Physics 161Static Equilibrium and Rotational Balance Intro.docx
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Physics 161 Static Equilibrium and Rotational Balance Introduction In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles. Reference Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3 Theory Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components: (1) Torques may be calculated about the axis of your choosing: (2) where torque is specified by the equation: (3) where d is the lever arm (or moment arm) for the force. The lever arm is the perpendicular distance from the line of force to the axis about which you are calculating the torque. Normally, up is "+" and down is "-" for forces. For torques, it is convenient to define clockwise as "-" and counterclockwise as "+". Whatever you decide to do, be consistent with your signs and make sure you understand what a "+" or "-" value for your force or torque means directionally. Part II: Any round object when placed on an incline has tendency of rotating towards the bottom of an incline. If the downward force that causes the object to accelerate down the slope is canceled by another force, the object will remain stationary on the incline. Figure 1 shows the configuration of the setup. In order to have the rubber cylinder in static equilibrium we should satisfy the following conditions: (4) Figure 1: Experimental setup for Part II The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!) Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m. Applying the last condition to the center of the cylinder will result in: where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in: (5) (6) By adjusting the mass m, we can observe how the equilibrium can be achieved. Procedure Part I: Static Equilibrium Figure 2: Diagram of Torque Experiment Setup 1. Weigh the meter stick you use, including the metal hangers. 2. Attach .
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Reflection on this week’s Objectives
Discuss this week’s objectives:
Objectives / Competencies:
· Analyze internal organizational dynamics and the influence on business continuity.
· Describe cultural, structural, leadership considerations that must be incorporated into strategy implementation.
· Determine the resources needed for strategy implementation
Prepare a 350- to 1,050- word paper detailing the findings of your discussion.
Part ! :
Part II :
When r = ro
Part II:
When r= .8ro
Physics161
Moment of Inertia
Introduction
In this experiment we will study the effect of a constant torque on a symmetrical body. In Part I you will determine the angular acceleration of a disk when a constant torque is applied to the disk. From this we will measure its moment of inertia, which we will compare with a theoretical value. In Part II, you will observe the relationship between torque, moment of inertia and angular acceleration for a rotating rod with two masses on either end. You will vary the mass connected (and therefore the torque applied) to the rod by two pulleys. You will also change the moment of inertia of the rod system by changing the distance of the masses from the center of mass of the rod. Reference
Young and Freedman, University Physics, 13th Edition: Chapter 3, section 4; Chapter 9, sections
1-4Theory
Moment of inertia is a measure of the distribution of mass in a body and how difficult that body is to accelerate angularly. For both parts of the experiment, a falling mass will accelerate a rotating object in the horizontal plane. In Part I, the object will be a disk. In Part II, you will find the moment of inertia of a rod with two masses attached to it.
The basic equation for rotational motion is:
(1)
where is angular acceleration in units of rad/s2, is applied torque in N m, and finally I is the moment of inertia or rotational inertia in units of kg m2. For a uniform disk pivoted about the center of mass, the theoretical moment of inertia is
(2)
where M is the mass of the disk and R is the radius of the disk. In Part I we measure the angular acceleration, α, and use this to calculate moment of inertia, I, which we will compare with the theoretical value of I.
In Part II the moment of inertia is the sum of the moments of inertia of the two masses and the rod. For the masses that slip onto the rod, we will assume point masses. Thus, the moment of inertia for one of the two masses is:
(3)
where r is the distance of the center of mass from the axis of rotation located at the center of the rod. Because the masses can be moved along the rod, r will be adjusted to change their moment of inertia. The moment of the inertia of the rod with mass M and a length L is:
(4)
The moment of inertia for a rod with length L and two masses on each end at a distance r is simply the sum of the.
Abstract Today’s experiment objectives are to determine the st.docx
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.
1 Lab 3 Newton’s Second Law of Motion Introducti.docx
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
Experiment 3The BeamEGME 306AGroup 2ABSTRACT.docx
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 ...
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Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
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Reflection on this week’s Objectives
Discuss this week’s objectives:
Objectives / Competencies:
· Analyze internal organizational dynamics and the influence on business continuity.
· Describe cultural, structural, leadership considerations that must be incorporated into strategy implementation.
· Determine the resources needed for strategy implementation
Prepare a 350- to 1,050- word paper detailing the findings of your discussion.
Part ! :
Part II :
When r = ro
Part II:
When r= .8ro
Physics161
Moment of Inertia
Introduction
In this experiment we will study the effect of a constant torque on a symmetrical body. In Part I you will determine the angular acceleration of a disk when a constant torque is applied to the disk. From this we will measure its moment of inertia, which we will compare with a theoretical value. In Part II, you will observe the relationship between torque, moment of inertia and angular acceleration for a rotating rod with two masses on either end. You will vary the mass connected (and therefore the torque applied) to the rod by two pulleys. You will also change the moment of inertia of the rod system by changing the distance of the masses from the center of mass of the rod. Reference
Young and Freedman, University Physics, 13th Edition: Chapter 3, section 4; Chapter 9, sections
1-4Theory
Moment of inertia is a measure of the distribution of mass in a body and how difficult that body is to accelerate angularly. For both parts of the experiment, a falling mass will accelerate a rotating object in the horizontal plane. In Part I, the object will be a disk. In Part II, you will find the moment of inertia of a rod with two masses attached to it.
The basic equation for rotational motion is:
(1)
where is angular acceleration in units of rad/s2, is applied torque in N m, and finally I is the moment of inertia or rotational inertia in units of kg m2. For a uniform disk pivoted about the center of mass, the theoretical moment of inertia is
(2)
where M is the mass of the disk and R is the radius of the disk. In Part I we measure the angular acceleration, α, and use this to calculate moment of inertia, I, which we will compare with the theoretical value of I.
In Part II the moment of inertia is the sum of the moments of inertia of the two masses and the rod. For the masses that slip onto the rod, we will assume point masses. Thus, the moment of inertia for one of the two masses is:
(3)
where r is the distance of the center of mass from the axis of rotation located at the center of the rod. Because the masses can be moved along the rod, r will be adjusted to change their moment of inertia. The moment of the inertia of the rod with mass M and a length L is:
(4)
The moment of inertia for a rod with length L and two masses on each end at a distance r is simply the sum of the.
Abstract Today’s experiment objectives are to determine the st.docx
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.
1 Lab 3 Newton’s Second Law of Motion Introducti.docx
1
Lab 3: Newton’s Second Law of Motion
Introduction
Newton’s Second law of motion can be summarized by the following equation:
Σ F = m a (1)
where Σ F represents a net force acting on an object, m is the mass of the object moving
under the influence of Σ F, and a is the acceleration of that object. The bold letters in
the equation represent vector quantities.
In this lab you will try to validate this law by applying Eq. 1 to the almost frictionless
motion of a car moving along a horizontal aluminum track when a constant force T
(tension in the string) acts upon it. This motion (to be exact the velocity of the moving
object) will be recorded automatically by a motion sensor. The experimental set up
for a car moving away from the motion sensor is depicted below.
If we consider the frictionless motion of the cart in the positive x-direction chosen in
the diagram, then Newton’s Second Law can be written for each of the objects as
follows:
T Ma (2)
and
– gT F ma (3)
From this system of equations we can get the acceleration of the system:
2
gF
a
m M
(4)
Because the motion of the car is not frictionless, to get better results it is necessary to
include the force of kinetic friction fk experienced by the moving car in the analysis.
When the cart is moving away from the motion detector (positive x-direction in the
diagram) Newton’s Second Law is written as follows for each of the moving objects
m and M:
1 1– kT f Ma (5)
and
1 1– gT F ma (6)
Since it is quite difficult to assess quantitatively the magnitude of kinetic friction
involved in our experiment we will solve the problem by putting the object in two
different situations in which the friction acts in opposite directions respectively while
the tension in the string remains the same.
When the cart M is forced to move towards the motion detector (negative x-direction
in the diagram), the corresponding Newton’s Second Law equations will change as
follows:
2 2kT f Ma (7)
and
2 2gT F ma (8)
Note that in equations 5, 6, 7, and 8 the direction of acceleration represented by vector
a has been chosen in the same direction as the direction of motion.
We are able to eliminate the force of kinetic friction on the final result, by calculating
the mean acceleration from these two runs:
1 2
2
ave
slope slope
a
(9)
Combing the equations (5) – (8) we derive the equation to calculate the value of
gravitational acceleration:
avea M mg
m
(10)
3
Equipment
Horizontal dynamics track with smart pulley and safety stopper on one end; collision
cart with reflector connected to a variable mass hanging over the pulley; motion
detector connected to the Science Workshop interface recording the velocity of the
moving cart.
Procedure:
a) Weigh the cart (M) and the small mass (m) hanger.
b) Open the experiment file “New ...
Experiment 3The BeamEGME 306AGroup 2ABSTRACT.docx
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 ...
r5.pdfr6.pdfInertiaOverall.docxDynamics of.docx
r5.pdf
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InertiaOverall.docx
Dynamics of Mechanical Systems
Inertia and Efficiency Laboratory
1 Overview
The objectives of this laboratory are to examine some very common mechanical drive components, and hence to answer the following questions:
· How efficient is a typical geared transmission system?
· How do gearing and efficiency affect the apparent inertia of a geared system as observed at (i.e. referred to) one of the shafts?
The learning objectives are more generic:
· To give experience of the kinematic equations relating displacement, velocity, acceleration and time of travel of a particle.
· To give experience of applying Newton’s second law to linear and rotational systems.
· To introduce the concept of mechanical power and its relationship to torque and angular velocity.
The completed question sheet must be submitted to the laboratory demonstrator at the end of the lab, and is worth 6% of module mark.
Please fill in the sheet neatly (initially in pencil, perhaps, then in ink once correct!) as you will be handing it in with the remainder of your report.
Note: it is a matter of Departmental policy that students do not undertake laboratories unless they are equipped with safety shoes (and laboratory coat). The reasons for this policy are apparent from the present lab, where descending masses are involved, and could cause injury if they run out of control. Safety shoes therefore MUST be worn.
Also, keep fingers clear of rotating parts, whether guarded or not, taking particular care when winding the cord onto the capstans. In particular, do not touch (or try to stop) the flywheel when it is rotating rapidly. Do not move the rig around on the bench – if its position needs changing, please ask the lab supervisor.
1
Inertia and Efficiency Laboratory
2 Mechanical efficiency, inertia and gearing
2.1 Theory
2.1.1 Kinematics: motion in a straight line
The motion of a particle in a straight line under constant acceleration is described by the following equations:
v u at
s (u v) t
2
s ut 12 at 2 s vt 12 at 2 v2 u 2 2as
where s is the distance travelled by the particle during time t, u is the initial velocity of the particle, v is its final velocity, and a is the acceleration of the particle.
To think about: which one of these equations will you need to use to calculate the acceleration of a mass as it accelerates from rest to cover a distance s in time t? (Hint: note that u is zero while v is both unknown and irrelevant. You will need to rearrange one of the above equations to obtain a in terms of s and t).
2.2 Kinematics: gears and similar devices
If two meshing gears1 have numbers of teeth N1 and N2 and are connected to the input and output shafts respectively, then the gear ratio n is said to be the ratio of the input rotational angle to the output rotational angle (and angular velocity and angular acceleration), see Fig. 1:
N
2
1
1
Gear ratio n
...
Force Table Lab Partners Person 1, Person 2, Person 3, et.docx
Force Table
Lab Partners: Person 1, Person 2, Person 3, etc.
Instructor, T.A.: Your Instructor, Your TA
MM/DD/YY
ABSTRACT
This experiment was conducted to show how vectors affect one another- in particular,
how opposing vectors can be added up to cancel each other out to create a system in equilibrium,
which was done by hanging different masses over various angles on a force table. As a result,
each case showed that when summed all forces added to 0.
INTRODUCTION
Vectors are extremely important in physics, as they provide a way to show quantity that
has not only a magnitude, but a direction as well, which is extremely important when explaining
things like motion. Although these vectors are more complex than just a single number, they can
be manipulated by other vectors fairly easily. This makes combining certain measurements that
could involve a multitude of vectors, as well as manipulating a single vector as it can be added or
subtracted from itself, fairly simple.
This experiment showed the use of a force table to prove this manipulability with vectors
by setting mass as forces on certain angles in order to cancel each other out. This works as an
example because all three of the masses had some sort of force, in this case being caused by
acceleration due to gravity, being applied to them in the direction they were angled. It also
helped to demonstrate graphical methods for manipulating vectors by means of “tip-to-tail”
measurement. This type of measurement aids in the visual representation of vectors and gives
understanding to how a system of vectors looks when in equilibrium, in this case a quadrilateral
formed by four vectors of different magnitude and direction. A number of equations were used in
this experiment, and are as follows:
Instructor name.
Fx = 0Σ (1)
Fy = 0Σ (2)
Fx = Fcos( )θ (3)
Fy = Fsin( )θ (4)
g = 9.8 m/s2 (5)
F = mg (6)
Equations (1) and (2) show how F x and F y , the horizontal and vertical components of
force F (Newtons ), when in an equilibrium-system should sum to 0. Equations (3) and (4) show
how the force F is geometrically related to the horizontal and vertical components, respectively,
by means of angle (degrees ). Equation (5) is a constant that states how the acceleration due toθ
gravity, g (meters/second 2 ), is equal to 9.81. Equation (6) is a variation of Newton’s Second Law
that shows that the force due to gravity on an object is equivalent to g multiplied by mass m
(kilograms ).
PROCEDURE
The force table, which allows a central equilibrium to be reached by hanging multiple
masses at different angles, was set up with 3 points to be determined. The force table with a
3-pulley setup is seen in Figure 1. The pulleys were attached around the circumference with a
ring and three strings that could spin freely placed in the center of the table. The first trial
includ ...
1VectorAdditionofForcesObjectivesTousethe.docx
1
Vector Addition of Forces
Objectives: To use the force table to experimentally determine the force that balances
two or more forces. This result is checked by analytically adding two or more forces
using their horizontal and vertical vector components, and then by graphically adding
the force vectors on the force table.
Theory: If several forces are acting on a point, their resultant 𝑅 is given as
𝑅 = 𝐴 + 𝐵 + 𝐶
Rx = Ax + Bx + Cx
Ry = Ay + By + Cy
R = 𝑅 = 𝑅!! + 𝑅!!
𝜃! = tan!!
𝑅!
𝑅!
Then if the equilibrant 𝐸 is a force that brings the system to equilibrium
E+ 𝑅 = 0, this means
𝐸 = −𝑅 (E = R, θE = θR+180°)
This means Ex = -Rx and Ey = -Ry
Note for today’s lab: read the details, discuss with your group, and follow the
instructions systematically. We have done several of these questions in class so now
work by yourselves. If you want more details, look up your textbook or online.
Method: You will hang some mass on the pulley hangers that are attached by a thread.
This means the weight of that mass is a force vertically down. However, the string is
attached to the central ring of the force table, and this means a tension equal to the
weight of the mass is a force acting on the central ring. This means you can set up one
or more forces acting on the central ring, calculate their resultant force (resultant, 𝑅).
Then you can determine what force (Equilibrant, 𝐸) would balance these forces to bring
the system to equilibrium.
Apparatus:
Force table, 4 pulley clamps, 3 mass hangers, 1 mass set, string (or spool of thread)
Force table: A force table is a simple set up that can be used to observe vector addition
and equilibrium. You can attach a (one or more) pulley at the edge of the table, and
hang a mass on a string that goes through this pulley. Hanging mass means a weight is
2
acting downward and the tension on the hanging string is acting upward. However, on
the top of the table, the string is attached to a central ring. This string applies a
horizontal tension to the ring. The central ring is our object of interest and we will
observe the effect of various forces on this ring. You can change the magnitude of the
force by changing the hanging mass.
The table surface has a protractor so you can set up vectors in specific directions.
You can find more information online on how a force table works.
If a mass “m” is hanging over the pulley, the mass has a force downward (= the weight
of the mass, mg). And the tension on the string is upward. The magnitude of the tension
= mg)
(image credit: CCNY CUNY)
Set up the force table such that 0 of the table protractor is on your right (just like x-axis
on a Cartesian coordinate system. This means 0°, 90°, 180°, and 270° should be along
+x, +y, -x, -y of your coordinate system.
(image credit: CCNY CUNY)
Resultant vs. Equilibrant
Resultant force is the vector sum of the individual forces
2. guia de_laboratorio_-_dinamica_rotacional_navarrete_jonathan
Proyecto de Maquina de Dinámica Rotacional
Torque Arm Modeling, Simulation & Optimization using Finite Element Methods
Torque Arm Modeling, Simulation & Optimization using Finite Element MethodsRavishankar Venkatasubramanian
Designed a torque arm, with Multi Point Constraints applied to the center of the arm. The FEA software used for this purpose was ABAQUS. The analysis was performed two major element types: Triangular Elements and Quadrilateral Elements, with relatively equal number of nodes in each case and a convergence study was conducted. The aim of the project was to obtain the optimal design parameters of the torque arm by optimization (minimize weight).Measurement of force and torque and pressure standards
Measurement of Force and Torque and pressure Standards,
Measuring Methods,
study of different types of forces and torque Measuring systems.
Description and working Principle of different types of Transducers for Measuring Pressure.
Torque
Most of the contents came from other presentations I found here on slideshare.. Hope it help someone.. :)
EGME 306A The Beam Page 1 of 18 Group 2 EXPER.docx
EGME 306A The Beam
Page 1 of 18
Group 2
EXPERIMENT 3:The Beam
Group 2 Members:
Ahmed Shehab
Marvin Penaranda
Edwin Estrada
Chris May
Bader Alrwili
Paola Barcenas
Deadline Date: 10/23/2015
Submission Date: 10/23/2015
EGME 306A – UNIFIED LABORATORY
EGME 306A The Beam
Page 2 of 18
Group 2
Abstract (Bader):
The main objective for this experiment was to determine the stress, deflection, and strain of a supported beam
under loading, and to experimentally verify the beam stress and flexure formulas. Additionally, maximum
bending stress and maximum deflection were determined. To accomplish this, a 1018 steel I-beam with a strain
gage bonded to the underside was utilized in conjunction with a dial indicator to monitor beam deflection. In
order to determine the values for strain and deflection, the beam underwent testing utilizing the MTS Tensile
Testing machine, which applied a controlled, incrementally increasing load to the beam. This data was then
utilized along with calculations for the beams neutral axis, moment of inertia, and section modulus to determine
the required objective values. Final values of 12,150 psi for the maximum actual stress (vs. 12,784.8 psi for
theoretical stress), and 0.0138 in for the maximum actual deflection (vs. .0130 in for theoretical deflection)
correlated closely with each other, and successfully verify established beam stress and flexure formulas.
EGME 306A The Beam
Page 3 of 18
Group 2
Table of Contents:
List of Symbols and Units 4
Theory 5
Procedure and Experimental Set-up 8
Results 9
Sample Calculations and Error Analysis 12
Discussion and Conclusion 15
Bibliography 16
Appendix 17
EGME 306A The Beam
Page 4 of 18
Group 2
List of Symbols and Units (Chris):
List of Symbols and Units Name of variables (units) Units
𝜎 Stress psi
𝑃 Applied load lbf
𝐼 Moment of Inertia in.4
𝜀 Strain in/in
𝐿 Length of the bar in
Z Section Modulus of Beam in3
𝑐 Distance to Beam Neutral Axis in
𝐸 Modulus of Elasticity psi
EGME 306A The Beam
Page 5 of 18
Group 2
Theory (Edwin):
There are two main objectives for this experiment: to determine maximum bending stress values in
the beam and to determine the deflection in the beam. To help visualize this phenomena, imagine
cutting a section of a symmetrically loaded beam:
Now, examine diagrams of this section before (Fig. A) and after bending (Fig. B):
(Fig. A)
(Fig. B)
The main points to take away from the above diagrams are as follows: When the moment, M is applied
as shown in Fig. A, forces will be in compression near the top (positive moment) and in tension near
the bottom (negative moment). The effects from this moment are seen in Fig. B.
For determining max stress values, one concept to note is that our bending moment M can help
calculate bending stress. First, we rec
Ask Michael E. Mark about his company’s procedures for making a big .docx
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docx
ask an expert
www.NursingMadeIncrediblyEasy.com January/February 2017 Nursing made Incredibly Easy! 55
Be a legislative advocate
By Lisa Lockhart, MHA, MSN, RN, NE-BC
Q: As nurses, when we feel
strongly about a practice issue,
should we consider lobbying?
A: The American Nurses Association
(ANA) believes that it’s our responsibility
as nursing professionals to be involved in
advocating for patient safety, care stan-
dards, and healthy work environments.
The ANA is a strong voice for America’s
nurses and is among the most powerful
lobbying groups in Washington, D.C. Not
alone in its fi ght for nursing quality and
safety, the ANA is joined and supported
by our professional organizations, state
boards of nursing, and advocacy groups.
These include the American Academy of
Nursing, the American Nurses Credential-
ing Center, and the American Nurses
Foundation.
Participating in your local, specialty,
or state organizations can help you give
voice to your concerns as an engaged pro-
fessional. You have the ability to build,
shape, and alter current laws, effectively
changing legislation by joining forces with
your peers. To simply complain about
staffi ng ratios, the Affordable Care Act,
and unhealthy work environments is just
that—complaining. But by being involved,
we have a large and potentially powerful
voice for safety and quality when you con-
sider that we’re 3.6 million strong!
Our power as an educated workforce
must be harnessed and used purposefully
to effect change. The Institute of Medicine
and the Robert Wood Johnson Foundation
understood this when they launched The
Future of Nursing report. This doesn’t
necessarily mean that you have to go to
Washington and lobby; it means advocating
at the organizational, state, or federal level.
Stay abreast of what’s going on in your
state and nationally, be an active participant
in professional organizations, vote for legis-
lators who share your healthcare policy and
regulation views, and join internal commit-
tees where nurses at your facility review
policies and procedures. You can make a
difference.
If you decide to give lobbying a try, here
are tips on how to lobby Congress from the
American Academy of Ambulatory Nursing:
“• keep it short and to the point
• don’t forget to say ‘thank you’
• get to know the legislator’s staff (It’s
frequently more productive to speak to
a staff member than the lawmakers
themselves.)
• tell the whole story by acknowledging
when something is diffi cult and when
there’s opposition
• timing is everything (It’s important to
know Congressional procedures, so men-
tion proper deadlines and don’t ask for
requests at the last minute.)
• have a one-page written draft of what
you want available to leave or send to the
legislator
• be professional even when the answer
is ‘no;’ regroup and wait for another
chance.” ■
REFERENCES
American Nurses Associ.
More Related Content
Similar to Physics 161Static Equilibrium and Rotational Balance Intro.docx
Force Table Lab Partners Person 1, Person 2, Person 3, et.docx
Force Table
Lab Partners: Person 1, Person 2, Person 3, etc.
Instructor, T.A.: Your Instructor, Your TA
MM/DD/YY
ABSTRACT
This experiment was conducted to show how vectors affect one another- in particular,
how opposing vectors can be added up to cancel each other out to create a system in equilibrium,
which was done by hanging different masses over various angles on a force table. As a result,
each case showed that when summed all forces added to 0.
INTRODUCTION
Vectors are extremely important in physics, as they provide a way to show quantity that
has not only a magnitude, but a direction as well, which is extremely important when explaining
things like motion. Although these vectors are more complex than just a single number, they can
be manipulated by other vectors fairly easily. This makes combining certain measurements that
could involve a multitude of vectors, as well as manipulating a single vector as it can be added or
subtracted from itself, fairly simple.
This experiment showed the use of a force table to prove this manipulability with vectors
by setting mass as forces on certain angles in order to cancel each other out. This works as an
example because all three of the masses had some sort of force, in this case being caused by
acceleration due to gravity, being applied to them in the direction they were angled. It also
helped to demonstrate graphical methods for manipulating vectors by means of “tip-to-tail”
measurement. This type of measurement aids in the visual representation of vectors and gives
understanding to how a system of vectors looks when in equilibrium, in this case a quadrilateral
formed by four vectors of different magnitude and direction. A number of equations were used in
this experiment, and are as follows:
Instructor name.
Fx = 0Σ (1)
Fy = 0Σ (2)
Fx = Fcos( )θ (3)
Fy = Fsin( )θ (4)
g = 9.8 m/s2 (5)
F = mg (6)
Equations (1) and (2) show how F x and F y , the horizontal and vertical components of
force F (Newtons ), when in an equilibrium-system should sum to 0. Equations (3) and (4) show
how the force F is geometrically related to the horizontal and vertical components, respectively,
by means of angle (degrees ). Equation (5) is a constant that states how the acceleration due toθ
gravity, g (meters/second 2 ), is equal to 9.81. Equation (6) is a variation of Newton’s Second Law
that shows that the force due to gravity on an object is equivalent to g multiplied by mass m
(kilograms ).
PROCEDURE
The force table, which allows a central equilibrium to be reached by hanging multiple
masses at different angles, was set up with 3 points to be determined. The force table with a
3-pulley setup is seen in Figure 1. The pulleys were attached around the circumference with a
ring and three strings that could spin freely placed in the center of the table. The first trial
includ ...
1VectorAdditionofForcesObjectivesTousethe.docx
1
Vector Addition of Forces
Objectives: To use the force table to experimentally determine the force that balances
two or more forces. This result is checked by analytically adding two or more forces
using their horizontal and vertical vector components, and then by graphically adding
the force vectors on the force table.
Theory: If several forces are acting on a point, their resultant 𝑅 is given as
𝑅 = 𝐴 + 𝐵 + 𝐶
Rx = Ax + Bx + Cx
Ry = Ay + By + Cy
R = 𝑅 = 𝑅!! + 𝑅!!
𝜃! = tan!!
𝑅!
𝑅!
Then if the equilibrant 𝐸 is a force that brings the system to equilibrium
E+ 𝑅 = 0, this means
𝐸 = −𝑅 (E = R, θE = θR+180°)
This means Ex = -Rx and Ey = -Ry
Note for today’s lab: read the details, discuss with your group, and follow the
instructions systematically. We have done several of these questions in class so now
work by yourselves. If you want more details, look up your textbook or online.
Method: You will hang some mass on the pulley hangers that are attached by a thread.
This means the weight of that mass is a force vertically down. However, the string is
attached to the central ring of the force table, and this means a tension equal to the
weight of the mass is a force acting on the central ring. This means you can set up one
or more forces acting on the central ring, calculate their resultant force (resultant, 𝑅).
Then you can determine what force (Equilibrant, 𝐸) would balance these forces to bring
the system to equilibrium.
Apparatus:
Force table, 4 pulley clamps, 3 mass hangers, 1 mass set, string (or spool of thread)
Force table: A force table is a simple set up that can be used to observe vector addition
and equilibrium. You can attach a (one or more) pulley at the edge of the table, and
hang a mass on a string that goes through this pulley. Hanging mass means a weight is
2
acting downward and the tension on the hanging string is acting upward. However, on
the top of the table, the string is attached to a central ring. This string applies a
horizontal tension to the ring. The central ring is our object of interest and we will
observe the effect of various forces on this ring. You can change the magnitude of the
force by changing the hanging mass.
The table surface has a protractor so you can set up vectors in specific directions.
You can find more information online on how a force table works.
If a mass “m” is hanging over the pulley, the mass has a force downward (= the weight
of the mass, mg). And the tension on the string is upward. The magnitude of the tension
= mg)
(image credit: CCNY CUNY)
Set up the force table such that 0 of the table protractor is on your right (just like x-axis
on a Cartesian coordinate system. This means 0°, 90°, 180°, and 270° should be along
+x, +y, -x, -y of your coordinate system.
(image credit: CCNY CUNY)
Resultant vs. Equilibrant
Resultant force is the vector sum of the individual forces
2. guia de_laboratorio_-_dinamica_rotacional_navarrete_jonathan
Proyecto de Maquina de Dinámica Rotacional
Torque Arm Modeling, Simulation & Optimization using Finite Element Methods
Torque Arm Modeling, Simulation & Optimization using Finite Element MethodsRavishankar Venkatasubramanian
Designed a torque arm, with Multi Point Constraints applied to the center of the arm. The FEA software used for this purpose was ABAQUS. The analysis was performed two major element types: Triangular Elements and Quadrilateral Elements, with relatively equal number of nodes in each case and a convergence study was conducted. The aim of the project was to obtain the optimal design parameters of the torque arm by optimization (minimize weight).Measurement of force and torque and pressure standards
Measurement of Force and Torque and pressure Standards,
Measuring Methods,
study of different types of forces and torque Measuring systems.
Description and working Principle of different types of Transducers for Measuring Pressure.
Torque
Most of the contents came from other presentations I found here on slideshare.. Hope it help someone.. :)
EGME 306A The Beam Page 1 of 18 Group 2 EXPER.docx
EGME 306A The Beam
Page 1 of 18
Group 2
EXPERIMENT 3:The Beam
Group 2 Members:
Ahmed Shehab
Marvin Penaranda
Edwin Estrada
Chris May
Bader Alrwili
Paola Barcenas
Deadline Date: 10/23/2015
Submission Date: 10/23/2015
EGME 306A – UNIFIED LABORATORY
EGME 306A The Beam
Page 2 of 18
Group 2
Abstract (Bader):
The main objective for this experiment was to determine the stress, deflection, and strain of a supported beam
under loading, and to experimentally verify the beam stress and flexure formulas. Additionally, maximum
bending stress and maximum deflection were determined. To accomplish this, a 1018 steel I-beam with a strain
gage bonded to the underside was utilized in conjunction with a dial indicator to monitor beam deflection. In
order to determine the values for strain and deflection, the beam underwent testing utilizing the MTS Tensile
Testing machine, which applied a controlled, incrementally increasing load to the beam. This data was then
utilized along with calculations for the beams neutral axis, moment of inertia, and section modulus to determine
the required objective values. Final values of 12,150 psi for the maximum actual stress (vs. 12,784.8 psi for
theoretical stress), and 0.0138 in for the maximum actual deflection (vs. .0130 in for theoretical deflection)
correlated closely with each other, and successfully verify established beam stress and flexure formulas.
EGME 306A The Beam
Page 3 of 18
Group 2
Table of Contents:
List of Symbols and Units 4
Theory 5
Procedure and Experimental Set-up 8
Results 9
Sample Calculations and Error Analysis 12
Discussion and Conclusion 15
Bibliography 16
Appendix 17
EGME 306A The Beam
Page 4 of 18
Group 2
List of Symbols and Units (Chris):
List of Symbols and Units Name of variables (units) Units
𝜎 Stress psi
𝑃 Applied load lbf
𝐼 Moment of Inertia in.4
𝜀 Strain in/in
𝐿 Length of the bar in
Z Section Modulus of Beam in3
𝑐 Distance to Beam Neutral Axis in
𝐸 Modulus of Elasticity psi
EGME 306A The Beam
Page 5 of 18
Group 2
Theory (Edwin):
There are two main objectives for this experiment: to determine maximum bending stress values in
the beam and to determine the deflection in the beam. To help visualize this phenomena, imagine
cutting a section of a symmetrically loaded beam:
Now, examine diagrams of this section before (Fig. A) and after bending (Fig. B):
(Fig. A)
(Fig. B)
The main points to take away from the above diagrams are as follows: When the moment, M is applied
as shown in Fig. A, forces will be in compression near the top (positive moment) and in tension near
the bottom (negative moment). The effects from this moment are seen in Fig. B.
For determining max stress values, one concept to note is that our bending moment M can help
calculate bending stress. First, we rec
Similar to Physics 161Static Equilibrium and Rotational Balance Intro.docx (20)
Force Table Lab Partners Person 1, Person 2, Person 3, et.docx
Force Table Lab Partners Person 1, Person 2, Person 3, et.docx
2. guia de_laboratorio_-_dinamica_rotacional_navarrete_jonathan
2. guia de_laboratorio_-_dinamica_rotacional_navarrete_jonathan
Torque Arm Modeling, Simulation & Optimization using Finite Element Methods
Torque Arm Modeling, Simulation & Optimization using Finite Element Methods
Measurement of force and torque and pressure standards
Measurement of force and torque and pressure standards
EGME 306A The Beam Page 1 of 18 Group 2 EXPER.docx
EGME 306A The Beam Page 1 of 18 Group 2 EXPER.docx
Chapter 9 tutorial exercises with solutions 19 02 2013
Chapter 9 tutorial exercises with solutions 19 02 2013
More from randymartin91030
Ask Michael E. Mark about his company’s procedures for making a big .docx
Ask Michael E. Mark about his company’s procedures for making a big capital investment, and he is likely to refer you to the Flextronics International Corporate Policy Manual. It has 80 pages – all of them blank. Although Marks is Flextronics’ chairman and CEO, he says he sometimes lets subordinates such as Humphrey W. Porter, the head of Flextronics’ European operations, do multi-million dollar acquisitions without showing him the paperwork. He disdains staff meetings at his San Jose (Calf.) headquarters, and he refuses to draw up an organization chart delineating his managers’ responsibilities.
One might think Marks’ style is too casual for a growing conglomerate. This is a giant that owns dozens of factories scattered over four continents and has big contracts with some of the most demanding corporate customers on earth, from Cisco Systems Inc. to Siemens. In recent years it has acquired manufacturing plants, design firms, and component makers in the United States, Europe and Asia. It also has landed huge manufacturing contracts with Motorola Inc. and Microsoft Corp.
As Marks sees it, the business of global contract manufacturing is all about speed. The time it takes to get a prototype into mass production and onto retail shelves across the globe can determine whether a leading-edge digital gadget succeeds or flops. And with the Internet and corporate makeovers rapidly reconfiguring entire industries, Marks thinks it’s a bigger sin to miss important opportunities than to make a mistake or two. So he doesn’t want to tie down his top managers with bureaucracy. One of Marks’ favorite dictums: “It’s not the big who eat the small. It’s the fast who eat the slow.”
So far Marks has managed to craft the right balance. A Harvard MBA who had run several small electronics makers, Marks helped engineer a takeover of Singapore domiciled Flextronics in 1993, when it was nearly bankrupt. After turning the company around, he began to rebuild. Flextronics became a favored supplier to companies like Cisco, 3Com, and Palm. Flextronics is poised to become the world’s second-largest contract manufacturer, after Milpitas (Calif.) based Solectron Corp. Beside the industrial parks in Hungary, it also has huge manufacturing campuses in Mexico, China and Brazil.
The basketball hoop hanging in Marks’ modest, somewhat disheveled office seems to sum up his self-image. Marks is a passionate player – even though he stands all of 5 ft. 2 in. Likewise, in the business world Marks seems determined to prove a point. One way or another, he’s convinced he can retain the agile management style of a start-up, while making Flextronics a global enterprise that can play in the big leagues.
1. Based on your reading of the case, describe Marks’ leadership process, style, behavior and the text term that best defines it. Do you think he is successful because of or in spite of his leadership approach?
2. What leadership theories covered in the chapter.
ask an expertwww.NursingMadeIncrediblyEasy.com JanuaryFe.docx
ask an expert
www.NursingMadeIncrediblyEasy.com January/February 2017 Nursing made Incredibly Easy! 55
Be a legislative advocate
By Lisa Lockhart, MHA, MSN, RN, NE-BC
Q: As nurses, when we feel
strongly about a practice issue,
should we consider lobbying?
A: The American Nurses Association
(ANA) believes that it’s our responsibility
as nursing professionals to be involved in
advocating for patient safety, care stan-
dards, and healthy work environments.
The ANA is a strong voice for America’s
nurses and is among the most powerful
lobbying groups in Washington, D.C. Not
alone in its fi ght for nursing quality and
safety, the ANA is joined and supported
by our professional organizations, state
boards of nursing, and advocacy groups.
These include the American Academy of
Nursing, the American Nurses Credential-
ing Center, and the American Nurses
Foundation.
Participating in your local, specialty,
or state organizations can help you give
voice to your concerns as an engaged pro-
fessional. You have the ability to build,
shape, and alter current laws, effectively
changing legislation by joining forces with
your peers. To simply complain about
staffi ng ratios, the Affordable Care Act,
and unhealthy work environments is just
that—complaining. But by being involved,
we have a large and potentially powerful
voice for safety and quality when you con-
sider that we’re 3.6 million strong!
Our power as an educated workforce
must be harnessed and used purposefully
to effect change. The Institute of Medicine
and the Robert Wood Johnson Foundation
understood this when they launched The
Future of Nursing report. This doesn’t
necessarily mean that you have to go to
Washington and lobby; it means advocating
at the organizational, state, or federal level.
Stay abreast of what’s going on in your
state and nationally, be an active participant
in professional organizations, vote for legis-
lators who share your healthcare policy and
regulation views, and join internal commit-
tees where nurses at your facility review
policies and procedures. You can make a
difference.
If you decide to give lobbying a try, here
are tips on how to lobby Congress from the
American Academy of Ambulatory Nursing:
“• keep it short and to the point
• don’t forget to say ‘thank you’
• get to know the legislator’s staff (It’s
frequently more productive to speak to
a staff member than the lawmakers
themselves.)
• tell the whole story by acknowledging
when something is diffi cult and when
there’s opposition
• timing is everything (It’s important to
know Congressional procedures, so men-
tion proper deadlines and don’t ask for
requests at the last minute.)
• have a one-page written draft of what
you want available to leave or send to the
legislator
• be professional even when the answer
is ‘no;’ regroup and wait for another
chance.” ■
REFERENCES
American Nurses Associ.
Ask clarifying or thought provoking questions.Provide personal or .docx
Ask clarifying or thought provoking questions.
Provide personal or professional examples that further illustrate relevant social psychological concepts identified in your classmate’s post.
Supply additional information that might influence your classmate’s interpretation. For example, recommend resources that further support their position or identify possible alternative explanations.
.
Asian American ResearchHello class, I hope this finds you all we.docx
Asian American Research
Hello class, I hope this finds you all well!
For this week and the last we have been looking at an overview of Asian American Theatre, some of its origins, traditions, the rise of xenophobia against specific yet different Asian cultural groups, and Asian immigration over the last 150 years, as well as a brief look at where this culturally specific kind of Theatre and cinema stands today nationally and more locally with respect to the kinds of stories that are being told that are from an Asian P.O.V. as well as the actors that are cast to play these roles in the last 80 years of cinema, television and theater.
Consider your own overall outlook, knowledge and familiarity (including from our class) with Asian history in the U.S. and the potential struggles that Asian Americans have endured in the last century(s) with the mass migrations in the middle of the 1800’s, the struggle of the Gold and Railroad industries, the rise of wars and conflicts that set Asian Americans and immigrants against the prevailing attitudes in the U.S. about race in the last 150 years.
Looking at the Asian American experience in the U.S. is important as we consider the building blocks of our nation, with railroads, industry, wars, working and labor rights, internment camps during WWII, the deep culture of education and rich traditionalism that is so socially important to the overall history of this group of study, and the important contributions that we as a society have enjoyed from key figures in Asian American history.
We can all speak with a certain level of experience and knowledge, either directly or indirectly, to what we think would be important elements and issues to discuss within the Asian American culture.
Your assignment for this week is to research our topic of Asian American Arts and find an article or video link that deals with this topic in some way and then respond to it with a response paper.
This can be topics of:
1. The Issue of "Yellow Casting" and it's affects on modern Cinema
2. Insufficient roles for Asians in Cinema, T.V. and Theatre
3. Pay gap for Asian actors compared to white actors,
4. How many of the common stereotypes that we discussed are still seen and expressed in film and TV. today.
5. Highlighting an Individual Artist and their impact on pop culture and elevating Asian culture in some way:
- Director(s)
- Actor(s)
- Playwright(s)/Screenwriter(s)
- Any article or video you feel are relevant to our topic and this assignment that
you can write a reaction to in line with this assignment
Please upload your link with your 2-3 page reaction paper. (double space / MLA format)
.
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019).docx
ASIAN CASE RESEARCH JOURNAL, VOL. 23, ISSUE 1, 153–191 (2019)
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Dr. Ivy S. N. Chen of Hong
Kong Polytechnic Univer-
sity, Professor Sherriff T. K.
Luk of Emlyon Business
School, France, and Dr.
Jinghui Tao of Nanjing
University of Finance and
Economics, as a basis for
classroom discussion rather
than to illustrate either effec-
tive or ineffective handling of
an administrative or business
situation.
Please send all correspon-
dence to Dr. Ivy S. N. Chen,
Department of Management
and Marketing, Hong Kong
Polytechnic University, Hung
Hom, Kowloon, Hong Kong.
E-mail: [email protected]
Kerry Logistics — Paving the
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Asian Americans had been excluded from entering the U.S. for more th.docx
Asian Americans had been excluded from entering the U.S. for more than half a century through the litany of anti-Asian immigration legislation passed in the years (1882, 1917, 1924, 1934) leading up to WWII. How did the 1965 Immigration Act (Hart-Cellar Act) change this situation? Why have so many well-educated Asians immigrated into the U.S. after the passage of this act? To what extent will Asian immigrants continue to enter the U.S. in the 21
st
century? Drawing upon evidence presented in the course reading (Fong's chapter), make a case that Asian immigrants will continue to come in a steady pace to the U.S., or slow down significantly, or halt altogether.
.
Asia; Opera and Society and a DilemmaPlease respond to t.docx
Asia; Opera and Society and a Dilemma
Please respond to the following,
using sources under the Explore heading
as the basis of your response.
Describe two (2) examples of how either black slaves or white abolitionists used literature or the visual arts as a form of protest against slavery. Compare this to a modern example of art used for social protest.
.
Asian Academy of Management Journal, Vol. 18, No. 1, 1 –17, 20.docx
Asian Academy of Management Journal, Vol. 18, No. 1, 1 –17, 2013
© Asian Academy of Management and Penerbit Universiti Sains Malaysia, 2013
CHALLENGES TO TOYOTA CAUSED BY RECALL
PROBLEMS, SOCIAL NETWORKS AND DIGITISATION
Jay Rajasekera
International University of Japan
Graduate School of International Management
Minamiuonuma City, Niigata, Japan 949-7277
E-mail: [email protected]
ABSTRACT
The recent recall problems that shook Toyota raised questions about the company's
openness with the public. Media attention and the intervention by governments in
Toyota's largest markets in North America, Europe, China, and Japan kept Toyota's
management in the spotlight. The crisis also exposed the power of social media. Although
authoritarian regimes can control social media, public companies cannot. They have to
live with it by either countering effectively when a crisis begins to brew or suffering the
consequences when it grows out of proportion. If Toyota manages social media
strategically, can it overcome the recall debacle and protect the reputation it has built
over decades as the top-quality automaker in the world? What challenges does the
increasingly digitalised auto industry present to Toyota? These are the main subjects of
this paper.
Keywords: social media, crisis management, Toyota, recall, social networks, Facebook,
Twitter, digitisation
INTRODUCTION
Social media, including social networking sites (SNS) such as Facebook and
Twitter, have added new meaning to the spread of news and information.
Whereas traditional information channels, such as newspapers, radios and TV, are
one-way mediums, the dawn of the Internet and social media has made
communication a two-way medium. The lack of official control, supervision and
regulation has fuelled a social media frenzy, which has proven to be an effective
method of rallying crowds for any significant (or even insignificant) issue.
The recent bans on Facebook and other types of social media by certain
governments are proof that social media cannot be ignored. Although
authoritarian governments can resort to such drastic methods, public corporations
cannot afford to do so. Corporations have no other option than to live with social
media phenomena, either countering them effectively when a crisis begins to
brew or suffering the consequences when it grows out of proportion.
Jay Rajasekera
2
In this context, it is interesting to explore how recall-troubled Toyota has handled
social media and what options are available for Toyota to prevent the situation
from going out of control and harming the worldwide reputation as a top-quality
automaker that the company has worked for decades to develop.
Toyota's recall exposed some "digitisation" in the automobile industry as well.
Digital technology in the music and video industries and its exploitation by Apple
in the Internet and social media essentially pushed Sony, an old industry
h.
Ashry 1Nedal AshryProf. GuzikENGL 301B15 February 20.docx
Ashry 1
Nedal Ashry
Prof. Guzik
ENGL 301B
15 February 2020
Education and Technology
The benefits of technology cannot be denied in how they help students getting their work done both in and outside of the classroom. Technology also saves students time by helping them submit their work when it’s due. Even with these great benefits, using screen-based-devices can distract students from staying focused. Handwriting notes is more efficient than typing it because the notes will be more specific. In this essay, I will discuss the benefits of screen-based-devices in education and their disadvantages. I will discuss a potential policy which California State University Long Beach should adopt in order to prevent students from multitasking and staying focused on getting one task done at a time. Administrators and instructors should develop ways to help students stay engaged in class by providing them with a productive environment for learning with the use of screen-based-devices.
Students who try to multitask can’t get things done in a timely manner since their brain can’t process two different things at the same time. According to Dr. Adam Gazzaley, who is a neuroscientist at the University of San Francisco, the prefrontal cortex faces challenges when the brain tries to process multiple tasks at the same time. Studies show that the brain works in harmony with the prefrontal cortex when one task is being accomplished. However, as soon as students start multitasking, the right hemisphere and left hemisphere of the brain are forced to work independently which stops them from getting things done on time. However, if they focus on doing schoolwork or taking notes individually from start to finish, they won’t be worried or concerned about checking their devices. In order for the prefrontal cortex to process things in harmony with the rest of the brain, students should minimize the use of screen-based-devices while they are in class or doing homework so that they can get tasks done on a timely manner.
Another disadvantage about screen-based-devices is the ability to retain information during lectures. Students spend the entire class time taking notes on their electronic devices without paying full attention to the material being taught. I have experienced this issue myself when I would be taking notes during class, and when I went home to study. I had a hard time understanding my notes because I didn’t spend as much time paying attention during class. With some professors drawing diagrams or not having uniform notes, I would not be able to copy down the information on my screen-based-device as quickly or in a manner that would make as much sense as what the professor wrote on the board. I also would get distracted as soon as I received a notification from either Facebook, Twitter or when I receive an important email. I would often find myself switching from one screen to another and oftentimes forget that I am in class. It came to a point where I prefer.
Ashford Graduate Intro Week Six Discussion Two 2 Examples.docx
Ashford Graduate Intro Week Six Discussion Two: 2 Examples
Example One:
The purpose of this discussion is to compare and contrast a popular mainstream article
on cyber bullying with an article on the same topic in peer-reviewed scientific literature.
Cyber bullying is certainly a very important issue in the modern world, where we are, in
many ways, more connected and able to interact with each other technologically than ever
before. With the overall volume of social networking among youths and adolescents up, the
dangers posed by online abuse and bullying has come to the forefront in public awareness
and has become a topic often discussed in the mass media. With multiple high profile cases
of adolescents committing suicide as a result of constant cyber bullying, it is clear that the
issue is a serious one with deep psychological effects.
The two articles used in this discussion are a USA Today article by Robin Erb, entitled
Social-media abuse rampant in middle, high school, and an entry from a 2013 edition of
the Journal of Youth and Adolescence entitled, Cyber bullying and internalizing
difficulties: Above and beyond the impact of traditional form of bullying.
The most striking difference between the two articles can be found in the use of
language. The USA Today article is well-written, but it is done so in a manner that is
clearly intended to be easily consumable for both parents and potential young readers. The
scholarly article, naturally, is much more matter-of-fact and is clearly not designed for the
casual reader, void of the colorful language and first-person accounts heavily featured in
Erb’s piece. For instance, terms such as “throwing shade” are mentioned, and one quote
reads, “teenagers have these squishy little half-formed brains” (Erb, 2015). This use of
casual language is not brought up to belittle the article in any way, because it actually is
written in a way in which the average reader is much more likely to read the article to its
completion and also more likely to understand the content once they are finished than is the
more complex journal entry. However, for someone who is truly interested in the topic and
wants to explore it more fully, the journal entry provides a much deeper insight into the
psychological effects of cyber bullying and how those psychological effects correlate with
real-world consequences. It also brings up a few factors and concepts that are not openly
discussed in the USA Today article, such as the fact that evidence shows that “students
who are cyber victimized are less likely to report or seek help than teens who were
victimized by more traditional means” (Bonnano & Hymel, 2013, p. 695).
Perhaps the most important commonality between these two articles, besides the overall
topic itself, is the intent of the work. While the information is disseminated in a very
different manner, the overall message may be the same. Both articles are meant to bring .
Ashford 6 - Week 5 - Final ProjectFinal ProjectImagine that you.docx
Ashford 6: - Week 5 - Final Project
Final Project
Imagine that you work for a health department and have been asked to make a presentation to a group of health care professionals on the role and responsibilities of community and public health.
After reviewing the materials throughout the course and based on what you have learned, create a PowerPoint presentation of at least six slides that covers the following topics:
Describe the role of community and public health in the well-being of populations.
Describe the public health organizational structure.
Examine the legal and ethical dimensions of public and community health services.
Analyze funding of public and community health services.
Discuss the role of communication in community and public health programs.
Creating the Final
The Final Presentation:
Must be created using a screencast program such as Jing, Screencast-O-Matic, Screenr, or other audio/video program.
Must be a minimum of six PowerPoint slides in length (excluding title and reference slide), and formatted according to APA style as outlined in the Ashford Writing Center.
Must include a title slide with the following:
Title of presentation
Student’s name
Course name and number
Instructor’s name
Date submitted
Must include a succinct thesis that is presented on the opening slide.
Must address the topics with critical thought.
Must use at least four scholarly sources (not including the course text), including a minimum of two from academic journals found in the Ashford University Library. Other sources should be obtained from appropriate epidemiological information.
Must document all sources in APA style, as outlined in the Ashford Writing Center.
Must include a separate reference slide, formatted according to APA style as outlined in the Ashford Writing Center.
.
ASD Services ResourcesAutism ResourcesFlorida Department of H.docx
ASD Services Resources
Autism Resources/Florida Department of Health (www.floridahealth.gov.)
American Autism Association (www.myautism.org.)
Bloom Autism Services. ABA Therapy in South Florida (www.inbloomautims.com.
National Autism Association (https://nationalautimsassociation.org.)
Miami Dade County Autism Support Groups.
South Florida/Autism Speaks (www.autismspeaks.org.)
CAP4Kids Miami. Special Needs/Autism (https://cap4kids.org.)
The Autism Society of Miami Dade (www.ese.dadeschools.net.)
University of Miami Center for Autism and Related Disabilities (CARD)
Family Life Broward and Miami Dade. Miami Dade Special Needs Resources and Activities Guide (2019). (https://southfloridafamilylife.com.)
Running head: HIGHER EDUCATION 2
HIGHER EDUCATION 2
The Morrill Land-Grant Acts, Title V, Gratz v. Bollinger, and Grutter v. Bollinger
Student’s Name
Course Code
Institution Affiliation
Date
The Morrill Land-Grant Acts had the most significant positive impact on students' access to higher education. This is because this act made it possible for the new states in the west to put up colleges for their students. The institutions that were established gave a chance to a lot of farmers and other working-class people who could not previously access higher education. Since the land was the most readily available resource, it was given for these states to establish colleges. According to Christy (2017), even though some individuals misused the earnings from those lands, the Morrill land-grant Act gave the foundation of a national system of state colleges and universities. Finances from the lands even helped existing institutions, helped build new institutions, and other states were able to charter new schools.
Grutter v. Bollinger & Gratz v. Bollinger had the most influence in shaping how higher education institutions recruit and retain students from diverse backgrounds. This is because this ruling recognizes the benefits of diversity in education and validates any reasonable means which can be used to achieve that diversity. The verdict is even supported by a lot of studies which show that student body diversity promotes learning outcomes, and 'better prepares students for an increasingly diverse workforce and society…'" (The Civil Rights Project, 2010). Grutter vs. Bollinger laid a foundation for the diversity we see today in universities and colleges. Garces (2012) asserts that in our current world, which is diverse, access to higher education is what determines our legitimacy and strength. This all has been made possible by the Grutter v. Bollinger & Gratz v. Bollinger. The ruling helped break down stereotypes and for students to understand others from different races.
References
Christy, R. D. (2017). A century of service: Land-grant colleges and universities, 1890-1990. Routledge.
Garces, L. M. (2012). Necessary but not sufficient: The impact of Grutter v. Bollinger on student of color enrollment in graduate and profess.
ASCI 615 AviationAerospace Accident Investigation and.docx
ASCI 615
Aviation/Aerospace Accident
Investigation and Analysis
Data Collection Part II
Overview
• Records Review
• Electronic Evidence
CVR
FDR
ATC data
Weather
Aircraft Records
Crew Records
• Accident Photography
• Witness Interviews
Records Review
• Records are not as glamorous as wreckage, but may
tell a large part of the story. Personnel training and
qualification, aircraft maintenance and modification,
and company policies and procedures all help build a
picture of the operation prior to the accident
• Operations Specialist –
Gather personnel, medical, and training records of aircrew
involved.
Get copies of operating procedures, flying schedules, and
training procedures from the owner/operator.
Records Review (Cont.)
• Maintenance Specialists –
Gather aircraft, engine, appliance, maintenance, servicing, and overhaul
records.
Gather personnel and training records for maintainers involved with the
accident aircraft.
Gather records on maintenance procedures, policies, and training.
Gather the same records for any organization that did outsourced
maintenance.
• Air Traffic Control Specialist –
Gather copies of all ATC voice and radar tapes.
Gather copies of local ATC policies and procedures.
Gather personnel and training records of local ATC personnel if
involvement in the accident is suspected.
Records Review (Cont.)
• Human Factors Specialist –
Gather and analyze crew issues including medical records,
schedule, crew rest, off-duty activities, nutrition, hydration,
etc.
May involve interviews with family members to establish
activities leading up to the aircraft.
Research previous work done on human-machine interface
and ergonomics in the aircraft.
• Weather Specialist – FAA requires special weather
observation to be taken at the time of the accident.
Gather this as well as weather forecast provided to
the aircrew.
Records Review (Cont.)
• Survival Specialist –
Gather information from first responders and rescue
personnel on condition and location of survivors, condition
and location of casualties, and type and severity of injuries.
Gather emergency response procedures and established
plans (E.g., Airport Emergency Plan)
Gather data “CREEP” data (covered in a later module)
Gather information from operator on assigned seat location
for each individual on the aircraft, both crew and
passengers.
Records Analysis
• Personnel records (crew and maintenance) –
Look for the obvious first: medical problems, training deficiencies,
qualification issues, personal problems.
Analyze training received and adequacy of training for the job
Analyze currency of training
Make sure the people involved were trained, qualified, and
current to be doing the job they were doing for both crew and
maintenance
Make sure the people involved were capable of doing wha.
ASCM 631 – Integrative Supply Chain Management – Midterm Examinati.docx
ASCM 631 – Integrative Supply Chain Management – Midterm Examination
Multiple Choice Questions. Choose the one alternative that best answers the question. 2 points each.
1)
Successful supply chain management requires which of the following decision phases?
1)
_______
A)
Supply chain strategy/design
B)
Supply chain operation
C)
Supply chain planning
D)
all of the above
E)
A and B only
2)
Supply chain surplus involves what two parts?
2)
_______
A)
Reliable transportation and supply chain cost
B)
Manufacturing cost and selling price
C)
Customer value and high quality products
D)
Customer value and supply chain cost
3)
Successful supply chain management requires many decisions relating to the flow of information, product, and funds. These decisions fall into three categories or phases. Which of the following is NOT one of these categories?
3)
_______
A)
Supply Chain Strategy and Design
B)
Supply Chain Operation
C)
Supply Chain Alliances
D)
Supply Chain Planning
4)
Customer arrival refers to
4)
_______
A)
the customer informing the retailer of what they want to purchase and the retailer allocating product to the customer.
B)
the process where product is prepared and sent to the customer.
C)
the process where the customer receives the product and takes ownership.
D)
the point in time when the customer has access to choices and makes a decision regarding a purchase.
E)
none of the above
5)
Which of the following is not a process in the customer order cycle?
5)
_______
A)
Customer order fulfillment
B)
Customer arrival
C)
Customer order receiving
D)
Customer order entry
E)
All are processes in the customer order cycle.
6)
Supply chain responsiveness includes the ability to do which of the following?
6)
_______
A)
Handle supply uncertainty
B)
Match supply chain responsiveness with the implied uncertainty of demand
C)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
D)
Understand customers and supply chain uncertainty
E)
none of the above
7)
The key weakness of the ________ view is that different functions within a firm may have conflicting objectives.
7)
_______
A)
Intrafunctional scope
B)
Intercompany scope
C)
Intraoperation scope
D)
Interfunctional scope
8)
Supply chain responsiveness includes the ability to do which of the following?
8)
_______
A)
Meet short lead times
B)
Ensure that all functional strategies within the supply chain support the supply chain's level of responsiveness
C)
Match supply chain responsiveness with the implied uncertainty of demand
D)
Understand customers and supply chain
E)
all of the above
9)
A supply chain strategy involves decisions regarding all of the following except
9)
_______
A)
operating facilities.
B)
transportation.
C)
inventory.
D)
information flows.
E)
new product development.
10)
Pricing directly affects revenues but.
ASB3109 Strategic ManagementYour Individual Assignment.docx
ASB3109 Strategic Management
Your Individual Assignment
Copyright © 2018 MDIS. All rights reserved.
*
Things To Do?Select a business organization of your choice Conduct a strategic analysis of the impact of external environmental forces and internal company activities Influencing the business organization’s differential & competitive advantage Critically discuss the elements of your framework of analysis
Copyright © 2018 MDIS. All rights reserved.
Copyright © 2018 MDIS. All rights reserved.
*
Things To Do?Please use theoretical concepts selectively to support your argumentsYou may also quote from industry/company/financial press sourcesEnsure that your referencing of all sources is to an established convention and standardIf in doubt, use “Harvard” referencingYou need to consult with at least ten (10) academic references to develop your arguments
Copyright © 2018 MDIS. All rights reserved.
Copyright © 2018 MDIS. All rights reserved.
*
REMEMBER?May use of references to textbooks, journal articles & media reports and information from reputable websites (references in Harvard format)Critically evaluate as you write your answers and avoid being descriptiveDo NOT just gather information in the topic!Submission Date: Monday 17 Dec 2018Word Limitation: 2,500 Weightage of assessment: 40%
Copyright © 2018 MDIS. All rights reserved.
Learning OutcomesUse the terminology of strategic management in an organizational contextAnalyze the internal and external environment of an organizationIdentify and cite key strategic management theories and conceptsUnderstand the dynamics of strategic decision making
Copyright © 2018 MDIS. All rights reserved.
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Copyright © 2018 MDIS. All rights reserved.
Marking Criteria
Copyright © 2018 MDIS. All rights reserved.
*Marks AwardedDescription of Performance80 to 100 marksThe work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this Level, the work demonstrates a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse.70 to 79 marksThe work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this Level it is expected that the work will be excellent in demonstrating evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality.60 to 69 marksThe work examined is of a sufficiently high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also clearly artic.
asapnursingProvide a Topic of Health Promotion Paper for App.docx
asap
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Provide a Topic of Health Promotion Paper for Approval
Health Topic
1. Describe a single health promotion/disease prevention problem from the Healthy People 2020 Objectives Introduction to population or problem. Describe incidence, prevalence, epidemiology, cost burden etc.,
2. Description of specific population, program or organization Discuss how the policy is intended for a specific population, program or organization.
3. Specific legislators involved Identify and discuss specific legislators involved in the policy development and policy, practice and outcomes.
4. Discuss how the policy influences clinical practice and is used to promote best outcomes. Policy, practice and the inter-professional team. Examine how the policy can be used by the inter-professional team to ensure coordinated.
Use of primary sources and evidence that is not older than 5 years. Writing, grammar and APA application Scholarly grammar, use of APA 6th edition.
.
Asap Essay Need, it needs to be 4-5pages long. I really want to get .docx
Asap Essay Need, it needs to be 4-5pages long. I really want to get A+.... Please help...... NO PLAGIARISM...OR SPELLING MISTAKES..... IF FOUND YOU WILL BE IN TROUBLE........
Topic--There are probably a few things that have changed since you were in high school. Write an essay that might seve as a call to action.What would you change about high school systems in general and specially.
Please make sure that there is good introduction.. good attention in the intro... good transition... and there better be thesis....
Make sure there is a thesis...
Plagiarism
is the "wrongful appropriation" and "purloining and publication" of another
author
's "language, thoughts, ideas, or expressions," and the representation of them as one's own
original work
.
[1]
[2]
The idea remains problematic with unclear definitions and unclear rules.
[3]
[4]
[5]
[6]
The modern concept of plagiarism as
immoral
and
originality
as an
ideal
emerged in Europe only in the 18th century, particularly with the
Romantic movement
.
DO IT RIGHT OR MONEY BACK...
.
ASB 100Spring 2019Writing Assignment 3In this assignme.docx
ASB 100
Spring 2019
Writing Assignment 3
In this assignment, you must select a topic, condition, or problem related to ‘water, sanitation, and hygiene’ or climate change that you consider to be a global health priority. This priority needs to be specific rather than a general concept such as ‘climate change.’
After describing the issue and justifying why it is a priority, design a health intervention to address the issue. The intervention must include at least two components: an educational component (e.g. dealing with beliefs and behavior); and an infrastructure or policy component (for example new construction, policy to limit emissions, etc.). For each component, state what you would do as well, why and how your intervention would have an effect, and how you would measure success (e.g. increasing handwashing rates).
You are encouraged to use visuals to help explain your intervention or to provide examples of your interventions. If you use images from the internet, please provide the website where you found the image.
Make sure that you address the ‘who, what, where, when, and why’ issues in both your justification as well as your proposed intervention. For example, do you focus on areas that lack access to adequate sanitation versus places where the quality of services may be an issue? Do you focus on areas that are at highest risk of climate change impacts, or areas that contribute the most to greenhouse gases? Do you focus on urban or rural areas? For the educational component, do you provide ads on tv, billboards, or in schools? Do you focus on adults, teenagers, or children? Do you propose policy at the global or national level?
You must include at least one unique source for each section of the proposal (justification, education/behavior, infrastructure/policy). You may use the same author or institution for each section (such as the World Health Organization), but the documents must be unique for each part. Please make sure that you identify the source of any information you use by using in-text citations (e.g. the WHO (2016) states…), and well as identifying any direct quotations with quotation marks (“”).
Topic:
Justification: (approximately 200 words)
Educational / Behavioral Component: (approximately 300-400 words)
Infrastructure / Policy Component: (approximately 300-400 words)
Citations:
· Ulrich, D. & Smallwood, N. 2004. Capitalizing on capabilities. Harvard Business Review, 82(6):119-127 (C)
· Porter, M. E. (2001). The value chain and competitive advantage. Understanding business processes, Chapter 5, pp. 50-59. The reading is available online at the following link.
· https://books.google.com/books?hl=en&lr=&id=lNEl9R4MWawC&oi=fnd&pg=PT54&dq=porter+value+chain&ots=XCm72AmYMJ&sig=gYW0LThqprzbiDfB1NNnPxIEKA8#v=onepage&q=porter%20value%20chain&f=false
· Porter’s Value Chain Analysis: https://www.toolshero.com/management/value-chain-analysis-porter/
www.hbr.org
A R T I C L E
H B R S
P.
asapnursingHealth policy unfolds daily and drives clinical p.docx
asap
nursing
Health policy unfolds daily and drives clinical practice in the US. The student will investigate current policies or legislation underway for a specific health-related issue. The Student will develop a scholarly APA formatted supported by evidence. The rubric:
1. Introduction to population or problem (incidence, prevalence, epidemiology, cost burden etc)
2. Description of how the policy is intended for a specific population, program or organization
3. Specific legislators involved in the policy development and dissemination
4. Identify the role of the APRN in assisting with the policy or refuting the policy – this requires the evidence to support opinion, ideas and/or concepts.
5. Discuss how the policy influences clinical practice and is used to promote best outcomes
6. Examine how the policy can be used by the interprofessional team to ensure coordinated and comprehensive care for the specific population
7. Conclusion – summarize findings
8. APA format – use of primary peer-reviewed references as much as possible
.
Asam100bbXinyu ShangReading journal week1In the article Im.docx
Asam100bb
Xinyu Shang
Reading journal week1
In the article Immigration and Livelihood, 1840s to 1930s, the key reason why the Asians moved to the United States was to look for jobs. The Asians were desperate for jobs and were ready to work even if they received low salaries. On the other hand, their employers loved the situation since they made a lot of profits. The first Asians to enter the United States made it through the Manila galleon trade. “An act for the governance of masters and servants” (Chan, 1991 p25). However, other communities felt as if the Asians brought competition, which could result in a reduction of job opportunities. Some of these were the Euro-Americans employees who saw the Asians as their competitors. Others were the nativists for all levels who were aggressive to them since they stopped them for restless reasons to prevent their coming.
Azuma Introduction tells that people who were born in Japan and later on shifted to America for studies had the right to express their views without any restrictions. Both the Tateishi and the Hoashi had not gotten a chance to become leaders in the Japenese colonist community, and they were not even recognized in America. “East is West West is East” (Azuma, 2005 p9). However, their routes were not highly valued compared to their expressions, especially during their times. These two communities had the capability of offering their shared predicament comprehensibly in public. Linking with the article on Mercantilists, Colonialists, and Laborers, the dilemma of these communities living through the claimed the separation for the East-West separation and linked binaries. The article also concentrates on the global history of Japanese immigrants and the procedure of creating the racial process. Additionally, the collective impacts of the organizational and figurative regulators control the experience of a marginal group that was viewed as a racial project.Chapter one talks about theoretical groups and how they are confusing. There was considerable confusion on whether the Japanese who relocated to the United States were there to colonize the U.S, or they had just come as immigrants. “Going to America” (Azuma, 2005 p23). The difficulty categorized the historical course of Japanese relocation to the United States as a varied nature of the early Issue community. It is clear that later on, after the Japanese had shifted to the United States, they implemented their capitalist economy, which brought more confusion concerning the issue of immigration and colonization. Therefore, this was one of the intercontinental histories of Japanese immigration in the American West, which brought about the contradiction issue.
On the Takaki talks about how the Chinese moved to one of the cities in the United States known as California. It happened to be a movement that had been formed by several people from various nations. These were inclusive of the Korean, Chinese, Filipino, and Japanese. “Cheap .
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- 1. Physics 161 Static Equilibrium and Rotational Balance Introduction In Part I of this lab, you will observe static equilibrium for a meter stick suspended horizontally. In Part II, you will observe the rotational balance of a cylinder on an incline. You will vary the mass hanging from the side of the cylinder for different angles. Reference Young and Freedman, University Physics, 12th Edition: Chapter 11, section 3 Theory Part I: When forces act on an extended body, rotations about axes on the body can result as well as translational motion from unbalanced forces. Static equilibrium occurs when the net force and the net torque are both equal to zero. We will examine a special case where forces are only acting in the vertical direction and can therefore be summed simply without breaking them into components: (1) Torques may be calculated about the axis of your choosing: (2)
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- 3. Figure 1: Experimental setup for Part II The condition that the net force along the x-axis (which is conveniently taken along the incline) must be zero yields the relationship. (Prove this!) Without static friction the cylinder would slide down the incline; the presence of friction causes a torque in clockwise (negative) direction. In order to have static equilibrium we need to balance that torque with a torque in counterclockwise direction. This is achieved by hanging the appropriate mass m. Applying the last condition to the center of the cylinder will result in: where r, the radius of the small cylinder (PVC fitting), is the moment arm for the mass m and R, the radius of the rubber cylinder, is the moment arm for the frictional force which accounts for M and m. Combining this equation with the equation for Ffr from above will result in: (5) (6)
- 4. By adjusting the mass m, we can observe how the equilibrium can be achieved. Procedure Part I: Static Equilibrium Figure 2: Diagram of Torque Experiment Setup 1. Weigh the meter stick you use, including the metal hangers. 2. Attach the force sensor cords to the Interface box as you have done in previous labs. Set up the hardware in Pasco by adding two force sensors for channels A and B. 3. For today's lab you do NOT need to graph the force sensors over time, instead, drag the Digits icon in the "Displays" area. This will give you a digital readout of the force sensor data at the given time. Create two Digit displays, one for each force sensor on the meter stick. Choose “Force Channel A (N)” and “Force Channel B (N)” in the two Digit displays. 4. Remove the meter stick from force sensor hooks, click on Record button, and tare each force sensor without weight to establish zero. Then hang a known mass on each force sensor to verify that it is reading correctly. Measure the mass on the scale first. If you need to increase the precision of the display, hover the mouse over the increase digits icon shown in the figure below. This will increase the number of significant figures.
- 5. 5. Keep Record button on. Set up the meter stick and force sensors as shown in Figure 2. The meter stick will be suspended from a beam via the two force sensors. (These will also be used to determine the upward vertical forces at these positions.) The force sensors must be attached vertically anywhere that yields equilibrium using the metal hangers. 6. Attach three masses (100g, 200g and 500g according to the table in step 9) to the meter stick using metal hangers. Neglect the masses of the metal hangers in your torque calculations. 7. Balance your system by moving the three weights and watching the Digits displays. All forces must be vertical to avoid difficulties, so make sure the meter-stick is level and be sure the force sensors are pulling straight upward. Adjust the location of the masses so that the force meters read almost identical forces. 8. Record the position and mass on the meter-stick for each mass. 9. Using the following data sheet to record the results, calculate the sum of the masses responsible for the positive forces and the sum of those responsible for the negative forces. (Forces 5 and 6 are the force meters.) Check to see if the sums are equal. Mass(kg) Force # Force (N) Position (m)
- 6. 100 = 0.1 F1 980 = .98 0.149 200 = 0.2 F2 1960 = 1.96 0.211 500 = 0.5 F3 4900 = 4.9 0.685 143.04 = .14304 F4 1401.792 = 1.401
- 7. 0.5 F5 -4.60 0.091 F6 -4.50 0.944 10. Using the zero position (x = 0 m) of the meter stick as the axis of rotation and counterclockwise torques as positive, determine the sum of the torques acting in both directions and record them on the data sheet. Check for equality between positive and negative sums within the calculated uncertainties. Now imagine the lever arm is located at the axis point in the middle of the meter stick (x = 0.50 m) and recalculate torques. Check for equality between positive and negative results, within calculated uncertainties. Torque Calculation Table Lever Arm (m) Axis at x=0m Torque (N-m) Axis at x = 0m Lever Arm (m) Axis at x=0.5m Torque (N-m) Axis at =0.5m F1 0.149 0.14602 0.351 0.34398
- 8. F2 0.211 0.41356 0.289 0.56644 F3 0.685 3.3565 0.185 -0.9065 F4 0.5 0.7005 0.5 0.7005 F5 0.091 -0.4186 0.409 -1.8814 F6 0.944 -4.248 0.444 1.998 Sum of Positive Torques 4.61658 3.60892 Sum of Negative Torques -4.6666 -2.7879 %diff between positive and negative torques
- 9. 5.002% 82.102% Sum of all Torques -0.05002 0.82102 Part II: Rotational Balance The experiment uses a mass hanging on a string over a cylinder to exert a constant torque on the system resulting in a rotational balance of the system. 1. Measure the outer radius of the cylinder and the radius of the PVC fitting around which the string is wrapped. 2. Set up the apparatus as shown in Figure 3 and make sure the mass attached to the string is not touching either the board or the side of the cylinder. Set the angle of incline to 10o. 3. Place the string around the PVC fitting and make sure that it goes around the fitting at least for two turns. 4. Place enough mass at the end of the string so the cylinder does not roll down the incline. Record this mass as mmin Figure 3 5. Start adding more mass to the mass found in the previous step until the cylinder starts rolling up the incline. Record this mass as mmax. 6. Find the average of mmin and mmax. Let σm= ( mmax -
- 10. mmin )/2. Place all these values in the following table. Repeat the experiment for θ= 15 and 20 degrees. Run θºtheory M (kg) mmin mmax maverage σm θºexperiment σθ 1 10 0.25697 0.1 kg 0.25 kg 0.175 0.075 0.02878 2 15 0.25697 0.15 kg 0.25 kg 0.2 0.05 0.031088 3 20 0.25697 0.4 kg 0.45 kg 0.425
- 11. 0.025 0.044267 For your Lab Report: Include a sample calculation of the torques, and % differences in Part I for x=0 condition. Find θexperiment±σθ for all 3 cases in Part II. To determine σθ use equation 6 and assume that the uncertainty for the numerator (A=mr) is 7%, and for the denominator (B=(M+m)R) is 4%. Compute θmax= sin- 1[(A+σA)/(B-σB)] , θmin= sin-1[(A-σA)/(B+σB)] and σθ= (θmax - θmin )/2. Compare θexperiment to θtheory. Are they consistent? Within how many sigmas? 0 = = = å å å t y x F F q sin ) ( g m M
- 15. 1. Abstract (1 points) A brief statement summarizing what was done, why, and giving the principal results. It should be complete enough so that one need not read the paper to understand the abstract. Everything in the abstract is repeated, but with more elaboration, in the paper. The purpose of the abstract is to allow the reader to determine whether or not it will be worth the while to read the entire paper. All data result values may not be included in this section but some statement as to the conclusiveness of the data is required. It is best to write the abstract after the entire paper has been written. It is impossible to write this section before all analysis is completed. 2. Introduction (1 points) The introduction provides the background and theory motivating the experiment as well as your hypothesis which likely results from such theory. Important physical principles that may be used later in the paper should be explained in a general way. Key derivations that lead to these results should be referenced and included as appendices. Equations used in the body of the report must be introduced in this section unless the equation is not part of the theory at hand, for example a geometrical equation used because of procedural steps. These types of equations should be included in the Results portion of the lab paper. 3. Description of the Experiment (2 points) The experiment must be described thoroughly but concisely. The description should cover all apparatus used (diagrams of experimental arrangements, if helpful) and a short discussion of techniques and procedures. This latter discussion only needs to be sufficiently detailed to reveal both the strengths and weaknesses of the work. Do not copy bullet lists from the lab manual, this section must be your own work.
- 16. 4. Results(These are results based on your experimental measurements, NOT on theoretical predictions) (3 points) Present your experimentally gathered data and observations of that data in tabular and/or graphical form. Make sure to write about each graph or table directly after it has been introduced. Include a description of any mathematical manipulations of the data such as how the associated uncertainty was calculated for the measured values. Any sample calculations should be included in the Appendices; the results of these calculations should be included in the data table presentation beside the relevant data. After each data presentation, i.e. data table or graph, observations should be discussed. Data may not be simply stapled to the back of the lab paper but included within the body of the lab paper. If data is long, students may abbreviate the data to relevant columns but entire data sets must be referenced and included in an appendix unless otherwise noted by the lab instructor. If multiple data runs were acquired discussing of precision may appropriately be completed in this section. 5. Analysis (3 points) Analysis of the experimental and predicted results should be presented here. Experimentally obtained graphs and tabular data comparison to theoretical curves belong here. Results stand or fall as supported by the data and analysis, irrespective of your opinion. Accuracy analysis belongs in this section because it compares experimental data to predicted results. 6. Closing Remarks(1 point) Draw conclusions about the results. While speculations are sometimes appropriate in this section, opinion must be carefully distinguished from conclusions that are supported completely by evidence. 7. References(1 point) List the sources (books, papers, URLs, etc…) you used when writing your lab research paper. Please note that copying a picture from a website or from the online manual requires a
- 17. citation. Please make sure to include all URL addresses used as sources either of content or images during the paper writing procedure. Make sure to avoid plagiarism when using any of the sources. 1