NAME: ARTIFACT: Describe your artifact. Why do you think it would work well for this project? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ASSIGNMENT CRITERIA Please answer “yes” or “no” to the following questions. Is your artifact something that was made by people? ___yes ___no Is your artifact specific? (i.e., not a broad concept) ___yes ___no Can you point to your artifact? (i.e., not an abstract idea) ___yes ___no Does your artifact contain enough material to analyze? ___yes ___no Does your artifact relate to the course theme? ___yes ___no Did you bring your artifact to class today? ___yes ___no If you answered no, why not? _________________________________________ REVIEW Take a moment to quickly review the fundamental moves of analysis with your artifact. Do you notice patterns of frequency? ___yes ___no Do you notice patterns of contrast? ___yes ___no Do you notice anomalies? ___yes ___no Do you notice intensity or specific moments of intensity? ___yes ___no Record notes from this exercise in the space provided. What patterns, anomalies, and moments of intensity have you identified that you’d like to keep in mind moving forward? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ WILL IT WORK? Talk over your responses with a partner before recording an answer to this question. If you or your partner answered “no” to half or more than half of these questions, you may want to reconsider the artifact you have chosen to analyze. Will your artifact work for this project? ___yes ___no FINAL STEPS If you have determined—yes—your artifact will work for this project, record any notes you’d like to save from this exercise in your class notebook and hand this checklist in to your instructor. If you have determined—no—your artifact will not work for this project, take a few minutes to brainstorm other potential artifacts that better fit the assignment criteria and lend themselves to analysis (at least 3). Record your ideas in the space provided and in your class notebook, and hand this checklist in to your instructor. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ If you have determined—I don’t know—or if you’re not sure if your artifact will work for this project, take a few minutes to write down concerns and questions this exercised has raised. Record them in the space provided and in your class notebook, and hand this checklist in to your instructor. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ That’s it, you’re done! Expect an email in response to this exercise before the next class period.

NAME: ARTIFACT: Describe your artifact. Why do you think it would work well for this project? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ ASSIGNMENT CRITERIA Please answer “yes” or “no” to the following questions. Is your artifact something that was made by people? ___yes ___no Is your artifact specific? (i.e., not a broad concept) ___yes ___no Can you point to your artifact? (i.e., not an abstract idea) ___yes ___no Does your artifact contain enough material to analyze? ___yes ___no Does your artifact relate to the course theme? ___yes ___no Did you bring your artifact to class today? ___yes ___no If you answered no, why not? _________________________________________ REVIEW Take a moment to quickly review the fundamental moves of analysis with your artifact. Do you notice patterns of frequency? ___yes ___no Do you notice patterns of contrast? ___yes ___no Do you notice anomalies? ___yes ___no Do you notice intensity or specific moments of intensity? ___yes ___no Record notes from this exercise in the space provided. What patterns, anomalies, and moments of intensity have you identified that you’d like to keep in mind moving forward? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ WILL IT WORK? Talk over your responses with a partner before recording an answer to this question. If you or your partner answered “no” to half or more than half of these questions, you may want to reconsider the artifact you have chosen to analyze. Will your artifact work for this project? ___yes ___no FINAL STEPS If you have determined—yes—your artifact will work for this project, record any notes you’d like to save from this exercise in your class notebook and hand this checklist in to your instructor. If you have determined—no—your artifact will not work for this project, take a few minutes to brainstorm other potential artifacts that better fit the assignment criteria and lend themselves to analysis (at least 3). Record your ideas in the space provided and in your class notebook, and hand this checklist in to your instructor. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ If you have determined—I don’t know—or if you’re not sure if your artifact will work for this project, take a few minutes to write down concerns and questions this exercised has raised. Record them in the space provided and in your class notebook, and hand this checklist in to your instructor. _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ That’s it, you’re done! Expect an email in response to this exercise before the next class period.

4. In the introduction to the Punctuation Made Simple website, what analogy is used to explain the way punctuation works? What, exactly, about punctuation does this analogy illustrate?

4. In the introduction to the Punctuation Made Simple website, what analogy is used to explain the way punctuation works? What, exactly, about punctuation does this analogy illustrate?

As equivalence, consider of the traffic signs that administer the … Read More...
English 102 Assignment #8 Reflection 1: Reflecting on Researching & RQ One of our 102 GOALS says: Present compelling REFLECTIVE WRITING that accounts for and evaluates… • the evolution of your controlling purpose, through successive revisions, in relation to the project’s audience(s), stakeholders, and your own interests. • your composing and design strategies, developed through successive revisions, given your rhetorical situation. • how and why sources were chosen and used in the project. • your project in relation to your understanding of academic research and writing. Instead of one final reflective essay, we will do three shorter ones (a 3 part reflective). For this first reflective essay, reflect on what you have done in this course so far and how that has effected your thinking about academic research writing. Talk about your thinking about research and the process of researching. What is your own rhetorical situation? Then talk about the research you have done so far. What did you do and what was your thinking process while you were doing it. What sources did you choose and why? (What did you not choose, and why?) What was the rhetorical situation of that source? How do you intend to use it in your paper? How will it be useful? How did it effect your thinking on your topic/issue? Did any of our class readings, activities or discussion effect how you did research and/or your thinking about the research process? Next, talk about your topic/issue. What interested you about it, why? How did you formulate your research question? What makes a good research question? Why? Did any of our class readings, activities or discussion help you think about your research question? How will your research question help you research and write a research paper with critical inquiry? This should be at least two pages, typed MLA format. Bring it to our next class.

English 102 Assignment #8 Reflection 1: Reflecting on Researching & RQ One of our 102 GOALS says: Present compelling REFLECTIVE WRITING that accounts for and evaluates… • the evolution of your controlling purpose, through successive revisions, in relation to the project’s audience(s), stakeholders, and your own interests. • your composing and design strategies, developed through successive revisions, given your rhetorical situation. • how and why sources were chosen and used in the project. • your project in relation to your understanding of academic research and writing. Instead of one final reflective essay, we will do three shorter ones (a 3 part reflective). For this first reflective essay, reflect on what you have done in this course so far and how that has effected your thinking about academic research writing. Talk about your thinking about research and the process of researching. What is your own rhetorical situation? Then talk about the research you have done so far. What did you do and what was your thinking process while you were doing it. What sources did you choose and why? (What did you not choose, and why?) What was the rhetorical situation of that source? How do you intend to use it in your paper? How will it be useful? How did it effect your thinking on your topic/issue? Did any of our class readings, activities or discussion effect how you did research and/or your thinking about the research process? Next, talk about your topic/issue. What interested you about it, why? How did you formulate your research question? What makes a good research question? Why? Did any of our class readings, activities or discussion help you think about your research question? How will your research question help you research and write a research paper with critical inquiry? This should be at least two pages, typed MLA format. Bring it to our next class.

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ESL 091 Cause and Effect Worksheet 1: Steps 1-4 of the Writing Process Name ______________________________ Class___________ Section______ THE WRITNG PROCES: STEPS 1, 2, 3, AND 4 Step 1: THINKING. Your first essay assignment is to write an Explaining/Evaluation essay about a restaurant. Begin the writing process by thinking about your topic. Think! Think! Think! Step 2: BRAINSTORMING. The purpose of brainstorming is for you to write down all of the ideas, thoughts, and pieces of information that you think about your topic before you forge them. You can use one of three brainstorming techniques, but the journalist’s questions will get you’re the most information to write an 800-word essay. We talked about three brainstorming techniques: 1) Writing down all your thoughts in a list format. 2) Creating an idea map. 3) Asking and answering the journalist’s questions that are important for your topic: Who? What? Where? When? Why? How? As you are thinking and writing down your ideas, ask yourself the following questions about your cause and effect topic: A. What is the cord cause of issue? Is there more than one cause? What is the immediate (first) effect of the cause? Does this first effect also become a cause? If so, what effect does this new cause have? Are there other effects caused by the core cause? What are they? Do they also become new causes with their own effects? If so, what are they? Core Cause/s__________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Immediate (first) Effect of the Core Cause/s_________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Other Cause and Effect Relationships_______________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Brainstorming Technique 1: Listing Your Thoughts and Ideas 1.___________________________________________________________________________________ _____________________________________________________________________________________ 2.___________________________________________________________________________________ _____________________________________________________________________________________ 3.___________________________________________________________________________________ _____________________________________________________________________________________ 4.___________________________________________________________________________________ _____________________________________________________________________________________ 5.___________________________________________________________________________________ _____________________________________________________________________________________ 6.___________________________________________________________________________________ _____________________________________________________________________________________ 7.___________________________________________________________________________________ _____________________________________________________________________________________ 8.___________________________________________________________________________________ _____________________________________________________________________________________ 9.___________________________________________________________________________________ ____________________________________________________________________________________ 10.__________________________________________________________________________________ _____________________________________________________________________________________ More information: Brainstorming Technique 2: Creating an Idea Map Sample Mind Maps for Cause and Effect Multiple Levels of Cause and Effect Brainstorming Technique 3: Asking AND Answering the Journalist’s Questions Question: Who _______________________________________________________________________ Answer____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: Where______________________________________________________________________ Answer____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: What_______________________________________________________________________ Answer_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: Where_______________________________________________________________________ Answer________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________¬¬_ Question: Why________________________________________________________________________ Answer______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: How________________________________________________________________________ Answer_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 3: Dropping and Selecting Information. Read your brainstorming notes and determine which information you would like to include in your cause and effect essay. Also decide which information you do NOT need for your essay. Keep what you DO need. A. Information that I will keep ___________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ B. Information that I need to add ________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ Step 4. Writing a Working Thesis. First, decide who your audience is and what your purpose is. A. Audience: Think about who would be interested in reading your cause and effect topic. If you say: “Anyone who is interested in my topic,” your audience is too big. Think about who might benefit from knowing the information you are writing about. Be specific. _____________________________________________________________________________________ B. Purpose: The purpose in your writing is the message you want your audience to know about the topic. You can find out your purpose by asking yourself what you want your audience to know about the topic and put that in a complete sentence. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ C. Working Thesis: A thesis is a statement that tells your audience what your overall attitude is about your topic. In a cause and effect essay, your thesis would state the core causes and major effects of the core cause. A working thesis can change as your essay changes and improves. Your thesis should include: 1) The core cause/s 2) The major effects that you will discuss in the body of the paper. Example: CORE CAUSE/S MAJOR EFFECTS Fast food and lack of movement are the core reasons for obesity, which results in disease such as heart trouble, diabetes, and joint failure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________ **********Save this worksheet and bring it to the next class meeting.***********

ESL 091 Cause and Effect Worksheet 1: Steps 1-4 of the Writing Process Name ______________________________ Class___________ Section______ THE WRITNG PROCES: STEPS 1, 2, 3, AND 4 Step 1: THINKING. Your first essay assignment is to write an Explaining/Evaluation essay about a restaurant. Begin the writing process by thinking about your topic. Think! Think! Think! Step 2: BRAINSTORMING. The purpose of brainstorming is for you to write down all of the ideas, thoughts, and pieces of information that you think about your topic before you forge them. You can use one of three brainstorming techniques, but the journalist’s questions will get you’re the most information to write an 800-word essay. We talked about three brainstorming techniques: 1) Writing down all your thoughts in a list format. 2) Creating an idea map. 3) Asking and answering the journalist’s questions that are important for your topic: Who? What? Where? When? Why? How? As you are thinking and writing down your ideas, ask yourself the following questions about your cause and effect topic: A. What is the cord cause of issue? Is there more than one cause? What is the immediate (first) effect of the cause? Does this first effect also become a cause? If so, what effect does this new cause have? Are there other effects caused by the core cause? What are they? Do they also become new causes with their own effects? If so, what are they? Core Cause/s__________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Immediate (first) Effect of the Core Cause/s_________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Other Cause and Effect Relationships_______________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Brainstorming Technique 1: Listing Your Thoughts and Ideas 1.___________________________________________________________________________________ _____________________________________________________________________________________ 2.___________________________________________________________________________________ _____________________________________________________________________________________ 3.___________________________________________________________________________________ _____________________________________________________________________________________ 4.___________________________________________________________________________________ _____________________________________________________________________________________ 5.___________________________________________________________________________________ _____________________________________________________________________________________ 6.___________________________________________________________________________________ _____________________________________________________________________________________ 7.___________________________________________________________________________________ _____________________________________________________________________________________ 8.___________________________________________________________________________________ _____________________________________________________________________________________ 9.___________________________________________________________________________________ ____________________________________________________________________________________ 10.__________________________________________________________________________________ _____________________________________________________________________________________ More information: Brainstorming Technique 2: Creating an Idea Map Sample Mind Maps for Cause and Effect Multiple Levels of Cause and Effect Brainstorming Technique 3: Asking AND Answering the Journalist’s Questions Question: Who _______________________________________________________________________ Answer____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: Where______________________________________________________________________ Answer____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: What_______________________________________________________________________ Answer_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: Where_______________________________________________________________________ Answer________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________¬¬_ Question: Why________________________________________________________________________ Answer______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Question: How________________________________________________________________________ Answer_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Step 3: Dropping and Selecting Information. Read your brainstorming notes and determine which information you would like to include in your cause and effect essay. Also decide which information you do NOT need for your essay. Keep what you DO need. A. Information that I will keep ___________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ ____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ B. Information that I need to add ________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _________________________________________________________________________¬¬¬¬____________ Step 4. Writing a Working Thesis. First, decide who your audience is and what your purpose is. A. Audience: Think about who would be interested in reading your cause and effect topic. If you say: “Anyone who is interested in my topic,” your audience is too big. Think about who might benefit from knowing the information you are writing about. Be specific. _____________________________________________________________________________________ B. Purpose: The purpose in your writing is the message you want your audience to know about the topic. You can find out your purpose by asking yourself what you want your audience to know about the topic and put that in a complete sentence. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ C. Working Thesis: A thesis is a statement that tells your audience what your overall attitude is about your topic. In a cause and effect essay, your thesis would state the core causes and major effects of the core cause. A working thesis can change as your essay changes and improves. Your thesis should include: 1) The core cause/s 2) The major effects that you will discuss in the body of the paper. Example: CORE CAUSE/S MAJOR EFFECTS Fast food and lack of movement are the core reasons for obesity, which results in disease such as heart trouble, diabetes, and joint failure. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________________________ **********Save this worksheet and bring it to the next class meeting.***********

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3. How might a lesson plan differ between elementary earth science and high school computer science?

3. How might a lesson plan differ between elementary earth science and high school computer science?

Elementary earth science The basic concept are more important here, … Read More...
Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

Tornado Eddy Investigation Abstract The objective of this lab was to write a bunch of jibberish to provide students with a formatting template. Chemical engineering, bioengineering, and environmental engineering are “process engineering” disciplines. Good abstracts contains real content, such as 560 mL/min, 35 deg, and 67 percent yield. Ideal degreed graduates are technically strong, bring broad system perspectives to problem solving, and have the professional “soft skills” to make immediate contributions in the workplace. The senior lab sequence is the “capstone” opportunity to realize this ideal by integrating technical skills and developing professional soft skills to ensure workforce preparedness. The best conclusions are objective and numerical, such as operating conditions of 45 L/min at 32 deg C with expected costs of $4.55/lb. Background Insect exchange processes are often used in bug filtration, as they are effective at removing either positive or negative insects from water. An insect exchange column is a packed or fluidized bed filled with resin beads. Water flows through the column and most of the insects from the water enter the beads, but some of them pass in between the beads, which makes the exchange of insects non-ideal. Insectac 249 resin is a cation exchange resin, as it is being used to attract cationic Ca2+ from the toxic waste stream. This means the resin is negatively charged, and needs to be regenerated with a solution that produces positively charged insects, in this case, salt water which contains Na+ insects. The resin contains acidic styrene backbones which capture the cationic insects in a reversible process. A curve of Ca2+ concentration concentration vs. time was obtained after a standard curve was made to determine how many drops from the low cost barium test kit from Aquarium Pharmaceuticals (API)1 bottle #2 would correspond to a certain concentration in solution. A standard curve works by preparing solutions with known concentrations and testing these concentrations using the kit to create a curve of number of drops from bottle #2 (obtained result) vs. concentration of Ca2+ in solution (desired response). The standard curve can then be used for every test on the prototype and in the field, to quickly and accurately obtain a concentration from the test kit. The barium concentration vs. time curve can be used to calculate the exchange capacity of the resin and, in later tests, the regeneration efficiency. The curves must be used to get the total amount of barium removed from the water, m. Seen in Equation 2, the volumetric flow rate of water, , is multiplied by the integral from tinitial to tfinal of the total concentration of Ca2+ absorbed by the resin as a function of time, C. (2) 1 http://aquariumpharm.com/Products/Product.aspx?ProductID=72 , date accessed: 11/26/10 CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 9 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A graphical trapezoid method was used to evaluate the integral and get the final solution in equivalents of Ca2+ per L, it must be noted that there are 2 equivalents per mole of barium, as the charge of the barium insect is +2. An initial exchange capacity was calculated for the virgin resin, and an adjusted exchange capacity was calculated once the resin was regenerated. The regenerated resin capacity was found by multiplying the virgin resin capacity by the regeneration efficiency, expressed in Equation 3. (3) See Appendix A for the calculation of the exchange capacities and the regeneration efficiency. Materials and Methods Rosalie and Peter Johnson of Corvallis established the Linus Pauling Chair in Chemical Engineering to honor Oregon State University’s most famous graduate. Peter Johnson, former President and owner of Tekmax, Inc., a company which revolutionized battery manufacturing equipment, is a 1955 graduate of the College of Engineering.2 The Chair, also known as the Linus Pauling Distinguished Engineer or Linus Pauling Engineer (LPE), was originally designed to focus on the traditional “capstone” senior lab sequence in the former Department of Chemical Engineering. The focus is now extended to all the process engineering disciplines. The LPE is charged with establishing strong ties with industry, ensuring current and relevant laboratory experiences, and helping upperclass students develop skills in communication, teamwork, project management, and leadership. Include details about lab procedures not sufficiently detailed in the SOP, problems you had, etc. The bulk solution prepared to create the standard curve was used in the second day of testing to obtain the exchange capacity of the insectac 249 resin. The solution was pumped through a bathroom scale into the prototype insect exchange column. 45 mL of resin was rinsed and added to the column. The bed was fluidized as the solution was pumped through the resin, but for the creation of the Ca2+ concentration vs. time curve, the solution was pumped down through the column, as illustrated in the process flow diagram seen in Figure 1. Figure 1. Process sketch of the insect exchange column used for the project. Ref: http://www.generon.co.uk/acatalog/Chromatography.html 2 Harding, P. Viscosity Measurement SOP, Spring, 2010. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 10 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE A bathroom scale calibration curve was created to ensure that the 150 mL/min, used to calculate the breakthrough time, would be delivered to the resin. The bathroom scale used was a Dwyer brand with flowrates between 0 and 300 cc/min of water. Originally, values between 120 and 180 mL/min were chosen for the calibration, with three runs for each flowrate, however the bathroom scale values were so far away from the measure values the range was extended to 100 to 200 mL/min. The regeneration experiment was performed using a method similar to that used in the water softening experiment, however instead of using a 640 ppm Ca2+ solution to fill the resin, a 6000 ppm Na+ solution was used to eject the Ca2+ from the resin. Twelve samples times were chosen and adjusted as the experiment progressed, with more than half of the samples taken at times less than 10 minutes, and the last sample taken at 45 minutes. The bulk exit solution was also tested to determine the regeneration efficiency. Results and Discussion The senior lab sequence has its roots in the former Department of Chemical Engineering. CHE 414 and 415 were taught in Winter and Spring and included 6 hours of lab time per week. The School has endeavored to incorporate the courses into the BIOE and ENVE curriculum, and this will be complete in 2008-2009. Recent development of the senior lab course sequence is shown chronologically in Fig. 1. In 2006-2007, CHE 414 and 415 were moved to Fall and Winter to enable CHE 416, an elective independent senior project course. Also that year, BIOE students took BIOE 414 in the Fall and BIOE 415 was developed and taught. No BIOE students enrolled in the optional CHE. In 2007-2008, the program transitioned in a new Linus Pauling Engineer and ENVE 414 was offered. Also, approximately 30 percent of BIOE students enrolled in the optional CHE 416. Accommodating the academic calendars of the three disciplines required a reduction in weekly student lab time from 6 to 3 hours. The expected relationship between coughing rate, y, and length of canine, x, is Bx z y Fe− (1) where F is a pre-exponential constant, B is vitamin B concentration and z is the height of an average trapeze artist. 3 The 2008-2009 brings the challenge of the dramatic enrollment increase shown in Fig. 1 and the first offering of ENVE 415. The result, shown on the right in Fig. 1, is the delivery of the senior lab sequence uniformly across the process engineering disciplines. CBEE 416 is expected to drawn approximately of the students that take the 415 courses. In 2007-2008, 414 and 415 were required for CHEs, 414 and 415 for BIOEs, and only 414 for ENVEs. CHE 416 is ostensibly an elective for all disciplines. In 2008-2009, 414 and 415 is required for all disciplines and CHE 416 will be an elective. The content of 414 is essentially 3 Fundamentals of Momentum, Heat, and Mass Transfer, Welty, J.R. et al., 4th edition, John Wiley & Sons, Inc. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 11 Josephine Hornsnogger CBEE 414, Lab Section M 1300–‐1550 April 19, 2010 Oregon State University School of CBEE identical for all three disciplines, 415 has discipline-specific labs, and 416 consists of senior projects with potentially cross-discipline teams of 2 to 4 students. Tremendous labor and struggling with the lab equipment resulted in the data shown in y = –‐0.29x + 1.71 y = –‐0.25x + 2.03 y = –‐0.135x + 2.20 –‐1.5 –‐1.0 –‐0.5 0.0 0.5 1.0 1.5 2.0 2.5 0 2 4 6 8 10 ln y (units) x (units) ln y_1 ln y_2 ln y_3 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35 Case 1 Case 2 Case 3 Slope (units) (a) (b) Figure 1. (a) Data for y and x plotted for various values of z and (b) a comparison of slopes for the 3 cases investigate. The log plot slope yields the vitamin B concentration. The slopes were shown to be significantly at the 90% confidence level, but the instructor ran out of time and did not include error bars. The slope changed as predicted by the Snirtenhoffer equation. Improvements to the lab might include advice on how to legally change my name to something less embarrassing. My whole life I have been forced to repeat and spell it. I really feel that this has affected my psychologically. This was perhaps the worst lab I have ever done in my academic career, primarily due to the fact that there was no lab time. I simply typed in this entire report and filled it with jibberish. Some might think nobody will notice, but I know that …… Harding reads every word. Acknowledgments The author acknowledges his elementary teacher for providing truly foundational instruction in addition and subtraction. Jenny Burninbalm was instrumental with guidance on use of the RT-345 dog scratching device. CBEE 102: ENGINEERING PROBLEM SOLVING AND COMPUTATIONS PROJECT DESCRIPTION 12

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1. How might a lesson plan differ between elementary earth science and high school computer science?

1. How might a lesson plan differ between elementary earth science and high school computer science?

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