QQuestionAnatomy and Physiology
QuestionAnatomy and Physiology
can you write summary
ENS^101 F^23 Midterm
ID Name group A
IMPORTANT NOTE : You have a separate answer sheet, that should be neat and clear which
problem you are answering. If it is messy or cannot be read, it does not exist.
1
(a) Estimate how many liters of water you can fit in a 15 in Laptop (1 in is 2.54 cm)
(b) Estimate how much money you would spend in a trip to Paris for 7 days
4pts
2
What are the methods you could use for estimating certain variables?
2pts
3
What is your first choice for generating ideas for a design problem? Why?
2pts
4
What is the first character you would look for in your team members? Why?
2 pts
5
How is your presentation content of your designed software will change; (a) if you were
presenting it to an investor, or if you are presenting it to your team members?
2pts
6
Give an example of an action that is legal but not ethical, and something ethical but not
legal.
2pts
7
Write an Octave/MATLAB function that asks the user to enter a number, and returns the
following info: if it is odd or even, positive or negative, larger than its square or not (0.5 is
larger than its square (0.25)
3pts
8
The population of a colony of bacteria can double every 20 minutes, as long as there is
enough space and food. If 𝑝0 is the starting population of Bacteria in an experiment,
and the formula for bacteria growth is 𝑝 = 𝑝02
𝑡
20 write an octave/matlab function that
return the amount of bacteria after certain time minuts, and initial population (both)
sent by the user.
Modify the function, if the user sends hours, or seconds.
3pts
9
A computer engineer designs software for motherboard monitoring. The temperature of
a mother board of a computer for optimal operation is between 30 – 80 𝐶𝑜 , write an
octave function that takes the temperature, and displays a warning if it is too cold, or
two hot.
3pts
10
A mechanical engineer tested the speed/fuel consumption of a gasoline car and
recorded the given table: (this is just an example, you are answer should be general for
any case)
Spee
d km
10
2
0
30
40
50
60
70
80
90
10
0
11
0
12
0
13
0
Fuel
cons.
g/km
10
0
7
0
55
50
45
42
40
41
42
48
52
58
65
Write an octave/matlab function that takes the speed and fuel consumption
measurements, and shows at which speeds are that highest, and lowest consumptions
of fuel, and that plots, the speed vs consumption
3pts
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An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ESTIMATION
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Standard Notation
Standard
12,345.67
“normal” way numbers are written
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Scientific and
Calculator Notation
Standard
12,345.67
“normal” way numbers are written
Scientific
1.234567 x 104
uses a power of ten times a value with a single non-zero digit to the left of
the decimal place
Calculator
1.234567E^4
uses “##.###EN”
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Engineering Notation
Standard
12,345.67
“normal” way numbers are written
Scientific
1.234567 x 104
uses a power of ten times a value with a single non-zero digit to the left of
the decimal place
Calculator
1.234567E^4
uses “##.###EN”
Engineering
12.34567 x 103
adjusts the number of digits to the left of the decimal place so that the power
of ten is a multiple of three
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Standard
Scientific
Engineering
Calculator
55
5.5 x 101
55 x 100
5.5E^1
0.0036
3.6 x 10 - 3
3.6 x 10 - 3
3.6E- 3
870020
8.7002 x 105
870.02 x 103
870.02E^3
7
7 x 100
7 x 100
7E^0
0.09
9 x 10 - 2
90 x 10 - 3
90E- 3
Notation Compared
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Numerical Notation No-Nos
Use only one non-zero digit to the left of the decimal place
for scientific notation (one, two or three for engineering)
59800 x 104
Use 5.98 x 108 or 598 x 106
0.03 x 103
Use 30 or 3 x 101
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Numerical Notation No-Nos
The calculator doesn’t superscript powers when using “E”
notation, and neither should you.
5.873E^2
DO NOT superscript the power!
39.6e^9
This is WORSE – it looks like you are raising e (≅ 2.71828) to ninth power!
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Numerical Notation No-Nos,
continued
Do not give answers as fractions
Few people can glance at 8403 / 28 and know what the decimal equivalent
value is.
Most people recognize the value 300 instantly.
8403 / 28 ≅ 300.107
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Numerical Notation No-Nos,
continued
Do not leave constants in answers
It is not obvious to many people at first glance that
2307 π ≅ 7250
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Still more Numerical Notation No-
Nos, continued
Do not leave answers in terms of powers or roots.
It is not obvious to many people at first glance that
(16.5)3 ≅ 4500
If you choose to represent numbers in one of the ways we
recommend against, you should be prepared to explain
WHY you chose not to follow the suggestions given.
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Defining Reasonable
Physically Reasonable
Does the system in question really behave in the manner the answer
indicates?
Reasonable Precision
Is the precision (significant figures) of your answer appropriate?
To determine this, ask:
Does the answer make sense in the real world?
If the answer is a mathematical model, does the model make sense for very
large and/or very small values?
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Does the answer make sense in the
real world?
You calculate the specific gravity of a substance and get a
value of 35.1.
You determine the time a 3 horsepower motor requires to
lift a one ton object 150 feet to be 487 milliseconds.
The velocity of crude oil in a pipeline is reported to be
30,000 rods per day.
The atmospheric pressure in your classroom is reported to
be 5,000 newtons per square yard.
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Does the model make sense in the
real world?
A model for the temperature in units of degrees Fahrenheit
of a steel ingot as it cools in a steel mill is T = 2000 e- 0.1t
where t is time in hours.
As liquid is pumped out of a large tank, the volume of liquid
in units of gallons remaining in the tank is given by V =
2000 – 50 t where t is time in minutes.
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Accurate
How close to the actual value is
the calculation or
measurement?
Repeatable
Are the measurements close to
each other?
Precise
Combination of accurate and
repeatable
Reflected by number of
significant figures reported
Accurate, Repeatable, Precise
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Probe #1
Probe #2
Probe #3
Sample
#1
90
100
100
Sample
#2
92
110
102
Sample
#3
88
90
98
True Temperature = 100 °C
Repeatable
Accurate
Accurate &
Repeatable
Accurate, Repeatable, Precise
Cont.
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Precision of answer is
limited by precision of
input parameters
Excessive precision =
unnecessarily high
cost
Measure diameter of a sphere
Diameter = 2.5 inches
Radius = 1.25 inches
Calculate volume (V = 4 / 3 π r3)
Report the value as 8.2 in^3 or 8.18 in^3
Half-inch diameter bolts 5.0 inches long (+/- 0.05 inch or 1%) can be
manufactured and sold for about 50¢ each.
Half-inch diameter bolts 5.000 inches long (+/- 0.0005 inch or 0.01%)
would probably cost more than $10 each.
3
3
3
in
181230869
.
8
)
in
25
.
1(
3
4
r
3
4
=
=
Accurate, Repeatable, Precise
Cont.
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We will NOT enforce
rules for determining
significant digits
ALWAYS
ask
does this
make
sense?
We WILL enforce use
of “reasonableness”
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Learn Four Techniques
of Estimation
Analogy: This parking lot is smaller than a basketball court,
but larger than a tennis court.
Aggregation: In this picture, I am six feet tall, and the tree I
am standing next to is five times my height, so it must be
about 30 feet tall.
Lower/Upper Bounds: The temperature of water cannot
exceed its boiling point or drop below its freezing point if it is
still water. If I am painting a room, I want to overestimate the
area of the walls (so maybe I don’t subtract the area used by
the windows), but I want to underestimate how much area a
gallon of paint will cover.
Data analysis: where you don’t have any intuition, analyze
data to make predictions.
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TECHNICAL WRITING
Tips and Tricks
1
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Writing Hints
Provide all information requested and answer all questions
Stay within the required page limit!
Reread and cut out any “fluff”
Use a consistent format in all parts of the paper
Same type of title, header, spacing, font type and size
If we ask for certain spacing or font size, use it!!
Put header information on all pages
Include headings in bold for easy identification
2
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Writing Hints, continued
Be clear; use precise language. Keep wording efficient
without losing meaning. Avoid using exaggerated terms.
Maintain a professional tone. Do not be emotional or use
jokes.
The finished copy should “flow” smoothly and carry the
reader toward a conclusion. Avoid extremely long sentences
as they may confuse the reader.
3
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5th Edition
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Writing Hints, continued
Use mostly past tense verbs. Keep verb tenses in
agreement within a paragraph.
Define any terms that might be unfamiliar to the reader,
including acronyms and symbols within equations.
Present facts or inferences rather than personal feelings.
4
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Writing Hints, continued
If a table and/or figure are required
elements, include them!
Forces you to summarize
Label all figures and tables.
Tables are captioned at the top; figures
are captioned at the bottom.
For figures imbedded in a document,
remove the title. This will become the
basis for your caption.
Refer to them in the text by name (“…as
seen in Figure 1…”)
5
Instrument
Estimated Force [lbf]
Turbidity Meter
2
Portable Sampler
8
Velocity Flow Meter
7
Nutrient Meter
2
pH Electrode
0.5
Table 1. List of instruments that will be used to test water
quality, and the estimated forces that each will apply
when mounted on a cantilever beam.
Analysis of commercial flights 1972 - 2002
0.0.E+ 00
5.0.E+ 06
1.0.E+ 07
1.5.E+ 07
2.0.E+ 07
1970
1975
1980
1985
1990
1995
2000
2005
Year
Number of Passengers
Domestic
International
Total
Trendline
Figure 1. Analysis of commercial flights (domestic and
international) between 1972 and 2002.
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Writing Hints, continued
Watch significant figures
Keep within orders of magnitude
Reasonable, and consistent
Keep the leading zero with a decimal point number, otherwise it looks like a
period in the middle of the sentence.
The bridge cost .23 dollars per gram.
The bridge cost 0.23 dollars per gram.
Use the dollar symbol
The bridge was four thousand dollars.
The bridge was $4,000.
6
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Writing Hints, continued
For numbers, do not spell out in words. Use commas where appropriate.
The mean was one thousand, fifty-five grams.
The mean was 1,055 grams.
Never start a sentence with a number in digit form. If a number is used to start
a sentence, write it out.
23 points were outliers to the data set.
Twenty three points were outliers to the data set.
7
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Parts to the One-Page Memo
INTRODUCTION:
What and why
Do not present results or
technical information here
3 – 4 sentences maximum
RESULTS:
What did you find
Include up to two items
2 tables
2 figures,
1 table + 1 figure
Should present unique
information
Watch formatting when
imbedding!
If it doesn’t look right, redo it!
DISCUSSION:
What does it mean
THINK about your results
Do not use technical jargon
that YOU do not understand
Must make reference to
tables and figures in
Results section by name
Be sure to answer all
questions we ask
SUMMARY:
Main points
No new information here!
Quick overview of
conclusion
4 – 5 sentences
8
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Parts to the Short Report
INTRODUCTION:
What and why
Do not present results or
technical information here
4 – 5 sentences maximum
PROCEDURE:
What did you do during testing
and analysis
¾ page, bulleted list
RESULTS:
What did you find
Include tables and figures
Should present unique information
Watch formatting when
imbedding!
If it doesn’t look right, redo it!
DISCUSSION:
What does it mean
One page maximum
THINK about your results
Do not use technical jargon that
YOU do not understand
Must make reference to tables
and figures in Results section by
name
Be sure to answer all questions
we ask
SUMMARY:
Main points
No new information here!
Quick overview of conclusion
4 – 5 sentences
9
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Parts to the Poster
BACKGROUND:
Historical work
Significance of experiment
Basic, underlying theory
Do not present specific project
here
PURPOSE:
What and why
Address specific project here
May be bulleted list
RESULTS:
What did you find
Include tables and figures
Should present unique information
Watch formatting when
imbedding!
If it doesn’t look right, redo it!
DISCUSSION:
What does it mean
THINK about your results
Do not use technical jargon that
YOU do not understand
Must make reference to tables
and figures in Results section by
name
Be sure to answer all questions
we ask
SUMMARY:
Main points
No new information here!
Quick overview of conclusion
4 – 5 sentences
10
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An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
When editing …
Read it out loud!
Read what it ACTUALLY says, not what you think it should say
Use commas as small pauses, periods and semicolons as long pauses
Have someone read it out loud to you
Read it twice!
Once for flow
Once for technical stuff
Take time to edit!! Don’t turn in sloppy work.
11
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An Active Learning Approach
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5th Edition
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PRESENTATIONS
Tips and Techniques
1
Thinking Like an Engineer
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Presentation Planning: 5W & 1H
Who is my audience?
What is my purpose?
Where is all the equipment I need?
When am I on the program agenda?
Why am I giving this talk?
How long should I talk?
Engineering
Communication
Thinking Like an
Engineer 2e
2
Thinking Like an Engineer
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Visual Aids: 4 -S formula
Short
Use short sentences
Avoid too many details
Do not talk too long
Simple
Avoid wordy, lengthy phrases.
Strength
Use active voice and action verbs
Sincere
Convey empathy, understanding, and respect for the audience
Engineering
Communication
Thinking Like an
Engineer 2e
3
Thinking Like an Engineer
An Active Learning Approach
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Presentation Structure
Introduction
What are you going to talk about?
Why should the audience care?
Body
Divide into 2 – 3 main points
Conclusion
Summarize main points
Engineering
Communication
Thinking Like an
Engineer 2e
4
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Size of Text: Larger is Better!
Size 44
Size 40
Size 36
Size 32
Size 28
Size 24
Size 20
Size 18
Size 12
Size 10
Engineering
Communication
Thinking Like an
Engineer 2e
5
Thinking Like an Engineer
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Don’t write in whole sentences!
Determine as the balls fall if the distance between them increases, decreases or stays the same.
Determine as the balls fall if the distance between them increases, decreases or stays the same.
Determine as the balls fall if the distance between them
increases, decreases or stays the same.
Determine as the balls fall if the distance between them increases, decreases
or stays the same.
Distance increase, decrease, stay
same
6
Thinking Like an Engineer
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Don’t use annoying colors
Yellow on White
Light colors on White
Engineering
Communication
Thinking Like an
Engineer 2e
7
◼Blue on Black
◼Green on Black
Don’t use annoying
backgrounds like this…
…or like
this
Or distracting animation….like this
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Other thoughts
Eyes on audience
No hands in pockets
Keep feet still
Don’t play with notes
Don’t read notes
Practice!
RELAX
8
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CHAPTER 3
DESIGN & TEAMWORK
Instructor Slides
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DESIGN IS ART.
ANALYSIS IS SCIENCE.
ANALYSIS INFORMS DESIGN.
The Design Process
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Art versus Science
Design is to create solutions—the art
Both products and processes are designed
Thinking of solutions for the project—design
Building the project—not design
Modifying the device to make it work—design
Analysis is to study solution options—the science
Rigorous, laborious, precise, maybe boring to some
We have to make sure people don’t die
(or at least that our solution works)
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Design is iterative…
… but consists of distinct stages
Problem/need identification
Identifying criteria indicate a successful design
Generating ideas / developing possible solutions
Choosing from among possible solutions
Prototyping / testing
Implementation / evaluation
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Problem Definition
Involves more than what the professor or boss assigns
At certain times, light streams in the windows of a
classroom and makes it hard to see the projected image
There are various ways of defining this problem, and the
definition will affect the solutions
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Each problem definition suggests different
solutions
Glare—make the screen anti-glare
Light coming in—cover the window with brick, blinds,
shades, tinting/mirroring
Geometry of the room/sun—renovate building
Light is hitting the screen—move the screen
Image is washed out—brighten the image
Class held when sun shines in windows—reschedule to play
frisbee during sunny times
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DEVELOPING CRITERIA
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Criteria are important.
What’s the best place to eat in town?
The answer changes depending on whether you…
are hosting a birthday for 20 five-year-olds
need to eat between classes
are celebrating an anniversary
are going to lunch with six colleagues, one is allergic to wheat, two are on protein
diets, one won’t eat spicy food, one is allergic to sesame, and one is a vegan
You must ask, “the best for what?”
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Criteria for identifying good
criteria.
Criteria should be clear
Which is better?
What is a good room temperature?
Criteria should distinguish options
It is unhelpful to say, “I’ll only buy a car if it has side mirrors.”
Criteria should be measurable
What is it that makes a car “fun” to drive?
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Focus on limited criteria
Spend 2 minutes and identify your team’s TOP 3 criteria for
a cordless screwdriver
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GENERATING IDEAS
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Brainstorming
Quantity is important.
More ideas results in better chance of great idea.
You only need one great idea.
Variety is important.
If you consider a variety of ideas, you will be confident in
your choice, and there is a chance to combine ideas.
The best way to get a diverse set of ideas is to start with a
diverse group of people.
Don’t criticize ideas
Criticism discourages new contributions – evaluate the
ideas once you are done generating new ones. As the
team becomes comfortable sharing ideas while they are
reviewed critically,
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EVALUATION OPTIONS
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Pairwise comparison
A criterion (safety) is at the top left
Each “Option” is a different design
In the “Option 1” column, if Option 1 is worse (less safe) than
Option 2, put a 0 in that row. Put a 1 where the options are
similar, and put a 2 where the column option is better (safer)
than the row option.
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Weighted benefit analysis
Criteria placed in the rows of first column
Weights representing relative importance of each criterion are placed
in the second column.
Evaluate each design on each criterion
Add up the weighted values for each design
Use judgment to compare the designs once the scores are in. Don’t
just go with the highest score.
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WORKING IN TEAMS
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Teams Need to Agree On…
The team’s objective and how progress toward that
objective will be measured
How the team will make decisions
How the team will ensure all members are heard
How the team will share workload, including how to manage
the absence of a team member.
What roles team members will assume and how they will
rotate those roles so everyone learns
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Giving feedback
Focus on behavior – what teammates do rather than what
you think is going on.
Consider five important team skills
Contributing to the Team’s Work
Interacting with Teammates
Keeping the Team on Track
Expecting Quality
Having Relevant Knowledge, Skills, and Abilities
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PERIOD ANALYSIS
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Experiments Inform Design Process
Observe the problem and note items of interest.
Hypothesize an explanation based on what you know or can
learn from others.
Predict the behavior of a design based on that hypothesis.
Experiment to see if the system really behaves that way
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Experimental Variables
Independent variables are those that are allowed to vary,
but are controlled or manipulated.
Dependent variables react to a change in one or more
independent variables and are measured.
Control variables can vary, but are held constant to simplify
the experiment and make it possible to understand the
effect of the other variables
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PERIOD Analysis
P Parameters of interest determined
E Establish the range of parameters
R Repetition of each test specified
I
Increments of each parameter specified
O Order to vary the parameters determined
D Determine number of measurements needed
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
PROJECT MANAGEMENT
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Project planning and management
Create a project timeline
Timeline should include:
All tasks
Decisions
Supplies and equipment necessary
Assign each task a specific due date
Work backwards from the due date to develop timeline
Set a specific team meeting time at regular intervals (such as once a week)
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Project planning and management
Create a responsibility matrix – a list of action items,
deadlines, and responsible persons
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Modern project management
•
“Scrum” is a project management process made popular
as a method of software development.
•
Holistic rather than linear, flexible rather than sequential
•
Control passes back and forth among team members
•
“Scrum master” rather than “project manager”, where
the scrum master watches the team’s process
•
The “product owner” is the primary liaison to customers
and clients
•
Other team members comprise the development team
that focuses on project deliverables—sharing progress
publicly and frequently
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ETHICS
Instructor Slides
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ALWAYS DO RIGHT--THIS WILL GRATIFY
SOME AND ASTONISH THE REST.
~MARK TWAIN
Neither fire nor wind, birth nor
death can erase our good deeds.
~Siddhartha Gautama
It is amazing how people's
interest in injustice tends to
mostly cover themselves.
~Alan Lewis
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Ethics
Algorithms for ethical decision-making do not really exist.
HOWEVER: There are procedures that can help guide us in
determining the most ethical course of action.
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Ethical decision-making
procedure
1. Identify issues and stakeholders
2. Analyze options from different perspectives
3. Justify your choice by comparing results of the
analyses
4. Carry through with your decision
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
You have completed about half of a homework assignment,
but have run out of time to finish it.
Your roommate, who has the same assignment, has gone
to another class and has left his/her completed homework
on the desk.
Is it ethical to copy your roommate’s homework, changing
enough of the text, variable names, etc. so that it appears
to be your own work?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
1. Identify issues and stakeholders
What are the issues?
Who and what is affected? (May be individuals, groups,
natural systems, etc.)
Note that we are NOT asking HOW anyone is affected, only
what the issues are and who might be affected.
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
2. Analyze options from different perspectives
Consequences
Intent
Character
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Consequences Perspective
Assumption: Ethical value of individuals is equal.
Question: Does an action increase or decrease the
happiness of the affected individuals?
Right Action = Greatest good for the most people.
How do we decide?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Consequences Perspective
Identify consequences of alternatives to different
stakeholders.
Evaluate consequences: how much good, how much cost
Which produces the most good with the least cost in the
long term?
Note that this may require a subjective judgment of the relative “weights” of
the various consequences
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Consequences Perspective
Example: Copying your roommate’s homework
What are the consequences to the various stakeholders?
Evaluate consequences: how much good, how much cost
Which produces the most good with the least cost in the long term?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Intention Perspective
Can a wrong action have good consequences?
Can a right action have bad consequences?
Intent is the focus of this perspective.
Do you wish everyone to act this way? Is this a good rule to apply to
everyone?
Would you like to be on the receiving end? Who are the victims?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Intention Perspective
Example: Copying your roommate’s homework
Do you think everyone should act this way?
Who are the victims? Would you like to be one of the victims?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Character Perspective
What sort of person do you aspire to be?
Do you admire people who take this action?
No rules, no algorithm
Focus is on responsibility, not duty.
Strive to be a person of admirable character.
How will this action affect your character?
What would an admired person do?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
Character Perspective
Example: Copying your roommate’s homework
Do you admire people who do this?
Is this responsible?
How does this affect your character?
What would Jesus or Buddha or Mohammed or Bahá’u’lláh or Vishnu or
Schweitzer or Mr. Rogers, or (insert admired person of your choice here) do?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
3. Convergence of Perspectives
Do the results of considering the three perspectives agree?
YES: High confidence in the decision
NO:
Did you overlook any factors?
Is the weighting of the factors appropriate?
If still no convergence, 2 out of 3 wins.
How about the issue of copying the homework?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 1
4. Act on your decision
Proper action often requires courage.
Do YOU have the courage to do what you know is right?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Ethical decision-making procedure
1.
What are the issues, who are the stakeholders?
2.
What is at stake for whom?
Consider consequences, intention, and character.
3.
Convergence of perspectives?
4.
Courage is often required to act ethically.
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
ExampleCH 2, Ex 2
With your team, consider the question:
Is it ethical to violate the speed limit (not including
emergency scenarios).
What are the issues, who are the stakeholders?
What is at stake for whom?
Consider consequences, rights, and character perspectives.
Do you have convergence?
Results?
Thinking Like an Engineer
An Active Learning Approach
Stephan, Bowman, Park, Martin, Ohland
5th Edition
Copyright © 2022 Pearson
Engineering Creed
As a Professional Engineer, I dedicate my professional
knowledge and skill to the advancement and betterment of
human welfare. I pledge:
To give the utmost of performance;
To participate in none but honest enterprise;
To live and work according to the laws of man and the highest
standards of professional conduct;
To place service before profit, the honor and standing of the
profession before personal advantage, and the public welfare above
all other considerations.
In humility and with need for Divine Guidance, I make this
pledge.
Adopted by National Society of Professional Engineers, June 1954
6 days agoReport content
Answer
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Step 1Summary:
This summary pertains to the ENS^101 F^23 Midterm of an engineering course, which covers various topics such as estimation, technical writing, presentations, design and teamwork, and ethics. The midterm consists of several questions and problems that students are required to answer.
Step 2
The first question asks for the estimation of the volume of water that can fit in a 15 -inch laptop. The volume of a rectangular prism is calculated using the formula for its volume, which is the product of its length, width, and height. The volume is then converted from cubic inches to liters.
Final Answer
The tenth question asks for an Octave/MATLAB function that analyzes the speed and fuel consumption of a gasoline car and plots the results. The function should take the speed and fuel consumption as inputs and use the plot function to display the results. The midterm also includes slides from the textbook "Thinking Like an Engineer" that provide an active learning approach to engineering education. The slides cover topics such as estimation, technical writing, presentations, design and teamwork, and ethics. The slides provide examples and exercises that help students understand the concepts and apply them in real-world situations.
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