Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video

Interactive Physical Experiments in an Advanced Undergraduate Structural Dynamics Course

This paper describes a number of physical models and hands-on lab activities incorporated in an advanced undergraduate structural dynamics lecture and laboratory course pairing offered within the Architectural Engineering department at California Polytechnic State University – San Luis Obispo. These course modifications were designed and implemented in the Winter 2018 quarter to enable students to: -Collect acceleration data during free or forced vibration tests using a smartphone accelerometer application to generate data plots in Matlab; -Conduct free vibration tests on various single-degree of freedom (SDOF) systems to investigate effects of varying mass, stiffness/height, material type, and damping type (pendulum or sloshing damper) on structural period and damping behavior; -Observe and analyze data from forced vibration tests using a small-scale shake table or eccentric mass shaker for various SDOF systems, diaphragms, and multi-story frames to understand natural frequency, dynamic amplification, and mode shapes; and -Execute a parametric study using Matlab interface that animates modal and time history response of a rigid diaphragm to illustrate impacts of changing mass, geometry, or stiffness. Students were surveyed at the end of the Winter 2018 quarter, and their responses with regards to the new physical experiments/demonstrations were largely positive. In general, they indicated that observing the dynamic response of physical structural models; collecting and processing data; and comparing the results to theoretical predictions was engaging and encourages them to develop their engineering intuition, rather than memorize equations or procedures

Development of Platform Independent Remote Experiments

Remote laboratory or online laboratory is the use of the Internet to conduct real experiments remotely when the client is geographically away from the real experiments. Current remote laboratories such as the remote laboratory in Mechanical Engineering at University of Houston require the client to install plug-ins before conducting remote experiments. This thesis presents an advanced technology using JavaScript and Socket.IO to develop plug-in free remote experiments without firewall issue. A scalable plug-in free remote laboratory integrated with two remote experiments has been set up in the Mechanical Engineering Department at the Texas A&M University at Qatar (TAMUQ) in Qatar under the collaboration from the University of Houston and the Texas Southern University in Houston, Texas. The plug-free remote laboratory has been successfully tested in Windows PC, Mac OS, iPhone and iPad (iOS).Mechanical Engineering, Department o

Development of an On-line Radiation Detection and Measurements Laboratory Course

An on-line radiation detection and measurements lab is being developed with a grant from the U.S. Nuclear Regulatory Commission. The on-line laboratory experiments are designed to provide a realistic laboratory experience and will be offered to students at colleges/universities where such a course is not offered. This thesis presents four web-based experiments: 1) nuclear electronics, 2) gamma-ray spectroscopy with scintillation detectors, 3) external gamma-ray dosimetry and gamma attenuation in matter, and 4) alpha spectroscopy and absorption in matter. The students access the experiments through a broad-band internet connection. Computer-controlled instrumentation developed in National Instruments (NI) LabVIEWTM communicates with the URSA-II (SE International, Inc.) data acquisition system, which controls the detector bias voltage, pulse shaping, amplifier gain, and ADC. Detector and amplifier output pulses can be displayed with other instrumentation developed in LabVIEWTM for the digital oscilloscope (USB-5132, NI). Additional instrumentation developed in LabVIEWTM is used to control the positions of all sources with stepper motor controllers (VXM-1, Velmex, Inc.) and adjust pressure in the alpha chamber with a digital vacuum regulator (DVR-200, J-KEM, Inc.). Unique interactive interfaces are created by integrating all of the necessary instrumentation to conduct each lab. These interfaces provide students with seamless functionality for data acquisition control, experimental control, and live data display with real-time updates for each experiment. A webcam is set up to stream the experiment live so the student can observe the physical instruments and receive visual feedback from the system in real time

Development of a Multi-Region Input-Output Database for Policy Applications

Countries face different problems depending on factors such as geographical position, climate, wealth, political regime, and natural resources. Given this diversity, it is important that economic, social, and environmental assessments utilise regionally detailed and comprehensive information. However, when examining a particular type of assessment, studies (in most cases) are usually conducted without any regional or sectoral specificity due to the difficulty of creating an inter-regional modelling framework at sub-national levels. A fundamental tool for identifying specific economic characteristics of regions (either global or within a nation) is a multi-region input-output (MRIO) system. Through the understanding of regional economic distribution, sectoral contribution, and inter-regional supply chain network, input-output (I-O) based assessments are capable of providing a comprehensive picture of regional economic structures. However, the creation of an MRIO system is a time-consuming task that requires skill in handling the complexity of data compilation and reconciliation. To this end, finding an alternative method for creating an MRIO database in the most efficient way is necessary. In this thesis, I developed new MRIO databases that utilised virtual laboratory technology: IndoLab, TaiwanLab, SwedenLab, and USLab , and also took part in developing the JapanLab. I then demonstrated the use of these new facilities for addressing research questions surrounding employment multipliers in Indonesia, economic impacts due to natural disasters in Taiwan, regional consumer emissions in Sweden, and the responsibility for food loss in Japan. In addition, I presented the application of a new dataset in the global MRIO database for assessing the carbon footprints of global tourism sectors

Objetos de aprendizaje para la enseñanza de la física

[EN] This paper describes several applets based on Easy Java Simulations. These applets are available as “learning objects” in the UPV RiuNet database. They are freely available so they can be used for any subject of physics from the UPV or any other institution. Through these learning objects, students can perform several lab sessions in the subject of Physics, or can perform simulations for displaying different physical phenomena. A special feature to note is that the applets are designed so that students can make measurements on the screen, similar to how they would in the physics laboratory of the subject. This allows to set out several lab sessions and tasks of the subject via the Internet thanks to these learning objects[ES] Este trabajo describe una serie de applets basados en Easy Java Simulations. Estos applets están disponibles como "objetos de aprendizaje" en la base de datos Riunet de la UPV, y son accesibles en abierto, de modo que pueden ser utilizados por cualquier asignatura de física tanto de la UPV como de cualquier otra institución. Mediante estos objetos de aprendizaje, los alumnos pueden realizar diversas prácticas de laboratorio de la asignatura de Física, o pueden realizar simulaciones para la visualización de diferentes fenomenos físicos. Una particularidad a destacar es que los appletsestan diseñados para que los alumnos puedan realizar medidas sobre la pantalla del ordenador, de forma similar a como lo harían en el laboratorio de física de la asignatura. Esto permite plantear la realización de una serie de prácticas y tareas de la asignatura a través de Internet medianteestos objetos de aprendizaje.El autor de este trabajo agradece el apoyo del Instituto de Ciencias de la Educaci´on de la UPV, programa de Equipos de Innovaci´on y Calidad Educativa, por el apoyo al Equipo de Innovaci´on en Metodolog´ıas Activas para el Aprendizaje de la F´ısica (e-MACAFI), del cual formo parte, as´ı como por subvencionar el proyecto PIME/2014/A/031/B que ha dado lugar a este trabajo.Gómez Tejedor, JA. (2015). Objetos de aprendizaje para la enseñanza de la física. En In-Red 2015 - CONGRESO NACIONAL DE INNOVACIÓN EDUCATIVA Y DE DOCENCIA EN RED. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.1644OC

Collaboratories

No abstract.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/34569/1/1440360103_ftp.pd

Impulse, Fall 2020

Features: 2 | Meet the New Associate Dean for Research3 | Ge Given Grant To Upgrade Genomic Data Website 4 | Covid-19 Causes Adjustment To Student Life On Campus 6 | New Staff — Roberts, Dawkins, Meredith 8 | Retirees — Robert Schmidt, Leann Warner 10 | Faculty News 12 | Ph.D. In Mechanical Engineering Created 15 | College News 16 | SDSU, Capital Services Expand Fellowship Program 18 | Capital Fellowships Serve As Ladder To Career Success 20 | Imaging Engineers Testing Prototype Calibration Device 22 | Virtual Job Fair Gains Collective ‘Like’ 23 | Knabach Award Goes To Michael Ropp 24 | Student News 28 | Student-Athlete Mingo Jumps At Chance To Compete 30 | Cager Dentlinger Taking Moon To Mars Challenge 32 | Engineers And Extracurriculars 34 | Alumni News 37 | Construction Management Grads Lead Precision Ag Center Project 38 | Distinguished Alum Gene Sieve 40 | Dean’s Club 41 | Helping Develop A Vision For The Futurehttps://openprairie.sdstate.edu/coe_impulse/1068/thumbnail.jp

PROGRAM and PROCEEDINGS THE NEBRASKA ACADEMY OF SCIENCES: 139th Anniversary Year, One Hundred-Twenty-Ninth Annual Meeting, April 12, 2019, NEBRASKA WESLEYAN UNIVERSITY, LINCOLN, NEBRASKA

PROGRAM AT-A-GLANCE FRIDAY, APRIL 12, 2019 7:30 a.m. REGISTRATION OPENS - Lobby of Lecture Wing, Olin Hall 8:00 Aeronautics and Space Science, Session A – Acklie 109 Aeronautics and Space Science, Session B – Acklie 111 Collegiate Academy; Biology, Session B - Olin B Biological and Medical Sciences, Session A - Olin 112 Biological and Medical Sciences, Session B - Smith Callen Conference Center Chemistry and Physics; Chemistry - Olin A 8:00 “Teaching and Learning the Dynamics of Cellular Respiration Using Interactive Computer Simulations” Workshop – Olin 110 9:30 “Life After College: Building Your Resume for the Future” Workshop – Acklie 218 8:25 Collegiate Academy; Chemistry and Physics, Session A – Acklie 007 8:36 Collegiate Academy; Biology, Session A - Olin 111 9:00 Chemistry and Physics; Physics – Acklie 320 9:10 Aeronautics and Space Science, Poster Session – Acklie 109 & 111 10:30 Aeronautics and Space Science, Poster Session – Acklie 109 & 111 11:00 MAIBEN MEMORIAL LECTURE: Dr David Swanson - OLIN B Scholarship and Friend of Science Award announcements 12:00 p.m. LUNCH – WESLEYAN CAFETERIA Round-Table Discussion – “Assessing the Academy: Current Issues and Avenues for Growth” led by Todd Young – Sunflower Room 12:50 Anthropology – Acklie 109 1:00 Applied Science and Technology - Olin 111 Biological and Medical Sciences, Session C - Olin 112 Biological and Medical Sciences, Session D - Smith Callen Conference Center Chemistry and Physics; Chemistry - Olin A Collegiate Academy; Biology, Session B - Olin B Earth Science – Acklie 007 Environmental Sciences – Acklie 111 Teaching of Science and Math – Acklie 218 1:20 Chemistry and Physics; Physics – Acklie 320 4:30 BUSINESS MEETING - OLIN B NEBRASKA ASSOCIATION OF TEACHERS OF SCIENCE (NATS) The 2019 Fall Conference of the Nebraska Association of Teachers of Science (NATS) will be held at the Younes Conference Center, Kearney, NE, September 19-21, 2019. President: Betsy Barent, Norris Public Schools, Firth, NE President-Elect: Anya Covarrubias, Grand Island Public Schools, Grand Island, NE AFFILIATED SOCIETIES OF THE NEBRASKA ACADEMY OF SCIENCES, INC. 1. American Association of Physics Teachers, Nebraska Section Web site: http://www.aapt.org/sections/officers.cfm?section=Nebraska 2. Friends of Loren Eiseley Web site: http://www.eiseley.org/ 3. Lincoln Gem & Mineral Club Web site: http://www.lincolngemmineralclub.org/ 4. Nebraska Chapter, National Council for Geographic Education 5. Nebraska Geological Society Web site: http://www.nebraskageologicalsociety.org Sponsors of a $50 award to the outstanding student paper presented at the Nebraska Academy of Sciences Annual Meeting, Earth Science /Nebraska Chapter, Nat\u27l Council Sections 6. Nebraska Graduate Women in Science 7. Nebraska Junior Academy of Sciences Web site: http://www.nebraskajunioracademyofsciences.org/ 8. Nebraska Ornithologists’ Union Web site: http://www.noubirds.org/ 9. Nebraska Psychological Association http://www.nebpsych.org/ 10. Nebraska-Southeast South Dakota Section Mathematical Association of America Web site: http://sections.maa.org/nesesd/ 11. Nebraska Space Grant Consortium Web site: http://www.ne.spacegrant.org