Academic literature on the topic 'Senior cycle students'
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Journal articles on the topic "Senior cycle students"
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Gunawan, Gunawan. "Teaching Reading Comprehension Through Genre-Based Approach (GBA) at Senior High School." Acitya: Journal of Teaching and Education 4, no. 1 (January 31, 2022): 266–73. http://dx.doi.org/10.30650/ajte.v4i1.3224.
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This research is about teaching reading comprehension through a genre-based approach (GBA) at senior high school. The study aimed to increase students' reading comprehension in the eighth grade at SMP Negeri 1 Sibulue through the Genre-Based Approach (GBA). This research used Classroom Action Research (CAR) that consisted of two cycles. The research subject was the eighth grade of SMP Negeri 1 Sibulue academic year 2021/2022 that consisting of 25 students. The researcher obtained the data by using a reading test and observation sheet. The results of the students’ reading tests in cycle I and cycle II had significantly different scores. There was a better increase of gains by students at the end of the action of the second cycle. The results of the study showed that the score in the first cycle to the second cycle increased based on the value of the first cycle of 61.80 and the second cycle showed 75.80. It could be stated that the student's reading comprehension at the eighth grade of SMP Negeri 1 Sibulue was at a fairly good level after the test in the first cycle and increased to a good level after the test in the second cycle.
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Akib, Erwin. "BRAIN-SKETCHING TECHNIQUE FOR DESCRIPTIVE TEXT IN IMPROVE WRITING SKILL AT SENIOR HIGH SCHOOL OF UNISMUH MAKASSAR." EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS 1, no. 1 (May 8, 2012): 35. http://dx.doi.org/10.26618/ejpbi.v1i1.763.
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The research aimed at improving the ability of the Eleventh-grade students of Senior High School of Unismuh Makassar in writing descriptive text using the Brain-Sketching Technique. For the purpose, it employed Classroom Action Research in which the researcher worked in planning, implementation, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The method of this research is Classroom Action Research that consists of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done in Senior High School of Unismuh Makassar for English subject. As subjects in this research are class XI IPA 2 in 2012-2013 academic years which consists of 26 students. Those consisted of 14 women and 12 men. The instruments used were writing test and observation sheet. The study was conducted in a diagnostic test, cycle one and cycles two, each cycle was carried out in four meetings. The objective of the research was intended to know the improvement of the students’ writing ability after using Brain-Sketching Technique at the Eleventh-grade students of Senior High School of Unismuh Makassar. The findings indicated that using Brain-Sketching Technique could improve the students' ability in writing descriptive text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 63.90 as classification “fairly good”. Then the researcher conducted the first cycle and the second cycles, and the result showed that the students' scores in the first and second cycles improved. In the first cycle, the mean score of students was 67.22 as classification “fairly good”, meanwhile the mean score of students in the second cycle was 71.41 as classification “good. It means that the improvement of students’ writing ability from D-Test to cycle I was 5.21%, the cycle I to cycle II was 6.22%, D- test to cycle II was 11.73%. Keywords: Brain-Sketching, Technique, Descriptive, Text, Writing.
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Utami, Telly Trie, Mantasiah R, and Syamsu Rijal. "Penerapan Metode Pembelajaran Bermain Jawaban Dalam Keterampilan Membaca Bahasa Jerman." Phonologie : Journal of Language and Literature 1, no. 2 (June 30, 2021): 154. http://dx.doi.org/10.26858/phonologie.v1i2.21996.
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Abstract. This research aims to improve German language reading skills of 11th grade students of State Senior High School 1 Gowa by using Playing answer learning method. The subject in this research are the students of 11th grade of Mathematics and Natural Science 6 of State Senior High School 1 Gowa. This research is a type of classroom action research which consists of two cycles. The data of this research consist of qualitative and quantitative data. Qualitative data are the data which describe the learning process obtained through observation. While, quantitative data are the data obtained from the results of cycle I and cycle II tests. The results of the research showed that the learning outcomes of students reading skills increased, namely 73.52% in the cycle I and increased to 92.20% in the cycle II. This results indicated that the implementation of Playing answer learning method can improve German language reading skills of 11th grade students of State Senior High School 1 Gowa.
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Hajar, Siti, Gde Artawan, and I. Nengah Suandi. "PENERAPAN METODE TALKING STICK BERBANTUAN MEDIA VISUAL UNTUK MENINGKATKAN KEMAMPUAN BERBICARA TEKS EKSPOSISI." Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia 9, no. 1 (July 15, 2020): 68–78. http://dx.doi.org/10.23887/jppbi.v9i1.3218.
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This research aimed to describe the implementation of talking stick method assisted visual media to improve exposition text speaking ability on Senior High School Muhammadiyah 1 Denpasar students’ grade X natural science 1 year 2019/2020 and to know students’ response toward the implementation of talking stick method assisted visual media to improve exposition text speaking ability on Senior High School Muhammadiyah 1 Denpasar students’ grade X natural science 1 year 2019/2020. This research was classroom actionresearch with the implementation of three cycles. The subject of this research was Senior High School Muhammadiyah 1 Denpasar students’ grade X natural science 1 amount 30 students and Dra. DewiSetyowati as Indonesian teacher. The method of collecting data that used in this research was testing method to get the result of students’ exposition text speaking ability and questionnaire method to get students’ response toward the implementation of talking stick method assisted visual media to improve exposition text speaking ability. The average result of students’ exposition text speaking ability on the first cycle was 64 with lack category, second cycle was 77,33 with adequate category, and third cycle was 88 with good category. After that, the result of students’ response toward the implementation of talking stick method on the first cycle was amount 49,16 with lack of positivity category, second cycle amount 72,16 with positive category, and third cycle was 87 with very positive category. It can be concluded that the implementation of talking stick method assisted visual media is able to improve exposition text speaking ability on Senior High School Muhammadiyah 1 Denpasar students’ grade X natural science 1 year 2019/2020.
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Firdaus, Firdayanti, and Dwi Suci Amaniarsih. "IMPROVING THE TENTH GRADE STUDENTS� ENGLISH SPEAKING ABILITY THROUGH STORYTELLING." English Review: Journal of English Education 7, no. 1 (December 1, 2018): 137. http://dx.doi.org/10.25134/erjee.v7i1.1533.
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The purposes of this research are to find out; 1) how to improve English speaking ability of the tenth grade students at Harapan-I Medan through the application of storytelling method, and 2) how the students� responses to storytelling as a learning method. This research was a Classroom Action Research applying Kemmis McTaggart Model. �The research was done in two cycles in which each cycle consists of four stages: plans, actions, observations, and reflections. The subjects in this research were students of Grade X-6 of Senior High School Harapan-I Medan. The object of this study was the application of the Storytelling method to improve the students� English speaking ability. Based on the results of the research, it was found that the percentage of completeness from pre-action, Cycle-I, and Cycle-II increased at Senior High School Harapan-I Medan. The percentage of student�s completeness in pre-action was 27%, in the Cycle-I was 47%, and in the Cycle-II was 70%. There was a significant increase (43%) from pre-action, cycle-I, and cycle-II. In addition, students� enthusiasm, courage, and activity have also increased. Thus, it can be concluded that storytelling method has improved the speaking ability of the tenth grade students of Senior High School Harapan-I Medan and increased their response, enthusiasm, courage, and activity to speak English.Keywords: speaking ability; English; storytelling; folklore; classroom action research.
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Supriyanto, Supriyanto. "Using Rummy Game Method to Improve Students’ Learning Activities and English Dialog." Register Journal 5, no. 1 (June 1, 2012): 101–20. http://dx.doi.org/10.18326/rgt.v5i1.101-120.
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This classroom action research was aimed at improving students’ learning activities and students’ English dialog skills in the state senior high school 3 Salatiga. The research was carried out in the state senior high school 3 Salatiga from January to June 2012. The subject of the research was 38 students of grade XI natural science 2. While the objects of research were rummy game method, students’ learning activities and students’ English dialog skills. This action research was conducted in two cycles. Each consisted of planning, acting, observing, and reflecting. In cycle 1, the researcher implemented rummy game method with big groups and ready made cards while in cycle 2, the researcher applied rummy game method with small groups and student designed cards. To collect the data the researcher gave self-assessment test and performance test before the first cycle, after the first cycle, and after the second cycle. The data analysis was done by descriptive comparison namely by comparing scores in the previous condition with those of the first cycle and the second cycle. The research findings revealed that there was significant improvement of average scores in students’ learning activities namely 13.8 % from 56.8 % in the previous condition to 70.6 % in cycle 2 and in students’ English dialog skill namely 5.8 from 72.7 in the previous condition to 78.5 in cycle 2. Hence, hypothesis stating that using rummy game method is able to improve students’ learning activities and English dialog skill in the state senior high school 3 Salatiga grade XI natural science 2 even semester year 2011/2012 is proven right.Keywords: Rummy Game Method; Learning Activities; English Dialog Skill
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Supriyanto, Supriyanto. "Using Rummy Game Method to Improve Students’ Learning Activities and English Dialog." Register Journal 5, no. 1 (June 1, 2012): 101. http://dx.doi.org/10.18326/rgt.v5i1.253.
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This classroom action research was aimed at improving students’ learning activities and students’ English dialog skills in the state senior high school 3 Salatiga. The research was carried out in the state senior high school 3 Salatiga from January to June 2012. The subject of the research was 38 students of grade XI natural science 2. While the objects of research were rummy game method, students’ learning activities and students’ English dialog skills. This action research was conducted in two cycles. Each consisted of planning, acting, observing, and reflecting. In cycle 1, the researcher implemented rummy game method with big groups and ready made cards while in cycle 2, the researcher applied rummy game method with small groups and student designed cards. To collect the data the researcher gave self-assessment test and performance test before the first cycle, after the first cycle, and after the second cycle. The data analysis was done by descriptive comparison namely by comparing scores in the previous condition with those of the first cycle and the second cycle. The research findings revealed that there was significant improvement of average scores in students’ learning activities namely 13.8 % from 56.8 % in the previous condition to 70.6 % in cycle 2 and in students’ English dialog skill namely 5.8 from 72.7 in the previous condition to 78.5 in cycle 2. Hence, hypothesis stating that using rummy game method is able to improve students’ learning activities and English dialog skill in the state senior high school 3 Salatiga grade XI natural science 2 even semester year 2011/2012 is proven right.Keywords: Rummy Game Method; Learning Activities; English Dialog Skill
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Wahyuni, Qoriatul. "PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH DALAM MENINGKATKAN PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELJARAN GEOGRAFI KELAS X DI SMAN 1 GALESONG SELATAN KABUPATEN TAKALAR." LaGeografia 17, no. 1 (November 22, 2018): 55. http://dx.doi.org/10.35580/lga.v17i1.7346.
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The research is Classroom Action Research Which aims to Increase Student Learning Achievement On subjects Geography Student ClassX In senior high school class X Galesong selatan Semester 2 of school year 2016/2017, as 33 students consist of 7 male students and 26 female students. This research was conducted in two cycles carried out during six meetings. Each cycle comes from the four stages of planning, that is execution, observation / evaluation and reflection. This type of research is a description. Technique of data collection is done by using the data of the study result and observation student activity. Analyzed by using quantitative and qualitative analysis. Minimum grade criteria class X PIS senior high chool Galesong Selatan is 75 for subjects Geography (1) On the basis of quantitative analysis,the result of the learning cicle I 42 percent of completenes l and second cycle with the percentage increase was 87.05 percent (2) Qualitatively, there was a change in the activity of students' geography learning in cycle I 66.7 percent experienced a change in attitude in cycle II 87.05 percent included in the active category . Based on the results of the analysis and discussion it was concluded that the application of Problem Based Learning can improve students' geography learning achievement in senior high school Galesong Selatan
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Sulton, Achmad. "THE USING OF PANTOMIME TO IMPROVE THE STUDENTS' SPEAKING SKILL." Jurnal Cerdik: Jurnal Pendidikan dan Pengajaran 1, no. 1 (December 21, 2021): 67–80. http://dx.doi.org/10.21776/ub.jcerdik.2021.001.01.06.
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The purpose of this classroom action research is to improve the students’ speaking skill by using Pantomime, it is also to share toward the teachers the new media of teaching and learning in the classroom. This action research is the research that has been done in two cycles. Cycle one consists of three meeting while cycle two consists of two meeting. It is done in the tenth grade of State Senior High School 4 Malang. There are thirty three students in it. The result of this classroom action research shows that the using of Pantomime can improve the students' speaking skill.
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SUKMAWATI, SUKMAWATI SUKMAWATI. "AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION AT SENIOR HIGH SCHOOL LEARNERS." SALEE: Study of Applied Linguistics and English Education 1, no. 02 (July 29, 2020): 125–36. http://dx.doi.org/10.35961/salee.v1i02.109.
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As value of observation in the class room the students have score 6.0. This score is as a poor category. In this research the aim is to solve this problem until the students have a good score, while the standard curriculum is 6.5. This research aimed to improve the students’ reading comprehension at eleventh grade students of SMAN 10 Makassar. This research used Classroom Action Research (CAR). The research was conducted in two cycles. Each cycle consisted of four stages that is planning, acting, observing, and reflecting stages. Data were collected through test namely multiple choices and essay. The subject of research was 32 students of SMA Negeri 10 Makassar. Authentic material was obtained by internet, magazine and newspaper. The result of the study showed that there was improvement of students’ reading comprehension after being taught by using authentic materials. There was a significant improvement of the students’ reading ability, after getting the implementation of action among 2 cycles, and the finding was 18 students (56,25 %) in the first cycle and 28 students (87,5%) in the second cycle who can pass minimum completeness criteria (KKM). Therefore, the application of authentic materials in learning and teaching process can improve the students’ reading comprehension and has reached the instruction targeted in curriculum at that school. The students are more active to participate in learning reading by applying authentic materials.
Books on the topic "Senior cycle students"
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Subject availability and student performance in the senior cycle of Irish post-primary schools. Dublin: Economic and Social Research Institute, 1986.
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Duggan, Regina. Evaluation of the senior cycle curriculum and its effectiveness in the preparation of deaf students for life after school. Dublin: University College Dublin, 1998.
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Hedderman, Fiona, and Claire Breen. Time to Journey: Religion for Senior Cycle Students. M.H. Gill & Co. U. C., 2014.
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Krishnamurti, T. N., H. S. Bedi, and V. M. Hardiker. An Introduction to Global Spectral Modeling. Oxford University Press, 1998. http://dx.doi.org/10.1093/oso/9780195094732.001.0001.
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This book is an indispensable guide to the methods used by nearly all major weather forecast centers in the United States, England, Japan, India, France, and Australia. Designed for senior-level undergraduates and first-year graduate students, the book provides an introduction to global spectral modeling. It begins with an introduction to elementary finite-difference methods and moves on towards the gradual description of sophisticated dynamical and physical models in spherical coordinates. Topics include computational aspects of the spectral transform method, the planetary boundary layer physics, the physics of precipitation processes in large-scale models, the radiative transfer including effects of diagnostic clouds and diurnal cycle, the surface energy balance over land and ocean, and the treatment of mountains. The discussion of model initialization includes the treatment of normal modes and physical processes, and the concluding chapter covers the spectral energetics as a diagnostic tool for model evaluation.
Book chapters on the topic "Senior cycle students"
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Quade, Ann M. "Redesigning a SAD Course to Promote Problem-Based Learning." In Handbook of Research on Modern Systems Analysis and Design Technologies and Applications, 642–54. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-887-1.ch035.
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This chapter reports on the design, development, and implementation of a hybrid introductory systems analysis and design (SAD) semester long course taught at the junior/senior level. Five online instructional modules that focus on student-centered, problem-based learning (PBL) were developed. Each module parallels and reinforces the classroom session content. The classroom “seat-time” saved by having students study and complete online materials provides the instructor and students with additional time for face-to-face and electronic discussions. To further encourage PBL throughout the semester, students use an iterative approach to the SAD life cycle to analyze, design, and implement a prototypic solution to a real world problem presented by the authentic client. The use of a learning management system allows the client to participate in the course throughout the semester regardless of the physical distance between the students and the client. Instructor experiences, hybrid module development strategies, and a summary of student and client feedback are included.
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Jones, Michael L. W. "Knowledge Management in Emergent Amateur Organizational Cultures." In Handbook of Research on Organizational Culture Strategies for Effective Knowledge Management and Performance, 76–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7422-5.ch005.
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This chapter examines issues of knowledge management and cultural knowledge in the context of Formula SAE student engineering teams. Approximately 500 student teams field a small formula-style racecar in a series of annual competitions held globally. Despite being small, student-run teams with limited resources and high organizational turnover, strong teams have developed strategies to sustain knowledge creation and work to build the team's cultural knowledge over multiple annual design cycles. This chapter highlights three knowledge management challenges: organizational renewal due to graduation of senior members, capturing vital yet departing tacit and explicit knowledge, and engaging multi-year and collaborative projects. The chapter recommends that strong faculty and institutional support can help FSAE teams develop into stable knowing organizations with deep tacit, explicit, and cultural knowledge bases.
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Lavi, Rea, and Aikaterini Bagiati. "The New Engineering Education Transformation Program at Massachusetts Institute of Technology: The Evolving Design and Implementation of a Programmatic Evaluation Study." In Advances in Transdisciplinary Engineering. IOS Press, 2022. http://dx.doi.org/10.3233/atde220698.
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The New Engineering Education Transformation (NEET) program was launched in 2017 as a cross-departmental endeavor to reimagine undergraduate engineering education at Massachusetts Institute of Technology (MIT). NEET prepares students to tackle authentic 21st-century challenges by learning about new machines and systems, engaging in making and discovering activities, employing hands-on pedagogy, and cultivating the NEET Ways of Thinking. Students join the program for three years, from sophomore to senior year, in one of four threads: Autonomous Machines, Climate and Sustainability Systems, Digital Cities, or Living Machines. Once they complete the program, students receive a certificate of program completion. During Fall 2019, at the start of its third operational year, NEET leadership decided to initiate a comprehensive evaluation of the program. The authors conducted semesterial evaluations of the program from Spring 2020 till the present. Data for these evaluations were collected from program leadership, faculty, instructors, staff, and students, as well from institutional sources. We describe the evolving cycles of programmatic evaluation, including the design and implementation of these efforts, the suggestions made to program leadership, and the implementation and subsequent evaluation of those suggestions. We outline the challenges and opportunities which came up during evaluation. Finally, we provide recommendations for evaluators of similar programs.
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Beerling, David. "An ancient ozone catastrophe?" In The Emerald Planet. Oxford University Press, 2007. http://dx.doi.org/10.1093/oso/9780192806024.003.0011.
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The University of Cambridge is one of the oldest seats of learning in the world and is, as befits such an august institution, steeped in tradition and history. One of the more curious traditions, which survived until 1909, was that of publicly ranking undergraduates who had taken the Mathematical Tripos, the oldest and most demanding examination of its kind. Candidates concluded 10 (now 9) semesters of intensive study by sitting a gruelling series of eight lengthy papers, each more difficult than the last, undertaken over a period of nine days. In rank order, the first 30–40 were called wranglers; the man gaining the highest marks of the year held the enviable position of Senior Wrangler. By tradition the positions were published in the London Times, with the accompanying list carrying pictures and short biographies of the top finishers; being a wrangler conveyed a certain degree of national honour and university distinction. Competition to become Senior Wrangler was intense. The examinations involved a test of knowledge, power of recall, concentration, and nerves, and a system of private coaching developed in response to the demands among the elite mathematicians to be Senior Wrangler. Coaches were often those who had previously placed well in the wrangler competition, with good ones able to teach essential mathematics and an ability to produce stock answers concisely so that as many problems as possible could be solved in the time available. The wrangler system evolved its own natural life cycle, ensuring its perpetuity, for a good coach could charge a tidy sum for seeing a student twice weekly over a year and usually had several candidates on his books. A certain William Hopkins was a superlative tutor who had, by 1849, coached 17 Senior Wranglers and 44 top three places. Wranglers in the top few places had the opportunity to take up a pleasant college fellowship or work as a coach fashioning a career to produce more wranglers. Women in the days of Victorian and Edwardian Cambridge were not awarded a degree but were, from 1870 onwards, permitted to sit the Tripos examination.
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Marty, Jean-Charles, Thibault Carron, and Jean-Mathias Heraud. "Observation as a Requisite for Game-Based Learning Environments." In Games-Based Learning Advancements for Multi-Sensory Human Computer Interfaces, 51–71. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-360-9.ch004.
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In this chapter, the authors propose a Game-Based LMS called the pedagogical dungeon equipped with cooperation abilities for particular activities. The main purpose of this chapter is to explain how to keep awareness of the on-going activities while remaining involved in the game itself. The difficulty is to provide the teacher with this awareness in an immersive way, making the teacher more involved in the game when s/he obtains feedback on the activity. The chapter is split into three sections. The authors propose a first section that deals with the description of our view of learning games illustrated through the pedagogical dungeon. They briefly describe the generation of a dungeon from activity preparation and the links between pedagogical concepts and their representation in the dungeon. The second section concentrates on the observation features needed in these environments in order to obtain interesting facts on what is going on. The authors need to collect traces of the collaborative activity during the enactment phase. They describe the trace life cycle and explain how facts constituting awareness can be calculated from the traces. The third part deals with the restitution of this awareness to the teacher. The problem here is to find an appropriate way to represent awareness both of students’ knowledge and behavior. This awareness must be perceived through appropriate graphical representations to preserve the “immersion” property, implying that these representations must be directly present in the game. The pedagogical dungeon has been experimented during several practical works with real classrooms at the University of Savoie and the Graduate Business School of Chambery, France. This experimental approach illustrates the different aspects of the work, concerning the learning game itself, the observation features, and the restitution of the awareness to the teacher.
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Blankenship, John, and Samuel Mishal. "RobotBASIC." In Rapid Automation, 1–11. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8060-7.ch001.
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Unlike most chapters in this book, this chapter does not introduce new methods or algorithms related to robotic navigation systems. Instead, it provides an overview of a simulation tool that, in some situations, can be useful for quickly evaluating the overall appropriateness of a wide variety of alternatives before focusing more advanced development activities on a chosen design. In addition, since the tool described herein is totally free, it can be used to help students and others new to robotics understand the value of utilizing a design-simulate-deploy approach to developing robotic behaviors. Robot Simulators can emulate nearly all aspects of a robot's functionality. Unfortunately, many programming environments that support simulation have steep learning curves and are difficult to use because of their ability to handle complex attributes such as 3D renderings and bearing friction. Fortunately, there are many situations where advanced attributes are unnecessary. When the primary goal is to quickly test the feasibility of a variety of algorithms for robotic behaviors, RobotBASIC provides an easy-to-use, economical alternative to more complex systems without sacrificing the features necessary to implement a complete design-simulate-deploy cycle. RobotBASIC's ability to simulate a variety of sensors makes it easy to quickly test the performance of various configurations in an assortment of environments. Once algorithm development is complete, the same programs used during the simulation phase of development can immediately control a real robot.
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Blankenship, John, and Samuel Mishal. "RobotBASIC." In Mobile Ad Hoc Robots and Wireless Robotic Systems, 248–57. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2658-4.ch013.
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Unlike most chapters in this book, this chapter does not introduce new methods or algorithms related to robotic navigation systems. Instead, it provides an overview of a simulation tool that, in some situations, can be useful for quickly evaluating the overall appropriateness of a wide variety of alternatives before focusing more advanced development activities on a chosen design. In addition, since the tool described herein is totally free, it can be used to help students and others new to robotics understand the value of utilizing a design-simulate-deploy approach to developing robotic behaviors. Robot Simulators can emulate nearly all aspects of a robot’s functionality. Unfortunately, many programming environments that support simulation have steep learning curves and are difficult to use because of their ability to handle complex attributes such as 3D renderings and bearing friction. Fortunately, there are many situations where advanced attributes are unnecessary. When the primary goal is to quickly test the feasibility of a variety of algorithms for robotic behaviors, RobotBASIC provides an easy-to-use, economical alternative to more complex systems without sacrificing the features necessary to implement a complete design-simulate-deploy cycle. RobotBASIC’s ability to simulate a variety of sensors makes it easy to quickly test the performance of various configurations in an assortment of environments. Once algorithm development is complete, the same programs used during the simulation phase of development can immediately control a real robot.
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Marra, John. "Capabilities and Merits of Long-term Bio-optical Moorings." In Ocean Optics. Oxford University Press, 1994. http://dx.doi.org/10.1093/oso/9780195068436.003.0014.
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There are primarily three ways in which the ocean can be sampled. First, depth profiles of water properties can be collected. The sampling resolution for depth profiles can be very high (<1 m), and time resolution can be good under some circumstances. But since relatively few stations can be completed, geographic coverage is generally poor. Variability in space can be optimized if data can be collected while the ship is underway. In this second sampling mode, water is pumped aboard for sampling, or else sensing instruments are towed behind the ship. This method vastly improves sampling horizontal variability; however, depth resolution is compromised, and measurements cannot be ordered in time. The third method is to place instruments in the ocean, either tethered to moorings or on drifters. While depth resolution is only moderately good (typically, tens of meters), and spatial data nonexistent, this method has the advantage, unobtainable with the other modes, of high resolution in time. While moorings and drifters have been in the repertoire of physical oceanographic sampling for some time, it is only recently that they have been used to sample biological and optical properties of the sea. In this chapter, I discuss the capabilities of this kind of sampling from the point of view of a recent program, the BIOWATT Mooring Experiment in 1987. One of the express purposes of this experiment was to expand the range of variables that can be measured from moored instrumentation. Here, I will show how the time resolution made possible with moored sensors allows the measurement of parameters of phytoplankton production on diurnal time scales, as well as allowing a look at seasonal variability. The BIOWATT Mooring Experiment was a collaboration among a large number of people, all of whom contributed to its success. It was the first deployment of a mooring with a variety of sensors and whose goal was to record the optical, biological, and physical variability over a seasonal cycle. The idea for this type of experiment for BIOWATT originated with Tom Dickey and his (then) graduate student, Dave Siegel.
Conference papers on the topic "Senior cycle students"
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Lanier, Clinton, William S. Janna, and John I. Hochstein. "Collaboration of Technical Editing Students With Mechanical Engineering Seniors in a Capstone Design Course." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41425.
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An innovative capstone design course titled “Design of Fluid Thermal Systems,” involves groups of seniors working on various semester-long design projects. Groups are composed of 3 or 4 members that bid competitively on various projects. Once projects are awarded, freshmen enrolled in the “Introduction to Mechanical Engineering” course are assigned to work with the senior design teams. The senior teams (Engineering Consulting Companies) function like small consulting companies that employ co-operative education students; e.g., the freshmen. In Fall 2006, the Engineering Consulting Companies also worked with students enrolled in a Technical Editing (TE) course—“Writing and Editing in the Professions”—within the English Department. The TE students would be given reports or instructional manuals that the Mechanical Engineering (ME) students had to write as part of their capstone project, and the resulting editing of their documents would be done by these TE students. Subsequently, the ME students were given a survey and asked to comment on this experience. In addition, the TE students were also surveyed and asked to comment as well. It was concluded that the collaboration should continue for at least one more cycle, and that the TE students were more favorably inclined toward this collaboration than were the engineering students.
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Grammer, Thomas Allen, and Robert R. Bittle. "Thermodynamic Modeling of an Epitrochoidal Engine Cycle." In ASME 2013 Internal Combustion Engine Division Fall Technical Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icef2013-19215.
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A thermodynamic performance model has been developed for a new four-stroke piston engine design in which the crankshaft path is epitrochoidal, or non-circular. The model is based on an Otto air-standard cycle with non-ideal effects of friction, valve and spark timing, heat transfer, volumetric efficiency, and fuel burn timing then added. The same modeling approach was then used in developing a standard circular path engine model for comparison: the result being two discrete models varying only in their crankshaft paths, and thus piston path timing. The thermodynamic modeling was one phase of a larger senior design project in which senior engineering students were tasked with answering the question of whether the epitrochoidal crankshaft path engine will produce more power than a standard circular path engine of the same size and compression ratio. The starting point for the effort was the epitrochoidal crankshaft design description given in the patent, followed by major challenges of design, fabrication, modeling, and testing of a prototype engine. A Briggs and Stratton model 20 was employed as the standard circular crankshaft path comparison engine, and upon which the epitrochoidal prototype engine geometry was based. The result was two test engines of the same size and compression ratio, but differing in crankshaft path. Thermodynamic modeling, however, is the primary focus of the paper presented herein. Details of the design/fabrication/testing phases of the larger project are included in another paper, currently in preparation. The modeling description starts with the development of the mathematical equations describing the piston movement within the standard engine and the epitrochoidal engine, followed by the specifics of the thermodynamic modeling and inclusion of non-ideal effects. The model calibration to measured data is developed next, and finally a prediction of the epitrochoidal engine performance is shown to agree with measured data for the prototype engine. The testing did in fact show an increase in power in the epitrochoidal prototype engine, and the modeling was used to explain the improvements attributable to the epitrochoidal design. These results also affirmed the comparative modeling approach that was used.
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Hiles, Kirk E., and Gregg W. Dixon. "Enhancing Undergraduate Education: Design of a Gas Turbine Laboratory Facility." In ASME 1996 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1996. http://dx.doi.org/10.1115/96-gt-190.
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An undergraduate gas turbine laboratory facility was designed and installed by four senior Mechanical Engineering students for their capstone design project at the U. S. Coast Guard Academy. The seniors instrumented a 65 horsepower gas turbine auxiliary power unit from an HH-3F Pelican helicopter and installed it in the existing engine laboratory. The objective of this project was to provide an opportunity for engineering students to better understand thermodynamic principles of gas turbine operation through hands-on experimentation. The laboratory facility was designed to allow students to determine the performance characteristics of the T-62-16B gas turbine and relate them to a Brayton cycle model. This paper details the installation and instrumentation of the gas turbine, the design of the data acquisition system, the results obtained with initial system tests, and future experimental plans.
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Sexton, Michael R., and Wayne R. Sexton. "Aircraft Engine Simulation Project for Undergraduate Propulsion Course." In ASME Turbo Expo 2006: Power for Land, Sea, and Air. ASMEDC, 2006. http://dx.doi.org/10.1115/gt2006-90139.
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This paper describes a jet engine simulation project assigned to mechanical engineering students in a senior level course in aircraft propulsion systems. The project introduces the students to the methods of engine system analysis and design based on computer simulation. The project statement provides the students with the design point operating characteristics such as engine inlet conditions, pressure ratios, and static thrust developed, which are necessary to develop a design point thermodynamic model. After topics in cycle analysis and engine component performance are introduced the students can develop the system of equations necessary to model the engine system and use this model to predict the off-design performance (speed, thrust, efficiency, etc.) of the engine. Off-design conditions resulting from changes in throttle setting, aircraft speed, altitude, and environmental conditions are considered.
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Byerley, Aaron R., and Steve A. Brandt. "Introducing Life Cycle Cost Analysis in an Undergraduate Gas Turbine Engine Design Capstone Course." In ASME Turbo Expo 2020: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/gt2020-15718.
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Abstract The purpose of this paper is to introduce the basics of life cycle cost analysis for use in an undergraduate, senior-level capstone, gas turbine engine design course. This paper will support the heightened interest within the military acquisition community that now requires life cycle cost analysis to be included in the proposals submitted by defense contractors. The capstone design course includes both the gas turbine engine cycle selection and engine component design that supports a particular aircraft application. While the students have been taught how to estimate the fuel costs, engine development costs, and the time-varying production costs of engines, they have not yet been provided instruction on how to factor all three types of costs into an engineering economics, time-value-of-money, present value analysis. This paper will fill that gap and serve as a resource for the students who must now consider life cycle cost as an element in their design decision matrix along with engine performance, technical risk, and development time. The typical case compares an engine where the upfront development and production costs associated with a more advanced level of technology are high early on in the life cycle but over time has a lower fuel cost compared to an engine with a lower development and production cost but with a higher fuel cost. This paper illustrates how the aerodynamics, thermodynamics, and engineering economics can be brought together to inform and defend a decision about which of the two (or more) alternatives is best. The engineering economic analysis is spreadsheet based and uses inflation adjusted, total annual costs to calculate the present value for use in a decision matrix.
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Kitto, Kathleen L. "Integrating Microcomputer Applications Into Engineering Technology Programs." In ASME 1994 International Computers in Engineering Conference and Exhibition and the ASME 1994 8th Annual Database Symposium collocated with the ASME 1994 Design Technical Conferences. American Society of Mechanical Engineers, 1994. http://dx.doi.org/10.1115/cie1994-0484.
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Abstract Engineering students graduating today face a fast-paced, competitive marketplace where the push to reduce cycle times for product time-to-market, to reduce part count, part cost and assembly time and improve quality and reliability seems to increase almost daily. New Computer Aided Engineering (CAE) tools to help the engineering, design and manufacturing team accomplish these goals also seem to be introduced at a phenomenal rate. Considering the facts that CAE technology is advancing at such a rapid rate and that the global marketplace pressures are also expanding at a rapid rate, engineering educators today face the challenges of preparing their students for that global marketplace, integrating the new CAE tools and concurrent engineering into the curriculum and maintaining the integrity of the basic engineering and engineering technology programs. This paper describes the efforts in the Department of Engineering Technology at Western Washington University to integrate design, concurrent engineering and microcomputer applications into the manufacturing and plastics engineering technology programs. In their freshman year, students complete two courses in engineering graphics where solid modeling, traditional Computer Aided Design and Drafting (CAD), and sketching have largely replaced manual drafting courses In their sophomore year, all students are required to complete a microcomputer based course in CAE tools In that course, students learn basic tools such as operating systems (DOS®, Windows®, and UNIX®), spreadsheet programs (Excel®), symbolic equation solvers (Mathcad®) and technical document production (Word®) Other sophomore courses, such as Materials Science, Statics and Strength of Materials, require students to use those tools for homework and projects. In the junior year, students are introduced to applied finite element analysis (FEA) in machine design and Computer Numerical Control (CNC) machining in their CNC course In the senior year, students complete projects with all these tools and use more advanced FEA C-Mold®, a program to model injection molding processes, is also introduced and used in the senior year Students complete concurrent engineering design projects in the sophomore through senior year All the CAE tools at Western are microcomputer based (“486” based).
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Abdelmessih, Amanie N., Dan Dye, Greg Holtcamp, Chet Doughty, Eric Heitzmannp, Scott Miller, Thomas Seth Perkins, and Jasim Thabet. "Instrumented Air Conditioning Bench Experimental Apparatus." In ASME 2003 Heat Transfer Summer Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/ht2003-47275.
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The Senior Mechanical Engineering students at Saint Martin’s College designed and built a unique, safe air conditioning/refrigeration bench experimentation apparatus. The apparatus is currently used as laboratory equipment to support instruction in four thermal engineering courses. This system demonstrates the fundamentals of the refrigeration cycle and psychrometric properties of air, as well as some fundamental concepts in heat transfer, heat exchangers, and thermodynamics. The refrigeration cycle working fluid is R-134a. The cycle operates with pressures between 760 kPa and 210 kPa, and with temperatures between 44 °C and −7 °C with flow rate of 6.8 kg/h. The apparatus is equipped with an instrumentation package to monitor the psychrometric properties of the effected air inside the ductwork. In addition the instrumentation package contains instrumentation to monitor the working fluid properties via computerized data logging equipment. Technical details about the uniqueness of this design and operation are given in the article.
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Banta, Andrew. "The Design of an Instructional Cogeneration Laboratory." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-338.
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California State University, Sacramento has designed and constructed a cogeneration laboratory for the instruction of students in modern electrical generation. This facility serves about 100 senior level students per year. The major components are a 75 kW gas turbine generator, a waste heat boiler and a small absorption chiller. Future plans include the addition of a 50 kW steam turbine. The analytical design of this plant is described from concept to final layout with particular emphasis on cycle analysis, selection and sizing of components and instrumentation, and the layout of the equipment. A diagram showing the entire cycle on a scaled temperature entropy plot provides an interesting graphical interpretation of the plant’s operation. While the gas turbine has a relatively low pressure ratio of 3.3:1 and thus a low thermal efficiency, the addition of the other components improves the performance significantly. An aspect of the analysis of particular interest is relating the cooling of the chiller to an equivalent work term thus enabling the determination of an overall thermal efficiency. If all of the steam were to be used for cooling the plant efficiency would improve slightly from 10% for the turbine alone; when made equivalent to other types of refrigeration the improvement is more than 6%. When all of the steam is used in the proposed steam turbine the efficiency will improve to about 17%. Using the chiller to cool inlet air to the gas turbine—thus increasing performance—is discussed at length. Student use of the laboratory is discussed briefly. While the plant is quite small and intended for laboratory use, the design analysis is applicable to similar plants which might be used in remote locations, or as stand-by or peaking power supplies.
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Chiou, Richard Y., Radian Belu, and Tzu-Liang (Bill) Tseng. "Infusion of Green Energy Manufacturing Into Engineering and Technology Curricula." In ASME 2013 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/imece2013-65637.
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This paper discusses a joint educational effort that incorporates sustainability in engineering and technology curricula at Drexel University (DU) and University of Texas at El Paso (UTEP). A critical component of a national “green industries/green jobs” effort is to motivate our citizenry to become proficient in STEM and associated manufacturing fields and societies, thus ensuring we have a 21st century workforce. Sustainable engineering is about design that recognizes the constraints applied by natural resources and the environmental system. The needs for engineering students and practicing engineers to understand sustainability concepts and concerns have been noted by many educators, scientists or engineers, and it is the philosophy of the authors that all engineering students need to become versed in sustainability ideas. This paper describes key factors in enhancing the ability of future engineering graduates to better contribute to a more sustainable future, preserving natural resources and advancing technological and societal development. Two approaches are used to incorporate sustainability into the undergraduate engineering and technology curricula that can be adopted or adapted by science and engineering faculty for this purpose. The two approaches described in the paper include: (1) redesigning existing courses through development of new materials that meet the objectives of the original courses and (2) developing upper division elective courses that address specific topics related to sustainability, such as green manufacturing, clean energy, and life-cycle assessment. The efforts presented in the paper also include an increase in social responsibility, development of innovative thinking skills, better understanding of sustainability issues, and increasing students’ interests in the engineering and technology programs. Projects, included in the senior courses or in the senior design project course sequence have been also part of them.
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Vuksanovich, Brian, Darrell Wallace, and Michael Costarell. "Mechanical Engineering Curriculum Improvement Using Product Lifecycle Management (PLM)." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-11525.
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This paper discusses the alignment between industry needs and the content of a 4 year ME or MET curriculum by using Product Lifecycle Management (PLM) principles as a bridge. An initial concept for a device is used as an example throughout the 4 year curriculum, allowing the courses to progressively develop the design from concept through end-of-life by using PLM principles. The four-year curriculum discussed begins with an introduction to PLM, where the steps of a manufacturing process are described, from concept, to 3D design, to analysis, to final product to end of life. This provides the basis for a design concept that will be pursued throughout the curriculum. The four-year curriculum is then presented as a traditional engineering program with a superimposed design problem. The freshman curriculum includes the basic 3D modeling of the parts, while the sophomore classes generate the first prototype parts and beginning analyses. The junior classes progress into more involved stress and thermo/fluid analysis of the part, while the senior classes look into the mass manufacture of the part; it’s interaction with the rest of the system and the systems role in serving society. Students are well prepared for industry, with improved knowledge of design methods, manufacturing processes, life cycle issues and how these different areas can work together to make a successful design. The use of PLM as an over-arching theme brings it into the classroom in a practical hands-on way with minimal impact on the existing class content while improving the delivery by bringing continuity to the problems.
Reports on the topic "Senior cycle students"
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Smyth, Emer, Selina McCoy, and Joanne Banks. Student, teacher and parent perspectives on senior cycle education. ESRI, November 2019. http://dx.doi.org/10.26504/rs94.pdf.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.