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HST 102: Paper 7 Formal essay, due in class on the day of the debate No late papers will be accepted. Answer the following inquiry in a typed (and stapled) 2 page essay in the five-paragraph format. Present and describe three of your arguments that you will use to defend your position concerning eugenics. Each argument must be unique (don’t describe the same argument twice from a different angle). Each argument must include at least one quotation from the texts to support your position (a minimum of 3 total). You may discuss your positions and arguments with other people on your side (but not your opponents); however, each student must write their own essay in their own words. Do not copy sentences or paragraphs from another student’s paper, this is plagiarism and will result in a failing grade for the assignment. HST 102: Debate 4 Eugenics For or Against? Basics of the debate: The term ‘Eugenics’ was derived from two Greek words and literally means ‘good genes’. Eugenics is the social philosophy or practice of engineering society based on genes, or promoting the reproduction of good genes while reducing (or prohibiting) the reproduction of bad genes. Your group will argue either for or against the adoption of eugenic policies in your society. Key Terms: Eugenics – The study of or belief in the possibility of improving the qualities of the human species or a human population, especially by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics) or encouraging reproduction by persons presumed to have inheritable desirable traits (positive eugenics). Darwinism – The Darwinian theory that species originate by descent, with variation, from parent forms, through the natural selection of those individuals best adapted for the reproductive success of their kind. Social Darwinism – A 19th-century theory, inspired by Darwinism, by which the social order is accounted as the product of natural selection of those persons best suited to existing living conditions. Mendelian Inheritance – Theory proposed by Gregor Johann Mendal in 1865 that became the first theory of genetic inheritance derived from experiments with peas. Birth Control – Any means to artificially prevent biological conception. Euthanasia – A policy of ending the life of an individual for their betterment (for example, because of excessive pain, brain dead, etc.) or society’s benefit. Genocide – A policy of murdering all members of a specific group of people who share a common characteristic. Deductive Logic – Deriving a specific conclusion based on a set of general definitions. Inductive Logic – Deriving a general conclusion based on a number of specific examples. Brief Historical Background: Eugenics was first proposed by Francis Galton in his 1883 work, Inquiries into Human Faculty and its Development. Galton was a cousin of Charles Darwin and an early supporter of Darwin’s theories of natural selection and evolution. Galton defined eugenics as the study of all agencies under human control which can improve or impair the racial quality of future generations. Galton’s work utilized a number of other scientific pursuits at the time including the study of heredity, genes, chromosomes, evolution, social Darwinism, zoology, birth control, sociology, psychology, chemistry, atomic theory and electrodynamics. The number of significant scientific advances was accelerating throughout the 19th century altering what science was and what its role in society could and should be. Galton’s work had a significant influence throughout all areas of society, from scientific communities to politics, culture and literature. A number of organizations were created to explore the science of eugenics and its possible applications to society. Ultimately, eugenics became a means by which to improve society through policies based on scientific study. Most of these policies related to reproductive practices within a society, specifically who could or should not reproduce. Throughout the late 1800s and early 1900s a number of policies were enacted at various levels throughout Europe and the United States aimed at controlling procreation. Some specific policies included compulsory sterilization laws (usually concerning criminals and the mentally ill) as well as banning interracial marriages to prevent ‘cross-racial’ breeding. In the United States a number of individuals and foundations supported the exploration of eugenics as a means to positively influence society, including: the Rockefeller Foundation, the Carnegie Institution, the Race Betterment Foundation of Battle Creek, MI, the Eugenics Record Office, the American Breeders Association, the Euthanasia Society of America; and individuals such as Charles Davenport, Madison Grant, Alexander Graham Bell, Irving Fisher, John D. Rockefeller, Margaret Sanger, Marie Stopes, David Starr Jordan, Vernon Kellogg, H. G. Wells (though he later changed sides) Winston Churchill, George Bernard Shaw, John Maynard Keynes, Supreme Court Justice Oliver Wendell Holmes and Presidents Woodrow Wilson, Herbert Hoover and Theodore Roosevelt. Some early critics of eugenics included: Dr. John Haycroft, Halliday Sutherland, Lancelot Hogben, Franz Boaz, Lester Ward, G. K. Chesterton, J. B. S. Haldane, and R. A. Fisher. In 1911 the Carnegie Institute recommended constructing gas chambers around the country to euthanize certain elements of the American population (primarily the poor and criminals) considered to be harmful to the future of society as a possible eugenic solution. President Woodrow Wilson signed the first Sterilization Act in US history. In the 1920s and 30s, 30 states passed various eugenics laws, some of which were overturned by the Supreme Court. Eugenics of various forms was a founding principle of the Progressive Party, strongly supported by the first progressive president Theodore Roosevelt, and would continue to play an important part in influencing progressive policies into at least the 1940s. Many American individuals and societies supported German research on eugenics that would eventually be used to develop and justify the policies utilized by the NAZI party against minority groups including Jews, Africans, gypsies and others that ultimately led to programs of genocide and the holocaust. Following WWII and worldwide exposure of the holocaust eugenics generally fell out of favor among the public, though various lesser forms of eugenics are still advocated for today by such individuals as Dottie Lamm, Geoffrey Miller, Justice Ruth Bader Ginsberg, John Glad and Richard Dawson. Eugenics still influences many modern debates including: capital punishment, over-population, global warming, medicine (disease control and genetic disorders), birth control, abortion, artificial insemination, evolution, social engineering, and education. Key Points to discuss during the debate: • Individual rights vs. collective rights • The pros and cons of genetically engineering society • The practicality of genetically engineering society • Methods used to determine ‘good traits’ and ‘bad traits’ • Who determines which people are ‘fit’ or ‘unfit’ for future society • The role of science in society • Methods used to derive scientific conclusions • Ability of scientists to determine the future hereditary conditions of individuals • The value/accuracy of scientific conclusions • The role of the government to implement eugenic policies • Some possible eugenic political policies or laws • The ways these policies may be used effectively or abused • The relationship between eugenics and individual rights • The role of ethics in science and eugenics Strategies: 1. Use this guide to help you (particularly the key points). 2. Read all of the texts. 3. If needed, read secondary analysis concerning eugenics. 4. Identify key quotations as you read each text. Perhaps make a list of them to print out and/or group quotes by topic or point. 5. Develop multiple arguments to defend your position. 6. Prioritize your arguments from most persuasive to least persuasive and from most evidence to least evidence. 7. Anticipate the arguments of your opponents and develop counter-arguments for them. 8. Anticipate counter-arguments to your own arguments and develop responses to them.
For your first reflection paper assignment, the draft is due on 9/17 and the final paper is due on 9/24. The length of the paper should be about 1,000 words, typed double-spaced, using 12 pt Times Roman font with 1” margins on every side. (Just keep your default margins.) A reflection essay, also known as a reflective essay , is a work in which the writer will take the opportunity to review and analyze a certain experience in a personal way. In this assignment the “experience” is your reaction to the essays we have read so far in FYS. A reflection essay does not involve research, as many other types of essays do. Instead, authors may reflect on their personal interpretations of an experience; this can be something as simple as reading a book or watching a film, or it may occur after a greater life event. These are just a few of the many examples in which writers may take some time to reflect on what they learned. Your reflective essay assignment is to reflect on the readings so far – • Plato’s “Allegory of the Cave”; • Professor Eve’s, The Cave”, • Ray’s “Resident Alien”, • King’s “Letter From Birmingham Jail”, • Kristof’s Half the Sky , and reflect on what you learned from one or more of those essays. The point of a reflection essay is to analyze the readings in a personal way, and both positive and negative aspects should be touched upon. For instance, students writing a reflection essay on an essay they have read are not going to simply provide a summary of the writing. Instead, they might write • what they learned while reading the essay, • if any of this information altered their existing viewpoints, • if they can relate it to their life in some way. Instructors often assign these types of essays to ensure that students are actually reading and thinking about this information; of course, professional authors have also been known to write and publish such essays as well. While students do not have to do research per se, they should include: • quotes, facts and evidence from the readings to support their reflection points, • especially those parts that made them think about a particular issue in a different way • or made them change their mind about some way they used to think before they read the passage. • In other words, if these readings illuminated you in some way, tell how, and use examples from the texts to demonstrate clearly what you mean. Reflection papers can be personal, are personal and can include your own past experiences or ways of thinking to make a point about what your thinking is now after having read the essays. I am including a rubric in the Canvas files that will help with the organi zation of your reflection paper. The file is called “Rubric for Literacy Narrative or Reflective Writing.”
Economic order quantity (EOQ) questions: 1. An equipment contains 30 parts of the same type. The part has a predicted mean failure frequency of 10,000 hours. The equipment operates 24 hours a day, and spares are provisioned at 90-day intervals. How many spares should be carried in the inventory to ensure a 95% probability of having a spare available when required? 2. Determine the EOQ of an item for spares inventory replenishment, where: a. the cost per unit is $100 b. The cost of preparing for a shipment and sending a truck to the warehouse is $25 c. The estimated cost of holding the inventory, including capital tied up, is 25% of the initial inventory value D. The annual demand is 200 units. Assume that the cost per order and the inventory carrying charge is fixed.
Assignment 2 Due: 11:59pm on Wednesday, February 12, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy Conceptual Question 2.6 Part A The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Is the object moving the slowest? Is the object moving the fastest? Is the object at rest? Drag the appropriate items to their respective bins. ANSWER: Correct Part B At which lettered point or points is the object moving to the negative direction? ANSWER: Correct Conceptual Question 2.7 The figure shows the position-versus-time graph for a moving object. At which lettered point or points: Part A Is the object moving the fastest? ANSWER: A B C D E Correct Part B Is the object speeding up? ANSWER: Correct Part C Is the object moving to the left and turning around? ANSWER: A B C D E F A B C D E F Correct Kinematic Vocabulary One of the difficulties in studying mechanics is that many common words are used with highly specific technical meanings, among them velocity, acceleration, position, speed, and displacement. The series of questions in this problem is designed to get you to try to think of these quantities like a physicist. Answer the questions in this problem using words from the following list: A. position B. direction C. displacement D. coordinates E. velocity F. acceleration G. distance H. magnitude I. vector J. scalar K. components Part A Velocity differs from speed in that velocity indicates a particle’s __________ of motion. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part B Unlike speed, velocity is a __________ quantity. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part C A vector has, by definition, both __________ and direction. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part D Once you have selected a coordinate system, you can express a two-dimensional vector using a pair of quantities known collectively as __________. Enter the letter from the list given in the problem introduction that best completes the sentence. ANSWER: Correct Part E Speed differs from velocity in the same way that __________ differs from displacement. Enter the letter from the list given in the problem introduction that best completes the sentence. Hint 1. Definition of displacement Displacement is the vector that indicates the difference of two positions (e.g., the final position from the initial position). Being a vector, it is independent of the coordinate system used to describe it (although its vector components depend on the coordinate system). ANSWER: Correct Part F Consider a physical situation in which a particle moves from point A to point B. This process is described from two coordinate systems that are identical except that they have different origins. The __________ of the particle at point A differ(s) as expressed in one coordinate system compared to the other, but the __________ from A to B is/are the same as expressed in both coordinate systems. Type the letters from the list given in the problem introduction that best complete the sentence. Separate the letters with commas. There is more than one correct answer, but you should only enter one pair of comma-separated letters. For example, if the words “vector” and “scalar” fit best in the blanks, enter I,J. ANSWER: Correct The coordinates of a point will depend on the coordinate system that is chosen, but there are several other quantities that are independent of the choice of origin for a coordinate system: in particular, distance, displacement, direction, and velocity. In working physics problems, unless you are interested in the position of an object or event relative to a specific origin, you can usually choose the coordinate system origin to be wherever is most convenient or intuitive. Note that the vector indicating a displacement from A to B is usually represented as . Part G Identify the following physical quantities as scalars or vectors. ANSWER: rB A = rB − rA Correct Problem 2.4 The figure is the position-versus-time graph of a jogger. Part A What is the jogger’s velocity at = 10 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Part B What is the jogger’s velocity at = 25 ? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part C What is the jogger’s velocity at = 35 ? Express your answer to two significant figures and include the appropriate units. ANSWER: t s v = 1.3 ms t s v = 0 ms t s v = -5.0 ms Correct Analyzing Position versus Time Graphs: Conceptual Question Two cars travel on the parallel lanes of a two-lane road. The cars’ motions are represented by the position versus time graph shown in the figure. Answer the questions using the times from the graph indicated by letters. Part A At which of the times do the two cars pass each other? Hint 1. Two cars passing Two objects can pass each other only if they have the same position at the same time. ANSWER: Correct Part B Are the two cars traveling in the same direction when they pass each other? ANSWER: Correct Part C At which of the lettered times, if any, does car #1 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E None Cannot be determined yes no Correct Part D At which of the lettered times, if any, does car #2 momentarily stop? Hint 1. Determining velocity from a position versus time graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: A B C D E none cannot be determined A B C D E none cannot be determined Correct Part E At which of the lettered times are the cars moving with nearly identical velocity? Hint 1. Determining Velocity from a Position versus Time Graph The slope on a position versus time graph is the “rise” (change in position) over the “run” (change in time). In physics, the ratio of change in position over change in time is defined as the velocity. Thus, the slope on a position versus time graph is the velocity of the object being graphed. ANSWER: Correct Problem 2.6 A particle starts from 10 at = 0 and moves with the velocity graph shown in the figure. A B C D E None Cannot be determined m t0 Part A Does this particle have a turning point? ANSWER: Correct Part B If so, at what time? Express your answer using two significant figures and include the appropriate units. ANSWER: Correct Part C What is the object’s position at = 2, 3, 4 ? Yes No t = 1.0 s t s Express your answers using two significant figures separated by commas. ANSWER: Correct Overcoming a Head Start Cars A and B are racing each other along the same straight road in the following manner: Car A has a head start and is a distance beyond the starting line at . The starting line is at . Car A travels at a constant speed . Car B starts at the starting line but has a better engine than Car A, and thus Car B travels at a constant speed , which is greater than . Part A How long after Car B started the race will Car B catch up with Car A? Express the time in terms of given quantities. Hint 1. Consider the kinematics relation Write an expression for the displacement of Car A from the starting line at a time after Car B starts. (Note that we are taking this time to be .) Answer in terms of , , , and for time, and take at the starting line. Hint 1. What is the acceleration of Car A? The acceleration of Car A is zero, so the general formula has at least one term equal to zero. ANSWER: Hint 2. What is the relation between the positions of the two cars? x2 , x3 , x4 = 10,16,26 m DA t = 0 x = 0 vA vB vA t t = 0 vA vB DA t x = 0 x(t) = x0 + v0t + (1/2)at2 xA(t) = DA + vAt The positions of the two cars are equal at time . Hint 3. Consider Car B’s position as a function of time Write down an expression for the position of Car B at time after starting. Give your answer in terms of any variables needed (use for time). ANSWER: ANSWER: Correct Part B How far from Car B’s starting line will the cars be when Car B passes Car A? Express your answer in terms of known quantities. (You may use as well.) Hint 1. Which expression should you use? Just use your expression for the position of either car after time , and substitute in the correct value for (found in the previous part). ANSWER: Correct tcatch t t xB(t) = vBt tcatch = DA vB−vA tcatch t = 0 tcatch dpass = vBDA vB−vA Problem 2.11 The figure shows the velocity graph of a particle moving along the x-axis. Its initial position is at . At = 2 , what are the particle’s (a) position, (b) velocity, and (c) acceleration? Part A Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B Express your answer to two significant figures and include the appropriate units. ANSWER: x0 = 2 m t0 = 0 t s x = 6.0 m vx = 4.0 ms Correct Part C Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Problem 2.13 A jet plane is cruising at 300 when suddenly the pilot turns the engines up to full throttle. After traveling 3.9 , the jet is moving with a speed of 400 . Part A What is the jet’s acceleration, assuming it to be a constant acceleration? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Enhanced EOC: Problem 2.20 A rock is tossed straight up with a velocity of 22 When it returns, it falls into a hole deep. You may want to review ( pages 51 – 54) . ax = 2.0 m s2 m/s km m/s a = 9.0 m s2 m/s 10 m For help with math skills, you may want to review: Quadratic Equations For general problem-solving tips and strategies for this topic, you may want to view a Video Tutor Solution of Time in the air for a tossed ball. Part A What is the rock’s velocity as it hits the bottom of the hole? Express your answer with the appropriate units. Hint 1. How to approach the problem Start by drawing a picture of the path of the rock, including its launch point, initial direction, and end point in the hole. Choose a coordinate system, and indicate it on your picture. Where is ? What is the positive direction? What is the position of the launch point and the bottom of the hole? In this coordinate system, what is the sign of the initial velocity and the sign of the acceleration? Calling the launch time , what is the equation for as a function of time? What is the position at the bottom of the hole? This will lead to a quadratic equation for the time when the rock hits the bottom of the hole. The quadratic equation has two solutions for the time. Not all mathematical solutions make sense physically. Which solution makes sense physically in terms of the picture that you drew at the beginning? Keeping the same coordinate system, what is the velocity in the direction as a function of time? What is the velocity when the rock hits the bottom of the hole? ANSWER: Correct Part B How long is the rock in the air, from the instant it is released until it hits the bottom of the hole? Express your answer with the appropriate units. y = 0 m y t = 0 y y t y y v = -26.1 ms Hint 1. How to approach the problem How is the time the rock was in the air related to the time at which the rock hit the ground in Part A? ANSWER: Correct Enhanced EOC: Problem 2.23 A particle moving along the x-axis has its position described by the function 2.00 5.00 5.00 , where is in s. At = 4.00, what are the particle’s (a) position, (b) velocity, and (c) acceleration? You may want to review ( pages 38 – 42) . For help with math skills, you may want to review: Differentiation of Polynomial Functions t = 4.90 s x = ( t3 − t + ) m t t Part A Express your answer with the appropriate units. Hint 1. How to approach the problem Evaluate the position at time = 4.00 . ANSWER: Correct Part B Express your answer with the appropriate units. Hint 1. How to approach the problem How do you determine the velocity as a function of time, , from the position, ? What calculus operation do you have to perform? Once you have , how do you determine at a particular time? ANSWER: Correct Part C Express your answer with the appropriate units. t s 113 m v(t) x(t) v(t) v 91.0 ms Hint 1. How to approach the problem How do you determine the acceleration as a function of time, , from the velocity, ? What calculus operation do you have to perform? Once you have , how do you determine the acceleration at a particular time? ANSWER: Correct Problem 2.26 A particle’s position on the x-axis is given by the function 6.00 6.00 , where is in s. Part A Where is the particle when = 4.00 ? Express your answer with the appropriate units. ANSWER: Correct Problem 2.30 A particle’s velocity is described by the function = , where is in . a(t) v(t) a(t) 48.0 m s2 x = (t2 − t + ) m t vx m/s 1.00 m vx t2 − 7t + 7 m/s t s Part A How many turning points does the particle reach. Express your answer as an integer. ANSWER: Correct Part B At what times does the particle reach its turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct Part C What is the particle’s acceleration at each of the turning points? Express your answers using two significant figures separated by a comma. ANSWER: Correct 2 t1 , t2 = 5.8,1.2 s a1 , a2 = 4.6,-4.6 m/s2 Problem 2.49 A 200 weather rocket is loaded with 100 of fuel and fired straight up. It accelerates upward at 35 for 30 , then runs out of fuel. Ignore any air resistance effects. Part A What is the rocket’s maximum altitude? Express your answer to two significant figures and include the appropriate units. ANSWER: Correct Part B How long is the rocket in the air? Express your answer to two significant figures and include the appropriate units. ANSWER: Answer Requested Problem 2.52 A hotel elevator ascends with maximum speed of . Its acceleration and deceleration both have a magnitude of . Part A How far does the elevator move while accelerating to full speed from rest? kg kg m/s2 s h = 72 km t = 260 s 200 m 5 m/s 1.0 m/s2 Express your answer with the appropriate units. ANSWER: Correct Part B How long does it take to make the complete trip from bottom to top? Express your answer with the appropriate units. ANSWER: Answer Requested Components of Vectors Shown is a 10 by 10 grid, with coordinate axes x and y . The grid runs from -5 to 5 on both axes. Drawn on this grid are four vectors, labeled through . This problem will ask you various questions about these vectors. All answers should be in decimal notation, unless otherwise specified. 12.5 m 45.0 s A D Part A What is the x component of ? Express your answer to two significant figures. Hint 1. How to derive the component A component of a vector is its length (but with appropriate sign) along a particular coordinate axis, the axes being specfied in advance. You are asked for the component of that lies along the x axis, which is horizontal in this problem. Imagine two lines perpendicular to the x axis running from the head (end with the arrow) and tail of down to the x axis. The length of the x axis between the points where these lines intersect is the x component of . In this problem, the x component is the x coordinate at which the perpendicular from the head of the vector hits the origin (because the tail of the vector is at the origin). ANSWER: Correct Part B What is the y component of ? Express your answer to the nearest integer. ANSWER: Correct A A A A Ax = 2.5 A Ay = 3 Part C What is the y component of ? Express your answer to the nearest integer. Hint 1. Consider the direction Don’t forget the sign. ANSWER: Correct Part D What is the component of ? Express your answer to the nearest integer. Hint 1. How to find the start and end points of the vector components A vector is defined only by its magnitude and direction. The starting point of the vector is of no consequence to its definition. Therefore, you need to somehow eliminate the starting point from your answer. You can run two perpendiculars to the x axis, one from the head (end with the arrow) of , and another to the tail, with the x component being the difference between x coordinates of head and tail (negative if the tail is to the right of the head). Another way is to imagine bringing the tail of to the origin, and then using the same procedure you used before to find the components of and . This is equivalent to the previous method, but it might be easier to visualize. ANSWER: B By = -3 x C C C A B Cx = -2 Correct The following questions will ask you to give both components of vectors using the ordered pairs method. In this method, the x component is written first, followed by a comma, and then the y component. For example, the components of would be written 2.5,3 in ordered pair notation. The answers below are all integers, so estimate the components to the nearest whole number. Part E In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part F In ordered pair notation, write down the components of vector . Express your answers to the nearest integer. ANSWER: Correct Part G What is true about and ? Choose from the pulldown list below. A B Bx, By = 2,-3 D Dx, Dy = 2,-3 B D ANSWER: Correct Problem 3.6 Find x- and y-components of the following vectors. Part A Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Part B Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: They have different components and are not the same vectors. They have the same components but are not the same vectors. They are the same vectors. = (r 430m, 60& below positive x − axis) rx, ry = 210,-370 m v = (610m/s, 23& above positive x − axis) Correct Part C Express your answers using two significant figures. Enter your answers numerically separated by a comma. ANSWER: Correct Problem 3.10 Part A Draw . Draw the vector with its tail at the origin. ANSWER: vx, vy = 560,240 m/s a = (7.3m/s2 , negative y − direction) ax, ay = 0,-7.3 m/s2 B = −4 + 4 ı ^ ^ Correct Part B Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct B B = 5.7 Part C Find the direction of . Express your answer using two significant figures. ANSWER: Correct Part D Draw . Draw the vector with its tail at the origin. ANSWER: B = 45 above the B negative x-axis & = (−2.0 − 1.0 ) cm r ı ^ ^ Correct Part E Find the magnitude of . Express your answer using two significant figures. ANSWER: Correct r r = 2.2 cm Part F Find the direction of . ANSWER: Correct Part G Draw . Draw the vector with its tail at the origin. ANSWER: r = 26.6 below the r negative x-axis & = (−10 − 100 ) m/s v ı ^ ^ Correct Part H Find the magnitude of . Express your answer using four significant figures. ANSWER: Correct v v = 100.5 m/s Part I Find the direction of . ANSWER: Correct Part J Draw . Draw the vector with it’s tail at the origin. ANSWER: v = 84.3 below the v negative x-axis & = (20 + 10 ) m/ a ı ^ ^ s2 Correct Part K Find the magnitude of . ANSWER: Correct Part L a a = 22.4 m/s2 Find the direction of . ANSWER: Correct Problem 3.14 Let , , and . Part A What is the component form of vector ? ANSWER: Correct Part B What is the magnitude of vector ? ANSWER: a = 26.6 above the a positive x-axis & A = 5 − 2 ı ^ ^ B = −2 + 6 ı ^ ^ D = A − B D D = 7 − 8 ı ^ ^ D = −7 − 5 ı ^ ^ D = 7 + 8 ı ^ ^ D = 4 + 5 ı ^ ^ D Correct Part C What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.15 Let , , and . Part A Write vector in component form. ANSWER: D = 10.6 D = 49 & below positive x-axis A = 4 − 2 ı ^ ^ B = −3 + 5 ı ^ ^ E = 4A + 2B E E = 10 + 2 ı ^ ^ E = + 10 ı ^ ^ E = −10 ^ E = 10 − 2 ı ^ ^ Correct Part B Draw vectors , , and . Draw the vectors with their tails at the origin. ANSWER: Correct Part C A B E What is the magnitude of vector ? Express your answer using two significant figures. ANSWER: Correct Part D What is the direction of vector ? Express your answer using two significant figures. ANSWER: Correct Problem 3.24 Part A What is the angle between vectors and in the figure? Express your answer with the appropriate units. E E = 10.0 E = 11 & counterclockwise from positive direction of x-axis E F ANSWER: Correct Part B Use components to determine the magnitude of . ANSWER: Correct Part C Use components to determine the direction of . Express your answer with the appropriate units. ANSWER: Correct Score Summary: Your score on this assignment is 91.3%. = 71.6 & G = E + F G = 3.00 G = E + F = 90.0 & You received 129.62 out of a possible total of 142 points.
operateing coss of an automobile. the average cost of owning and operating an automobile is $8121 per 15,000 miles including fixed and variable costs. A random survey of 40 automobile owners revealed an average cost of $8350 with a opulation standard deviation of $750. Is there sufficient evidence to conclude that the aver is greater than $8121? use o=0.05 The aver student goes through 500 disposable cups in a year to rase enviornment awareness, a student group at a large university volunteered to help count how many cups were used by studens on their campus. A random sample of 50 students’ results cound that they used a mean of 476 cups with o=42 cups. at 0=.10 is their sufficient evidence to conclude that the mean differs from 500?
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Assignment 2 – Summary/Response – 150 points For your second essay assignment, you will summarize and then respond/react to an article from the book They Say I Say. Choose either Don’t Blame the Eater (462), Should Everyone go to College? (208), I Had A Nice Time With You Tonight. On The App (393) or What Are You Buying When You Buy Organic? (428). Steps in writing this essay: 1. Give the essay a title that lets the reader know a little about the essay. Think about what your main point is and try to show that idea in your title. Center the title. Make it the same size and font as the rest of your essay. 2. For your first paragraph, write a summary of the article. This will be your introduction. The first sentence of your essay should include the author’s name, the title of the article, and the main point of the article. 3. At the end of the summary, add a thesis stating your overall reaction to the article. 4. For the body, each paragraph needs a topic sentence stating one of your main points that support your thesis. Your supporting sentences in each paragraph should provide specific reasons and examples of why you agree or disagree with the author. Occasionally refer to the author’s ideas since your essay is a response to his or her ideas. When referring to the author’s ideas, use both paraphrases and quotes. 5. For your conclusion, restate your position and your reasons for taking that position. The following sentences should become more general so that the reader can see the “bigger picture” of why taking your position is important. 6. Add a Reference page with the article cited in APA format. Formatting: • use APA formatting for in-text citations and the Reference page • double space • one-inch margins • use Times New Roman, Cambria, or Calibri • use 12-point font • the essay needs to be between 1,000 to 1,500 words, not including the Reference page Tentative schedule: • Thursday, Sept. 24 – Writing Workshop • Tuesday, Sept. 29 – Autobiography Review/ Peer Review (Bring TWO copies of your essay to class) • Thursday, Oct. 1 – Timed Autobiography • Tuesday, Oct. 6 – Conferences with Joshua • Sunday, Oct. 11 – Instructor draft due at 11:59 p.m. on Bb under Assignments Scoring Rubric for Assignment 2: Summary/Response Essay Name:____________________________ Summary of article _____ /15 – Is the summary objective and comprehensive? – Does it include the main points and leave out minor details? – Does it include the author and title of article? Thesis statement _____ /10 – Does the thesis capture the main point/purpose of the entire paper? Response _____ /40 – Does the student take a clear position regarding the article? – Is the argument logical, well developed, and convincing? – Is there a personal anecdote that supports the student’s thesis? – Does the student explain how the anecdote relates to the article and to the thesis? – Is the anecdote developed? References to article _____ /35 – Is the article referenced multiple times to link the student’s argument and anecdote to the article? – Do the references to the article support the student’s argument or are they random? Organization _____ /15 – Does each paragraph flow well to the next? – Are transitional phrases used? – Does the organization of the paragraphs make sense? – Does the organization of sentences within each paragraph make sense? – Do paragraphs have a topic sentence? Presentation _____ /25 – Is the essay free of grammatical, mechanical, and spelling errors? – Is the idea in each sentence clear? – Are there a variety of sentence structures and varied, sophisticated vocabulary? – Does the student follow formatting guidelines? Citations _____ /10 – Are in-text citations used for paraphrases and quotes? – Are quotes used properly? – Is there a Reference page that is formatted correctly? Total points: _____ /150
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MECH 203. Engineering Design. Gears design. 1. Assignment should not be hand-written and must be typed. Untidy assignments (subjected to the marker) will not be marked. The design report should include appropriate headings (e.g. Introduction, Design calculations, Discussion). The layout of the report is worth 20%. 2. You are only limited to a maximum of 6 one-sided pages for your design report including the manufacturing drawings. Only the first 6 one-sided pages will be marked. 3. A proper cover sheet must be used for the Assignment. Reports not in pdf format will not be marked. 4. References must be provided whenever appropriate. Two simple gear train systems that consist of three gears each are used as part of a paper feeding mechanism in a printer. The gears are mounted on a plastic panel as shown. The horizontal distance between the first (gear 1) and final gear (gear 3 or gear 4) is restricted by a max length of 100mm. There are also 2 speed ratio requirements and only the drive from gear 3 and gear 4 will be used at any one time. The speed ratio for gear 1 to gear 3 is 1:3 and from gear 1 to gear 4 is 1:4. There is also a force of 5N pressing against gear 1 as shown in the figure. a) Design the gears required by specifying the pitch diameter and number of teeth for each gear. (10 marks) b) Design the plastic panel to hold the gears by performing the following tasks, i. Sketch and provide explanations for design features that you think are important to include in the panel design. Take into consideration how you would like the gears to be mounted on the panel. (30 marks) ii. Analyse the maximum stress in the shaft for gear 1 and specify the appropriate material for your design. (10 marks) iii. Present a detail manufacturing drawing of your panel design only. (30 marks) Gear 1 Gear 2 Gear 3 Gear 4 5 N
SUMMARY ASSIGNMENT SHEET Upload to Turnitin.com by due date. Create an account using Class ID: 10423941 and Password: English. Due Dates: • Peer Response Workshop with Rough Draft: Tuesday, September 8th • First Draft Due (submit for feedback): Thursday, September 10th • Final Draft Due (highlighting, labeling & reflection done in class): Thursday, September 17th What is Summary? Summary is a comprehensive and objective restatement of the main ideas of a text (an article, book, movie, event, etc.) and while the act of summarizing might seem like an easy and obvious undertaking there is a noticeable difference between summarizing and summarizing well. For example, many students, without even realizing it, leave out key information when they summarize because they forget to consider how much their reader already knows about the topic or reading. Be careful to explain fully so readers do not have to guess what you mean. In his textbook, A Brief Guide to Writing from Readings, Stephen Wilhoit suggests that to avoid the pitfalls of unclear or disjointed summaries, they should keep in mind the qualities of a good summary. These qualities include: Neutrality – The writer avoids inserting his or her opinion or interpreting the original text’s content in any way. This requires the writer avoid language that is evaluative, such as: good, bad, effective, ineffective, interesting, boring, etc. Also, keep 1st person (I, we, our, us) out of the summary; instead, summary should be written in grammatical 3rd person (For example, he she, the author, they, etc). Brevity – The summary should not be longer than the original text, but rather highlight the most important information from that text while leaving out unnecessary details and still maintaining accuracy. Independence – The summary should make sense to someone who has not read the text. There should be no confusion about the main content and organization of the original source. This also requires that the summary be accurate—that it not misinterpret any part of the original text. Mastering the craft of summarizing puts students in the position to do well on many assignments in college, not just English essays. In most fields, from the humanities to the sciences, summary is a required task. Being able to summarize lab results accurately and briefly, for example, is critical in a chemistry or engineering class. Summarizing the various theories of sociology or education helps a person apply them to his or her fieldwork. In business, summarizing ideas effectively can be useful in numerous scenarios. The assignment: • Your summary will follow guidelines that integrate both informative and explanatory summary components: Informative summary “simply conveys the author’s main ideas, data, [and] arguments” (Wilhoit 62). Explanatory summary maintains the order of the author’s main points, and also includes the author, title and publication information. • The text: “Who are You and What are You Doing Here?” by Mark Edmundson, pgs. 115-27 The basic structure is as follows: • An Introductory Paragraph including: o The title of the essay, the author’s name, and a brief bio o The topic of the essay—what the text is about o The author’s main idea (essentially your thesis statement) • Body Paragraph(s) including: o Topic Sentences with transitions for each main idea the author addresses o Supporting points following the same order as the article o A concluding sentence that expounds upon, or echoes, the main idea • A Work Cited page that o Includes only the source text Evaluation: A successful summary will include all of the following: • Briefly summarizes the main ideas of the text • Comprehensive, accurate and independent summarization of the text • Objective and neutral restatement of the main ideas • Contain no directly quoted sentences • Clearly introduces the author and title • Body paragraphs that reflect the text’s main ideas • Clear and effective transitions • Mostly free of mechanical and grammatical errors • A correct Work Cited page • Formatted with correct MLA standards • Follows the basic structure of a summary Possible Points: • Peer Response Workshop w/ Rough Draft: 10 points • Final Draft: 80 points • Highlighted revisions and labeling: 5 points • Reflection: 5 points _______________________________________________________________ • Total possible points for the Summary Assignment: 100 Points