Essay list

Essay list

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Lab #02 Relationship between distance & illumination As engineers, we deal with the effects of light on many projects. The first key to working with light is understanding how the light waves propagate. Once we understand light waves, we will test a manufacturers claim that lower wattage fluorescent bulbs output the same quantity of light as incandescent bulbs. This experiment is designed for you to work as a class to collect data regarding a given light source and then, working within your individual group, attempt to determine the re-lationship(s) between the measured parameter (lux) and the distance (meter) from the source. Measure and record data, in the manner described below, as a class. Work on your so-lutions as a group of 2-3. Your first task is to develop a mathematical formula, or a simple relationship that predicts the amount of lux that can be expected at a given distance from the light source. Purpose: The purpose of this assignment is to accomplish the following goals: • Gain experience collecting data in a controlled, systematic fashion. • Practice working as a group to infer relationships between variables from your collected data. • Use the data you collect to draw conclusions. In this case, to evaluate the hypothesis that the fluorescent and incandescent bulb output the same quantity of light. • Become accustomed to working in teams (note, teamwork often requires individual work as well). • Learn to balance workload across your team. (Individuals will be responsible for certain tasks, and ensure they are performed on time and to the desired quality level. • Demonstrate to me what your group’s attention to detail is, as well as your ability to construct a written explanation of work. Problem: What effect does distance have on the lux, intensity, emitted from a light source and are the 5 light bulbs producing the same intensity light? Use the rough protocol listed below and the data sheet provided to collect your data, then complete the assignment outlined below. 1. Set up a light source on one of the lab tables. 2. Using the illumination meter, measure the lux at 0.5 meter increments from the source back to 3 meters from the source. • Be sure the keep the meter perpendicular to the horizontal line from the source at all times! 3. Record your measurements on your data sheets. 4. Measurements should be taken in a random order 5. Repeat the experiment 3 times, using different people and a different order of collection and different colors. Assignment Requirements: 1. Create the appropriate graph(s) to express the data you have collected. Your report must, at the minimum, contain the following: a. An X-Y Scatter plot showing the data from both bulbs. The chart should follow all conventions taught in lecture, and display the equation for the trend-line you choose. b. A column or bar chart of your choosing showing the difference, if any, between the two bulbs. 2. Write an introduction, briefly explaining what you are accomplishing with this exper-iment. 3. Create a hierarchal outline that states, step by step, each activity that was performed to conduct the experiment and analyze the experimental data. 4. Anova analysis for data collected 5. Write a verbal explanation of what each of the charts from requirement #1 are showing. 6. Include, at the end of the document, a summary of all the tasks required to complete the assignment, including the 5 listed above, and which member or members of the group were principally responsible for completing those tasks. This should be in the form of a simple list. 7. Write at least 3 possible applications of the experiment with detailed explanation. DUE DATE: This assignment is to be completed and turned in at the beginning of your laboratory meeting during the week of 18th February Microsoft office package: Excel: Insert, page layout tab functions, Mean, standard deviation, graph functions

Lab #02 Relationship between distance & illumination As engineers, we deal with the effects of light on many projects. The first key to working with light is understanding how the light waves propagate. Once we understand light waves, we will test a manufacturers claim that lower wattage fluorescent bulbs output the same quantity of light as incandescent bulbs. This experiment is designed for you to work as a class to collect data regarding a given light source and then, working within your individual group, attempt to determine the re-lationship(s) between the measured parameter (lux) and the distance (meter) from the source. Measure and record data, in the manner described below, as a class. Work on your so-lutions as a group of 2-3. Your first task is to develop a mathematical formula, or a simple relationship that predicts the amount of lux that can be expected at a given distance from the light source. Purpose: The purpose of this assignment is to accomplish the following goals: • Gain experience collecting data in a controlled, systematic fashion. • Practice working as a group to infer relationships between variables from your collected data. • Use the data you collect to draw conclusions. In this case, to evaluate the hypothesis that the fluorescent and incandescent bulb output the same quantity of light. • Become accustomed to working in teams (note, teamwork often requires individual work as well). • Learn to balance workload across your team. (Individuals will be responsible for certain tasks, and ensure they are performed on time and to the desired quality level. • Demonstrate to me what your group’s attention to detail is, as well as your ability to construct a written explanation of work. Problem: What effect does distance have on the lux, intensity, emitted from a light source and are the 5 light bulbs producing the same intensity light? Use the rough protocol listed below and the data sheet provided to collect your data, then complete the assignment outlined below. 1. Set up a light source on one of the lab tables. 2. Using the illumination meter, measure the lux at 0.5 meter increments from the source back to 3 meters from the source. • Be sure the keep the meter perpendicular to the horizontal line from the source at all times! 3. Record your measurements on your data sheets. 4. Measurements should be taken in a random order 5. Repeat the experiment 3 times, using different people and a different order of collection and different colors. Assignment Requirements: 1. Create the appropriate graph(s) to express the data you have collected. Your report must, at the minimum, contain the following: a. An X-Y Scatter plot showing the data from both bulbs. The chart should follow all conventions taught in lecture, and display the equation for the trend-line you choose. b. A column or bar chart of your choosing showing the difference, if any, between the two bulbs. 2. Write an introduction, briefly explaining what you are accomplishing with this exper-iment. 3. Create a hierarchal outline that states, step by step, each activity that was performed to conduct the experiment and analyze the experimental data. 4. Anova analysis for data collected 5. Write a verbal explanation of what each of the charts from requirement #1 are showing. 6. Include, at the end of the document, a summary of all the tasks required to complete the assignment, including the 5 listed above, and which member or members of the group were principally responsible for completing those tasks. This should be in the form of a simple list. 7. Write at least 3 possible applications of the experiment with detailed explanation. DUE DATE: This assignment is to be completed and turned in at the beginning of your laboratory meeting during the week of 18th February Microsoft office package: Excel: Insert, page layout tab functions, Mean, standard deviation, graph functions

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PlotCycloidArc(8.5) Math98 HW4 The cylcoid is the plane curve traced out by a point on a circle as the circle rolls without slipping on a straight line.1 In this exercise we will use MATLAB to create an animation of a circle rolling on a straight line, while a point on the circle traces the cycloid. a. Implement a MATLAB function of the form function PlotCycloidArc(ArcLength). This function takes in a positive number ArcLength and displays a snapshot of the cirle rolling (without slipping) on the x-axis while a point on the cirlce traces the cycloid. The circle is initially centered at (0,1) and has radius 1, and the initial tracing point is taken to be (0, 0). An example output is shown in the above ?gure. As in the ?gure, plot the cycloid arc black, the circle blue, and use a red dot for the tracing point. Hint: If the circle has rolled for a length of arc t = 0, the coordinates of the tracing point are (t-sin t, 1-cos t). b. Implement a MATLAB function of the form function CycloidMovie(NumHumps,NumIntervals). This function will output an animation of the circle rolling along a line while a point on the circle traces the cycloid. This function inputs two natural numbers NumHumps and NumIntervals representing the number of periods (or humps) of the cycloid and the number or frames per hump that will be used to make the animation, respectively. Use the getframe command to save frames outputted from PlotCycloidArc and the movie command to play them back together as a movie. Use the axis command to view the frames on the rectan- gle [0, 2pNumHumps] × [0, 5/2]. Also label the ticks 0, 2p, . . . , 2pNumHumps on the x axis with the strings 1See Wikipedia for more on the cycloid. 0, 2p, . . . , 2pNumHumps and do the same for 1, 2 on the y axis (see the ?gure above). Label the movie ’Cycloid Animation’. Submit MATLAB code for both parts a and b and a printout the ?gures obtained by the commands PlotCycloidArc(8.5), PlotCycloidArc(12), and CycloidMovie(3,10)

PlotCycloidArc(8.5) Math98 HW4 The cylcoid is the plane curve traced out by a point on a circle as the circle rolls without slipping on a straight line.1 In this exercise we will use MATLAB to create an animation of a circle rolling on a straight line, while a point on the circle traces the cycloid. a. Implement a MATLAB function of the form function PlotCycloidArc(ArcLength). This function takes in a positive number ArcLength and displays a snapshot of the cirle rolling (without slipping) on the x-axis while a point on the cirlce traces the cycloid. The circle is initially centered at (0,1) and has radius 1, and the initial tracing point is taken to be (0, 0). An example output is shown in the above ?gure. As in the ?gure, plot the cycloid arc black, the circle blue, and use a red dot for the tracing point. Hint: If the circle has rolled for a length of arc t = 0, the coordinates of the tracing point are (t-sin t, 1-cos t). b. Implement a MATLAB function of the form function CycloidMovie(NumHumps,NumIntervals). This function will output an animation of the circle rolling along a line while a point on the circle traces the cycloid. This function inputs two natural numbers NumHumps and NumIntervals representing the number of periods (or humps) of the cycloid and the number or frames per hump that will be used to make the animation, respectively. Use the getframe command to save frames outputted from PlotCycloidArc and the movie command to play them back together as a movie. Use the axis command to view the frames on the rectan- gle [0, 2pNumHumps] × [0, 5/2]. Also label the ticks 0, 2p, . . . , 2pNumHumps on the x axis with the strings 1See Wikipedia for more on the cycloid. 0, 2p, . . . , 2pNumHumps and do the same for 1, 2 on the y axis (see the ?gure above). Label the movie ’Cycloid Animation’. Submit MATLAB code for both parts a and b and a printout the ?gures obtained by the commands PlotCycloidArc(8.5), PlotCycloidArc(12), and CycloidMovie(3,10)

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1000 words Total. Answer each question in paragraph form https://www.youtube.com/watch?v=wzicXbnmllc In the video, presented by Brooke Deterline, talks about creating ethical cultures in a business. One of Brooke’s main point was courage. She defines courage as our ability to act from our hearts in the face of fear and is a skill that we can build with practice. Brooke gives an example of life without courage and shows us many scenarios where it is still happening today, 10 years after the ENRON scandal. Courage is something that lacks in social situations where wrong is being done. She states that we all are vulnerable to situation influence all the time and that it is natural human wiring. It seems that most of us, including myself, can become a bystander to follow a leader or a group that we know is doing wrong because we want to be accepted. (1) Why do you think that the most ethical and compassionate among us can easily betray our values, in the face of challenging situations? What challenges does one face when they are presented with a difficult situation? (2) Do you believe that with practice we can retrain our brains to override our natural fear response when we are put in these challenging situations? Managers sometimes face business problems that raise difficult questions. When being faced with these problems they must choose between two ways of resolving it. Each of these alternatives is the right thing to do, but they can not do both ways. Badaracco characterizes right-versus-right dilemmas as “dirty-hands problems,” where managers or any employee often have to “get their hands dirty” by making tough choices between competing virtues such as honesty, fairness, respect, objectivity, and responsibility. He shows us three managers that face different right- versus-right conflicts. We see that these managers have the responsibilities to live up to the commitments they have made and the standards by which they want live by. However, it is not that simple to choose from wanting to be a successful manager and a decent, responsible person. (3) After reading the three different extremes of right- versus- right, why do you think that Badaracco emphasizes on the statement made by Oliver Wendell Holmes, “I do not give a fig for the simplicity on the this side complexity, but i would give my life for the simplicity on the other side of complexity,” and what do you think it means? A manager often encounters right-versus-right dilemmas where professional responsibilities conflict with personal values. For example, a senior manager may have knowledge of plans to lay off an employee-friend who is planning the purchase of a new home. Warning the friend about the upcoming layoff would certainly help the friend avoid the difficulty of paying for a new home without a job, but it may also violate an agreement with senior management and shareholders to keep such plans confidential until these plans are properly implemented. (4) In a challenging situation like this, should mangers rely on fundamental ethical principles and the company’s mission statement to help them decide what to do or should they consult their own moral instincts and intuitions?

1000 words Total. Answer each question in paragraph form https://www.youtube.com/watch?v=wzicXbnmllc In the video, presented by Brooke Deterline, talks about creating ethical cultures in a business. One of Brooke’s main point was courage. She defines courage as our ability to act from our hearts in the face of fear and is a skill that we can build with practice. Brooke gives an example of life without courage and shows us many scenarios where it is still happening today, 10 years after the ENRON scandal. Courage is something that lacks in social situations where wrong is being done. She states that we all are vulnerable to situation influence all the time and that it is natural human wiring. It seems that most of us, including myself, can become a bystander to follow a leader or a group that we know is doing wrong because we want to be accepted. (1) Why do you think that the most ethical and compassionate among us can easily betray our values, in the face of challenging situations? What challenges does one face when they are presented with a difficult situation? (2) Do you believe that with practice we can retrain our brains to override our natural fear response when we are put in these challenging situations? Managers sometimes face business problems that raise difficult questions. When being faced with these problems they must choose between two ways of resolving it. Each of these alternatives is the right thing to do, but they can not do both ways. Badaracco characterizes right-versus-right dilemmas as “dirty-hands problems,” where managers or any employee often have to “get their hands dirty” by making tough choices between competing virtues such as honesty, fairness, respect, objectivity, and responsibility. He shows us three managers that face different right- versus-right conflicts. We see that these managers have the responsibilities to live up to the commitments they have made and the standards by which they want live by. However, it is not that simple to choose from wanting to be a successful manager and a decent, responsible person. (3) After reading the three different extremes of right- versus- right, why do you think that Badaracco emphasizes on the statement made by Oliver Wendell Holmes, “I do not give a fig for the simplicity on the this side complexity, but i would give my life for the simplicity on the other side of complexity,” and what do you think it means? A manager often encounters right-versus-right dilemmas where professional responsibilities conflict with personal values. For example, a senior manager may have knowledge of plans to lay off an employee-friend who is planning the purchase of a new home. Warning the friend about the upcoming layoff would certainly help the friend avoid the difficulty of paying for a new home without a job, but it may also violate an agreement with senior management and shareholders to keep such plans confidential until these plans are properly implemented. (4) In a challenging situation like this, should mangers rely on fundamental ethical principles and the company’s mission statement to help them decide what to do or should they consult their own moral instincts and intuitions?

ELEC153 Circuit Theory II M2A1 Textbook Assignment: Problem Set A: Chapter 15 Instructions Save this document and place your answers into it so you can submit it to the appropriate homework dropbox. Handwritten solutions should be scanned and saved as a BMP, GIF, or JPG image, or scanned and pasted into this document. Questions 1. Find the impedance of this AC series circuit as seen from the two open-ended terminals. Show your answer in rectangular and polar form. The AC signal frequency is 1 KHz. 2. Repeat your analysis of Question 1 for a frequency of 200 Hz. 3. Consider the following AC series circuit: a. Find the total impedance across the voltage source in polar form. b. Find the source current, in polar form. Note: the source voltage is 20 volts rms at 0 degrees. c. Find the voltage across each component, in polar form. d. Find the real power supplied to the circuit, in Watts. ELEC153 Circuit Theory II M2A2 Textbook Assignment: Problem Set B: Chapter 15 Instructions Save this document and place your answers into it so you can submit it to the appropriate homework dropbox. Handwritten solutions should be scanned and saved as a BMP, GIF, or JPG image, or scanned and pasted into this document. Questions 1. Find the impedance of this AC parallel circuit between the two open-ended terminals, in rectangular and polar forms: 2. Consider the following AC parallel circuit: a. Find the total impedance across the voltage source in polar form. b. Find the source current, in polar form. Note: the source voltage is 12 volts rms at 0 degrees. c. Find the current through each component, in polar form. d. Find the real power supplied to the circuit, in Watts.

ELEC153 Circuit Theory II M2A1 Textbook Assignment: Problem Set A: Chapter 15 Instructions Save this document and place your answers into it so you can submit it to the appropriate homework dropbox. Handwritten solutions should be scanned and saved as a BMP, GIF, or JPG image, or scanned and pasted into this document. Questions 1. Find the impedance of this AC series circuit as seen from the two open-ended terminals. Show your answer in rectangular and polar form. The AC signal frequency is 1 KHz. 2. Repeat your analysis of Question 1 for a frequency of 200 Hz. 3. Consider the following AC series circuit: a. Find the total impedance across the voltage source in polar form. b. Find the source current, in polar form. Note: the source voltage is 20 volts rms at 0 degrees. c. Find the voltage across each component, in polar form. d. Find the real power supplied to the circuit, in Watts. ELEC153 Circuit Theory II M2A2 Textbook Assignment: Problem Set B: Chapter 15 Instructions Save this document and place your answers into it so you can submit it to the appropriate homework dropbox. Handwritten solutions should be scanned and saved as a BMP, GIF, or JPG image, or scanned and pasted into this document. Questions 1. Find the impedance of this AC parallel circuit between the two open-ended terminals, in rectangular and polar forms: 2. Consider the following AC parallel circuit: a. Find the total impedance across the voltage source in polar form. b. Find the source current, in polar form. Note: the source voltage is 12 volts rms at 0 degrees. c. Find the current through each component, in polar form. d. Find the real power supplied to the circuit, in Watts.

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Chapter 6 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy PSS 6.1 Equilibrium Problems Learning Goal: To practice Problem-Solving Strategy 6.1 for equilibrium problems. A pair of students are lifting a heavy trunk on move-in day. Using two ropes tied to a small ring at the center of the top of the trunk, they pull the trunk straight up at a constant velocity . Each rope makes an angle with respect to the vertical. The gravitational force acting on the trunk has magnitude . Find the tension in each rope. PROBLEM-SOLVING STRATEGY 6.1 Equilibrium problems MODEL: Make simplifying assumptions. VISUALIZE: Establish a coordinate system, define symbols, and identify what the problem is asking you to find. This is the process of translating words into symbols. Identify all forces acting on the object, and show them on a free-body diagram. These elements form the pictorial representation of the problem. SOLVE: The mathematical representation is based on Newton’s first law: . The vector sum of the forces is found directly from the free-body diagram. v  FG T F  = = net i F  i 0

Chapter 6 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, March 14, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy PSS 6.1 Equilibrium Problems Learning Goal: To practice Problem-Solving Strategy 6.1 for equilibrium problems. A pair of students are lifting a heavy trunk on move-in day. Using two ropes tied to a small ring at the center of the top of the trunk, they pull the trunk straight up at a constant velocity . Each rope makes an angle with respect to the vertical. The gravitational force acting on the trunk has magnitude . Find the tension in each rope. PROBLEM-SOLVING STRATEGY 6.1 Equilibrium problems MODEL: Make simplifying assumptions. VISUALIZE: Establish a coordinate system, define symbols, and identify what the problem is asking you to find. This is the process of translating words into symbols. Identify all forces acting on the object, and show them on a free-body diagram. These elements form the pictorial representation of the problem. SOLVE: The mathematical representation is based on Newton’s first law: . The vector sum of the forces is found directly from the free-body diagram. v  FG T F  = = net i F  i 0

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