We plan to facilitate several engineering lessons that requires students to design, build ROV controllers, calculate weight, underwater thrust and buoyancy.
Students create their own simple compasses using thread, needle and water in a bowl and learn how it works.
In this activity, the students will investigate a variety of plants and animals common to the Amazon through research. They will determine the plant or animal characteristics that make them edible or useful for the trip and learn to categorize them by comparing similarities and/or differences.
This course introduces finite element methods for the analysis of solid, structural, fluid, field, and heat transfer problems. Steady-state, transient, and dynamic conditions are considered. Finite element methods and solution procedures for linear and nonlinear analyses are presented using largely physical arguments. The homework and a term project (for graduate students) involve use of the general purpose finite element analysis program ADINA. Applications include finite element analyses, modeling of problems, and interpretation of numerical results.
This course presents finite element theory and methods for general linear and nonlinear analyses. Reliable and effective finite element procedures are discussed with their applications to the solution of general problems in solid, structural, and fluid mechanics, heat and mass transfer, and fluid-structure interactions. The governing continuum mechanics equations, conservation laws, virtual work, and variational principles are used to establish effective finite element discretizations and the stability, accuracy, and convergence are discussed. The homework and the student-selected term project using the general-purpose finite element analysis program ADINA are important parts of the course.
First aid is the provision of immediate care to a victim with an injury of illness, usually effected by a lay person, and performed within a limited skill range. First aid is normally performed until the injury or illness is satisfactorily dealt with (such as in the case of small cuts, minor bruises, and blisters) or until the next level of care, such as an ambulance or doctor, arrives. This book is a Canadian version of the original at Wikibooks. All references to protocols which do not comply with resuscitation standards in Canada have been removed.
This book was written for an experimental freshman course at the University of Colorado. The course is now an elective that the majority of our electrical and computer engineering students take in the second semester of their freshman year, just before their first circuits course. Our department decided to offer this course for several reasons:
we wanted to pique student' interest in engineering by acquainting them with engineering teachers early in their university careers and by providing with exposure to the types of problems that electrical and computer engineers are asked to solve;
we wanted students entering the electrical and computer engineering programs to be prepared in complex analysis, phasors, and linear algebra, topics that are of fundamental importance in our discipline;
we wanted students to have an introduction to a software application tool, such as MATLAB, to complete their preparation for practical and efficient computing in their subsequent courses and in their professional careers;
we wanted students to make early contact with advanced topics like vector graphics, filtering, and binary coding so that they would gain a more rounded picture of modern electrical and computer engineering.
In order to introduce this course, we had to sacrifice a second semester of Pascal programming. We concluded that the sacrifice was worth making because we found that most of our students were prepared for high-level language computing after just one semester of programming.
We believe engineering educators elsewhere are reaching similar conclusions about their own students and curriculums. We hope this book helps create a much needed dialogue about curriculum revision and that it leads to the development of similar introductory courses that encourage students to enter and practice our craft.Students electing to take this course have completed one semester of calculus, computer programming, chemistry, and humanities.
Concurrently with this course, students take physics and a second semester of calculus, as well as a second semester in the humanities. By omitting the advanced topics marked by asterisks, we are able to cover Complex Numbers through Linear Algebra, plus two of the three remaining chapters. The book is organized so that the instructor can select any two of the three. If every chapter of this book is covered, including the advanced topics, then enough material exists for a two-semester course.
The first three chapters of this book provide a fairly complete coverage of complex numbers, the functions e^x and e^jand phasors. Our department philosophy is that these topics must be understood if a student is to succeed in electrical and computer engineering. These three chapters may also be used as a supplement to a circuits course. A measured pace of presentation, taking between sixteen and eighteen lectures, is sufficient to cover all but the advanced sections in Complex Numbers through Phasors.
The chapter on "linear algebra" is prerequisite for all subsequent chapters. We use eight to ten lectures to cover it. We devote twelve to sixteen lectures to cover topics from Vector Graphics through Binary Codes. (We assume a semester consisting of 42 lectures and three exams.) The chapter on vector graphics applies the linear algebra learned in the previous chapter to the problem of translating, scaling, and rotating images. "Filtering" introduces the student to basic ideas in averaging and filtering. The chapter on "Binary Codes" covers the rudiments of binary coding, including Huffman codes and Hamming codes.
If the users of this book find "Vector Graphics" through "Binary Codes" too confining, we encourage them to supplement the essential material in "Complex Numbers" through "Linear Algebra" with their own course notes on additional topics. Within electrical and computer engineering there are endless possibilities. Practically any set of topics that can be taught with conviction and enthusiasm will whet the student's appetite. We encourage you to write to us or to our editor, Tom Robbins, about your ideas for additional topics. We would like to think that our book and its subsequent editions will have an open architecture that enables us to accommodate a wide range of student and faculty interests.
Throughout this book we have used MATLAB programs to illustrate key ideas. MATLAB is an interactive, matrix-oriented language that is ideally suited to circuit analysis, linear systems, control theory, communications, linear algebra, and numerical analysis. MATLAB is rapidly becoming a standard software tool in universities and engineering companies. (For more information about MATLAB, return the attached card in the back of this book to The MathWorks, Inc.) MATLAB programs are designed to develop the student's ability to solve meaningful problems, compute, and plot in a high-level applications language. Our students get started in MATLAB by working through “An Introduction to MATLAB,” while seated at an IBM PC (or look-alike) or an Apple Macintosh. We also have them run through the demonstration programs in "Complex Numbers". Each week we give three classroom lectures and conduct a one-hour computer lab session. Students use this lab session to hone MATLAB skills, to write programs, or to conduct the numerical experiments that are given at the end of each chapter. We require that these experiments be carried out and then reported in a short lab report that contains (i) introduction, (ii) analytical computations, (iii) computer code, (iv) experimental results, and (v) conclusions. The quality of the numerical results and the computer graphics astonishes students. Solutions to the chapter problems are available from the publisher for instructors who adopt this text for classroom use.
We wish to acknowledge our late colleague Richard Roberts, who encouraged us to publish this book, and Michael Lightner and Ruth Ravenel, who taught "Linear Algebra" and "Vector Graphics" and offered helpful suggestions on the manuscript. We thank C. T. Mullis for allowing us to use his notes on binary codes to guide our writing of "Binary Codes". We thank Cédric Demeure and Peter Massey for their contributions to the writing of "An Introduction to MATLAB" and "The Edix Editor". We thank Tom Robbins, our editor at Addison-Wesley, for his encouragement, patience, and many suggestions. We are especially grateful to Julie Fredlund, who composed this text through many drafts and improved it in many ways. We thank her for preparing an excellent manuscript for production.
Students further their understanding of the salmon life cycle and the human structures and actions that aid in the migration of fish around hydroelectric dams by playing an animated PowerPoint game involving a fish that must climb a fish ladder to get over a dam. They first brainstorm their own ideas, and then learn about existing ways engineers have made dams "friendlier" to migrating fish, before being quizzed as part of the game.
To become familiar with the transfer of energy in the form of quantum, students perform flame tests, which is one way chemical engineers identify elements by observing the color emitted when placed in a flame. After calculating and then preparing specific molarity solutions of strontium chloride, copper II chloride and potassium chloride (good practice!), students observe the distinct colors each solution produces when placed in a flame, determine the visible light wavelength, and apply that data to identify the metal in a mystery solution. They also calculate the frequency of energy for the solutions.
Course Contents 1. Turning performance (three dimensional equations of motion, coordinate systems, Euler angles, transformation matrices)
2. Airfield performance (take-off and landing)
3. Unsteady climb and descent (including minimum time to climb problem)
4. Cruise flight and transport performance
5. Equations of motion with a wind gradient present
6. Equations of motion applied to various phases of space flight
7. Launch, Vertical flight, delta-V budget, burn out height, staging
8. Gravity perturbations to satellite orbits, J2 effect for low earth orbit satellites, J2,2 effect for Geostationary Earth Orbit sattelites leading to contribution in ï„V budget
9. Patched conics approach for interplanetary flight, gravity assist effect / options for change of excess velocity (2d, 3d), Launch, in orbit insertion.
Study Goals 1. Integrate fundamental disciplines (aero, power and propulsion, mechanics..) to describe the kinematics of aerospace vehicles satisfying real world constraints
2. Derive equations of motion for elementary flight and mission phases (climb, turn, cruise, take-off, launch, orbit)
3. Derive analytical expressions for optimal performance (steepest turn, Breguet Range, patched conics, J2, maneuvers )
4. Determine pros/cons of multi-stage launchers.
5. Assess sun lighting conditions on a satellite.
6. Determine the influence of wind (gradient) on aircraft motion and performance.
7. Develop the theory to describe an interplanetary trajectory as a succession of two-body problems, and apply this concept to real missions.
Students are introduced to the important concept of density with a focus is on the more easily understood densities of solids. Students use different methods to determine the densities of solid objects, including water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water sink, while those with densities less than water float. Then they explore the principle of buoyancy, and through further experimentation arrive at Archimedes' principle that a floating object displaces a mass of water equal to its own mass. Students may be surprised to discover that a floating object displaces more water than a sinking object of the same volume.
This lesson introduces students to the important concept of density. The focus is on the more easily understood densities of solids, but students can also explore the densities of liquids and gases. Students devise methods to determine the densities of solid objects, including the method of water displacement to determine volumes of irregularly-shaped objects. By comparing densities of various solids to the density of water, and by considering the behavior of different solids when placed in water, students conclude that ordinarily, objects with densities greater than water will sink, while those with densities less than water will float. Density is an important material property for engineers to understand.
Students discover fluid dynamics related to buoyancy through experimentation and optional photography. Using one set of fluids, they make light fluids rise through denser fluids. Using another set, they make dense fluids sink through a lighter fluid. In both cases, they see and record beautiful fluid motion. Activities are also suitable as class demonstrations. The natural beauty of fluid flow opens the door to seeing the beauty of physics in general.
Students experience firsthand one of the most common water treatment types in the industry today, flocculants. They learn how the amount of suspended solids in water is measured using the basic properties of matter and light. In addition, they learn about the types of solids that can be found in water and the reasons that some are easier to remove than others. Encompassing the concepts of force and motion, attraction and repulsion of charged particles, and properties of matter, during the associated activity students see scientific concepts they already understand through the eyes of engineers who apply them to the removal of solids from water via chemical flocculants.
Students learn how to use and graph real-world stream gage data to create event and annual hydrographs and calculate flood frequency statistics. Using an Excel spreadsheet of real-world event, annual and peak streamflow data, they manipulate the data (converting units, sorting, ranking, plotting), solve problems using equations, and calculate return periods and probabilities. Prompted by worksheet questions, they analyze the runoff data as engineers would. Students learn how hydrographs help engineers make decisions and recommendations to community stakeholders concerning water resources and flooding.
Students explore the impact of changing river volumes and different floodplain terrain in experimental trials with table top-sized riverbed models. The models are made using modeling clay in aluminum baking pans placed on a slight incline. Water added "upstream" at different flow rates and to different riverbed configurations simulates different potential flood conditions. Students study flood dynamics as they modify the riverbed with blockages or levees to simulate real-world scenarios.
Students are presented with an engineering challenge that asks them to develop a material and model that can be used to test the properties of aortic valves without using real specimens. Developing material that is similar to human heart valves makes testing easier for biomedical engineers because they can test new devices or ideas on the model valve instead of real heart valves, which can be difficult to obtain for research. To meet the challenge, students are presented with a variety of background information, are asked to research the topic to learn more specific information pertaining to the challenge, and design and build a (prototype) product. After students test their products and make modifications as needed, they convey background and product information in the form of portfolios and presentations to the potential buyer.
Students design and create flow charts for the MIT App Inventor tutorials in this computer science activity about program analysis. In program analysis, which is based on determining the behavior of computer programs, flow charts are an important tool for tracing control flow. Control flow is a graphical representation of the logic present in a program and how the program works. Students work through tutorials, design and create flow charts about how the tutorials function, and present their findings to the class. In their final assessment, they create an additional flow chart for an advanced App Inventor tutorial. This activity prepares students with the knowledge and skills to use App Inventor in the future to design and create Android applications.
In the Flow Rate Experiment, students perform hands-on experiments with a common faucet, as well as work with the Engineering Our Water Living Lab to gain a better understanding of flow rate and how it pertains to engineering and applied science. Students calculate the flow rate of a faucet for three different levels (quarter blast, half blast, and full blast). Building on these calculations, students hypothesize about the flow rate in a nearby river, and then use the Engineering Our Water Living Lab to check their hypothesis. For this lesson to be effective, your students need to have a visual feel for the flow in a nearby river.
Students learn about the fundamental concepts important to fluid power, which includes both pneumatic (gas) and hydraulic (liquid) systems. Both systems contain four basic components: reservoir/receiver, pump/compressor, valve, cylinder. Students learn background information about fluid power—both pneumatic and hydraulic systems—including everyday applications in our world (bulldozers, front-end loaders, excavators, chair height lever adjustors, door closer dampers, dental drills, vehicle brakes) and related natural laws. After a few simple teacher demos, they learn about the four components in all fluid power systems, watch two 26-minute online videos about fluid power, complete a crossword puzzle of fluid power terms, and conduct a task card exercise. This prepares them to conduct the associated hands-on activity, using the Portable Fluid Power Demonstrator (teacher-prepared kits) to learn more about the properties of gases and liquids in addition to how forces are transmitted and multiplied within these systems.