GAS/LIQUID LEVEL AND LOCATION

DETERMINATION

Heidi ElliottEl Campo High School

El Campo ISD

POWER SET Sponsor

Cable KurwitzDepartment of Nuclear Engineering

Nuclear Power Institute

Texas A&M University

University to Classroom Connection

Pre-TestHow 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 & RAO E3 Program - Summer 2012 6

Evidence of Engineering is everywhere…

CHINN & RAO E3 Program - Summer 2012 7

From: blog.lib.umn.edu/muwah005/architecture/

From: www.educ.uvic.ca/.../438/CHINA/CHINA-WALL.HTML

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 & RAO E3 Program - Summer 2012 9

What happens when the designs don’t work ?

The Titanic – an “unsinkable” ship New London, Texas School 1971-1976 Ford Pinto Space Shuttles: Challenger & Columbia Union Carbide – Bhopal, India Chernobyl Milwaukee Water Treatment Plant British Petroleum Toyota Motor Company

CHINN & RAO E3 Program - Summer 2012 10

Engineering Design Process

CHINN & RAO E3 Program - Summer 2012 11

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

MaterialsCosts

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

Og Gas/Fluid Inventory Determination

Accurate inventory determination is challenging due to a few factors:Substance orientationSubstance propertiesMeasurement 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 levelUse ‘dumb’ sensorsUtilize simple physicsTake 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

Classroom Application

University to Classroom Connection

Day 5: EvaluateAnalyze

○ 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 programmingStudents 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 to1A: 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 to3A: 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

Thank you!