This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
Experiment 4 - Testing of Materials in Tension Object .docxSANSKAR20
Experiment 4 - Testing of Materials in Tension
Object: The object of this experiment is to measure the tensile properties of two polymeric
materials, steel and aluminum at a constant strain rate on the Tension testing machine.
Background: For structural applications of materials such as bridges, pressure vessels, ships,
and automobiles, the tensile properties of the metal material set the criteria for a safe design.
Polymeric materials are being used more and more in structural applications, particularly in
automobiles and pressure vessels. New applications emerge as designers become aware of
the differences in the properties of metals and polymers and take full advantage of them. The
analyses of structures using metals or plastics require that the data be available.
Stress-Strain: The tensile properties of a material are obtained by pulling a specimen of
known geometry apart at a fixed rate of straining until it breaks or stretches to the machines
limit. It is useful to define the load per unit area (stress) as a parameter rather than load to
avoid the confusion that would arise from the fact that the load and the change in length are
dependent on the cross-sectional area and original length of the specimen. The stress,
however, changes during the test for two reasons: the load increases and the cross-sectional
area decreases as the specimen gets longer.
Therefore, the stress can be calculated by two formulae which are distinguished as
engineering stress and true stress, respectively.
(1) = P/Ao= Engineering Stress (lbs/in
2 or psi)
P = load (lbs)
Ao= original cross-sectional area (in
2)
(2) T= P/Ai = True Stress
Ai = instantaneous cross-sectional area (in
2)
Likewise, the elongation is normalized per unit length of specimen and is called strain. The
strain may be based on the original length or the instantaneous length such that
(3) =(lf - lo)/ lo = l / lo = Engineering Strain, where
lf= final gage length (in)
lo= original gage length (in)
(4) T= ln ( li / lo ) = ln (1 +) = True Strain, where
li = instantaneous gage length (in)
ln = natural logarithm
For a small elongation the engineering strain is very close to the true strain when l=1.2 lo,
then = 0.2 and T= ln 1.2 = 0.182. The engineering stress is related to the true stress by
(5) T= (1 + )
The true stress would be 20% higher in the case above where the specimen is 20% longer
than the original length. As the relative elongation increases, the true strain will become
significantly less than the engineering strain while the true stress becomes much greater than
the engineering stress. When l= 4.0 lo then = 3.0 but the true strain =ln 4.0 = 1.39.
Therefore, the true strain is less than 1/2 of the engineering strain. The true stress (T) = (1+
3.0) = 4, or the true stress is 4 times the engineering stress.
Tensile Test Nom ...
Experiment 3
The Beam
EGME 306A
Group 2
ABSTRACT
The objective of this experiment is to determine the stress, deflection, and the strain of a simply supported beam under load. Also to experimentally verify the beam stress and flexure formulas. The experiment was done was using the machine to apply a load to a simply supported beam and measure the deflection and the strain of it. The moment of inertia was .10376 thw neutral axis was .80331, the maximum deflection was .00985.
TABLE OF CONTENTS
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-8
Procedures………………………………………………….……………….9-10
Summary of Important Results…………………...………………………..11-12
Sample Calculations and Error Analysis……………….………………….13-14
Discussion and Conclusion………………………………………………..15-16
References……………………………………..…………………………….17
Appendix……………………………………………………….………….18-19
INTRODUCTION AND THEORY
Structural members are usually designed to carry tensile, compressive, or transverse loads. A member which carries load transversely to its length is called a beam. In this experiment, a beam will be symmetrically loaded as shown in Fig. III-1(a), where P is the applied load. Note that at any cross section of the beam there will be a shear force V (Fig. III-1(b)) and moment M (Fig. III-1c). Also, in the central part of the beam (between the loads P/2) V is zero and M has its maximum constant value. Notice the sign convention of a positive moment, M, causing a negative (downward) deflection, y.
If in this part a small slice EFGH of the beam is imagined to be cut out, as shown, then it is clear that the external applied moment, M, must be balanced by internal forces (stresses) at the sections (faces) EF and GH. For M applied as shown in Fig. III-2(a), these forces would be compressive near the top, EG, and tensile near the bottom, FH. Since the beam material is considered elastic, these forces would deform the beam such that the length EG would tend to become shorter, and FH would tend to become longer. The first fundamental assumption of the beam theory can be stated as follows:
“Sections, or cuts, which are plane (flat) before deformation, remain plane after deformation.”
Thus, under this assumption, the parallel and plane section EF and GH will deform into plane sections E’F’ and G’H’ which will intersect at point O, as shown in Fig. III-2(b). Since E’F’ and G’H’ are no longer parallel, they can be thought of as being sections of a circle at some radial distance from O. Convince yourself of this by drawing a square on an eraser and observe its shape when you bend the eraser. Since the forces near E’G’ are compresiive, and those near F’H’ are tensile, there must be some radial distance r where the forces are neither compressive nor tensile, but zero. This axis, N-N, is called the neutral axis. Notice that N-N is not assumed to lie in the center of the beam.
Consider an arc of distance +η, from the neutral axi ...
In the material testing laboratory, Tensile test was done on a mild steel specimen as figure 4 to identify the young’s modulus, ultimate tensile strength, yield strength and percentage elongation. The results were as table 1
Experiment 4 - Testing of Materials in Tension Object .docxSANSKAR20
Experiment 4 - Testing of Materials in Tension
Object: The object of this experiment is to measure the tensile properties of two polymeric
materials, steel and aluminum at a constant strain rate on the Tension testing machine.
Background: For structural applications of materials such as bridges, pressure vessels, ships,
and automobiles, the tensile properties of the metal material set the criteria for a safe design.
Polymeric materials are being used more and more in structural applications, particularly in
automobiles and pressure vessels. New applications emerge as designers become aware of
the differences in the properties of metals and polymers and take full advantage of them. The
analyses of structures using metals or plastics require that the data be available.
Stress-Strain: The tensile properties of a material are obtained by pulling a specimen of
known geometry apart at a fixed rate of straining until it breaks or stretches to the machines
limit. It is useful to define the load per unit area (stress) as a parameter rather than load to
avoid the confusion that would arise from the fact that the load and the change in length are
dependent on the cross-sectional area and original length of the specimen. The stress,
however, changes during the test for two reasons: the load increases and the cross-sectional
area decreases as the specimen gets longer.
Therefore, the stress can be calculated by two formulae which are distinguished as
engineering stress and true stress, respectively.
(1) = P/Ao= Engineering Stress (lbs/in
2 or psi)
P = load (lbs)
Ao= original cross-sectional area (in
2)
(2) T= P/Ai = True Stress
Ai = instantaneous cross-sectional area (in
2)
Likewise, the elongation is normalized per unit length of specimen and is called strain. The
strain may be based on the original length or the instantaneous length such that
(3) =(lf - lo)/ lo = l / lo = Engineering Strain, where
lf= final gage length (in)
lo= original gage length (in)
(4) T= ln ( li / lo ) = ln (1 +) = True Strain, where
li = instantaneous gage length (in)
ln = natural logarithm
For a small elongation the engineering strain is very close to the true strain when l=1.2 lo,
then = 0.2 and T= ln 1.2 = 0.182. The engineering stress is related to the true stress by
(5) T= (1 + )
The true stress would be 20% higher in the case above where the specimen is 20% longer
than the original length. As the relative elongation increases, the true strain will become
significantly less than the engineering strain while the true stress becomes much greater than
the engineering stress. When l= 4.0 lo then = 3.0 but the true strain =ln 4.0 = 1.39.
Therefore, the true strain is less than 1/2 of the engineering strain. The true stress (T) = (1+
3.0) = 4, or the true stress is 4 times the engineering stress.
Tensile Test Nom ...
Experiment 3
The Beam
EGME 306A
Group 2
ABSTRACT
The objective of this experiment is to determine the stress, deflection, and the strain of a simply supported beam under load. Also to experimentally verify the beam stress and flexure formulas. The experiment was done was using the machine to apply a load to a simply supported beam and measure the deflection and the strain of it. The moment of inertia was .10376 thw neutral axis was .80331, the maximum deflection was .00985.
TABLE OF CONTENTS
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-8
Procedures………………………………………………….……………….9-10
Summary of Important Results…………………...………………………..11-12
Sample Calculations and Error Analysis……………….………………….13-14
Discussion and Conclusion………………………………………………..15-16
References……………………………………..…………………………….17
Appendix……………………………………………………….………….18-19
INTRODUCTION AND THEORY
Structural members are usually designed to carry tensile, compressive, or transverse loads. A member which carries load transversely to its length is called a beam. In this experiment, a beam will be symmetrically loaded as shown in Fig. III-1(a), where P is the applied load. Note that at any cross section of the beam there will be a shear force V (Fig. III-1(b)) and moment M (Fig. III-1c). Also, in the central part of the beam (between the loads P/2) V is zero and M has its maximum constant value. Notice the sign convention of a positive moment, M, causing a negative (downward) deflection, y.
If in this part a small slice EFGH of the beam is imagined to be cut out, as shown, then it is clear that the external applied moment, M, must be balanced by internal forces (stresses) at the sections (faces) EF and GH. For M applied as shown in Fig. III-2(a), these forces would be compressive near the top, EG, and tensile near the bottom, FH. Since the beam material is considered elastic, these forces would deform the beam such that the length EG would tend to become shorter, and FH would tend to become longer. The first fundamental assumption of the beam theory can be stated as follows:
“Sections, or cuts, which are plane (flat) before deformation, remain plane after deformation.”
Thus, under this assumption, the parallel and plane section EF and GH will deform into plane sections E’F’ and G’H’ which will intersect at point O, as shown in Fig. III-2(b). Since E’F’ and G’H’ are no longer parallel, they can be thought of as being sections of a circle at some radial distance from O. Convince yourself of this by drawing a square on an eraser and observe its shape when you bend the eraser. Since the forces near E’G’ are compresiive, and those near F’H’ are tensile, there must be some radial distance r where the forces are neither compressive nor tensile, but zero. This axis, N-N, is called the neutral axis. Notice that N-N is not assumed to lie in the center of the beam.
Consider an arc of distance +η, from the neutral axi ...
In the material testing laboratory, Tensile test was done on a mild steel specimen as figure 4 to identify the young’s modulus, ultimate tensile strength, yield strength and percentage elongation. The results were as table 1
Abstract Today’s experiment objectives are to determine the st.docxannetnash8266
Abstract
Today’s experiment objectives are to determine the stress, deflection, and the strain of a simply supported beam under load. Moreover, experimentally verify the beam stress and flexure formulas. In this week’s experiment we had to use the MTS machine in order to apply a load to a simply supported beam and measure the deflection and strain that comes out from it. As a result from the graphs we plotted, we saw that whenever the load increases, the deflection and strain also increases. We used the strain to find the theoretical stress in our calculations, and we also used the moment, moment of inertia, and the neutral axis to find the experimental stress. We calculated the moment of inertia, which came out to be 0.05122 . Also, we found the neutral axis to be 0515 in , and the maximum deflection also came out to be 0.000013 in. The maximum load applied on the beam came out to be 40049.5 psi, which we calculated from the maximum stress.
Table of Contents
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-6
Procedure………………………………………………….……………….7-9
Summary of Important Results…………………...………………………..10-12
Sample Calculations and Error Analysis……………….………………….13
Discussion and Conclusion………………………………………………..14-15
References……………………………………..…………………………….16
Appendix……………………………………………………….……………17
Introduction and Theory
Engineers use beams to support loads over a span length. These beams are structural
members that are only loaded non-axially causing them to be subjected to bending. “A piece is said to be in bending if the forces act on a piece of material in such a way that they tend to induce compressive stresses over one part of a cross section of the piece and tensile stresses over
the remaining part” (Ref. 1). This definition of bending is illustrated below in Figure 1.
It can be seen from Figure 1 that the compressive force, C, and the tensile force, T, acting on the member are equal in magnitude because of equilibrium. Therefore, the compressive force and the tensile force form a force couple whose moment is equal to either the tensile force multiplied by the moment arm or the compressive force multiplied by the moment arm. The moment arm is denoted, e, in Figure 1.
This is why structural members usually carry the center of the load into the tensile, compressive, or transverse loads. A beam usually carries the load transversely. During today’s experiment the load will be forced onto the beam in a symmetric order. We also must know that any cross section of the beam there will be a shear force V and a moment M. When we see in the middle of the beam we realize that the shear force diagram is zero and the moment reaches its maximum constant value.
When a beam is cur in to slices we see that if we want the moment the internal forces must be equal to the moment on the outside. So, M must be equal to the internal forces applied.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
More Related Content
Similar to BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docx
Abstract Today’s experiment objectives are to determine the st.docxannetnash8266
Abstract
Today’s experiment objectives are to determine the stress, deflection, and the strain of a simply supported beam under load. Moreover, experimentally verify the beam stress and flexure formulas. In this week’s experiment we had to use the MTS machine in order to apply a load to a simply supported beam and measure the deflection and strain that comes out from it. As a result from the graphs we plotted, we saw that whenever the load increases, the deflection and strain also increases. We used the strain to find the theoretical stress in our calculations, and we also used the moment, moment of inertia, and the neutral axis to find the experimental stress. We calculated the moment of inertia, which came out to be 0.05122 . Also, we found the neutral axis to be 0515 in , and the maximum deflection also came out to be 0.000013 in. The maximum load applied on the beam came out to be 40049.5 psi, which we calculated from the maximum stress.
Table of Contents
Abstract……………………………………………………………..………..2
Table of Contents……………………………………….……………………3
Introduction and Theory…………………………………………………….4-6
Procedure………………………………………………….……………….7-9
Summary of Important Results…………………...………………………..10-12
Sample Calculations and Error Analysis……………….………………….13
Discussion and Conclusion………………………………………………..14-15
References……………………………………..…………………………….16
Appendix……………………………………………………….……………17
Introduction and Theory
Engineers use beams to support loads over a span length. These beams are structural
members that are only loaded non-axially causing them to be subjected to bending. “A piece is said to be in bending if the forces act on a piece of material in such a way that they tend to induce compressive stresses over one part of a cross section of the piece and tensile stresses over
the remaining part” (Ref. 1). This definition of bending is illustrated below in Figure 1.
It can be seen from Figure 1 that the compressive force, C, and the tensile force, T, acting on the member are equal in magnitude because of equilibrium. Therefore, the compressive force and the tensile force form a force couple whose moment is equal to either the tensile force multiplied by the moment arm or the compressive force multiplied by the moment arm. The moment arm is denoted, e, in Figure 1.
This is why structural members usually carry the center of the load into the tensile, compressive, or transverse loads. A beam usually carries the load transversely. During today’s experiment the load will be forced onto the beam in a symmetric order. We also must know that any cross section of the beam there will be a shear force V and a moment M. When we see in the middle of the beam we realize that the shear force diagram is zero and the moment reaches its maximum constant value.
When a beam is cur in to slices we see that if we want the moment the internal forces must be equal to the moment on the outside. So, M must be equal to the internal forces applied.
BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTUREAuthor.docxtarifarmarie
BEAUTY AND UGLINESS IN OLMEC MONUMENTAL SCULPTURE
Author(s): Claude-François BAUDEZ
Source: Journal de la Société des américanistes, Vol. 98, No. 2 (2012), pp. 7-31
Published by: Société des Américanistes
Stable URL: http://www.jstor.org/stable/24606519
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BEAUTY AND UGLINESS
IN OLMEC MONUMENTAL SCULPTURE
Claude-François BAUDEZ *
Since our Western art tradition has put such a prize on naturalism, we tend to think that
other civilizations valued it as much as we did and do. I contend that Olmec monumental
art illustrates the opposite, and suggest that the Olmecs most appreciated the
anthropomorphic statues that incorporated feline features, and disliked the very
naturalistic style of the colossal heads. The latter represented the severed heads of
opponents who probably were losers in ritual battles. Therefore they could not claim the
divine patronage of the jaguar, and had to appear just as « plain », ugly people. [Key
words: olmec sculpture, colossal heads, naturalism, beauty, ugliness.]
Du beau et du laid dans la statuaire monumentale olmèque. Dans la mesure où l'art
occidental a toujours valorisé le naturalisme, nous avons tendance à penser que cette
appréciation a été universelle. Je soutiens ici que l'art monumental olmèque illustre le
contraire et suggère que les Olmèques appréciaient les statues anthropomorphes qui
intégraient des traits félins, mais n'aimaient pas le style très naturaliste des têtes
colossales. Celles-ci représentaient les têtes coupées de rivaux malheureux aux batailles
rituelles. Pour cela, elles ne pouvaient se réclamer du divin patronage du jaguar, et
devaient se contenter de représenter des gens quelconques, sans beauté. [Mots-clés:
statuaire olmèque, têtes colossales, naturalisme, beau, laid.]
De lo bello y de lo feo en las esculturas monumentales olmecas. Ya que el arte occidental
ha siempre valorado el naturalismo, tenemos tendencia a creer que esta apreciaciôn ha
sido universal. Aqui sostengo que el arte monumental olmeca refleja lo contrario.
Propongo que los olmecas apreciaban las estatuas antropomorfas que incorporaban
rasgos del jaguar y despreciaban el estilo muy naturalista de las cabezas colosales. Estas
ultimas rep.
August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
Assignment – 8600-341 (Leading and motivating a team effectiv.docxtarifarmarie
Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
BBA 2026, Organizational Communication 1 Course Learn.docxtarifarmarie
BBA 2026, Organizational Communication 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Determine communication processes that guide organizational behavior.
1.1. Explain how script/credo can guide organizational behavior.
Reading Assignment
To access the articles below, you must first log into the myCSU Student Portal and access the ABI/INFORM
Collection database found in the CSU Online Library. To reduce the amount of results you receive, it is
recommended to search for each article by the article title and the author’s last name.
Benavides, A. D., & Dicke, L. A. (2016). Upholding ethical conduct in public professional organizations. An
assessment of ICMA’s code of ethics. Global Virtue Ethics Review, 7(2), 34-72. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1782392094?accountid=33337
Stallard, M. L. (2016, February). Michael Lee Stallard: 4 ways “connection culture” improves risk
management. Newstex. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1766836056?accountid=33337
Useem, J. (2016). What was Volkswagen thinking? The Atlantic Monthly, 317(1), 26-28. Retrieved from
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.c
olumbiasouthern.edu/docview/1759008356?accountid=33337
Click here to view the Unit I Presentation.
Click here to view the Unit I Presentation transcript.
Unit Lesson
Introduction
Effective communication is a key component to a successful business. The ability of each employee to
communicate on an individual basis and on an organizational level is vital. The ability of an organization to
communicate its message to both its employees and its customers can often determine the success or failure
of a business venture.
Course/Unit
Learning Outcomes
Learning Activity
1
Unit Lesson
Unit I Presentation
Article: “Upholding ethical conduct in public professional organizations”
Article: “What was Volkswagen thinking?”
Article: “4 ways “connection culture” improves risk management”
Unit I Assessment
1.1
Unit Lesson
Article: “What was Volkswagen thinking?”
Unit I Assessment
UNIT I STUDY GUIDE
How Communication Processes
Guide Organizational Behavior
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1782392094?accountid=33337
https://libraryresources.columbiasouthern.edu/login?url=http://search.proquest.com.libraryresources.columbiasouthern.edu/docview/1766836056?accountid=33337
https://libraryresources.columbiasouthern.edu/lo.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docx
1. BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith
([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap
report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the
strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and
stresses, and compare the result
with the stress calculated from the flexure formula for such a
beam.
Background: The ability to measure strain is critical to
materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can
alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage
itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not
typically used for the testing of soft
2. tissues such as ligament, arteries, or skin. However, when the
material is on the stiffer side, or
when the absolute value of the strain is less important than the
detection of the mere presence of
strain itself, contact strain gages are very useful. An example of
a stiffer biological material would
be bone. However, due to the porous nature of bone, one needs
to be extremely careful that the
strain gage is properly adhered to the material’s surface. Other
applications range from real world
stress analysis of a structure (e.g., a wing of an aircraft during
flight) to strain gages incorporated
into medical equipment to ensure proper function (e.g., gages
wrapped around the tubing in a
hospital infusion pump to detect blockages in the line – since
the tube swells more than it should
when the fluid path is occluded).
One common engineering loading case that involves a planar
stress field (i.e., the only non-zero
stresses are in the same plane), is that of beam bending. Beam
bending will be covered in greater
detail during lecture. However, in order to ensure you know the
basics of what is going on in this
lab, we will cover some fundamental topics. The simplest case
of beam loading is that of a
cantilever beam that is completely anchored at one end and
loaded at a point along its length
(Fig. 1). In Figure 1, � is the applied load, ℎ is the thickness of
the beam (with � as the half-
thickness), � is the distance from the fixed wall to the location
where we want to measure stress
and strain (point �), and � is the length of the beam. There are
a couple key points to know about
3. this loading scenario:
1. As the beam bends downward, the material above the midline
(the dashed line) is in
tension and the material below that line is in compression.
2. At the top and bottom free surfaces, there is only axial stress,
and zero shear stress.
3. At the midline (dashed line, also referred to as neutral axis)
there is zero axial stress and
it is the location of the maximum shear stress (as everything
above it is in tension and
everything below it is in
compression).
4. Theoretically, the only applied
non-zero stress on the upper
and lower free surfaces is the
longitudinal stress, which is the
stress component oriented
along the length of the beam.
However, in an experimental
measurement, due to various
factors (e.g., experimental or
Figure 1: Illustration of a cantilever beam fully supported at
one end.
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
2
4. calculation error, noise in the signal) very small
transverse stresses in the plane of the free surface do
still typically appear. The equation for the longitudinal
stress (�); introduced as �++ in lecture) is known as the
beam flexure equation, and is as follows,
�) = −
��
�
where � is the bending moment, � is the distance from
neutral axis, and � is the second moment of area about
the neutral axis. To quantify to maximum/minimum value
for longitudinal stress, the equation can be evaluated at
the top and bottom of the beam (i.e., � = ±ℎ 23 ), as
follows,
�) = ±
6�(� − �)
�ℎ7
where � is the applied load, �, �, and ℎ are the beam
length, width, and thickness, respectively, and � is the
distance from the fixed wall to the location where we
want to measure stress.
In a more general sense, for a general biaxial stress or strain
5. field, three strains along different
axes at the same point must be measured to determine the
principal strains and stresses with
strain gages. While the stress field on the surface of a
symmetrically loaded cantilever beam is
uniaxial (except near the clamped end and loading point), the
stress at any point nevertheless
varies with angle about that point. The strain field (which, in
this case, is biaxial because of the
Poisson strain) varies similarly. Fig. 2 is a sketch showing a
polar plot of the normal stress and
strain at a point in a uniaxial stress field.
The three axes along which strains are to be measured can be
arbitrarily oriented about the point
of interest. For computational convenience, however, it is
preferable to space the measurement
axes apart by multiples of �, such as �/3 (60°) or �/4 (45°).
An integral array of strain gages
intended for simultaneous strain measurements about a point is
known as a “rosette”. Three-gage
strain rosettes are commercially available in two principal
forms corresponding to the above
angles. These are known as the “delta”, or equiangular rosette,
and the 45° rectangular rosette
(Fig. 3). The delta rosette is so-named because the strain-
sensitive elements are arranged in the
form of an equilateral triangle (i.e., two gages symmetrically
disposed 60° either side of a third
gage). Rectangular rosettes will be used in this experiment, and
the 3 gages are oriented 45° to
the adjacent gage (i.e., gage 1 is 45° from gage 2,
and gage 2 is 45° from gage 3).
6. Equipment: The following equipment will be required for each
group. Note that there are only three material
testing systems in the lab. Thus, three groups will
perform this experiment at one time.
• Micro-measurements pre-gaged cantilever
beam and associated mounting hardware Figure 3: Illustration of
2 typical strain gage
configurations.
Figure 2: Stress and strain
distributions about a given point in
loaded cantilever beam. Note how
values vary with the angle about
point.
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
3
• digital calipers and ruler
• Model D4 data acquisition conditioner
• set of laboratory weights
Experimental
Procedure:
7. BE EXTREMELY CAREFUL WITH THE CANTELEVER
BEAM! IT CAN EASILY BE DAMAGED
OR DESTROYED VIA OVERLOADING OR APPLYING TOO
MUCH VIBRATION WHEN
PLACING THE WEIGHTS.
Sample Preparation and Mounting
1. The TAs will mount the cantilever beam to the frame on the
testing table breadboard and
connect the appropriate wires from the strain gage rosette to the
appropriate ports on the
Model D4 Data Acquisition Conditioner – jack #1 goes to gage
#1, so it gets connected to
port #1 on the D4 box, etc. Please review the setup before
proceeding.
2. Using a pair of calipers, measure the height and width of the
beam. This should be
measured at a point that is NOT covered in the protective
polymer coating applied around
and on top of the rosette. Measure each of these dimensions (in
millimeters) three times
and report the average.
3. Using a ruler (because the calipers are not long enough)
measure the distance from the
line the gage is mounted to, and the dent at the end of the beam
where the weights will
be hung. Be EXTREMELY CAREFUL that you do not touch the
gage or the nearby
wires during this process. Measure each of these dimensions (in
millimeters) three
times and report the average.
8. Material Testing
1. Open the Micro-Measurements D4 Software. It should be
found on the desktop. Wait for
the program to recognize the strain gages that are connected and
open the program. If
they are not recognized, the program will not open. If this
happens, just close the error
box and try again.
2. In the Micro-Measurements D4 software, load the needed
configuration file for this rosette
gage. Click on “File” then select “Load Configuration”. Select
the file named
“Rosette_Beam_Config.md4”.
a. This will load the specific gage factors for each of the three
strain gages in the
rosette gage, as well as specify that they are each acting in a
quarter bridge
configuration (as in 1/4 of a typical Wheat-Stone bridge).
b. It will make it so that the Micro-Measurements D4 software
ignores channel 4 for
the onscreen display, since we only have three gages in the
rosette.
c. It will enable shunt calibration for the gages.
d. This will also set the units to be recorded from the strain
gages as microstrain (��)
which is essentially (∆�/� x 10-6).
3. Enable the real-time display of data. Click on “Hardware”
and ensure that there is a check
9. next to “Real Time Display”. You will know this was
successful when the values in the
display change, become non-zero, and are not grayed out.
4. Allow the beam to come to rest (don’t touch it until the
numbers stop changing). Then zero
out the strain gage values to account for non-zero strain due
to gravity acting on the
beam (yes, they are that sensitive, so please be careful not to
over strain the beams,
they are also quite pricey!).
a. To do this, click on “Channels” and select “Zero All”. This
should only be done at
the very beginning before you take data. If you take data and
then zero it again
later, you will need to start over.
5. Define the recording interval in the Micro-Measurements D4
Software to be 0.125 (this
means that there are 0.125 seconds between each data point, so
the actual data collection
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
4
rate is 8 Hz). This is done by clicking on “File” and selecting
“Record Interval”, and select
“0.125 seconds”.
6. Define the file name for the data file you are going to take
10. shortly. To do this, click on
“Select File” and setting a file name unique to your group (this
will be a text file).
a. Be sure to use a unique file name in the Micro-Measurements
D4 Software
for each group so you do not overwrite someone else’s data
files!
7. READ THIS ENTIRE STEP (parts a-c) PRIOR TO
PROCEEDING: Now we are going to
take the data. To this there is a basic pattern you will want to
follow. The data collection in
the D4 Software can be paused while you are in the process of
taking the data (such as
when you want to change the weights).
a. In general, you want to follow this pattern and repeat:
i. Apply desired weight
ii. Give the beam a few seconds to equilibrate
iii. Start Recording, record for 10-15 data points, Pause
Recording
iv. Remove the weight(s)
b. The weight levels you will apply to the end of the beam
(which need to be applied
at the point where the dent is visible) are going to be:
i. 0 grams
ii. 50 grams
iii. 100 grams
iv. 200 grams
v. 300 grams
vi. 500 grams
c. When you are done with the entire series of weights, click on
11. “Close Capture” after
you click on “Pause” the last time. This will write your data file
to the specified
location and file name.
8. Save your data. (Make sure that all group members have
copies of the data prior to leaving
the lab.)
9. On a full-size piece of paper, write the following information
and give it to the TA. Do not
leave the lab until the TA has looked at it and has said you are
okay to leave.
a. Group identifier, include day, group number, and station
letter (e.g., Wed_G3_S1)
b. First and last names of everyone in the group
c. Average of three measurement for beam height, width, and
length
Data
Analysis:
The goal of the data analysis is to determine both the principle
strains and stresses in the
cantilever beam used in the lab. The follow parameters need to
be calculated.
1. values of the principle strains imposed on the beam
2. angle of rotation that would rotate the axis of gage #1 to be
parallel with the
direction of the largest principle strain
3. values (with units) of the principle in-plane stresses,
12. calculated from the principle
strains found above
4. longitudinal stress calculated from the beam flexure equation
5. the load cell calibration factor as if this cantilever beam was
a load cell (as was
done in Lab 1). Report this value in units of �/�
(Newtons/strain)
Based on these calculated values, please create the plots
indicated in the report
instructions. Those calculated values above that are not needed
for the plots (such as
calibration factor) should be included in the text of your results
section in the lab report.
All plots should have a title, labeled X and Y axes (with units),
and a figure legend, as
necessary.
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
5
Tips for the Data Analysis
Notation convention to be used here:
- Consider the direction of the first principle strain to be the x-
axis. According to beam
theory, this should be along the long axis of the beam itself.
Thus, strain and stress
13. along this axis will be referred to as �AA and �AA,
respectively.
- Consider the y-axis to be perpendicular to the x-axis and
parallel to the top surface
of the beam (the other axis of the top plane). Thus, strain and
stress along this axis
will be referred to as �BB and �BB,respectively.
- Consider the z-axis to be perpendicular to the top surface of
the beam. Thus, strain
along this axis will be referred to as �++.
- Refer to the strains measured by the three strain gages in the
rosette as �C, �7, and
�D, associated with gages #1, #2, and #3, respectively.
- Shear strain in the xy-plane will be referred to as �AB
(remembering that the shear
strain component in the engineering strain tensor �AB =
C
7
�AB).
Values of the Principle Strains Imposed on the Beam
In the rectangular rosettes used in this lab, gage #2 (the one in
the middle) is needed in
order to calculate the shear strain and thus provide the needed
information to rotate the
strain field to be along the principle strain directions. If all we
had was gages #1 and #3,
we would not know if they were oriented along the principle
directions or not. The equation
needed to calculate the shear strain from these gage
14. measurements is as follows:
�AB = 2�7 − (�C + �D)
Using the same principles applied in previous homework to
diagonalize a tensor in order
to determine the principle stresses, we can rotate the 2�2 planer
strain tensor to find the
values of the principle strains in that plane. As before, this is
done with Eigen values. This
diagonalized planer strain tensor is defined from the measured
gage strains as,
� = H
�CC �C7
�7C �77
I = J
�C
1
2
�AB
1
2
�AB �D
L
Further, as a review, the basic method to determine the
principle strains will be
15. |� − ��| = 0
where this time, � indicates the principle strains rather than
principle stresses.
Regarding the out of plane principle strain, �++, solve for �++
in terms of the principle strains
(�AA and �BB) ONLY, from the following equations. There
should be no stress terms in the
equation you use to find �++. These equations are from the
generalized form of Hooke’s
Law. As a hint, you can simplify the equations before solving
for �++ by setting �++ equal
to zero, as you know this to be the case from beam theory,
�AA =
�AA
�
−
��BB
�
−
��++
�
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
6
17. Angle of Rotation (�U) to Rotate Axis of Gage #1 to be Parallel
with Direction of Largest
Principle Strain
This angle is the angle theta contained in the following equation
(�U). If you were to rotate
the rosette by this angle, the axis of gage #1 would be along the
direction of the largest
principle strain, gage #3 would be along the axis of the smaller
planer principle strain, and
gage #2 would be theoretically zero as there are no shear strain
on the top and bottom
free surfaces of a cantilever beam.
���X2�UY =
�AB
(�C − �D)
Values of Principle In-plane Stresses
The principle stresses will be (by definition) along the same
directions as the principle
strains. These are found using the generalized form of Hooke’s
Law, as shown in the set
of 3 equations above. Additionally, the Young’s Modulus for
the aluminum in these beams
is � ≈71,700 MPa. Since there is no stress applied in the z-
direction at the location of the
strain gage rosette, we can assume �++ = 0. Thus, the set of
equations simplify
significantly and can be re-written in the following form in
order to solve for the stresses of
interest:
18. �AA =
�
(1 − �7)
(�AA + ��BB)
�BB =
�
(1 − �7)
X�BB + ��AAY
As mentioned above our second stress here, �BB, will be in the
upper plane of the beam,
and transverse to the long axis of the beam. In a cantilever beam
such as the one we are
using today, this stress (�BB) is zero, and the calculated value
you get for it here should
be close to that value. Further, the stresses on the lower surface
of the beam would be
exactly opposite those on the top surface. This is why the beam
flexure equation in the
next section uses � (the half height of the beam) when finding
the longitudinal stress.
When a load is placed on the top of the beam, the result is that
the top surface is in tension
and the bottom surface is in compression in relation to the long
axis of the beam.
Longitudinal Stress Calculated from the Beam Flexure Equation
The longitudinal stress is the theoretical stress along the axis of
the beam, and should
19. correspond (in theory) with larger of the two principle stresses
calculated above (�AA). The
beam flexure equation is,
BIOEN 4250: Laboratory 4 – Principal Stress and Strain
7
�) = −
��
�
=
6�(� − �)
�ℎ7
where,
� – bending moment at the rosette center line (� = ��; N•m)
� – half of the height of the beam (� = [
7
= C
7
∙ �������� ������� ℎ���ℎ�; m)
� – 2nd moment of area for the beam cross section (m4)
20. � =
�ℎD
12
� – applied load (N)
� – is the length of the beam (i.e. you average measured length;
m)
� – is the distance between the location of beam fixing to the
location where we want
to measure stress. Note that (� − �) is your average measured
distance from the
line the gauge is mounted to and the dent at the end of the beam
where the weights
will be hung (in units m)
� – width of the beam (i.e., your average measured width; m)
ℎ – thickness of the beam (i.e., your average measured height of
beam; m)
Calculate Load Cell Calibration Factor
Base this calculation on the largest principle strain. See Lab 1
protocol if you still are
unsure how to do this procedure. It is just the same, but using
strain rather than voltage.
Please calculate the calibration factor and report it in units of
�/� (Newtons/strain).
21. BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principal Stress and Strain
Report Guide
Due Date: Tuesday, December 4, 2018 by 10:45am (submit via
Canvas)
Instructor: Lucas Timmins ([email protected])
TAs: Allen Lin ([email protected]), Kelly Smith
([email protected])
Each student must turn in a separate laboratory report
representing his or her own work. The report should be
prepared using MS Word or an equivalent word processor.
Grammar and style of the written will be evaluated
and included in the grading, so please proof your report, rewrite
the initial draft as necessary, and check for
spelling and other grammatical errors before submission. The
report should contain the following sections:
Title/Name:
Your report must include the following information (in the
following format) in the upper-left corner of the first
page:
BIOEN 4250 – Laboratory 4, Fall 2018: Principal Stress and
Strain
<YOUR NAME HERE>
<YOUR GROUP ID>
<DATE HERE>
Objective (1 paragraph):
22. State the purpose of the lab measurements and analysis.
Motivate the need for the measurements. State your
perception of the intended educational goals of the laboratory in
terms of learning new measurement and
analysis techniques. The objective section should be one
paragraph.
Methods: (no longer than 2 pages)
a) Describe the methods and step-by step procedure to perform
the measurements. For example,
• Describe the strain gage rosette configuration and orientation
of how it was mounted to the beam
• Describe how the beam was mounted
• State the material the beam was constructed from and provide
the elastic modulus
• Provide the beam dimensions (e.g., average beam width and
thickness, length between rosette
centerline and application of point load
• Describe the procedure for application of loads to the beam
and capturing strains
b) Describe the methods employed to analyze the data. For
example,
• Provide an overview of the analysis (i.e., step-by-step
description), including explicitly stating all
equations
• Provide an overview of the code/processes used to analyze the
data (Matlab is encouraged)
• State how the plots were created (e.g., Matlab, Sigmaplot)
23. Note: You do not need to include your analysis code in your lab
report. However, you do need to
provide a clear and concise explanation of what you did. Do not
give a line by line description of your
code.
Results/Discussion (2.5 pages, including a 1 page limit for
plots):
Discuss the following points, regarding the distribution of stress
in the cantilever beam, in connection to the plots
requested below. The description of your results and
interpretation (excluding plots) should be a maximum of
1.5 pages.
BIOEN 4250: Laboratory 4 – Report Guide
2
Basic Discussion Points
1) Where (through the thickness of the beam) is the maximum
axial (longitudinal) stress (longitudinal)?
Where is the minimum value? Provide an explanation why.
2) Where (through the thickness of the beam) is the maximum
shear stress? Where is it the minimum?
Provide an explanation why.
3) Describe why points 1 and 2 are what they are, and how they
are related.
4) If you did not know the elastic modulus of the beam, which
24. was given to you in this case, how would you
go about calculate it from the data you collected in this lab?
5) In the text of the results section, provide the resulting
“calibration constant” that you determined in units
of Newtons/strain, as well as your calculated angle of rotation
that would bring the axis of gage #1 in line
with the axis of the largest principal stress.
6) Address the discussion points specific to each plot as listed
below.
7) Interpret your results. Are they what you expected? Why or
why not?
Plot 1: Principal Strains vs. Applies Load. Determine all three
principal strains in the location of the strain gage
rosette and then plot these strains (in micro-strain) as a function
of applied load (in Newtons). You should have
a single value for each measurement (as you have 6 different
loading levels, you should have 6 data points per
line in your plot). See the tips below for how to do this in a
manner that will be consistent with the answer key.
Discuss: How do the strains differ from each other? Are the
values and magnitudes what you expected to see?
Plot 2: Principal Stress vs. Applied Load. Calculate the
principal stresses (there are only 2 that are non-zero)
based on the measured principal strains. Plot these principal
stresses (in MPa) as a function of the applied load
(in Newtons). You should have a single value for each
measurement (as you have 6 different loading levels, you
should have 6 data points per line in your plot). See the tips
25. below for how to do this in a manner that will be
consistent with the answer key.
Discuss: How do the stresses differ from each other? Are the
values and magnitudes what you expected to see,
and why? Explain why there is not three principal stresses on
this plot.
Plot 3: Comparison of Measured and Theoretical Longitudinal
Stress. On the same set of axes, plot both the
largest principal stress (measured longitudinal stress) and the
theoretical longitudinal stress as calculated from
the beam flexure equation (both in MPa) as functions of applied
load. You should have a single value for each
measurement (as you have 6 different loading levels, you should
have 6 data points per line in your plot). See
the tips below for how to do this in a manner that will be
consistent with the answer key.
Discuss: How do these two measures of the same quantity
compare? Explain any differences that you see, and
what could have caused them. Is this what you expected to see?
Notes and Tips:
• Regarding the calculation of strains, you will likely have some
noise in the strain gage measurements.
Also, as you will be manually starting and pausing the data
recording, each group will likely have a
different number of data points at each loading case. For
example, one group may have 15 data points
for the 100 g loading for gage #1, while another has 17 or 20
data points for that same measurement. To
ensure that you have a single data point for each loading case
26. for the plots above, take the average of a
given measurement rather than dealing with every data point.
With 6 loading levels (0 grams through 500
grams) you will have 6 averaged measured values for each of
the three strain gages in the strain gage
rosette. Please contact your TA if this is not clear.
• Regarding the calculation of Poisson’s ratio, calculate it
separately for each of the 5 non-zero loading
levels and use the overall average Poisson’s ratio for your
calculations when it is needed.
• When item 1 is plotted as a function of item 2, item 2 is on the
X-axis and item 1 is on the Y-axis (i.e.,
� = �(�) denotes � is a function of �, and � would be on the
Y-axis).
Date Time200245-Ch 1 ue200245-Ch 2 ue200245-Ch 3
ue11/15/18 02:17:13:855000011/15/18
02:17:13:995400011/15/18 02:17:14:126000011/15/18
02:17:14:256000011/15/18 02:17:14:375900011/15/18
02:17:14:506000011/15/18 02:17:14:636700011/15/18
02:17:14:766500011/15/18 02:17:14:897500011/15/18
02:17:15:017500011/15/18 02:17:15:137500011/15/18
02:17:15:267500011/15/18 02:17:15:387500011/15/18
02:17:15:527500011/15/18 02:17:15:667800011/15/18
02:17:15:797600011/15/18 02:17:15:938100011/15/18
02:17:16:068700011/15/18 02:17:40:9941-6232611/15/18
02:17:41:1241-6232611/15/18 02:17:41:2541-6232711/15/18
02:17:41:3844-6232711/15/18 02:17:41:5046-6232711/15/18
02:17:41:6250-6232711/15/18 02:17:41:7549-6232711/15/18
02:17:41:8849-6232711/15/18 02:17:42:0255-6232711/15/18
02:17:42:1555-6232711/15/18 02:17:42:2858-6232711/15/18
02:17:42:4165-6232711/15/18 02:17:42:5466-6232711/15/18
02:17:42:6866-6232711/15/18 02:17:42:8165-6232711/15/18
02:17:42:9466-6232711/15/18 02:17:43:0666-6232711/15/18
![BIOEN 4250: BIOMECHANICS I
Laboratory 4 – Principle Stress and Strain
November 13– 16, 2018
TAs: Allen Lin ([email protected]), Kelly Smith
([email protected])
Lab Quiz: A 10-point lab quiz, accounting for 10% of the lap
report grade, will be given at the beginning of
class. Be familiar with the entire protocol.
Objective: The objective of this experiment is to measure the
strains along three different axes surrounding
a point on a cantilever beam, calculate the principal strains and
stresses, and compare the result
with the stress calculated from the flexure formula for such a
beam.
Background: The ability to measure strain is critical to
materials testing as well as many other applications in
engineering. However, strain gages that adhere to a surface can
alter the local strain environment
if the material (or tissue) of interest is less stiff than the gage
itself. For this reason, contact strain
gages (or strain gages that attach directly to a surface) are not
typically used for the testing of soft](https://image.slidesharecdn.com/bioen4250biomechanicsilaboratory4principlestres-221201200041-71a27302/85/BIOEN-4250-BIOMECHANICS-I-Laboratory-4-Principle-Stres-docx-1-320.jpg)
