John Savage

U radu je realiziran laboratorijski model sustava upravljanja sinkronim strojem sa stalnim magnetima. Prilikom realizacije laboratorijskog modela koristiti se industrijski pretvarač frekvencije i napona Siemens Sinamics S120, programibilni logički kontroler (PLC) Siemens Simatic serije S7-300 i sinkroni stroj sa stalnim magnetima. PLC i pretvarač frekvencije i napona su povezani preko industrijske komunikacijske mreže PROFINET. Programskim paketom Starter konfiguriran je pretvarač i sinkroni motor sa stalnim magnetima, a pomoću TIA Portala izvršava se upravljanje cjelokupnim sustavom.For the realization of the laboratory model we used the Siemens Sinamics S120 industrial frequency and voltage inverter, Siemens Simatic S7-300 programmable logic controller (PLC) and a synchronous machine with permanent magnets. The PLC and the frequency and voltage inverter are connected via the PROFINET industrial communication network. Programming package Starter is used for configuration of inverter and synchronous machine drive with permanent magnets and TIA Portal is used for overall system management

The Vehicle, Fall 2010

Table of ContentsPoetryFill Your Mouth with BerriesAaron Whitepage 1 RelationsJamie Van Allenpage 2 ExodusMegan Marie Olsonpage 4 Single FileRashelle McNairpage 7 The Aesthetic Value of the Moon, by CandlelightKathy Deckerpage 15 FactalsGabrielle Keigherpage 16 Day 5David Jacksonpage 17 Esta LloviendoHeather Gerrishpage 19 FacebrokeDarrin Gordonpage 23 5:08 pmNikki Riechertpage 24 Train TunnelsAshton Tembypage 34 VariationsKathy Deckerpage 35 WantRashelle McNairpage 36 FriendshipScott Maypage 37 Golden LandJacob Swansonpage 38 Last Night I DreamtAshton Tembypage 39 Smallest GestureScott Maypage 44 Somebody\u27s Hut in MexicoGinamarie Lobiancopage 45 Some Things You Just Can\u27t Tap Dance AroundClint Walkerpage 53 Prose Lamparus de DiosAaron Whitepage 8 Learning CurveScott Maypage 18 RocktonKatelyn Pfaffpage 20 Fatal DistractionSolomohn Ennispage 25 Noodle NonsenseGabrielle Keigherpage 41 AntarcticaMichael Payeapage 46 Special Features James K Johnson Award Winners: God is GraciousJohn Klyczekpage 57 To My Ever Growing ChestJennifer Hindespage 74 God\u27s ScapegoatJennifer Hindespage 76 Rape (Verb, Noun)Jennifer Hindespage 78 Featured Artist: Ashton Tembypage 81 Editor\u27s Pick: The Shooter by Patrick Hallpage 87 Chapbook 2010 Author:Kim Hunter-Perkinspage 114 About the Contributorspage 118 About the Editorspage 122https://thekeep.eiu.edu/vehicle/1092/thumbnail.jp

The Vehicle, Fall 2010

Table of ContentsPoetryFill Your Mouth with BerriesAaron Whitepage 1 RelationsJamie Van Allenpage 2 ExodusMegan Marie Olsonpage 4 Single FileRashelle McNairpage 7 The Aesthetic Value of the Moon, by CandlelightKathy Deckerpage 15 FactalsGabrielle Keigherpage 16 Day 5David Jacksonpage 17 Esta LloviendoHeather Gerrishpage 19 FacebrokeDarrin Gordonpage 23 5:08 pmNikki Riechertpage 24 Train TunnelsAshton Tembypage 34 VariationsKathy Deckerpage 35 WantRashelle McNairpage 36 FriendshipScott Maypage 37 Golden LandJacob Swansonpage 38 Last Night I DreamtAshton Tembypage 39 Smallest GestureScott Maypage 44 Somebody\u27s Hut in MexicoGinamarie Lobiancopage 45 Some Things You Just Can\u27t Tap Dance AroundClint Walkerpage 53 Prose Lamparus de DiosAaron Whitepage 8 Learning CurveScott Maypage 18 RocktonKatelyn Pfaffpage 20 Fatal DistractionSolomohn Ennispage 25 Noodle NonsenseGabrielle Keigherpage 41 AntarcticaMichael Payeapage 46 Special Features James K Johnson Award Winners: God is GraciousJohn Klyczekpage 57 To My Ever Growing ChestJennifer Hindespage 74 God\u27s ScapegoatJennifer Hindespage 76 Rape (Verb, Noun)Jennifer Hindespage 78 Featured Artist: Ashton Tembypage 81 Editor\u27s Pick: The Shooter by Patrick Hallpage 87 Chapbook 2010 Author:Kim Hunter-Perkinspage 114 About the Contributorspage 118 About the Editorspage 122https://thekeep.eiu.edu/vehicle/1092/thumbnail.jp

Models of classroom assessment for course-based research experiences

Course-based research pedagogy involves positioning students as contributors to authentic research projects as part of an engaging educational experience that promotes their learning and persistence in science. To develop a model for assessing and grading students engaged in this type of learning experience, the assessment aims and practices of a community of experienced course-based research instructors were collected and analyzed. This approach defines four aims of course-based research assessment—(1) Assessing Laboratory Work and Scientific Thinking; (2) Evaluating Mastery of Concepts, Quantitative Thinking and Skills; (3) Appraising Forms of Scientific Communication; and (4) Metacognition of Learning—along with a set of practices for each aim. These aims and practices of assessment were then integrated with previously developed models of course-based research instruction to reveal an assessment program in which instructors provide extensive feedback to support productive student engagement in research while grading those aspects of research that are necessary for the student to succeed. Assessment conducted in this way delicately balances the need to facilitate students’ ongoing research with the requirement of a final grade without undercutting the important aims of a CRE education