...Syllabus for ESD.60 Summer 2015 Session | | Session Date | Assignment Due* | 1&2 | Introduction | 6/19/15 | 1 | 3&4 | Session 3: Implementing TPS at Brownfield Site, Decoding the DNA of a Toyota Production SystemSession 4: System Design & Problem solving | 6/26/15 | 2-4 | 5&6 | Session 5: Pratt and Whitney: Engineering Standard WorkSession 6 overflow: Salt Lake Olympic Committee | 7/10/15 | 5&6 | 7&8 | Session 7: Designing products and processes & How complex systems failSession 8: Repairing a broken system | 7/17/15 | 7&8 | 9&10 | Session 9: Madison Avenue: Digital Media ServicesSession 10: Building a base for growth | 7/23/15 | 9&10 (Graded Assignment Due: Madison Avenue in teams of 3) | 11&12 | Session 11: Learning to Lead at ToyotaSession 12: Developing Capabilities | 7/31/15 | 11&12 | 13&14 | Session 13 &14: Competing at speed in a fast changing world: The structure and problem solving dynamics of “gap filling” organizations | 8/4/15(1:30-4:30) | 13&14 | 15&16 | Session 15: Front line worker interviewSession 16: Learning in context, idiosyncrasies, and getting close enough to actually learn | 8/14/15 | 15&16 (Graded Assignment Due: Front line worker interview) | 17&18 | Session 17: Managing Complex Systems for SuccessSession 18: Final session & wrap-up | 8/18/15 | 17&18 (Graded Assignment: Final Assignment) | *The specifics of each assignment are posted on stellar. We...
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...1) The following problems are representative of the type problems that will be on the 1st semester exam. Exam will cover Chapters 1 - 5. 2) Please solve/answer each of these - pay particular attention to the “type” solution required for each one. 3) You will not be given ANY additional material - any and all equations and/or constants that YOU think you will need must be placed on either a 3x5 or 5x8 index card. This card must be submitted to me during the exam review days and approved by me. The “approved/signed” cards may be used during the exam. 4) YOU MUST HAVE YOUR CARD, CALCULATOR and PENCILS WITH YOU WHEN THE BELL RINGS TO START THE PERIOD. YOU WILL NOT BE PERMITTED TO GO GET ANYTHING AND/OR BORROW ANYTHING FROM ANYONE!!!! 1. One year is about ____ seconds while one day is exactly ____ seconds. a) | 3.16 x 107, 86 400 | b) | 5.26 x 105, 86 400 | c) | 3.16 x 107, 8 640 | d) | 1.04 x 106, 36 000 | 2. The proton contains which of the following combination of quarks? a) | two up quarks and one down quark | b) | one up quark and two down quarks | c) | one top quark and two bottom quarks | d) | two top quarks and one bottom quark | 3. On planet Z, the standard unit of length is the foose. Ann the Astronaut is 5.90 feet tall on earth. She lands on planet Z and is measured to be 94 foosi tall. Her partner Rachael is 88 foosi tall. How tall is Rachael on Earth? a) | 5.2 feet | b) | 5.5 feet | c) | 5.8 feet | d) | 6.3 feet | 4....
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...Drop Drag And Spray Models Abstract This paper reviews and critiques the published work of Liu et al, “On modeling the effect of drop drag and breakup on Fuel Sprays”. A dynamic drop drag model (DDM) has been coupled to the (TAB) and (KH) spray models. The interaction the (DDM) with these models provides insight into the phenomenon of drop drag and the atomization process. Due to the interaction of the parent drop during interaction with the spray, it is shown that the KH model must be adjusted to account for drag. The (TAB) model, however, remains unaffected by drag given the formulation of its breakup mechanism. The (DDM) also shows that the standard drag model underestimates drop size. And lastly, a critique of the ineffectualness of drop drag on penetration is presented. Introduction Recent studies estimate that twenty-five percent of the world’s energy comes from fuel spray combustion [4]. Given the impact of sprays on the energy industry, spray optimization is crucial to supply the growing demand for energy. Spray and atomization science developed from the ideas prominent scientist like Rayleigh, Kelvin and Helmholtz who were studying liquid jet break-up mechanisms. All modern models incorporate their work in some way. The field is a conglomerate of studies and insights built on break-up mechanisms, drop dynamics, and spray characteristics but a unified theory of atomization still escapes scientist and research engineers. An often neglected phenomenon is drag...
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...UMUC NSCI 101/103 Lab 2: Types of Forces INSTRUCTIONS: On your own and without assistance, complete this Lab 2 Answer Form electronically and submit it via the Assignments Folder by the date listed on your Course Schedule (under Syllabus). To conduct your laboratory exercises, use the Laboratory Manual that is available in the classroom. Laboratory exercises on your CD may not be updated. Save your Lab 2 Answer Form in the following format: LastName_Lab2 (e.g., Smith_Lab2). You should submit your document in a Word (.doc or .docx) or Rich Text Format (.rtf) for best compatibility. Experiment 1: Friction Table 1: Applied Force Required to Slide Cup |Cup Material |Force Applied F1 |Force Applied F2 |F1 / FN1 |F2 / FN2 | | |m1 = 300 g water |m2 = 150 g water | | | | | | | | | | | | | | | |Plastic | | | | | | ...
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...Lecture 3 Kinematics Copyright © 2010 Pearson Education, Inc. Units of Lecture 3 Position, Distance, and Displacement, Average Speed and Velocity, Acceleration Motion with Constant Acceleration Freely Falling Objects Motion in Two Dimensions Relative Velocity Copyright © 2010 Pearson Education, Inc. Position, Distance, and Displacement Before describing motion, you must set up a coordinate system – define an origin and a positive direction. Copyright © 2010 Pearson Education, Inc. Position, Distance, and Displacement The distance is the total length of travel; (Example - if you drive from your house to the grocery store and back, you have covered a distance of 8.6 mi). Displacement is the change in position. (Example - If you drive from your house to the grocery store and then to your friend’s house, your displacement is 2.1 mi and the distance you have traveled is 10.7 mi). Copyright © 2010 Pearson Education, Inc. Distance is the length of Displacement is the the actual path taken by an object. straight-line separation of two points in a specified direction. Distance, s is a scalar Displacement, D is a quantity (no direction) Contains magnitude only and consists of a number and a unit. Example: (20 m, 40 mi/h) vector quantity Contains magnitude AND direction, a number, unit & angle. Example: (12 m, 300; 8 km/h) Consider travel from point A to point B in diagram below: Consider travel from point...
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...Chapter 2 Galileo’s Great Discovery: How Things Fall Galileo Galilei (1564–1642), the famous Italian mathematician at the leading edge of the scientific revolution that was to sweep Europe, was curious about motion. He was an experimentalist who for the first time had the insight and talent to link theory with experiment. He rolled balls down an inclined plane in order to see how things fell toward the Earth. He discovered in this way that objects of any weight fell toward the Earth at the same rate – that they had a uniform acceleration. He surmised that if they fell in a vacuum, where there was no air resistance to slow some objects more than others, even a feather and a cannon ball would descend at the same rate and reach the ground at the same time. He also explored the motion of pendulums and other phenomena. He is perhaps most famous for his 1610 telescopic discoveries of the moving moons of Jupiter, the phases of Venus, and the craters of the moon, all of which convinced him, against the ages-old wisdom of Aristotle and of the Catholic Church, of the rightness of the Copernican heliocentric view of the solar system. In his investigations of motion, Galileo was the first clearly to understand that the forces acting upon objects could be broken into independent components; that a thrown stone had a force pulling it down as well as the force throwing it horizontally outward. These insights would be of great use to Isaac Newton, born the year Galileo died, in devising the...
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...Steering Behaviors For Autonomous Characters Craig W. Reynolds Sony Computer Entertainment America 919 East Hillsdale Boulevard Foster City, California 94404 craig_reynolds@playstation.sony.com http://www.red.com/cwr/ cwr@red.com Keywords: Animation Techniques, Virtual/Interactive Environments, Games, Simulation, behavioral animation, autonomous agent, situated, embodied, reactive, vehicle, steering, path planning, path following, pursuit, evasion, obstacle avoidance, collision avoidance, flocking, group behavior, navigation, artificial life, improvisation. Abstract This paper presents solutions for one requirement of autonomous characters in animation and games: the ability to navigate around their world in a life-like and improvisational manner. These “steering behaviors” are largely independent of the particulars of the character’s means of locomotion. Combinations of steering behaviors can be used to achieve higher level goals This paper divides motion behavior into three levels. It will focus on the (For example: get from here to there while avoiding obstacles, follow this corridor, join that group of characters...) middle level of steering behaviors, briefly describe the lower level of locomotion, and touch lightly on the higher level of goal setting and strategy. Introduction Autonomous characters are a type of autonomous agent intended for use in computer animation and interactive media such as games and virtual reality. These agents represent a This stands...
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...UNIFORMLY ACCELERATED MOTION Problem-Solving 1. A car traveling at 22.4 m/s skids to a stop in 2.55 s. Determine the skidding distance of the car (assume uniform acceleration). 2. A bike accelerates uniformly from rest to a speed of 7.10 m/s over a distance of 35.4 m. Determine the acceleration of the bike. 3. An engineer is designing the runway for an airport. Of the planes which will use the airport, the lowest acceleration rate is likely to be 3 m/s2. The takeoff speed for this plane will be 65 m/s. Assuming this minimum acceleration, what is the minimum allowed length for the runway? 4. If basketball player has a vertical leap of 1.29 m, then what is his takeoff speed and his hang time (total time to move upwards to the peak and then return to the ground)? 5. A plane has a takeoff speed of 88.3 m/s and requires 1365 m to reach that speed. Determine the acceleration of the plane and the time required to reach this speed. 6. A car accelerates from 12 m/s to 25 m/s in 6s. What was its acceleration? How far did it travel in this time? Assume constant acceleration. 7. A car slows down from 20 m/s to rest in a distance of 85 m. What was is acceleration? 8. A light plane must reach a speed of 30 m/s for take-off. How long a runway is needed if the (constant) acceleration is 3.0 m/s? 9. A car slows down from a speed of 25 m/s to rest in 5.00 s. How far did it travel in that time? 10. ------------------------------------------------- ...
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...Lab #4: Kinematics - Velocity and Acceleration Introduction: The purpose of this lab is to discover and understand the relationships between position, velocity, and acceleration. Additionally, constant/uniform acceleration due to the force of gravity will be examined to find possible mathematical relationships to position and velocity. Velocity and acceleration are changes in position and velocity, respectively, with regards to time. This change can be shown mathematically in calculus derivatives: EQ 1. EQ 2. As dt decreases in value, the instantaneous velocity and acceleration can also be found. Furthermore, if constant acceleration is established, two basic relations between distance, velocity, and the constant acceleration can be found: EQ 3. EQ 4. In any environment near Earth, the acceleration in the vertical direction is constant at a value of g=9.8m/s2 towards the center of Earth or often written as g=-9.8m/s2. In such an environment there is no natural acceleration in the horizontal direction, thus the horizontal motion is analyzed independently of the vertical motion. Thus it can be established that the general form of a position curve for a projectile would follow an inverse parabola shape and the maximum height occurs when vertical velocity is zero. By calculus derivation, it can also be found that the velocity graph would display a linear line with a negative slope. Procedure: This lab consists of two separate but related experiments...
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...CHAPTER 1 INTRODUCTION 1.1 INTRODUCTION A parallel mechanism is a closed-loop mechanism of which the end-effector is connected to the base by a multitude of independent kinematic chains. Generally it comprises two platforms which are connected by joints or legs acting in parallel. In recent years, parallel kinematic mechanisms have attracted a lot of attention from the academic and industrial communities due to their potential applications not only as robot manipulators but also as machine tools. The dream of all developers in Machine Tools has always been to combine the flexibility and envelope of the robots with the accuracy and stiffness of traditional Machine Tools. In the last 20 years the focus of this development has been Parallel Kinematics Machines so called PKM. This technology means that the motions in X, Y and Z are performed by three or more parallel axis that gives an outstanding stiffness and accuracy with a maintained flexibility and envelope. Generally, the criteria used to compare the performance of traditional serial robots and parallel robots are the workspace, the ratio between the payload and the robot mass, accuracy, and dynamic behavior. In addition to the reduced coupling effect between joints, parallel robots bring the benefits of much higher payload-robot mass ratios, superior accuracy and greater stiffness; qualities which lead to better dynamic performance. The main drawback with parallel robots is the relatively small workspace. ...
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... Yet it is a topic often overlooked or only cursorily introduced in elementary and middle school science, even though it is a topic typically identified for inclusion in the curriculum for these grades. A primary reason for this is that many teachers do not feel comfortable about their own understanding of the topic. Consequently, this may be the most needed of all of the OPERATION PHYSICS workshops. This workshop leader’s notebook is divided into two parts: PART ONE Motion Part One begins by introducing participants to the concepts of space and time. These concepts are then used in describing simple types of motion. These motions are then classified as accelerated and not accelerated (constant velocity). Emphasis is placed on distinguishing between speed and velocity, between average and instantaneous values and on accelerated motion. This section should not be skipped, for it develops ideas necessary to the understanding of other ideas...
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...Chapter 1, Introduction CHAPTER 1 Conceptual Problems C1. A room in a house has a floor area of 120 ft2. Which of the following is most likely the approximate volume of the room? a. 3 m3 b. 30 m3 c. 300 m3 d. 3 000 m3 C2. When SI units are plugged into an equation, it is found that the units balance. Which of the following can we expect to be true for this equation? a. The equation will be dimensionally correct. b. The equation will be dimensionally correct except sometimes in cases when the right hand side of the equation has more than one term. c. The equation will not be dimensionally correct. d. All constants of proportionality will be correct. C3. How long has it been that scientists have accepted that the nucleus of the atom consists of neutrons and protons? Think of your answers in terms of order of magnitude. a. about a decade b. about a century c. about a thousand years d. since Aristotle C4. Consider the sine of any angle between 30° and 40°. If the angle were doubled, what would happen to the sine of the angle? a. It would double. b. It would more than double. c. It would increase but be less than double. d. In different cases, it could do any of the above. C5. There are other ways of expressing uncertainty besides significant figures. For example, suppose a quantity is known to have a value between 20.4 and 20.0 and our best estimate of the value is midrange at 20.2. We could write the number as 20.2 +/- 0.2 and say that the number has a 1% uncertainty. We would...
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...How to Succeed in Physics (and reduce your workload) Kyle Thomas, Lead Author Luke Bruneaux, Supporting Author Veritas Tutors, LLC How To Succeed in Physics | 2 About the Authors Kyle Thomas Kyle is currently a PhD candidate in the Psychology Department at Harvard University where he studies evolutionary social psychology and serves as a teaching fellow for graduate and undergraduate courses. Kyle has primarily tutored and taught Physics and Organic Chemistry through the UC Santa Cruz peer tutoring program where he became a program administrator. About Veritas Tutors Founded by two Harvard graduates in 2005, Veritas Tutors (www. veritutors.com) is the premiere provider of educational services and products in the Boston area. Offering subject tutoring, standardized test preparation, and admissions consulting, Veritas Tutors is dedicated to providing the best possible instruction to each of its students. Working with educators and consultants from Harvard, Yale, Columbia, MIT, and other elite academic institutions, our students all receive personalized guidance to achieve their goals in and out of the classroom. If you Luke Bruneaux have any questions, comments, or concerns, please contact us at info@ Luke holds a BA Summa Cum Laude from the University of Pennsylvania, veritutors.com or 1-877-265-6582. an MS from the University of Chicago and is working towards a PhD in physics at Harvard University. Luke was awarded a 2011 Derek Bok ...
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...Andrew Chau, 20264212 Michael Li, 10758152 Tiong Kun Ooi, 20256339 Improvements and Operation of the Damper Dynamometer Improvements and Operation Of the Damper Dynamometer Andrew Chau 20264212 Michael Li 10758152 Tiong Kun Ooi 20256339 School of Mechanical Engineering, University of Western Australia Supervisor: Lynn O. Kirkham School of Mechanical Engineering, University of Western Australia MECH3402 Final Report School of Mechanical Engineering University of Western Australia Submitted: October 16th, 2009 Page 1 Andrew Chau, 20264212 Michael Li, 10758152 Tiong Kun Ooi, 20256339 Improvements and Operation of the Damper Dynamometer Project Summary Dampers, also known as shock absorbers, are an integral part of a motor vehicle, especially vehicles used in motorsports. The use of different dampers will inevitably affect the handling and stability of a race car as different dampers will have different characteristics and therefore, the dissipation of kinetic energy in the springs will be different. An onsite damper dynamometer will allow UWAM, University of Western Australia Motorsport team, to readily test their dampers to determine their characteristics and also tune them to their desired properties. A damper dynamometer has been manufactured and a data acquisition software, DAQ, already written by previous years projects. The purpose of this project will be to finalise the damper dynamometer. The original scope of the project was to implement...
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...Executive Summary In the system of a bouncing ball there are many factors which influence how the ball bounces. The 5 main components which affect how high the ball will bounce include the initial position of the ball, the initial velocity of the ball, the elasticity of the ball, the gravity of the selected area, and also the temperature of the material in which the ball was made from. These 5 major components of the basic system determine how high the ball bounces and how much energy was lost in the process of bouncing as well as allowing us to determine the relationship between these components and how each of these affects the overall system as a whole. However by changing these components of the system, it will dramatically change the overall results. In the system of a bouncing ball there already at secondary school level, illustrates Newton’s laws of motion and concepts of gravitational energy and kinetic energy with examples of objects dropped or thrown vertically and contains investigative activities about falling objects, the physics and mathematics. The fives main components which affect how high the ball will bounce they are initial position, the initial velocity, the elasticity, the gravity and the temperature of the material in which the ball was made from. These five major components of the basic system determine how high the ball bounces and how much energy was lost in the process of bouncing as well as allowing us to determine the relationship between these components...
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