The first task : Seminar Topic 6 – Operation Information Systems Investigate teleworking and how teleworkers operate. From your findings identify the types of operations information systems that would be required to support and administer this type of operation within an organization

The first task : Seminar Topic 6 – Operation Information Systems Investigate teleworking and how teleworkers operate. From your findings identify the types of operations information systems that would be required to support and administer this type of operation within an organization

Now a day’s individuals and organizations uses information technology (IT) … Read More...
Lab 1: Introduction to Motion  You must make the following changes to your lab manual before coming to lab, not during lab!  Do not plan to consult this sheet during lab. There is not enough time.  The required changes must be in your lab manual in the proper sequence to complete the lab in a smooth and timely manner.  You should bring this paper to lab but only for reference to the images printed below. You have been warned! A note about vector addition: Adding Vectors: To add these two vectors: means to place them head-to-tail like so: and therefore they equal: Subtracting Vectors: Subtracting these two vectors: is the same as the sum of one vector and the negative of the other: which is the same as: which means to place them head-to-tail like so: and therefore they equal: Pg. 7 Activity 1-3 Cross off Step 1 Cross off Step 2 Pg. 7 Step 3) Replace “Try to make each of the graphs …” with “Try to make one of the graphs…” Pg. 7 Step 4) Replace this step with: “Describe how you must move to produce the graph you selected. Note if you selected graph C your description is at the top of page 8. Pg. 8 Activity 2-1 Step 2) Replace: “(Just draw smooth patterns; leave out…” with “(Quickly draw smooth patterns; leave out…” Then highlight this entire sentence. + − + (− ) + Pg. 10 Step 3) Where it states “(Be sure to adjust the time scale to 15 s.)” The way to do this is to click this clock icon And change the “Duration:” value Pg. 11 Question 2-3) At the end of the question add the following: “See the top of page 12 for the rest of the question.” Pg. 13 Step 2) Highlight the part that states: “Get the times right. Get the velocities right. Each person should take a turn.” At the end of the paragraph add: “But do not spend too much time getting things perfect.” Pg. 15 Step 1) Where is states: “Use the analysis feature of the software to read values of velocity…” Do this: Click here and then move the mouse over the graph. You can now quickly read data from the graph.

Lab 1: Introduction to Motion  You must make the following changes to your lab manual before coming to lab, not during lab!  Do not plan to consult this sheet during lab. There is not enough time.  The required changes must be in your lab manual in the proper sequence to complete the lab in a smooth and timely manner.  You should bring this paper to lab but only for reference to the images printed below. You have been warned! A note about vector addition: Adding Vectors: To add these two vectors: means to place them head-to-tail like so: and therefore they equal: Subtracting Vectors: Subtracting these two vectors: is the same as the sum of one vector and the negative of the other: which is the same as: which means to place them head-to-tail like so: and therefore they equal: Pg. 7 Activity 1-3 Cross off Step 1 Cross off Step 2 Pg. 7 Step 3) Replace “Try to make each of the graphs …” with “Try to make one of the graphs…” Pg. 7 Step 4) Replace this step with: “Describe how you must move to produce the graph you selected. Note if you selected graph C your description is at the top of page 8. Pg. 8 Activity 2-1 Step 2) Replace: “(Just draw smooth patterns; leave out…” with “(Quickly draw smooth patterns; leave out…” Then highlight this entire sentence. + − + (− ) + Pg. 10 Step 3) Where it states “(Be sure to adjust the time scale to 15 s.)” The way to do this is to click this clock icon And change the “Duration:” value Pg. 11 Question 2-3) At the end of the question add the following: “See the top of page 12 for the rest of the question.” Pg. 13 Step 2) Highlight the part that states: “Get the times right. Get the velocities right. Each person should take a turn.” At the end of the paragraph add: “But do not spend too much time getting things perfect.” Pg. 15 Step 1) Where is states: “Use the analysis feature of the software to read values of velocity…” Do this: Click here and then move the mouse over the graph. You can now quickly read data from the graph.

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Chapter 12 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, May 16, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy A Spinning Grinding Wheel At time a grinding wheel has an angular velocity of 26.0 . It has a constant angular acceleration of 33.0 until a circuit breaker trips at time = 1.80 . From then on, the wheel turns through an angle of 432 as it coasts to a stop at constant angular deceleration. Part A Through what total angle did the wheel turn between and the time it stopped? Express your answer in radians. You did not open hints for this part. ANSWER: Part B At what time does the wheel stop? Express your answer in seconds. You did not open hints for this part. ANSWER: t = 0 rad/s rad/s2 t s rad t = 0 rad

Chapter 12 Practice Problems (Practice – no credit) Due: 11:59pm on Friday, May 16, 2014 You will receive no credit for items you complete after the assignment is due. Grading Policy A Spinning Grinding Wheel At time a grinding wheel has an angular velocity of 26.0 . It has a constant angular acceleration of 33.0 until a circuit breaker trips at time = 1.80 . From then on, the wheel turns through an angle of 432 as it coasts to a stop at constant angular deceleration. Part A Through what total angle did the wheel turn between and the time it stopped? Express your answer in radians. You did not open hints for this part. ANSWER: Part B At what time does the wheel stop? Express your answer in seconds. You did not open hints for this part. ANSWER: t = 0 rad/s rad/s2 t s rad t = 0 rad

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Physics Lab 1 Projectile Motion We will use this 2-D “Golf Simulation” to explore combined horizontal and vertical motion (select experiment #7). This simulation provides a fun-filled way to examine 2-D projectile motion with and without air resistance. Before to start the experiment, take a few minutes playing with the simulation. Adjust the initial velocity by adjusting the launch speed and launch angle. See how many adjustments you have to make in order to get a hole-in-one. Turn the air on and off, turn the trails on and off, notice the time, and notice the shape of the curves. Instructions: • Go to http://www.physicslessons.com/exp7b.htm • Set the launch velocity to 60 m/s, trail “on” and “no air”. • Change the launch angle to 15 degree, click the launch button and take note of the horizontal displacement x. Repeat the experiment (changing the angle) and fill the first table (at the left). • Click the “no air” button (so it changes to “air”), repeat the experiments and fill the second table (at the right). Displacement [without air] Displacement [with air] Set launch speed, Vo = 60 m/s Set launch speed, Vo = 60 m/s Angle,  (deg) x (m) Angle,  (deg) H-Dis, x (m) 15 15 25 25 35 35 40 40 43 43 45 45 47 47 50 50 55 55 65 65 75 75 Questions: 1. What angle corresponds to the greatest horizontal range for the “without air” condition? What angle corresponds to the greatest horizontal range for the “with air” condition? Why is there a difference? 2. Describe the difference between the general shape of the trails for the two separate cases. 3. Do you notice any symmetry between high and low angles for either case? Describe the symmetry. 4. When practicing (playing) with the simulation earlier, how many tries did it typically take you to land the ball in the hole?

Physics Lab 1 Projectile Motion We will use this 2-D “Golf Simulation” to explore combined horizontal and vertical motion (select experiment #7). This simulation provides a fun-filled way to examine 2-D projectile motion with and without air resistance. Before to start the experiment, take a few minutes playing with the simulation. Adjust the initial velocity by adjusting the launch speed and launch angle. See how many adjustments you have to make in order to get a hole-in-one. Turn the air on and off, turn the trails on and off, notice the time, and notice the shape of the curves. Instructions: • Go to http://www.physicslessons.com/exp7b.htm • Set the launch velocity to 60 m/s, trail “on” and “no air”. • Change the launch angle to 15 degree, click the launch button and take note of the horizontal displacement x. Repeat the experiment (changing the angle) and fill the first table (at the left). • Click the “no air” button (so it changes to “air”), repeat the experiments and fill the second table (at the right). Displacement [without air] Displacement [with air] Set launch speed, Vo = 60 m/s Set launch speed, Vo = 60 m/s Angle,  (deg) x (m) Angle,  (deg) H-Dis, x (m) 15 15 25 25 35 35 40 40 43 43 45 45 47 47 50 50 55 55 65 65 75 75 Questions: 1. What angle corresponds to the greatest horizontal range for the “without air” condition? What angle corresponds to the greatest horizontal range for the “with air” condition? Why is there a difference? 2. Describe the difference between the general shape of the trails for the two separate cases. 3. Do you notice any symmetry between high and low angles for either case? Describe the symmetry. 4. When practicing (playing) with the simulation earlier, how many tries did it typically take you to land the ball in the hole?

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Applications of Regular Expressions

Applications of Regular Expressions

A regular expression is a picture of the patter which … Read More...
Critical Reflection Assignment (Essay 5) Goals: • As the name implies, the hope is you will reflect on your writing choices, which may in turn get you to rethink some of them and perhaps give you ideas for further revision. • Reflecting also gives you opportunity to reinforce good choices you made and hence remember them to do again when you write future papers. • This further provides you the opportunity to take credit for some good choices and hopefully bolster your confidence. • It allows you to point out why your paper demonstrates your competency in writing academic essays to justify a passing grade in English 111. • It also is a last ditch effort to show your thinking!!! If you explain why you made the choices you did in your synthesis essay, and you truly share your thinking, it helps you meet top box expectations yet again. Directions: 1. Choose either essay 3 or 4 to write about. 2. Take some time to reflect on how your idea for that essay came about, why you picked that idea to go with, what questions came to mind, and what pre-writing strategies you went through to get started. 3. Get out one of your copies of the English 111 Rubric. Go over it. Make sure you know what each box is looking for. 4. Plan an essay that helps you show that you have met the expectations of each box. Stress your thinking and reasoning. For any idea you include – explain why you did those things. Emphasize what you believed the job was, why you chose to approach it the way you did, the options you considered, and what you ended up doing after revising. 5. Be sure to include a discussion of effective thinking, complexity, source selection, source use, synthesis, and revision. 6. As you have teachers in your audience, it would likely be a good choice to include what you learned and how you’ll use that in your future writing. Rough Draft should be completed Tuesday Week 14. Final (REVISED) Copy due at your meeting week 14/15.

Critical Reflection Assignment (Essay 5) Goals: • As the name implies, the hope is you will reflect on your writing choices, which may in turn get you to rethink some of them and perhaps give you ideas for further revision. • Reflecting also gives you opportunity to reinforce good choices you made and hence remember them to do again when you write future papers. • This further provides you the opportunity to take credit for some good choices and hopefully bolster your confidence. • It allows you to point out why your paper demonstrates your competency in writing academic essays to justify a passing grade in English 111. • It also is a last ditch effort to show your thinking!!! If you explain why you made the choices you did in your synthesis essay, and you truly share your thinking, it helps you meet top box expectations yet again. Directions: 1. Choose either essay 3 or 4 to write about. 2. Take some time to reflect on how your idea for that essay came about, why you picked that idea to go with, what questions came to mind, and what pre-writing strategies you went through to get started. 3. Get out one of your copies of the English 111 Rubric. Go over it. Make sure you know what each box is looking for. 4. Plan an essay that helps you show that you have met the expectations of each box. Stress your thinking and reasoning. For any idea you include – explain why you did those things. Emphasize what you believed the job was, why you chose to approach it the way you did, the options you considered, and what you ended up doing after revising. 5. Be sure to include a discussion of effective thinking, complexity, source selection, source use, synthesis, and revision. 6. As you have teachers in your audience, it would likely be a good choice to include what you learned and how you’ll use that in your future writing. Rough Draft should be completed Tuesday Week 14. Final (REVISED) Copy due at your meeting week 14/15.

ENG 111 M05 14 Apr. 15   Forest Gump and … Read More...
FSE 100 Extra Credit (20 points) Instructions: Read the description below and work through the design process to build an automated waste sorting system. Turn in the following deliverables in one document, typed: 1. Problem Statement – 1 point 2. Technical System Requirements (at least 3 complete sentences using “shall”) – 3 points 3. Judging Criteria (at least 3, explain why you chose them) – 2 points 4. AHP – 2 points 5. Summaries of your 3 design options (paragraph minimum for each option) – 3 points 6. Design Decision Matrix – 3 points 7. Orthographic Drawing of your final design (3 projections required) – 3 points 8. Activity Diagram of how your sorter functions – 3 points Description: The city of Tempe waste management has notified ASU that due to the exceptional effort the Sundevil students have made in the sustainability area, ASU has been contributing three times the amount of recyclable materials than what was predicted on a monthly basis. Unfortunately, due to the immense amount of materials being delivered, the city of Tempe waste management has asked for assistance from ASU prior to picking up the recyclable waste. They have requested that ASU implement an automated waste sorting system that would pre-filter all the materials so the city of Tempe can collect the materials based on one of three types and process the waste much faster. ASU has hired you to design an automated sorter, but due to the unexpected nature of this request, ASU prefers that this design be as simple and inexpensive to build as possible. The city of Tempe would like to have the waste categorized as either glass, plastic, or metal. Paper will not be considered in this design. Any glass that is sorted in your device needs to stay intact, and not break. Very few people will be able to monitor this device as it sorts, so it must be able to sort the items with no input from a user, as quickly as possible. This design cannot exceed 2m in length, width, or height, but the weight is unlimited. ASU is not giving any guidance as to the materials you can use, so you are free to shop for whatever you’d like, but keep in mind, the final cost of this device must be as inexpensive as possible. Submit through Blackboard or print out your document and turn it in to me no later than the date shown on Blackboard

FSE 100 Extra Credit (20 points) Instructions: Read the description below and work through the design process to build an automated waste sorting system. Turn in the following deliverables in one document, typed: 1. Problem Statement – 1 point 2. Technical System Requirements (at least 3 complete sentences using “shall”) – 3 points 3. Judging Criteria (at least 3, explain why you chose them) – 2 points 4. AHP – 2 points 5. Summaries of your 3 design options (paragraph minimum for each option) – 3 points 6. Design Decision Matrix – 3 points 7. Orthographic Drawing of your final design (3 projections required) – 3 points 8. Activity Diagram of how your sorter functions – 3 points Description: The city of Tempe waste management has notified ASU that due to the exceptional effort the Sundevil students have made in the sustainability area, ASU has been contributing three times the amount of recyclable materials than what was predicted on a monthly basis. Unfortunately, due to the immense amount of materials being delivered, the city of Tempe waste management has asked for assistance from ASU prior to picking up the recyclable waste. They have requested that ASU implement an automated waste sorting system that would pre-filter all the materials so the city of Tempe can collect the materials based on one of three types and process the waste much faster. ASU has hired you to design an automated sorter, but due to the unexpected nature of this request, ASU prefers that this design be as simple and inexpensive to build as possible. The city of Tempe would like to have the waste categorized as either glass, plastic, or metal. Paper will not be considered in this design. Any glass that is sorted in your device needs to stay intact, and not break. Very few people will be able to monitor this device as it sorts, so it must be able to sort the items with no input from a user, as quickly as possible. This design cannot exceed 2m in length, width, or height, but the weight is unlimited. ASU is not giving any guidance as to the materials you can use, so you are free to shop for whatever you’d like, but keep in mind, the final cost of this device must be as inexpensive as possible. Submit through Blackboard or print out your document and turn it in to me no later than the date shown on Blackboard

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. Read the article on Lean Production at Jaguar (when it used to be part of Ford) which is provided at the link: http://businesscasestudies.co.uk/jaguar/lean-production/introduction.html#axzz2SrprdGnx Once you read this case study answer the following questions: (a) A generic pharmaceutical company wanted to implement Lean Manufacturing in their manufacturing process. They hired a project manager X from the automotive industry who had extensive experience implementing lean. Extract some lessons learned and best practices from the Jaguar case study that pharmaceutical company could implement at their plant once the new project manager in charge of lean came onboard. Explain each point in detail. Also, state any additional steps that project manager X could take to implement lean at pharmaceutical company. [10 points].

. Read the article on Lean Production at Jaguar (when it used to be part of Ford) which is provided at the link: http://businesscasestudies.co.uk/jaguar/lean-production/introduction.html#axzz2SrprdGnx Once you read this case study answer the following questions: (a) A generic pharmaceutical company wanted to implement Lean Manufacturing in their manufacturing process. They hired a project manager X from the automotive industry who had extensive experience implementing lean. Extract some lessons learned and best practices from the Jaguar case study that pharmaceutical company could implement at their plant once the new project manager in charge of lean came onboard. Explain each point in detail. Also, state any additional steps that project manager X could take to implement lean at pharmaceutical company. [10 points].

1) Transforming patterns of working relationships across all verticals The … Read More...
STUDENT GRADER Total Score I am submitting my own work, and I understand penalties will be assessed if I submit work for credit that is not my own. Print Name ID Number Sign Name Date # Points Score 1 4 2 8 3 6 4 12 5 4 6 10 7 8 8 6 9 6 Weeks late Adjusted Score Estimated Work Hours 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Overall Weight Adjusted Score: Deduct 20% from score for each week late Problem 1. Sketch circuits for the following logic equations. Y <= (A and B and C) or not ((A and not B and C and not D) or not (B or D)); X <= (A xor (B and C) xor not D) or (not (B xor C) and not (C or D)) Problem 2. Sketch circuits and write VHDL assignment statements for the following equations. F = m(1, 2, 6) F = M(0, 7) Problem 3. Write logic assignment statements for the following circuit. Problem 4: Sketch circuits and write VHDL assignment statements for the truth tables below. Problem 5: Sketch POS circuits for the 2XOR and 2XNOR functions. Problem 6: Sketch the circuit described by the netlist shown, and complete the timing diagram for the stimulus shown to document the circuit’s response to the example stimulus. Use a 100ns vertical grid in your timing diagram, and show all inputs and outputs. Problem 7: Create a truth table that corresponds to the simulation shown below. Show all input and output values in the truth table, and sketch a logic circuit that could have been used to create the waveform. Problem 8. The Seattle Mariners haven’t had a stolen base in 6 months, and the manager decided it was because the other teams were reading his signals to the base runners. He came up with a new set of signals (pulling on his EAR, lifting one LEG, patting the top of his HEAD, and BOWing) to indicate when runners should attempt to steal a base. A runner should STEAL a base if and only if the manager pulls his EAR and BOWs while patting his HEAD, or if he lifts his LEG and pats his HEAD without BOWing, or anytime he pulls his EAR without lifting his LEG. Sketch a minimal circuit that could be used to indicate when a runner should steal a base. Problem 9. A room has four doors and four light switches (one by each door). Sketch a circuit that allows the four switches to control the light – each switch should be able to turn the light on if it is currently off, and off if it is currently on. Note that it will not be possible to associate a given switch position with “light on” or “light off” – simply moving any switch should modify the light’s status.

STUDENT GRADER Total Score I am submitting my own work, and I understand penalties will be assessed if I submit work for credit that is not my own. Print Name ID Number Sign Name Date # Points Score 1 4 2 8 3 6 4 12 5 4 6 10 7 8 8 6 9 6 Weeks late Adjusted Score Estimated Work Hours 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Overall Weight Adjusted Score: Deduct 20% from score for each week late Problem 1. Sketch circuits for the following logic equations. Y <= (A and B and C) or not ((A and not B and C and not D) or not (B or D)); X <= (A xor (B and C) xor not D) or (not (B xor C) and not (C or D)) Problem 2. Sketch circuits and write VHDL assignment statements for the following equations. F = m(1, 2, 6) F = M(0, 7) Problem 3. Write logic assignment statements for the following circuit. Problem 4: Sketch circuits and write VHDL assignment statements for the truth tables below. Problem 5: Sketch POS circuits for the 2XOR and 2XNOR functions. Problem 6: Sketch the circuit described by the netlist shown, and complete the timing diagram for the stimulus shown to document the circuit’s response to the example stimulus. Use a 100ns vertical grid in your timing diagram, and show all inputs and outputs. Problem 7: Create a truth table that corresponds to the simulation shown below. Show all input and output values in the truth table, and sketch a logic circuit that could have been used to create the waveform. Problem 8. The Seattle Mariners haven’t had a stolen base in 6 months, and the manager decided it was because the other teams were reading his signals to the base runners. He came up with a new set of signals (pulling on his EAR, lifting one LEG, patting the top of his HEAD, and BOWing) to indicate when runners should attempt to steal a base. A runner should STEAL a base if and only if the manager pulls his EAR and BOWs while patting his HEAD, or if he lifts his LEG and pats his HEAD without BOWing, or anytime he pulls his EAR without lifting his LEG. Sketch a minimal circuit that could be used to indicate when a runner should steal a base. Problem 9. A room has four doors and four light switches (one by each door). Sketch a circuit that allows the four switches to control the light – each switch should be able to turn the light on if it is currently off, and off if it is currently on. Note that it will not be possible to associate a given switch position with “light on” or “light off” – simply moving any switch should modify the light’s status.

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