Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments.Peer ReviewedPostprint (author's final draft

A Technique For Continuous Evaluation Of Student Performance In Two Different Domains: Structural Engineering And Computer Information Technology

Student access to the Internet has made it much easier for students to find solutions to traditional homework problems online and thereby has made this traditional assessment method of monitoring student progress and gauging the assimilation of knowledge in engineering and technology courses less reliable.  This paper presents an in-class, group-based quiz technique where students are quizzed typically on a weekly basis on material presented during the same week in lecture, but before doing any homework.  Homework is typically not graded or its impact reduced on its percentage impact on the final class grade, whereas the quizzes are assigned a higher percentage impact on the final grade.  Mid-term and final exams are based or derived from the homework assignments.  Since students have not usually had any time to study the new material, they can work in groups of typically two or three students and if they get stuck, they have the option of asking the instructor for hints to prevent them from being stuck.  Quizzes are graded in real-time during the class and provide the instructor with continuous, week to week, assessment as to a student’s progress.  The study found that the use of this quiz technique creates a more interactive experience between students, between the student and the instructor, and reduces the possibility of plagiarism on homework assignments.&nbsp

Applied Type System: An Approach to Practical Programming with Theorem-Proving

The framework Pure Type System (PTS) offers a simple and general approach to designing and formalizing type systems. However, in the presence of dependent types, there often exist certain acute problems that make it difficult for PTS to directly accommodate many common realistic programming features such as general recursion, recursive types, effects (e.g., exceptions, references, input/output), etc. In this paper, Applied Type System (ATS) is presented as a framework for designing and formalizing type systems in support of practical programming with advanced types (including dependent types). In particular, it is demonstrated that ATS can readily accommodate a paradigm referred to as programming with theorem-proving (PwTP) in which programs and proofs are constructed in a syntactically intertwined manner, yielding a practical approach to internalizing constraint-solving needed during type-checking. The key salient feature of ATS lies in a complete separation between statics, where types are formed and reasoned about, and dynamics, where programs are constructed and evaluated. With this separation, it is no longer possible for a program to occur in a type as is otherwise allowed in PTS. The paper contains not only a formal development of ATS but also some examples taken from ats-lang.org, a programming language with a type system rooted in ATS, in support of employing ATS as a framework to formulate advanced type systems for practical programming

Designing experiments using digital fabrication in structural dynamics

In engineering, traditional approaches aimed at teaching concepts of dynamics to engineering students include the study of a dense yet sequential theoretical development of proofs and exercises. Structural dynamics are seldom taught experimentally in laboratories since these facilities should be provided with expensive equipment such as wave generators, data-acquisition systems, and heavily wired deployments with sensors. In this paper, the design of an experimental experience in the classroom based upon digital fabrication and modeling tools related to structural dynamics is presented. In particular, all experimental deployments are conceived with low-cost, open-source equipment. The hardware includes Arduino-based open-source electronics whereas the software is based upon object-oriented open-source codes for the development of physical simulations. The set of experiments and the physical simulations are reproducible and scalable in classroom-based environments

Англійська мова для студентів електромеханічних спеціальностей

Навчальний посібник розрахований на студентів напряму підготовки 6.050702 Електромеханіка. Містить уроки, що структуровані за тематичними розділами, граматичний коментар, короткі англо-український і українсько- англійський словники та додатки, які спрямовані на закріплення загальних навичок володіння англійською мовою. Акцентований на ɨсобливості термінології, що застосовується у науково-технічній галузі, зокрема, в електромеханіці та виконання запропонованих завдань, що буде сприяти формуванню навичок перекладу з англійської та української мов, сприйняттю письмової та усної англійської мови, вмінню письмового викладення англійською мовою науково-технічних та інших текстів під час професійної діяльності, спілкуванню з професійних та загальних питань тощо

Educational robotics: using the Lego Mindstorms NXT platform for increasing high school STEM education

The field of educational robotics (ER) seeks to use the building and programming of robots to engage and educate the next generation of college freshman entering science and engineering majors. To increase the rate of application to science and engineering degree programs as well as the rate of retention, students must be engaged in high school. They must acquire the knowledge and interest to pursue these career choices. This research explores the use of robotics to interest high school students in science, technology, engineering, and math (STEM) and to improve their knowledge of these subjects. The case study developed instructional strategies to guide the learning process, increase students\u27 understanding of concepts and their practical application, and consequently increase their interest in STEM college majors and career paths. The instructional strategies explored in this research required students to study a given set of concepts, restate the newly acquired knowledge, apply it in a practical hands-on activity, and review the significant points made by the instructor. This research used the Lego Mindstorms NXT robotic platform to permit practical application of the training process to the Botball robotics competition. Students involved in this case study demonstrated improvement in application of science and mathematics principles to robotics and won the regional Botball competition after completing the training --Abstract, page iii

Advanced Technology for Engineering Education

This document contains the proceedings of the Workshop on Advanced Technology for Engineering Education, held at the Peninsula Graduate Engineering Center, Hampton, Virginia, February 24-25, 1998. The workshop was jointly sponsored by the University of Virginia's Center for Advanced Computational Technology and NASA. Workshop attendees came from NASA, other government agencies, industry and universities. The objectives of the workshop were to assess the status of advanced technologies for engineering education and to explore the possibility of forming a consortium of interested individuals/universities for curriculum reform and development using advanced technologies. The presentations covered novel delivery systems and several implementations of new technologies for engineering education. Certain materials and products are identified in this publication in order to specify adequately the materials and products that were investigated in the research effort. In no case does such identification imply recommendation or endorsement of products by NASA, nor does it imply that the materials and products are the only ones or the best ones available for this purpose. In many cases equivalent materials and products are available and would probably produce equivalent results

Integrating STEM into the Formal and Instructional Curriculum to Support Machine Construction Design

The design of machine construction is one of the subjects that often becomes a stumbling block for students of the Mechanical Engineering Education Study Program to graduate on time. Many factors cause it, including the weakness of students using STEM content in designing machine construction and the lack of contextual learning strategies for STEM-loaded courses with machine construction design tasks. This qualitative study aims to (1) identify the STEM content of the Scientific and Expertise Subject group, (2) describe the pattern of integrating STEM content in the formal and instructional curriculum, and (3) describe the learning pattern of the STEM content course. Research data were collected through document analysis, semi-open questionnaires, and FGD. The results showed (1) identified 15 scientific and skill courses containing STEM content that supported the work on machine construction design tasks, (2) integration of STEM-loaded courses in the formal curriculum was carried out by structuring their presentation before or at the same time as the presentation of the Mechanical Construction Design Course, being in the instructional curriculum is carried out by integrating learning experiences related to the design of machine construction in Lecture Event Unit, and (3) the learning pattern of courses containing STEM content should be carried out using a problem-based learning model where the problems are directly related to and or taken from machine construction design tasks

Engineering handbook

1999 handbook for the faculty of Engineerin