67,931 research outputs found

    Why don't they learn?

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    Boredom at work:What, why, and what then?

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    Boundary layer, skin friction, and boattail pressure measurements from the YF-12 airplane at Mach numbers up to 3

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    In-flight measurements of boundary layer and skin friction data were made on YF-12 airplanes for Mach numbers between 2.0 and 3.0. Boattail pressures were also obtained for Mach numbers between 0.7 and 3.0 with Reynolds numbers up to four hundred million. Boundary layer data measured along the lower fuselage centerline indicate local displacement and momentum thicknesses can be much larger than predicted. Skin friction coefficients measured at two of five lower fuselage stations were significantly less than predicted by flat plate theory. The presence of large differences between measured boattail pressure drag and values calculated by a potential flow solution indicates the presence of vortex effects on the upper boattail surface. At both subsonic and supersonic speeds, pressure drag on the longer of two boattail configurations was equal to or less than the pressure drag on the shorter configuration. At subsonic and transonic speeds, the difference in the drag coefficient was on the order of 0.0008 to 0.0010. In the supersonic cruise range, the difference in the drag coefficient was on the order of 0.002. Boattail drag coefficients are based on wing reference area

    Bridges to the Baccalaureate Program at J. Sargeant Reynolds Community College and Virginia Commonwealth University

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    This paper describes a research apprenticeship to encourage and to inspire minority students to major in disciplines that lead to careers in biomedical research

    Padlet:An online tool for learner engagement and collaboration

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    Formulas for long period radiation pressure, lunar and solar gravitational effects on the motion of artificial satellites

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    Analytic formulations for satellite perturbations due to solar radiation pressure and lunar and solar gravitational force

    Community College Perspectives on Teacher Preparation in Virginia

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    The need for future teachers who are well versed in mathematics and science will not be provided by Virginia’s four-year institutions alone. A large portion of those students who complete their K-8 teacher preparation programs at Virginia’s four-year institutions have studied a signiïŹcant portion, if not all, of their mathematics and science at community colleges. Therefore, if future teachers are to have completed appropriate mathematics and science courses these must be provided by the community colleges. In addition, community colleges can play a critical role in attracting people with a high potential for becoming excellent teachers. Two-year colleges are located in urban and rural areas, enroll a large portion of Virginia’s minority students, and welcome returning adults. We need to attract students from this source if we are to produce sufïŹcient numbers of well prepared teachers in Virginia. A recent National Science Foundation workshop developed detailed recommendations conceming the role of two-year colleges. This paper will focus on these recommendations
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