Search results for: P. Aravindakshan

Authors: M. Madheswaran, A. R. Prashant, S. Ramakrishna, V. Ramesh Naidu, P. Govindan, P. Aravindakshan

Abstract:

Shock Response spectrum (SRS) tests are one of the tests that are conducted on some critical systems of spacecraft as part of environmental testing. The SRS tests are conducted to simulate the pyro shocks that occur during launch phases as well as during deployment of spacecraft appendages. Some of the methods to carryout SRS tests are pyro technique method, impact hammer method, drop shock method and using electro dynamic shakers. The pyro technique, impact hammer and drop shock methods are open loop tests, whereas SRS testing using electrodynamic shaker is a controlled closed loop test. SRS testing using electrodynamic shaker offers various advantages such as simple test set up, better controllability and repeatability. However, it is important to devise a a proper test methodology so that safety of the electro dynamic shaker and that of test specimen are not compromised. This paper discusses the challenges that are involved in conducting SRS tests, shaker validation and the necessary precautions to be considered. Approach involved in choosing various test parameters like synthesis waveform, spectrum convergence level, etc., are discussed. A case study of SRS test conducted on an optical payload of Indian Geo stationary spacecraft is presented.

Keywords: maxi-max spectrum, SRS (shock response spectrum), SDOf (single degree of freedom), wavelet synthesis

Procedia PDF Downloads 358

Authors: Mohan Bilikallahalli Sannathimmappa, Vinod Nambiar, Rajeev Aravindakshan

Abstract:

Background: Image-based teaching-learning module is innovative student-centered andragogy. The objective of our study was to explore medical students’ perception of effectiveness of image-based learning strategy in promoting their lifelong learning skills and evaluate its impact on improving students’ exam grades. Methods: A prospective single-cohort study was conducted on undergraduate medical students of the academic year 2021-22. The image-based teaching-learning module was assessed through pretest, posttest, and exam grades. Students’ feedback was collected through a predesigned questionnaire on a 3-point Likert Scale. The reliability of the questionnaire was assessed using Cronbach’s alpha coefficient test. In-Course Exam-4 results were compared with In-Course Exams 1, 2, and 3. Correlation coefficients were worked out wherever relevant to find the impact of the exercise on grades. Data were collected, entered into Microsoft Excel, and statistically analyzed using SPSS version 22. Results: In total, 127 students were included in the study. The posttest scores of the students were significantly high (24.75±) as compared to pretest scores (8.25±). Students’ opinion towards the effectiveness of image-based learning in promoting their lifelong learning skills was overwhelmingly positive (Cronbach’s alpha for all items was 0.756). More than 80% of the students indicated image-based learning was interesting, encouraged peer discussion, and helped them to identify, explore, and revise key information and knowledge improvement. Nearly 70% expressed image-based learning enhanced their critical thinking and problem-solving skills. Nine out of ten students recommended image-based learning module for future topics. Conclusion: Overall, Image-based learning was found to be effective in achieving undergraduate medical students learning outcomes. The results of the study are in favor of the implementation of Image-based learning in Microbiology courses. However, multicentric studies are required to authenticate our study findings.

Keywords: active learning, knowledge, medical education, microbes, problem solving

Procedia PDF Downloads 70