Heidi Elliott El Campo High School El Campo ISD POWER SET Sponsor Cable Kurwitz Department of Nuclear Engineering Nuclear Power Institute Texas A&M University

University to Classroom Connection  Pre-Test How would you distinguish between discrete and continuous data? What is the difference between domain/range for a function and domain/range for the problem situation?

University to Classroom Connection  Day 1: Introduction to Engineering ○ What is an Engineer? ○ Who is an Engineer? ○ What is a project? ○ What is Engineering Design?

Remember when?  TVs were in black & white  Computers first came out

What could tomorrow bring?

Objectives for Today:  Introduce you to what is meant by “Engineering” More Specifically: What is Engineering? Who are Engineers? What is a Project? Where do Projects Originate? What’s the difference between “Good” Engineering and, ah, er, well…you know?!’ What is the design process? CHINN & RAOE3 Program - Summer 20126

Evidence of Engineering is everywhere… CHINN & RAOE3 Program - Summer From: blog.lib.umn.edu/muwah005/architecture/blog.lib.umn.edu/muwah005/architecture/ From:

Remember when?  Cell phones

Engineering Design then, is: “ … the process of applying various techniques and scientific principles for the purpose of defining a device, a process or a system in sufficient detail to permit its realization. …Design may be simple or enormously complex, easy or difficult, mathematical or non- mathematical; it may involve a trivial problem or one of great importance.” (From “Design of Machinery” by R.L.Norton, 2004) CHINN & RAOE3 Program - Summer 20129

What happens when the designs don’t work ?  The Titanic – an “unsinkable” ship  New London, Texas School  Ford Pinto  Space Shuttles: Challenger & Columbia  Union Carbide – Bhopal, India  Chernobyl  Milwaukee Water Treatment Plant  British Petroleum  Toyota Motor Company CHINN & RAOE3 Program - Summer

Engineering Design Process CHINN & RAOE3 Program - Summer The Design Process shown Graphically Courtesy Project Lead The Way

 Day 2: Nuclear Engineering Project: Liquid/Gas Inventory and Location Determination ○ Purpose ○ Process ○ Plan Develop Prototype ○ Calculate prototype criteria/restrictions Materials Costs University to Classroom Connection

Space Engineering Research Center  Mission: To raise the Technology Readiness Level (TRL) of important Space Technologies by assisting Business, Government, and Education with Research and Development Projects

14 Og Gas/Fluid Inventory Determination

 Accurate inventory determination is challenging due to a few factors: Substance orientation Substance properties Measurement technique  Several RFPs have been granted to develop new technologies to provide better accuracy in 1g and 0g conditions

Gas Stations Today

“Gas Stations” Tomorrow

What’s The Goal?  Develop a non-intrusive, reliable, simple instrument to accurately determine the inventory level Use ‘dumb’ sensors Utilize simple physics Take advantage of ‘random’ nature of fluid

Classroom Application  Students will research prototype design possibilities

University to Classroom Connection  Day 3-4: Designing experiment prototype ○ Generate prototype concepts ○ Perform design calculations Time Permitting: ○ Assemble prototype Need: green laser, sensor, container, liquid ○ Test and Evaluate ○ Refine

Classroom Application  Students will discuss research prototype design possibilities

Classroom Application  Use equations to perform calculations involving materials for prototype design

Classroom Application

University to Classroom Connection  Day 5: Evaluate Analyze ○ Trends/Correlation ○ Predictions Post-Test ○ How would you distinguish between discrete and continuous data? ○ What is the difference between domain/range for a function and domain/range for the problem situation?

University to Classroom Connection

Review: Engineering Design Process Courtesy of Project Lead The Way

Future Implications  Systems involving fluids and the need for inventory sensing and location determination

STAAR Algebra II

Classroom Application  Introduction to Functions Students will collect data by experimentation, analyze collected data and given data, interpret the scatterplots to make predictions, and fit the graph to the most reasonable parent function. Students will make predictions using representations of the data.

Classroom Application  Relations and Functions Students will collect data by experimentation and analyze the data to determine if it represents a function. Students will determine characteristics of the relationship and model the data using various representations. Students will interpret the representations to make predictions and fit the graph to the most reasonable parent function

Classroom Application  Changing Parents Students apply geometric transformations to relations. Students determine rules to predict effects on changing parameters on parent functions. Students determine graphs and equations from the predictions.

Classroom Application  Linear programming Students will be expected to formulate systems of equations and inequalities from this particular situation, use a variety of methods to solve, and then analyze the solution in terms of the situation.

TEKS  2A1. Foundation for functions. The student uses properties and attributes of functions and applies functions to problem situations. The student is expected to 1A: Identify the mathematical domains and ranges of functions and determine reasonable domain and range values for continuous and discrete situations. 1B: Collect and organize data, make and interpret scatter plots, fit the graph of a function to the data, interpret the results, and proceed to model, predict, and make decisions and critical judgments.

TEKS  2A.3: Foundations for functions. The student formulates systems of equations and inequalities from problem situations, uses a variety of methods to solve them, and analyzes the solutions in terms of the situations. The student is expected to 3A: Analyze situations and formulate systems of equations in two or more unknowns or inequalities in two unknowns to solve problems. 3B: Use algebraic methods, graphs, tables, or matrices, to solve systems of equations or inequalities. 3C: Interpret and determine the reasonableness of solutions to systems of equations or inequalities for given contexts.

TEKS  2A.4: Algebra and geometry. The student connects algebraic and geometric representations of functions. The student is expected to: 4A: Identify and sketch graphs of parent functions, including linear, quadratic, exponential, and logarithmic functions, absolute value of x, square root of x, and reciprocal of x. 4B: Extend parent functions with parameters and describe the effects of the parameter changes on the graph of parent functions.

TEKS  2A.7: Quadratic and square root functions. The student interprets and describes the effects of changes in the parameters of quadratic functions in applied and mathematical situations. The student is expected to: 7B: Use the parent function to investigate, describe, and predict the effects of changes in a, h, and k on the graphs of form of a functions in applied and purely mathematical situations.

TEKS  2A.9: Quadratic and square root functions. The student formulates equations and inequalities based on square root functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: 9A: Use the parent function to investigate, describe, and predict the effects of parameter changes on the graphs of square root functions and describe limitations on the domains and ranges.

TEKS  2A.11: Exponential and logarithmic functions. The student formulates equations and inequalities based on exponential and logarithmic functions, uses a variety of methods to solve them, and analyzes the solutions in terms of the situation. The student is expected to: 11B: Use the parent functions to investigate, describe, and predict the effects of parameter changes on the graphs of exponential and logarithmic functions, describe limitations on the domains and ranges, and examine asymptote behavior.

Summary  Introduce engineering design process  A new approach to inventory fill determination has been demonstrated utilizing a unique, simple, non-intrusive detector arrangement  Approach may potentially be capable of accurately determining zero-g liquid inventory and liquid location

Acknowledgements  TAMU E3 Program  Nuclear Power Institute  National Science Foundation  Dr. Cable Kurwitz – PI  Jake Peterson – MS Student  Dr. Igor Carron – Collaborator from France