Includes folded charts in pocket. / Digitized by Kansas Correctional Industries

No description available.

No description available.

No description available.

Digitized by Kansas Correctional Industries

published_or_final_version / Electrical Engineering / Master / Master of Philosophy

This work addresses the problem of tyre tread pattern design for optimum wet grip performance. A mathematical model of tyre behaviour on wet roads has been developed. This utilizes the finite element method in the representation of tread pattern geometry. The performance of a particular tread pattern is found in terms of the fluid pressures and film thicknesses existing within the contact patch, under wet conditions. Many modern tread patterns are based on 'blocks', and a computer model has been developed specifically to assist the tyre designer in the design of these blocks for improved wet grip. Numerical results are presented both for complete contact patches and for individual tread blocks. To allow the use of the computer models by the tyre designer, with no specialist knowledge of the finite element method, special purpose mesh generation and plotting programs have been developed. Experiments have been undertaken whereby the fluid pressures and film thicknesses existing in the tyre contact patch have been measured under high speed conditions in the wet. These measure- ments were made on an indoor testing machine, and the techniques developed can be used in the routine evaluation of tyre wet grip performance. Some results of experiments performed on plain and simple patterned tyres are presented. The main purpose of this work was the development of the mathematical models which can be used for future research into, and design of, tyres for improved wet grip. However, some conclusions are made as to possible features which could be utilized in future tyre designs.

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by Lun Ngai-mei, Amy. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1994. / Includes bibliographical references (leaves [1-10] (4th gp.)). / Acknowledgment --- p.i / Abstract --- p.ii -iii / Table of Content --- p.iv -viii / List of Tables --- p.vii-viii / List of Figures --- p.viii / Chapter Chapter 1 --- Introduction --- p.1-4 / Chapter 1.1 --- Background of the Study --- p.4-6 / Chapter 1.2 --- Purpose of the Study --- p.7-9 / Chapter 1.3 --- Significance of the Study --- p.9-10 / Chapter 1.4 --- Definition of Terminology --- p.10 / Chapter 1.4.1 --- The Subject of 'Pattern Construction' --- p.11-13 / Chapter 1.4.2 --- CAD systems in the Clothing Industry --- p.13-16 / Chapter 1.4.3 --- The PAD System --- p.17-20 / Chapter Chapter 2 --- Literature Review --- p.21 / Chapter 2.1 --- Educational Innovation & Implementation Evaluation / Chapter 2.1.1 --- Educational Innovation --- p.21-22 / Chapter 2.1.2 --- Implementation --- p.22-27 / Chapter 2.1.3 --- Evaluation --- p.28 / Chapter 2.1.4 --- Conducting Evaluation for an Educational Innovation --- p.29 / Chapter 2.2 --- Evaluation of Instructional Materials --- p.30 / Chapter 2.2.1 --- Conception & Methods in Evaluation of Instructional Systems --- p.30-31 / Chapter 2.2.2 --- An Evaluation Model for Instructional System --- p.32-34 / Chapter 2.3 --- A Model for Computer Software Evaluation --- p.34-36 / Chapter 2.3.1 --- Description of the Model --- p.37-38 / Chapter 2.3.2 --- Methodology used in the Software Evaluation Model --- p.38-39 / Chapter 2.3.3 --- Discussions on the Reiser & Dick Evaluation Model --- p.39-40 / Chapter 2.4 --- Conditions to Evaluating the Implementation of Educational Innovations --- p.41 / Chapter 2.4.1 --- Initial Status of Learners --- p.41 / Chapter 2.4.2 --- Learner Performance after a period of instruction --- p.42 / Chapter 2.4.3 --- Execution of Treatment/Study of Program Implementation --- p.42-43 / Chapter 2.4.4 --- Costs --- p.43 / Chapter 2.4.5 --- Supplemental Information --- p.44 / Chapter 2.5 --- The 'System Approach' to Instructional Design --- p.44-45 / Chapter 2.5.1 --- Definition of Instructional System --- p.45 / Chapter 2.5.2 --- The derivation of an instructional system --- p.46-49 / Chapter 2.5.3 --- Selection of Delivery System --- p.50-52 / Chapter 2.5.4 --- Individualized instruction as a delivery system --- p.53-55 / Chapter 2.6 --- Applications of Computer Technology as Learning Media in a Curriculum / Chapter 2.6.1 --- Computer applications in the Curriculum --- p.55-57 / Chapter 2.6.2 --- Integration of Computers into the Curriculum --- p.57-59 / Chapter 2.6.3 --- Computer Software for Curriculum --- p.59-60 / Chapter 2.6.4 --- Effectiveness of Computer-Based Instruction --- p.60-61 / Chapter 2.7 --- The Four Modes of Experiential Learning --- p.62-63 / Chapter 2.7.1 --- Individual Learning Styles --- p.63-64 / Chapter 2.7.2 --- Relationship between Learning Styles & the Knowledge Structure of Academic Fields --- p.65-66 / Chapter 2.8 --- Summary --- p.66-67 / Chapter Chapter 3 --- Research Methodology --- p.68 / Chapter 3.1 --- Research Design & Procedures --- p.68-73 / Chapter 3.2 --- Research Hypotheses --- p.73 / Chapter 3.2.1 --- Major Hypotheses --- p.73-74 / Chapter 3.2.2 --- Other Hypotheses --- p.74 / Chapter 3.3 --- Research Conditions & Sampling --- p.75 / Chapter 3.3.1 --- Initial Status of Learners/Students --- p.75-76 / Chapter 3.3.2 --- Learning Resources/Conditions --- p.76-77 / Chapter 3.3.3 --- Computer Access Time --- p.77 / Chapter 3.3.4 --- Technical Support --- p.77 / Chapter 3.4 --- Research Variables --- p.78 / Chapter 3.4.1 --- Independent Variables --- p.78-80 / Chapter 3.4.2 --- Dependent Variables --- p.80 / Chapter 3.5 --- Research Instruments --- p.80-82 / Chapter 3.6 --- Statistical Analyses --- p.83-85 / Chapter Chapter 4 --- Results & Discussion --- p.86 / Chapter 4.1 --- Results --- p.86 / Chapter 4.1.1 --- Reliabilities of Research Instruments --- p.86-88 / Chapter 4.1.2 --- Factor Analyses of Pretest & Posttest Questionnaires --- p.88-89 / Chapter 4.1.3 --- Pair t-tests of Achievement Scores before & after treatment --- p.90 / Chapter 4.1.4 --- Analyses of Covariance/Variance on Achievement by Independent Variables --- p.91-94 / Chapter 4.1.5 --- Analyses of Variance on Posttest score by Independent Variables --- p.94 / Chapter 4.1.6 --- Interaction Effects --- p.95 / Chapter 4.2 --- Discussion --- p.96 / Chapter 4.2.1 --- Reliabilities of Research Instruments --- p.96-102 / Chapter 4.2.2 --- The Major Hypotheses --- p.102-103 / Chapter 4.2.3 --- Factors affecting Outcomes of Innovation --- p.104-108 / Chapter 4.2.4 --- Follow-up on the Evaluation Study --- p.108 / Chapter Chapter 5 --- "Conclusion, Limitations & Recommendations" --- p.109 / Chapter 5.1 --- conclusion on the Evaluation Study --- p.110-117 / Chapter 5.2 --- Limitations of the Study --- p.117-120 / Chapter 5.3 --- Suggestions for Further Research --- p.120-123 / Bibliography --- p.Bi-Bx / Appendices / App. I Statistical Results from the Pilot Study / App. II A List of CAD Suppliers / App. III Self-instructional Unit / App. IV Individualized Instructional Course - Blue-print / App. V Kolb's Learning Style Inventory / App. VI Pretest Questionnaire / App. VIIa Computer Interaction Observation Checklist - for individual student / App. VIIb Computer Interaction Observation Checklist - for small group / App. VIII Posttest Questionnaire / Tables / Table 2.1 Alternative perspectives on the Implementation Process --- p.26 / Table 4.1 Reliability Table of Kolb's Learning Style Inventory --- p.86 / Table 4.2 Reliability Table of Pretest Questionnaire --- p.87 / Table 4.3 Reliability Table of Posttest Questionnaire --- p.88 / Table 4.4 Pair t-test on Achievement Scores before & after treatment --- p.90 / Table 4.5 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Demographic Data --- p.91 / Table 4.6 Analysis of Covariance on Achievement after treatment among different groups of subjects categorized by their Entry Characteristics --- p.92 / Table 4.7 Analysis of Variance on Achievement after treatmentamong different groups of subjects categorized by Learning Conditions --- p.93 / Table 4.8 Analysis of Variance on Posttest scores among different groups of subjects categorized by Learners' Response after treatment --- p.94 / Table 4.9 Interaction Effects between ability levels & modes of study --- p.95 / Table 4.10 Distribution of Learners within the Four Dimensions of Kolb's Experiential Learning Figures --- p.99 / Fig. 1.1 Pattern cutting examples of a men's jacket using a CAD system --- p.12 / Fig. 1.2 Diagram showing graded patterns with grade points & sizes --- p.12 / Fig. 1.3 A Production lay-plan shown on a computer screen --- p.13 / Fig. 1.4 A sleeve pattern being digitized --- p.13 / Fig. 1.5 A Designer's Perspective of Clothing/Textile computer programs --- p.16 / Fig. 2.1 curriculum Dimensions & their Relationships in the Implementaion Process --- p.24 / Fig. 2.2 An Evaluation Model for instructional design --- p.33 / Fig. 2.3 An Evaluation Model for computer software --- p.36 / Fig. 2.4 A Flowchart showing the stages of instructional design --- p.49 / Fig. 2.5 A multi-dimensional map outlining the four dimensions of computer technologieis & their attributes --- p.56 / Fig. 2.6 Modes of learning in the experiential learning cycle --- p.62 / Fig. 2.7 Relationship between learning styles & modes of learning --- p.64 / "Fig, 2.8 A typology of academic disciplines" --- p.66 / Fig. 3.1 A modified Evaluation Model for evaluating Multi-media Approach of Instructional System & CAD software --- p.70 / Fig. 4.1 Graph showing Interaction Effects between Ability Levels & Mode of Study --- p.95 / Fig. 4.2 Similarities among Academic Specialities at the University of Illinois --- p.100

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