A practical development of engineering simulation-assisted educational AR environments

Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version.     

A model- and simulation-based approach for tolerancing and verifying the functional capability of micro/nano-structured workpieces

The evaluation of functional features of manufactured workpieces is based on GO- and NO-GO-test results, which are obtained by comparing measured geometric characteristics with nominal dimensions and tolerances specified by the designer. These geometrical specifications are based on a tolerancing system, which was originally defined for the function mating capability. Against the background of upcoming lots of other new functions (like reduction of flow resistance, light absorption, reduction of friction, diffraction of light, self-cleaning or mass transmission) are to be realized with our products – particularly by micro- and nano scaled features. If the verification process will deliver the prediction of the achievable degree of functionality, the usability of a part can be assessed more accurately and in consequence quality and economics can be improved. So, a new principle for tolerancing and verifying turns out to be necessary. In this paper the fundamental deficit of the actual tolerancing and specification systems GPS and ASME Y14.5 is derived and the path for enlarging the system by preposing a functional model is shown. To verify the functional capability of the workpieces an approach based on simulations done with the parameterized mathematical–physical model of the function is suggested. Advantages of this approach will be discussed and demonstrated by examples with microstructured inking rolls, crankshafts and injection valves.     

Complexities of digital technology use and the teaching and learning of function

Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented.     

Creating formative feedback spaces in large lectures

Large lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback practice. The purpose of this sequential mixed methods study was to address whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work. The context for the study was large lectures (150–200 students) in a qualitative method course for first-year psychology students. Findings from the survey (n = 149) showed a positive correlation between the extent to which students report that they use clickers to monitor their own learning, and the extent to which they report that they used the feedback in their own course work. However, findings indicate that students valued the process of monitoring their own learning during the lectures to a greater extent than they actually used the feedback in their course work. Findings from interviews (n = 6) illustrated various ways students applied feedback in their course work.     

Animations showing Lego manipulative tasks: Three potential moderators of effectiveness

Evidence suggests that transient visual information, such as animations, may be more challenging to learn than static visualizations. However, when a procedural-manipulative task is involved, our evolved embodied cognition seems to reverse this transitory challenge. Hence, for object manipulative tasks, instructional animations may be more suitable than statics. We investigated this argument further by comparing animations with statics using a Lego task shown to university students, by examining three potential moderators of effectiveness: (a) the environment of manipulation (virtual or physical), (b) the quality of visual information (focused or unfocused), and (c) the presence of hands (no hands or with hands). In Experiment 1 we found an advantage of animation over statics, and no differences among the environments. In Experiment 2, we again observed an animation advantage, a small advantage of focused static information compared to unfocused static information, and a positive effect of not showing the hands.     

The benefit of being physically present: A survey of experimental works comparing copresent robots,telepresent robots and virtual agents

The effects of physical embodiment and physical presence were explored through a survey of 33 experimental works comparing how people interacted with physical robots and virtual agents. A qualitative assessment of the direction of quantitative effects demonstrated that robots were more persuasive and perceived more positively when physically present in a user׳s environment than when digitally-displayed on a screen either as a video feed of the same robot or as a virtual character analog; robots also led to better user performance when they were collocated as opposed to shown via video on a screen. However, participants did not respond differently to physical robots and virtual agents when both were displayed digitally on a screen – suggesting that physical presence, rather than physical embodiment, characterizes people׳s responses to social robots. Implications for understanding psychological response to physical and virtual agents and for methodological design are discussed.     

Real-time organic aerosol chemical speciation in the indoor environment using extractive electrospray ionization mass spectrometry

Understanding the sources and composition of organic aerosol (OA) in indoor environments requires rapid measurements, since many emissions and processes have short timescales. However, real-time molecular-level OA measurements have not been reported indoors. Here, we present quantitative measurements, at a time resolution of five seconds, of molecular ions corresponding to diverse aerosol-phase species, by applying extractive electrospray ionization mass spectrometry (EESI-MS) to indoor air analysis for the first time, as part of the highly instrumented HOMEChem field study. We demonstrate how the complex spectra of EESI-MS are screened in order to extract chemical information and investigate the possibility of interference from gas-phase semivolatile species. During experiments that simulated the Thanksgiving US holiday meal preparation, EESI-MS quantified multiple species, including fatty acids, carbohydrates, siloxanes, and phthalates. Intercomparisons with Aerosol Mass Spectrometer (AMS) and Scanning Mobility Particle Sizer suggest that EESI-MS quantified a large fraction of OA. Comparisons with FIGAERO-CIMS shows similar signal levels and good correlation, with a range of 100 for the relative sensitivities. Comparisons with SV-TAG for phthalates and with SV-TAG and AMS for total siloxanes also show strong correlation. EESI-MS observations can be used with gas-phase measurements to identify co-emitted gas- and aerosol-phase species, and this is demonstrated using complementary gas-phase PTR-MS observations.     

基于虚拟仪器的现代温度检测系统的研究

对一个基于虚拟仪器的现代温度检测系统进行了系统的论述，并给出了具体实现方案及结果。     

电视电缆故障点的确定

根据惠斯通电桥工作原理，采用回路法可以简便快捷地确定电视地下电缆接地、短路故障点的位置。电容法也是一种常用的检查开路的检测方法。这样维修人员可以迅速排除故障，保证电视节目的正常传送。     

铁电存储场效应晶体管I-V特性的物理机制模拟

文章讨论的模型主要描述了铁电存储场效应晶体管（FEMFET）的I-V特性。从理论结果可反映出几何尺寸效应和材料参数对晶体管电特性的影响。传统的阈值电压的概念巳不再适用，由于铁电层反偏偶极子的开关作用，自发极化的增加对存储器的工作状态产生很小的影响。该模型可用于设计和工艺参数的优化，并由直观原型的方法得到了验证。