RSS

Category Archives: academic writing

Module 4 Module 4 M4 Assignment 2 RA

Module 4 Module 4 M4 Assignment 2 RA

Assignment 2: RA: Literature Review

Description of RA:

In this assignment, you will conduct a literature review of team conflict development and team dynamics theories in support of conflict competence, which is the ability to effectively diagnose and address conflicts as they arise.

Instructions:

This literature review will be the basis of your LASA assignment during Module 7.

  1. Access a minimum of seven appropriate peer-reviewed articles in the Argosy University online library resources. Read the articles to analyze the major themes of team leadership and conflict-competent teams.

Your selected articles should discuss some aspects of team conflict, conflict resolution, and the leader’s role in resolving conflict; team development and team conflict dynamics; development of an ethical and diverse culture; as well as other relevant theoretical and practical approaches discussed in the course. Ensure that your selected articles reflect a blend of research that has contributed to the generation of applicable theories as well as a critique and affirmation of the specific theories.

  1. Develop an introduction on the background of the conflict management approaches and strategies that leaders can use to resolve team conflict.
  2. Analyze all articles and describe the key themes that emerge across the selected articles.
  3. Synthesize the material and summarize the patterns of similarities and differences regarding how each of the authors has presented each theme.
  4. On the basis of your analysis of the literature, conclude by evaluating the impact of leadership approaches and the development of conflict-competent teams.

The purpose of this literature review is for you to practice:

  • Critically reading and understanding the articles and how to tie the concepts together
  • Synthesizing the various concepts and results of the review
  • Writing a collective analysis of the articles that will help you address the topic of the final assignment

Remember, a literature review is not simply a summary of the articles but a synthesis of the many ideas and concepts presented in the various articles.

Your literature review will be a 6- to 8-page Microsoft Word document written in APA format and utilize at least seven scholarly sources. Your paper should be written in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation. Save your literature review as AU_L7900_M4_A2_LastName_FirstInitial.doc.

 

Assignment Components Proficient Max Points
Access a minimum of seven appropriate peer-reviewed articles in the Argosy University online library resources. Read the articles to analyze the major themes of team leadership and conflict-competent teams. Chose at least seven articles that discuss some aspects of team conflict dynamics. Ensured that selected articles reflect a blend of research that has contributed to the generation of applicable theories as well as a critique and affirmation of the specific theories. /28 pts.
Develop an introduction on the background of the team leadership approaches and the development and dynamics of teams that support conflict-competent teams. Provided an introduction that offers a strong foundation for the rest of the assignment, as well as differentiates among approaches and defines the roles of support teams. /36 pts.
Analyze all articles and describe the key themes that emerge across the selected articles. Analyzed all major conflict-relevant theories and approaches to specific major themes that emerge from the articles. / 36 pts.
Synthesize the material and summarize the patterns of similarities and differences regarding how each of the authors has presented each theme. Created a response that incorporates analysis and synthesis of similarities and differences in the approaches from the literature. /36 pts.
On the basis of your analysis of the literature, conclude by evaluating the impact of leadership approaches and the development of conflict-competent teams. Justified the impact each leadership approach has on the creation of conflict-competent teams. /40 pts.
Academic Writing    
Write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources (i.e., APA); and display accurate spelling, grammar, and punctuation. Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. /24 pts.
Total   /200 points

 

 
 

Tags: ,

Module 3 Module 3 M3 Assignment 2

Module 3 Module 3  M3 Assignment 2

Assignment 2: Personal Model of Conflict Resolution

For this assignment, you will research what is meant by a conflict resolution model. Research at least four scholarly sources to examine at least two such models. Then, create your own version of a conflict resolution model, incorporating information from the two models you researched. You should include a description of your model’s components and provide an explanation as to how someone would utilize this model. Be sure to also include a visual illustration (a concept map, a chart, a diagram, a figure, etc.) of what the model would look like.

Your final product will be a 3- to 4-page Microsoft Word document with a relevant and usable model illustrating the dynamic process of conflict resolution specific to interpersonal conflict scenarios that provides detailed support for your model. Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship in accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.

Save the response as AU_L7900_M3_A2_LastName_FirstInitial.doc.

Submission Details:

  • By Wednesday, May 24, 2017, deliver your assignment to the M3 Assignment 2 Dropbox.
Assignment 2 Grading Criteria Maximum Points
Researched and briefly described two existing conflict resolution models. 8
Created your own version of a conflict resolution model. 12
Included a description of your model’s components. 12
Provided an explanation as to how someone would utilize your model. 16
Included a visual illustration of what the model would look like. 4
Wrote in a clear, concise, and organized manner; demonstrated ethical scholarship in accurate representation and attribution of sources; and displayed accurate spelling, grammar, and punctuation. 8
Total: 60

 

 
 

Tags:

Aircraft Front Landing Gear Linear Actuator Design


School of Engineering
Advanced Mechanical Design
Major Assignment
Aircraft Front Landing Gear Linear Actuator Design
Due Date: 9:00am 29th May 2017
Submission: Hardcopy with a completed ECU coversheet. Submit to Engineering Office, building 23.
Note: Peer and self-assessment will be considered during marking
Your team’s (group of 4 students) task is to design a linear actuator that can lower and raise the front
landing gear of an aircraft. The linear actuator will use a power screw that is driven from a hydraulic
motor via a gearbox. The hydraulic motor specifications are documented below. Your team must
design the entire gearbox and power screw actuator that is mounted between the fuselage and
landing gear linkages, as illustrated in the image below.
The complete design will need to include the following:
Load calculations
Gear sizing
Bearing specification
Shaft design
Gearbox housing design
Power screw sizing
Fastener size specification
And designs of any other fixtures or housings that you require
Figure 1. Schematic of front landing gear linkages / assembly

 

Linkage pivot points
Linkages
Mounts on
fuselage
Motor and gearbox
Main Strut
Linkage pivot points

 

The power screw is attached to the hydraulic motor via a gearbox for the correct torque input to drive
the power screw. The (blue) linkages in Figure 1 are attached to the end of the power screw and the
‘nut’ of the power screw is attached to the top pivot of the main landing gear strut. Turning the power
screw translates the nut along the power screw, which in turn rotates the main landing gear strut
about the top pivot for retracting or raising the landing gear. The main strut and (the upper blue)
linkage are attached to the fuselage as illustrated.
The linear actuator, which comprises of the power screw, nut, pivot attachments, housing(s), gearbox
and hydraulic motor should be
designed as one single device that can be installed onto the landing
gear mechanism. As a result, the linear actuator housing is structural and reacts the motor drive
torques as well as forces during landing gear retracting or raising. Rotating motion between
components should be isolated with rolling element bearings that are adequately sized. There is
no
requirement
for coaxial alignment between the power screw and motor.
The aircraft is designed to operate as reliably as possible to avoid any incidents, however, this must be
within reason to avoid unnecessary weight. As a result, minimum safety factors should be 2 where
required.
The landing gear is specified to be lowered or raised at a maximum speed of 250kmh, and maximum
altitudes of 2000ft. For simplification, the landing gear strut can be assumed negligible and the wheels
are considered the main contributor to the drag forces on the entire mechanism;
likewise the weight
of the assembly can be neglected
. Further, the system is locked when fully retracted and as a result
the linear actuator is isolated from wheel braking loads and vertical loads. There are two wheels
adjacent to one another with the main strut running between the wheels, where the wheels have a
drag coefficient of 3. The aircraft manufacturer has stated that the front landing gear must retract or
raise within 10 seconds
(maximum), where the bottom of the fuselage is 550mm below the main strut
pivot. The link lengths and other associated dimensions are illustrated in Figure 2 below.
Figure 2. Illustration of the key landing gear dimensions (in mm)
The front landing gear wheels (Figure 1 and 2) are 875mm in diameter and 320mm wide.

 

The hydraulic motor (Figure 3) has a maximum operating capacity of 5Nm torque and 3000RPM, and
overall
dimensions (ONLY!) equivalent to the TB0036 hydraulic motor found in the attached Parker
hydraulic motor documentation or
http://www.parker.com/literature/Hydraulic%20Pump%20&%20Motor/_TB_Series.pdf
Notably, different mounting flanges and output shaft options (including dimensions) are available
within the documentation. You are free to select any of the flange and output shaft styles based on
which best suits your design. Your gearbox design must be able to attach the TB0036 motor (
hint: the
gearbox housing and input coupling/gear must match the motor mounting flange and output shaft
respectively
).
Figure 3. Sample hydraulic motor illustration (Note: output shaft and mounting flange may vary)
The overall linear actuator design should include power screw design, nut design, gear design, shaft
design, fastener sizing (where necessary), bearing selection (and any accompanying components such
as seals and clips, etc.) and housing(s) to ensure a completely operating actuator. Fastener
calculations are required to justify the size of any
main structural bolts used in the design. It is a
design requirement that any rotating structural components in the design are located by rolling
element bearings.
Notes and Assumptions:
I. Neglect main strut drag and landing gear weight
II. Ignore thrust bearing friction on the power screw
III. Assume 0.1 friction coefficient between nut and screw of the power screw
IV. Assume there is no loss in aerodynamic drag as the wheel retracts into the fuselage
V. Assume that the hydraulic motor has a constant power curve
VI. The gearbox should be serviceable
VII. The gearbox should include oil fill and drain locations
VIII. This gearbox should be designed for an aeronautical application
IX. The final design should be a complete ready-for-manufacture design

 

The assignment deliverables for the design are as follows:
1. A complete set of design documents for the assembly:
A design report that details (15%):
Product design specification
Manufacturing details (including processes, off-the-shelf components, required
treatments, etc.)
An analysis report that covers (45%):
Load calculations (prior to further analysis)
Strength calculations
Failure analysis calculations of component(s)/assembly where applicable
Finite Element Analysis of structural components
A complete set of manufacturing drawings – fully dimensioned of all parts ready for
manufacture (Note: this excludes the motor, gear tooth profiles and bearings) (
10%)
SolidWorks 3D model (or equivalent CAD model that can be opened within SolidWorks)
of the complete actuator assembly and components. Printed (hardcopy) images of all
the components in your design are required along with electronic files of the parts and
assemblies (
15%)
2.
Presentation: An informal 5 minute presentation of your group’s design to the class during the
final lecture (
5%).
3.
Teamwork: Cooperate as an effective team with suitable load sharing (5%)
4.
Report: All aspects for a quality report, such as grammar, referencing, presentation, etc. (5%)
Note: The
written component (excl. drawings) of the design report should not exceed 10 pages, any
content beyond 10 pages will not be considered in the mark. The
analysis report should not exceed
30 pages, any content beyond 30 pages will not be considered in the mark.

 

 
Leave a comment

Posted by on May 30, 2017 in academic writing

 

Tags:

Case Study #1 : Alex and Dave (Due in Week 4)

Case Study #1 : Alex and Dave (Due in Week 4)
Alex is the general manager of Allied Software Corporation’s Tysons Corner, Virginia division
office. His company develops large software systems for the defense department. Alex has
four program managers reporting to him, each with a program worth between $3 and $6
million. Dave was one of those program managers. Recently hired, Dave wanted this job to
work out well. Dave’s team was made up of 15 system analysts and programmers working on a
one-year program worth about $4 million. The program had a short turnaround time for a
program of this magnitude and Dave felt that the deadlines were almost impossible to meet. In
fact, he was facing a critical deadline on Monday and it was Friday. They were already a week
late. Moreover, some of the department computers were down for service and a few of his
people didn’t seem familiar enough with the programming skills needed to create this part of the
software. Still, he needed this job to work for him so complaining to Alex was out of the
question. Dave knew that some of his subordinates were very disgruntled about being
overlooked for the job Dave now held and they may take the opportunity to criticize him. Nine
of the 15 department members were old timers at the job while the remaining programmers were
there only two years. The department was noted for being good and while tensions ran high
everyone seemed to work well together in a crunch. Dave knew he could count on his team to
meet deadlines, but did not know why they always had to be in crunch mode to get the group to
work together. He guessed this coming weekend would be one more crunch. Dave was fairly
sure that Alex was not aware of the department dynamics and he wanted to keep it that way least
Alex think that he could not handle the job. He and the department would just make the
deadline work by putting in some long weekend hours.
Alex arrived at work one Monday morning at 8:00 a.m. By 8:01 a.m., every member of the
finance department was lined up outside his office complaining that someone had stolen all the
computers right off their desks.
Robbery foremost in his mind, Alex searched the departments and by 8:15 a.m. he knew the
answer. No robbery had occurred. The computers were not taken from the building but just had
been moved. All of the computers from the finance department had been found on the desks of
Dave’s engineering team. Alex instructed the financial staff to leave the computers on the
engineer’s desks for now, until he could figure out exactly what happened. The financial staff
was understandably ready to tar and feather Dave, but Alex was able to keep everybody calm
until Dave came to work.
The first of his team to arrive, Dave came in at 8:30. Immediately upon his arrival Alex asked to
see Dave in his office, alone. “What the heck happened, Dave?” Alex did not yell it out, but he
emphasized the word “What”.
Dave calmly explained that his team had promised the customer that specific work that was
overdue would be in the customer’s hands by Monday morning. The team decided the only way
to get it done was to work through the weekend. By Saturday afternoon they realized they were
not going to get it done unless they had more computing power. So they took the computers off
the desks of the finance department. They worked through Sunday and late into Sunday night
and delivered the product to the customer very late Sunday night for its promised time, Monday

morning. When they left late Sunday evening they were just too tired to put the computers back
on the desks of the financial staff. They just thought they would do it in the morning. Dave
assumed that the others would be there at the usual time of 7:45 to return the computers. He did
not think it necessary to leave a note.
Still a little upset but thoughtful, Alex asked, “Why did you need more computing power?” “We
just did not have enough machines up for everyone to use. The service guy was not due until
Tuesday.” Dave replied. “Why didn’t you have the work done before this?” Alex asked. Not
looking him in the eye, Dave said, “We hit a few snags on the programming end of things and
we just couldn’t get past them. It cost us a week’s time, so being late already we all decided that
we would work over the weekend to get the material in on Monday.” “While I appreciate your
team meeting the deadline, which was the most important task, Dave, not letting the finance
department know that the machines could be found in your offices or leaving a note was not a
good decision. They lost a lot of time without computing power today.” You need to address Joe
and his department and explain the debacle.
“My bigger concern here” Alex continued, “is that your department seems to need a crisis to get
the work done. This isn’t good. Do you have any ideas?” Anxious to deflect Alex Dave said, “I
think you and I should work closer to set more realistic deadlines with the customer. Also a
better service policy would help.” Alex nodded his head, but was not convinced. Alex asked
Dave if he thought more computers or different software would help. Dave replied, “It couldn’t
hurt.” Thinking he dodged a bullet. Dave left Alex’s office and went straight to the finance
department to mend fences. He felt better when he left there and went back to his department.
It appeared that Dave needed help in some way but Alex wasn’t sure what was needed. Dave left
Alex feeling uncomfortable and he was still unsure if he had gotten enough concrete information
to solve his dilemma.
Alex decided to have an informal meeting of Dave’s department and get the rest of the staff’s
opinions. The meeting seemed to yield the same answers Dave gave. However, Alex’s suspicion
that there was more information to be gotten was confirmed. He noticed that everyone kept
looking at Dave and each other trying to take Dave’s lead and not suggest other ideas. Also,
Dave seemed miffed that the team had to be consulted after he had given Alex his
opinions. Alex left the meeting wondering if he was making more of the last minute crunch
time phenomena than was necessary. Maybe he should take Dave at his word; work on the
deadline setting and get him a new service policy.
After reviewing his concerns with his own supervisor, Alex decided that he wanted to learn more
about Dave’s department and how they operated. He asked Dave to have dinner with him after
work. He did not discuss work at all, but only personalities. He just wanted to find out more
about him to try to determine if he was controlling the troops or just new to the job and eager to
please. Alex discovered that he had some similar interests with Dave but most importantly that
Dave just found out his wife was expecting their first child. Dave was worried about being a
new father and doing well in his new job. Alex also discovered that Dave was encountering
some resistance among the older members of the team. They were testing Dave, Alex
gleaned. They did not trust Dave. Armed with this new information, Alex decided that Dave

needed to do something similar. He told Dave to take his team out to Dave and Busters for lunch
for the afternoon where they could play games like many of the team enjoyed doing and getting
to know one another. The only conditions were that Dave was to make sure that he teamed the
younger members with the older members Dave was also to play with them. Further, the games
chosen had to be new to everyone! (Dave needed to get help from Dave and Busters for that
one.)
The following Monday Dave’s department hit Dave and Buster’s. The groups compared scores
at the end of the first round and the younger members were winning. After the second round the
younger members were still ahead so Dave shook up the groups by placing some of the younger
members with the older members. The scores not only improved for all the teams but the scores
among the teams were also closely matched. Dave noticed that the older members, forced with a
new game, listened to the younger ones because their initial scores were higher. By the end of
the afternoon there seemed to be a new respect for each other that had not been there before. The
older members seemed to listen more and react less especially to Dave.
Back in the office with the encounter fresh in their minds, Alex and Dave decided to break the
team in to groups again, mixing younger members with older members, and posed the problem
of resources and scheduling again. Dave’s fear of losing his job was now removed from the
meeting. The older members less reactive to change and armed with a better understanding of
Dave created a new atmosphere to the exchange of ideas. The younger talent who now felt their
ideas would be listened to felt more like they could discuss ideas rather than stay silent. The
“new” team discussion resulted in the following information:
· Scheduling was too client-driven, not taking into account the teams capabilities
The projects assigned to Dave’s team did not have any content flow, one time it was
health care, next time food processing. It was hard to find ways to apply previously
developed material as it seemed the team always had to reinvent the wheel.
The problem that cost them the overtime weekend.
Hardware service issues were limiting the number of computers available.
The older IT guys needed more training on the newer hardware and software techniques
but because of the workload the training had not taken place.
Computer hardware needed to be updated.
It was uncertain that Dave’s team needed more help if they had updated machinery and
training.
Weekly reviews within the group were held to keep from duplicating work and to keep
Dave organized with his assignments, an issue that previously had contributed to
weekend work.
Team members would enjoy more down time with each other that allowed everyone to
refresh their ideas.
Alex, now armed with the revelations from Dave’s group wonders about his other three IT teams
and whether they have similar issues. Should he incorporate the other teams into the decision
statement or keep it initially limited to Dave. His questions make him seek additional
information. The costs of new hardware for all 15 computers would run $75,000 ($5,000 per
computer). Educational training for everyone would cost $25,000. (For the older ones only

$10,000) The cost of hiring a new tech would be $175,000 including benefits. The cost of a new
hardware service policy giving “white glove” treatment is likely to be $20,000 more a year than
the current policy, but he was promised that time would be kept down time to less than three
hours as opposed to the 24-48 hour policy they currently have.
In speaking with his other program managers Alex discovers they have the same service
problems as Dave, but less project turnover because the assigned projects to date have been
larger. They take longer to produce and have less content turnover. Deadlines are fewer
because they have more lead time for projects. He sees that in the other departments that
training is needed for some of the older members, although fewer in number than in Dave’s
department. However, the program managers would like more help. They feel they do not have
enough staff and while the hardware for the most part is sufficient two new computers in each
department would be beneficial. Alex reviews this information with his supervisor and is given a
budget of $400,000 to solve the problems in the entire Tysons Corner division.
Assignment 1 (Due in Week 4)
Purpose:
In the first four weeks of this class students explored the idea of how people make decisions and
how the application of a decision making process can increase the likelihood of a better set of
decision outcomes. Students will be assigned a case study that they will read and apply a
decision making process to make a decision. The case study can be found under week 4 content
area.
The purpose of this assignment is for students to demonstrate they understand that decision
making is a process that can be used to make decisions with better outcomes for the business.
Assignment Instructions:
Step 1:
Review “How to Analyze a Case Study” under Week 4 Content.
Step 2: Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point
font. The final product will be between 3-4 pages in length excluding the title page and
reference page.
Step 3: Review the grading rubric for the assignment
Step 4: Follow this format:
Title page with title, your name, the course, the instructor’s name;
Introduction paragraph in which the decision process is described and its significance in
business. The introductory paragraph is the first paragraph of the paper but is typically
written after writing the body of the paper (Questions students responded to
above). View this website to learn how to write an introductory
paragraph: http://www.writing.ucsb.edu/faculty/donelan/intro.html
Body Paragraphs
Summary paragraph. A summary paragraph restates the main idea(s) of the essay. Make
sure to leave a reader with a sense that the essay is complete. The summary paragraph is
the last paragraph of a paper.
Step 5: In writing a case study, the writing is in the third person. What this means is that there
are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or
your” (second person writing). If uncertain how to write in the third person, view this
link: http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person

Step 6: In writing this assignment, students are asked to support the reasoning using in-text
citations and a reference list. A reference within a reference list cannot exist without an
associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7: In writing this assignment, students are expected to paraphrase and not use direct
quotes. Learn to paraphrase by reviewing this
link: https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 8: Read critically and analyze the scenario provided under Week 4 Content.
Step 9: Write down or highlight key facts from the scenario. Consider making an outline to
capture key points in the paper.
Step 10: In your paper, respond to the following elements of decision making:
Explain each step of the process using the class reading material applying to the fact
pattern. The decision maker is Alex and should be done through Alex’s perspective;
Create a decision matrix;
Discuss consequences, bias; stakeholders, risk, uncertainty and linked decisions;
Discuss the implications of Alex using critical thinking skills in the decision making
process and how critical thinking can help Alex make future decisions.
Step 11: Using the grading rubric as a comparison, read through the paper to ensure all required
elements are presented.
Step 12: Proofread the paper for spelling and grammatical issues, and third person writing.
Use the spell and grammar check in Word as a first measure;
Have someone who has excellent English skills to proof the paper;
Consider submitting the paper to the Effective Writing Center (EWC). The EWC will
provide 4-6 areas that may need improvement.
Step 13: Submit the paper in the Assignment Folder.
ASSIGNMENT. Case Study #2: American Tool and Die (Due Week 6)
As the sun rose on a crisp fall morning, Kelly Mueller’s Learjet touched down onto a small
airstrip outside Tupelo, Mississippi, and taxied toward the hangar, where a festive crowd
gathered to await the arrival of Toyota’s CEO. This morning, the governor of Mississippi, along
with local politicians and business leaders from the automobile industry, would celebrate the
construction of a new Toyota plant on a 1,700-acre site in Blue Springs. The new plant would
produce 150,000 Highlander sport utility vehicles each year. The energy and enthusiasm of the
crowd was palpable. The new plant would give hope to a local community that had been hit hard
by the recession.
The purpose of Mueller’s visit was to assess new business opportunities for the company she
ran for her father, Vince Brofft, CEO of American Tool & Die (AT&D). Mueller joined the
company in 1998 after working for 15 years as an engineer at two U.S. automakers. Then, after
seven successful years as chief operations officer at AT&D, this scrappy dynamo convinced her
father she was ready to be president. Energetic and tireless, Mueller took over the helm of
AT&D, an auto parts manufacturer that sold braking and ignition systems directly to the top
three U.S. automakers. Mueller was a mover and while she did her homework she liked to make
decisions quickly and by herself. Having worked in large organizations before she often had to
make decisions with others and while she could do this the thought that she would get to do
things on her own in the small business was intoxicating. With 195 employees, AT&D was
located in Farmington Hills, Michigan, among dozens of other automobile parts suppliers in the
Upper Midwest. AT&D, established in 1912 by Mueller’s great uncle, had a long history in
Farmington Hills. Mueller had often talked with employees who would recount stories about
their fathers or grandfathers working in the same Farmington Hills plant—the last of the original
manufacturing operations in town.
Mueller was in Mississippi to research moving AT&D’s plant close to a foreign automaker.
The foreign automakers, particularly Honda and Toyota, had been quickly grabbing market share
away from the big three automakers, who had severely cut production as the economy worsened.
As inventory started stacking up on dealer lots, U.S. automakers curtailed production in order to
cope with the sudden drop in demand. Next, they put the squeeze on parts suppliers to lower
prices. That’s when AT&D leaders started feeling the crunch and watching their financial picture
turn grim.
Mueller faced an unprecedented challenge to survive this economic downturn and save her
family’s company. She pleaded with her father to think creatively and shake up the status quo at
AT&D to avoid bankruptcy. Her plan was to forge into new markets and court foreign
automakers. This plan would require closing the plant in Michigan and opening one near the new
Toyota facilities in Mississippi. Her father adamantly resisted this plan even though he knew she
was right. “Dad,” a recent text message explained, “we have opportunities here in Mississippi.
There’s no future in Michigan. We can’t sit around waiting for the big three to come back! It’s
adapt or die!”
Back at the Farmington Hills plant, Brofft pondered his daughter’s “adapt or die” theory and
considered an alternative to moving the plant to Mississippi—a move that would cause 195

employees to lose their livelihood in a small, close-knit community. Brofft agonized over
choices that could dismantle a company that his family had built. He was sickened by the
prospect of laying off employees who were like family. He didn’t want to move but the thought
of leaving Michigan was paralyzing the decision process. He always made decisions in the past
by consulting with his plant manager and good friend Joe Carney. Now he had to let his daughter
in on the process and he just wasn’t sure he could open his mind to her ideas. As an alternative to
moving the plant, Brofft considered ways to stay in Michigan. The only feasible option was to
drastically cut payroll costs. To do so, he needed support from the local union.
Brofft called a meeting with the plant manager and union leaders to explain AT&D’s dire
financial situation. He urged them to make concessions in the employee compensation agreement
and explained that these plans would save the company from certain bankruptcy. Assuming he
could win their support, Brofft proposed three strategies to the local union reps to keep the
company financially afloat: (1) reduce worker wages by 10 percent for one year; (2) mandate a
two-week, unpaid furlough at the end of December; and (3) downsize the number of employees
by 30 percent. Exasperated, the local union leaders could barely restrain their anger. They were
adamantly opposed to all three ideas. Yet probing beyond the fray, Brofft sensed the fear that
lurked under the union reps’ gruff exterior. He sensed their vulnerability, but could not break
through the reactionary bark that protected it. If union leaders would not cooperate, the plant
would have to move and everyone in Farmington Hills would suffer.
In the meantime, Mueller held several successful presentations with local Toyota executives
while in Mississippi. “I’ve made progress, Dad,” she said in a voice mail. “I can tell it’s going to
be a long and drawn-out process, but they are very impressed with our product and historical
strength. They’ve agreed to another meeting next month.”
Sources: Karen E. Klein, “Survival Advice for Auto Parts Suppliers,”
BusinessWeek (June 16,
2009), http://www .businessweek.com/pri.t/magazine/content/09_62/s0902015954839.htm
(accessed November 12, 2009); Amy Barrett, “Auto-Parts Suppliers Brace for Downturn,”
BusinessWeek (February 13, 2009);
http://www.businessweek.com/smallbiz/content/jun2009/sb20090616_816915.htm (accessed
November 12, 2009); and Toyota, http://www.toyota .com (accessed November 12, 2009
Assignment 2 (Due in Week 6)
Purpose:
In week four we examined biases that occur in making decisions as individuals and the effect
they can have upon the process. In week five, we focused on individuals making decisions within
an organization and in week six group decision making within the organization.
The purpose of this assignment is to have the student demonstrate how individuals and groups
can have differing ways of making decisions and when each should be used in business to its
best effect.

Instructions:
Step 1:
Review “How to Analyze a Case Study” under Week 4 Content.
Step 2: Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point
font. The final product will be between 5-6 pages in length excluding the title page and
reference page.
Step 3: Review the grading rubric for the assignment
Step 4: Follow this format:
Title page with title, your name, the course, the instructor’s name;
Introduction paragraph in which the decision process is described and its significance in
business. The introductory paragraph is the first paragraph of the paper but is typically
written after writing the body of the paper (Questions students responded to
above). View this website to learn how to write an introductory
paragraph:
http://www.writing.ucsb.edu/faculty/donelan/intro.html
Body Paragraphs
Summary paragraph. A summary paragraph restates the main idea(s) of the essay. Make
sure to leave a reader with a sense that the essay is complete. The summary paragraph is
the last paragraph of a paper.
Step 5: In writing a case study, the writing is in the third person. What this means is that there
are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or
your” (second person writing). If uncertain how to write in the third person, view this
link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
Step 6: In writing this assignment, students are asked to support the reasoning using in-text
citations and a reference list. A reference within a reference list cannot exist without an
associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7: In writing this assignment, students are expected to paraphrase and not use direct
quotes. Learn to paraphrase by reviewing this
link:
https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 8: Read critically and analyze the scenario provided under Week 6 Content.
Step 9: Write down or highlight key facts from the scenario. Consider making an outline to
capture key points in the paper.
Step 10: In your paper, respond to the following elements of decision making:
Apply the decision process to create a decision statement;
Explain the factors in play for the father and daughter that could affect the decision
making;
Explain the pros and cons of group and individual decision making;
Explain the factors (e.g. bias, consequences, decision making styles) at work in the case
for the could affect decision making for a team;
Discuss the authority the team should have and why. Discuss the best type of group
decision making team for this situation. Who should comprise the team;
Step 11: Using the grading rubric as a comparison, read through the paper to ensure all required
elements are presented.
Step 12: Proofread the paper for spelling and grammatical issues, and third person writing.
Use the spell and grammar check in Word as a first measure;
Have someone who has excellent English skills to proof the paper;
Consider submitting the paper to the Effective Writing Center (EWC). The EWC will
provide 4-6 areas that may need improvement.
Step 13: Submit the paper in the Assignment Folder.
ASSIGNMENT #3: SunPower
Assignment 3 (Due in Week 8)
Purpose:
This assignment focuses on change and the implementation of a decision. This project allows
students to demonstrate what they have learned in weeks 6-8 by applying the course material to a
business decision. Students will evaluate the interaction with stakeholders, management of
decision consequences and change in implementing a decision. Students should review all
learning activities and assignments to ensure an understanding of key concepts.
The purpose of this assignment is to have the student demonstrate how implementation of a
decision involves change within an organization.
Instructions:
You are the CEO of SunPower, Inc. The job of implementing the Board of Directors’ decision
to move the company to New Mexico has been delegated to you. Before anything can be done in
carrying out the decision, the consequences of implementing the decision must be
evaluated. Stakeholders are vital to the organization and it is necessary to consider how the
decision will impact them. Also, the decision will impact the business concern so be sure to
consider all aspects of how the decision will impact the business.
Then create a plan that will address the changes that will occur as a result of the decision’s
implementation. The reasons for the choices you have made in the plan should take into account
the material discussed in class and focus on communicating and creating change.
Step 1: Review “How to Analyze a Case Study” under Week 4 Content.
Step 2: Create a Word or Rich Text Format (RTF) document that is double-spaced, 12-point
font. The final product will be between 5-6 pages in length excluding the title page and the
reference page.
Step 3: Review the grading rubric for the assignment.
Step 4: Follow this format:
Title page with title, your name, the course, the instructor’s name;
Introduction paragraph in which the decision process is described and its significance in
business. The introductory paragraph is the first paragraph of the paper but is typically
written after writing the body of the paper (Questions students responded to
above). View this website to learn how to write an introductory
paragraph:
http://www.writing.ucsb.edu/faculty/donelan/intro.html
Body Paragraphs
Summary paragraph. A summary paragraph restates the main idea(s) of the essay. Make
sure to leave a reader with a sense that the essay is complete. The summary paragraph is
the last paragraph of a paper.
Step 5: In writing a case study, the writing is in the third person. What this means is that there
are no words such as “I, me, my, we, or us” (first person writing), nor is there use of “you or
your” (second person writing). If uncertain how to write in the third person, view this
link:
http://www.quickanddirtytips.com/education/grammar/first-second-and-third-person
Step 6: In writing this assignment, students are asked to support the reasoning using in-text
citations and a reference list. A reference within a reference list cannot exist without an
associated in-text citation and vice versa. View the sample APA paper under Week 1 content.
Step 7: In writing this assignment, students are expected to paraphrase and not use direct
quotes. Learn to paraphrase by reviewing this
link:
https://writing.wisc.edu/Handbook/QPA_paraphrase2.html
Step 8: Read critically and analyze the scenario provided under Week 8 Content.
Step 9: Write down or highlight key facts from the scenario. Consider making an outline to
capture key points in the paper.
Step 10: In your paper, respond to the following elements:
Identify and discuss consequences to stakeholders and the business concern that will be
impacted by implementing the decision;
Develop a plan for implementation that addresses the change.
Use a model of change as part of the Implementation Plan
Step 11: Using the grading rubric as a comparison, read through the paper to ensure all required
elements are presented.
Step 12: Proofread the paper for spelling and grammatical issues, and third person writing.

 
 

Tags:

Basic transducer circuits

Experiment 1 – Measurement errors and DC bridges

Part A- Measurement errors

Aim     To measure some unknown color coded resistors, identify & calculate measurement errors. 

Apparatus

  • Breadboard and wires
  • 9 Volt battery or bench power supply adjusted to 9 Volt
  • Colour coded resistors (6)
  • Multi-meter

Method

  • Construct the following circuit, using a nominal 9 Volt source from a battery or bench power supply. (Do not measure the voltage with a multi-meter)

For each of the colored coded resistors as “the device under test”, measure the current in each of the colored coded resistors and use Ohms law to calculate the value of the resistance under test.

(Caution: To measure current, you must “configure the probes to the correct inputs on the multi-meter, adjust the range switch to measure current, then break the circuit where the current is to be measured and wire the ammeter in series.

  • Repeat the same measurement as in one, but this time measure the voltage as well as the current for each resistor. (Do not attempt to change the voltage precisely to 9 Volts between readings). Use Ohms law to calculate the resistance of each resistor under test.  Make sure that you observe the caution in Method 1 to configure the multi-meter & the circuit between voltage & current measurements.
  • Using the resistance range on the multi-meter, measure the resistance of the color coded resistors.
  • Connect all the color coded resistors in both series & parallel and measure the resistance using the multi-meter.

 

Results

Show your results in tabular form, which enables you to compare resistances for method 1-3.

The color coded resistances were from the E24 range (see Appendix, based on your measurements 13, choose the nominal value from the E24 range of each of the color coded resistors and include it in your results.

Calculations

  • Using the multi-meter reading as an exact value, what is the error from the nominal value in readings in method 1 & 2.
  • Using the nominal E24 value of the resistors, what is the error in methods 1-3.
  • Calculate and measure the resistance of the total series & parallel of the six color coded resistors

Discussion questions

  • What are the causes of the errors in method 1, 2 and 3
  • What is the error between the calculated & measured values in method 4
  • What if any errors can be attributed to temperature variations during your tests

Part B- Using DC bridge to measuring resistance

Aim.  To measure resistance using a DC Wheatstone bridge.   

Apparatus

  • Breadboard and wires
  • 9Volt battery
  • 2 x 10K resistors, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Multi-meter

Method

  • Construct the following circuit using one of the color coded resistors for the device under test. When VAB=0, the bridge is said to be balanced and RX=(R2.R3)/R1
  • Using a multi-meter, measure the voltage difference between the test points A & B and adjust the potentiometer R3, so that the voltage read on the meter is zero.
  • Carefully disconnect one end of the potentiometer and measure the resistance value of the potentiometer which allowed the bridge to balance. Use that value to calculate the value of Rx (device under test) using the relationship
  • Repeat Method 2 & 3 for all the other color coded resistors.

 

             

Results

Record your measurements & results in a suitable table

Calculations

  • Calculate the measurement error for each resistor

Discussion questions

  • To what factors do you attribute measurement errors?
  • What would be the effect if the excitation voltage for the bridge was a voltage other then 9 Volt?
  • What would be the effect if the excitation voltage for the bridge was 12V AC?

 

Experiment 2 – AC bridges

Part A- AC bridge measuring capacitance

Aim. To measure & confirm the value of capacitance of several capacitors wired in various combinations 

Apparatus

  • Breadboard and wires
  • 47K resistor, 0.01uF capacitor, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Audio signal generator, multi-meter
  • 3 color coded test capacitors RED, YELLOW & GREEN

Method

  • Construct the following circuit
  • Using a multi-meter, measure the voltage difference between the test points A & B and adjust the potentiometer R3, so that the voltage read on the meter is zero. The bridge is said to be balanced.
  • Carefully disconnect the “hot” end of the potentiometer and measure the resistance value which allowed the bridge to balance.
  • Measure the capacitance with your multi-meter in the CAPACTANCE range
  • Repeat Steps 2 , 3 & 4 for the remaining two capacitors.
  • Repeat Method 2 ,3 & 4 for the following conditions.
    • Any RED & GREEN capacitors in parallel
    • Any GREEN & YELLOW capacitors in series
    • Any YELLOW & RED parallel, combined with GREEN in series.
  • Increase the frequency of the signal source to 150KHz. Attempt to re-balance the bridge using any coloured capacitor. Record your findings.

Results

Record your results in a suitably annotated table.

Calculations

  • Calculate the value of each of the colored resistors using the results obtained.
  • The capacitors come from the E12 range of capacitors, choose the nominal E12 value of the color coded capacitors.
  • Calculate the total capacitance Method 6 (i), (ii) & (iii)

Discussion questions

  • What are the causes errors in the bridge technique
  • Derive the equation for balance for this bridge.
  • In your calculations where should you “round” the values.
  • What would have been the result DC excitation was used for the bridge

           

Part B- AC bridge measuring inductance.

Aim.   To measure & confirm the capacitance of several inductors wired in various combinations using the Maxwell bridge. 

Apparatus

  • Breadboard and wires
  • 470pF capacitor, 1K resistor, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Audio signal generator, dual trace oscilloscope
  • Three Colour coded inductors

 

Method

  • Construct the following circuit known as the Maxwell bridge.

When the Maxwell bridge is balanced by carefully adjusting

R1 & R2 the resistance and  inductance can be calculated from the following equations.  Rs=  R2.R3/R1     & Lx = R2.R3.C1

NOTE

When Rs is very small (approx zero), then R1 will be very large approaching infinity.  As the resistances of the inductors we are testing are very small, we will not use R1 at all, considerably simplifying the balancing operation.

  • Using an oscilloscope, measure the voltage at the test points A & B using two CRO channels.
  • Balance the bridge by adjusting the potentiometer R2, so that the voltages at the test point are both equal in amplitude & phase.
  • Switch the oscilloscope to display the difference between the two channels & note that by adjusting R2 that the difference was zero.

Re-adjust R2 as required to make the difference equal to zero again.

(You may use a “math” function in some oscilloscopes to achieve this. Please discuss with demonstrator if you have problems)

  • After having balanced the bridge Carefully disconnect one end of the potentiometer and measure the resistance value which allowed the bridge to balance and use that value to calculate the value of Rx (device under test) using the relationship
  • Repeat Method 3 or 4 and 5 to determine the inductance of the remaining color coded inductors.
  • Decrease the frequency of the signal source to 1KHz. And attempt to rebalance the bridge. Record your findings.
  • Measure the resistance of inductors with a multimeter.

Results

Record your results in a suitably annotated table

Calculations

  • For each inductor calculate the value of R1 which would have given a complete balance.

Discussion questions

  • Did the fact that we did not use R1 to obtain a precise balance effect the balance that was achieved?
  • Suggest and draw a simpler bridge which could be used for measuring inductance (similar to the bridge in Part A
  • Give two disadvantages of such a bridge compared to the Maxwell bridge.
  • What was the effect of having an excitation frequency of 1 KHz. And why? What would have been the limitation of using a multi-meter to measure the balance condition?

 

Experiment 3 – Basic transducer circuits

Part A- Measuring temperature

Aim. To confirm the operation of a circuit which may be used for measuring temperature? 

Apparatus

  • Breadboard and wires
  • 1 & 10K resistor , thermistor
  • 9 Volt battery, multi-meter

Method

  • Construct the following circuit using a thermistor and R1 = 1K

 

 

 

  • Measure the voltage at room temperature and with a thermometer the actual temperature.

 

  • Attempt to get some reading at a lower & higher temperatures by attaching the thermistor to the outside of a glass (by some method other then holding with your hands which you need to devise). Use some iced or chilled water and allow it to warm up and similarly used some hot water & allow it to cool down.
  • Transpose R1 & Th in the circuit and repeat steps in 2

             

             

Results

Show your results in a suitably annotated table & graph the data.

Calculations

  • Obtain an approximate equation relating voltage to temperature

Discussion questions

  • Does the thermistor have a positive or negative temperature coefficient
  • What errors are being encountered?
  • Develop & draw the circuit of a simple bridge where the voltage will be zero at room temperature (say 25 Centigrade) and will read negative for lower temperatures & positive for higher temperatures.

           

Part B- Measuring light intensity

Aim     To confirm the operation of a circuit which may be used for measuring light intensity.

Apparatus

  • Breadboard and wires
  • 1 & 10 K resistor, LDR
  • 9 Volt battery, Light source, multimeter

Method

  • Construct the following circuit using an ORP12 Light Dependent Resistor using R1 = 10K
  • Using a white light source illuminate the LDR through some transparent material which will attenuate the light. Increase the layers of the same transparent material so that almost no light illuminates the LDR.

 

  • Using a white light source of your choice, vary the distance between the light source source from about 0 cm to 100 cm in 10 cm. steps and record the voltages. (Attempt to reduce background light as as much as possible). Also read the voltage given by the background light.

 

  • Shine the light source onto a white reflective background some 10 cm. away. Also point the LDR at the same background some 30 cm away. Move the LDR toward the reflected light.

Obtain data for voltage vs distance.

  • Repeat step 4 with a dark reflective background.

Results

Show the data in a suitably annotated table & present it graphically.

 

Discussion questions

  • Is the luminous intensity vs. thickness of attenuation layer linear or non-linear? Why?
  • Is the luminous intensity vs. distance linear or non-linear. Why?
  • Over what distance can the LDR function as a reflective sensor. What are the limitations?
  • Develop & draw a circuit which could be used as a detector to measure the reflectivity of a material at a given distance, such that the material produces a positive voltage when it is highly reflective, a negative voltage if it is poorly reflective and 0 Volts when it is medium reflective.

 

 

 

 

 

Appendix 1: Preferred Resistor Ranges

 

5 %    1%
10 10
11
12 12
13
15 15
16
18 18
20
22 22
24
27 27
30
33 33
36
39 39
43
47 47
51
56 56
62
68 68
75
82 82
91

E12   E24

                                                                         Thermistor

 

 

 

 

 

 

 

  Light dependent resistor

  ORP12

 

 

 

 

 

 

 

 

                                     

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2: Equipment Familiarization

 

1. Multimeter

Multimeters allow measurement of voltage, current, and resistance. In recent years digital meters (commonly abbreviated to DMM for digital multimeter or DVM for digital voltmeter) have substituted the analogue meters that were used for many years in electrical works.

The multimeters we use have various input jacks that accept ‘banana’ plugs, and you can connect the meter to the circuit under test using two banana-plug leads.

Depending on how you configure the meter and its leads, it displays:

  • the voltage difference between the two leads,
  • the current flowing through the meter from one lead to the other, or
  • the resistance connected between the leads.

Multimeters usually have a selector knob that allows you to select what is to be measured and to set the full-scale range of the display to handle inputs of various sizes. Note: to obtain the highest measurement accuracy, set the knob to the lowest setting for which the input does not cause overflow.

 

 

 

             

2. Breadboard

A simple type breadboard includes sockets for plugging in components and connecting them together. Figure 1 shows a basic breadboard.

3. Measuring voltage and current

Voltage is always referenced to something, usually a local ground. To measure a voltage, you will first connect the ‘common’ jack of the meter to the breadboard common (i.e., breadboard ground). Next you will connect the meter’s ‘voltage’ jack to the point of interest. The meter will then tell you the voltage with respect to ground at this one point.

When connecting things, it’s always a good idea to use colour coding to help keep track of which lead is connected to what. Use a black banana plug lead to connect the ‘common’ input of the meter to the ‘ground’ jack of the breadboard. Use a red banana-plug lead with the ‘V’ input of the meter.

Example1: Measuring voltage.

Example2: Measuring current.

Note: A potentiometer is a type of resistor that has an adjustable ‘centre tap’ or ‘slider’, allowing electrical connections to be made not only at the two ends, but also at an adjustable point along the resistive material.

  1. 4 Band Resistors Colour Code (5, 10, or 20% tolerance):

The resistance in ohms is the sum of the values in columns 1 and 2, multiplied by the value in column 3, plus or minus the tolerance in column 4.

For example, the colour code for a 1 k resistor would be ‘brown-black-red’, for 56 Ω ‘green-blueblack’, for 330 Ω ‘orange-orange-brown’, etc.

 
Leave a comment

Posted by on May 29, 2017 in academic writing

 

Basic transducer circuits

Experiment 1 – Measurement errors and DC bridges

Part A- Measurement errors

 

Aim     To measure some unknown color coded resistors, identify & calculate measurement errors. 

 

Apparatus

  • Breadboard and wires
  • 9 Volt battery or bench power supply adjusted to 9 Volt
  • Colour coded resistors (6)
  • Multi-meter

 

Method

  • Construct the following circuit, using a nominal 9 Volt source from a battery or bench power supply. (Do not measure the voltage with a multi-meter)

For each of the colored coded resistors as “the device under test”, measure the current in each of the colored coded resistors and use Ohms law to calculate the value of the resistance under test.

(Caution: To measure current, you must “configure the probes to the correct inputs on the multi-meter, adjust the range switch to measure current, then break the circuit where the current is to be measured and wire the ammeter in series.

 

 

 

  • Repeat the same measurement as in one, but this time measure the voltage as well as the current for each resistor. (Do not attempt to change the voltage precisely to 9 Volts between readings). Use Ohms law to calculate the resistance of each resistor under test.  Make sure that you observe the caution in Method 1 to configure the multi-meter & the circuit between voltage & current measurements.

 

 

 

 

  • Using the resistance range on the multi-meter, measure the resistance of the color coded resistors.

 

  • Connect all the color coded resistors in both series & parallel and measure the resistance using the multi-meter.

 

 

 

Results

Show your results in tabular form, which enables you to compare resistances for method 1-3.

The color coded resistances were from the E24 range (see Appendix, based on your measurements 13, choose the nominal value from the E24 range of each of the color coded resistors and include it in your results.

 

 

Calculations

  • Using the multi-meter reading as an exact value, what is the error from the nominal value in readings in method 1 & 2.
  • Using the nominal E24 value of the resistors, what is the error in methods 1-3.
  • Calculate and measure the resistance of the total series & parallel of the six color coded resistors

 

Discussion questions

  • What are the causes of the errors in method 1, 2 and 3
  • What is the error between the calculated & measured values in method 4
  • What if any errors can be attributed to temperature variations during your tests

 

 

 

 

 

Part B- Using DC bridge to measuring resistance

 

Aim.  To measure resistance using a DC Wheatstone bridge.   

 

Apparatus

  • Breadboard and wires
  • 9Volt battery
  • 2 x 10K resistors, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Multi-meter

 

Method

  • Construct the following circuit using one of the color coded resistors for the device under test. When VAB=0, the bridge is said to be balanced and RX=(R2.R3)/R1

 

 

  • Using a multi-meter, measure the voltage difference between the test points A & B and adjust the potentiometer R3, so that the voltage read on the meter is zero.

 

  • Carefully disconnect one end of the potentiometer and measure the resistance value of the potentiometer which allowed the bridge to balance. Use that value to calculate the value of Rx (device under test) using the relationship

 

  • Repeat Method 2 & 3 for all the other color coded resistors.

 

 

             

Results

Record your measurements & results in a suitable table

 

Calculations

  • Calculate the measurement error for each resistor

 

Discussion questions

  • To what factors do you attribute measurement errors?
  • What would be the effect if the excitation voltage for the bridge was a voltage other then 9 Volt?
  • What would be the effect if the excitation voltage for the bridge was 12V AC?

 

Experiment 2 – AC bridges

Part A- AC bridge measuring capacitance

 

Aim. To measure & confirm the value of capacitance of several capacitors wired in various combinations 

 

Apparatus

  • Breadboard and wires
  • 47K resistor, 0.01uF capacitor, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Audio signal generator, multi-meter
  • 3 color coded test capacitors RED, YELLOW & GREEN

 

Method

  • Construct the following circuit

 

  • Using a multi-meter, measure the voltage difference between the test points A & B and adjust the potentiometer R3, so that the voltage read on the meter is zero. The bridge is said to be balanced.

 

  • Carefully disconnect the “hot” end of the potentiometer and measure the resistance value which allowed the bridge to balance.

 

  • Measure the capacitance with your multi-meter in the CAPACTANCE range

 

  • Repeat Steps 2 , 3 & 4 for the remaining two capacitors.

 

  • Repeat Method 2 ,3 & 4 for the following conditions.
    • Any RED & GREEN capacitors in parallel
    • Any GREEN & YELLOW capacitors in series
    • Any YELLOW & RED parallel, combined with GREEN in series.

 

  • Increase the frequency of the signal source to 150KHz. Attempt to re-balance the bridge using any coloured capacitor. Record your findings.

Results

Record your results in a suitably annotated table.

 

Calculations

  • Calculate the value of each of the colored resistors using the results obtained.
  • The capacitors come from the E12 range of capacitors, choose the nominal E12 value of the color coded capacitors.
  • Calculate the total capacitance Method 6 (i), (ii) & (iii)

 

Discussion questions

  • What are the causes errors in the bridge technique
  • Derive the equation for balance for this bridge.
  • In your calculations where should you “round” the values.
  • What would have been the result DC excitation was used for the bridge

 

           

Part B- AC bridge measuring inductance.

Aim.   To measure & confirm the capacitance of several inductors wired in various combinations using the Maxwell bridge. 

 

Apparatus

  • Breadboard and wires
  • 470pF capacitor, 1K resistor, adjustable potentiometers of varying range

(use the potentiometer that minimises the measurement error)

  • Audio signal generator, dual trace oscilloscope
  • Three Colour coded inductors

 

 

Method

  • Construct the following circuit known as the Maxwell bridge.

When the Maxwell bridge is balanced by carefully adjusting

R1 & R2 the resistance and  inductance can be calculated from the following equations.  Rs=  R2.R3/R1     & Lx = R2.R3.C1

 

 

 

 

NOTE

When Rs is very small (approx zero), then R1 will be very large approaching infinity.  As the resistances of the inductors we are testing are very small, we will not use R1 at all, considerably simplifying the balancing operation.

 

 

 

 

 

 

 

  • Using an oscilloscope, measure the voltage at the test points A & B using two CRO channels.

 

  • Balance the bridge by adjusting the potentiometer R2, so that the voltages at the test point are both equal in amplitude & phase.

 

  • Switch the oscilloscope to display the difference between the two channels & note that by adjusting R2 that the difference was zero.

Re-adjust R2 as required to make the difference equal to zero again.

(You may use a “math” function in some oscilloscopes to achieve this. Please discuss with demonstrator if you have problems)

 

  • After having balanced the bridge Carefully disconnect one end of the potentiometer and measure the resistance value which allowed the bridge to balance and use that value to calculate the value of Rx (device under test) using the relationship

 

  • Repeat Method 3 or 4 and 5 to determine the inductance of the remaining color coded inductors.

 

  • Decrease the frequency of the signal source to 1KHz. And attempt to rebalance the bridge. Record your findings.

 

  • Measure the resistance of inductors with a multimeter.

 

 

Results

Record your results in a suitably annotated table

 

 

Calculations

  • For each inductor calculate the value of R1 which would have given a complete balance.

 

 

Discussion questions

  • Did the fact that we did not use R1 to obtain a precise balance effect the balance that was achieved?
  • Suggest and draw a simpler bridge which could be used for measuring inductance (similar to the bridge in Part A
  • Give two disadvantages of such a bridge compared to the Maxwell bridge.
  • What was the effect of having an excitation frequency of 1 KHz. And why? What would have been the limitation of using a multi-meter to measure the balance condition?

 

 

Experiment 3 – Basic transducer circuits

Part A- Measuring temperature

 

Aim. To confirm the operation of a circuit which may be used for measuring temperature? 

 

Apparatus

  • Breadboard and wires
  • 1 & 10K resistor , thermistor
  • 9 Volt battery, multi-meter

 

Method

  • Construct the following circuit using a thermistor and R1 = 1K

 

 

 

  • Measure the voltage at room temperature and with a thermometer the actual temperature.

 

  • Attempt to get some reading at a lower & higher temperatures by attaching the thermistor to the outside of a glass (by some method other then holding with your hands which you need to devise). Use some iced or chilled water and allow it to warm up and similarly used some hot water & allow it to cool down.
  • Transpose R1 & Th in the circuit and repeat steps in 2

             

 

 

 

             

Results

Show your results in a suitably annotated table & graph the data.

 

Calculations

  • Obtain an approximate equation relating voltage to temperature

 

Discussion questions

  • Does the thermistor have a positive or negative temperature coefficient
  • What errors are being encountered?
  • Develop & draw the circuit of a simple bridge where the voltage will be zero at room temperature (say 25 Centigrade) and will read negative for lower temperatures & positive for higher temperatures.

           

Part B- Measuring light intensity

 

Aim     To confirm the operation of a circuit which may be used for measuring light intensity.

 

Apparatus

  • Breadboard and wires
  • 1 & 10 K resistor, LDR
  • 9 Volt battery, Light source, multimeter

 

Method

  • Construct the following circuit using an ORP12 Light Dependent Resistor using R1 = 10K

 

 

 

  • Using a white light source illuminate the LDR through some transparent material which will attenuate the light. Increase the layers of the same transparent material so that almost no light illuminates the LDR.

 

  • Using a white light source of your choice, vary the distance between the light source source from about 0 cm to 100 cm in 10 cm. steps and record the voltages. (Attempt to reduce background light as as much as possible). Also read the voltage given by the background light.

 

  • Shine the light source onto a white reflective background some 10 cm. away. Also point the LDR at the same background some 30 cm away. Move the LDR toward the reflected light.

Obtain data for voltage vs distance.

 

  • Repeat step 4 with a dark reflective background.

Results

Show the data in a suitably annotated table & present it graphically.

 

 

Discussion questions

  • Is the luminous intensity vs. thickness of attenuation layer linear or non-linear? Why?
  • Is the luminous intensity vs. distance linear or non-linear. Why?
  • Over what distance can the LDR function as a reflective sensor. What are the limitations?
  • Develop & draw a circuit which could be used as a detector to measure the reflectivity of a material at a given distance, such that the material produces a positive voltage when it is highly reflective, a negative voltage if it is poorly reflective and 0 Volts when it is medium reflective.

 

 

 

 

 

 

 

Appendix 1: Preferred Resistor Ranges

 

 

5 %    1%
10 10
11
12 12
13
15 15
16
18 18
20
22 22
24
27 27
30
33 33
36
39 39
43
47 47
51
56 56
62
68 68
75
82 82
91

E12   E24

 

 

 

                                                                         Thermistor

 

 

 

 

 

 

 

  Light dependent resistor

  ORP12

 

 

 

 

 

 

 

 

                                     

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Appendix 2: Equipment Familiarization

 

1. Multimeter

Multimeters allow measurement of voltage, current, and resistance. In recent years digital meters (commonly abbreviated to DMM for digital multimeter or DVM for digital voltmeter) have substituted the analogue meters that were used for many years in electrical works.

 

The multimeters we use have various input jacks that accept ‘banana’ plugs, and you can connect the meter to the circuit under test using two banana-plug leads.

 

Depending on how you configure the meter and its leads, it displays:

  • the voltage difference between the two leads,
  • the current flowing through the meter from one lead to the other, or
  • the resistance connected between the leads.

 

Multimeters usually have a selector knob that allows you to select what is to be measured and to set the full-scale range of the display to handle inputs of various sizes. Note: to obtain the highest measurement accuracy, set the knob to the lowest setting for which the input does not cause overflow.

 

 

 

 

 

 

             

2. Breadboard

A simple type breadboard includes sockets for plugging in components and connecting them together. Figure 1 shows a basic breadboard.

 

 

 

3. Measuring voltage and current

Voltage is always referenced to something, usually a local ground. To measure a voltage, you will first connect the ‘common’ jack of the meter to the breadboard common (i.e., breadboard ground). Next you will connect the meter’s ‘voltage’ jack to the point of interest. The meter will then tell you the voltage with respect to ground at this one point.

 

When connecting things, it’s always a good idea to use colour coding to help keep track of which lead is connected to what. Use a black banana plug lead to connect the ‘common’ input of the meter to the ‘ground’ jack of the breadboard. Use a red banana-plug lead with the ‘V’ input of the meter.

 

 

Example1: Measuring voltage.

 

 

 

 

Example2: Measuring current.

 

 

 

Note: A potentiometer is a type of resistor that has an adjustable ‘centre tap’ or ‘slider’, allowing electrical connections to be made not only at the two ends, but also at an adjustable point along the resistive material.

 

  1. 4 Band Resistors Colour Code (5, 10, or 20% tolerance):

The resistance in ohms is the sum of the values in columns 1 and 2, multiplied by the value in column 3, plus or minus the tolerance in column 4.

 

 

 

For example, the colour code for a 1 k resistor would be ‘brown-black-red’, for 56 Ω ‘green-blueblack’, for 330 Ω ‘orange-orange-brown’, etc.

 

 

 
Leave a comment

Posted by on May 28, 2017 in academic writing

 

Tags:

Contemporary Public Health Issues II

 

 

 

Faculty of Social Sciences

 

HAS 911

Contemporary Public Health Issues II

 

Subject Outline

 

School of Health and Society

 

Autumn 2017


Subject Outline

Subject Code:           HAS 911

Subject Name:          Contemporary Issues in Public Health II

Credit Points:            8

Pre-requisites:           None

Co-requisites:            None

Mode of Delivery:    On campus & Distance

Delivery Locations:  Wollongong

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Version history and subject improvements

4th edition Catherine MacPhail, School of Health and Society, UOW 2017
3rd edition Heike Schütze, School of Health and Society, UOW 2016
2nd edition Bushra Kahn & Heike Schütze, School of Health and Society, UOW 2016
1st edition Lesley Hare, School of Health and Society, UOW 2015

© University of Wollongong 2017, All rights reserved.

Copyright and Disclaimer

No part of this work may be reproduced without the prior written consent of the University of Wollongong. All requests and enquiries should be directed to the University of Wollongong, Northfields Avenue, Wollongong NSW 2522 Australia. Telephone +61 2 4221 3920.

http://www.uow.edu.au/about/disclaimer/index.html

The University of Wollongong attempts to ensure that the information contained here is correct at the time of production, however, sections may be amended without notice by the University in response to changing circumstances or for any other reason.

 

 

Subject Contacts

 

Subject Coordinator

Dr Catherine MacPhail

School of Health and Society

Location: 15.132

Telephone: +61 242214112

Email: cmacphai@uow.edu.au

Consultation Times: Wednesday 3.30 – 4.30pm; Thursday 10.00-11.00

 

 

 

 

Subject Details

 

Subject Description

This subject examines contemporary issues in Public Health, particularly the challenges to health presented by globalisation, climate change, social inequality and other aspects of contemporary society. Key concepts in public health such as the measurement of health, the burden of disease, current approaches to public health practice and core principles of equity, sustainability and social justice within public health practice, will be examined and evaluated within the context of the challenges of enhancing the health of populations in contemporary society.

 

Subject Learning Outcomes

Through successful completion of this subject students will be able to:

Subject Learning Outcome (SLO)
1.      Critically examine current public health issues and challenges (infectious disease, globalisation; environmental, social justice)
2.      Describe and evaluate common measures of indicators for population health
3.      Effectively search relevant public health literature and review and appraise information from a variety of sources to investigate a public health issue
4.      Structure arguments and communicate complex public health knowledge in a variety of formats
5.      Understand core principles of just, ethical/legal public health practice and apply to real-life public health scenarios
6.      Investigate, evaluate and justify current approaches in public health

 

Lecture/Tutorial/Workshop Times

Current timetable information is located at http://www.uow.edu.au/student/timetables/index.html

 

Major Text

Fleming ML & Parker E, (Eds.) 2015, Introduction to Public Health, Churchill Livingstone: Sydney, 3rd Ed. The majority of your required readings will come from this textbook.

 

Recommended Readings

Additional readings will be advised through the eLearning space for this subject. This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources.

 

References

This is not an exhaustive list. Students are encouraged to use the UOW Library catalogue and databases to locate additional resources.

 

Subject eLearning

This subject is supported by an eLearning site. To access eLearning you must have a UOW user account name and password, and be enrolled in the subject. eLearning is accessed via SOLS (student online services). Log on to SOLS and then click on the eLearning link in the menu column.

 

For information regarding the eLearning spaces please use the following links:

Moodle  –   http://uowblogs.com/moodlelab/files/2013/05/Moodle_StudentGuide-1petpo7.pdf

 

Changes to the Subject Outline

In extraordinary circumstances the provisions stipulated in this Subject Outline may require amendment after the Subject Outline has been distributed. All students enrolled in the subject must be notified and have the opportunity to provide feedback in relation to the proposed amendment, prior to the amendment being finalised.

 

Learning Analytics

Data on student performance and engagement (such as Moodle and University Library usage, task marks, use of SOLS) will be available to the Subject Coordinator to assist in analysing student engagement, and to identify and recommend support to students who may be at risk of failure. If you have questions about the kinds of data the University uses, how we collect it, and how we protect your privacy in the use of this data, please refer to http://www.uow.edu.au/dvca/bala/analytics/index.html.

 

Student Support Services

A range of services, programs and resources designed to support students can be found at http://www.uow.edu.au/student/services/

 

eLearning Guides

You can find guidelines to eLearning here http://www.uow.edu.au/student/elearning/guide/index.html and to ‘Netiquette’ here http://www.uow.edu.au/student/elearning/netiquette/index.html.

 

Student Workload

Students should note that UOW policy equates 1 credit point with 2 hours of study per week that includes lectures and tutorials/workshops/practicals. For example, in a 6 credit point subject, a total of 12 hours of study per week is expected.

 

 

 


 

ASSESSMENT 4 Report
Due Date Sunday 4 June 2017, 11.45pm
Method of Submission Submit online through turnitin on the Moodle site

 

This assessment task has been set up to be checked by Turnitin, a tool for checking if it has unreferenced content. You can submit your assessment task to Turnitin prior to the due date and Turnitin will give you an originality report. You can then make any changes that may be required and re-submit you final version by the due date.

Weighting 40%
Length 2000 words (excluding executive summary, referencing and appendices)
Subject Learning Outcomes 1, 3, 4, 5 and 6
Task Choose a public health issue that is of interest to you and:

·       Briefly describe what is currently known about this issue and the population group(s) most likely affected

·       Compare and contrast at least three interventions that have been implemented to produce change for your chosen issue and critically evaluate them in terms of effectiveness and ethical practice

·       Conclude which intervention was most effective and why

·       Summarise your findings in an information leaflet/brochure/infographic that could be understood by a lay person affected by the issue and include it in your Appendix.

 

Use a report format including an executive summary (maximum 200 words on a separate page); a 12-point font, and double line spacing; and show your actual word count on the front page of the assignment.

 

You are expected to read widely in the scholarly literature (i.e. peer-reviewed journals) for this assignment. Fifteen to 20 references would be considered adequate for this topic.

Assessment Criteria Search Strategy – You must include a copy of your search strategy as an Appendix. It will show:

 

·        A list of the electronic databases and internet sites you chose

(NOT search engines). Briefly justify your choice in terms of

how you thought they would contribute to the quality,

relevance, and comprehensiveness of your search results.

·        The key words and other terms you used when analysing the

question and explain how and why you combined your search

terms to widen or limit your search with connectors AND / OR.

·        The inclusion and exclusion criteria you used to select the final articles for your assignment from the list of articles that resulted from your

searches.                                                                          5 marks

 

Executive summary – as per Self-assessment Checklist Item 1

4 marks

 

Introduction – as per Self-assessment Checklist Item 2      3 marks

 

Body – as per Self-assessment Checklist Item 3, including

·         The importance of the issue to public health is clearly explained

·           Supported by up-to-date data

·           National and international literature, as appropriate, is used to

investigate the identified areas

·           Relevant, and comprehensive arguments are clearly stated

·           Strengths and weaknesses of current knowledge and practice are evaluated, including the ethical practice of interventions reviewed                                                                      10 marks                                                             

 

Conclusion – as per Self-assessment Checklist Item 4       4 marks

 

Referencing – as per Self-assessment Checklist Item 5      4 marks

 

Information leaflet/brochure/infographic content – Clearly communicates up-to-date information about your chosen issue, including effective and ethical practice, expressed in easy to understand language and is visually engaging.                 10  marks

 

 

·         You must complete and attach (1) the Report Self-assessment Checklist to your assignment – one mark will be deducted if not included

·          

This is an individual assessment task.

 


 

 

 
 

Tags: