Gather information on the following two disasters Space shuttle Ch.pdf
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Gather information on the following two disasters: Space shuttle \"Challenger\", Jan 1986. Space shuttle \"Columbia\", Jan 2003. Describe (may still be speculative for Columbia) what (materials & design as well as political/management factors) caused the disasters. Solution Cause of Space shuttle Challenger disaster, Jan 1986: It was determined that the two rubber O-rings, which had been designed to separate the sections of the rocket booster, had failed due to cold temperatures on the morning of the launch. This seal, called an O-ring, on the shuttle\'s right solid rocket booster had failed at liftoff, allowing pressurized hot gas to escape from inside the booster. This vaporized material impinged on the strut connecting the solid rocket booster to the shuttle\'s huge orange external tank, causing both pieces of hardware to break down. About 72 seconds into Challenger\'s flight, there was a massive, almost explosive, burning of the hydrogen that was streaming from the failed tank bottom, combined with liquid oxygen leaking from a part of the fuel tank known as the intertank which eventually lead to the biggest disaster in the history. Cause of Space shuttle Columbia disaster, Jan 2003: This space shuttle Columbia broke apart returning to earth killing all the seven crew members on the board. An investigation determined that the disaster was caused by a problem that took place shortly while a large piece of foam fell from the shuttle’s propellant tank and fatally damaged the edge of the shuttle’s left wing.They lost temperature readings from sensors located on the left wing. Then, tire pressure readings from the left side also vanished. It was later found that a hole on the left wing allowed atmospheric gases to bleed into the shuttle as it went through its fiery re-entry, leading to the loss of the sensors and eventually, Columbia itself.This Columbia disaster was the second major tragedy in the history of the space shuttle program after the space shuttle Challenger broke apart shortly after launch on January 28, 1986..
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Case Study 1The Challenger Space Shuttle disasterand the.docx
Case Study 1
The Challenger Space Shuttle disaster
and the Solid-Fuel Rocket Booster
(SRB) project
Overview
On 28 January,1986 the Challenger space shuttle blew up 73 seconds after
launch. Seven lives and three billion dollars worth of equipment was lost.
The Challenger accident was the result of a faulty sealing system which
allowed exhaust flames from the Solid-Fuel Rocket Boosters (SRB) to vent
directly on the external tank, rupturing the tank and causing the explosion.
NASA identified the failure due to the improper sealing of the O- rings, the
giant black rubber loops that help seal the segments of the SRBs. The O-ring
is made of a fluoroelastomer, which seals the joint between two solid rocket
booster sections. An elastomer is a material that can be deformed
dramatically and recover its shape completely. A rubber band is an example
of an elastomer.
In almost half of the shuttle flights there was O- ring erosion in the booster
field joints. The launch took place in untested temperature conditions and in
spite of serious warnings on the part of the engineers of Thiokol, the
company that manufactured the SRBs. The sequence of events that led to
the unfortunate events is examined in order to draw the necessary
conclusions.
NASA was very anxious to proceed with the launch for a variety of reasons
including, economic considerations and political pressure. To justify its
budget NASA had scheduled a large number of missions in 1986. It was
vital for the Challenger to be launched so that there would be enough time to
refurbish the launch pad to prepare it for the next launch. The European
Space Agency was providing added competition and there was political
pressure for the Challenger to be in space when the president of the US gave
the State of the Union address.
There were plenty of advanced warnings regarding the SRBs, from previous
missions. Concerns had been voiced by Thiokol, the SRB manufacturing
company, as to whether the fatal launch should have taken place. The cold
weather, some of the coldest in Florida history, provided uncharted waters
for the operation of the SRBs.
What went wrong? Why did NASA launch in spite of the evidence and
warnings from Thiokol engineers? Should the launch have been cancelled?
Challenger space shuttle: A project success or a program
failure?
At first sight, the Challenger incident can only be regarded as a failure. Loss
of life and loss of equipment worth billions of dollars can only be associated
with bad news. The television pictures of the Challenger’s explosion made
their way round the world and were broadcast over and over as the leading
news story and will indelibly remain in people’s minds for many years to
come.
Before arriving at a verdict about the Challenger explosion, it is necessary to
examine the various events that led to NASA’s twenty-fifth shuttle mission,
which proved to be fatal for the Challenger. Is it possible that the SRB
project was a success, while the overall program was ...
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ChallengerDisaster30YearsAgoShockedtheWorld,ChangedNA.docx
Challenger Disaster 30 Years Ago Shocked the World, Changed NASA
By Mike Wall January 28, 2016
https://www.space.com/31760-space-shuttle-challenger-disaster-30-years.html
Thirty years ago today, NASA suffered a spaceflight tragedy that stunned the world
and changed the agency forever.
On Jan. 28, 1986, the space shuttle Challenger exploded just 73 seconds after
blasting off from Florida's Kennedy Space Center, killing all seven astronauts on
board — including New Hampshire educator Christa McAuliffe, a civilian who had
been selected to fly via NASA's "Teacher in Space" program.
NASA astronauts had died on the job before — Apollo 1 crewmembers Ed White,
Gus Grissom and Roger Chaffee were lost when a fire broke out inside their
command module during a launchpad exercise on Jan. 27, 1967 — but the
Challenger disaster was something different altogether. [Remembering Challenger:
NASA's 1st Shuttle Tragedy (Photos)]
"The whole country and the whole world were in shock when that happened,
because that was the first time the United States had actually lost a space vehicle
with crew on board," said former NASA astronaut Leroy Chiao, who flew three space
shuttle missions during his career (in 1994, 1996 and 2000), and also served as
commander of the International Space Station from October 2004 through April
2005.
"It was even more shocking because Christa McAuliffe was not a professional
astronaut," Chiao told Space.com. "If you lose military people during a military
operation, it's sad and it's tragic, but they're professionals doing a job, and that's
kind of the way I look at professional astronauts. But you're taking someone who's
not a professional, and it happened to be that mission that got lost — it added to the
shock."
Click here for more Space.com videos...
NASA Remembers Challenger
https://www.space.com/31760-space-shuttle-challenger-disaster-30-
years.html?jwsource=cl
Changing the culture
On Jan. 28, 1986, NASA's space shuttle Challenger exploded after liftoff, killing seven
astronauts and shocking the world. Here's how the Challenger accident occurred.
(Image credit: by Karl Tate, Infographics artist)
Before Challenger launched on its ill-fated STS-51L mission, the space shuttle
program had completed 24 missions in a row, starting with the April 1981 liftoff of
the orbiter Columbia. That run of success bred a measure of complacency, Chiao
said.
"There was a 'launch fever' at the time, to try to get these missions off on time, and
get more missions going," he said. That type of thinking played a significant role in
the disaster, experts have concluded. Challenger was lost because a rubber "O-ring"
seal on the shuttle's right-hand solid rocket booster failed, allowing hot gas to
escape and damage the orbiter's external fuel tank, as well as the gear that attached
the booster to the tank.
The O-ring failed in part because unusually cold temperatures on launch day caused
t ...
The space shuttle
The document summarizes key details about three Space Shuttles - Challenger, Endeavor, and Columbia. It describes how Challenger exploded shortly after launch in 1986 due to an O-ring failure. It details how Endeavor successfully repaired the Hubble Space Telescope in 1993 over five spacewalks. It also outlines how Columbia disintegrated during reentry in 2003 after launch damage to its heat tiles was sustained during liftoff.
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The document summarizes the Challenger space shuttle disaster of 1986. It provides technical details about the shuttle components like the orbiter, external tank, and solid rocket boosters. The disaster was caused by the failure of O-rings sealing the joints of the external fuel tank due to unusually cold temperatures on the day of launch. This caused the fuel tank to collapse and explode 73 seconds after takeoff, killing all seven crew members. The disaster highlighted the importance of considering safety and engineering ethics when launching in dangerous conditions.
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This document provides information about the Apollo 1 disaster that occurred on January 27, 1967 and killed all three astronauts - Virgil Grissom, Edward White, and Roger Chaffee. It describes the events leading up to the fire during a pre-launch test, including issues with communications and a smell of sour oxygen. The fire was caused by an electrical arc that ignited the pure oxygen atmosphere. Attempts to open the hatch to escape were unsuccessful. An investigation found that the 100% oxygen environment and presence of flammable materials in the capsule increased the risk of fire. It also noted issues with the difficult inward-opening hatch. Recommendations after the disaster included restricting combustible materials and controlling oxygen levels, as well
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The document summarizes the Columbia shuttle disaster, beginning with NASA's history and goals of human spaceflight. It describes how concerns were raised during the shuttle's launch about potential damage from foam insulation striking the wing, but requests for additional imagery to assess the damage were denied. As the shuttle re-entered on February 1st, it disintegrated due to heat damage caused by the foam strike. The investigation revealed NASA's safety-focused culture had shifted over time to prioritize protocols over addressing technical concerns, likely contributing to the disaster.
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Case Study 1The Challenger Space Shuttle disasterand the.docx
Case Study 1
The Challenger Space Shuttle disaster
and the Solid-Fuel Rocket Booster
(SRB) project
Overview
On 28 January,1986 the Challenger space shuttle blew up 73 seconds after
launch. Seven lives and three billion dollars worth of equipment was lost.
The Challenger accident was the result of a faulty sealing system which
allowed exhaust flames from the Solid-Fuel Rocket Boosters (SRB) to vent
directly on the external tank, rupturing the tank and causing the explosion.
NASA identified the failure due to the improper sealing of the O- rings, the
giant black rubber loops that help seal the segments of the SRBs. The O-ring
is made of a fluoroelastomer, which seals the joint between two solid rocket
booster sections. An elastomer is a material that can be deformed
dramatically and recover its shape completely. A rubber band is an example
of an elastomer.
In almost half of the shuttle flights there was O- ring erosion in the booster
field joints. The launch took place in untested temperature conditions and in
spite of serious warnings on the part of the engineers of Thiokol, the
company that manufactured the SRBs. The sequence of events that led to
the unfortunate events is examined in order to draw the necessary
conclusions.
NASA was very anxious to proceed with the launch for a variety of reasons
including, economic considerations and political pressure. To justify its
budget NASA had scheduled a large number of missions in 1986. It was
vital for the Challenger to be launched so that there would be enough time to
refurbish the launch pad to prepare it for the next launch. The European
Space Agency was providing added competition and there was political
pressure for the Challenger to be in space when the president of the US gave
the State of the Union address.
There were plenty of advanced warnings regarding the SRBs, from previous
missions. Concerns had been voiced by Thiokol, the SRB manufacturing
company, as to whether the fatal launch should have taken place. The cold
weather, some of the coldest in Florida history, provided uncharted waters
for the operation of the SRBs.
What went wrong? Why did NASA launch in spite of the evidence and
warnings from Thiokol engineers? Should the launch have been cancelled?
Challenger space shuttle: A project success or a program
failure?
At first sight, the Challenger incident can only be regarded as a failure. Loss
of life and loss of equipment worth billions of dollars can only be associated
with bad news. The television pictures of the Challenger’s explosion made
their way round the world and were broadcast over and over as the leading
news story and will indelibly remain in people’s minds for many years to
come.
Before arriving at a verdict about the Challenger explosion, it is necessary to
examine the various events that led to NASA’s twenty-fifth shuttle mission,
which proved to be fatal for the Challenger. Is it possible that the SRB
project was a success, while the overall program was ...
Space shuttles and Disasters
A presentation on Space Shuttles, Types, and the worst space shuttle disastors including the Apollo 13 mission, Challenger disaster and Columbia. Also includes a brief introduction of spacex and the difference between space shuttles and rockets.
ChallengerDisaster30YearsAgoShockedtheWorld,ChangedNA.docx
Challenger Disaster 30 Years Ago Shocked the World, Changed NASA
By Mike Wall January 28, 2016
https://www.space.com/31760-space-shuttle-challenger-disaster-30-years.html
Thirty years ago today, NASA suffered a spaceflight tragedy that stunned the world
and changed the agency forever.
On Jan. 28, 1986, the space shuttle Challenger exploded just 73 seconds after
blasting off from Florida's Kennedy Space Center, killing all seven astronauts on
board — including New Hampshire educator Christa McAuliffe, a civilian who had
been selected to fly via NASA's "Teacher in Space" program.
NASA astronauts had died on the job before — Apollo 1 crewmembers Ed White,
Gus Grissom and Roger Chaffee were lost when a fire broke out inside their
command module during a launchpad exercise on Jan. 27, 1967 — but the
Challenger disaster was something different altogether. [Remembering Challenger:
NASA's 1st Shuttle Tragedy (Photos)]
"The whole country and the whole world were in shock when that happened,
because that was the first time the United States had actually lost a space vehicle
with crew on board," said former NASA astronaut Leroy Chiao, who flew three space
shuttle missions during his career (in 1994, 1996 and 2000), and also served as
commander of the International Space Station from October 2004 through April
2005.
"It was even more shocking because Christa McAuliffe was not a professional
astronaut," Chiao told Space.com. "If you lose military people during a military
operation, it's sad and it's tragic, but they're professionals doing a job, and that's
kind of the way I look at professional astronauts. But you're taking someone who's
not a professional, and it happened to be that mission that got lost — it added to the
shock."
Click here for more Space.com videos...
NASA Remembers Challenger
https://www.space.com/31760-space-shuttle-challenger-disaster-30-
years.html?jwsource=cl
Changing the culture
On Jan. 28, 1986, NASA's space shuttle Challenger exploded after liftoff, killing seven
astronauts and shocking the world. Here's how the Challenger accident occurred.
(Image credit: by Karl Tate, Infographics artist)
Before Challenger launched on its ill-fated STS-51L mission, the space shuttle
program had completed 24 missions in a row, starting with the April 1981 liftoff of
the orbiter Columbia. That run of success bred a measure of complacency, Chiao
said.
"There was a 'launch fever' at the time, to try to get these missions off on time, and
get more missions going," he said. That type of thinking played a significant role in
the disaster, experts have concluded. Challenger was lost because a rubber "O-ring"
seal on the shuttle's right-hand solid rocket booster failed, allowing hot gas to
escape and damage the orbiter's external fuel tank, as well as the gear that attached
the booster to the tank.
The O-ring failed in part because unusually cold temperatures on launch day caused
t ...
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The document summarizes key details about three Space Shuttles - Challenger, Endeavor, and Columbia. It describes how Challenger exploded shortly after launch in 1986 due to an O-ring failure. It details how Endeavor successfully repaired the Hubble Space Telescope in 1993 over five spacewalks. It also outlines how Columbia disintegrated during reentry in 2003 after launch damage to its heat tiles was sustained during liftoff.
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This document provides information about the Apollo 1 disaster that occurred on January 27, 1967 and killed all three astronauts - Virgil Grissom, Edward White, and Roger Chaffee. It describes the events leading up to the fire during a pre-launch test, including issues with communications and a smell of sour oxygen. The fire was caused by an electrical arc that ignited the pure oxygen atmosphere. Attempts to open the hatch to escape were unsuccessful. An investigation found that the 100% oxygen environment and presence of flammable materials in the capsule increased the risk of fire. It also noted issues with the difficult inward-opening hatch. Recommendations after the disaster included restricting combustible materials and controlling oxygen levels, as well
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ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docx
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docx
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV ...
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The document summarizes key events from two Space Shuttle disasters: the Challenger disaster in 1986 and the Columbia disaster in 2003. It provides details on technical issues that contributed to the failures, such as ice on the launch pad and joint leaks during liftoff for Challenger, and foam debris impact during launch damaging the thermal protection system for Columbia. It also discusses political and organizational factors, such as whistleblowing, coverups, and lessons that were not adequately applied between the two disasters.
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The Space Shuttle Challenger disaster occurred on January 28, 1986 when the shuttle broke apart 73 seconds after liftoff, killing all seven crew members. The Rogers Commission investigation found the cause was a faulty O-ring seal in one of the solid rocket boosters, which was vulnerable to cold temperatures like those on the day of launch. Political pressure from NASA and contractor Morton-Thiokol led to the launch decision despite safety concerns about the O-rings.
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The Challenger and Columbia Shuttle Disasters
To be considered complete, all written assignments must include proper citations within the body of the paper when relevant, as well as a References section. Failure to cite outside sources is plagiarism and will be treated as such! You must also include a title page. Do not include pictures or graphics. All documents must be in Word format and in APA writing styles. The completed assignment must be uploaded in the ASSIGNMENT area by the specified deadline.
The title page must include Student Name, Course Name and Number, Assignment Name, Professor’s Name, and Assignment Date.
The introduction provides sufficient background on the topic and previews major points.
Assignment Description/Scenario
Read the story about the Challenger and Columbia Shuttle Disasters below, and respond to the attached questions, using the specifications above. Each response must be at least a paragraph in length.
STORY:
The
Challenger
Disaster
On January 28, 1986, the space shuttle
Challenger
rose into the sky, its seven crew members strapped into their padded seats while the 2,000-ton vehicle vibrated as it gained speed and altitude. The launch was going perfectly. Seventy seconds had passed since lift-off, and the shuttle was already 50,000 feet above the earth. From NASA Mission Control at Houston’s Johnson Space Center, Spacecraft Communicator Richard Covey instructed, “
Challenger
, go at throttle up.” “Roger, go at throttle up,” replied
Challenger
Commander Dick Scobee.
In the next few seconds, however,
Challenger
experienced some increasingly violent maneuvers. The pilot, Mike Smith, expressed his sudden apprehension: “Uh-oh.” In MissionPage 376 Control, the pulsing digits on the screen abruptly stopped. Mission Control spokesman Steve Nesbitt sat above the four console tiers. For a long moment he stared around the silent, softly lit room. The red ascent trajectory line was stationary on the display screen. Finally he spoke: “Flight controllers here looking very carefully at the situation. Obviously a major malfunction.”
Headed by former Secretary of State William Rogers, the Presidential Commission that was set up to investigate the cause of the
Challenger
disaster had little trouble identifying the physical cause. One of the joints on a booster rocket failed to seal. The “culprit” was one of the synthetic rubber O-rings that were designed to keep the rockets’ superhot gases from escaping from the joints between the booster’s four main segments. When one of the O-rings failed, the resulting flames burned through the shuttle’s external fuel tank. Liquid hydrogen and liquid oxygen then mixed and ignited, causing the explosion that destroyed
Challenger
.
However, the so-called Rogers Commission investigations also revealed a great deal about the internal workings of NASA. It was a geographically dispersed matrix organization. Headquarters were in Washington, DC, where its most senior mana.
Geology 1: Notes on Earth's geologic forces that shape the crust with video ...
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Given a newly created Binary Search Tree with the following numerica.pdf
Given a newly created Binary Search Tree with the following numerical key input sequence
(from left to right): 9, 4, 12, 7, 5, 2, 20, 14, 11, 13, 19, 16, 17, 42, 24
a.) We are asked to add a function Position lowestKey(const Position& v) const to the class
SearchTree.
Function prototype: Position lowestKey(const Position& v);
input argument: position of the starting node in the binary search tree to calculate from. For the
whole tree this would be the position for the root of the tree.
return value: position of the node having the lowest key value.
i. Describe strategy with reasonings and examples to convince that it will work.
ii. Implement the function using C++ and show the source code listing.
b) We are also asked to add a function Position highestKey(const Position& v) const to the class
SearchTree.
Function prototype: Position highestKey(const Position& v) const;
input argument: position of the node in the binary search tree to calculate from. For the whole
tree this would be the position for the root of the tree.
return value: position of the node having the highest key value.
i. Describe strategy with reasonings and examples to convince that it will work.
ii. Implement the function using C++ and show the source code listing.
Solution
#include
#include
/* A binary tree node has data, pointer to left child
and a pointer to right child */
struct node
{
int data;
struct node* left;
struct node* right;
};
/* Helper function that allocates a new node
with the given data and NULL left and right
pointers. */
struct node* newNode(int data)
{
struct node* node = (struct node*)
malloc(sizeof(struct node));
node->data = data;
node->left = NULL;
node->right = NULL;
return(node);
}
/* Give a binary search tree and a number,
inserts a new node with the given number in
the correct place in the tree. Returns the new
root pointer which the caller should then use
(the standard trick to avoid using reference
parameters). */
struct node* insert(struct node* node, int data)
{
/* 1. If the tree is empty, return a new,
single node */
if (node == NULL)
return(newNode(data));
else
{
/* 2. Otherwise, recur down the tree */
if (data <= node->data)
node->left = insert(node->left, data);
else
node->right = insert(node->right, data);
/* return the (unchanged) node pointer */
return node;
}
}
/* Given a non-empty binary search tree,
return the minimum data value found in that
tree. Note that the entire tree does not need
to be searched. */
int minValue(struct node* node) {
struct node* current = node;
/* loop down to find the leftmost leaf */
while (current->left != NULL) {
current = current->left;
}
return(current->data);
}
/* Driver program to test sameTree function*/
int main()
{
struct node* root = NULL;
root = insert(root, 4);
insert(root, 2);
insert(root, 1);
insert(root, 3);
insert(root, 6);
insert(root, 5);
printf(\"\ Minimum value in BST is %d\", minValue(root));
getchar();
return 0;
}
#include
#include
/* A binary tree node has data, pointer to left child
.
Determine the Laplace transform, F(s), of the following time signal..pdf
Determine the Laplace transform, F(s), of the following time signal.
Solution
we\'ll be interested in signals de¯ned for t ¸ 0
the Laplace transform of a signal (function) f is the function F = L(f)
de¯ned by
F(s) =
Z 1
0
f(t)e¡st dt
for those s 2 C for which the integral makes sense
² F is a complex-valued function of complex numbers
² s is called the (complex) frequency variable, with units sec¡1; t is called
the time variable (in sec); st is unitless
² for now, we assume f contains no impulses at t = 0
common notation convention: lower case letter denotes signal; capital
letter denotes its Laplace transform, e.g., U denotes L(u), Vin denotes
L(vin), etc..
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ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docx
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV.
ENGINEERING ETHICSThe Space Shuttle Challenger Disaster.docx
ENGINEERING ETHICS
The Space Shuttle Challenger Disaster
Department of Philosophy and Department of Mechanical Engineering
Texas A&M University
NSF Grant Number
DIR-9012252
Instructor's Guide
Introduction To The Case
On January 28, 1986, seven astronauts were killed when the space shuttle they were piloting, the Challenger,
exploded just over a minute into the flight. The failure of the solid rocket booster O-rings to seat properly
allowed hot combustion gases to leak from the side of the booster and burn through the external fuel tank. The
failure of the O-ring was attributed to several factors, including faulty design of the solid rocket boosters,
insufficient low- temperature testing of the O-ring material and the joints that the O-ring sealed, and lack of
proper communication between different levels of NASA management.
Instructor Guidelines
Prior to class discussion, ask the students to read the student handout outside of class. In class the details of the
case can be reviewed with the aide of the overheads. Reserve about half of the class period for an open
discussion of the issues. The issues covered in the student handout include the importance of an engineer's
responsibility to public welfare, the need for this responsibility to hold precedence over any other responsibilities
the engineer might have and the responsibilities of a manager/engineer. A final point is the fact that no matter how
far removed from the public an engineer may think she is, all of her actions have potential impact. Essay #6,
"Loyalty and Professional Rights" appended at the end of the case listings in this report will be found relevant for
instructors preparing to lead class discussion on this case. In addition, essays #1 through #4 appended at the end
of the cases in this report will have relevant background information for the instructor preparing to lead
classroom discussion. Their titles are, respectively: "Ethics and Professionalism in Engineering: Why the Interest in
Engineering Ethics?;" "Basic Concepts and Methods in Ethics," "Moral Concepts and Theories," and
"Engineering Design: Literature on Social Responsibility Versus Legal Liability."
Questions for Class Discussion
1. What could NASA management have done differently?
2. What, if anything, could their subordinates have done differently?
3. What should Roger Boisjoly have done differently (if anything)? In answering this question, keep in mind
that at his age, the prospect of finding a new job if he was fired was slim. He also had a family to support.
4. What do you (the students) see as your future engineering professional responsibilities in relation to both
being loyal to management and protecting the public welfare?
The Challenger Disaster Overheads
1. Organizations/People Involved
2. Key Dates
3. Space Shuttle Solid Rocket Boosters (SRB) Joints
4. Detail of SRB Field Joints
5. Ballooning Effect of Motor Casing
6. Key Issues
ORGANIZATIONS/PEOPLE INVOLV ...
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The Challenger and Columbia Shuttle DisastersTo be considered co.docx
The Challenger and Columbia Shuttle Disasters
To be considered complete, all written assignments must include proper citations within the body of the paper when relevant, as well as a References section. Failure to cite outside sources is plagiarism and will be treated as such! You must also include a title page. Do not include pictures or graphics. All documents must be in Word format and in APA writing styles. The completed assignment must be uploaded in the ASSIGNMENT area by the specified deadline.
The title page must include Student Name, Course Name and Number, Assignment Name, Professor’s Name, and Assignment Date.
The introduction provides sufficient background on the topic and previews major points.
Assignment Description/Scenario
Read the story about the Challenger and Columbia Shuttle Disasters below, and respond to the attached questions, using the specifications above. Each response must be at least a paragraph in length.
STORY:
The
Challenger
Disaster
On January 28, 1986, the space shuttle
Challenger
rose into the sky, its seven crew members strapped into their padded seats while the 2,000-ton vehicle vibrated as it gained speed and altitude. The launch was going perfectly. Seventy seconds had passed since lift-off, and the shuttle was already 50,000 feet above the earth. From NASA Mission Control at Houston’s Johnson Space Center, Spacecraft Communicator Richard Covey instructed, “
Challenger
, go at throttle up.” “Roger, go at throttle up,” replied
Challenger
Commander Dick Scobee.
In the next few seconds, however,
Challenger
experienced some increasingly violent maneuvers. The pilot, Mike Smith, expressed his sudden apprehension: “Uh-oh.” In MissionPage 376 Control, the pulsing digits on the screen abruptly stopped. Mission Control spokesman Steve Nesbitt sat above the four console tiers. For a long moment he stared around the silent, softly lit room. The red ascent trajectory line was stationary on the display screen. Finally he spoke: “Flight controllers here looking very carefully at the situation. Obviously a major malfunction.”
Headed by former Secretary of State William Rogers, the Presidential Commission that was set up to investigate the cause of the
Challenger
disaster had little trouble identifying the physical cause. One of the joints on a booster rocket failed to seal. The “culprit” was one of the synthetic rubber O-rings that were designed to keep the rockets’ superhot gases from escaping from the joints between the booster’s four main segments. When one of the O-rings failed, the resulting flames burned through the shuttle’s external fuel tank. Liquid hydrogen and liquid oxygen then mixed and ignited, causing the explosion that destroyed
Challenger
.
However, the so-called Rogers Commission investigations also revealed a great deal about the internal workings of NASA. It was a geographically dispersed matrix organization. Headquarters were in Washington, DC, where its most senior mana.
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More from hadpadrrajeshh
Given a newly created Binary Search Tree with the following numerica.pdf
Given a newly created Binary Search Tree with the following numerical key input sequence
(from left to right): 9, 4, 12, 7, 5, 2, 20, 14, 11, 13, 19, 16, 17, 42, 24
a.) We are asked to add a function Position lowestKey(const Position& v) const to the class
SearchTree.
Function prototype: Position lowestKey(const Position& v);
input argument: position of the starting node in the binary search tree to calculate from. For the
whole tree this would be the position for the root of the tree.
return value: position of the node having the lowest key value.
i. Describe strategy with reasonings and examples to convince that it will work.
ii. Implement the function using C++ and show the source code listing.
b) We are also asked to add a function Position highestKey(const Position& v) const to the class
SearchTree.
Function prototype: Position highestKey(const Position& v) const;
input argument: position of the node in the binary search tree to calculate from. For the whole
tree this would be the position for the root of the tree.
return value: position of the node having the highest key value.
i. Describe strategy with reasonings and examples to convince that it will work.
ii. Implement the function using C++ and show the source code listing.
Solution
#include
#include
/* A binary tree node has data, pointer to left child
and a pointer to right child */
struct node
{
int data;
struct node* left;
struct node* right;
};
/* Helper function that allocates a new node
with the given data and NULL left and right
pointers. */
struct node* newNode(int data)
{
struct node* node = (struct node*)
malloc(sizeof(struct node));
node->data = data;
node->left = NULL;
node->right = NULL;
return(node);
}
/* Give a binary search tree and a number,
inserts a new node with the given number in
the correct place in the tree. Returns the new
root pointer which the caller should then use
(the standard trick to avoid using reference
parameters). */
struct node* insert(struct node* node, int data)
{
/* 1. If the tree is empty, return a new,
single node */
if (node == NULL)
return(newNode(data));
else
{
/* 2. Otherwise, recur down the tree */
if (data <= node->data)
node->left = insert(node->left, data);
else
node->right = insert(node->right, data);
/* return the (unchanged) node pointer */
return node;
}
}
/* Given a non-empty binary search tree,
return the minimum data value found in that
tree. Note that the entire tree does not need
to be searched. */
int minValue(struct node* node) {
struct node* current = node;
/* loop down to find the leftmost leaf */
while (current->left != NULL) {
current = current->left;
}
return(current->data);
}
/* Driver program to test sameTree function*/
int main()
{
struct node* root = NULL;
root = insert(root, 4);
insert(root, 2);
insert(root, 1);
insert(root, 3);
insert(root, 6);
insert(root, 5);
printf(\"\ Minimum value in BST is %d\", minValue(root));
getchar();
return 0;
}
#include
#include
/* A binary tree node has data, pointer to left child
.
Determine the Laplace transform, F(s), of the following time signal..pdf
Determine the Laplace transform, F(s), of the following time signal.
Solution
we\'ll be interested in signals de¯ned for t ¸ 0
the Laplace transform of a signal (function) f is the function F = L(f)
de¯ned by
F(s) =
Z 1
0
f(t)e¡st dt
for those s 2 C for which the integral makes sense
² F is a complex-valued function of complex numbers
² s is called the (complex) frequency variable, with units sec¡1; t is called
the time variable (in sec); st is unitless
² for now, we assume f contains no impulses at t = 0
common notation convention: lower case letter denotes signal; capital
letter denotes its Laplace transform, e.g., U denotes L(u), Vin denotes
L(vin), etc..
Describe the difference between a monitor and a semaphoreSolutio.pdf
Describe the difference between a monitor and a semaphore
Solution
Monitor: Monitor is a highly structured programming language construct.It consists of Private
variables and private procedures that can only be used within a monitor. Constructors that
initialize the monitor.A number of public monitor procedures that can be invoked by users.
These monitors have no public data.A monitor is a mini OS with monitor procedures as system
calls.
Semaphore: Semaphore is a data structure that is used to provide mutual exclusion to critical
sections. Semaphores mainly support two operations called wait and Signal . The wait operation
blocks a process until the semaphore is open and the signal operation allows another process to
enter.MonitorSemaphoreCondition variables only uses these MonitorsThese can be used in
anywhere but not in Monitorswait() always blocks it\'s callerwait() does not always blocks it\'s
callersignal() either releases a process or the signal is lost as if it never occurssignal() either
releases a process or increases Semaphore counterif signal() releases a process,either the caller
or the released continues,but not bothif signal() releases a process,the caller and the released
both continued.
Create a link list. Add some nodes to it, search and delete nodes fro.pdf
Create a link list. Add some nodes to it, search and delete nodes from it.
Solution
#include
#include
using std::cout;
using std::endl;
/*
A linked list is a list constructed using pointers. It is not fixed in
size and could grow and shrink while the program is running.
A typical defination of list nodes contains at least two parts, both the
content or date of each element and the pointer to the next element,
which is shown in the figure below.
+---------+
| Data | -----> holds the data of this element in the list.
+---------+
| pointer | -----> is a pointer to the next element in the list.
+---------+
***Attention***:
The pointer holds the address of the next element, not the address of the
data in the next element, even though they are the same in value sometimes.
And It should be set to NULL while acting as the last node of the list.
Implementation of the single linked list:
+---------+ --->+---------+ --->+---------+
| Data | | | Data | | | Data |
+---------+ | +---------+ | +---------+
| pointer |----- | pointer |----- | pointer |
+---------+ +---------+ +---------+
*/
/* definition of the list node class */
class Node
{
friend class LinkedList;
private:
int _value; /* data, can be any data type, but use integer for easiness */
Node *_pNext; /* pointer to the next node */
public:
/* Constructors with No Arguments */
Node(void)
: _pNext(NULL)
{ }
/* Constructors with a given value */
Node(int val)
: _value(val), _pNext(NULL)
{ }
/* Constructors with a given value and a link of the next node */
Node(int val, Node* next)
: _value(val), _pNext(next)
{}
/* Getters */
int getValue(void)
{ return _value; }
Node* getNext(void)
{ return _pNext; }
};
/* definition of the linked list class */
class LinkedList
{
private:
/* pointer of head node */
Node *_pHead;
/* pointer of tail node */
Node *_pTail;
public:
/* Constructors with No Arguments */
LinkedList(void);
/* Constructors with a given value of a list node */
LinkedList(int val);
/* Destructor */
~LinkedList(void);
/* Function to add a node at the head of a linked list */
void headInsert(int val);
/* Function to add a node in the middle of a linked list */
void insertAfter(Node* afterMe, int val);
/* Function to append a node to the end of a linked list */
void tailAppend(int val);
/* Function to get the node in the specific position */
Node* getNode(int pos);
/* Traversing the list and printing the value of each node */
void traverse_and_print();
};
LinkedList::LinkedList()
{
/* Initialize the head and tail node */
_pHead = _pTail = NULL;
}
LinkedList::LinkedList(int val)
{
/* Create a new node, acting as both the head and tail node */
_pHead = new Node(val);
_pTail = _pHead;
}
LinkedList::~LinkedList()
{
/*
* Leave it empty temporarily.
* It will be described in detail in the example \"How to delete a linkedlist\".
*/
}
void LinkedList::headInsert(int val)
{
/* The list is empty? */
if (_pHead == NULL) {
/* the same to create a new list with a given value */
_pTail = _pHead = new Node(val);
.
A speedometer is a measuring instrument. What are the independent and.pdf
A speedometer is a measuring instrument. What are the independent and dependent variables
when it is used? Give an example of an extraneous variable for this measurement.
Solution
Input time is the independent variable where as out put mileage is the dependent variable.
Mileage is a function which takes something as input that cant be controlled by us. Example for
this is robotic speedometer. It is clear that the dependent variables are derived from independent
variables. Here time is independent variable, the dependent variables can be extended to
derivatives such as velocity,acceleration,etc..
A recent study by the EPA has determined that the amount of contamin.pdf
A recent study by the EPA has determined that the amount of contaminants in Minnesota Lakes
in parts per million averages 64 ppm with a variance of 17.6 Suppose 35 lakes are randomly
seelected and sampled. What is the probability that the sample average amount of contaminants
is between 64 and 72 ppm?
Solution.
choice one correct answerRocks containing iron, calcium, magnesium.pdf
choice one correct answer
Rocks containing iron, calcium, magnesium, or sodium break down into
a) sands and gravels, b) clays
Solution
Answer:- (b) Clays
One types of clay montmorillonite which is hydrated sodium calcium aluminium
Magnesium silicate hydroxide. (Na,Ca)0.33(Al,Mg)2Si4O10(OH)2 . nH2O
Some other type of clay are
Halloysite
Illite
Vermuculite
Talc
Palygorskite.
1.write down the RTL for the SUBT instructions. 2.Draw a flowchart.pdf
1.write down the RTL for the SUBT instructions.
2.Draw a flowchart to indicate SUBT instructions is processed.
Solution
1)
RTL is a easy human understandable language to specify or to perform the operations
SUBT is instruction which is used to perform or subtracts the Source operand from destination
operand and the subtracted result is stored into destination operand
Conditions
Source operand should be a register or a memory location or may be a immediate address
Destination operand should be a Register or memory location but not be a Immediate address
At a single time its not possible if both source and destinations to be a memory locations
General format of a SUB RTL(Register Transfer Language) format
SUB DESTINATION OPERAND,SOURCE OPERAND;
eg
SUB AX,18H;
SUB AX,BX;
SUB AX,[2000H];
2)
FLOW CHART to indicate SUBT instruction process
Instruction Cycle Implementation
1) Fetching of instructions will be performed at first
2) Updation of PC(Program counter will takes place) in second stage
3) Decoding of fetched instructions will be takes place in next stage
4) Execution of given eithr arthemetic or logic or conditional or unconditional or anyother
operations will takes place in the later stage
If Incase of SUB instruction Both Source and destinations datas are retrieved then it will check
Sign of both datas,If.
Write a Java application that asks for an integer and returns its fac.pdf
Write a Java application that asks for an integer and returns its factorization into prime factors
including their powers. The prime factors must appear in increasing order. For example if 120 (=
2*2*2*3*5) in the input number, then your program should output 120 = 2^3 * 3^1 * 5^1 The
factors should appear in increasing order and should be separated from each other by asterisks
(*).
Solution
import java.util.Scanner;
public class factorialFactorization {
/**
* @param args
*/
public static void main(String[] args) {
// TODO Auto-generated method stub
Scanner scan = new Scanner(System.in);
System.out.print(\"Enter a number:\");
int n = scan.nextInt();
int fact=1;
for(int i=2;i<=n;i++)
{
fact = fact*i;
}
int count=0,hat=0;
System.out.print(fact);
System.out.print(\" = \");
for(int i=2;fact>1;i++)
{
count = 0;
while(true)
{
if(fact%i==0)
{
count++;
fact = fact/i;
}
else
{
break;
}
}
if(count>0)
{
if(hat>0)
{
System.out.print(\" * \");
}
System.out.print(i);
System.out.print(\"^\");
System.out.print(count);
hat ++;
}
}
}
}.
Where should seaweeds and kelps be classified Give characteristics .pdf
Where should seaweeds and kelps be classified? Give characteristics of these organisms which
you used to place them in a taxonomic unit and the source you used to find their characteristics.
Solution
Seaweeds are classified into three phylum\'s based on the colour of the thallus, biochemical
compositions, cell wall structures, photosynthetic pigments and chloroplasts. The three kingdoms
of seaweeds are, Kingdom bacteria, Kindom Plantae and Kingdom Chromista. The three
phylum\'s are, Phylum Rhodophyta (red alage), Phylum Chlorophyta (green algae) and Phylum
Ochrophyta (brown algae).
Kelps are the brown algae that belong to the order Laminariales, genus Laminaria..
What is the name of the connective tissue that divides the se.pdf
What is the name of the connective tissue that \"divides\" the segments of the rectus abdominis
muscles?
What is the name of the connective tissue that \"divides\" the segments of the rectus abdominis
muscles?
Solution
Linea alba is a band of connective tissue which is present either sides of the rectus abdominal
muscle and divides the muscle in two halves..
What is the current ratio of Chester Use the results of the Balance.pdf
What is the current ratio of Chester? Use the results of the Balance Sheet Survey Below.Balance
Sheet
SurveyAndrewsBaldwinChesterDigbyErieFerrisCash$3,434$0$15,756$3,605$52,632$5,613Acc
ounts
Receivable$8,307$14,914$12,076$9,550$16,903$4,576Inventory$8,617$25,931$5,044$3,491$3
,473$10,616Total Current Assets$20,358$40,845$32,876$16,646$73,008$20,804Plant and
equipment$113,800$177,400$124,100$122,200$193,600$78,300Accumulated
Depreciation($37,933)($76,903)($33,454)($40,920)($71,416)($42,600)Total Fixed
Assets$75,867$100,497$90,646$81,280$122,184$35,700Total
Assets$96,225$141,342$123,523$97,926$195,192$56,504Accounts
Payable$6,583$8,687$11,450$4,443$10,571$3,463Current
Debt$0$12,555$7,550$10,000$21,830$9,975Long Term
Debt$41,700$69,850$56,850$59,850$59,643$16,308Total
Liabilities$48,283$91,092$75,850$74,293$92,044$29,747Common
Stock$18,360$22,860$22,775$18,360$24,310$19,119Retained
Earnings$29,582$27,391$24,898$5,273$78,839$7,638Total
Equity$47,942$50,251$47,673$23,633$103,148$26,757Total Liabilities & Owner\'s
Equity$96,225$141,342$123,523$97,926$195,192$56,504
Solution
Current ratio = Total Current Assets /Current Liabilities = 32876/(11450+7550)= 1.73.
What is glass-transition temperature Give a material example. How ma.pdf
What is glass-transition temperature? Give a material example. How many types of polymer
structures do you know? Briefly explain each type of polymer structures. b) What is creep and
what is stress relaxation? c) What are the two structure components in reinforced plastics and
what are the functions of each of them? What are the advantages and disadvantages of reinforced
plastics comparing with the regular plastics?
Solution
a) The glass–liquid transition or glass transition for short is the reversible transition in
amorphous materials (or in amorphous regions within semicrystalline materials) from a hard and
relatively brittle \"glassy\" state into a molten or rubber-like state, as the temperature is
increased. An amorphous solid that exhibits a glass transition is called a glass.
The glass-transition temperatureTg of a material characterizes the range of temperatures over
which this glass transition occurs. It is always lower than the melting temperature, Tm, of the
crystalline state of the material, if one exists.
Examples Rubber elastomers like polyisoprene and polyisobutylene are used above their Tg\'s,
that is, in the rubbery state, where they are soft and flexible.
Typical polymer structures are
b) creep is the tendency of a solid material to move slowly or deform permanently under the
influence of mechanical stresses. It can occur as a result of long-term exposure to high levels of
stress that are still below the yield strength of the material. Creep is more severe in materials that
are subjected to heatfor long periods, and generally increases as they near their melting point.
Stress relaxation is defined as a gradual decrease in stress with time under a constant
deformation or strain.
c) Fibre-reinforced plastic is a composite material made of a polymer matrix reinforced with
fibres. The fibres are usually glass, carbon,aramid, or basalt. Rarely, other fibres such as paper or
wood or asbestos have been used. The polymer is usually an epoxy, vinylester or polyester
thermosetting plastic, andphenol formaldehyde resins are still in use.
Advantages
Disadvantages.
What are some contributions to the development of industrializat.pdf
What are some contributions to the development of industrialization made by the steam engine.
In other words what role did the steam engine play in the development of the industrial
revolution
What are some contributions to the development of industrialization made by the steam engine.
In other words what role did the steam engine play in the development of the industrial
revolution
What are some contributions to the development of industrialization made by the steam engine.
In other words what role did the steam engine play in the development of the industrial
revolution
Solution
Answer:
The steam engine was one of the most important technologies of the Industrial Revolution,
although steam did not replace water power in importance in Britain until after the Industrial
Revolution. From Englishman Thomas Newcomen\'s atmospheric engine, of 1712, through
major developments by Scottish inventor and mechanical engineer James Watt, the steam engine
began to be used in many industrial settings, not just in mining, where the first engines had been
used to pump water from deep workings. Early mills had run successfully with water power, but
by using a steam engine a factory could be located anywhere, not just close to water. Water
power varied with the seasons and was not available at times due to freezing, floods and dry
spells
The technological advances of the Industrial Revolution happened more quickly because firms
often shared information, which they then could use to create new techniques or products. From
mines to mills, steam engines found many uses in a variety of industries. The introduction of
steam engines improved productivity and technology, and allowed the creation of smaller and
better engines.
The development of the stationary steam engine was an essential early element of the Industrial
Revolution, however it should be remembered that for most of the period of the Industrial
Revolution the majority of industries still relied on wind and water power as well as horse and
man-power for driving small machines. Transportation was one of those important beneficiaries.
By the early 1800s, high-pressure steam engines had become compact enough to move beyond
the factory, prompting the first steam-powered locomotive to hit the rails in Britain in 1804. For
the first time in history, goods were transported over land by something other than the muscle of
man or animal. The railroad rapidly spread and sped transportation. This created new jobs,
forcing people to move into cities. Cities like London, for example, the steam engine and
locomotive propelled countless other industries such as driving bellows and rollers, spinning
machines, and weaving machines. And, for the first time in history, people had the ability to
quickly and cheaply move to big cities to find work, as opposed to working on a farm.
Subsequently, it had a major impact on businesses, as it boosted production of natural resources,
which were vital to society, and created numerou.
The “creative revolution” that handed more authority to agency art d.pdf
The “creative revolution” that handed more authority to agency art directors and copywriters in
the 1960s led to key shifts in the appearance and message of mainstream advertising. Describe
these changes and how they continue to influence advertising today.
Solution
The key shift in terms of appearance and message of mainstream advertising was that the
commercials started using irony and irreverence to reach out to the young customers.
The situation was that the young customers were indifferent to advertisements by companies at
that time. Advertisements were designed, both in terms of its message and appearance, to
connect with the youth.
Secondly, the creative revolution also saw social messages and issues being used in commercials
and advertisements.
These changes continue to influence advertising today. Advertisements, be it print or any other
media, increasingly are targeting the youths. Marketers are not afraid of using self deprecating
humor or using social messages in today\'s advertisements and commercials..
The three main coefficients (not properties or dimensionless numbers).pdf
The three main coefficients (not properties or dimensionless numbers) interphase transport are
For momentum transport For heat transport For mass transport Write two assumptions of
Navier Stoke equation. What is the assumption of Euler\'s equation?
Solution
Assumption for navier stroke:
1. Continuous media
2. Viscous constant
3. Incompressible
4. Steady state
5. Fully developed
Assumption of euler equation:
The fluid is non-viscous (i,e., the frictional losses are zero).
The fluid is homogeneous and incompressible (i.e., mass density of the fluid is constant).
The flow is continuous, steady and along the streamline..
The project will study the coordination of multiple threads using se.pdf
The project will study the coordination of multiple threads using semaphores.
The design should consist of two things:
(1) a list of every semaphore, its purpose, and its initial value, and
(2) pseudocode for each function. Code Your code should be nicely formatted with plenty of
comments. The code should be easy to read, properly indented, employ good naming standards,
good structure, and should correctly implement the design. Your code should match your
pseudocode.
Project Language/Platform
This project must target a Unix platform and execute properly on our cs1 or csgrads1 Linux
server.
The project must be written in Java. Elevator Simulation In this project threads are used to
simulate people using an elevator to reach their floor.
The threads to be used are as follows: Person:
1) 49 people are in line at the elevator at the beginning of the simulation (1 thread per person).
2) Each person begins at floor 1.
3) Each person randomly picks a floor from 2 to 10.
4) A person will wait for an elevator to arrive at floor 1.
5) A person will board the elevator only if there is room.
6) Once at the destination floor, the person exits the elevator.
Elevator:
1) There is 1 elevator (1 thread for the elevator).
2) The elevator can only hold 7 people.
3) The elevator begins on floor 1.
4) The elevator leaves after the 7th person enters.
Main
1) Creates all threads and joins all person threads.
2) When last person reaches their floor, the simulation ends.
Other rules:
1) Each activity of each thread should be printed with identification (e.g., person 1).
2) A thread may not use sleeping as a means of coordinating with other threads.
3) Busy waiting (polling) is not allowed.
4) Mutual exclusion should be kept to a minimum to allow the most concurrency.
5) The semaphore value may not obtained and used as a basis for program logic.
6) All activities of a thread should only be output by that thread. Sample output:
Your project’s output should match the wording of the sample output:
Elevator door opens at floor 1
Person 0 enters elevator to go to floor 5
Person 1 enters elevator to go to floor 2
Person 2 enters elevator to go to floor 8
Person 3 enters elevator to go to floor 4
Person 4 enters elevator to go to floor 6
Person 5 enters elevator to go to floor 7
Person 6 enters elevator to go to floor 2
Elevator door closes
Elevator door opens at floor 2
Person 1 leaves elevator
Person 6 leaves elevator
Elevator door closes
Elevator door opens at floor 4
Person 3 leaves elevator
Elevator door closes
Elevator door opens at floor 5
Person 0 leaves elevator
Elevator door closes
Elevator door opens at floor 6
Person 4 leaves elevator
Elevator door closes
Elevator door opens at floor 7
Person 5 leaves elevator
Elevator door closes
Elevator door opens at floor 8
Person 2 leaves elevator
Elevator door closes
Elevator door opens at floor 1
…
Simulation done
Solution
public class Person implements Runnable{
//possible actions
public static final int WAITING = 1;
publ.
The positive selection process for T lymphocytes that occurs In the t.pdf
The positive selection process for T lymphocytes that occurs In the thymus Involves selection of
T lymphocytes that have a high affinity for MHC have a high affinity for MHC and self peptide
have a low affinity for MHC and self peptide have a low affinity for MHC
Solution
Answer c: Positive selection select cells with a T cell receptor able to bind MHC class I and II
molecules with at least a weak affinity.hence answer c is correct..
The local public health agency has received reports of an outbreak o.pdf
The local health agency received reports of a Salmonella outbreak among attendees at a chili cook-off. To investigate, the agency would use molecular identification techniques like FISH or ERIC-PCR to establish that gastroenteritis was caused by Salmonella. They would also use molecular phylogenetic techniques like 16S rRNA sequencing or MLST to determine if attendees were infected by the same Salmonella strain.
how are musical sounds produced Explain your reasoning.Solution.pdf
how are musical sounds produced? Explain your reasoning.
Solution
Almost all musical programs are produced
basically in two stages:
(1) Sound from each individual intrument is recorded in an acoustically inert studio on a single
track of a multitrack tape recorder
(2) Signals from each track are manipulated by the sound engineer by adding special audio
effects and then combined in a mix-down system to generate the final stereo recording on a two-
track tape recorder
The special audio effects are either generated using time-domain operations or frequency-domain
operations.
Commonly used time-domain operations are echo generation,reverberation,flanging,chorus
generation, and
phasing.
Commonly used frequency-domain operations are filters and equalizers.
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Determine the Laplace transform, F(s), of the following time signal..pdf
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Describe the difference between a monitor and a semaphoreSolutio.pdf
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A speedometer is a measuring instrument. What are the independent and.pdf
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choice one correct answerRocks containing iron, calcium, magnesium.pdf
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