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Automotive engine assembly and disassembly are common and crucial programs in the automotive industry. Traditional education trains students to learn automotive engine assembly and disassembly in lecture courses and then to operate with physical engines, which are generally low effectiveness and high cost. In this article, we developed a multilayer structured virtual reality (VR) system to provide students with training in automotive engine (Buick Verano) assembly and disassembly. The VR training system is designed to have several major features, including replaceable engine parts and reusable tools, friendly user interfaces and guidance, and bottom-up designed multilayer architecture, which can be extended to various engine models. The VR system is evaluated with controlled experiments of two groups of students. The results demonstrate that our VR training system provides remarkable usability in terms of effectiveness and efficiency. Currently, our VR system has been demonstrated and employed in the courses of Chinese colleges to train students in automotive engine assembly and disassembly. A free-to-use executable file (Microsoft Windows) and open-source code are availablefor facilitating the development of VR systems in the automotive industry.

Physics education in secondary schools can include biophysics topics as electives. An open simulation based on a simulation like Minecraft for learning the workings of the action potential in human cells was designed and tested for students in upper secondary physics education. In small design and test cycles both the simulation engine and the classroom materials were developed. The simulation shows realistic results that go beyond the accompanying textbook. The finished prototype of the engine and the materials were used to study student reasoning during their simulation of the action potential. Results show that students reason together about what they see in the simulation to come to theories on the action potential process, showing profound learning. The students did not master the more open inquiry final assignment.

Purpose: The focus of the study is to develop a 3D engine assembly simulation learning module to address the lack of equipment in one senior high school in the Philippines. Method: The study used mixed-method to determine the considerations needed in developing an application for educational use particularly among laboratory/practical subjects like engine assembly. The study used ISO 25010 quality standards in evaluating the application (n = 153 students and 3 ICT experts). Results: Results showed that the application is moderately acceptable (overall mean = 3.52) under ISO 25010 quality standards. Conclusion: The study created an engine simulation learning assembly in which teachers can use to augment their lesson. The study also highlights the applicability of using 3D-related technologies for practical and laboratory subjects particularly highly technical-related subjects. Recommendations: Future studies may develop a similar application in the same context using mobile and other emerging technology (i.e., Virtual Reality, Augmented Reality) as well as making the content more customizable. Effectivity of the system in an actual setting is also worth pursuing. Research Implications: The study highlighted the potential use of 3D technology in a classroom setting.

In order to make up for the shortage of scientific research experiments and teaching in land-based engine room laboratory, a simulation system is designed and developed using B/S mode to simulate scientific research experiments, teaching and operation processes, and designed algorithms to simulate the propulsion characteristics of the main propulsion diesel engine. A large number of experiments were carried out, and the relationship curve between output power and fuel consumption rate of the main engine was obtained in the laboratory. Apache JMeter was used to test the pressure of the simulation system deployed in Dalian Maritime University Cloud. It is found that under the test conditions, the average response time of sample request is 330 ms, which is far superior the design standard of 2 s. There is no abnormal response to all requests, and all indicators fully meet the requirements of the project team. The simulation system fills the gap in the application of panoramic interactive technology in Marine engineering education, and provides a reference for the exploration of "intelligent +" experiment and teaching mode in maritime university laboratories.

BNSP technical competence gets high legality on the side of the industry, while not all test participants can acquire it. Until now, studies that discuss relevant competency test models on automotive engine technology are still limited, not specific or even non-existent. The objective of this research is to produce a Competency Test Model for Engine Tune Up-System Injection and determine the characteristics after the model is applied. The subject of development consists of assesses (vocational education graduates, workers and educators), experts, and assessors from related Professional Certification Institutions (LSP). Instrument validation was conducted through expert judgment and feasibility trials. Reliability tests were performed using alpha and interrater coefficient analysis. The results of the test analysis include (1) competency test model assessment using the CBA approach; (2) competency dimension elements in instruments development are in the form of TS, TMS, CMS, EMS, and JRES; and (3) the characteristics of competency assessment include equipment verification of adequacy, avoiding impartiality, meeting requirements, transparent and accountable, and able to produce recommendations as "competent" and "non-competent". The obtained findings showed that the developed competency test model could be used as a reference for use in vocational education.

We have developed new rotors that can be classified into three groups by changing the rotors used in simple motors into various types. Group I has a semicircular shape rather than a perfect circle or square shape, group II has a structure consisting of several closed circles on one plane, and group III has a three-dimensional shape. We wanted to show students that a closed circular shape is not the only thing that can rotate in a magnetic field, and that various types of rotors are possible. Also, we think it would be good to give students an opportunity to envision different shapes of rotors.

The first law of thermodynamics does not forbid heat engines with 100% thermodynamic efficiency; it is the second law of thermodynamics which states that heat engines cannot obtain 100% efficiency. Can the first law ever show this second law result? Yes. We show that the first law alone can show that some heat engines cannot achieve efficiencies of 100% when self-contained cycles (which we define) are considered for some temperature reservoirs. Self-contained cycles do not rely on the surroundings for anything but heat transfer to the cycle. Self-contained cycles require that any work input required by the cycle must come from previously stored energy from the cycle (such as, by potential energy in a weight previously lifted by the engine when performing work). Also, any regenerative heat output must occur before it is used as regenerative heat input. Using an example of a self-contained modified Carnot cycle that utilizes an ideal gas, the first law shows that efficiencies of 100% are not possible for T[subscript H] < 2 T[subscript C], where TH is at a hotter temperature than T[subscript C], a colder temperature. These cycles, which could operate through a finite temperature difference ??? in some regions of a PV diagram, are not possible in other regions.

Contribution: Project-based learning is a widely used learning approach that has proven itself effective in engineering education. This article describes a generalized model to teach undergraduate students the concepts of dc electric motors using project-based learning through a complete module that consists of modeling and simulation, and questions formulation. Background: Undergraduate level Electric Machines textbooks lack a detailed and complete models of dc electric motors, and they only cover the motors' traditional steady-state analysis. Teaching such topics that cover both steady-state and transient analyses through a complete module that includes both a step-by-step model derivation and simulation coupled with question formulation allows students to understand the materials better and, in turn, improve their performance. Intended Outcomes: The intended outcomes of the proposed approach are to improve students' conceptual understanding, analytical skills, and simulation experience of dc electric motors. Application Design: The proposed approach introduces students to the concepts through seven elements: (1) the model derivation; (2) the types of dc motors; (3) how to modify the derived model to represent a specific type; (4) the assigned project; (5) the MATLAB programming; (6) the simulation results; and (7) question formulation that are related to dc motors. Findings: The evaluation of the data obtained from both students' performances and surveys showed a significant improvement in performance and a positive attitude toward the proposed approach.

We report on the study of student difficulties regarding a heat engine in the context of a Stirling cycle by the method of measurement. An in-class test about a Stirling engine with a regenerator was taken by three classes, and the students were asked to perform one of the most basic activities--calculate the efficiency of the heat engine. Our data indicate that quite a few students have not developed a robust conceptual understanding of basic engineering knowledge of the heat engine. Notably, the error ratio of the class given a simple tutorial of engineering knowledge is smaller than those of the other two classes by more than 20%. In addition, both the written answers and post-test interviews show that most of the students cannot associate Carnot's theorem with a Stirling cycle. Our results suggest that both scientific and engineering knowledge are important and should be included in instructional approaches, especially in the thermodynamics course taught in the countries and regions with a tradition of not paying much attention to experimental education or engineering training.

"Make to Learn Invention Kits" allow students to reconstruct working models of historic inventions. This design case describes the development of a series of "Make to Learn Electric Motor Invention Kits" that spans the time frame from development of the first patented electric motor in the United States to contemporary brushless motors. The design process is described and design decisions that led to the final sequence of electric motor kits are summarized.

We present a thermodynamics experiment suitable for first year undergraduate students employing Stirling Engines to create a demonstration of energy transformation and to measure the mechanical efficiency of such engines. Using an inexpensive transparent chambered Stirling Engine, students can connect concepts such as the theoretical pressure-volume diagram with the physical movements of the engine's pistons and the resultant useful output work of a spinning wheel. We found the majority of students successfully complete this experiment obtaining results similar to when performed by the authors. In addition to the core thermodynamics lesson, this experiment incorporates DC circuits, oscilloscopes, and data analysis so it can be integrated into a wider undergraduate physics course to combine the teaching of multiple subjects.

Contribution: This article proposes a low-cost and mobile device-based learning support system for the stepper motor, which provides Web-based remote laboratory. This system allows young engineers to learn about rotational principles, control methods, and programming in stepper motors. Background: Familiarity with electrical machinery, such as motors, is an important factor for electric power engineers. Hands-on laboratories are the most effective and important learning method in the study of electrical machinery. However, the Hands-on laboratories require commitments of time, space, and significant number of expensive laboratory instruments. Intended Outcomes: In the proposed system, the students are free to repeat the experiment using a real stepper motor, for example, using a smartphone. This learning support system that combines remote laboratory and virtual laboratory is expected to be an easy-to-use for young engineers. Application Design: Proposed system consists of the low-cost microcomputers, such as raspberry Pi and Arduino, and does not use expensive software, such as LabVIEW and MATLAB. It has both low cost and compatibility with any mobile devices. Findings: The learning effectiveness and usability of the system were evaluated through questionnaires and tests for a total of 50 students at the authors' department. Consequently, the results of the evaluation tests and questionnaires demonstrated that the proposed system will be useful to study the stepper motor.

This study is carried out to develop an interactive multimedia learning aid that increases students' competency in practicing electrical motor installation. Students of Public Vocational High School in Langkat, Indonesia involve in this study. The Research and Development (R&D) methodology by Borg and Gall (1998) is adapted in this study, in which the steps include understanding the problem, gathering information, design and development, validation, product improvement, product testing, product revision, installation, design improvement, and product distribution. In terms of pedagogy, ASSURE learning model (that consists of Analyze, State Objective, Select Methods, Utilize, Requirement, and Evaluate) is incorporated in the product. When data were tested, the results prove that generally, respondents believe that the developed learning aid is highly qualified to be used. More ever, all parties highly believe that the developed learning aid is able to increase the students' competency in electrical motor installation.

Previous research shows that children effectively extract and utilize causal information, yet we find that adults doubt children's ability to understand complex mechanisms. Since adults themselves struggle to explain how everyday objects work, why expect more from children? Although remembering details may prove difficult, we argue that exposure to mechanism benefits children via the formation of abstract causal knowledge that supports epistemic evaluation. We tested 240 6-9 year-olds' memory for concrete details and the ability to distinguish expertise before, immediately after, or a week after viewing a video about how combustion engines work. By around age 8, children who saw the video remembered mechanistic details and were better able to detect car-engine experts. Beyond detailed knowledge, the current results suggest that children also acquired an abstracted sense of how systems work that can facilitate epistemic reasoning.

The purpose of this experimental study was to assess the effects of cognitive style, problem complexity, and hypothesis generation on the problem solving ability of school-based agricultural education students. Problem solving ability was defined as time to solution. Kirton's Adaption-Innovation Inventory was employed to assess students' cognitive style as either "more adaptive" or "more innovative." Students were assigned randomly, by cognitive style, to solve either a simple or complex problem in small gasoline engines. A three-way independent analysis of variance revealed that a statistically significant interaction effect between the independent variables did not exist. Additionally, the two-way interactions between cognitive style and problem complexity, and cognitive style and hypothesis generation were not statistically significant. A statistically significant interaction effect did exist, however, between problem complexity and hypothesis generation. A simple main effects test revealed the students who hypothesized their problem correctly were the most efficient at solving the problem. Future research should require students who generate an initial incorrect hypothesis to re-hypothesize prior to attempting to solve the problem. Educators should encourage students to engage in metacognitive activities, such as hypothesizing, prior to engaging in problem solving activities.

The aim of the research is to create the classification for shock wave triple configurations and their existence regions of various types: type 1, type 2, type 3. Analytical solutions for limit Mach numbers and passing shock intensity that define existence region of every type of triple configuration have been acquired. The ratios that conjugate intensities of three shock in triple configuration and flow turn angle on them are presented. The transition (boundary) shock wave triple configurations have been reviewed. The acquired results can be used to design shock wave structures with set properties in detonation engines, air collectors, technological plants, when analyzing shock wave influence on objects during an explosion. Triple configurations of type 1 are used in internal compression air intakes that are based on interaction of oncoming shocks. Triple configurations of type 2 can be found in supersonic gas jets, at Mach reflection of shock and detonative waves from solid walls. Triple configurations of type 3 are used in supersonics multishock air intakes of external or mixed compression.

The concept of condition-based gas turbine-powered aircraft operation is realized all over the world, which implementation requires knowledge of the end-of-life information related to components of aircraft engines in service. This research proposes an algorithm for estimating the equivalent cyclical running hours. This article provides analysis of the existing methods of cycle counting and suggests a new original method. It implies consideration of two cycles related to the chain of extrema "max-min-max". The first is the main simple loading cycle; another cycle is the additional from the minimum to the lowest extrema. It is assumed that the "global" minimum is known. The authors developed the algorithm aiming at allocation of separate simple loading cycles in a complex life cycle, implemented by using Visual Basic for Applications and Excel'97. The paper also provided the method of bad records rejection and evaluation of the stress-strain behavior of the main engine components--drive shafts, discs and blades based on regular measurements of temperature and pressure in the gas stream. These methods allow calculating the accumulation of damage on a real-time basis. The developed algorithms laid the foundation for an automated diagnostic system of an aircraft engine.

The paper presents a methodology which helps to avoid a great amount of costly experimental research. This methodology includes thermo-gas dynamic design of an engine and its mounts, the profiling of compressor flow path and cascade design of guide vanes. Employing a method elaborated by Howell, we provide a theoretical solution to the task of assessing the influence of the VGV blades' angle of rotation on the characteristic of a compressor. The finite element model of a VGV blade helps to solve some problems of strength and tune-out of resonance in the domain of a compressor's operating frequencies as well as the problem of determining the position of the pressure center and the location of a blade's pivotal point. Cinematic and dynamic analysis of the control linkage of VGVs is carried out in a MSC.ADAMS package. The investigation is based on geometric 2D and 3D models, gas-dynamic and strength analysis taking into account geometrical nonlinearity and based on the finite element method. The study is also based on the dynamic analysis according to the Euler-Lagrange equation, which describes the behavior of mechanical systems comprised of markers and the Craig-Bampton method implying the theory of superposition of vibrational modes.

We present the most relevant works on jet engine design that utilize thermodynamic cycle of detonative combustion. Detonation engines of various concepts, pulse detonation, rotational and engine with stationary detonation wave, are reviewed. Main trends in detonation engine development are discussed. The most important works that carried out theoretical, experimental and computational research and their parametrical optimization are described. Relevant for nearest time problems and directions of research are formulated. [For "Detonation Jet Engine. Part 1--Thermodynamic Cycle," see EJ1115570.]

In this article we reviewed the shock wave oscillation that occurs when supersonic flows interact with conic, blunt or flat nose of aircraft, taking into account the aerospike attached to it. The main attention was paid to the problem of numerical modeling of such oscillation, flow regime classification, and cases where aerospike attachment can lead to drag reduction. It is established that the effective computation methods, that allow acquisition and recreation of their oscillation, are based on either technique with pre-allocation on gas-dynamic discontinuities or high accuracy difference schemes. Moreover, the application of standard straight-through methods leads to appearance of non-physical artifacts in solution: solution's oscillation on shock waves, weak rarefaction waves and instability streets of Kelvin-Helmholtz type. The practical value is that the research findings may be useful for future investigations on the problem of numerical modeling of shock wave oscillation.

We present the most relevant works on jet engine design that utilize thermodynamic cycle of detonative combustion. The efficiency advantages of thermodynamic detonative combustion cycle over Humphrey combustion cycle at constant volume and Brayton combustion cycle at constant pressure were demonstrated. An ideal Ficket-Jacobs detonation cycle, and the thermodynamic cycle of real detonation engine that utilizes over compressed detonation were discussed. Main trends in development of detonation engines were described. Relevant for nearest time problems and directions of research were formulated.

Previous generations of physics students learned how common machines work, as evidenced by their textbook illustrations. Such understanding of machines that daily life depends on seems to be evaporating. In response, for two decades I have conducted an introductory physics "engine cadaver lab." It offers opportunities for hands-on engagement with concepts such as moment of inertia, center of mass, Faraday's law, Bernoulli's equation, engine efficiency, thermal expansion, etc. Unlike biologists, we put our cadavers back together!

Contribution: A project-based active learning approach with the collaborative pedagogical environment is used to train electrical engineers, focusing on loading characteristic of motors where extrapolated knowledge from advanced classes and feedback from the industry professionals are used to engage fellow students to improve their conceptual and applicatory learning. Background: Forces of globalization, including engineering education's multicontingent epistemological structure requiring a broad-based skill set, linking academia, and industry necessitate specific pedagogical intervention. The project-based pedagogy contextually embedded in collaborative environment has proven to serve as an ideal approach to address the scenario. Despite its demonstrated efficacy, its implementation has been sporadic, globally, and systemically within most educational institutions. In that light, this article is expected to stand as a strengthening paradigm simultaneously with conventional didactic orientation to fill that void. Intended Outcomes: Based on the academic needs and industrial demands, the specific techniques employed greater primacy on augmenting content mastery, critical thinking, and problem-solving skills that may have higher sustainability. Application Design: Project-based model that has been tested here is embedded in multidisciplinary and collaborative teaching package emphasizing problem probing and prescription. This approach underlies a very holistic orientation, providing a greater connection between theory and praxis, thereby having a higher appeal to theoreticians, learners, and the end-users. Findings: Extrapolated knowledge from graduate and upper-division undergraduate courses can be used to train lower-division undergraduate students. A positive trend in student learning outcome in power courses and a very positive feedback from industry professionals reflect the active learning model effectiveness accompanied by actual student test scores.

This paper describes simple modifications to a demonstration Stirling engine that allows one to make quantitative measurements of the Stirling cycle. First, we describe measurements of the "P-V" diagram using an in-expensive pressure sensor and a common photogate. Then, as a supplement, the engine was run as a refrigerator by using a rotary tool to turn the flywheel of the engine. A small, but measurable, temperature difference developed across the body of the engine.

This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics; these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. Programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was administered to determine cognitive style as more adaptive or more innovative. Preservice teachers were assigned randomly, by cognitive style, to solve either a simple or complex problem in a small gasoline engine. The simple problem was related to the electrical system of the engine--specifically, a closed spark plug gap. The complex problem was related to the fuel/air delivery system; specifically, debris was placed into the main jet of the carburetor. To determine content knowledge, students were administered a 30-item, researcher developed criterion-referenced test. The findings of this study indicated that no statistically significant differences existed in content knowledge based on cognitive style. All students were able to solve their problem successfully; however, regarding time to solution, a statistically significant interaction effect existed between cognitive style and problem complexity. A simple main effects test revealed a statistically significant difference between the more innovative students based on problem complexity.

An electric motor converts electrical energy into mechanical work and an electric generator converts mechanical work into electrical energy. The symmetry between the motor and generator naturally leads to questions about creating a perpetual motion machine. The allure of this question has inspired textbook problems, physics education articles, and award-winning physics demonstrations. It is commonly taught that spinning a generator faster produces a larger electromotive force (EMF), because the generator's instantaneous EMF is proportional to the angular rate of rotation. When making this point in class, students will often ask about an interesting thought experiment, which is depicted in Fig. 1. The student question is as follows: "If an electric motor is connected via a system of gears to an electric generator, so that the generator spins faster than the motor, then does the generator's output power P[subscript G] exceed the motor's input power P[subscript M]?"

With the rapid spread of high-speed railway technology, there is a resurgence of interest in trains and railways. The main propulsive engine for railways was the steam engine for over a century, which gave way to the diesel and electrical engines. The steam engine was crucial to the birth and development of the railway industry, and understanding its evolution and application to railways can usefully illustrate a number of key principles in physics, particularly in heat and thermodynamics.

In this article we consider a well-known simple, very accessible demonstration of surface tension with a small boat propelled by substances that change the surface tension of water. A simple quantitative evaluation is provided that matches well with experimental data. A modification to the experiment is proposed allowing it to continue for a long time for more dramatic effect. Different molecular 'fuels' are explored with ethanol coming out as the most appropriate for educational demonstration purposes.

Career and technical education (CTE) remains an excellent vehicle for hands-on, minds-on instructional content that works to prepare students for industry-based settings (Slusher, Robinson, & Edwards, 2011). Access to appropriate resources for CTE programs, such as available tools and equipment, can be influential in determining the quality of such coursework and laboratory management more broadly (McKim & Saucier, 2013). Through the lens of distributed cognition as our conceptual framework and in the context of a larger preliminary study rooted in mechanics-based education, we examined the available tools and equipment to teach two-stroke engines as reported by CTE teachers (N = 20) who participated in a comprehensive, industry-led two-stroke engines workshop at Iowa State University. Echoing the findings of McCubbins, Anderson, Paulsen, and Wells (2016), the teachers in the present study reported limited availability of many of the tools and equipment needed to teach two-stroke engines content within their own programs. Recommendations include replication of this study on a national scale, the establishment of program and industry partnerships to identify and procure the necessary tools and equipment for each skill area, and continued professional development opportunities for teachers in the areas of two-stroke engine inspection, troubleshooting, repair, theory and safety.

Professional development training is an excellent method for teachers to acquire new skills within both familiar and unfamiliar content areas (Phipps et al., 2008; Saucier, McKim, & Tummons, 2012). Prior research (Saucier et al., 2012; Shultz et al., 2014) has identified that small gas engines is an area where professional development training is warranted. The Dreyfus Model of Skill Acquisition (Dreyfus & Dreyfus, 1986) provides the foundation for the skills developed during a teacher's career, and even over the course of the professional development workshop. The purpose of the present study was to evaluate perceived importance to teach, competence to perform, curriculum available to teach, and ability to teach selected skill areas related to two-stroke engine inspection and testing prior to and after attending a two-day intensive professional development workshop. Through the lens of the Dreyfus Model of Skill Acquisition, it was evident that the teachers participating in the workshop experienced a progression of skill level. Moreover, this was particularly apparent regarding their perceived abilities to teach two-stroke engine inspection and testing skills. We wish to acknowledge that the teachers who participated in this study are not necessarily at the Expert stage; it is conceivable, based upon our results, that growth in expertise related to two-stroke engine inspection and testing skills did indeed occur during the professional development workshop.

The purpose of this study to investigate, how third year mechanical engineering students are able to use their knowledge of concept maps in their study of the topic of "Introduction to the Internal Combustion Engines (IICE)". 41 students participated in this study. Firstly, the students were taught about concept maps and then asked to draw their concept map of the topic IICE. Afterwards, two achievement tests were administered. One test, namely, knowledge applications test (KAT) included questions on the application of knowledge of the topic of IICE and other test, knowledge recall test (KRT) contained the questions that require a recall of knowledge of the topic of IICE. The students' concept maps were scored by comparing with the expert map created by the teacher. The correlation between concept map scores (CMS) and the scores in tests which measure application of knowledge (KAT) was moderate while the correlations between score of concept map and the test that measures a recall of knowledge (KRT) was weak. While achievement tests measure knowledge in different context, CMS, on the other hand, measures knowledge about related concepts and relationships among concepts. As a result, concept maps can be used as a supplementary assessment method along with achievement tests. Most of the students were satisfied with use of concept mapping in the topic of internal combustion engine. They indicated that concept mapping helps them to understand the key concepts, to connect the various concepts with each other and to correct misconceptions.

This paper describes use of a linear motor as a starting point for introducing related electricity and magnetism concepts. The Linear Motor Laboratory consists of a series of mechanisms and student learning activities centered around a reconstruction of the Charles Page Electromagnetic Engine patented in 1854. This work was undertaken in the Make to Learn Laboratory at the University of Virginia in consultation with the curators at the Smithsonian's National Museum of American History. The original patent model in the collections of the Smithsonian Institution was used as a reference for modern-day reconstructions. Instructions for fabrication of a linear motor and associated Computer-Assisted Design (CAD) files are available in the Educational CAD Model Repository.

The purpose of this project was to construct and test an off-grid photovoltaic (PV) system in which the power from a solar array could be stored in a rechargeable battery and a flywheel motor generator assembly. The mechanical flywheel energy storage system would in turn effectively power a 12-volt DC appliance. The voltage and current of different steel flywheel thicknesses were measured versus time for two different load settings on a 12-volt DC fan. The energy efficiencies of the system for each flywheel size were then calculated by integrating the power versus time scatter plots. The off-grid PV system was found to be functional in storing and discharging power, especially during quick discharges. Although not the most efficient method of energy storage, this apparatus shows great promise for energy storage when further tested and improved. (Contains 3 figures and 1 table.)

This paper provides a road map for universities to follow in responding to corporations that are in need of a solution to the dilemma of building an executive development program and simultaneously providing their executives with a high quality MBA degree. Difficulties experienced by many corporations are complicated by the fact that MBA programs vary by level of quality, emphasis, availability of concentrations and the degree to which they focus on the specific needs of their executive-level students. In addition, many MBA programs are taught by faculty that see their primary function as research scholars. In some business schools, (Bennis and O'Toole, 2005) there is little responsiveness to the needs of business "customers," and often faculty have little high level executive experience to enhance the value of education for MBA?s. The solution to this issue is to outsource an executive development program and this paper will address the University of Indianapolis? (UINDY) experience in providing such a program. The model presented in this paper is derived from years of experience in making the MBA cohorts into the recognized outsourcing solution for corporate universities. The model, which has been highly developed, begins with having an active business development and support services team that demonstrates commitment and responsiveness to the needs of the major corporations. UINDY builds on the success of multiple cohorts that have been delivered to these major corporations. This model prioritizes the attitude UINDY brings to this effort--one of responsiveness to the company's needs and a passionate commitment to providing the highest quality accredited degree for their employees that will be "nominated," for an MBA. A customized curriculum that focuses on the unique issues, concerns and needs of the specific industry, company, and culture of the cohort is developed. As an example, one of our major successes has been in one of the world's largest aircraft engines manufacturing companies. The choice of materials, cases, and the focus of discussions are specific to that industry. The cohorts are taught on the corporate premises, on the company's schedule (not on the official academic schedule) and the students can immediately apply what they are learning to solving problems and providing value to their companies on a continuing basis. We detail the steps and stages of what has been successful in order to provide a toolkit that other universities can follow. The paper also details the pitfalls, problems, and issues that must be faced to increase the likelihood of success and continuity of the programs being extended to future cohorts.

APPA, through its Code Advocacy Task Force (CATF), is active with code organizations such as the National Fire Protection Association (NFPA). This article reviews some of the recent work on NFPA 25, Standard for the Inspection, Testing, and Maintenance of Water-Based Fire Protection Systems, by the CATF and some members of the NFPA 25 Technical Committee. The current (2008) NFPA 25 requires weekly tests of fire pump assemblies to be conducted without flowing water, sometimes referred to as a "churn test." During the current review cycle of NFPA 25 the authors submitted several proposals to decrease the "no-flow" test frequency for all fire pumps from weekly to monthly, and one proposal to decrease the churn test frequency for electric motor driven fire pumps. As of this writing, the latter proposal has made it through several processes to final balloting, although the authors remain unsure of the final outcome of the proceedings. This CATF work continued an effort begun by Mike Anthony, a senior electrical engineer at the University of Michigan, whose goal is reducing testing cost without compromising safety. The authors believe that weekly testing is an undue burden while providing no appreciable benefit. Indeed, weekly testing might be so frequent as to cause a decrease in system reliability. It should be abandoned for the reasons discussed in this article.

This is the age of cool tools. Facebook, iPhone, Flickr, blogs, cloud computing, Smart Boards, YouTube, Google Earth, and GPS are just a few examples of new technologies that bombard people from all directions. As individuals people see a new technology and can appreciate its coolness, but as educators they wonder how these tools can be used for teaching. The fact that a technology is innovative and popular does not make it an educational technology. But these technologies have the potential to fundamentally change the way people think about teaching and learning. Repurposing these cool tools for educational purposes, however, is not simple. If educators are to repurpose tools and integrate them into their teaching, they require a specific kind of knowledge that is called technological pedagogical and content knowledge (TPACK). In this article, the authors provide three examples of technology that can be repurposed for educational ends--microblogging, visual search engines, and music DJ software. All of these examples were developed by a team of Punya Mishra's graduate students.

We report a case study of model-based reasoning in which a small group of fourth-grade students analyzes the energy flow when a solar panel is used to power an electric motor that spins a propeller. In developing their explanation of energy flow, the students draw on a general model of energy developed collectively by their class in the course of an experimental classroom curriculum led by a trained teacher. They also construct a model-based representation of the specific system under study. Their investigation and reasoning process exhibit all the features of authentic scientific model-based inquiry, including the revision of their models to incorporate new information. In the course of their work the students recruit and seamlessly integrate nearly all of the practices of science designated in the Next Generation Science Standards. This case study provides an example of what modeling-based teaching and learning can look like in an elementary school classroom. It also suggests that the study of energy offers a particularly promising context for developing students' use of science practices, especially the practice of developing and using models.

The two-stroke engine is an engineering marvel that has been incorporated into many aspects of modern-day life. While many seek to eliminate the two-stroke, others seek to revive this simple and effective power plant, aiming to make it more environmentally friendly and fuel-efficient. If successful, improvements could be far-reaching and transformative. Students can be introduced to this topic, learning: design principles; the implications of this technology on society; how to build, repair, modify an engine; create solutions; and ultimately make an informed decision as to the proper use of the two-stroke engine.