Power Flow Modelling of Dynamic Systems - Introduction to Modern Teaching Tools

As tools for dynamic system modelling both conventional methods such as transfer function or state space representation and modern power flow based methods are available. The latter methods do not depend on energy domain, are able to preserve physical system structures, visualize power conversion or coupling or split, identify power losses or storage, run on conventional software and emphasize the relevance of energy as basic principle of known physical domains. Nevertheless common control structures as well as analysis and design tools may still be applied. Furthermore the generalization of power flow methods as pseudo-power flow provides with a universal tool for any dynamic modelling. The phenomenon of power flow constitutes an up to date education methodology. Thus the paper summarizes fundamentals of selected power flow oriented modelling methods, presents a Bond Graph block library for teaching power oriented modelling as compact menu-driven freeware, introduces selected examples and discusses special features.Comment: 12 pages, 9 figures, 4 table

The changing perception in the artefacts used in the design practice through BIM adoption

When CAD (Computer Aided Design) was generally adopted in the early 1990’s, the hand drawn process was replaced with the CAD drawing but the nature of the artefacts / deliverables and the exchanges of information between disciplines remained fundamentally the same. The deliverables remained 2D representations of 3D forms and Specifications and Bill of Quantities. However, the building industry is under great pressure to provide value for money, sustainable design and construction. This has propelled the adoption of Building Information Modelling (BIM). BIM is a foundational tool for a team based lean design approach. It can enable the intelligent interrogation of design; provide a quicker and cheaper design production; better co-ordination of documentation; more effective change control; less repetition of processes; a better quality constructed product; and improved communication both for the architectural practice and across the supply chain. As BIM enables a new of working methodology, it entails the change in perceiving artefacts used and deliverables produced in the design and construction stages. In other words, defining what the informational issues are, who does what and who is responsible for what and the level of detail required at each stage in design and construction is critically important to adopt and implement BIM in the construction sector. This paper presents the key findings through the action research methodology about the change in the nature of artefacts and deliverables resulting from the BIM adoption in the KTP (Knowledge Transfer Partnership) project undertaken by the University of Salford and John McCall Architects

Methodological issues in using sequential representations in the teaching of writing

This study looks at a specific application of Ainsworth’s conceptual framework for learning with multiple representations in the context of using multiple sequential graphic organizers that are student‐generated for a process‐writing task. Process writing refers to writing that consists of multiple drafts. It may be a process of re‐writing without feedback or re‐writing based on feedback where the teacher or peers will provide feedback on the original draft and then the students will revise their writing based on the feedback given. The objective was to explore how knowledge of students’ cognitive processes when using multiple organizers can inform the teaching of writing. The literature review analyzes the interaction of the design, function and task components of the framework; culminating in instructional approaches for using multiple organizers for classes with students of different writing abilities. Extended implications for designers of concept mapping tools based on these approaches are provided

Neutrino and/or etherino?

We review the insufficiencies of the hypothesis that neutrinos and quarks are physical particles in our spacetime; we introduce the hypothesis that the energy and spin needed for the synthesis of the neutron inside stars originate either from the environment or from the ether conceived as a universal medium with very high energy density via an entity here called {\it etherino,} denoted with the letter "$a$" (from the Latin aether), carrying mass and charge 0, spin 1/2 and $0.78 MeV$ energy according to the synthesis $p^+ + a + e^-\to n$; we identifies compatibility and incompatibility of the neutrino and etherino hypotheses; we review the new structure model of the neutron and hadrons at large with massive physical constituents produced free in the spontaneous decays as permitted by the covering hadronic mechanics; and we conclude with the proposal of new resolutory experiments.Comment: 25 pages, 7 figure

The Hierarchic treatment of marine ecological information from spatial networks of benthic platforms

Measuring biodiversity simultaneously in different locations, at different temporal scales, and over wide spatial scales is of strategic importance for the improvement of our understanding of the functioning of marine ecosystems and for the conservation of their biodiversity. Monitoring networks of cabled observatories, along with other docked autonomous systems (e.g., Remotely Operated Vehicles [ROVs], Autonomous Underwater Vehicles [AUVs], and crawlers), are being conceived and established at a spatial scale capable of tracking energy fluxes across benthic and pelagic compartments, as well as across geographic ecotones. At the same time, optoacoustic imaging is sustaining an unprecedented expansion in marine ecological monitoring, enabling the acquisition of new biological and environmental data at an appropriate spatiotemporal scale. At this stage, one of the main problems for an effective application of these technologies is the processing, storage, and treatment of the acquired complex ecological information. Here, we provide a conceptual overview on the technological developments in the multiparametric generation, storage, and automated hierarchic treatment of biological and environmental information required to capture the spatiotemporal complexity of a marine ecosystem. In doing so, we present a pipeline of ecological data acquisition and processing in different steps and prone to automation. We also give an example of population biomass, community richness and biodiversity data computation (as indicators for ecosystem functionality) with an Internet Operated Vehicle (a mobile crawler). Finally, we discuss the software requirements for that automated data processing at the level of cyber-infrastructures with sensor calibration and control, data banking, and ingestion into large data portals.Peer ReviewedPostprint (published version

Learning with worked-out problems in Manufacturing Technology: The effects of instructional explanations and self-explanation prompts on acquired knowledge acquisition, near and far transfer performance

In the present research, two different explanatory approaches – namely, instructional explanation and self-explanation prompts – were applied in worked-out-problem-based learning (learning with worked-out problems) in a computer-assisted instructional environment in the domain of manufacturing technology. This research aims at comparing the effects of both explanatory approaches on topic knowledge acquisition, near transfer performance, and far transfer performance. Additionally, this research also attempts to examine the impact of topic interest on the aforementioned variables, in addition to the relationships between topic interest, mental effort, and learning outcomes. A total of 76 second-year students were randomly assigned to experimental and control groups. The pre- and post-tests were used to measure topic knowledge acquisition, near-transfer performance, and far-transfer performance, whereas topic interest and mental effort were measured by means of Topic Interest Questionnaire and NASA Task Load Index (NASA-TLX) respectively. The analysis outcomes revealed that the self-explanation prompts approach was significantly superior to the instructional-explanation approach in terms of topic knowledge acquisition and near transfer performance. In addition, the results demonstrated that the impact of topic interest was significantly noticeable on far transfer tasks, but not on topic knowledge acquisition and near transfer tasks. On the other hand, the relationship between mental effort investment and test performance was not statistically significant. Finally, an equivocal relationship, which varied depending on the treatment conditions, was discovered between topic interest, mental effort, and test performance. (DIPF/orig.)In der vorliegenden Untersuchung wurden zwei unterschiedliche Lehrmethoden – instruktionale Erklärung und Aufforderung zur Selbsterklärung – angewandt auf das Lernen mit Lösungsbeispielen in einer computergestützten Lernumgebung, die thematisch im Bereich der Fertigungstechnik angesiedelt ist. Die computergestützte Lernumgebung bestand aus einer vom Autor erstellten Lernsoftware, die mit Macromedia Authorware entworfen und entwickelt wurde. Hauptziel der Studie war ein Vergleich der Effekte beider Lehrmethoden auf die Aneignung von Sachwissen sowie die Leistung beim nahen und weiten Transfer. Außerdem wurden die Auswirkungen von Gegenstandsinteresse auf die zuvor genannten Kriterien untersucht und die Beziehungen zwischen Gegenstandsinteresse, mentaler Anstrengung und Lernergebnissen. Insgesamt wurden 76 Studierende im zweiten Jahr ihres Studiums an der Fakultät für Technische Bildung, Universität Tun Hussein Onn Malaysia (UTHM), nach dem Zufallsprinzip in drei Gruppen aufgeteilt: Selbsterklärungsaufforderung (SE: n = 25), instruktionale Erklärung (IE: n = 25) und Kontrollgruppe (n = 26). Mit Pre- und Post-Tests wurden die Aneignung von Sachwissen sowie die nahe und weite Transferleistung erhoben. Gegenstandsinteresse und mentale Anstrengung wurden mit dem Topic Interest–Fragebogen und dem NASA-TLX gemessen. Das Statistik-Paket für die Sozialwissenschaften (SPSS) wurde verwendet, um die Hypothesen an den gesammelten Daten zu prüfen. Die Hypothesenprüfung erfolgte mittels quantitativ statistischer Auswertungsverfahren (Korrelation, Varianzanalyse). (DIPF/Orig.