Aldo A. Ferri

This paper examines the technical and methodological contributions of Rudi J. J. Stamm'ler that shaped the historical development of nuclear technology and reactor physics capabilities in Argentina. Through successive missions supported by the International Atomic Energy Agency (IAEA), Rudi Stamm'ler played a decisive role in the training of highly qualified human resources at the Balseiro Institute and in the establishment of national computational capabilities in reactor physics and design. His influence extended to the development of essential calculation tools, the consolidation of independent nuclear design methodologies in Argentina, and the professional growth of engineers who later contributed to major national and international nuclear initiatives. The long-term impact of this work is reflected in the continued use of the computational methods he promoted and in an enduring technical and academic legacy within Argentina's nuclear engineering community.

Abstract Rolling contact is a complex phenomenon that is dependent on a host of physical properties, as well as relative motion. Simplified treatments of rolling often rely on point or line contact, and use non-slip kinematic constraints to treat rolling. However, during rolling motion, the deformation of the contacting bodies leads to energy dissipation and contact forces that oppose the rolling motion. Given the importance of rolling contact in mobile and multi-body systems, the problem has received considerable attention over the years, and has motivated a number of different modeling approaches. This paper examines rolling from a macroscopic perspective that accounts for the deformed area and presents an approach for defining the resultant tangential and normal reaction forces under the assumption of no-slip. Deformations in the normal direction are modeled using bilinear springs and dampers, while the forces in the tangential direction are calculated using reaction forces computed from a constrained Lagrangian approach. One particular motivation for the development of the model in this paper is for the prediction of how multiple payloads being lifted by a single crane can roll relative to each other. The modeling approach is applied to the planar case of a disk rolling under conditions of acceleration, deceleration, and constant speed. Results are also presented for the application of the model to a planar disk-on-disk rolling system.

Abstract Experiential learning can make engineering concepts come to life, giving students a real-world confirmation of the theory and concepts from lecture classes. All too often, however, undergraduate laboratory classes fall short of enhanced learning and are instead more notable for student dissatisfaction and/or frustration (Holmes and Wieman, 2018; Koretsky, et al., 2011; Hofstein and Lunetta, 2004). There are several reasons for this problem. First, organized laboratory classes are often used to meet numerous student outcomes such as those comprising ABET student outcomes (1) – (7) (www.abet.org). Second, organized laboratory classes are often taught separately from theory classes, leading to a disconnect from pre-requisite courses and uneven understanding among the student cohort. Third, organized lab classes often involve teamwork, without specific instruction or guidance on how to work effectively, how to divide up tasks, and how to handle conflicts. Due to advances in microprocessors and portable data acquisition devices, widespread student use of laptop computers, growing availability of affordable sensors, and the emergence of versatile 3D printers and benchtop CNC machining, there is an unprecedented opportunity to bring hands-on experiments out of the centralized labs, and into lecture classrooms, and even student dorm rooms. The portability of the platforms can obviate the need for dedicated lab space and equipment. Furthermore, small, portable hands-on platforms can be designed to target one or two specific learning objectives. This ensures that the concepts involved in the hands-on exercises are tightly coupled to the theory delivered in lectures and assessed in homework assignments. The paper will review progress in the development of new hands-on learning experiences. A final consideration in creating an effective learning experience for students is the question of team dynamics. At the authors’ institution, the hands-on experiments are usually performed by small teams of students (2 or 3-person teams) that are formed based on seating proximity. At times, such impromptu pairing causes problems for a number of reasons. The authors are particularly interested in Diversity Equity and Inclusion (DEI) issues that can undermine the effective learning in these teams when female or underrepresented minorities are involved. Since the teams are transient (i.e., formed expressly to perform a task within the context of a single, 50-minute class) there isn’t time to include teaming instructions at the beginning of each exercise. Thus, policies and procedures are necessary to promote collaboration, and the training must be intentionally designed to be as portable as the experiments themselves.

He has over eighteen years of experience in practicing, teaching and research in civil engineering.His academic background and professional skills allows him to teach a range of courses across three different departments in the school of engineering.This is a rare and uncommon achievement.Within his short time at Morgan, he has

Abstract Experiential learning can be very effective in getting students to interact with the engineering concepts and see them in action shortly before or after being exposed to the theory. Team based activities that accompany hands-on learning are a further way of enhancing learning as students collaborate with each other to discuss and test their ideas. This project aims to amplify such hands-on experiences by developing new mobile experimental platforms in mechanics, thermal systems, and electrical/electronic systems for use in core and multidisciplinary courses. The project also concerns effective instruction and classroom practices to ensure that diverse student teams function well, with all students feeling comfortable and confident to work together to learn new concepts.