zilongwang/ReadingBank huggingface dataset:
34.What was at the heart of the structure’s design? 35.The pantheon’s dome would remain the largest unsupported concrete span in the world for _____ centuries. 36.What is the one mysterious flaw of the Pantheon? Caracalla 37.How many people could Caracalla’s massive bath complex accommodate at any one time? 38.How many furnaces supported Caracalla’s bath complex? 39.What Roman structure was gutted by a devastating fire in 217 A.D.?
Notes/Talking Points Engineers solve the world’s fundamental and most complex challenges – serving as the driving force in inventing, designing, building, improving, and sustaining the systems and structures we rely on. The impact of engineers’ work is global: building our infrastructure to get us where we need to go, designing our energy systems to power our lives, and connecting the world’s networks to increase our productivity. Thanks to the work of engineers, our and bridges are safer, our cars are more dependable, our food supply is safer and we are more globally connected than ever before. Slide 18: Hook – “Increasing Demand for Engineers” Goals: Present the content of the model and goals of the presentation at a high-level Provide a hook that can then transition into the background of the making of the model (for more formal audiences) or the content of the model (shorter presentation for student audiences) Notes/Talking Points The engineering field is growing, and the nation needs more engineers to harness their capabilities to build and sustain a better world. According to projections from the U.S. Bureau of Statistics, the engineering field will grow by 8.6% between 2012 and 2022, resulting in over 544,000 job openings due to growth and net replacements during that period. The American Association of Engineering Societies (AAES) and the U.S. Department of Labor (DOL) developed an Engineering Competency Model to serve as a guide for the development of the engineering workforce to help America meet this demand. Slide 19: Model Introduction – Meeting the Demand Goals: Introduce the Notes/Talking Points Now is the time to develop the engineer of the future: an individual ready and able to rise to the challenge of meeting this industry demand. To accomplish this goal, the American Association of Engineering Societies, the U.S. Department of Labor, specifically its Labor Employment and Training Administration, and AAES subject matter experts from education, industry, and private practice developed the Engineering Competency Model, which we’ll call the model. The model defines the skills required for current and aspiring engineers to advance and succeed. Similar to the systems they build, engineers themselves are composed of integral parts, or competencies, that work together to develop a dynamic and adaptable professional.
Submission Date: Diary No. Page: of Name: Member No. Work Period mm/dd/yy Work Experience - Show how engineering principles are applied and the percentage of time allocated to equal 100% From To Technical Theory /100 % Practical Experience /100% Management /100% Communications /100% Social Implications /100%
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The Problem: PVC Launcher Parts (Constraints): Name Constraint Amount Used Savings (Constraint – Amount Used) PVC Pipe 40” T-Shaped PVC Connectors Elbow PVC Connectors End Caps ¾” Band 1 16 Gauge Steel Wire 1 Plastic Hanger Strap 1 Nylon String 1 Initial Designs: Which launcher design did you choose/go with? Trial
ENGINEERING ADMIN AND SUPPORT CONTACT INFO 2017 Office of Undergraduate Programs and Student Services 167 Olin Hall 255-8240 Michael Thompson, Associate Dean for Undergraduate Programs Miranda Swanson, Associate Dean for Student Services Cindy Pakkala, Administrative Assistant engrugrad@cornell.edu m.swanson crp5 167 Olin Hall 254-6514 Kathryn Dimiduk, Director klc78 167 Olin Hall 255-7414 adv_engineering-mailbox@cornell.edu Liane Fitzgerald, Director Melissa Bazley, Associate Director Ryan DeLany, Assistant Director Benjamin Martin, Assistant Director Mary Glick, Administrative Assistant lnf27 mh265 rd525 bem87 167 Olin Hall 255-9622 eng-learning@cornell.edu Lisa Schneider, Director Anne Poduska, Associate Director Kristin Tewksbury, Administrative Assistant lms3 ap284 kt586 146 Olin Hall 255-6403 dpeng@cornell.edu Mark Lewis, Associate Dean for Diversity Jami P. Joyner, Director Angelica Keen, Assistant Director Cindy Mosqueda Campbell, cmm522 Debbie Moss, Administrative Assistant mel47 jj334 iak32 mf253 dlm45 201 Carpenter Hall 255-5006 eng-career@cornell.edu Christa Downey, Director Kimberlee Swartz, Associate Director Nadia Kiechle, Associate Director Tracey Brant, Kessler Fellows Program Jennifer Soprano, Recruiting Coordinator Julie Wright, Co-op Assistant Erin Phillipson, Front Desk Assistant cd238 kms273 nnd5 tb10 eng-recruiting@cornell.edu engr_coop@cornell.edu eng-career@cornell.edu Cornell University Learning Support Centers , 420 CCC Provides supplemental instruction, tutorial programs, and courses on reading and skills development. , 256 Malott Hall Mon-Fri 10-4:30 PM, Sun 7:30-10:00 PM. Provides advising and free tutoring. , 174 Rockefeller Hall Walk-In Service offers tutoring in writing to Cornell community. , 420 CCC 5-6310 5-4658 5-6349 4-4545
Purchasing and Production Repair Rework part in-process 2 9 Scrap items 3 10 Make new parts 4 Other Action Labeling Change in Field 11 Rework finished 5 Packaging Notify User of Part 12 Notify supplier 6 Employee training 13 See old parts for spares 7 510(k) required for Change 14
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Date: Time: ID: Shoe Size: Availability: For Office Use Only Engineering Degree Apprenticeship Application This application forms an important part of our selection process and enables the company to make a judgement about your suitability for the Apprentice Scheme. Please type on this document and make sure that you complete all sections fully and honestly. Position: Engineering Degree Apprentice Full Name: DOB: Previous name(s): Title: Miss / Mr / Mrs / Ms Other________ Alternative contact number: Home telephone number: Do you need a work permit to work in the ? (Please delete accordingly) Yes No Mobile telephone number: Email Address: Nationality: Place of birth: Are you currently unemployed, self-employed or in full time education? VACANCY QUESTIONS Would you be prepared to work towards additional qualifications whilst working in this role? YES/NO We are looking for at least 5years’ commitment. Can you commit to this? YES/NO Do you have a minimum of 5 GCSEs at Grade C or above or equivalent including Maths and English? YES/NO Are you fluent in English? YES/NO Do you have a degree, HND, HNC or equivalent qualification? YES/NO School, College, University etc. Dates attended Qualification type Subject Grade Achieved OR Predicted
7Mins 76.022 89.922 108.405 157.047 8Mins 71.878 84.930 102.294 147.925 9Mins 68.292 80.615 97.016 140.061 10Mins 65.146 76.833 92.393 133.185 12Mins 62.355 73.480 84.638 127.103 20Mins 46.270 54.219 64.838 92.438 30Mins 36.992 43.165 51.431 72.796 1 Hour 24.439 28.295 33.487 46.768 Table 3 – Rainfall intensities to be used within Maroondah (Raw Data: 19.01, 4.32, 1.32, 37.95, 7.58, 2.41, skew=0.35, F2=4.28, F50=15) April 2013 8.1.3 (A) - Area of Catchment Area (hectares) to include total lot size, including all pervious and impervious areas. 8.2 Worked example: Rational method to determine PSD A typical 2 unit site of area 865m2 assuming 35% site coverage: Formula: Where: C = 0.51 I = 68.292 mm/hr A = 0.0865 hectares Q = (0.51 x 68.292 x 0.0865) / 360 = m3/s or 8.37 L/s 9. Onsite detention The planning permit conditions will generally detail if the development requires on site detention storage. A typical planning permit condition would require the following: Limit the Permissible Site Discharge (PSD) to the equivalent of a 35% impervious site coverage, or the pre-developed discharge rate, if it is less than 35% impervious site coverage, to the satisfaction of the Responsible Authority, and Provide appropriate stormwater detention storage to limit the maximum discharge rate to the PSD. 9.1 On site detention volume requirements All developments that require onsite detention must detain a minimum of 1 in 10 year storm event; however there may be cases where a property is required to store a 1 in 20 year or 1 in 100 year storm event. The following table outlines the detention requirements for various property situations:
Student’s Name: NAU ID: ADDITIONAL INFORMATION/REQUIREMENTS You are responsible for choosing the chair and members of your advisory committee before completing 9 units of coursework. By the first month of the term in which you take your 10th unit of credit, you must submit a plan of study listing all coursework intended to satisfy the M.Eng. degree requirements. (This plan of study is subject to the approval of your advisory committee and the program director of your home institution.) You may apply up to 6 letter-graded units from any combination of Independent Study (XXX 697) and 400-level courses (not including XXX 408, 485 or 497) toward your degree At least 18 units must be in electrical engineering You must complete at least 24 units of formal course work (which cannot include Independent Study (XXX 697) or, other such individualized studies as field work (XXX 608), practice-oriented project (XXX 690) and research (XXX 685). In addition to all University and Graduate College policies, procedures, and requirements, graduate students must also adhere to the academic requirements, policies, procedures, and criteria outlined by their program’s Graduate Student Handbook. Students: You must secure official approval by your advisor and Department Chair/Director before submitting the final Program of Study. By signing or entering your name below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Advisors and Chairs/Directors: Please indicate approval of the curriculum on the Program of Study by placing your signature (electronic signatures are permitted) in the space provided. Student: Date: Graduate Program Coordinator: Date: Advisory Committee Chair: Date: Department Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Units Grade T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
I certify that the entries on these pages are accurate and complete. Appointing Authority Signature Date TO BE FILLED OUT BY EMPLOYEE I certify that the information presented in this position description provides a complete and accurate depiction of the duties and responsibilities assigned to this position. Employee’s Signature Date
Student’s Name: NAU ID: Additional Information + 6 units may be 400-level or independent study Signatures By signing below, you agree to the following statement: “Students are responsible for complete knowledge of Academic Catalog requirements in their degree plan for their catalog year and adhering to all policies in the Academic Catalog.” Student: Date: Graduate Program Coordinator: Date Advisory Committee Chair: Date: Department Chair (required for Final): Date: **Transfer/Equivalent/Previous Graduate Degree – Must have Advisor approval Transfer T = Course transferred from another university Previous Graduate Degree P = Course taken at NAU from previous graduate degree Equivalent E = Course taken at NAU in place of required course Internal Transfer I = Graduate level course taken as undergraduate; Not applied to undergraduate degree Transfer Credit Example: * Course No. Course Title Replacement Course Semester Year Units T/E/P** ABC 123 Fundamentals of English ASU 456 Fall 2012 3 A T/ASU
40 CFR 141.720(d)(1) UVDGM 3.5 & 5.10 Dose Calculation: Will the relative UV intensity term (S/So) in the calculated dose equation be based on the lowest measured lamp intensity in the reactor? Provide an example calculation of UV dose at worst-case conditions of UVT, flow, and UV intensity (e.g. design fouling/aging factor). Please include all relevant validation factor parameters. UVDGM Table B.11 UVT Calibration: What will be provided for calibration verification of online UVT analyzers? UVDGM 6.4.1.2 AWWA F110-12 Sec. 4.5.7 P&ID: Provide process and instrumentation diagrams, PLC logic loop descriptions, and a process control narrative. Please include alarm descriptions and triggers. UVDGM 4.3 O&M Manual: Will the O&M manual include UV system operational curves to allow the operator to visually verify the delivered dose given key input parameters (e.g. flow, UV intensity, UVT)? Manual Override: Is there a manual override of dose monitoring equation inputs to temporarily keep the UV system running in case a sensor malfunctions? Are emergency operations addressed in the O&M manual? UVDGM 6.1.1 & 6.4.1.2 Access to PLC Equations: Will operators or field commissioning staff have access to the programmed dose monitoring equation parameters? DEC may request access during inspection to verify the programmed equation is the same as the validated one. AWWA F110-12 Sec. 4.6.2 Additional submittal requirements for systems the set-point dose monitoring approach Reference Conditions: Please summarize the set-point conditions (e.g. flow, UV intensity, lamp status values). What will be the validated dose at set-point and its associated target pathogen inactivation credit? 3.5.2.1 & 5.6.1 UV Transmittance: Will UV transmittance be measured (note: not typically required for set-point based systems)? If so, how?
Grades K–2 Grades 3–5 Grades 6–8 Grades 9–12 DEFINE Identify situations that people want to change as problems that can be solved through engineering Specify criteria and constraints that a possible solution to a simple problem must meet Attend to precision of criteria and constraints and considerations likely to limit possible solutions Attend to a broad range of considerations in criteria and constraints for problems of social and global significance DEVELOP SOLUTIONS Convey possible solutions through visual or physical representations Research and explore multiple possible solutions Combine of different solutions to create new solutions Break a major problem into smaller problems that can be solved separately Compare solutions, test them, and evaluate each Improve a solution based on results of simple tests, Use systematic processes to Prioritize criteria, consider and assess social
Week Four Activity Due Date Approximate Time Venue Assignment Argumentative Writing Post by 10/6/16 1.5 Canvas Discussion Scoring the Constructed Response Post by 10/6/16 Respond to others by 10/10/16 1 hour Week Five Activity Date Approximate Timeframe Venue Discussion plan on implementing strategies with students Post by 10/13/16 Respond to others by 10/17/16 1 hour Canvas Discussion Reflect on Learning Post by 10/13/16 Respond to others by 10/17/16 30 minutes Complete Assessment of Knowledge Gained 10/17/16 30 minutes
Replace with your #1 design requirement Replace with your #2 design requirement Replace with your #3 design requirement Replace with your #4 design requirement (if you have a 4th) Replace with your #5 design requirement(if you have a 5th) Replace with your #6 design requirement (if you have a 6th) Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Final Design to the Development of Prototype #1: (This is where you present your final design which you will prototype in the next sections. Add more spaces to provide you with room to draw and label your design. Replace chart below with your design requirements and put an X in the box below the requirement IF you think your design fits your criteria. Delete these italicized instructions.) Checking Design (Final #1) Against Established Design Requirements/ Criteria: Replace with your #1 design requirement Replace with your #2 design requirement Replace with your #3 design requirement Replace with your #4 design requirement (if you have a 4th) Replace with your #5 design requirement(if you have a 5th) Replace with your #6 design requirement (if you have a 6th) Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Mark an X here if you think your design will meet your requirement Material List: (Make a list of all the materials and equipment you use for building your prototype and for testing prototype. Any materials that are measured should have the measurements listed. Don’t forget details. Delete these italicized instructions.) Step-by-Step Procedure: (Write a step-by-step plan that you will follow to build your prototype. Write it in the order you want to follow. Be very descriptive in your writing. Delete these italicized instructions.) 1.
Insulated Pipe (5000) Units:* Inch Millimeter Penetrant Type/Size:* Assembly Penetrated:* Opening Type* Rectangular Circular Sleeved: Yes No Opening Size:* Length: Diameter: Annular Space:* Minimum: Maximum: Space Between Penetrants: Wrap Details Fire Barrier Material:* Protection Type (Select Below):* Other: Duct Wrap 615+ Circuitry Plenum Wrap 5A+ Grease E-5A-4 (Emat) HVAC Plenum Structural Fire Exposure:* Cellulosic (ASTM E 119 / UL 263) High-Intensity (ASTM E 1529 / UL 1709) Item Shape:* Rectangular Circular Units:* Inch Millimeter Opening Type:* Rectangular Circular Protected Item Size:* Length: Width: Diameter: CLIV Details Box Type:* Metal Plastic Other: Units:* Inch Millimeter Box Dimension:* Length: Width: Depth: Diameter: Door Details Door Frame Type:* Metal Wood Other: Adjacent Assembly:* Units:* Inch Millimeter Annular Space:* Minimum:* Maximum:*
Job Description: Post: Lecturer in Mechanical/Manufacturing Engineering Salary Grade: £28,890 - £35,112 (depending on qualifications and experience) Responsible to: Learning Manager, Engineering Responsible for: The delivery of teaching, learning and assessment to the highest standards in the Engineering Department. Additional responsibilities such as, Course Management, Tutor and other roles as required. Key Purpose: 1 To ensure outstanding achievement and progression of all students through the delivery of high quality teaching, inspirational learning, assessment and support in the roles of: Course Manager, Lecturer, Tutor and Assessor. 2 To be a key member of the Engineering Curriculum area and contributor to development and progression. 3 To engage collaboratively with all colleagues in their roles as course managers, teachers, assessors and support staff in developing and contribute to a culture of high expectations, high standards and mutual respect. Key Responsibilities and Accountabilities: 1 To act as Course Manager of a range of course(s) as determined by line manager to include maintaining course management records for internal college inspectors and external inspection by awarding bodies and Ofsted. To undertake Internal Quality Moderation for courses as determined by line manager. 2 Registration of students for qualifications, examinations at appropriate times and the accurate recording of results. Organisation of work placements and liaising with employers providing work placement. Collaborating with Learning Manager on the compilation of timetabling students, staff and rooming. Identifying and sharing staff development opportunities both in college and industrial placements relevant to course development. 3 To interview potential student applicants personally, attend parent consultation evenings and provide reports to parents/carers on student progress towards achieving target grades. 4 To be responsible for a Tutor group(s) of students and range of courses as determined by Learning Manager, thus ensuring students receive appropriate support and guidance at all times enabling them to achieve their target grades and their full potential. 5 To work collaboratively with colleagues in development, delivery, assessment and evaluation of curriculum programmes to ensure programmes comply with awarding body and college Internal Quality Assurance Policies to facilitate and maximise the opportunities for all learners to achieve their full potential. To attend all departmental, course team and standardisation meetings for all programmes within the Engineering Curriculum area and elsewhere as required. 6 To deliver ‘Outstanding’ teaching to all students, allowing students to learn, develop, progress and fulfil their full potential.
project. The third assignment is to evaluate the risks associated with a new project and their cost/time penalty, and to recommend feasible remedial actions to mitigate these risks. Detailed formative feedback during the operation of the module will enable the students to develop an awareness of their rate and level of progress, and their strengths and weaknesses in the subject area. Such feedbacks are given through group discussion, workshop, tutorials sessions and on-line (formative) assessments to support the students to prepare for above summative assessments prior to submission. MAPPING OF LEARNING OUTCOMES TO ASSESSMENT STRATEGY (INDICATIVE) LEARNING OUTCOME On completion of the module, students will be able to: ASSESSMENT STRATEGY Demonstrate an in-depth understanding of essential ingredients in project management and the criteria of a successful project. Coursework 1 – report (4000 words) Monitor and ensure the different stages of a new project are within the time and cost constraints, and to establish exit criteria for each of the stages. Coursework 1 – report (4000 words) Apply various techniques to undertake a new project, and to produce necessary documentations required by all project stakeholders. Coursework 2 – report (2000 words) Use appropriate project management software to produce a clear project framework together with the broken down key tasks, their durations, required resources and any other constraints. PERT network diagrams and CPA technique will also be covered by this software session. Coursework 2 – report (2000 words) Demonstrate an in-depth ability to critically appraise the opportunities and threats of a given project proposal. Coursework 3 – report (2500 words) Identify the possible risks associated with a new project, and present them together with clear threat, consequence, and remedy. Coursework 3 – report (2500 words) BREAKDOWN OF MAJOR CATEGORIES OF ASSESSMENT
Sample assessment outline Engineering Studies – ATAR Year 11 Unit 1 and Unit 2 Semester 1 type and weighting Assessment task weighting When/ duration Assessment task Design 30% 5% Term 1 Weeks 1–2 Introduction to unit and course outline Task 1: Design project one Using a design process determine design brief investigate and develop ideas 10% Term 1 3–5 Task 2: Investigate materials and components research materials and components suitable for the development of a solution research forms of energy determine form of energy suitable for the project 10% Term 1 Weeks 6–7 Task 3: Developing a solution for project one through annotated pictorial drawings of ideas to a final drawn proposal calculations to estimate design function 5% Term 2 Week 6 Task 7: Evaluation of completed project one Written report on and photographs of completed product Production 40% 5% Term 1 8–10 Task 4: Pre-production working drawings – detailed orthogonal drawings lists of materials, parts and components develop production plan on a timeline 5% Task 5: Pre-production skills Develop production skills; apply safety and practice task/s to develop practical hand and machine skills. Modelling or prototype. 30% Term 2 Weeks 1–5 Task 6: Manufacture of proposed project one prepared production plan, materials and available equipment; record of progress. Examination 30% 30% Term 2 Examination weeks 7–8 Task 8: Semester 1 examination – of approximately 2 hours, using a modified examination design brief from the Year 12 syllabus Total 100% Semester 2
type and weighting Assessment task weighting When/ duration Assessment task Design 30% 5% Term 3 Weeks 1–3 Re-introduction to design process, and development of a design folio Task 9: Design project two design process determine design brief investigate and develop ideas 10% Term 3 Weeks 4–6 Task 10: Investigate materials and components research materials and components suitable for the development of a solution research efficiency of selected forms of energy research obsolescence 10% Term 3 7–8 Task 11: Developing a solution for project two through annotated pictorial drawings of to a final drawn proposal annotated orthographic concept drawings either CAD or hand calculations to estimate design function 5% Term 4 Week 6 Task 15: Evaluation of completed project two; written report on and photographs of completed product. Production 40% 10% Term 3 Weeks 9–10 Task 12: Pre-production working drawings – detailed orthogonal drawings lists of materials, parts and components develop production plan on a timeline Term 4 Week 1 Task 13: Pre-production skills Develop production skills; apply safety and practice task/s to develop practical hand and machine skills. Modelling or prototype. 30% Term 4 Weeks 2–4 Task 14: Manufacture of proposed project two Using prepared production plan, materials and available equipment; record progress in design folio. Examination 30% 30% Term 4 Examination 5–6 Task 16: Semester 2 examination – of approximately 2 hours, using a modified examination design brief from the Year 12 syllabus Total 100%
Term 2 1–5 Task 6: Manufacture of proposed Project one Using prepared production plan, materials and available equipment; record progress in design folio. 6 Task 7: Evaluation of completed Project one Prepare written report on and photographs of completed product. Evaluating – evaluate the final solution test the solution for correct function and document using checklists and test data Examination weeks 7–8 Task 8: Semester 1 examination – of approximately 2 hours, using a modified examination design brief from the Year 12 syllabus Semester 2 Week Key teaching points Term 3 1–3 Overview of unit and assessment requirements Re-introduction to design process, and development of a design folio Task 9: Design Project two design process determine design brief investigate and develop ideas Engineering design process Investigating develop a design brief describe and analyse existing solutions/products research and describe materials and components relevant to the design brief consider appropriate forms of energy supplies 4–6 Learning of specialist theory and specific understandings from either specialty field; Mechanical or Mechatronics Task 10: Investigate materials and components research materials and components suitable for the development of a solution research efficiency of selected forms of energy research obsolescence Core Materials – physical properties of materials fitness for purpose identify and describe the required properties of a material for a specified application Energy – efficiency Engineering in Society – obsolescence Specialty fields: Mechanical materials, Mechatronics components 7–8 Task 11: Developing a solution for Project two through annotated pictorial drawings of ideas to an final drawn proposal annotated orthographic concept drawings either CAD or hand drawn calculations to estimate design function Devising produce annotated pictorial drawings of design ideas analyse the chosen option to be used as the solution Fundamental Engineering calculations Quantity estimates Week Key teaching points
Term 3 9–10 Term 4 1 Task 12: Pre-production working drawings – detailed orthogonal drawings lists of materials, parts and components develop production plan on a timeline Producing present specifications for the selected solution Task 13: Pre-production skills Develop production skills; apply safety and practice task/s to develop practical hand and machine skills. Modelling or prototype 2–4 Task 14: Manufacture of proposed Project two Using prepared production plan, materials and available equipment; record progress in design folio. 6 Task 15: Evaluation of completed Project two Prepare written report on and photographs of completed product. Evaluating evaluate the final solution in terms of: meeting the requirements of the design brief function and finish of the product variations and changes to the design Examination weeks 5–6 Task 16: Semester 2 examination – of approximately 2 hours, using a modified examination design brief from the Year 12 syllabus
__________________________________________________________________________________ __________________________________________________________________________________ Sample assessment task Engineering Studies – ATAR Year 12 Task 3 – Unit 3 Assessment type: Production Conditions Period allowed for completion of the task: two weeks Task weighting 5% of the school mark for this pair of units __________________________________________________________________________________ Produce specifications for selected solution for Project one (18 marks) Students produce and provide information they will use to make the chosen product. There are many forms which this information could take and this will be dependent on the nature of the project being undertaken. The teacher will need to be satisfied that enough critical information is provided such that a third party could use the information to make the product. What you need to do Develop the part of a design folio; include the following: working drawings (6 marks) detailed orthographic drawings and/or pictorial and/or schematics and/or artwork lists of materials, parts and components, with costing (8 marks) develop and prepare a production plan on a timeline. (4 marks) What needs to be submitted for assessment Due date Working drawings and/or schematics and/or artwork of materials, parts and components, with costing Production plan on a timeline Marking key for sample assessment task 3 — Unit 3 Production specifications for the selected solution for Project one Maximum possible mark Allocated mark
7–9 Core content: Fundamental engineering calculations dimensional, perimeter and surface area Specialist engineering fields: Learning of specialist theory and specific understandings from either Mechanical or Mechatronics Mechanical: Statics moments three conditions for equilibrium vertical and horizontal components reaction forces (two supports only) unknown external force or distance variable reaction forces or Mechatronics: Systems and control systems/control diagrams flowcharts Core content: Engineering design process Devising (continued) produce annotated, pictorial drawings of design produce annotated, orthographic drawings of design ideas analyse and justify the choice of option to be used as the solution Task 2 (continued): Devise concepts for Project one and select the best option for the solution conduct more research, produce and refine sketches and drawings of concepts, and evaluate these to select the best option for the solution Core content: Engineering design process Producing present specifications for the selected solution dimensioned pictorial and orthographic drawings orthographic drawings and sketches as 3rd angle projections, and include lines and dimensioning materials selection parts lists costing of prototype or working Task 3: Produce specifications for the selected solution for Project one working drawings lists of materials and costing develop production plan on a timeline 10–13 Specialist engineering fields: Learning of specialist theory and specific understandings from either Mechanical or Mechatronics Mechanical: Statics force and bending moment diagrams, with shear force and bending moment calculations or Mechatronics: Systems and control interfacing with microcontroller Core content: Engineering design process Producing develop and use timeline for construction and testing of solution construct solution by selecting and using appropriate tools and machines, and by following safe work practices test the solution for correct function and document using checklists and test data Task 4: Production of Project one construct the proposed solution, using prepared production plan, materials and available equipment record progress in design folio 14–15 Core content: Engineering design process Evaluating evaluate the final solution in terms of:
Design folio – Investigation, design brief and concept development Maximum possible mark Allocated mark Provides ideas and concepts through collected and annotated images, including list of materials development of ideas and concepts showing a flow of concept development with specific detailed annotations on a diverse range of images, but referring to design fundamentals, materials list and design brief development of ideas and concepts showing concept development with annotations on images referring to design brief and design fundamentals development of ideas expressed as annotated images, with reference back to design factors, materials and design brief concept development is limited by few images and simple annotations, little or some reference to ideas in the design brief single concept development expressed through a few simple images, little annotation of ideas in the design brief development of a concept is unclear through the random images having simple annotations, showing little reference to the design brief 11–12 9–10 7–8 5–6 3–4 1–2 /12 appropriate in-text referencing or end of report reference list limited or infrequent referencing or no provided list 3 1–2 /3 Total /15 Sample assessment task Engineering Studies – General Year 12 Task 5 – Unit 3 Assessment type: Production Conditions Period allowed for completion of the task: two weeks Task weighting 5% of the school mark for this pair of units ____________________________________________________________________________________________________ Production plan for project one (15 marks) Use a design process to produce working drawings, for materials, components and parts, and a timeline. What you need to do Produce working drawings of the chosen design (8 marks) Create lists of materials, parts and components with costing (4 marks) Develop and use a timeline for producing the solution (3 marks) What needs to be submitted for assessment Due date
calculate bending moment (BM) values at specified points, including the magnitude and position of the maximum bending moment Mechatronics Electrical/electronics recognise the circuit symbols for: cells and batteries power supply (DC) fuse voltage regulator – 3 pin voltage positive switches SPST, SPDT and DPDT push to make and push to break value resistors potentiometer, including its use as a variable resistor dependent resistor (LDR) thermistor (NTC) capacitor – polarised and non-polarised diodes – rectifier and LED bulbs/lamps DC motor Stepper motor (unipolar) SPDT and DPDT relays transistor (NPN) integrated circuit (generic) measuring instruments – voltmeter, ohmmeter and ammeter describe general characteristics of components read and sketch simple circuit diagrams that contain the components that relate to microcontroller and interfacing circuits apply markings value resistors – 4 band E12 series capacitors: pF, nF and μF serial numbers – data sheets pin outs: voltage regulator, transistor and integrated circuits Laws and principles Ohm’s Law V = IR Kirchhoff’s Laws ∑ I = 0 Kirchhoff’s Current Law ∑ ∆ V = 0 Kirchhoff’s Voltage Law calculate power
T1 T2 T3 T4 T5 T6 Unit 1 Engineering Design 25% of the overall grade Unit 1 Engineering Design 25% of the overall Unit 3 Solving Engineering Problems 25% of the overall grade (External Examination) Unit 3 Solving Engineering Problems 25% of the overall grade (External Examination) Unit 3 Solving Engineering Problems 25% of the overall grade (External Examination) n/a Unit 2 Producing Engineering Products 50% of the overall grade Unit 2 Producing Engineering Products 50% of the overall grade Unit 2 Producing Engineering Products 50% of the overall grade Unit 2 Producing Engineering Products 50% of the overall grade Assessment
Environmental Mitigation: Reduce undesirable impacts on the environment (on-going). Health & Safety: Reduce injuries and illnesses 8. Retirement: End of Product Life Deactivation & Disposal: Specify considerations for the deactivation of the product and its disposal. Based on: Engineering Design Process, by Steve Lambert, PhD, PEng, Environmental Issues in Design, by Mike Fowler, PhD, PEng,
Book lodging Wash clothes Getting you identification your luggage completely. 2. Packing (Activity) Pack luggage Get on train, car (whichever mode of transportation) Making sure that all your needed clothes and materials are in your luggage and on your way to your trip. 3. Unpacking (Post-Activity) Get to lodging Put away clothing and toiletries Store luggage Checking in to lodging and putting away your clothes and materials. 4. Assessment Did you pack for the right weather? Did you bring all the items you needed? Assessment allows you to determine whether Directions: Choose a process (your prosthetic arm). Then describe the products involved in each of the process listed below. Sketch Pre-Activity Design Activity Build Post- Activity Assessment Assessment Are there any problems with the product, any suggestions for improving or inventing your new product? What could make life easier for people who design this product?
State if any RFIs were submitted, if responses were received, and whether or not all requested/required information was provided. If a site visit was performed, state the date, location, and outcome of the visit. TECHNICAL EVALUATION: Briefly describe the overall system and the function of the part(s). If possible, include a picture or diagram in Figure 1: Figure 1: Rotorhead Drawing This is the section that is used to provide information to the Price analyst and the buying activity to describe the Item being procured. The use of figures, illustrations and comparisons is highly recommended. Table 1 is used to illustrate different platforms provided by supplier and their competitor. Example of a format used to compare Item based on platform. Try to find comparable items from DIFFERENT SUPPLIERS. Table 1: Title Helicopter Hawk S-76 S-92 HAL Dhruv EC225/725 Super Puma MII + Augusta Supplier XXXX XXXX XXXX YYYY YYYY YYYY 123 system info info info info info info Customer Military Commercial Military/ Commercial Military and Commercial Commercial (EC225) and Military (EC725) Commercial Type Utility Search and Rescue / Utility Transport/Utility Utility Civil Range Transport The following table provides a comparison of Item. Another example Table 2: Item Comparison Requirement: Picture Picture Picture Picture Picture 1 Spec info Spec info Spec info Spec info Spec info 2 Spec info Spec info Spec info Spec info Spec info 3 Spec info Spec info Spec info Spec info Spec info 4 Spec info Spec info Spec info Spec info Spec info 5 Spec info Spec info Spec info Spec info Spec info 6 Spec info Spec info Spec info Spec info Spec info 7 Spec info Spec info Spec info Spec info Spec info 8 Spec info Spec info Spec info Spec info Spec info 9 Spec info Spec info Spec info Spec info Spec info 10 Spec info Spec info Spec info Spec info Spec info Sales – Per/Unit
I have been trained to safely use the welding equipment and am considered by the Design Studio supervisor as a competent welder. Design Studio Supervisor Signature and Date: Appendix B: Standard Operation Procedures (SOPs) for machinery Never Leave a Running Machine Unattended Appendix B includes Standard Operating Procedures (SOPs) for the following machines: Band Saw Bench Grinder Belt/Disk Sander Chop Saw Drill Press Jig Saw Lathe Milling Machine Miter Saw Sand Blaster Saw
research and scholarly activities; supervising independent study; advising student organizations; leading students in service learning and community engagement activities; or, consulting with students regarding their evolving careers. A variety of types and sources of data about your teaching performance (e.g., student outcomes; portfolios of student work; and course projects). Ultimately, the evidence that you provide regarding your teaching and advising effectiveness will be enhanced, strengthened and be more persuasive if it addresses different aspects of your instruction (e.g., in-class presentations; written course materials; tests and examinations; contributions to the USU honors program; and/or out-of-class interactions with students). Teaching activities will contribute and be compatible with the mission and goals of your Department. C. Expectations for Service (Relative weight = xx%) Service activities are vital to the mission of the University; therefore, tenure-eligible faculty must participate in service. These activities include effective participation in the operation and shared governance of the University (as per 401.8.1(4)), and in the outreach mission of the University. Service activities also include effective participation in organizations relating to your academic profession. Service represents an important component of your role. Service is not expected in all of these areas but, rather, some combination that represents the relative weight that is equivalent to the percent that you have been assigned in this domain. In judging your efforts in the service domain, your colleagues will look for evidence of your contributions to a variety of significant and meaningful service. Examples of service activities are described in Faculty Code 405.2.2(4) and may include: Active participation in regional or national professional societies and organizations in your field of expertise as evidenced by committee membership and/or holding elected or appointed office. Service as a reviewer of manuscripts or editor to a scientific or professional publication. Service as a reviewer of grant proposals for a funding agency or professional organization. Service as in consulting roles to local, regional, national or international organizations and agencies. Participation and support the outreach and land-grant mission of Utah State University through public speaking and/or information dissemination involving your professional expertise.
Resources Follow the below topic sequence from 1-7 and their associated resources (PPT: Power Point presentations, Documents and Video clips) Resources for topics Topic Sequence Topic PPT Name Document Video Clip 1 Measurement Measurement basics/Measurements - Tools MEASUREMENT 1.0 2 MASS & wt Engineering concepts 1 Basic engineering concepts 2.0 Force Engineering concepts 1 Forces -Technology in Cricket - Super Slow Motion 1 and 2-- - YouTube 3 Torque Engineering concepts 2 Work Engineering concepts 2 Power Engineering concepts 2 friction and lubrication Engineering concepts 2 4 Scalar and vector Engineering concepts 3 5 Energy Engineering concepts 4 6 Mass and Energy Engineering concepts 5 7 Simple machines – / pulley / wedge / screw / screw jack / gears / Simple machines- slope.pptx Simple Simple Simple Simple Simple machines 3.0
STUDENT INFORMATION Student’s Name: NAU ID: E-mail Address: @nau.edu Phone Number: Enrollment Term: (ex. Summer 2013) Expected Graduation: (ex. Spring 2015) Advisor: Total Required Credits for this Degree Program: 30 This is the: Initial (upon admission) Final (submitted with Graduation Application) Program of Study * Course No. Course Title Replacement Course Semester Year T/E/P** Research and Thesis (6 units required) * * Graduate Level Mathematics or Statistics Course (3 units required) * Core Courses in Sustainable Systems and Advanced Engineering Design (6 required) * EGR 501 Topics in Sustainable Systems * EGR 502 Topics in Advanced Engineering Design Electives (15 units required)+ * * * * *