University Of Ontario Institute Of Technology Research Articles

Thermodynamic assessment of a lab-scale experimental copper-chlorine cycle for sustainable hydrogen production

An integrated lab-scale copper-chlorine (Cu-Cl) thermochemical cycle for hydrogen production at the University of Ontario Institute of Technology (UOIT) is presented and analyzed in this paper. In a practical operation of the Cu-Cl cycle, besides the main steps of hydrolysis, thermolysis, electrolysis and drying, the oxidized anolyte (consumed anolyte at the electrolyzer cell) needs to be recycled to be concentrated sufficiently for the electro-chemical process. Recycling of the oxidized anolyte through the separation processes is achieved by distillation of anolyte, drying unit, separation cell, pressure swing distillation and CuCl2 concentrator. This study examines the thermodynamic performance of all unit operations in the lab-scale Cu-Cl cycle. A process simulation model with Aspen Plus is used to assess the system by energy and exergy analyses. For the specific system design characteristics, the cycle is capable of producing 100 L/h of hydrogen. From the simulation results, the overall energy and exergy efficiencies of the lab-scale Cu-Cl cycle are determined to be 11.6% and 34.9%, respectively. Furthermore, after the thermolysis and hydrolysis reactors, the quench cell and CuCl2 concentrator have the highest exergy losses with thermal energy transferred through CuCl solidification and water vaporization phase-change processes at relatively high temperature. Additional results of the processes are presented and discussed.

Development and Modeling of Remotely Operated Scaled Multi-wheeled Combat Vehicle Using System Identification

This paper describes the development and modeling of a remotely operated scaled multi-wheeled combat vehicle (ROMW-CV) using system identification methodology for heading angle tracking. The vehicle was developed at the vehicle dynamics and crash research (VDCR) Lab at the University of Ontario Institute of Technology (UOIT) to analyze the characteristics of the full-size model. For such vehicles, the development of controllers is considered the most crucial issue. In this paper, the ROMWCV is developed first. An experimental test was carried out to record and analyze the vehicle input/output signals in open loop system, which is considered a multi-input-single-output (MISO) system. Subsequently, a fuzzy logic controller (FLC) was developed for heading angle tracking. The experiments showed that it was feasible to represent the dynamic characteristics of the vehicle using the system identification technique. The estimation and validation results demonstrated that the obtained identified model was able to explain 88.44% of the output vari-ation. In addition, the developed FLC showed a good heading angle tracking.

Thermolysis reactor scale-up for pilot scale Cu[sbnd]Cl hybrid hydrogen production

Alternative hydrogen production methods are being explored with the goal of finding efficient and economical process. The copper-chlorine (CuCl) cycle for hydrogen production has been the focus of the Clean Energy Research Laboratory (CERL) at the University of Ontario Institute of Technology (UOIT). The CuCl cycle has lower thermal energy requirements compared to other methods and utilizes waste heat from power plants and/or industrial processes. The cycle is comprised of the electrolysis, hydrolysis and thermolysis reaction steps. Decomposition of copper oxychloride (CuOCuCl2) occurs in the thermolysis reactor at 500–530 °C. A novel thermolysis reactor design is presented here with the purpose of scaling it up to a pilot at an industrial site. Using a dual heater configuration, simulations showed decomposition temperatures were achieved between 3.5 and 4 h with 2.0 kg of CuCl as the feedstock. With 10 kg of CuCl, the reactor would reach decomposition temperatures after 10 h of heat up. Improved start-up thermal performance was observed during experiments with solidified CuCl and a reduction of startup time.

A Meteorological Supersite for Aviation and Cold Weather Applications

The goal of this study is to better understand atmospheric boundary layer processes and parameters, and to evaluate physical processes for aviation applications using data from a supersite observing site. Various meteorological sensors, including a weather and environmental unmanned aerial vehicle (WE-UAV), and a fog and snow tower (FSOS) observations are part of the project. The PanAm University of Ontario Institute of Technology (UOIT) Meteorological Supersite (PUMS) observations are being collected from April 2015 to date. The FSOS tower gathers observations related to rain, snow, fog, and visibility, aerosols, solar radiation, and wind and turbulence, as well as surface and sky temperature. The FSOSs are located at three locations at about 450–800 m away from the PUMS supersite. The WE-UAV measurements representing aerosol, wind speed and direction, as well as temperature (T) and relative humidity (RH) are provided during clear weather conditions. Other measurements at the PUMS site include cloud backscattering profiles from CL51 ceilometer, MWR observations of liquid water content (LWC), T, and RH, and Microwave Rain Radar (MRR) reflectivity profile, as well as the present weather type, snow water depth, icing rate, 3D-ultrasonic wind and turbulence, and conventional meteorological observations from compact weather stations, e.g., WXTs. The results based on important weather event studies, representing fog, snow, rain, blowing snow, wind gust, planetary boundary layer (PBL) wind research for UAV, and icing conditions are given. The microphysical parameterizations and analysis processes for each event are provided, but the results should not be generalized for all weather events and be used cautiously. Results suggested that integrated observing systems based on data from a supersite as well as satellite sites can provide better information applicable to aviation meteorology, including PBL weather research, validation of numerical weather model predictions, and remote-sensing retrievals. Overall, the results from the five cases are provided and challenges related to observations applicable to aviation meteorology are discussed.

WIKI’S AND AR: A THEMED ISSUE

When I was approached by Bill Hunter at the University of Ontario Institute of Technology (UOIT) I was at a loss as to how to handle his request. He had been working with students on collaborative, self-reflective projects within a course and wanted to put their research to the test of blind review. I was happy to oblige, but felt like a dinosaur as he talked about his use of “wiki’s” within the classroom setting. I did know that this included the creation of websites on which users were able to collaboratively modify the content and structure. However, I wondered how this could be used in a classroom, or what possible relationship it may have with Action Research.

ADVENTURES IN THE PRINCIPLES OF LEARNING COURSE WIKI: A WIKIOGRAPHY

When I first visited the Principles of Learning (Pol) course wiki, I sensed the breadth and depth of the existing posts. The proceeding page has been intentionally left blank. It represents the feeling of dilemma when creating my first, new post. This paper will report on my contributions to the Principles of Learning (PoL) course wiki as a form of reflection on my first semester in the Masters of Education (MEd) program at the University of Ontario Institute of Technology (UOIT). The opening discussion poses the dilemma of first encountering the wiki. The next section describes a series of smaller posts to the wiki while reflecting on the work process of building wiki content. This is followed by a summary of contributions to the wiki featuring people in education: Bill Bigelow (2017), Malcolm Gladwell (2008), John Goodlad (2004), and a discussion of revisionist history. A final section will consolidate what I learned during this process for use in future course work. Anafterword notes additional contributions that I made before 2016 came to a close.

Study of neutron fields around an intense neutron generator

Neutron fields in the vicinity of the newly built neutron facility, at the University of Ontario Institute of Technology (UOIT), have been investigated in a series of Monte Carlo simulations and measurements. The facility hosts a P-385 neutron generator based on a deuterium-deuterium fusion reaction. The neutron fluence at different locations around the neutron generator facility has been simulated using MCNPX 2.7E Monte Carlo particle transport program. To characterize neutron fields, three neutron sources were modeled with distributions corresponding to different incident deuteron energies of 90kV, 110kV, and 130kV. Measurements have been carried out to determine the dose rate at locations adjacent to the generator using bubble detectors (BDs). The neutron intensity was evaluated and the total dose rates corresponding to different applied acceleration potentials were estimated at various locations.

“A Community College with Ivory Tower Pretensions”: Perceptions of a New University

The ways in which a new university, the University of Ontario Institute of Technology (UOIT), was represented in local, regional, and national newspapers highlight the difficulties of identity creation for organizations. Drawing on theories of organizational identity and supplemented by interviews with UOIT’s founding members, a qualitative analysis of newspaper articles about UOIT published between 2001 and 2004 demonstrates that the words and phrases used in these articles played an important role in establishing an image of UOIT that continues to impact its identity. These news reports also illustrate the complex relationships that existed between UOIT and its geographical, educational, and political contexts. Although UOIT was founded as a four-year baccalaureate degree-granting university, it was linked with its well-established neighbour, Durham College, with which it shared land and services. As a result, UOIT was viewed by some as no more than a “community college with ivory tower pretensions.”

Axial Power and Coolant-Temperature Profiles for a Non-Re-Entrant Pressure-Tube Supercritical Water-Cooled Reactor Fuel Channel

The axial power and coolant-temperature distributions in a fuel channel of the Generation IV pressure-tube super-critical water-cooled reactor (PT-SCWR) are found using coupled neutronics-thermal-hydraulics calculations. The simulations are performed for a channel loaded with a fresh, 78-element Th-Pu fuel assembly. Neutronics calculations are performed using the DONJON diffusion code using two-group homogenized cross sections produced using the lattice code DRAGON. The axial coolant temperature profile corresponding to a certain axial linear heat generation rate is found using a code developed in-house at University of Ontario Institute of Technology (UOIT). The effect of coolant density, coolant temperature, and fuel temperature variation along the channel is accounted for by generating macroscopic cross sections at several axial positions. Fixed-point iterations are performed between neutronics and thermal-hydraulics calculations. Neutronics calculations include the generation of two-group macroscopic cross sections at several axial positions, taking into account local parameters such as coolant temperature and density and average fuel temperature. The coolant flow rate is adjusted so that the outlet temperature of the coolant corresponds to the SCWR technical specifications. The converged axial power distribution is found to be asymmetric, resembling a cosine shape skewed toward the inlet (reactor top).

Borehole thermal energy storage system for heating applications: Thermodynamic performance assessment

A comprehensive thermodynamic assessment of a borehole thermal energy storage system (BTES), which helps in meeting the heating and cooling demands of campus buildings of University of Ontario Institute of Technology (UOIT), is presented for the heating case. The BTES located on UOIT campus in Oshawa, Canada is recognized as the world’s second largest BTES system. Energy and exergy analyses of the heating system are performed through the balance equations, and exergy destruction rates are determined for each system component and the overall BTES. In addition, a comparative system performance assessment is carried out. Based on the conducted research for the studied system, COPHP is calculated to be 2.65 for heating applications. Energy and exergy efficiencies of the boilers are determined to be 83.2% and 35.83%, respectively. The results of the exergy analysis show that the boilers are the major contributor to exergy destruction, followed by condenser and evaporator. The effects of condenser and evaporator temperatures of the heat pump systems on energy and exergy efficiencies are also investigated. The overall exergy efficiency of the whole system is calculated to be 41.35%.

ETD on a shoestring

Purpose – The purpose of this paper is to describe how, with minimal budget, lots of goodwill, and successful collaboration, the University of Ontario Institute of Technology (UOIT) – at the time Ontario's newest university, could rapidly build an ETD collection. Design/methodology/approach – The project was sponsored by the UOIT library. DSpace was selected as the software platform. The paper describes the collaboration between the library, the faculty of graduate studies and the campus information technology department which resulted in the successful launch of the ETD program, Ontario's first example of establishing a born digital theses program and publishing platform. Findings – Innovative and risk-taking approaches combined with intra- and inter-organizational collaboration were the key factors contributing to success of the library ETD project. Originality/value – This case study emphasizes the value of entrepreneurial thinking. Other organizations can learn from the pitfalls and benefits encountered during the implementation of this project.

USE OF LAPTOPS IN INTERNET-ENABLED LEARNING SPACES: ENHANCING ELECTRICAL ENGINEERING EDUCATION

The University of Ontario Institute of Technology (UOIT) is Ontario’s only laptop university, and among the few universities in the world where every seat in classrooms and laboratories is connected to the Internet, and the faculty are required to appropriately integrate the use of technology into the teaching-learning enterprise. In this paper, we discuss how the use of laptops in Internet-enabled learning spaces can enhance electrical engineering education. Issues of importance are highlighted. The discussions apply to the bachelor program in Electrical Engineering at the UOIT as well as to courses related to electrical engineering that form part of other engineering programs in UOIT’s Faculty of Engineering and Applied Science.

A DESIGN CHALLENGE - INCORPORATING DESIGN INTO THE FIRST YEAR ENGINEERING CURRICULUM

This paper outlines a novel engineering graphics and design course at the University of Ontario Institute of Technology (UOIT). The course is designed to enable first year engineering students to learn the engineering design process while at the same time developing strong free-hand sketching and 3-D solid modelling skills. The dual nature of the graphics-design course enables students to learn engineering graphics in a non-isolated manner. The results after two years of offering the course show that first-year team-based projects are feasible and manageable and that first-year engineering students are capable of completing rather complex and innovative solid modelling design projects.

CONCURRENT APPROACH TO TEACHING CONCURRENT DESIGN ENGINEERING

By extending the rationale of concurrency into undergraduate engineering educational settings, this paper proposes an innovative approach to design engineering training and education, the essential objective of which is to achieve “the consideration of all downstream challenges which are likely to affect an engineering graduate’s professional career at the earliest possible point in the future engineer’s education.” The goalof this approach is to ensure that engineering graduates embark on their industrial careers adequately prepared for dealing with the specifics of the workplace, i.e., to train them “to expect the unexpected”. A second-year Concurrent Engineering and Design course taught at the University of Ontario Institute of Technology (UOIT) is utilized as an implementation example.

CROSS-COURSE INTEGRATED GROUP DESIGN PROJECTS: 1 + 1 = 11

Design is the ultimate integrating activity in an engineering program. Design engineering is exactly the coherent thread that correlates the various engineering and scientific subjects taught. Integrated courses that take basic engineering concepts and connect them to related concepts in other subject areas provide superior learning experiences for students and help produce engineers who can better understand the “global picture.” As a test of the above, and with an objective to advance the theory of teaching design engineering in an integrated fashion, the authors of this paper launched a pilot program at the University of Ontario Institute of Technology (UOIT).

The Development of Competencies in Interprofessional Health Care for Use in Health Science Educational Programs

Background: The Health Education Technology Research Unit (HETRU) at the University of Ontario Institute of Technology (UOIT) has developed an interprofessional framework for use as a learning map to create computer-based simulations that can automatically assess interprofessional competencies of undergraduate health sciences students.Methods: Our interprofessional competency framework was developed through an iterative process of competency mapping. Each iteration involved: 1) a literature review of interprofessional competencies, 2) the mapping of these competencies within a meaningful taxonomy, and 3) the review of the mapping by an expert panel of educators and clinicians.Findings and Conclusions: After three iterations, the research team developed a competency taxonomy that mapped interprofessional competencies from our literature reviews into six competency domains and three cross-cutting themes for each domain. The competency matrix was then used as a learning map to define learning resources related to interprofessional education and learning activities associated with such resources to help students develop competencies in interprofessional healthcare planning and delivery. Interactive, computer-based clinical simulations were then developed to portray opportunities in which the learning resources and activities could be explored and to provide more realistic exposure to complexities in healthcare planning and delivery.

The use of virtual simulations in a laptop-based university

Traditional teaching-and-learning environments often do not address the learning needs of today's “millennial” generation of students who prefer team work, experiential activities, structure and the use of technology. In fact, millennial students view technology as a necessity, both in life and in learning and highly regard “doing rather than knowing”, making interactive, experiential learning, a necessity for their educational success. Recently, there has been a push on the development of interactive simulations for educational and training purposes and such simulations are being incorporated into a large number of curriculums. To develop effective simulations that meet the needs of both millennial students, and educators, end users’ views and perceptions of simulation use in the classroom must be assessed and accounted for. We must develop an understanding of the sentiments and demand for simulations in teaching and learning. Such information provides valuable input into the development of simulations and ensures their use and integration within the classroom. In order to assess this, a single institution, survey study consisting of a two part survey (one geared towards students and the other to faculty) was developed and conducted at the University of Ontario Institute of Technology (UOIT), a laptop-based university, that prides itself on the use of technology in the classroom, to gauge users perceptions of virtual simulations. Results indicate that students and faculty alike do appreciate the use of virtual simulations but care should be taken to ensure that the simulations are relevant to the course material and that educators are familiar with the use of the simulations to assist students should any problems arise.