This paper presents a continuation of projects spanning the last two years. In year one, the physical characteristics and medical effects of burns and Improvised Explosive Device, IED, blasts were investigated [1]. In year two, the possible use of commercial intumescent materials with fabric was studied [2]. The identified needs for research into the effect of undergarments on burn protection are focused in this study. Additionally, Thermal Protective Performance, TPP-(ISO 17492) and Air Permeability, AP-(ASTM D737) tests were performed to gather the data needed for the analysis of flame and thermal resistance as well as comfort and breathability. Out of the seven samples evaluated, the Sample D, composed of 94% m-aramid, 5 % p-aramid and 1% static dissipative fiber, shirt had the best overall performance in terms of air permeability, average TPP rating, and time to second degree burn. Another finding was that polyester undershirts may be dangerous in the event of a flash fire situation because the fabric could melt and stick to the Soldier's skin causing more severe burn injury. Additionally, an initial framework for a basic mathematical model representing the system was created. This model can be further refined to yield more accurate results and eventually be used to help predict the material properties required in fabrics to design a more protective undergarment.Public reporting burden for the collection of information is estimated to average 1 hour per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services, Directorate for Information Operations and Reports, 1215 Jefferson Davis Highway, Suite 1204, Arlington VA 22202-4302. Respondents should be aware that notwithstanding any other provision of law, no person shall be subject to a penalty for failing to comply with a collection of information if it
Engineering students will often submit assignments that have not been checked for accuracy or whether the results make sense, and rarely are there high marks for presentation. While this is completely unacceptable and unethical in professional engineering, this disturbing trend has become more common (and even acceptable) in the classroom. Many students are defining success as the act of submission of an assignment, while showing little concern for its content or presentation. A learning tool is proposed with the immediate goal of meeting higher standards in student assignments, while lasting goals are to foster a greater sense of ownership and pride in any work that is submitted. This paper presents the results of three independent research projects to explore the use of the professional practice of peer review in engineering courses. This methodology was originally instituted as a system of mandatory collaboration in two structural analysis courses offered at the United States Military Academy (USMA), through forced peer review of all individual homework. Based on the assessments from both students and faculty, various iterations of the peer review concept have emerged in subsequent semesters in both courses, the goals of which remain to increase student learning: • by interacting with ones classmates • by having to explain ones own work • by correcting mistakes and errors in others' work • by learning ones own abilities and limitations • by preparing work to be reviewed by others (increased responsibility) • by modeling the professional aspects of having work reviewed for correctness In addition to the structural analysis courses, this general methodology was used in a heat transfer course at USMA in which progress reports were peer reviewed during a semester long design project. A third independent application was developed at Stevens Institute of Technology for a fluid mechanics course. The methods and outcomes of the three studies are assessed and compared in this paper. Student attitudes toward the process and their perceived value of peer review as a learning tool are also examined, based on anonymous survey results. It was found that although apprehensive at first, students eventually took to the idea and its purpose. Surprisingly, data also indicated that peer review grades provided by students matched well with grades provided by the instructors, evidencing that the students took the review process seriously and understood the review criteria. Finally, this paper discusses future work on this project to validate the value of peer review as a learning tool, and offers suggestions for future implementations of this strategy.
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Over the past several years, an energy conversion course offered by the Mechanical Engineering Program at West Point has evolved into a cohesive series of lessons addressing three general topical areas: advanced thermodynamics, advanced mechanical system analysis, and direct energy conversion systems. Mechanical engineering majors enroll in Energy Conversion Systems (ME 472) during the fall semester of their senior year as an advanced elective. ME 472 builds directly on the material covered in Thermodynamics (EM 301) taken during the student's junior year. In the first segment of ME 472, the students study advanced thermodynamic topics including exergy and combustion analyses. The students then analyze various mechanical systems including refrigeration systems, internal combustion engines, boilers, and fossil fuel-fired steam and gas turbine combined power plants. Exergetic efficiencies of various equipment and systems are determined. The final portion of the course covers direct energy conversion technology, including fuel cells, photovoltaics, thermoelectricity, thermionics, and magnetohydrodynamics. Supplemental lessons on energy storage, semiconductors , and nonreactive energy sources (such as solar collectors, wind turbines, and hydroelectric plants) are included here. This paper discusses the evolution of ME 472 over the past several years and explains the motivations for the course's progress.
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