Register now to access 7 million high quality study materials (What's Course Hero?) Course Hero is the premier provider of high quality online educational resources. With millions of study documents, online tutors, digital flashcards and free courseware, Course Hero is helping students learn more efficiently and effectively. Whether you're interested in exploring new subjects or mastering key topics for your next exam, Course Hero has the tools you need to achieve your goals.
48 Pages
Document Preview
Goals/Learning Objectives Goal(s): Gain an understanding of the pros and cons of pesticide use and the concepts of pesticide resistance, toxicity, risk, pesticide fate and safety. Learning Objectives Describe 5-6 risks of pesticide use and give examples of each. Define pesticide toxicity, how it is measured, and compare the toxicity of different chemicals given LD50 values. List and explain several ways pesticides...
Unformatted Document Excerpt
Coursehero >> Pennsylvania >> Penn State >> ENVE 451Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Course Hero has millions of student submitted documents similar to the one
below including study guides, practice problems, reference materials, practice exams, textbook help and tutor support.
Goals/Learning Objectives Goal(s): Gain an understanding of the pros and cons of pesticide use and the concepts of pesticide resistance, toxicity, risk, pesticide fate and safety. Learning Objectives Describe 5-6 risks of pesticide use and give examples of each. Define pesticide toxicity, how it is measured, and compare the toxicity of different chemicals given LD50 values. List and explain several ways pesticides can adversely affect humans and the environment. Describe methods used to reduce pesticide use and hazard. Compare the risks of pesticide residue consumption with other activities associated with risk. Slide Index Goals/Learning Objectives Pesticide issues Recap... Positive aspects of pesticides <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides True Pesticide risks The "roach experiment" The "roach experiment" II The "roach experiment" III The "roach experiment" IV The "roach experiment" V Resistance Insecticide Resistant Insects Insecticide Resistant Insects II Insecticide Resistant Insects III Insecticide Resistant Insects IV Development of Insecticide Resistance Reducing Chances of Resistance Toxicity Chemicals What we've got All pesticides are not <a href="/keyword/created-equal/" >created equal</a> ! Determination of LD50 Pesticide Toxicity Toxicity Categories So, what about our chemicals... Toxicity: Effects on humans Potential Areas Affected The Fate of Pesticides Pesticide Toxicity II Toxicity Categories II Environmental "Toxicity" A few words about residues Pesticide issues Persistence Specificity Bioaccumulation Secondary outbreaks Resistance Toxicity Slide Index Goals/Learning Objectives Pesticide issues Recap... Positive aspects of pesticides <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides True Pesticide risks The "roach experiment" The "roach experiment" II The "roach experiment" III The "roach experiment" IV The "roach experiment" V Resistance Insecticide Resistant Insects Insecticide Resistant Insects II Insecticide Resistant Insects III Insecticide Resistant Insects IV Development of Insecticide Resistance Reducing Chances of Resistance Toxicity Chemicals What we've got All pesticides are not <a href="/keyword/created-equal/" >created equal</a> ! Determination of LD50 Pesticide Toxicity Toxicity Categories So, what about our chemicals... Toxicity: Effects on humans Potential Areas Affected The Fate of Pesticides Pesticide Toxicity II Toxicity Categories II Environmental "Toxicity" A few words about residues Recap... Positive aspects of pesticides: Increased world population to feed Increased production / land area Disease prevention Harvest stability Pest outbreak curatives Consumer demand / product diversity Ease of use Slide Index Goals/Learning Objectives Pesticide issues Recap... Positive aspects of pesticides <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides True Pesticide risks The "roach experiment" The "roach experiment" II The "roach experiment" III The "roach experiment" IV The "roach experiment" V Resistance Insecticide Resistant Insects Insecticide Resistant Insects II Insecticide Resistant Insects III Insecticide Resistant Insects IV Development of Insecticide Resistance Reducing Chances of Resistance Toxicity Chemicals What we've got All pesticides are not <a href="/keyword/created-equal/" >created equal</a> ! Determination of LD50 Pesticide Toxicity Toxicity Categories So, what about our chemicals... Toxicity: Effects on humans Potential Areas Affected The Fate of Pesticides Pesticide Toxicity II Toxicity Categories II Environmental "Toxicity" A few words about residues <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides Slide Index Goals/Learning Objectives Pesticide issues Recap... Positive aspects of pesticides <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides True Pesticide risks The "roach experiment" The "roach experiment" II The "roach experiment" III The "roach experiment" IV The "roach experiment" V Resistance Insecticide Resistant Insects Insecticide Resistant Insects II Insecticide Resistant Insects III Insecticide Resistant Insects IV Development of Insecticide Resistance Reducing Chances of Resistance Toxicity Chemicals What we've got All pesticides are not <a href="/keyword/created-equal/" >created equal</a> ! Determination of LD50 Pesticide Toxicity Toxicity Categories So, what about our chemicals... Toxicity: Effects on humans Potential Areas Affected The Fate of Pesticides Pesticide Toxicity II Toxicity Categories II Environmental "Toxicity" A few words about residues True Pesticide risks: Resistance Secondary outbreaks Toxicity to humans Toxicity to non-target organisms Environmental contamination (residues) There also are perceived risks. Slide Index Goals/Learning Objectives Pesticide issues Recap... Positive aspects of pesticides <a href="/keyword/adverse-effects/" >adverse effects</a> of Pesticides True Pesticide risks The "roach experiment" The "roach experiment" II The "roach experiment" III The "roach experiment" IV The "roach experiment" V Resistance Insecticide R...
Textbooks related to the document above:
Find millions of documents on Course Hero - Study Guides, Lecture Notes, Reference Materials, Practice Exams and more.
Course Hero has millions of course specific materials providing students with the best way to expand
their education.
Below is a small sample set of documents:
Below is a small sample set of documents:
Penn State - ENVE - 451
Goals/Learning ObjectivesGoal(s): Gain an understanding of what biological control is and how it can be used effectively as part of an IPM system.Slide Index Goals/Learning Objectives Today we'll. What you'll learn. IPM IPM Approaches IPM Approache
Penn State - ENVE - 451
Goals/Learning ObjectivesGoal: Gain an appreciation of the impact human population has on food production, the challenges faced by developing countries in feeding their populations and the role IPM plays in agriculture of developing countries. Learn
Penn State - ENVE - 451
Jeff Sherry Enve451HW2 September 13, 2000 6/14 1) XA. 10,000mg/L x 1L/kg x 2,060,000 acre-feet = 20,600 acre-feet XB. 66,000 tons = 5.98x1013mg x 1L/1x106mg x .26417gal/L x 1acrefoot/325,850gal = 183.52 acre-feetX2)Q = K A dhdr sec3Q = 6 x
Penn State - ENVE - 451
Bryon A. Killian ENVE 451 Section 1 Environmental Sanitation: Homework 1-Epidemiology 1. Odds ratio= Odds of exposure in cases/ Odds of exposure in controls= (a/c) / (b/d) = (31/65) / (1597/4475) = 1.34. Odds ratio of this value indicates the odds of
Penn State - ENVE - 451
Greg Hertz 164-38-8987 August 30, 2000ENVIRONMENTAL SANITATION HOMEWORK 1: EPIDEMIOLOGY 1. Given the following data regarding environmental exposure (drinking water) to tetramethyldeath (TMD), compute the odds ratio and explain what the result me
Penn State - ENVE - 451
"Krista Hronakes" rocspaz@hotmail.com 7/10 1. Calulate the odds ratio of exposure to TMD with Bladder Cancer (31)(1597)/(65)(4475) = 0.1702. There is no relation of TMD with the cause of bladder cancer. Incorrect formula or math error should be (31)(
Penn State - ENVE - 451
Michael Rhodes ENVE451 Environmental Sanitation 30AUG2000 Homework #1 Email: YAWHOWHAT2@cs.com 9/10 1. TMD Exposure + Outcome 31 65 No Outcome 1597 4475Odds Ratio (OR) = (31/65) / (1597)/4475) = 1.3. This odds ratio indicates that someone who is e
Penn State - ENVE - 451
Environmental Sanitation Homework 2: Water Supply Desiree Vernicky 10/14 1 1A: 2.73979998E14 acre-feet must initially be added to Walker Lake to maintain a 10,000mg/L concentration of TDS. 1 1B: In order to maintain the 10,000mg/L concentration of TD
Penn State - ENVE - 451
Amy Elias ENVE 451 Homework 1: Epidemiology August 30, 2000 9/10 1. Outcome Exposed 31 Unexposed 65 Total 96 No Outcome 1597 4475 6072 Total 1628 4540 6166Odds Ratio = odds of exposure in cases / odds of exposure in controls Odds Ratio = (31/65) /
Midwestern State University - CS - 452
Note that we model boolean exressions as statments sincethey involve branching and incorporate short-circuitevaluation. The "true" and "false" labels referencewhere the program should branch to when the expressionevaluates to true and false respe
Midwestern State University - CS - 452
( prog stmts stmt if_stmt else_part assign_stmt while_stmt block_stmt noop_stmt print_stmt stmt_list expr or_expr bterm and_bterm bfactor cmp cmp_op nexpr add_nexpr add_op nterm mul_nterm mul_op nfactor unary_op 38 34 30 26 23 20){ 1 2 7 12};
Midwestern State University - CS - 452
( prog stmts stmt if_stmt else_part assign_stmt while_stmt block_stmt noop_stmt print_stmt stmt_list expr or_expr bterm and_bterm bfactor cmp cmp_op nexpr add_nexpr add_op nterm mul_nterm mul_op nfactor unary_op){};+% / *! +NE EQ GE >
Midwestern State University - CS - 452
LL(1) GRAMMAR with dangling-else ambiguityprog stmts $ stmts stmt stmts | stmt if_stmt | assign_stmt | while_stmt | block_stmt | noop_stmt | print_stmt if_stmt IF ( expr ) stmt else_part else_part ELSE stmt | assign_stmt IDENT = expr ; while
Midwestern State University - CS - 452
prog stmts $1 2 3 5 6stmts stmt stmts | 4stmt if_stmt | assign_stmt | while_stmt | 7 9 block_stmt | noop_stmt8| print_stmt if_stmt IF ( expr ) stmt else_part 11 12 else_part ELSE stmt | assign_stmt IDENT = expr ;13 10while_stmt WHIL
Midwestern State University - CS - 452
UNAMBIGUOUS GRAMMARprog stmts $ stmts stmt stmts | stmt matched_stmt | open_stmt matched_stmt matched_if_stmt | assign_stmt | while_stmt | block_stmt | noop_stmt | print_stmt open_stmt IF ( bool_expr ) stmt | IF ( bool_expr ) matched_stmt ELSE
Midwestern State University - CS - 452
( prog stmts stmt if_stmt else_part assign_stmt while_stmt block_stmt noop_stmt print_stmt stmt_list expr or_expr bterm and_bterm bfactor cmp cmp_op nexpr add_nexpr add_op nterm mul_nterm mul_op nfactor unary_op){};+% / *+NE EQ GE > <
Midwestern State University - CS - 452
ab(ab)*a|bb* a b a a a b b b b b b b b b b a a b b b a b a a a a a b b b b a a b a b p b a a a . c a a c q a b a b b b a b a a a a a bb
Midwestern State University - CS - 452
a 2 1 a b 3 b 4 b b a b 5 a 6 b a 7 a 82 1 a b 3b5a6,87b4b a b 6,82 1 a b 3~4b5~7b a b a b a a b b a b b a
Midwestern State University - CS - 452
REGULAR EXPRESSION {} c R1R2NFA c M1 M1 M2 M2 literal, wild card, or character classR1 | R2* R1 M1M1 is the DFA for the regular expression R1 old accepting state accepting state
Midwestern State University - CS - 452
ASSIGN betty t0 t0 t0*t1 t2 t3 t4+ /t1 t1* b c% 6 e ft2+ + /t2a3d/t3* i j+gh1
Midwestern State University - CS - 452
%!PS-Adobe-2.0 %Creator: c2ps version 4.0 %Orientation: Portrait %Pages: (atend) %DocumentNeededFonts: Times-BoldItalic Times-Bold Courier Times-Roman CourierBold Courier-Oblique Courier-Bold Courier-BoldOblique Helvetica-Oblique BookmanLightItalic %
Midwestern State University - CS - 452
%!PS-Adobe-2.0 %Creator: c2ps version 4.0 %Orientation: Portrait %Pages: (atend) %DocumentNeededFonts: Times-BoldItalic Times-Bold Courier Times-Roman CourierBold Courier-Oblique Courier-Bold Courier-BoldOblique Helvetica-Oblique BookmanLightItalic %
Midwestern State University - CS - 452
typedef enum { ASSIGN_STMT, IF_STMT, WHILE_STMT, BLOCK_STMT, NOOP_STMT, PRINT_STMT } StmtType; typedef struct Stmt { StmtType type; union { struct {char *ident; Expr *expr;} assign_; struct {Expr *cond; struct Stmt *trueStmt, *falseStmt;} if_; struct
Midwestern State University - CS - 452
IF > wilma BLOCK 23 ASSIGN wilma / wilma 3 13 wilma 24 wilma wilma ASSIGN ASSIGN fred * 98 i i WHILE < BLOCK 10 ASSIGN fred + wilma * wilma 23 / * 3 0 BLOCK ASSIGN wilma * + %wilmabarneyASSIGN i i + 1
Midwestern State University - CS - 452
PROGRAM Foo; TYPE EntryType = RECORD name : string; id : integer; END; Dictionary = ARRAY[1.100] OF EntryType; VAR name : string; dict : Dictionary; id : integer; FUNCTION lookup(name : string; VAR dict : Dictionary) : integer FUNCTION aux(lo,hi : in
Stanford - PUBS - 20994
Advances in Applied Mathematics 34 (2005) 295312 www.elsevier.com/locate/yaamaLinear extensions of ranked posets, enumerated by descents. A problem of Stanley from the 1981 Banff Conference on Ordered SetsJonathan David FarleyDepartment of Applie
Midwestern State University - CS - 452
1. Binary Operations x = op y, z op - addi : integer add addf : float add sub[if] : subtraction (integer / float) mul[if] : multiply div[if] : divide or : bitwise inclusive or (integer only) and : bitwise and
Stanford - PUBS - 22413
Allan Hancock College - MY - 10908
ANSWERS CHEMISTRY QUESTIONS Bro wn, Ch 7 : 8 (a) (c) (e) 18 (a) (b) (c) (d) (e) (f) (R)-2 -bromobutane 3-chlorocyclohexene (R)-2 -bromo-2 -chlorobutane (b) (d) (f)WEEK 4 (SP5)trans-1-bromo-4-methylcyclohexane (E)-1-chlorobut-2-en e meso-2 ,3-dib
Allan Hancock College - MY - 10908
ANSWERS CHEMISTRY QUESTIONS Bro wn, Ch 8 : 14 (a)WEEK 5 (SP5)OH CH3 CHCH 3propan-2-ol(b)OH CH3 CHCH 2 OHpropan-1,2-diol(c)OH H3 C CH CH3 CH2 CH2 CHCH 3CH3 CH3 CCH2 OH CH32,2-dimethylpropan-1-ol(d)CH3 HOCH2 CCH2 OH CH2 CH2 CH32-m
Allan Hancock College - MY - 10908
SAMPLE QUIZ QUESTIONS - QUIZ S2-1QUIZ QUESTIONS - THERMODYNAMICS1. Which of the following reactions involves a DECREASE in disorder in the system. A B C D 2. 2 SO2(g) + O2(g) 2 SO3(g) H2 O(l) H2 O(g) 2 C(s) + O2(g) 2 CO(g) NaCl(s) + aq Na+(aq)
Washington - CURR - 20080501
Monthly Average ESP Streamflows (cfs) for start date: 20090501Format: columns are sequential months starting with: 04-2009 (note, 05-2009 is first full forecast month) rows, for each location, are ordered by fcst. met. years, 1960-1999
Washington - CURR - 20080501
Monthly Average ESP Streamflows (cfs) for start date: 20090501Format: columns are sequential months starting with: 04-2009 (Apr and Aug are splitted) (note, 05-2009 is first full forecast month) rows, for each location, are ordered by fcst.
SUNY Albany - AL - 8295
Group Modeling of IT-Based Innovations in the Public SectorLuis F. Luna-Reyes1 +52 (222) 229-2000 ext. 4536 FAX: +52 (222) 229-2726 luisf.luna@udlap.mx Ignacio J. Martnez-Moyano2 +1 (518) 442-3859 FAX: +1 (518) 442-3398 im7797@albany.edu Theresa A.
S. New Hampshire - EFL - 537
Southern New Hampshire University School of Liberal Arts, Institute for Language Education (I LE) Lyra Riabov, Associate Professor l.riabov@snhu.edu http:/acadweb.snhu.edu/riabov_lyra/EFL537_CALL.htm Phone: (603) 668-2211, X3384__ Document 12 See a
S. New Hampshire - EFL - 537
Document 11 See also Software Evaluation Guide EFL 537 CALL Instructor: Lyra Riabov Student Name: Susan Hansen URL: Hot Potatoes ESL/EFL Software EvaluationFeasibility Will the software run on your computer?Comments YesWindows 98/ME/NT4/2000/XP
S. New Hampshire - EFL - 537
AuthenticAudienceEFL537Submittedby:SuraAlTall SusanHansenJanuary19,2006 Overview Audience,languageuse,andlanguage learning(Sura). ClassroomPractice:Anintroductiontoemail andWWWprojects(Sura). ClassroomPractice:Authenticaudienceon theI
S. New Hampshire - EFL - 537
English Articles Lesson PlanSusan Hansen MS-TEFL 505 Denis Hall - SNHU 11/8/05 Class Profile: Lower Intermediate Students at SNHU in the IEP program with Fiana Kais, about 10 students. Instructional Objectives: 1. Students will be able to distinguis
S. New Hampshire - EFL - 537
Content-Based Instruction Lesson Plan Instructor: Susan Hansen 11/30/05 EFL 505 SNHU Gary Carkin/Fran Kelly Subject: Art Subtopic: Selected famous artists and their styles Class Description: Advanced High School students grades 9-12 from mixed backg
S. New Hampshire - EFL - 537
Susan Hansen EFL 523 1/10/06 SNHU Rosemary Orlando & Tim Dimatteo Fluency LessonSpeak Well and WinClass Description: Advanced High School students grades 9-12 from mixed backgrounds Class Size: 16 Students Location: Central High School, Manchester
S. New Hampshire - EFL - 537
Susan Hansen EFL 523 1/10/06 SNHU Rosemary Orlando & Tim Dimatteo Accuracy LessonMy Advice Is.p. 152Class Description: Intermediate high school students grades 9-12 from mixed backgrounds Class Size: 16 Students Length of Class: 30 minutes Materia
S. New Hampshire - EFL - 537
Susan Hansen 2/6/06 SNHU-EFL 525 Kathy McCarthyAnnotated Bibliography1. Chamot, A., Hartmann, P., & Huizenga, J. (2004). Shining star. White Plains, NY: Pearson Education, Inc.Shining Star textbook series is a high school level ESOL series thats
S. New Hampshire - EFL - 537
Unit PlanSusan Hansen MS-TEFL 525 Kathy McCarthy 3/13/06 Class Profile: Low advanced students in a high school setting in a Creative Writing course. Instructional Objectives: 1. Students will be able to identify the characteristics of a fable. 2. St
Stanford - GCO - 1038
IN THE UNITED STATES DISTRICT COURT FOR THE MIDDLE DISTRICT OF TENNESSEE NASHVILLE DIVISION In re GENESCO INC. SECURITIES LITIGATION, This Document Relates To: ALL ACTIONS. ) ) ) ) NO. 3:07-1183 JUDGE HAYNES CLASS ACTIONORDER Before the Court is th
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 FLUIDS IN NATURE AND IN ENGINEERING C.J. KobusMan's initial contact with fluids was presumably confined largely to the air he breathed and the water he drank and swam in. However, as a resul
Oakland University - ME - 331
STATICS AND DYNAMICSME 221 Selected Dimensional Equivalents C.J. KobusReynolds and Perkins McGraw Hill
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 HOMEWORK #1 Review of Some Basic Mathematical Concepts 1. Using the definition of a partial derivative:z 1 Lim {z( x , y) x + x z( x , y) x } x x 0 x Find the following derivatives by carr
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 CONCEPT OF A CONTINUUM C.J. KobusThe building blocks that ultimately form the structure of matter as it is presently understood are subatomic particles (protons, neutrons, electrons, mesons,
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 KINEMATICS OF FLUIDS C.J. KobusA study of particle and rigid body dynamics is normally divided into two pans; kinematics, the motion (displacement, velocity and acceleration) and kinetics, t
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 HOMEWORK #2 1. C.J. Kobusa) Assuming a parabolic profile for the velocity at the outlet, uo = co + c1y + c2y2 Come up with three boundary conditions and find an expression for uo.4 Ans: u
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORT ME 331 TOPIC REVIEW #1 1. Review of some basic mathematical concepts pertinent to the course a) Concept of a Limit b) Concept of Partial and total derivatives c) Concept of a definite integral d) Exa
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORT ME 331 LAB GROUPS C. J. KobusEvery student should be a member of a Lab Group, consisting of 3 or 4 students (preferably 4) who will be working on the laboratory assignments as a team, and who will
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 HOMEWORK #3 1. C.J. KobusConsider a fluid flowing in a rectangular duct of length, L, as shown. The velocity of the fluid entering the duct is uniform over the duct inlet and of magnitude uf
Oakland University - ME - 331
Intro to Fluid and Thermal Transport ME 331 Laboratory Assignment #1 Measuring the Viscosity of Motor Oil In this laboratory assignment you will be investigating the effect of temperature on the viscosity of SAE 30 motor oil. A rotary Brookfield DVI
Oakland University - ME - 331
INTRO TO FLUID AND THERMAL ENERGY TRANSPORT ME 331 Group Homework #1 Work the following problems in Fox and McDonald (6th edition): 1. 2. Problem 2-1 Problem 4-20*& 2 h 3 g sin m Ans: ( ) = ; b = depth 3 bC.J. Kobus3.Problem 4-25* Ans: v 3 =
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 CLASSIFICATION OF FLUID PROBLEMS 1. Steady Unsteady Compressible Sonic Supersonic Hypersonic C.J. Kobus2. Incompressible 3. Static 4. Viscous 5. Laminar 6. 1-dimensionalSubsonic Inviscid T
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORT ME 331 C.J. Kobus TOPIC REVIEW #24. Introduction to Fluids a) Fluids in nature and engineering b) Fundamental notions about fluids c) Distinguishing characteristics of fluids d) Fluid properties; m
Oakland University - ME - 331
Intro to Fluid and Thermal Energy TransportME 331 Laboratory Assignment #1 Report of Group # _ Group Leader: _ Assignment Specification Abstract #1 #2 #3 #4 #5 #6 #7 #8 Lab specs met Appendix Total Points; N Organization and Neatness Factor * : n; 0
Oakland University - ME - 331
Intro to Fluid and Thermal Transport ME 331 Laboratory Assignment #1 Measuring the Viscosity of Motor Oil In this laboratory assignment you will be investigating the effect of temperature on the viscosity of SAE 30 motor oil. A rotary Brookfield DVI
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORTME 331 PATHLINES, STREAKLINES AND STREAMLINES C.J. Kobus1. PATHLINE: A pathline is a line drawn in the flowing fluid describing the path or trajectory of a given fluid particle over some period of
Oakland University - ME - 331
INTRODUCTION TO FLUID AND THERMAL ENERGY TRANSPORT ME 331 C. J. Kobus Homework #5 Steady state momentum equation at a point; Inviscid flow (Euler Eqns.) In class, the z-component of the momentum principle was obtained. In like manner, formulate the x