This thesis presents the development of wafer level vacuum packaging processes using Au-Si eutectic and glass frit bonding contributing to the improvement of packaging concepts for a variety of MEMS devices. In the first phase of this research, micromachined resonators and pirani vacuum gauges are designed for the evaluation of the vacuum package performance. These designs are verified using MATLAB and Coventorware finite element modeling tool. Designed resonators and pirani vacuum gauges and previously developed gyroscopes with lateral feedthroughs are fabricated with a newly developed Silicon-On-Glass (SOG) process. In addition to these, a process for the fabrication of similar devices with vertical feedthroughs is initiated for achieving simplified packaging process and lower parasitic capacitances. Cap wafers for both types of devices with lateral and vertical feedthroughs are designed and fabricated. The optimization of Au-Si eutectic bonding is carried out on both planar and non-planar surfaces. The bonding quality is evaluated using the deflection test, which is based on the deflection of a thinned diaphragm due to the pressure difference between inside and outside the package. A 100% yield bonding on planar surfaces is achieved at 390&ordm / C with a v holding time and bond force of 60 min and 1500 N, respectively. On the other hand, bonding on surfaces where 0.15&mu / m feedthrough lines exist can be done at 420&ordm / C with a 100% yield using same holding time and bond force. Furthermore, glass frit bonding on glass wafers with lateral feedthroughs is performed at temperatures between 435-450&ordm / C using different holding periods and bond forces. The yield is varied from %33 to %99.4 depending on the process parameters. The fabricated devices are wafer level vacuum packaged using the optimized glass frit and Au-Si eutectic bonding recipes. The performances of wafer level packages are evaluated using the integrated gyroscopes, resonators, and pirani vacuum gauges. Pressures ranging from 10 mTorr to 60 mTorr and 0.1 Torr to 0.7 Torr are observed in the glass frit packages, satisfying the requirements of various MEMS devices in the literature. It is also optically verified that Au-Si eutectic packages result in vacuum cavities, and further study is needed to quantify the vacuum level with vacuum sensors based on the resonating structures and pirani vacuum gauges.

The task of automatically recognizing targets in IR imagery has a history of approximately 25 years of research and development. ATR is an application of pattern recognition and scene analysis in the field of defense industry and it is still one of the challenging problems. This thesis may be viewed as an exploratory study of ATR problem with encouraging recognition algorithms implemented in the area. The examined algorithms are among the solutions to the ATR problem, which are reported to have good performance in the literature. Throughout the study, PCA, subspace LDA, ICA, nearest mean classifier, K nearest neighbors classifier, nearest neighbor classifier, LVQ classifier are implemented and their performances are compared in the aspect of recognition rate. According to the simulation results, the system, which uses the ICA as the feature extractor and LVQ as the classifier, has the best performing results. The good performance of this system is due to the higher order statistics of the data and the success of LVQ in modifying the decision boundaries.

Electrical Submersible Pumping (ESP) is a well known artificial lift technique in reservoirs having high-water cut and low gas-oil ratio. It is known as an effective and economical method of producing large volumes of fluid under different well conditions. ESP equipments are capable of producing in a range of 200 b/d to 60.000 b/d. A case study was done, by designing 10 deviated or horizontal wells selected from the Y-oilfield in Western Siberia. SubPUMP software developed by IHS Energy is used for designing the ESP systems of these wells. These 10 wells will be working with variable speed drives. After selecting the available equipment from the inventory, the best running frequencies are selected for these wells. Evaluations of the designs are made from the pump performance graphs of each well. The pumps should work within their optimum efficiency ranges. These ranges can be seen from the pump performance curves. If the designs made are not within these efficiency ranges, designs should be evaluated and selecting new equipment should be should be an option. Because working outside the optimum efficiency ranges will decrease the production, shorten the runlifes of the pumps and the production will not be stable.

Annotation This diploma thesis in its theoretical part sums up didactic approaches which serve as a starting point for designing teaching methods and suitable presentation of Information and Communication Technology (ICT) to primary school children. The thesis deals with the impact ICT has on the development of pupils´ personalities with regard to innovative educational processes which are now at work in our schools. The thesis wants to propose and prove possible and useful approaches to ICT teaching at primary schools based on research in the current state of ICT teaching and in the computer literacy of pupils and on teachers´ own ``best experience{\crqq}. The hypothesis was that pupils in ICT lessons are able to work in pairs effectively and that the one with better knowledge of computers can help and give advice to the less experienced one in the pair. In the practical part of the thesis computer literacy of pupils in second and third grades of primary schools is checked with help of a questionnaire. On the basis of selected didactic approaches and analysis of the questionnaire answers a dyadic teaching method was designed and proved in practice. The use of dyadic method is one of possible ways to reach optimal results in ICT teaching at primary schools. The thesis proposes a teaching plan for a third grade of primary school. This teaching plan, effectivity of which was checked in practice and the outcome analysed, can serve as an inspiration for beginning teachers and help them to design their teaching plans for ICT lessons or for employing ICT in other subjects.

This thesis reports both the optimizations of the vanadium oxide (VOx) thin film as an active infrared detector material by the magnetron sputtering deposition method and its use during fabrication of proper resistors for the microbolometers. Vanadium oxide is a preferred material for microbolometers, as it provides high TCR value, low noise, and reasonable resistance, and a number of high-tech companies have used this material to obtain state-of-the-art microbolometer arrays. This material is first used in microbolometers by Honeywell, who provides its recipe with license agreements, and there is not much information in the literature for its deposition recipe. This is the first study at METU for development of vanadium oxide thin film for microbolometers. The VOx material deposition studies started by identifying the deposition parameters of the magnetron sputtering system in order to obtain proper VOx resistors for the readout electronics. The obtained recipe includes high temperature deposition conditions of VOx, however, this causes a diffusion problem on the electrodes, preventing to obtain a good contact to VOx. Also, high oxygen level in the depositions makes a contamination on the electrodes. A number of studies were done to determine a proper electrode material which is proper with the deposition conditions of the VOx. Characterization of the vanadium oxide samples is done by XRD and XPS measurements to see the relation between the phases and resistivity of the vanadium oxide. It is known that V2O5 phase provides a high TCR and resistivity value, and the XRD results show that this phase is dominant in the highly-oxygen doped or annealed resistors. The TCR and noise measurements are done using resistors implemented with the developed VOx film, after the etching processes of the both VOx and the electrodes are optimized. The contamination on the electrodes is prevented by the help of a newly designed process. The TCR measurement results show that annealing of the resistors affect the TCR values, i.e., increasing the annealing duration increases the TCR values of the resistors. Two different resistors with different deposition conditions are annealed to see the effect of annealing, where TCR results of the resistors are -0.74%/K and -0.8 %/K before annealing. The TCR values of these resistors increase to -1.6 %/K and -4.35 %K, respectively, after annealing in same conditions, showing that both the deposition conditions and annealing change the TCR significantly. Although good TCR values are obtained, the noise values of the VOx resistors are much higher than the expected values, which suggest a further study to determine the cause of this noise.

Denna studie syftar till att undersöka vad gymnasielärare berättar om olika undervisningsmetodiker i och om hållbar utveckling i ämnet Teknik. I studien berättar lärare om hur undervisning i hållbar utveckling bedrivs och hur olika undervisningsmetoder presenteras. Huruvida läraren undervisar om hållbar utveckling utifrån styrdokument och de globala målen, är beroende av lärarens utbildning och kompetens, erfarenhet, helhetsförståelse, samt utrymme och angiven tid i ämnesplanen. Underlag för denna studie är sju slumpvis utvalda behöriga lärare i teknik på gymnasieskolor inom Stockholm. I analysdelen framkom det att lärarna genomför sin undervisning i hållbar utveckling på ett varierande sätt: från diskussioner i helklassundervisning till praktiska moment i form av projektarbeten. Undersökningen presenterar ett övergripande perspektiv på lärarnas valda undervisningsmetoder. En av de viktigaste ståndpunkterna för lärarna var att ge eleverna möjligheten att knyta an till naturen och omvärlden för att bygga förståelse för hållbar utveckling och ta ställning i aktuella frågor kring hållbart samhälle. / This study aims to examine high school teachers' teaching methodologies when they teach and about sustainable development in the subject Technology. The study describes how teaching in sustainable development is conducted and different teaching methods are presented. Whether the teacher teaches about sustainable development from governing documents and the global goals can vary based on the teacher's educationand competence, experience, holistic understanding, space and time in the syllabus, etc. As a basis for this study, seven randomly selected qualified teachers oftechnology at upper secondary schools in Stockholm. In the analysis part, it appeared that the teachers carry out their teaching in Sustainable Development in a varied way: discussions in whole-class teaching to practical elements in the form of project work. The survey presents an overall perspective of the teachers' chosen teaching methods. One of the most important positions for teachers was to give students the opportunity to connect with nature and the world around them to build an understanding of sustainable development and take a stand on current issues around sustainable society.

Med bakgrund i hur samhällets digitalisering präglar utbildningsväsendet, som i sin tur påverkar skolans teknikundervisning, behandlar det här examensarbetet teknikelevers habitus och strategier som tar sig uttryck i deras möte med användning av digitala verktyg som tillämpas i teknikundervisningen. Inspiration tas från sociologen Pierre Bourdieus teorier om olika kapitalformer och strategier. Dessutom kommer digitalt kapital att tillämpas som ytterligare teoretiskt ramverk. Övergripande syfte med arbetet är att öka förståelse för identifiering av behov och styrkor hos elevmålgruppen i samband med deras användning av digitala verktyg i teknikundervisningen. Studien bygger på en kvalitativ analys via semi- samt strukturerade intervjuer med fyra teknikelever i årskurs 1 samt tre tekniklärare på gymnasiets teknikprogram. Där data bearbetas genom datainsamling via ljudinspelningar och vidare datatranskribering. Analysen presenteras som rekonstruktioner av olika elevhabitus i form av elevprofiler och praktikbeskrivningar utifrån lärarintervjuer. Studiens resultat och analys påvisar en tendens om tidigt utvecklat digitalt kapital sammanflätad med andra kapitalformer såsom socialt- och kulturellt kapital som kännetecknar samtliga elevprofiler oavsett kön. Dessa utifrån beskrivningar som tyder på bland annat elevprofilers stor samlade tillgångar i form av digital tillgänglighet, digitala verktyg, sociala nätverk, föräldrar och/ eller syskon med akademiska utbildningar. Dessutom framträder från praktikbeskrivningar en bild av att samtliga elevprofiler, förutom att vara positiv inställda till användning av digitala verktyg, är som modiga med självständighet i problemlösning oavsett lärarens digitala kompetens. Däremot framhåller samtliga elevprofiler vikten av lärarens kompetens i digitala verktyg för stöd i undervisningen. Enligt praktikbeskrivningar för högre årskurser, krävs det att elevprofilerna utvecklar andra förmågor såsom kommunikations- samt samarbetsförmåga på ett effektivt sätt. Vilket kan tyda på att digitalt kapital behöver utvecklas i relation till andra kapitalformer för framgång och för att tillskrivas av värde i sociala praktiken. Gällande resultat om elevprofilers tidigt förvärvade digitala kapital är det av vikt att undersöka vidare egenskaper såsom mindre tålamod och vana att ”knappa sig fram” ur ett habitusperspektiv. Eftersom enligt praktikbeskrivningar dessa egenskaper anses som negativa i möte med digitala verktyg i teknikundervisningen, vilket kräver att elever följer verktygets instruktioner noggrant. Detta förefaller utgöra att dessa habitus behöver förändras för att elevprofilerna ska kunna förränta dessa som digitalt kapital i skolan som en social praktik. Vidare tenderar faktorer såsom ålder och ekonomisk tillgång i denna studie främja det digitala kapitalet för samtliga elevprofiler. Dessutom påvisar studiens resultat en tendens om att elevprofilernas tillämpade utbildningsstrategier i teknikundervisningen, såsom problemlösnings- samt informationssökningsstrategier, återspeglar deras förvärvade kapitaltillgångar och familjers sociala reproduktionsstrategier. Vidare studier om elevers digitala kapital och dess olika beståndsdelar samt hur skolan och undervisningen kan påverka det digitala kapitalet vore intressant. Detta för att bland annat undersöka hur digitalt kapital kan formas i undervisningen. Med tanke på samspelet mellan digitalt kapital och andra kapitalformer vore det intressant att undersöka hur utfallet kan påverka undervisningskvalitet och elevers lärande. Om detta i sin tur kan påvisas som externa, observerbara sociala resurser såsom elevers framtida val av högre studier och yrkespositioner. Dessutom huruvida kompetensutvecklingsstrategier för lärare inom digitala verktyg är av vikt för huvudmän och skolans organisationer. Detta för att fylla gapet med digitala ojämlikheter som kan komma att utspela sig mellan generationer däribland mellan elever och lärare. Vilket i slutändan kan gynna undervisningen och elevers lärande. / With a background in how society's digitization characterizes the educational system, which in turn affects the school's technology education, this thesis deals with technology students' habitus and strategies that are expressed in their encounter with the use of digital tools applied in technology education. Inspiration is taken from sociologist Pierre Bourdieu's theories on different forms of capital and strategies. In addition, digital capital will apply as additional theoretical framework. The overall aim of the work is to increase understanding of the identification of needs and strengths of the student target group in connection with their use of digital tools in technology education. The study is based on a qualitative analysis via semi- and structured interviews with four technology students in year 1 and three technology teachers in the high school's technology program. Where data is processed through data collection via audio recordings and further data transcription. The analysis is presented as reconstructions of different student habits in the form of student profiles and practice descriptions based on teacher interviews. The study's results and analysis demonstrate a tendency of early developed digital capital intertwined with other forms of capital such as social- and cultural capital that characterizes all student profiles regardless of gender. These are based on descriptions that indicate, among other things, student profiles' large collective assets in the form of digital accessibility, digital tools, social networks, parents and/or siblings with academic educations. In addition, a picture emerges from practice descriptions that all student profiles, in addition to being positive towards the use of digital tools, are courageous with independence in problem solving regardless of the teacher's digital competence. On the other hand, all student profiles emphasize the importance of the teacher's competence in digital tools to support teaching. According to practice descriptions for higher grades, it is required that the student profiles develop other abilities such as communication and cooperation skills in an effective way. Which may indicate that digital capital needs to be developed in relation to other forms of capital for success and to be attributed value in social practice. Regarding student profiles' early acquired digital capital, it is important to investigate further characteristics such as less patience and the habit of typing their way in from a habitus perspective. Because, according to practice descriptions, these characteristics are considered negative when dealing with digital tools in technology education, which requires students to follow the tool's instructions carefully. This seems to mean that these habitus need to change in order for the student profiles to be able to profit from these as digital capital in the school as a social practice. Furthermore, factors such as age and financial access in this study tend to promote digital capital for all student profiles. In addition, the results of the study demonstrate a tendency that the student profiles' applied educational strategies in technology education, such as problem-solving and information-seeking strategies, reflect their acquired capital assets and families' social reproduction strategies. Further studies on students' digital capital and its various components, as well as how school and teaching can affect digital capital, would be interesting. This is to investigate, among other things, how digital capital can be shaped in teaching. Considering the interaction between digital capital and other forms of capital, it would be interesting to investigate how the outcome can affect teaching quality and student learning. And if this in turn can be demonstrated as external, observable social resources such as students' future choice of higher studies and professional positions. In addition, whether competence development strategies for teachers in digital tools are of importance to principals and the school's organizations. This is to fill the gap with digital inequalities that may occur between generations, including between students and teachers. Which can ultimately benefit teaching and student learning.

I dagens värld har samhället blivit beroende av teknik och de flesta yrken använder teknik iolika konstellationer. Med alltmer teknisk utveckling har kompetenskraven och arbetsmetoderna förändrats. Det som tidigare upplevdes som ett ingenjörsmässigt sätt att arbeta har nu blivit ett allmänt sätt att arbeta. Det vill säga - att arbeta i grupper och projekt är sättet att arbeta för de flesta yrken. I en teambaserad miljö behövs förutom utvecklad teknisk kompetens även icke-tekniska (mjuka) färdigheter, såsom interaktion och samarbete med andra människor. Teknik 1, som är en introduktionskurs till teknik i gymnasiet, kan ses som det allra första steget mot en ingenjörsutbildning som är organiserad enligt CDIO (Conceive, Design,Implement, Operate). CDIO är en modell som används i stor utsträckning inom ingenjörsutbildningen för att förbättra sättet att undervisa i teknik och för att förbättra de blivande ingenjörernas kunskaper. Ur detta perspektiv är det intressant att se om teknikundervisningsmetoderna på gymnasienivån - särskilt arbetet i grupper och projekt -utvecklar vissa förmågor och färdigheter som är gemensamma med de som beskrivs i CDIO-modellen. Denna studie kommer att hjälpa oss att bättre förstå om Skolverkets val att basera teknikundervisning med inspiration från CDIO introducerar eleverna till ett ingenjörsmässigt sätt att arbeta och de färdigheter som behövs inom ingenjörsutbildning, som bygger på CDIO-modellen. I denna studie intervjuades tre tekniklärare och sex elever på olika gymnasieskolor i Sverige för att ta reda på deras perspektiv på förmågor och färdigheter enligt ämnets syfte och examensmål som de uppfattar att de uppnår / utvecklar genom grupp- och projektarbete. Vidare studerades om det finns enighet mellan elevernas och lärarnas svar och de lärandemål som anges i CDIO-kursplanen. Resultaten av denna studie visar att det finns många likheter mellan lärandemål skrivna i CDIO-kursplanen i förhållande till de förmågor som lärare och elever nämnde att de utvecklade genom att arbeta i projekt- och grupparbete. Mestadels utvecklades färdigheter relaterade till individuell och yrkesmässig utveckling, såsom ansvarstagande, kreativ problemlösning och analytiska färdigheter, men även kommunikation, systemtänkande och samarbete, samt arbete i grupper av olika konstellationer. / In today's world, society has become dependent on technology and most professions use technology in various constellations. With increasing technical development, the competence requirements and working methods have changed. What was previously perceived as an engineer’s way of working has now become a general way of working. That is - working in groups and projects is the way to work in most professions. In a team-based environment, in addition to developed technical competence, a range of non-technical (soft) skills - such as interaction and collaboration with other people, are also required. Technology 1, which is an introductory course to technology in upper secondary schools in Sweden, can be seen as the very first step towards engineering studies - which are at the university level organized and driven according to the CDIO (Conceive, Design, Implement,Operate). CDIO is a model that is widely used in engineering education to improve the way technology is taught and to improve the quality of the workforce. From this perspective, it is interesting to see if the teaching methods of technology 1 at the upper secondary schools - especially group and project work - develop certain abilities and skills that are common to those described in the CDIO-Syllabus. This study will help us better understand whether the National Agency for Education's choice to base technology education with the inspiration from CDIO, introduces students to an engineering way of working and the skills needed for engineering studies that is based on the CDIO-concept. In this study, three technology teachers and six Technology 1 students from different upper secondary schools in Sweden were interviewed, in order to find out their perspectives on abilities and skills - according to the subject's purpose and degree goals - that they perceive that they achieve / develop through group and project work. Furthermore, it was studied whether there is agreement between the students' and the teachers' answers and the learning objectives stated in the CDIO-syllabus. The results of this study show that there are many similarities between learning objectives written in the CDIO-syllabus in relation to the abilities that teachers and students mentioned that they developed by working in project and group work. Mostly, skills related to individual and professional development were developed that include taking responsibility, creative problem solving and analytical skills, communication, systems thinking and collaboration and work in groups of different constellations are a few of them.