Torque converter turbine noise and cavitation noise over varying speed ratio

These investigations will discuss the operational noise caused by automotive torque converters during speed ratio operation. Two specific cases of torque converter noise will be studied; cavitation, and a monotonic turbine induced noise. Cavitation occurs at or near stall, or zero turbine speed. The bubbles produced due to the extreme torques at low speed ratio operation, upon collapse, may cause a broadband noise that is unwanted by those who are occupying the vehicle as other portions of the vehicle drive train improve acoustically. Turbine induced noise, which occurs at high engine torque at around 0.5 speed ratio, is a narrow-band phenomenon that is audible to vehicle occupants currently. The solution to the turbine induced noise is known, however this study is to gain a better understanding of the mechanics behind this occurrence. The automated torque converter dynamometer test cell was utilized in these experiments to determine the effect of torque converter design parameters on the offset of cavitation and to employ the use a microwave telemetry system to directly measure pressures and structural motion on the turbine. Nearfield acoustics were used as a detection method for all phenomena while using a standardized speed ratio sweep test. Changes in filtered sound pressure levels enabled the ability to detect cavitation desinence. This, in turn, was utilized to determine the effects of various torque converter design parameters, including diameter, torus dimensions, and pump and stator blade designs on cavitation. The on turbine pressures and motion measured with the microwave telemetry were used to understand better the effects of a notched trailing edge turbine blade on the turbine induced noise.

Teaching and aligning upper level mathematics classes to Michigan high school content expectations in an alternative education setting : approaches and issues

After teaching regular education secondary mathematics for seven years, I accepted a position in an alternative education high school. Over the next four years, the State of Michigan adopted new graduation requirements phasing in a mandate for all students to complete Geometry and Algebra 2 courses. Since many of my students were already struggling in Algebra 1, getting them through Geometry and Algebra 2 seemed like a daunting task. To better instruct my students, I wanted to know how other teachers in similar situations were addressing the new High School Content Expectations (HSCEs) in upper level mathematics. This study examines how thoroughly alternative education teachers in Michigan are addressing the HSCEs in their courses, what approaches they have found most effective, and what issues are preventing teachers and schools from successfully implementing the HSCEs. Twenty-six alternative high school educators completed an online survey that included a variety of questions regarding school characteristics, curriculum alignment, implementation approaches and issues. Follow-up phone interviews were conducted with four of these participants. The survey responses were used to categorize schools as successful, unsuccessful, and neutral schools in terms of meeting the HSCEs. Responses from schools in each category were compared to identify common approaches and issues among them and to identify significant differences between school groups. Data analysis showed that successful schools taught more of the HSCEs through a variety of instructional approaches, with an emphasis on varying the ways students learned the material. Individualized instruction was frequently mentioned by successful schools and was strikingly absent from unsuccessful school responses. The main obstacle to successful implementation of the HSCEs identified in the study was gaps in student knowledge. This caused pace of instruction to also be a significant issue. School representatives were fairly united against the belief that the Algebra 2 graduation requirement was appropriate for all alternative education students. Possible implications of these findings are discussed.