2009 GSW Proceedings最新文献

{"title":"WIND TUNNEL ANALYSIS OF A COUNTER-ROTATING WIND TURBINE","authors":"S. Merchant, J. Gregg, K. V. Treuren, I. Gravagne","doi":"10.18260/1-2-620-38659","DOIUrl":"https://doi.org/10.18260/1-2-620-38659","url":null,"abstract":"Wind power is a reliable form of energy, and increases in wind turbine efficiency have helped to provide cost-effective power to an ever-growing portion of the world. However, there are physical limits to the amount of energy that can be removed from an airstream using a single wind turbine system. This paper explores the possibility of increasing power production using two counter-rotating sets of wind turbine blades. A review of design characteristics, such as number of blades, blade angle of twist, chord length, and generator efficiencies, resulted in the design of a counter-rotating wind turbine using three different National Renewable Energy Laboratory (NREL) cross-sectional blade profiles for the blades. A three-blade front system and two three-blade rear systems were studied. The blade prototypes were modeled in SolidWorks ® , produced using a Dimension ® 3D printer, and then tested using two Parallax™ four-pole stepper motors as generators in a model 406B ELD wind tunnel. Initial testing showed a power increase of 101.4% at 25 mph. This power increase can be attributed to the addition of the second generator and a rear-blade system that was a mirror image of the front system. Testing was performed between 15 mph and 40 mph in 5-mph increments. The counter-rotating system reached its optimum operating efficiency at 25 mph, at which 12.6% of the energy in the air was converted into usable power. This outcome compares to a 6.25% power conversion for the frontblade system. Preliminary results indicate that a counter-rotating assembly is promising for increasing energy extraction from a column of air. Additional testing should focus on system efficiency based on blade angle of twist, chord length, and generator efficiencies. A power increase of 101.4% with the addition of the rear-blade system indicates that the front-system efficiency has not been maximized. The next logical step is designing blade systems for maximum total system efficiency at specified wind speeds. Additionally, it would be valuable to determine if counter-rotating systems could expand the range of possible turbine locations by lowering the required average wind speed.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116420218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Project on Combining Laboratory and Simulation Experiments on Voice Over IP","authors":"Ana E. Goulart","doi":"10.18260/1-2-620-38671","DOIUrl":"https://doi.org/10.18260/1-2-620-38671","url":null,"abstract":"The emphasis of the Telecommunications Engineering Technology program at Texas A&M has been changing from traditional telephony to internet-protocol (IP) based networks. Following this trend, our goal is to create new learning materials and teaching strategies that would improve undergraduate education and prepare our students to industry practice. For instance, a traditional telephony testing class was changed to teach networking modeling and simulation using Opnet network simulator. With this new tool, instructors were able to cover different protocols of local and wide area networks. In addition, students were better exposed to the concept of statistical multiplexing, queuing theory, and performance metrics. One drawback, however, was that the students would in some cases prefer hands-on laboratory experiments, or more tangible experiments. From an instructor’s perspective, we also observed that the students would set parameters in the network simulator without fully understanding their effects. In summary, there was a need to complement the simulation experiments, as a way to help students validate their simulations results. Thus, in Fall 2008 the students were assigned to a simulation/laboratory project on Voice over IP (VoIP) bandwidth calculation. This project has the goal of teaching the different bandwidth requirements of VoIP audio encoders/decoders (codecs). They simulate a local area network with VoIP phones as end devices. In parallel, lecture time is spent in the laboratory in which we have real VoIP phones and a soft-switch. In this paper we share the details of this project and show that this has been a positive experience with the students, where they learn to analyze simulation results and compare the trade-offs of simulation models vs. real world systems.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115696690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating Graphics using Microprocessor Programming","authors":"R. Tyson, Kevin Stanton, Nripendra N Sarker","doi":"10.18260/1-2-620-38688","DOIUrl":"https://doi.org/10.18260/1-2-620-38688","url":null,"abstract":"Microprocessor programming is tedious which depends on the architecture of registers of a particular CPU and the associated memory system. However, interrupt routines available in the memory offer many free ingredients to create amazing outputs. With IA-32 architecture, the Interrupt 10h allows setting screen resolutions of up to 800x600 pixels with 8-bit colors including routines to create graphics in 16-bit programming. The basic method of graphics programming is to set the video output to graphics mode and then calling appropriate routines of INT 10h to draw one pixel at a time at a desired location. This paper describes the method of drawing some algebraic expressions. The method is next translated into assembly language program to draw straight line, circle, parabola or ellipse as per runtime option.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130646214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovations and Experiences in a Multidisciplinary Course on Image Formation and Processing: Simulation of a Corporate Environment","authors":"Jim Farison","doi":"10.18260/1-2-620-38646","DOIUrl":"https://doi.org/10.18260/1-2-620-38646","url":null,"abstract":"Introduction For the past several years, the author’s favorite specialization for teaching and research has been the field of imaging and image processing. Imaging technology and image processing methods have changed dramatically over that period; and, so have students. After joining Baylor University, a mid-sized private institution in Texas, ten years ago, the author initiated an elective engineering course in image formation and processing, and has sought to make the course more attractive, and relevant, each year. This paper describes the fall semester 2008 version of the course, called ELC 4353 Image Formation and Processing, also cross-listed as BME 4353, and reviews the development, innovations and assessment of the course. The issues addressed and evaluated include: the scope and balance; delivery, significant student involvement including three sets of student presentations; and a simulated company environment. These features of the course mechanics have been developed through experience over these years and to appeal to students with their diverse elective course selection criteria and technical interests.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122188654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Design Calculator for Quick Estimation of Concrete and Reinforcement in the Flat Plate Slab","authors":"Mr. Vardhaman V. Bora, Dr. Mohammed E. Haque","doi":"10.18260/1-2-620-38678","DOIUrl":"https://doi.org/10.18260/1-2-620-38678","url":null,"abstract":"","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124991363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual microscope and spectrophotometer: Application to advanced placement biology and chemistry lessons","authors":"S. Amini, Seung J. Lee, C. Lessard, K. Meissner","doi":"10.18260/1-2-620-38666","DOIUrl":"https://doi.org/10.18260/1-2-620-38666","url":null,"abstract":"Instruments required for science labs are often beyond the budgetary scope of public schools, or are improperly maintained in working order. In addition, many experimental samples are either difficult or expensive to purchase. This limits the exposure of students in grades 6-12 to meaningful science labs in biology, chemistry and physics. Virtual instruments address these problems by providing a realistic laboratory experience to help students understand both the basics of the instrumentation as well as how to operate the specific instruments. Additionally, the flexibility incorporated in these virtual instruments enable students to meet the learning goals for a range of established lesson plans. We have developed virtual instruments in National Instruments’ LabVIEW programming environment and designed them to meet the needs of the Advanced Placement (AP) curriculum in Texas. At this time, two virtual instruments have been developed, virtual microscope (VScope) and virtual spectrophotometer (VSpec). The VScope serves as an interactive microscope emulator with the capabilities of a research grade microscope. The VScope has advanced features including various objective lens (4x, 10x, and 40x), xy stage controller, coarse and fine focus adjust, and a user-controlled condenser. Images are taken from a high-end microscope to provide data for specific AP labs. The VSpec mimics an analog type spectrophotometer and has wavelength selector, zero-calibration, and max-calibration. In each case, students learn how to operate the instrument and acquire data while being allowed to make common mistakes. Here, we display the basic capabilities of each instrument and demonstrate how they can be utilized with specific AP lesson plans (e.g. Biology Lab 4, Chemistry Experiments 13 and 24). As a flexible, cost-effective means to enable AP Biology and Chemistry courses, these instruments are intended to expand the exposure of secondary school students to science and to increase the pool students interested pursuing engineering degrees. the School of Aerospace Program Manager in the installation and testing of Spain’s air system. in physiological signal processing, design of virtual medical instrumentation, control systems, noninvasive physiological measurements, vital signs, nystagmus, sleep & performance decrement, spatial disorientation, acceleration (G)-induced loss of consciousness (G-LOC) and neural network analysis.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"79 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128819019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Engineering Biomechanics in Vietnam","authors":"B. S. Kelley, B. Rigby","doi":"10.18260/1-2-620-38684","DOIUrl":"https://doi.org/10.18260/1-2-620-38684","url":null,"abstract":"The Vietnamese Ministry of Education and Technology (MOET) is investing in twelve technological disciplines to elevate them to international standards. The US government, through the Vietnam Education Foundation (VEF), also supports technology capacity building within Vietnamese universities through fellowships for graduate students and faculty to study and earn degrees from U.S. institutions. In 2008, VEF initiated the U.S. Faculty Scholars Program, and selected four participants to teach technology-related courses for Vietnamese universities. The proposed focus of one of these programs is biomedical engineering (BME) at the Hanoi University of Technology (HUT). The BME program at HUT historically produces graduates to administer and maintain biomedical instrumentation within Vietnamese hospitals. Because the expertise of the HUT BME faculty lies in the areas of electrical engineering, their most immediate need for course assistance is in non-electronics areas, for example, engineering biomechanics. Furthermore, studies sponsored in part by VEF have identified pedagogical practices within the Vietnamese higher education system that constrain the degree of higher-level learning for engineering and related students. The program described in this paper involves teaching in English a biomechanics course for HUT, through both on-site classroom instruction as well as and through distance learning. The technical topics of the course are centered on the design of an orthopedic implant, including specifications, a design report, and team presentations. A custom textbook for the course includes technical content targeted toward the design project, student assignments, and key PowerPoint slides. With obvious language challenges and cultural differences, the associated faculty and students establish a strong rapport including exposure to new learning approaches and engineering practices. Future efforts may include further expansion of the HUT BME curriculum and teaming with the HUT faculty to offer more of the curriculum using modern approaches to engineering design and education.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of Mixed Signals Course for Electrical Engineering Technology Program","authors":"Mohan A Ketkar","doi":"10.18260/1-2-620-38672","DOIUrl":"https://doi.org/10.18260/1-2-620-38672","url":null,"abstract":"One of the important components in the criteria for accreditation of engineering technology programs is to demonstrate continuous improvement. This can be achieved by various ways such as by updating the list of required courses by adding new courses or revising contents of existing courses. Every program needs to keep up with current trends in the industries and job market to produce technologists with needed preparation. Considering expectations from Electrical Engineering Technology graduates, we developed a new course covering topics in mixed signals. This junior level course is complemented by a laboratory course consisting of experiments to perform testing of mixed signals and devices. During fall 2008 this course was offered as special topics. Subsequently this course will be converted in to a regular numbered course in the electrical engineering technology degree plan. Funding for development of the course and laboratory was obtained from the department of education. The laboratory equipment includes LAB-View, MATLAB software and NI ELVIS hardware interface. The assessment of both lecture course and laboratory was performed keeping in mind TAC-ABET outcomes. This paper describes the outline of the mixed signal course and various experiments developed for mixed signals testing. Student learning expectations are also presented.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115653699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Helping Teachers Use Professional Learning Communities to Infuse Project Based Learning into the K12 Curriculum","authors":"J. Morgan, L. Barroso","doi":"10.18260/1-2-370-38619","DOIUrl":"https://doi.org/10.18260/1-2-370-38619","url":null,"abstract":"The experiences from National Science Foundation funded engineering coalitions, and other engineering education projects, can certainly apply to math and science education. Moreover, the projects used in first year engineering courses can be used to bring “reality” to the interdisciplinary project-based learning initiatives in secondary education. Faculty, both high school and college, can work together: When both innovative and complex pedagogies are introduced to teachers, apprehension is often the first response. These innovative and complex pedagogies often require a paradigm shift in re-conceptualizing their role as a teacher. Due to this difficulty, tapping both individual and collective capacity are best within the context of professional learning communities (PLCs), which are characterized by shared norms and values, reflective dialogue, de-privatization of practice, collective focus on student learning, and collaboration. These PLCs set the foundation, so teachers can begin inquiry into their practice in a new way for increased student learning. The integration of Professional Learning Communities and Project-Based Learning serve to address the issues discussed above. Currently, the North Texas STEM (Science, Technology, Engineering and Math) Center is collaborating with the Waco Independent School District to incorporate Project-Based Learning (PBL) through the development of Professional Learning Communities (PLCs) in their high schools. While PLCs can with any effort, when implementing Project-Based Learning, they are especially significant due to the amount of time and resources to create projects, both within a discipline and even more between the structure of a PLC, their those in other classes, the","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116024572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Experience of the Graduate Assistants in the Capstone course","authors":"Mayuri Mahajan, Sneha Date, Aditya Gupta, Prafulla Kesari, Vishal Naik, F. Attarzadeh","doi":"10.18260/1-2-620-38648","DOIUrl":"https://doi.org/10.18260/1-2-620-38648","url":null,"abstract":"The paper presents the experience of five Graduate Assistants (GAs) in the capstone class in the Computer Engineering Technology (CET) program in the Engineering Technology Department, College of Technology (CoT) at the University of Houston. The GAs in the capstone course perform important roles that exceeds the traditional expectation of grading homework and proctoring exams. It is a challenge for the GAs to perform and deliver timely results to the students and faculty advisor. The course is highly demanding and rewarding for the students, GAs and the faculty advisor. The one year course is run like a professional company wherein the students are required to design and construct project prototypes and keep the GAs and faculty advisor updated regarding the progress on their projects on a weekly basis. The GAs evaluate student and teams performance, showcase student projects in various events and conferences, conduct and compile several surveys, maintain all tools and parts inventory of the lab, assist teams prepare posters and brochures for events and conferences and last but not the least assist students in preparing technical papers. The GAs go through a rigorous screening and interview process before they are hired [1, 2] and then participate in intensive training before and during the semester [3]. The Graduate Assistant not only acts as a catalyst for the growth of the students but also plays an important role in checking and appraising the students in an unconventional and wholistic way as compared to the way a normal GA works and contributes to a class.","PeriodicalId":175579,"journal":{"name":"2009 GSW Proceedings","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116106400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}