Optimum fin spacing for heat transfer per unit length of heat exchange section

This thesis presents the results of an experimental study of the heat-transfer ability of a finned surface as a function of the spacing between fins. The results are expressed as heat transfer per unit length of finned section rather than the heat transfer per fin. Circumferential steel fins, seven and three-quarter inches in diameter, were used for the investigation. Data was taken for fin spacings ranging from zero to one and one-half inches. The experimental heat-transfer rate to atmospheric air was determined by measuring the volume of saturated steam which condensed in the test section over a measured time interval. Temperature readings were also taken on the outer radius of the fin surface using a radiation pyrometer. An analytical study of the overall heat transfer per unit length of the test section was broken down into four parts. These were heat transfer from 1) the outer edge of the fins, 2) the pipe through the middle of the fins, 3) lateral fin surfaces by radiation, and 4) the lateral fin surfaces by convection. The values for the first three parts were calculated from theoretical equations and the difference between the sum of the first three parts and the total measured heat transfer resulted in an evaluation of the convection heat transfer from the lateral fin surfaces. The results of the experiment show the optimum fin spacing for this particular test section to be five-sixteenths of an inch. The shape of the curve showing the heat-transfer rate per unit length of finned section as a function of fin spacing shows that there is a sharp maximum and that the value of fin spacing is very critical in order to obtain the maximum heat transfer from the test section --Abstract, page ii-iii

Engaging Children in Design Thinking Through Transmedia Narrative (RTP)

This paper presents the implementation of Imaginative Education (IE) pedagogy for creating a transmedia learning environment that engages children in learning about engineering design. IE uses narrative to engage learners\u27 imaginations; helps them master the cognitive tools necessary for progressing to higher levels of understanding; and helps them structure what they learn in meaningful ways. Included in the paper is an introduction to IE pedagogy and the use of transmedia in education; an overview of the online learning environment called Through My Window (TMW) that we have developed for middle school children; and a detailed look at a learning adventure on engineering design called Trapped in Time. Assessment data collected by external evaluators shows that TMW positively impacted student interest in engineering and increased STEM identity. Preliminary results for the Trapped in Time learning adventure indicate improved understanding of engineering design

Contingency Management in an Athletic Study Hall

A contingency management system, cooperatively developed in NTSU's School of Community Service and the Athletic Department was implemented to increase the amount of time student athletes (with GPAs below 2.0) spent studying. Repeated reversals were used to demonstrate effectiveness of the contingencies used-i.e., students' on-task study behavior (looking at books, underlining or making notes, memorizing with book open) resulted in early release from study hall. Data takers observed individual students every 7 seconds and those meeting a 90% on-task criterion left study hall 30 minutes early. Data are included that demonstrate the effectiveness of this early-release contingency on proportion of time spent studying. Increasing numbers of students were released on-task ov er time. Additionally, data were collected on numbers choosing to remain in study hall after given permission to leave

Developing a faculty learning community grounded in the science of how people learn: A Year-Long, Faculty-Led Teaching and Learning Seminar.

This chapter describes a multiyear professional development effort undertaken by a learning and teaching center at a liberal arts college. As part of its founding mandate, the center helps faculty improve teaching by paying attention to the current literature about how people learn. This core commitment of our center is pursued through support of a year‐long faculty seminar. Now in its fourth year, the seminar has had a significant impact on its faculty participants and their thinking about teaching and learning. Moreover, the seminar has seeded a number of teaching and assessment initiatives at the college

Cybersafety: Educating individuals with aphasia or cognitive-communication disorders

The Internet poses risks, also known as cyberthreats. Everyone is vulnerable to cyberthreats, including individuals with aphasia (IwA) or cognitive-communication disorders (IwCCD). When speech-language pathologists introduce Internet into treatment plans for IwA or IwCCD the ASHA Code of Ethics dictates they “shall fully inform the persons they serve of the nature and possible effects of services rendered and products dispensed”. Yet safe-use products and protocols designed to inform or educate IwA and IwCCD about cybersafety are not reported in the literature. In this project we examine cyberthreats and cybersafety as they affect IwA and IwCCD by1) reviewing literature on cyberthreats; 2) reporting anecdotes from IwA and IwCCD who are Internet users; and 3) proposing strategies to support safer Internet use. We examine information and knowledge needed to create adaptations and scaffolds supporting safer Internet-use for people with language/cognitive-communication disabilities, and propose strategies for teaching cybersafety concepts. Issues drawn from the human-computer interaction (HCI) literature will facilitate discussion of privacy, accessibility, and universal design (Hochheister & Lazar, 2007)

Genotypic Variation in a Foundation Tree (\u3ci\u3ePopulus tremula\u3c/i\u3e L.) Explains Community Structure of Associated Epiphytes

Community genetics hypothesizes that within a foundation species, the genotype of an individual significantly influences the assemblage of dependent organisms. To assess whether these intra-specific genetic effects are ecologically important, it is required to compare their impact on dependent organisms with that attributable to environmental variation experienced over relevant spatial scales. We assessed bark epiphytes on 27 aspen (Populus tremula L.) genotypes grown in a randomized experimental array at two contrasting sites spanning the environmental conditions from which the aspen genotypes were collected. We found that variation in aspen genotype significantly influenced bark epiphyte community composition, and to the same degree as environmental variation between the test sites. We conclude that maintaining genotypic diversity of foundation species may be crucial for conservation of associated biodiversity

Adapting a Narrative Curriculum to a Remote Format in the Context of Socially Distanced Middle School Education Resulting from COVID-19

This paper describes the development of two versions of an NGSS-aligned principles of engineering design unit for use in middle schools. By employing a narrative framework that can help students to connect more deeply with the human contexts and consequences of the engineering design process, our goal was to enhance students’ cognitive and emotional engagement in the learning of engineering design concepts. We first detail the design of an initial version of the unit, titled The Survivorama, which used narrative to enrich a primarily traditional, in-person teaching approach. We then describe the adapted version of the unit, titled the Molasses Disaster, and the modifications we made to the stories and transmedia story elements that facilitated the creation of a fully remote version of the unit. To investigate questions related to the effectiveness of the remote curriculum in sustaining student engagement in the remote context, we carried out a mixed-methods study that looked at (1) teachers’ characterizations of the effect of the curriculum on student engagement and (2) student learning outcomes as measured by performance assessment tasks. Qualitative analysis of teacher interviews supported the notion that teachers found both versions of the curriculum to be highly engaging for their students, though with some important caveats regarding younger students and students who were less literate. Quantitative analysis comparing 2019 and 2020 student response data for students in the 2019 nontreatment, 2019 treatment, and 2020 treatment groups found statistically significant differences in the pattern of responses for both problem-solving and conceptual drawing performance assessment tasks. The pattern of responses supported the inference that student engagement was similar for students in both the 2019 in-person context and the 2020 remote context, and that both differed significantly from the 2019 nontreatment group

Developing a Measure to Capture Middle School Students’ Interpretive Understanding of Engineering Design

This research paper describes the development of an assessment instrument for use with middle school students that provides insight into students’ interpretive understanding by looking at early indicators of developing expertise in students’ responses to solution generation, reflection, and concept demonstration tasks. We begin by detailing a synthetic assessment model that served as the theoretical basis for assessing specific thinking skills. We then describe our process of developing test items by working with a Teacher Design Team (TDT) of instructors in our partner school system to set guidelines that would better orient the assessment in that context and working within the framework of standards and disciplinary core ideas enumerated in the Next Generation Science Standards (NGSS). We next specify our process of refining the assessment from 17 items across three separate item pools to a final total of three open-response items. We then provide evidence for the validity and reliability of the assessment instrument from the standards of (1) content, (2) meaningfulness, (3) generalizability, and (4) instructional sensitivity. As part of the discussion from the standards of generalizability and instructional sensitivity, we detail a study carried out in our partner school system in the fall of 2019. The instrument was administered to students in treatment (n= 201) and non-treatment (n = 246) groups, wherein the former participated in a two-to-three-week, NGSS-aligned experimental instructional unit introducing the principles of engineering design that focused on engaging students using the Imaginative Education teaching approach. The latter group were taught using the district’s existing engineering design curriculum. Results from statistical analysis of student responses showed that the interrater reliability of the scoring procedures were good-to-excellent, with intra-class correlation coefficients ranging between .72 and .95. To gauge the instructional sensitivity of the assessment instrument, a series of non-parametric comparative analyses (independent two-group Mann-Whitney tests) were carried out. These found statistically significant differences between treatment and non-treatment student responses related to the outcomes of fluency and elaboration, but not reflection

A New Technique for Detecting Supersymmetric Dark Matter

We estimate the event rate for excitation of atomic transition by photino-like dark matter. For excitations of several eV, this event rate can exceed naive cross-section by many orders of magnitude. Although the event rate for these atomic excitation is smaller than that of nuclear recoil off of non-zero spin nuclei, the photons emitted by the deexcitation are easier to detect than low-energy nuclear recoils. For many elements, there are several low-lying states with comparable excitation rates, thus, spectral ratios could be used to distinguish signal from background.Comment: 6 pages plain te