...in engineering, ethical issues occur almost all the time. these issues include obstacles that may or may not be intentional. as engineers we need the mathematics and sciences we take the time to learn, then we use the materials to solve these problems effectively and accurately to make life easier. i couldn't imagine how difficult it would be to build a real tower considering how difficult it was making a wooden one. during the process of building this tower, i had to design and draw to exact measurement a tower that i believed would be strong enough to withstand more weight than the rest of the towers created by my classmates. that was the easy part. i then had to cut the pieces of wood i would need for each wall to the exact size then frame it and glue it all together four times until they dried, using my geometry skills to make forty-five and ninety degree angle cuts. After the waiting process was over i then created another part of the tower called the beams which is basically extra support for the tower. I used a basic double V design to allow maximum strength for the tower and i did this nine times, three for each floor. I then had to pin the entire tower together, slide the beams in, glue the beams while they were in the tower, and place triangular floors while it was still drying. so after all the hard work was done, i simply finished gluing all the walls together and then i added a coating of super glue to the tower and i was finished. Using a software called...
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...1/ tan(theta) = b / a | sin(-x) = -sin(x) csc(-x) = -csc(x) cos(-x) = cos(x) sec(-x) = sec(x) tan(-x) = -tan(x) cot(-x) = -cot(x) sin2(x) + cos2(x) = 1 | tan2(x) + 1 = sec2(x) | cot2(x) + 1 = csc2(x) | sin(x y) = sin x cos y cos x sin y | | cos(x y) = cos x cosy sin x sin y | | tan(x y) = (tan x tan y) / (1 tan x tan y) sin(2x) = 2 sin x cos x cos(2x) = cos2(x) - sin2(x) = 2 cos2(x) - 1 = 1 - 2 sin2(x) tan(2x) = 2 tan(x) / (1 - tan2(x)) sin2(x) = 1/2 - 1/2 cos(2x) cos2(x) = 1/2 + 1/2 cos(2x) sin x - sin y = 2 sin( (x - y)/2 ) cos( (x + y)/2 ) cos x - cos y = -2 sin( (x-y)/2 ) sin( (x + y)/2 ) Trig Table of Common Angles | angle | 0 | 30 | 45 | 60 | 90 | sin2(a) | 0/4 | 1/4 | 2/4 | 3/4 | 4/4 | cos2(a) | 4/4 | 3/4 | 2/4 | 1/4 | 0/4 | tan2(a) | 0/4 | 1/3 | 2/2 | 3/1 | 4/0 | Given Triangle abc, with angles A,B,C; a is opposite to A, b oppositite B, c opposite C: a/sin(A) = b/sin(B) = c/sin(C) (Law of Sines) c2 = a2 + b2 - 2ab cos(C)b2 = a2 + c2 - 2ac cos(B)a2 = b2 + c2 - 2bc cos(A) | | (Law of Cosines) | (a - b)/(a + b) = tan 1/2(A-B) / tan 1/2(A+B) (Law of...
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...thickness. Our world has three dimensions, but there are only two dimensions on a plane. Examples: • • length and height, or x and y And it goes on forever. Examples It is actually hard to give a real example! When we draw something on a flat piece of paper we are drawing on a plane ... ... except that the paper itself is not a plane, because it has thickness! And it should extend forever, too. So the very top of a perfect piece of paper that goes on forever is the right idea! Also, the top of a table, the floor and a whiteboard are all like a plane. Imagine Imagine you lived in a two-dimensional world. You could travel around, visit friends, but nothing in your world would have height. You could measure distances and angles. You could travel fast or slow. You could go forward, backwards or sideways. You could move in straight lines, circles, or anything so long as you never go up or down. What would life be like living on a plane? Regular 2-D Shapes - Polygons Move the mouse over the shapes to discover their properties. Triangle Square Pentagon Hexagon Heptagon Octagon Nonagon Decagon Hendecagon Dodecagon These shapes are known as regular polygons. A polygon is a many sided shape with straight sides. To be a regular...
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...Part Rest hand on lateral (radial) surface for 2nd or 3rd digits, or on the medial (ulnar) surface for 4th or 5th digits Extend affected digit Close remaining digits into a fist; hold in flexion with thumb 2nd and 5th digits directly in contact with IR 3rd and 4th placed parallel with IR Adjust to a true lateral position Central Ray Perpendicular to PIP joint of affected digit Collimation 1” on all sides of the digit, including 1” proximal to the MCP joint  Evaluation Criteria Entire digit in lateral position No rotation PA Oblique - 2nd through 5th  Position of Part Hand pronated with palmar surface resting on IR Center IR to level of PIP joint Rotate hand externally until digits are separated on a 45* angle (or placed on a 45* wedge) Central Ray Perpendicular to PIP joint of affected digit Collimation 1” on all sides of digit including 1” proximal to MCP joint  Evaluation Criteria Entire digit rotated 45* Includes distal portion of metacarpal AP Thumb Projection 1st Digit Robert View  Position of Part Hand in extreme medial rotation Hold other extended digits back with tape or opposite hand Rest thumb on IR Adjust hand to ensure true AP projection 5th metacarpal back far enough to avoid superimposition Long axis of thumb parallel with long axis of IR Central Ray...
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...5 Aircraft Load 5.1 Overview Aircraft structures must withstand the imposed load during operations; the extent depends on what is expected from the intended mission role. The bulkiness of the aircraft depends on its structural integrity to withstand the design load level. The heavier the load, the heavier is the structure; hence, the MTOW affecting aircraft performance. Aircraft designers must comply with mandatory certification regulations to meet the minimum safety standards. This book does not address load estimation in detail but rather continues with design information on load experienced by aircraft. Although the information provided herein is not directly used in configuring aircraft, the knowledge and data are essential for understanding design considerations that affect aircraft mass (i.e., weight). Only the loads and associated V-n diagram in symmetrical flight are discussed herein. It is assumed that designers are supplied with aircraft V-n diagrams by the aerodynamics and structures groups. Estimation of load is a specialized subject covered in focused courses and textbooks. However, this chapter does outline the key elements of aircraft loads. Aircraft shaping dictates the pattern of pressure distribution over the wetted surface that directly affects load distribution. Therefore, aircraft loads must be known early enough to make a design “right the first time.” 5.1.1 What Is to Be Learned? This chapter covers the following topics: Section 5.2: Introduction to...
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...A Kaleidoscope of Symmetry When I was a kid, I used to be fascinated with these little toy telescopes. It was not a typical telescope, though. It was special because, when you took a peek through the lens, all sorts of flowers from far off places would magically appear and it would leave me breathless. Of course, now I know a little bit more about these so-called telescopes, also known as kaleidoscopes. A kaleidoscope is an optical toy that can be consisted of multiple arts and craft materials like a paper towel tube, mirrors, and colored beads, whose reflections produce changing patterns that are visible through the eyehole when the tube is rotated. The kaleidoscope was invented in 1816 by a Scottish scientist, Sir David Brewster, and patented by him quickly after in 1817. Brewster innovatively named his invention using Greek terms: kalos, eidos, and scopos—which when combined means the beautiful form watcher. The first kaleidoscope was made using old pieces of colored glass and other shiny objects, which are reflected by angled mirrors or glass lenses ultimately creating a pattern that can be viewed at the end of the tube. As time progressed, an American innovationist, Charles Bush took the kaleidoscope improved it immensely and turned it into a popular trend. He obtained patents for these improvements in 1873 and 1874, which were related to the further development of kaleidoscopes, kaleidoscope boxes, objects for kaleidoscopes, and kaleidoscope stands. Charles Bush...
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...known words such as point or line are called. | Defined terms | 3. To find the length of AB , with endpoints (-7,5) and B(4,-6) you can use the …. | Distance formula | For the following questions below find the coordinates of the midpoint of the segment with the given endpoints. | 4. C(3,5) and D(7,5) | (5,5) | 5. G(-4,4) and H(6,4) | (1,4) | 6. P(-8,-7) and Q (11,5) | (1 ½ ,-1) | Basic math calculators should not be needed | 7. 6*6 | 36 | 8. 5+5 | 10 | 9. 172-20 | 152 | 10. 64/8 | 8 | 200 Section Questions: | Determine what kind of statement the following statements are. | 11. If an angle is a right angle, then its measure is 90o. | Conditional statement | 12. If the measure of an angle is 90o, then the angle is a right angle. | Converse statement | 13. If an angle is not a right angle, then its...
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...Order By Phone 1-800-741-0015 Shopping Cart Help Submit A Question | FAQs | Cheat Sheets | Sight Height Calculator | How-To's | Gun Parts Source | Matches & Shows BenchTalk Articles | Brownells Product Instructions Search Gift Certificates Go keyword or stock# parts + materials Gun Parts Scopes & Electronic Sights Scope Rings & Bases Reamers & Chamber Gauges Recoil Pads & Buttstock Parts Stockmaking & Finishing Stock Bedding & Adhesives Metal, Springs & Screws Factory Parts Return to List Print Friendly Version Springmaking Without Tears By: Steve Ostrem Everyone who has worked on guns for a long time knows the awful truth. Sooner or later, a customer is going to bring in an unusual firearm for which spare parts, especially springs, are nonexistent. Or, maybe itâ ™s an interesting antique that you got a deal on at the last gun show or at a farm auction and would like to shoot if only the mainspring(s) werenâ™t broken. Dozens of phone calls get you nowhere. Your usual reliable sources for parts have never heard of the thing and have no idea where to direct you. At this point desperation sets in. Doubling or tripling the price will deter all but the most determined customers. But we all know there is always at least one person out there that wants his one of a kind blunderbuss made to work again no matter what the cost. Their reasons are usually tied to a strong sentimental attachment to the thing. ✠My (grandfather, great uncle, wifeâ™s sisterâ™s niece...
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...College Trigonometry Version π Corrected Edition by Carl Stitz, Ph.D. Lakeland Community College Jeff Zeager, Ph.D. Lorain County Community College July 4, 2013 ii Acknowledgements While the cover of this textbook lists only two names, the book as it stands today would simply not exist if not for the tireless work and dedication of several people. First and foremost, we wish to thank our families for their patience and support during the creative process. We would also like to thank our students - the sole inspiration for the work. Among our colleagues, we wish to thank Rich Basich, Bill Previts, and Irina Lomonosov, who not only were early adopters of the textbook, but also contributed materials to the project. Special thanks go to Katie Cimperman, Terry Dykstra, Frank LeMay, and Rich Hagen who provided valuable feedback from the classroom. Thanks also to David Stumpf, Ivana Gorgievska, Jorge Gerszonowicz, Kathryn Arocho, Heather Bubnick, and Florin Muscutariu for their unwaivering support (and sometimes defense) of the book. From outside the classroom, we wish to thank Don Anthan and Ken White, who designed the electric circuit applications used in the text, as well as Drs. Wendy Marley and Marcia Ballinger for the Lorain CCC enrollment data used in the text. The authors are also indebted to the good folks at our schools’ bookstores, Gwen Sevtis (Lakeland CC) and Chris Callahan (Lorain CCC), for working with us to get printed copies to the students...
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...output values are displayed by the following while loop for a data value of 5? Of 6? Of 7? printf(" Enter an integer> "); scanf("% d", & x); product = x; count = 0; while ( count < 4) { printf("% d\ n", product); product *= x; count += 1; } No values are output 3. The following segment needs some revision. Insert braces where they are needed and correct the errors. The corrected code should take five integers and display their sum. count = 0; while ( count <= 5) count += 1; printf(" Next number> "); scanf("% d", & next_ num); next_ num += sum; printf("% d numbers were added; \ n", count); printf(" their sum is % d.\ n", sum); Pg. 255 – 256 1. Write a loop that displays a table of angle measures along with their sine...
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...1. Juan and Romella are standing at the seashore 10 miles apart. The coastline is a straight line between them. Both can see the same ship in the water. The angle between the coastline and the line between the ship and Juan is 35 degrees. The angle between the coastline and the line between the ship and Romella is 45 degrees. How far is the ship from Juan? 2. Jack is on one side of a 200-foot-wide canyon and Jill is on the other. Jack and Jill can both see the trail guide at an angle of depression of 60 degrees. How far are they from the trail guide? 3. Tom, Dick, and Harry are camping in their tents. If the distance between Tom and Dick is 153 feet, the distance between Tom and Harry is 201 feet, and the distance between Dick and Harry is 175 feet, what is the angle between Dick, Harry, and Tom? 4. Three boats are at sea: Jenny one (J1), Jenny two (J2), and Jenny three (J3). The crew of J1 can see both J2 and J3. The angle between the line of sight to J2 and the line of sight to J3 is 45 degrees. If the distance between J1 and J2 is 2 miles and the distance between J1 and J3 is 4 miles, what is the distance between J2 and J3? 5. Airplane A is flying directly toward the airport which is 20 miles away. The pilot notices airplane B 45 degrees to her right. Airplane B is also flying directly toward the airport. The pilot of airplane B calculates that airplane A is 50 degrees to his left. Based on that information, how far is airplane B...
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...GMAT数学词汇大全 Algebra & arithmetic terms: Absolute value 绝对值 Add (addition) 加 Average value 算术平均值 Algebra 代数 Algebraic expression 代数式 Arithmetic mean 算术平均值 Arithmetic progression (sequence)等差数列 Approximate 近似 Abscissa 横坐标 Ordinate 纵坐标 Binomial 二项式 Common factor 公因子 Common multiple 公倍数 Common divisor 公约数 Simple fraction Common fraction 简分数 Complex fraction 繁分数 Common logarithm 常用对数 Common ratio 公比 Complex number 复数 Complex conjugate 复共轭 Composite number 合数 Prime number 质数 Consecutive number 连续整数 Consecutive even(odd) integer 连续偶（奇）数 Cross multiply 交叉相乘 Coefficient 系数 Complete quadratic equation 完全二次方程 Complementary function 余函数 Constant 常数 Coordinate system 坐标系 Decimal 小数 Decimal point 小数点 Decimal fraction 纯小数 Decimal arithmetic 十进制运算 Decimal system/decimal scale 十进制 Denominator 分母 Difference 差 Direct proportion 正比 Divide 除 Divided evenly 被整除 Differential 微分 Distinct 不同的 Dividend 被除数，红利 Division 除法 Division sign 除号 Divisor 因子，除数 Divisible 可被整除的 Equivalent fractions 等值分数 Equivalent equation 等价方程式 Equivalence relation 等价关系 Even integer/number 偶数 Exponent 指数，幂 Equation 方程 Equation of the first degree 一次方程 Endpoint 端点 Estimation 近似 Factor 因子 Factorable quadratic equation 可因式分解的二次方程 Incomplete quadratic equation 不完全二次方程 Factorial 阶乘 Factorization 因式分解 Geometric mean 几何平均数 Graph theory 图论 Inequality 不等式 Improper fraction 假分数 Infinite decimal 无穷小数 Inverse proportion 反比 Irrational number 无理数 Infinitesimal calculus 微积分 ...
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.../ thanks to mom / thanks to dad / I will good good study / and day day up (Study hard) / And become your hero / makes a lot of money / and we get a beautiful life. Hi, class. Do any know what I did before? It is called Tai Chi. Tai Chi is a Chinese word. It is also known as “Supreme Ultimate Force.” It was originated from Chinese ancient. It is a relaxing exercise that consist a sequence of movements. Just like I do before. Many of those movements are come from the martial arts. The way to perform Tai Chi is slowing, softly, and gently. Men and women, old and young, all are suitable to perform Tai Chi. Now, class, please stand up. Let me teach a very simple movement of Tai Chi. First, you separate your legs to make a 60 degree angle. Second, imagine there is a big watermelon in front of you, and you are holding it. Then, use one hand to hold it, and another hand to cut the watermelon into half. Give half to your left, and half to your right. Imagine one more big watermelon and it is only for you. Someone want to rob your watermelon, you protect it by kick that person. And you eat the watermelon which is delicious. Thanks to mom, thanks to dad, because they bought it. I swear I will stay hard and read a lot of book. To become parents’ hero. To make a lot of money (imagine money is on the ground) The Last step: a beautiful life comes and you smile. OK. Class, Tai Chi is very important in our lives. All of us are suffering every day. Who don’t have...
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...CARIBBEAN EXAMINATIONS COUNCIL Caribbean Secondary Education Certificate CSEC MATHEMATICS SYLLABUS Effective for examinations from May/June 2010 CXC 05/G/SYLL 08 Published in Jamaica © 2010, Caribbean Examinations Council All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means electronic, photocopying, recording or otherwise without prior permission of the author or publisher. Correspondence related to the syllabus should be addressed to: The Pro-Registrar Caribbean Examinations Council Caenwood Centre 37 Arnold Road, Kingston 5, Jamaica, W.I. Telephone: (876) 630-5200 Facsimile Number: (876) 967-4972 E-mail address: cxcwzo@cxc.org Website: www.cxc.org Copyright © 2008, by Caribbean Examinations Council The Garrison, St Michael BB11158, Barbados CXC 05/OSYLL 00 Contents RATIONALE. .......................................................................................................................................... 1 AIMS. ....................................................................................................................................................... 1 ORGANISATION OF THE SYLLABUS. ............................................................................................. 2 FORMAT OF THE EXAMINATIONS ................................................................................................ 2 CERTIFICATION AND PROFILE DIMENSIONS .....
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...Results and Discussion After assembling the Force Table apparatus by adjusting the load and angle through trial and error to reach balance, two trials were done for the this experiment to further analyze the condition and implications of equilibrium. On this experiment, mass obtained are converted to Force and the angle for each vectors(represented by F1, F2, F3 and F4 ) as well to acquire the Resultant Vector. Table 1: Actual Values for Trial 1 and Trial 2 |Actual Values |Trial 1 |Trial 2 | |F1 |0.294 or 0.29 N |0.490 or 0.49 N | |F2 |0.539 or 0.54 N |0.588 or 0.59 N | |F3 |0.735 or 0.74 N |0.931 or 0.93 N | |F4 |0.539 or 054 N |0.686 or 0.69 N | |θ1 |0° |0° | |θ2 |67° |70° | |θ3 |178° |173° | |θ4 ...
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