Department of Engineering Technology

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Energy Storage Techniques for Hydraulic Wind Power Systems
(IEEE, 2015-10) Vaezi, Masoud; Izadian, Afshin; Department of Engineering Technology, IU School of Engineering and Technology
Hydraulic wind power transfer systems allow collecting of energy from multiple wind turbines into one generation unit. They bring the advantage of eliminating the gearbox as a heavy and costly component. The hydraulically connected wind turbines provide variety of energy storing capabilities to mitigate the intermittent nature of wind power. This paper presents an approach to make wind power become a more reliable source on both energy and capacity by using energy storage devices, and investigates methods for wind energy electrical energy storage. The survey elaborates on three different methods named “Battery-based Energy Storage”, Pumped Storage Method, and “Compressed Air Energy Storage (CAES)”.
Control of a Hydraulic Wind Power Transfer System under Disturbances
(IEEE, 2015-10) Vaezi, Masoud; Izadian, Afshin; Department of Engineering Technology, IU School of Engineering and Technology
Hydraulic wind power transfer systems deliver the captured energy by the blades to the generators differently and through an intermediate medium i.e. hydraulic fluid. This paper develops a control system for a nonlinear model of hydraulic wind power transfer systems. To maintain a fixed frequency electrical voltage by the system, the generator should remain at a constant rotational speed. The fluctuating wind speed from the upstream applies considerable disturbances on the system. A controller is designed and implemented to regulate the flow in the proportional valve and as a consequence the generator maintains its constant speed compensating for low wind speed and high wind speed disturbances. The controller is applied to the system by utilizing MATLAB/Simulink.
Sliding Mode Control of A DC Distributed Solar Microgrid
(IEEE, 2015-02) Shen, Dan; Izadian, Afshin; Department of Engineering Technology, IU School of Engineering and Technology
This paper proposes a standalone distributed photovoltaic system which includes two independently controlled solar power sources, a battery storage and a resistive load. Each of the PV panels consist of cascaded DC-DC boost converters controlled through two independent sliding mode controllers. The design and simulation of the supervisory controller are also discussed. First, maximum power point tracking (MPPT) control strategy is introduced to maximize the simultaneous energy harvesting from both renewable sources. Then, according to the power generation available at each renewable source and the state of charge in the battery, four contingencies will be considered in the supervisory controller. Moreover, power converters interfacing the source and common DC bus will be controlled as voltage sources under a Pi-sliding mode controller. Numerical simulations demonstrate accurate operation of the supervisory controller and functionality of the MPPT algorithm in each operating condition.
Understanding gender differences in Online Learning
(IEEE, 2014) Little-Wiles, Julie; Fernandez, Eugenia; Fox, Patricia; Department of Engineering Technology, School of Engineering and Technology
As virtual learning has become increasingly more popular and even more common within both two and four-year institutions, the question of student engagement within these courses remains a critical factor for both administrators and faculty. Determining how students respond and participate in online courses has been studied to some degree, but what has not specifically been addressed is the factor of gender. So simply asked: Does gender play a significant role in how students engage with online courses? This question directed a two year study that sought to determine if gender does play a role in the engagement and student success in one online sophomore-level ethical decision-making course taught at the School of Engineering and Technology at Indiana University-Purdue University Indianapolis. This paper will outline the various phases of the project including initial set-up and planning, the pilot study, and then the full launch to all sections each semester. The data examined includes students' gender, total site activity and usage, total site visits, chat room activity, message activity, course letter grade, and course letter grade percentage earned. Basic demographics will be determined and statistical analysis will be performed at each stage of the study with a final conclusion drawn at the end of the two years. This two-year study is organized into four phases. Currently, phases one and two are complete with phase two, the pilot study, garnering some interesting results for the research team. Phase three, the full launch to all sections in two semesters, is now underway and the researchers hope the full launch will determine if the pilot results were correct or if a larger sample provides a clearer determination in regards to gender.
Student Performance in First Year, Mathematics, and Physics Courses: Implications for Success in the Study of Electrical and Computer Engineering
(IEEE, 2014-10) Simpson, Jane; Fernandez, Eugenia; Department of Engineering Technology, School of Engineering and Technology
Mathematics and physics courses are recognized as a crucial foundation for the study of engineering, and often are prerequisite courses for the basic engineering curriculum. But how does performance in these prerequisite courses affect student performance in engineering courses? This study evaluated the relationship between grades in prerequisite math and physics courses and grades in subsequent electrical engineering courses. Where significant relationships were found, additional analysis was conducted to determine minimum grade goals for the prerequisite courses. Relationships were found between five course pairs: calculus II and differential equations; calculus II and physics I (mechanics); physics II (electricity and optics) and circuits analysis II; physics II (electricity and optics) and signals and systems; and circuits analysis II and signals and systems. The results indicate that a grade of C+ or higher in calculus II, and a grade of B- or higher in physics II and circuits analysis II will lead to higher grades in subsequent mathematics, circuits, and signals and systems courses. This information will be used to aid faculty in making decisions about imposing minimum grade requirements.
Solar Panel Efficacy vs. Altitude in an Urban City Environment
(American Society for Engineering Education, 2015-06) Elkhatib, Wiaam; Schubert, Peter J.; Zusack, Steven; Rosales, Emily; Stanforth, Austin; Department of Engineering Technology, Purdue School of Engineering and Technology, IUPUI
In light of current issues of global warming, pollution, and fossil fuel depletion, alternative and renewable energy sources are increasing in desirability. Among these, solar energy is a popular option. However, it is hypothesized that particulate pollution in urban atmospheres limits photovoltaic (PV) efficacy both in accumulated grime and also in altitude via sunlight attenuation. The objective of this study is to measure photovoltaic power output near solar noon at multiple heights within a city environment to determine the influence of altitude on power output. Building rooftops between 200 and 800 feet were sampled simultaneously with a ground level control within a broad university courtyard. Days having no cloud cover were preferentially chosen. Other factors to consider include the “urban heat island” effect and water vapor in the air, so meteorological parameters were measured simultaneously to reduce confounding errors. Multiple repeated tests were conducted to increase confidence, especially since the effect was anticipated to be small in magnitude. Additionally, students affiliated with the project completed surveys to assess how their involvement impacted their learning of experimental design and procedures. Students who chose not to participate were also surveyed to provide a control group. Comparisons in the data are drawn on a power to ambient light ratio to minimize bias between the PV panels used for testing. Preliminary analysis indicates the effect of altitude is minimal within the parameters of this study. Analysis of our data did not significantly demonstrate an improvement in solar productivity at increased altitudes. However, the rigorous test methodology developed provides a means for quantitative analysis in cities with greater levels of pollution relative to the city tested. The survey of students indicated a positive correlation between participation in the project and the amount students felt they learned during the process.
Identifying Factors Impacting First-year Persistence in Computer Graphics Technology
(American Society for Engineering Education, 2015-06) McCrae, Eric; Fernandez, Eugenia; Department of Engineering Technology, Purdue School of Engineering and Technology, IUPUI
The retention of students is a goal that all universities strive to achieve. With more and more emphasis placed on degree completion, retaining students becomes even more important. University faculty and staff continually try to identify what possible factors affect a student’s decision to remain in their chosen field of study. Faculty in the Computer Graphics Technology (CGT) program are concerned with what factors, if any, affect the persistence of students in the CGT program. The goal of this study was to determine if personal factors such as gender and being a first-generation student and/or academic factors such as admission status, semester course load, and academic grades are related to the first-year persistence of CGT students. Results indicate that first semester performance is a significant indicator of persistence. Gender, first generation student, and admission status were not found to be significant indicators. This points out the importance of efforts focused on students in their first semester of college.
Fundamentals for Assessment Success: A Sustainable Data Organization Strategy Within a Construction Management Technology Program
(American Society for Engineering Education, 2015-06) White, J.; Ray, Veto; Cooney, Elaine; Department of Engineering Technology, Purdue School of Engineering and Technology, IUPUI
Few events within a successful academic program are as administratively demanding as an onsite accreditation assessment visit. It is a particularly stressful period where a program must fully account for itself by presenting evidence to external evaluators that its students, faculty, alumni, administrators, curriculum, policies, resources, and facilities satisfy a rigorous criteria established by an accrediting body. To accomplish this, the program must retrieve all of the relevant data, compile it into a prodigious report and organize it in a manner that is both profoundly clear and obvious while simultaneously complying with the report format requirements prescribed by the accrediting institution. Anyone who has experienced an on-site accreditation visit is very familiar with these daunting challenges. A number of factors seem to conspire against the successful execution of this documentation process. One of the most fundamental is the complexity associated with the ongoing, sustainable, semester-to-semester compilation of data from a myriad of different sources. Of these various sources, faculty is one of the most critical. It is the faculty after all, that is the origin of the assessment data that forms the bedrock of any program’s assessment regimen. This challenge is compounded if the program is heavily dependent on adjunct faculty. Many educational institutions that offer a technology-based curriculum are particularly reliant on adjunct faculty. Clearly adjunct faculty is highly valued in technology programs for its course – specific expertise and industry correlation. However this faculty is typically teaching as a supplement to a separate full time career and therefore does not have the resources available to devote to a protracted or confusing assessment routine. In order to compile a successful assessment report, a sustainable assessment program must be established that distills the complex requirements into components that can be easily and efficiently executed by its faculty. The reporting system must be sufficiently clear and unambiguous such that it becomes a part of the semester close-out routine. Additionally, a reporting system must be developed that efficiently captures crucial assessment data, making it available for systematic review at the conclusion of every semester and ultimately for inclusion in the accreditation report. This paper documents the process of a construction management technology program as it developed its own ultimately successful assessment structure by focusing on the methods and the tools. The tools described include: Simplified, unambiguous forms that capture assessment data A reporting system to facilitate data dissemination A formalized process that ensures collaboration through the utilization of the captured data on a regular, end-of-semester routine Implementation of an assessment routine that clearly links course data to outcomes to program.
The Perceived Impact of Information Technology Experiential Learning on Career Success: A Pilot Study
(American Society for Engineering Education, 2015-06) Bishop, Dalton; Justice, Connie; Fernandez, Eugenia; Department of Engineering Technology, Purdue School of Engineering and Technology, IUPUI
Employers in the Information Technology field place significant value on the amount of real-world experience prospective employees possess. Recent IT graduates face a competitive job market against seasoned professionals with years of experience. Students must build a solid experience base from which they can advance professionally. This cannot be done without first holding an IT position. The key to solving the experience paradox is experiential learning – the process of learning by doing. The Living Lab at is a non-traditional undergraduate course based on the concept of experiential learning in the field of Information Technology. The Living Lab is structured similarly to a corporate IT department, with students playing the role of IT personnel. Students learn to apply their previous course material and gain resume-worthy experience, while working in teams to complete IT projects for their university and local businesses. Projects are fully documented and reported on throughout the course with a final presentation at semester end. This study investigates what, if any, benefit graduates gain from the Living Lab experience. Graduates who were involved in the Living Lab were electronically surveyed about their professional careers after college. Questions focused on how the student felt their time in Living Lab helped them gain employment and enhance their ability to perform as an employee. Results will be used to gauge the validity of the Living Lab program and experiential learning as an effective tool in terms of IT education. Data from this study can be used to improve the program, and help prospective students to make an informed decision when considering the Living Lab. Ultimately, other institutions may be encouraged to consider implementing a Living Lab or similar IT experiential learning environment of their own.
Adaptive-optics Optical Coherence Tomography Processing Using a Graphics Processing Unit
(Institute of Electrical and Electronics Engineers, 2014) Shafer, Brandon A.; Kriske, Jeffery E.; Kocaoglu, Omer P.; Turner, Timothy L.; Liu, Zhuolin; Lee, John J.; Miller, Donald T.; Department of Engineering Technology, School of Engineering and Technology
Graphics processing units are increasingly being used for scientific computing for their powerful parallel processing abilities, and moderate price compared to super computers and computing grids. In this paper we have used a general purpose graphics processing unit to process adaptive-optics optical coherence tomography (AOOCT) images in real time. Increasing the processing speed of AOOCT is an essential step in moving the super high resolution technology closer to clinical viability.

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