This three credit course offered at Macomb Community College discusses the practical application of hybrid electric vehicle (HEV) power management systems. Areas of study include computer controls of the internal combustion engine (ICE), battery types, HEV thermal management, motors, safety, and HEV/EV accessories. System types, service procedures, and diagnostic procedures are covered for Ford, General Motors, Honda, and Lexus/Toyota vehicles. Included educational materials for this course are homework, sample exams and quizzes, labs, lesson plans, pre-assessment, and syllabus. Solutions are not provided with any materials. If you're an instructor and would like complete exams, quizzes, or solutions, please contact theCAAT. This course is composed of six modules that can be used to supplement existing courses or taught together as a complete course. These modules are Intro to HEVs,Honda HEVs, Toyota HEVs,Ford HEVs, GM HEVs, and Fuel Cells

Introduces the various aspects of present and future Air Traffic Control systems. Descriptions of the present system: systems-analysis approach to problems of capacity and safety; surveillance, including NAS and ARTS; navigation subsystem technology; aircraft guidance and control; communications; collision avoidance systems; sequencing and spacing in terminal areas; future directions and development; critical discussion of past proposals and of probable future problem areas.

Lab safety review concepts:• How to safely handle flammable materials.• What to do if a fire erupts.• How to properly use eye protection.• What to do if you wear contacts.• What to do if you do not understand directions in a  lab.• How to dispose of chemical wastes.• What to do if you do not finish a lab in time.• How to heat a substance in a test tube.• How to pick up hot glass.• What to do if you are injured.• What to do before using glassware.• What to do if you have loose clothing or long hair  during a lab.• What footwear is appropriate for a lab or outside.• What to do if a chemical is splashed on your skin or eyes.• What number to dial in an emergency.• What to do if you use too much of a chemical.• What to do if glassware is chipped or cracked.• When is it ok to be alone in a lab?• When lab coats, goggle, and gloves are needed.• What to do if there is broken glass or a spilled chemical.• How to properly handle department animals.• How to respond if an animal escapes.• What to do if you have an injury.• What to do if someone else has an injury.• Number for 911• Where the fire alarms, fire blanket, and fire extinguishers  are located.• What to do in a tornado• What to do in a fire• What to do in a Code Red• What to do if you have a question about an assignment.• Where to turn in assignments.• What to do with money for field trips.

This 12 session course is designed for the beginning or novice archer and uses recurve indoor target bows and equipment. The purpose of the course is to introduce students to the basic techniques of indoor target archery emphasizing the care and use of equipment, range safety, stance and shooting techniques, scoring and competition.

Students explore the interface between architecture and engineering. In the associated hands-on activity, students act as both architects and engineers by designing and building a small parking garage.

This collection uses primary sources to compare American responses to Pearl Harbor and September 11. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Students use their knowledge of tornadoes and damage. The students will work in groups to design a structure that will withstand and protect people from tornadoes. Each group will create a poster with the name of their engineering firm and a picture of their structure. Finally, each group will present their posters to the class.

Students are introduced to the biomechanical characteristics of helmets, and are challenged to incorporate them into designs for helmets used for various applications. By doing this, they come to understand the role of enginering associated with saftey products. The use of bicycle helmets helps to protect the brain and neck in the event of a crash. To do this effectively, helmets must have some sort of crushable material to absorb the collision forces and a strap system to make sure the protection stays in place. The exact design of a helmet depends on the needs and specifications of the user.

This CDC infographic demonstrates the proper technique of both applying and removing proper PPE in a healthcare setting. This resource is perfect for both visual learners and those who learn best by reading since it provides both text and images. If supplies are available, it would be helpful for the teacher to demonstrate the correct donning and doffing of PPE for the class. Next, students can practice donning and doffing PPE as they explore the infographic. Then to review the content, student volunteers can demonstrate donning and doffing PPE in front of the class, intentionally leaving out a step or two. The class would see if they can catch what the demonstrator did incorrectly. This activity is a great knowledge check.

Students further their understanding of the engineering design process (EDP) while applying researched information on transportation technology, materials science and bioengineering. Students are given a fictional client statement (engineering challenge) and directed to follow the steps of the EDP to design prototype patient safety systems for small-size model ambulances. While following the steps of the EDP, students identify suitable materials and demonstrate two methods of representing solutions to the design challenge (scale drawings and small-scale prototypes). A successful patient safety system meets all of the project's functions and constraints, including the model patient (a raw egg) "surviving" a front-end collision test with a 1:8 ramp pitch.

Students are introduced to safety protocols by evaluating unsafe situations, sharing their ideas with their peers, developing a list of recommended safety protocols as a class, and finally, by comparing the class list to a standard list of safety rules. This activity seeks to demonstrate the importance of safety engineering and illustrate how it helps to prevent injuries and save lives. A PowerPoint® presentation, pre/post quiz and student handout are provided.

This website by MedicalMutual Insurance Company of Maine provides an example environmental safety plan for a healthcare setting, which includes equipment safety, medication safety, infection control, fire safety, electrical safety, and more. In order to “evaluate” these environmental safety practices, students can reflect on their own experiences being in a healthcare setting as a patient, volunteer, employee, visitor, or student; they can recall which of these environmental safety practices they saw in action and how effective they were. For example, the student may have seen a “no smoking” sign or a properly labeled sharps container. The goal of this activity is to help students become familiar with recognizing and assessing environmental safety in healthcare.

Urban governance comprises the various forces, institutions, and movements that guide economic and physical development, the distribution of resources, social interactions, and other aspects of daily life in urban areas. This course examines governance from legal, political, social, and economic perspectives. In addition, we will discuss how these structures constrain collective decision making about particular urban issues (immigration, education‰Ű_). Assignments will be nightly readings and a short paper relating an urban issue to the frameworks outlined in the class.

" This team-taught multidisciplinary course provides information relevant to the conduct and interpretation of human brain mapping studies. It begins with in-depth coverage of the physics of image formation, mechanisms of image contrast, and the physiological basis for image signals. Parenchymal and cerebrovascular neuroanatomy and application of sophisticated structural analysis algorithms for segmentation and registration of functional data are discussed. Additional topics include: fMRI experimental design including block design, event related and exploratory data analysis methods, and building and applying statistical models for fMRI data; and human subject issues including informed consent, institutional review board requirements and safety in the high field environment. Additional Faculty Div Bolar Dr. Bradford Dickerson Dr. John Gabrieli Dr. Doug Greve Dr. Karl Helmer Dr. Dara Manoach Dr. Jason Mitchell Dr. Christopher Moore Dr. Vitaly Napadow Dr. Jon Polimeni Dr. Sonia Pujol Dr. Bruce Rosen Dr. Mert Sabuncu Dr. David Salat Dr. Robert Savoy Dr. David Somers Dr. A. Gregory Sorensen Dr. Christina Triantafyllou Dr. Wim Vanduffel Dr. Mark Vangel Dr. Lawrence Wald Dr. Susan Whitfield-Gabrieli Dr. Anastasia Yendiki "

This lesson introduces the MRI Safety Grand Challenge question. Students are asked to write journal responses to the question and brainstorm what information they will need to answer the question. The ideas are shared with the class and recorded. Students then watch a video interview with a real life researcher to gain a professional perspective on MRI safety and brainstorm any additional ideas. The associated activity provides students the opportunity to visualize magnetic fields.

This ITS ePrimer provides transportation professionals with fundamental concepts and practices related to ITS technologies. This resource can help practicing professionals and students better understand how ITS is integrated into the planning, design, deployment, and operations of surface transportation systems. The ePrimer is both a stand-alone reference document for the practitioner as well as a text for education and training programs.

" Offered in the spring and fall terms, Introduction to Stagecraft is a hands-on course that gets students working with the tools and techniques of theatrical production in a practical way. It is not a design course but one devoted to artisanship. Among the many remarkable final projects that have been proposed and presented at the end of the course have been a Renaissance hourglass blown in the MIT glass shop and set into a frame turned on our set shop lathe; a four harness loom built by a student who then wove cloth on it; a number of chain mail tunics and coifs; a wide variety of costume and furniture pieces and electrified period lighting fixtures."

Lesson explores the engineering behind life vests or personal flotation devices and the challenges met by these devices. Students work in teams to design and build a flotation device out of everyday materials that can keep an unopened can of soup or vegetables afloat in a bucket of water or sink for a minute. They design their life vest, build and test it, evaluate their designs and those of classmates, and share observations with their class.

Students measure the relative intensity of a magnetic field as a function of distance. They place a permanent magnet selected distances from a compass, measure the deflection, and use the gathered data to compute the relative magnetic field strength. Based on their findings, students create mathematical models and use the models to calculate the field strength at the edge of the magnet. They use the periodic table to predict magnetism. Finally, students create posters to communicate the details their findings. This activity guides students to think more deeply about magnetism and the modeling of fields while practicing data collection and analysis. An equations handout and two grading rubrics are provided.

Presents a rational basis for the preliminary design of motion-sensitive structures. Topics include: analytical and numerical techniques for establishing the optimal stiffness distribution, the role of damping in controlling motion, tuned mass dampers, base isolation systems, and an introduction to active structural control. Examples illustrating the application of the motion-based design paradigm to building structures subjected to wind and seismic excitation are discussed.