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A practical thermocouple circuit typically includes multiple components between the measuring junction and readout device to facilitate installation and maintenance. For example, a circuit may include a mineral-insulated, metal-sheathed (MIMS) thermocouple probe, flexible extension cable and mating connectors. More complicated circuits may include a plurality of probes connected in electrical parallel to provide an output representing an average temperature. Each of these components contribute to the circuit output depending on the end-to-end temperature profile. Standard specifications such as ASTM E230 [1] and IEC 60584-1 [2] describe the thermocouple output and tolerances for letter designated thermocouples. These standards apply to a single cut of thermocouple material tested with reference junction at 0 °C. However, for the circuit describe above, the components are usually made from different material lots and exposed to an arbitrary thermal profile. Although the nominal output of the circuit is often aligned with the industry standard, the tolerance varies depending on the components and thermal boundary conditions. There is no recognized standard that provides guidance how to estimate the output tolerance when the circuit is comprised of multiple components. In this paper, an analysis method is presented to calculate the tolerance stack-up for a multi-component thermocouple circuit. A tolerance allocation criterion is proposed based on the thermocouple material tolerance class and temperature difference across the component. The method can be applied to circuits of varying complexity including a single thermocouple or multiple thermocouples connected in electrical parallel. The combined tolerance, along with the contributions of variance, provide insight how to improve the thermocouple circuit accuracy. The method is demonstrated using an example Type K thermocouple circuit. Experiences with thermocouple connectors and their contribution to overall system accuracy is also discussed. [ABSTRACT FROM AUTHOR]

This paper presents a novel application of scenario method and Delphi analysis to engage multiple stakeholders in analysing complex and contested issues. The project brought together senior decision makers from public, private and non-governmental organizations to address the challenge of how to prompt and promote regeneration and innovation in a region of socio-political fragmentation and socio-economic disadvantage. The approach discussed forms part of a larger ARC-funded program to explore the potential role of unions in supporting economic regeneration in North West Tasmania. The region has been characterised in the recent past as one of low participation in education, rising unemployment, lack of innovation and community fragmentation. In engaging key stakeholders, the team faced issues of geographical distance and lack of time as well as cognitive differences between individuals. [ABSTRACT FROM AUTHOR]

This paper describes an initial step towards understanding how computational tools such as natural language processing and machine learning might be used to assess K-12 student learning in engineering education. The study used an online participatory learning environment, PLAY! (Participatory Learning and YOU!), as a platform for student work. Minecraft, an online construction game popular with young teens, was chosen as the learning topic to be assessed. Within PLAY, students created and shared Minecraft 'challenges' during a focus session consisting of five boys, ages 9 to 16. Machine learning techniques were used to create a classification scheme for engineering standards based on the Science and Engineering Practices in the Next Generation Science Standards. Natural language processing and data mining techniques were applied to student challenges to assess and report on students' engineering domain and topic learning. Results show that student application of engineering standards and student discussion of domain topics varied consistently by age. Responses to a corresponding questionnaire showed that the session was a highly positive experience for the children. The potential for use in engineering education is discussed. [ABSTRACT FROM AUTHOR]