...G(s)=1/TSwhereT=A/kv (5) By using the values of piston and cylinder area it was found that G(s)= 1/0.2945 s. 4.2. Modeling of Direction and Flow Control Valve A spool valve used for metering purposes controls flow rate by throttling. Each port in a valve that is partially closed by a land on the spool becomes a control throttle.The rate of flow of fluid through such a valve depends on the spool displacement from the null position “x” and on the pressure upstream and downstream of the valve. One way of representing the flow rate “q” through a valve is q = kq.x-kc.pm (6) Where, q = Flowrate kq. = Flow gain x = spool displacement from null position kc = Pressureflow co-efficient pm = Pressuredrop The equation is then transformed to dq/dt= kq.x(s)–kcdpm/ dt (7) dq/dt=x(s).[kq–kc.pm/x(s)] (8) Q0/x(S)=kq–kc.pm(s)/ x(s) (9) From the equation,kq=6.7πd1ps1\2 kc=6.7πd1xps1\2/2ps Substitutingthe valuesof Pm and x(s) obtained from theobserved experimental values, For thedirectional control valve, Q0/x(S) =8.89135– (7.2086s/8) For theflowcontrolvalve, Q0/x(S) =8.89135– (7.9690s/8) Theaboveanalysis predictsthattheflowgainkqcan betreatedasconstantfor a particularvalveandsupplypressurebutthepressureflowcoefficientkcvarieswiththevalve opening x.Inreality,spoollandsneverexactly matchtheannularportsinthevalvebody. Actualtestresultswithaconstantpressure dropacrossthevalveportsshowvariations, particularlynear thecentralor nullposition ofthe spool. 5. Experimentation...
Words: 750 - Pages: 3
...Takako Hirokawa, Noah Finkelstein, and H. J. Lewandowski† Department of Physics, University of Colorado Boulder, Boulder, CO 80309 (Dated: March 4, 2014) In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students’ shifts in epistemology and affect at the beginning and end of a semester. Also, at the end of the semester, the E-CLASS assesses students’ reflections on their course’s expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for PER research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results. I. INTRODUCTION Laboratory courses offer significant opportunities for engagement in the practices and core ideas of science. Laboratory course environments typically have apparatus, flexible...
Words: 9395 - Pages: 38
...00017 00018 ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ALGORITHM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY ARTIFICIAL INTELLIGENCE AND EXPERT SYSTEM LABORATORY COMPUTER GRAPHICS LABORATORY COMPUTER GRAPHICS LABORATORY 00019 00020 00021 COMPUTER GRAPHICS LABORATORY COMPUTER GRAPHICS LABORATORY COMPILER DESIGN A D C B A D C B A G F E D C B A A B C D Sec A Time 12:0-2:0 11:0-2:0 10:0-12:0 11:0-2:0 4:0-6:0 2:0-5:0 4:0-6:0 5:0-8:0 4:0-6:0 5:0-8:0 08:0-10:0 08:0-11:0 10:0-12:0 08:0-11:0 12:0-2:0 11:0-2:0 2:0-4:0 2:0-5:0 08:0-10:0 08:0-11:0 4:0-6:0 08:0-11:0 4:0-6:0 5:0-8:0 2:0-4:0 2:0-5:0 4:0-6:0 11:0-2:0 12:0-2:0 11:0-2:0 4:0-6:0 5:0-8:0 08:0-10:0 08:0-11:0 10:0-12:0 08:0-11:0 12:0-2:0 11:0-2:0 2:0-4:0 2:0-5:0 12:30-2:0 Day T S W M S T T S M W S T M W T S W M M W W TH S T T S T TH W M M W W M T S W M T S ST RM 441 CL8 441 CL8 441 CL8 422 CL7 424 CL5 441 CL3 441 CL2 431 CL3 431 CL3 434 CL6 434 CL6 424 CL3 441 CL4 441 CL4 441 CL4 441 CL2 441 CL3 441 CL2 434 CL5 434 CL5 432 2 SCIENCE AND INFORMATION TECHNOLOGY Class Id 00022 00023 00024 00025 00026 00027 00028 00029 00030 00031 00032 00033 00034 00035 00036 00037 00038 00039 00040 00041 00042 00043 00044 00045 Course Name COMPILER DESIGN COMPILER DESIGN COMPILER DESIGN COMPILER DESIGN COMPUTER FUNDAMENTAL (CS) LABORATORY COMPUTER NETWORKS...
Words: 15098 - Pages: 61
...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
Words: 765 - Pages: 4
...Ijaz 1 8:30 - 10:00 Phy-Dr. Saif Ur Rehman 3 11:30 - 1:00 4 1:30 - 3:00 5 3:00 - 4:30 HUM-Dr. Musferah Mehfooz 6 4:30 - 6:00 7 6:00 - 7:30 Subjects Count English Physics for Chemical Comprehension and Engineers Composition Islamic Studies N-7 HUM-Huma Ijaz N-1 Math-Imran Zulfiqar Chem-Amjad Riaz Cheema Chemical Process Principles I N-11 Calculus I 2 Chemical Process Principles I 2 English Comprehension and Composition 2 Islamic Studies 2 Lab-Engineering Drawing 2 Lab-Physics for Chemical Engineers 2 Physics for Chemical Engineers 2 Tuesday Monday English Comprehension and Composition Calculus I N-7 N-12 Chem-Amjad Riaz N-11 Wednesday Phy-Dr. Saif Ur Rehman Physics for Chemical Chemical Process Engineers Principles I N-18 HUM-Dr. Musferah Mehfooz N-19 Math-Imran Zulfiqar Cheema Dr. Saif Ur Rehman / Dr. Ishrat Sultana Thursday Islamic Studies Calculus I Lab-Physics for Chemical Engineers N-15 N-3 Applied Physics Lab Chem-Muhammad Imran Rafiq Friday Lab-Engineering Drawing PC Lab-C Lessons/week 14 Timetable generated:11/13/2014 aSc Timetables Final Time Table - Fall 2014 ( v 20141113-1130 ) CIIT_Lahore FA14-BEC-B (Semester 1) (DDP) 2 10:00 - 11:30 Math-Syed Tahir Raza Rizvi 1 8:30 - 10:00 HUM-Huma Ijaz 3 11:30 - 1:00 4 1:30 - 3:00 5 3:00 - 4:30 6 4:30 - 6:00 7 6:00 - 7:30 Subjects Count English Comprehension...
Words: 31997 - Pages: 128
...No. Information on Every Subject 1. Unit Name: Physics I 2. Code: FHSP1014 3. Classification: Major 4. Credit Value: 4 5. Trimester/Year Offered: 1/1 6. Pre-requisite (if any): No 7. Mode of Delivery: Lecture, Tutorial, Practical 8. Assessment System and Breakdown of Marks: Continuous assessment: 50% - Theoretical Assessment (Tests/Quizzes/Case Studies) (30%) - Practical Assessment (Lab reports/Lab tests) (20%) Final Examination 9. 10. 50% Academic Staff Teaching Unit: Objective of Unit: The aims of this course are to enable students to: • appreciate the important role of physics in biology. • elucidate the basic principles in introductory physics enveloping mechanics, motion, properties of matter and heat. • resolve and interpret quantitative and qualitative problems in an analytical manner. • acquire an overall perspective of the inter-relationship between the various topics covered and their applications to the real world. • acquire laboratory skills including the proper handling and use of laboratory apparatus and materials. 11. Learning Outcome of Unit: At the end of the course, students will be able to: 1. Identify and practice the use of units and dimensional analysis, uncertainty significant figures and vectors analysis. 2. Apply and solve problems related to translational and rotational kinematics and dynamics in one and two dimensions. 3. Apply and solve problems related to the...
Words: 765 - Pages: 4
...Speaking (#) GEC 104 3 3 NATURAL WORLD at least 1 course from each box, 7-9 total credit hours 2 different course codes, at least 1 with a lab Life Sciences (3-4 credit hours) BIO 100* Biological Sciences for Educators (lab) BIO 101 Biology in Your World BIO 111* Understanding Bio Sys Through Inq. (lab only) BIO 121* General Biology I (lab) BMS 100 Concepts & Issues in the Life Sciences BMS 105 Concepts & Lab in the Life Sciences (lab) BMS 110* Intro to Biomedical Sciences (lab) BMS 111* Intro to Lab in Biomedical Sci (lab only) GLG 115 Life of the Past Physical Sciences (3-5 credit hours) AST 113 Modern Astronomy AST 114 Survey of Astronomy AST 115 Basic Astronomy (lab) CHM 107 Chemistry for the Citizen CHM 108* Chemistry for the Citizen Lab CHM 116* Fundamentals of Chemistry CHM 117* Fundamentals of Chemistry Lab GLG 110 Principles of Geology (lab) GLG 171 Environmental Geology GRY 135 Principles of Weather & Climate (lab) GRY 142 Introductory Physical Geography (lab) PHY 100 Survey of Physics (lab) PHY 101* Physics by Inquiry for Educators (lab) PHY 123* Introduction to Physics I (lab) PHY 203* Foundations of Physics I (lab) 4(3-3) 3(3-0) 1(0-2) 4(3-3) 4(4-0) 4(3-2) 4(3-2) 1(0-2) 3(3-0) 3(3-0) 4(4-0) 4(3-2) 3(3-0) 1(0-2) 4(4-0) 1(0-2) 4(3-2) 3(3-0) 4(3-2) 4(3-2) 4(3-2) 4(2-6) 4(3-2) 5(4-2) GEC 107 (no lab) GEC 106 (lab) HUMAN CULTURES 4 different course codes from these boxes Social & Behavioral Sciences (choose two, 6 credit hours) AGR 100 Food Security 3 ANT...
Words: 999 - Pages: 4
...2012 Polytechnic University of the Philippines COLLEGE OF ENGINEERING INDUSTRIAL ENGINEERING DEPARTMENT Sta. Mesa, Manila Tel. No. 716-78-32 to 45 2011 IE CURRICULUM FIRST YEAR FIRST SEMESTER | COURSE CODE | COURSE TITLE | Pre-Requisites | COURSE CREDITED UNIT (S) | No. of hours | | | COURSE CODE | COURSE TITLE | | Lec | Lab | TOTAL | HUMA1013 | Introduction to Humanities | | NONE | 3 | 3 | 0 | 3 | MATH2013 | College Algebra | | NONE | 3 | 3 | 0 | 3 | MATH2033 | Plane and Spherical Trigonometry | | NONE | 3 | 3 | 0 | 3 | NASC 2015 | General Chemistry | | NONE | 5 | 4 | 3 | 7 | INEN3342 | Industrial Production Techniques 1 | | | 2 | 0 | 6 | 6 | ENGL1013 | Study and Thinking Skills in English | | NONE | 3 | 3 | 0 | 3 | PSYC1013 | General Psychology | | NONE | 3 | 3 | 0 | 3 | PHED1012 | PE1 (Physical Fitness) | | NONE | 2 | 0 | 2 | 2 | NSTP1013 | CWTS / ROTC 1 | | NONE | (3) | 3 | 0 | (3) | | | | TOTAL : | 27 Units | 22 | 11 | 33 | SECOND SEMESTER | COURSE CODE | COURSE TITLE | Pre-Requisites | COURSE CREDITED UNIT (S) | No. of hours | | | COURSE CODE | COURSE TITLE | | Lec | Lab | TOTAL | LITE1013 | Philippine Literature | | | 3 | 3 | 0 | 3 | MATH2022 | Advanced College Algebra | MATH2013 | College Algebra | 2 | 2 | 0 | 2 | MATH2053 | Analytic and Solid Geometry | MATH2013, MATH 2033 | College Algebra, Plane & Spherical Trigonometry | 3 | 3 | 0 | 3 | MATH2052 | Solid Mensuration | | | 2 | 2 | 0 | 2...
Words: 1567 - Pages: 7
... Department of Physics Writing a strong lab report is a skill that often takes significant practice. Strong reports are: • structured in a clear and organized fashion. • as concise as possible, and yet sufficiently detailed that it does not omit any of the information required to fully communicate your work and results. Ideally, a lab report leaves any reader confident in the validity of the results, and with enough information that they could repeat the experiment. The evaluation of your report will be based on your ability to understand the goal of the experiment, your understanding of the applicable physical principles, your ability to perform the experiment attentively, and your ability to clearly communicate its results in a logical and coherent fashion. Report contents: 1. Title Page 2. Objective 3. Theory 4. Procedure 5. Observations and...
Words: 1869 - Pages: 8
...California Institute of Technology Physics 77 Vacuum Techniques and Thin Film Deposition Experiment 3 (October 2001) 1 Introduction Much of modern experimental physics is done under vacuum. Design and construction of vacuum apparatus is one of the most useful ”bread and butter” skills an experimentalist in condensed matter, atomic, or optical physics can have, and the subject of vacuum engineering is a vast one. This lab serves as an introduction to basic vacuum techniques and thin film growth, another often essential skill for condensed matter physicists. This lab is an optional prerequisite for Experiment 10, Condensed Matter Physics at Cryogenic Temperatures, for which you can grow your own samples for Weak Localization measurements if you choose. 2 Pressure and gas flow In vacuum work, pressures are almost always measured in millimeters of mercury, or torr. One torr is just the pressure necessary to support a column of mercury with a height of one millimeter. The conversion to units more familiar to readers of physics textbooks is 1atmosphere = 101kPa = 760torr There are two pressure regimes of interest to the scientist working with vacuum systems, and gases behave differently in each regime. The first, the viscous flow regime, describes the case where gas flows as a fluid, where the mean free path of the gas molecules is much smaller than the dimensions of the apparatus. The second, the molecular flow regime, describes the high-vacuum case, where the mean...
Words: 3525 - Pages: 15
...Research Paper Part I: Physics strives to identify fundamental principles governing the build and deportment of matter, the engenderment and movement of energy, and the interaction of matter and energy. Some physicists use those principles in theoretical areas, such as the nature of time and the beginnings of our universe, while some work in practical areas such as the development of advanced materials, optical and electrical devices, and medical equipment (BLS, para. 2). I chose physics for my career research paper because I have an intellectual curiosity for the world, the universe, and everything in between. I want to understand how matter moves through spacetime, and how the universe behaves. Understanding physics also means understanding many other scientific areas of study, thus providing an intimate knowledge for reality as we know it. Many physicists work in laboratories, where they design and perform experiments with sophisticated equipment. Some of that equipment includes lasers, particle accelerators, electron microscopes, and mass spectrometers. Although much research may be conducted through experiments in the lab, physicists still spend much time in offices planning, recording, analyzing, and reporting on research. Many who are deeply involved in research way also work very long or irregular hours. For basic research positions, independent research in industry, faculty positions, and advancement to managerial positions, a Ph.D in physics or related field is...
Words: 954 - Pages: 4
...Measuring the Rydberg Constant and the Bohr Magneton 9/21/2015 Abstract In this lab, the Rydberg constant is found by observing the Balmer Series. With the experiment below, a Rydberg Constant was found to be 10116000 meters-1 with a 7.82% error. The Bohr Magneton is also found, and a value of 6.03*10-24 JT was obtained with a large error. The error can arise from each optical equipment having some fundamental error in its creation. Introduction With the help of atomic physics, quantum mechanics, and optics, the Rydberg constant and the Bohr magneton will be calculated in this experiment. The Rydberg constant is one of the most important constants in atomic physics because of its relation to other fundamental constants in atomic physics, such as the speed of light or Planck’s constant [1]. The Bohr Magneton tells us the magnetic moment of an electron by its angular momentum [2]. Attempting to calculate the Rydberg constant and the Bohr Magneton will inadvertently teach the basis of quantum mechanics, optics, and atomic physics. Atomic spectra of hydrogen, mercury, and helium will be studied in detail along with the Zeeman Effect. Theory In quantum mechanics, labeling often times helps discern descriptions of certain events. To describe the movement and trajectories of an electron in an atom, scientists use quantum numbers to label what is going on. The principal quantum number n, tells the energy level of the electron and the distance from the nucleus. The angular...
Words: 4148 - Pages: 17
...LABORATORY INTRO TO PROGRAMMING (BBA) LABORATORY COMPUTER FUNDAMENTAL (BBA) COMPUTER FUNDAMENTAL (BBA) COMPUTER FUNDAMENTAL (BBA) THEORY OF COMPUTATION THEORY OF COMPUTATION PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 1(EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY PROGRAMMING LANGUAGE 2 (EEE) LABORATORY E F G H I A B C A B A B C D E A B C D E 2:30 - 4:0 12:0 - 4:0 4:0 - 5:30 12:0 - 4:0 5:30 - 7:0 12:0 - 4:0 8:0 - 9:30 8:0 - 12:0 9:30 - 11:0 8:0 - 12:0 8:0 - 10:0 10:0 - 12:0 12:0 - 2:0 2:0 - 4:0 4:0 - 6:0 11:0 - 12:30 8:0 - 12:0 12:30 - 2:0 12:0 - 4:0 2:30 - 4:0 12:0 - 4:0 4:0 - 5:30 8:0 - 12:0 5:30 - 7:0 12:0 - 4:0 8:0 - 9:30 8:0 - 12:0 9:30 - 11:0 8:0 - 12:0 11:0 - 12:30 8:0 - 12:0 12:30 - 2:0 12:0 - 4:0 2:30 - 4:0 12:0 - 4:0 ST S MW TH ST M MW S ST W ST MW ST MW ST MW T ST W MW T ST TH MW TH ST M MW TH ST W MW S ST M 423 CL2 423 CL2 423 CL3 423 CL3 423 CL2 421 421 421 421 421 424 CL3 424 CL3 424 CL2 424 CL2 424 CL3 431 CL3 431 CL3 431 CL3 431 CL3 431 CL4 2 COMPUTER...
Words: 10014 - Pages: 41
...Name Date Partners HOMEWORK FOR UNIT 5-1: FORCE AND MOTION 1. You are given ten identical springs. Describe how you would develop a scale of force (ie., a means of producing repeatable forces of a variety of sizes) using these springs. Decide on an extension length of the spring for which one spring extended by this length exerts one unit of force on the object to which it is attached. Two springs both connected to the object, pulling in parallel and both extended by this length would exert two units of force and so forth up to 10 units of force for 10 springs, extended by the standard length, all connected to the object and all pulling in the same direction. 2. Describe how you would use a force probe and the springs in (1) to develop a quantitative scale of force. Connect the springs to the hook on the force probe. Use these springs to calibrate the probe. One spring stretched to the predetermined length would correspond to 1 unit during the calibration procedure, 5 springs, in parallel pulled o the standard length would be entered as 5 units. The force probe should then be calibrated quantitatively to measure any force within its range in terms of the spring units. 3. What is meant by a proportional relationship? Is this the same as a linear relationship? Explain. “proportional” means that the dependent variable is a constant multiple, either positive or negative, of the independent variable. “Linear”means that the dependent variable is a...
Words: 1044 - Pages: 5
...Instruments: Simple Microscope A simple microscope was constructed with two positive lenses and observed. Using the thin-lens equation, the focal length of three given lenses were examined and used to find the angular magnification of the microscope. After the angular magnification was calculated, a to-scale ray diagram was drawn to identify the findings. 1. Introduction A compound microscope has a magnification by two lenses. One of the lenses is objective, which produces a bigger image of the object. The second is an eyepiece lens that is used like a simple magnifier to see the image1. Angular magnification, M, is defined as an angle subtended at eye using an instrument, divided by the angle subtended at “unaided” eye2. In this lab experiment, only the shortest focal length lens and the intermediate focal length lens were used for the eyepiece, as the short focal length was used as a simple magnifier3. The found focal lengths of both the shortest and intermediate lenses were 6.5 cm for the short one, and 11.4 cm for the intermediate. 2. Experiment In order to find the focal lengths, four trials were made of finding the object and image distances that gave the clearest image of the light source on the screen. After four trials were done for each of the three lenses, the thins lens equation was used to calculate their focal lengths, which then gave us an average value for each. Using the shortest focal length and the intermediate, the microscope was made by placing...
Words: 728 - Pages: 3
