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The conventional quantitative method for the analysis of inorganic elements in polymer matrices is a complex and time consuming process that presents a significant risk for error. Typically, polymers are digested in a microwave oven or other devices under high temperature and pressure for several hours while employing different mixtures of high purity acids. In many cases, particularly when high concentrations of doped elements are present, the digestion is often incomplete and therefore the reproducibility depends strongly on the type of polymer and additives used. A promising alternative technology that allows for the direct analysis of these polymers without digestion is laser ablation ICP-MS. Due to a lack of available reference materials and the presence of matrix dependent effects, a precise calibration cannot be obtained. In order to compensate for the matrix dependent effects the use of internal standardization is necessary. In this study the correlation between the carbon released during the ablation process and the 13C signal detected by ICP-MS and its use as an internal standard are investigated. For this purpose, twenty-one virgin polymer materials are ablated; the released carbon is determined and correlated with the corresponding integrated 13C signal. The correlation resulted in a direct relationship between the ablated carbon and 13C signal demonstrating the potential ability to neglect at least some of the matrix dependent and transport effects which occur during the laser ablation of virgin polymers.
We investigated the formation of Artemia franciscana swarms of freshly hatched instar I nauplii larvae. Nauplii were released into light gradients but then interrupted by light-direction changes, small obstacles, or long barriers. All experiments were carried out horizontally. Each experiment used independent replicates. Freshly produced Artemia broods were harvested from independent incubators thus providing true replicate cohorts of Artemia subjected as replicates to the experimental treatments.
We discovered that Artemia nauplii swarms can: 1. repeatedly react to non-obstructed light gradients that undergo repeated direction-changes and do so in a consistent way, 2. find their way to a light source within maze-like arrangements made from small transparent obstacles, 3. move as a swarm around extended transparent barriers, following a light gradient. This paper focuses on the recognition of whole-swarm behaviors, the description thereof and the recognition of differences in whole-swarm movements comparing non-obstructed swarming with swarms encountering obstacles. Investigations of the within-swarm behaviors of individual Artemia nauplii and their interactions with neighboring nauplii are in progress, e.g. in order to discover the underlying swarming algorithms and differences
thereof comparing non-obstructed vs. obstructed pathways.
Biomimetics is the interdisciplinary co-operation of various scientific disciplines and fields of innovation, and it aims to solve practical problems using biological models. Biomimetic research and its fields of application are manifold, and the community is made up of a wide range of disciplines, from biologists and engineers to designers. Guidelines and standards can build a common ground for understanding of the field, communication across disciplines, present and future projects and implementation of biomimetic knowledge. Since 2015, three international standards have been published and defined terms and definitions, as well as specific applications. The scientific literature and patents in several databases were searched for citations of the published standards. Standards or technical guidelines on biomimetics are represented both in the scientific literature and in patents. However, taking into account the increasing number of publications in biomimetics, the number of publications (52) citing the international standards is low. This shows that the perception of technical rules is still underrepresented in the academic field. Greater awareness and acceptance of the importance of standards for quality assurance even in the academic environment is discussed, and active participation in the corresponding International Organization for Standardization committee on biomimetics is asked for.
Earwig wings are highly foldable structures that lack internal muscles. The behaviour and shape changes of the wings during flight are yet unknown. We assume that they meet a great structural challenge to control the occurring deformations and prevent the wing from collapsing. At the folding structures especially, the wing could easily yield to the pressure. Detailed microscopy studies reveal adaptions in the structure and material which are not relevant for folding purposes. The wing is parted into two structurally different areas with, for example, a different trend or stiffness of the wing veins. The storage of stiff or more flexible material shows critical areas which undergo great changes or stress during flight. We verified this with high-speed video recordings. These reveal the extent of the occurring deformations and their locations, and support our assumptions. The video recordings reveal a dynamical change of a concave flexion line. In the static unfolded state, this flexion line blocks a folding line, so that the wing stays unfolded. However, during flight it extends and blocks a second critical folding line and prevents the wing from collapsing. With these results, more insight in passive wing control, especially within high foldable structures, is gained.
This paper reveals various approaches undertaken over more than two decades of teaching undergraduate programming classes at different Higher Education Institutions, in order to improve student activation and participation in class and consequently teaching and learning effectiveness.
While new technologies and the ubiquity of smartphones and internet access has brought new tools to the classroom and opened new didactic approaches, lessons learned from this personal long-term study show that neither technology itself nor any single new and often hyped didactic approach ensured sustained improvement of student activation. Rather it needs an integrated yet open approach towards a participative learning space supported but not created by new tools, technology and innovative teaching methods.