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TENSILE TEST MACHINE SIMULATION FOR IMPROVING METACOGNITIVE SKILLS. Ahmed Hadi Shubber 1, 2, Amirmudin Bin Udin 1, Asnul Bin Minghat 1 [email protected] , [email protected], [email protected] - PowerPoint PPT Presentation
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TENSILE TEST MACHINE SIMULATION FOR IMPROVING METACOGNITIVE SKILLS
Ahmed Hadi Shubber 1, 2, Amirmudin Bin Udin 1, Asnul Bin Minghat 1
[email protected], [email protected], [email protected]
1Tecknologi Malaysia (MALAYSIA) 2Foundation of Technical Education Iraq
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OUTLINE-Introduction-Statement of Problem -Objectives-Significance of the Research-Research Methodology-Simulation Development and Designing-Results
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INTRODUCTION Computer simulations programs are based on model to mimic a system as
close as reality and often used to bridge the gap between theory and
experiment. Using these programs learner can design experiments by
changing the values of input variables as precisely as possible to observe
the subsequent changes in the output values to establish a relation between
them [1]. This kind of learning process is often referred as inductive
learning [2] which strongly resemblances to scientific researching,
discovery and learning. Lately, inductive learning using computer
simulations generated renewed interests [3]
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STATEMENT OF PROBLEM
Ministry of Higher Education of Iraq, (2012), and Ministry of Planning Republic of Iraq, ( 2010) reported that:- Most students and even graduates do not possess the ability to analytically
address problems when they are confronted by such problems.- The lack of an enough chance for students to develop their practical skills
and work by themselves.- Iraq needs modern educational techniques for the development of
education generally and engineering education in particular
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OBJECTIVES (a) determine the characteristics of simulation design fulfilling the
requirement of Engineering Learning.
(b) design, develop and evaluate the Tensile Machine Simulation
(TMS).
(c) determine the influences of TMS on metacognitive skills.
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SIGNIFICANCE OF THE RESEARCH
The significance of this study cannot be over-emphasized. Below are the significance of this research work:
(a) The engineering education experts, teachers and specialists can use the developed model to design educational curricula and methods for solving engineering problems metacognitively.
(b) The proposed mode can also help teachers in planning, monitoring and evaluating the metacognitive status of their students.
(c) The country can save the cost of employing expatriate by grooming their home-based metacognitive personnel.
(d) It will also help a country promote sustainable development since maintenance culture spans through metacognitive thinking and problem solving approach
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RESEARCH METHODOLOGY
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Simulation Development and Designing
Block diagram for the simulation development processes
HOW CAN USE TENSILE TEST SIMULATION ?
Screen1
1. ABOUT TENSILE TEST: Review the information related of Tensile Test.
2. ABOUT SIMULATION: Review the information related about How can use
simulation?
3. TEST STEPS: Review the information related of test step.
4. SIMULATION TEST: Move to the next screen to use simulation for Tensile Test.
5. EXIT: End of program.
HOW CAN USE TENSILE TEST SIMULATION ?
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1. Aluminum Al: Use Aluminum specimen and Next screen.
2. Steel: Use Steel specimen and move to the next screen.
3. Brass: Use Brass specimen and move to the next screen.
4. M-Steel: Use M-Steel specimen and move to the next screen.
5. EXIT: End of program.
6. Back: Back to the previous screen.
Screen2
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1. Image: To explain the Tensile Test Machine
2. Key (Enter) in (Initial) group: To show value of initial diameter (mm) and parallel
length (mm) to the specimen.
3. Images in (Measurement Data before and after Test) group: To show how can
measure specimen before and after test?
4. Input text (Elongation (mm)): To Input the elongation value.
Screen3
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9. Calculate Stress and Strain: Move to the next screen to calculate Stress, Strain and
other.
10. EXIT: End of program.11. Back: Back to the previous screen.
Screen3
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Screen4
1. (For Information) group: To show previous data and equations like equation of (stress, strain, Initial
Cross-Sectional Area ...etc.).
2. Input text in (Initial Cross-Sectional Area, A0 (m2)) group: To input initial cross-sectional area value
after manual calculation.
3. Key (Enter) in (Initial Cross-Sectional Area, A0 (m2)) group: To show initial cross-sectional area
value is true or false.
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Screen4
4. Input text in (After Fracture Cross-Sectional Area, A1 (m2)) group: To input after fracture cross-
sectional area value after manual calculation.
5. Key (Enter) in (After Fracture Cross-Sectional Area, A1 (m2)) group: To show after fracture cross-
sectional area value is true or false.
6. Input text in (Based on the percentage of Elongation, %EL) group: To input based on the percentage
of elongation value after manual calculation.
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Screen4
7. Key (Enter) in (Based on the percentage of Elongation, %EL) group: To show based on the
percentage of elongation value is true or false.
8. Input text in (Based on the percentage of Area Reduction, %AR) group: To input based on the
percentage of area reduction value after manual calculation.
9. Key (Enter) in (Based on the percentage of Area Reduction, %AR) group: To show based on the
percentage of area reduction value is true or false.
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Screen4
10. Elongation and Load label in (Stress and Strain) group: To show elongation and load value.
11. Input text (Strain (µ)) in (Stress and Strain) group: To Input the strain value after manual
calculation.
12. Input text (Stress (MPa)) in (Stress and Strain) group: To Input the stress value after manual
calculation.
13. Key (Enter) in (Stress and Strain) group: To show stress and strain value are true or false and move
to next record.
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Screen4
14. Help label: Click to show result for one record.
15. Show Data and Graph: Move to the next screen to show data, graph, and calculate modulus of
elasticity, yield point …etc.
16. EXIT: End of program.
17. Back: Back to the previous screen.
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Screen5
1. Elongation and Load Chart: To show Elongation – Load graph.
2. Strain and Stress Chart: To show Strain and Stress graph.
3. Area Chart: To show graph and data point with moving mouse on the curve.
4. Information Text: To show value of current point.
5. Information Text: Contains equation of upper yield point, lower yield point, ultimate
tensile stress, Fracture stress, and Modulus of Elasticity.
6. Data Table: To show all data for all points.
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Screen5
7. Input text (Upper Yield Point (MPa)) in (Calculate) group: To input upper yield
stress value after manual calculation or on the chart.
8. Input text (Lower Yield Point (MPa)) in (Calculate) group: To input lower yield
stress value after manual calculation or on the chart.
9. Input text (Ultimate Tensile Stress (MPa)) in (Calculate) group: To input ultimate
tensile stress value after manual calculation or on the chart.
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Screen5
10. Input text (Fracture Stress (MPa)) in (Calculate) group: To input Fracture stress
value after manual calculation or on the chart.
11. Input text (Modulus of Elasticity (GPa)) in (Calculate) group: To input Modulus of
Elasticity value after manual calculation and on the chart.
12. CHECK OF RESULTS: To show upper yield point, lower yield point, ultimate
tensile stress, Fracture stress, and Modulus of Elasticity value are true or false.
13. EXIT: End of program. 14. Back: Back to the previous screen.
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RESULTS
Groups N Mean T Sig. (2-taile)
Self-planningExperimental group 38 7.79 7.832
.000Control group 37 5.51
Self-monitoringExperimental group 38 7.82 7.875
.000Control group 37 5.51
Self-modificationExperimental group 38 7.82 7.968
.000
Control group 37 5.49
Self-evaluationExperimental group 38 7.84
7.945 .000Control group 37 5.49
Independent Samples Test for metacognitive skills.
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Thank you
