equilibrium aqueous concentration (mg sorbate/L)V = volume of solvent (L)M = mass of sorbent (g)When modeling and designing adsorption treatment processes, the adsorption density is typicallygraphed as a function of the adsorbate’s equilibrium aqueous concentration at a constanttemperature; this
follow-ups tracking record through Early Warning System 9 Help session Face-to-face office hours Virtual office through web conferencing, weekly Q&A forums 10 Orientation First day face-to-face lecture “Welcome! Start here” folder on the homepage (including instructor’s greetings and introduction to the course, course walk-through video, introductory activity, syllabus quiz ) Table 1. Path
search process are like. Wehypothesize that as the field has evolved so has the job search process and market for individualswith these types of degrees. This “Tricks of the Trade” paper provides information related to thehypothesis through a mixed methods research project grounded in Q methodology that targetedthose who have recently received a Ph.D. specifically in engineering education.IntroductionAlthough engineering education has been studied for many years, it has only recently become arecognized field of formal research, with the first Ph.D. in Engineering Education granted byPurdue University in 2006.1 Before this time, there were many researchers in engineeringeducation who joined the field through different pathways, but now the number
. Page 5.335.3Figure. 1 – Average Scores on Survey – In order of Importance y y à v h t r t t r v y p v y q v y v p h r v r p p h y à h h y à q y r r h r
{ }xy ' [T]&1{ }12 { }12 ' [Q]{ }12 (2) { }12 ' [T]{ }xyIn eqn. (2), { F} is a 3 x 1 vector of stresses, { ,} is a 3 x 1 vector of strains, [T] is a 3 x 3 thecoordinate transformation matrix and [Q] is a 3 x 3 reduced stiffness matrix. The {12}subscript corresponds to the principal material direction, that which is parallel with the fibers ofa composite lamina and the {xy} subscripts corresponds to the non-principal materialdirection, the loading direction. For a given state of applied stress { F}xy, one is a able tocompute the principal material stresses, principal material strains and if needed, thecorresponding non
pixels for CCS pixels q.k =digital value of band k of pixel q In the base image, for each pixel in the CCS area, we will ED + = ( p.k − q.k ) 2search for its most similar pixel. In another word, we need to if ED ≠ 0 // Makes sure p and qlook for a pixel with the most similar surface reflectance // are not identicalvalues in the spectral space. This is called closest spectral fit if j == 1(CSF) [1]. Since the pixels in CCS area have been spectrally
instructor's knowledge of the subjectQ1_12 course is informative and usefulQ1_13 course is interestingQ1_14 class experienceTable 2. Matched categories of factors for Q1. Responses to Question1 10 9 8 7 responses 6 5 4 3 2 1 0 Q 0 Q 1 Q 2 Q 3
resistive lattice. For example, for an infinite 2D Honeycombresistive lattice (see Fig. 2) where M = 3, the effective resistance between any two adjacent nodesis simply Reff = 2R/3, where R is the value of each resistor on each branch of the lattice.Similarly, M = 6 for an infinite 3D cubic resistive lattice and, therefore, Reff = 2R/6 = R/3. Page 14.300.5 Ia = I (or Qa = Q) a + Va-b Infinite R, L, (or νa-b
. 2) Draw the normal probability plots to show whether the grades are from the normal distribution. If the sample is normal, the plot will be approximately linear. Other distribution types will introduce strong nonlinearity in the plots. 3) Draw the quantile-quantile (Q-Q) plot to show whether the two grade samples come from the same unknown distribution. If the two samples do come from the same unknown distribution, the plot will be linear. 4) Use the Shapiro-Wilk test to see if the two grade samples are both from the normal distribution family. If both samples are from the normal distribution family, the F-test and the t-test are further used to see if the