There is, I think, something ethereal about i —the square root of minus one. I remember first hearing about it at school. It seemed an odd beast at that time—an intruder hovering on the edge of reality.

Usually familiarity dulls this sense of the bizarre, but in the case of i it was the reverse: over the years the sense of its surreal nature intensified. It seemed that it was impossible to write mathematics that described the real world in …

I and i

http://ieeexplore.ieee.org/iel5/5/31324/01456901.pdf

Microelectronic circuits

Exploring the intersection between software industry and Software Engineering education - A systematic mapping of Software Engineering Trends

Renewable power plants must comply with certain codes and requirements to be connected to the grid, being the ramp-rate compliance one of the most challenging requirements, especially for photovoltaic or wind energy generation plants. Battery-based energy storage systems represent a promising solution due to the fast dynamics of electrochemical storage systems, besides their scalability and flexibility. However, large-scale battery energy storage systems are still too expensive to be a mass market solution for the renewable energy resources integration. Thus, in order to make battery investment economically viable, the use of second life batteries is investigated in the paper. This paper proposes a method to determine the optimal sizing of a second life battery energy storage system (SLBESS). SLBESS performance is also validated and, as an ultimate step, the power exchanged with the batteries is calculated during one-year operation. The power profile obtained is further used to define the cycling patterns for laboratory testing of second life batteries and to study their ageing evolution when used for the power smoothing renewable integration application. Real photovoltaic energy generation data from a Spanish plant were used for the study.

/pdf/sizing-study-of-second-life-li-ion-batteries-for-enhancing-1d3wcvmx69.pdf

Sizing Study of Second Life Li-ion Batteries for Enhancing Renewable Energy Grid Integration

This paper discusses an all-encompassing approach to increase the number of students in engineering through innovative outreach, recruiting, and retention programs. Prior to adopting these programs, the School of Electrical and Computer Engineering (ECE) at the University of Oklahoma (OU), Norman, experienced a reduction in engineering enrollment similar to the trend that has occurred across the U.S. over the last few years. As a result, the school investigated the key factors that influence selection of engineering as a career path and initiated a corrective program to reverse this trend. The program involves focusing on the present through retention, on the immediate future through recruiting, and on the distant future through outreach. The focus of all of these programs is to mobilize the OU-ECE faculty and student body to present advanced engineering technologies, innovative demonstrations, and hands-on activities at a level that the individual student can understand and appreciate. Student surveys and interviews are used to assess the program qualitatively, and OU-ECE enrollment numbers are used as a quantitative assessment.

Reversing the Trend of Engineering Enrollment Declines With Innovative Outreach, Recruiting, and Retention Programs

In November of 2010, Microsoft released the Kinect sensor for the Xbox 360 video game console. This device-similar to a webcam-allows an individual to interact with an Xbox 360 or a computer in three-dimensional space using an infrared depth-finding camera and a standard RGB camera. As of January of 2012, over 24 million units have been sold. Using a combination of custom and open-source software, we were able to develop a means for students to visualize and interact with the data allowing us to introduce the concepts and skills used in the field of Electrical and Computer Engineering. The unique technological application, visual appeal of the output, and the widespread ubiquity of the device make this an ideal platform for raising interest in the field of Electrical and Computer Engineering among high school students.In order to understand the appeal of the Kinect, a working knowledge of the technical details of the device is useful. The novelty and appeal of the Kinect sensor lies in its infrared camera, which is comprised of two distinct devices. An infrared projector sends out a 640x480 grid of infrared beams, and an infrared detector is used to measure how long the reflection of each beam takes to return to the sensor. This data set is known as a “point cloud”. This point cloud is a three-dimensional vector comprised of data points between 40 and 2000, which correspond to distance from the device of each beam. The data in this array can then be parsed to construct a 3d image. The Kinect's infrared camera operates at 30Hz, or 30 samples per second, so the device is able to deliver a frame rate that is sufficient to create the illusion of motion. This allows for the development of applications that give the user a sense of interacting in real time with the image on the screen. The unique visual appeal, novelty of interaction, and relatively easy-to-understand theory of operation make the Kinect an attractive platform for recruitment and outreach. Using the Kinect, a recruiter is able to quickly and effectively demonstrate a range of concepts involving hardware, software, and the design process on a platform that students are familiar with and find appealing. In a short window of time they are able to show examples and explain the fundamental principles of the system while providing tangible, meaningful, and enjoyable interactivity with the device itself. This level of approachability and familiarity is rare among highly-technical fields, and provides an excellent catalyst to develop interest in Electrical and Computer Engineering education.

Innovate engineering outreach: A special application of the Xbox 360 Kinect sensor

Many universities require engineering majors to take some form of a professional development course. Generally, the goal of these courses is to prepare students for the engineering profession. Another important aspect of these courses is to provide a mechanism to satisfy accreditation criteria on student outcomes that are difficult to implement in other technical courses. At the University of Oklahoma, most engineering disciplines take the course titled: ENGR 2002 - Professional Development. Historically, this course was effective in satisfying accreditation requirements on student outcomes, but was not well received by the students. Details of the reasons for this dissatisfaction and changes made in the re-design of this course are discussed in this paper. The new version of ENGR 2002 includes many innovative practices in team-based learning and peer learning that are shared in this paper. All of the vital elements of the four projects included in the course are provided to support others who would like to implement similar projects. Course surveys, completed by 148 students, were used as the primary assessment method. Additionally, standard course evaluations were used to compare this course to other engineering courses and show improvement from the previous version of ENGR 2002. Many student comments are included in the paper to show their reaction to different aspects of the course. One student made a comment that echoed our sentiments regarding the teaching of this course for the first time in the fall 2012 semester: “from being in this class it is noticeable that people need to take it to work on public speaking skills or working with groups.” From our experience, many students grow a great deal in terms of communication effectiveness and ability to function on a multi-disciplinary team as a result of this course, and we believe these skills are essential to become a great engineer.

Innovative practices for engineering professional development courses

This Innovative Practice full paper discusses the use of a newly created Teamwork Evaluation Worksheet in an undergraduate professional development course for engineering and applied science students. This course covers topics not typically taught in other engineering courses, including leadership, teamwork, ethics, project management, technical writing, public speaking, and entrepreneurship. Students work in groups to complete a series of projects, each emphasizing a different skillset or theme. In the past, students have switched groups for each of the four projects, and almost every student has had the chance to serve as “team leader” for one project. This was intended to give students more diverse teamwork and leadership experiences. Although the structure provided some benefits, fostering good teamwork skills was not among them, in part because the students were not able to stay together long enough for their teams to develop effective teamwork practices.

Assessing Team Development in an Engineering Project-Based Course

This paper documents the experience of a first time mentor in the FIRST Robotics Competition (FRC). FIRST is an organization whose goal is to inspire the next generation of students to pursue careers in Computer Science, Engineering, and Technology (CSET). FRC is an annual competition where high school students all over the nation compete in a fun learning experience and are assisted by mentors in the local community. The details of the Oklahoma City (OKC) regional competition are provided and the impact of FRC is assessed through student surveys. The long-term goal of this ongoing work is to quantitatively assess the impact of the FRC program at Capitol Hill High School through statistics of survey results, graduation rates, college enrollment, and CSET majors.

Work in progress - FIRST robotics competition from the perspective of a first time mentor

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