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This paper presents a computational study of entrainment characteristics in the near-field of gas jets under atmospheric and Diesel conditions and sprays under Diesel conditions. Computed flowfield information is used to estimate the rate of mass entrainment in the jet and derive the entrainment rate constant. The value of the entrainment rate constant is compared to experimental results in the literature. It is found that the computed values of the constant in the near-field are less than the values in the self-similar region of the jet with the values increasing monotonically from the orifice to the self-similar region. These results are consistent with experimental results. In the case of sprays, it is found that it is difficult to arrive at firm conclusions because the results are sensitive to several parameters that are not well known and to the numerics. The computed results for sprays are also discussed relative to measurements in sprays quoted in the literature. [S0098-2202(00)00802-6]

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Abstract-Standards based grading is a formal assessment mechanism that tests for student achievement of specified learning objectives, or standards. Standards-Based-Grading has been gaining in popularity in K-12 education, and also has been seeing increased use in higher education, though it has only recently been used in engineering education. This paper describes how StandardsBased Grading was implemented in a second-semester Thermodynamics course. A total of eleven learning objectives were specified for the course. In this implementation of Standards-Based Grading, all assessments are done on a pass-fail basis. That is to say, there is no partial credit given. Once a student passes an assessment, usually given in the form of a quiz, on a given learning objective, it is assumed the student has mastered that concept and is not tested on it again. Students are allowed to re-test on particular objectives if they do not pass them on the first try. The final exam serves as a last chance for students to pass any objectives they did not complete earlier in the semester. The learning objectives can be mapped to student outcomes such as those required for accreditation without having to generate a separate set of data outside the normal course grading. Keywords-Engineering education, Accreditation, Engineering students IntroductionThere have been only a very few publications on the use of standards-based education in engineering courses, including one outlining the use of the method in a materials science course [1] one for a fluid mechanics course [2], and one for project design courses [3]. This paper expands on the limited literature by demonstrating how standards-based grading could be used in a thermodynamics course. The motivations for standards-based grading are given by Post [2]. To summarize they are:1. Remove arbitrariness and inconsistency from grading [4] 2. Reduce time in grading 3. Make grading and expectations clear to students 4. Improve students learning and understanding by focusing their efforts on successfully completing big picture tasksThe efficacy of active learning activities [5] and cooperative learning strategies [6][7][8] has been demonstrated convincingly in the literature. So how should grading being iJEP

Standards based grading is a formal assessment mechanism that tests for student achievement of specified learning objectives, or standards. Standards-Based-Grading has been gaining in popularity in K-12 education, and also has been seeing increased use in higher education. With increased pressure from ABET to measure achievement of student outcomes, Standards-Based Grading provides a method to do that within the traditional course setting without having to generate a separate set of data outside the normal course grading. This paper describes how Standards-Based Grading was implemented in a junior-level fluid mechanics course that included both lecture and laboratory components. A total of nine learning objectives were specified for the course. These learning objectives are: calculate fluid thrust forces, calculate aerodynamic forces, solve pipe flow problems, select a pump for a system, select a flowmeter for a system, write a computer program to solve transient fluids problems, write a professional quality lab report, acquire and analyze laboratory data, and be a valuable member of team that successfully completes a project. The learning objectives can be mapped to ABET student outcomes. In this implementation of Standards-Based Grading, all assessments are done on a pass-fail basis. That is to say, there is no partial credit given. Once a student passes an assessment, usually given in the form of a quiz, on a given learning objective, it is assumed the student has mastered that concept and is not tested on it again. Students are allowed to re-test on particular objectives if they do not pass them on the first try. The final exam serves as a last chance for students to pass any objectives they did not complete earlier in the semester. Student achievement of the learning objectives is compared to that in previous semesters where a traditional grading scheme was used, and grade distributions are also compared.