Engineering Writing

Project 3 Report and Competition Grading Guidelines ME 286 Engineering Design: The Process ***Subject to change In general, any technical report or memo should adhere to the following guidelines regardless of its overall format. These guidelines are typically covered in technical writing courses. Here are the guidelines that I hold to be absolutely critical to a good report: 1. Any supporting material, e.g. tables or figures, must be referenced in the text body of the report. If

you do not reference it, then why include it? Label figures as Table # or Figure # and always reference from the text, using “Table #” or “Fig. #.”

2. If possible, integrate the reference material directly into the body of the document. This is certainly true for figures and reasonably sized tables. If you include a great deal of information, then consider appending it to the end of the document and referencing it in the text.

3. Technical reports should include 1) an executive summary of the information (something a supervisor or customer several levels up might read); 2) an introduction that also lays out the scope of the report and the motivation for it; 3) the approach taken in conducting the work; 4) the results of the work; 5) conclusions drawn from the results and their impact; and 6) references cited.

4. Clear and succinct writing. Make your points and support them in clear terms. DO NOT use 25 words when only ten are needed!

5. Paragraphs and sections show flow smoothly between (i.e. have transitions that link each paragraph together and link one section to the next).

 

Skeleton for Project 3 Report -Title Page -Executive Summary (1-2 paragraphs, one figure maximum) -Table of Contents I. Introduction A. Motivation B. Scope and Limitations II. Design Approach and Results (to include, but not limited to:) A. GROUP: Function Model B. GROUP: QFD C. GROUP: Concept Generation and Selection D. INDIVIDUAL: Proof of Concepts (POC) E. GROUP: Design of Experiments (DOE) F. INDIVIDUAL: Alpha Prototype G. INDIVIDUAL: Design for X H. GROUP: FMEA I. INDIVIDUAL: Costing/BOM/Assembly Drawings of final concepts

(For each major step of the methodology) 1. General goal of each step of the engineering design methodology 2. Specific results for your design and what they mean

III. Conclusions and Recommendations A. INDIVIDUAL: Beta Prototypes discussion B. GROUP: Post Mortem analysis C. Discussion on overall results of Project 3 IV. References

 

 

Project 3-Reverse Engineering Score Sheet ***Teams must follow Section numbering as outlined in rubric below

Possible Awarded

Title Page 5

Executive Summary …………………………………………………………………………………………. 5

Table of Contents …………………………………………………………………………………………….. 5

1. Introduction

1.1 Introduction to project and competition ……………………………………………………. 5

1.2 Motivation ……………………………………………………………………………………………….. 5

1.3 Scope & Limitations………………………………………………………………………………….. 5

Introduction Total ……………………………………………………………………………………………. 15

2. Design Approach and Results

2.1 GROUP: Functional Model

Result and Discussion …………………………………………………………………………….. 6

2.2 GROUP: QFD

Result and Discussion …………………………………………………………………………….. 6

2.3 GROUP: Concept Generation and Evaluation

Result and Discussion …………………………………………………………………………….. 10

2.4 INDIVIDUAL: Proof of Concepts (POC)

Result ……………………………………………………………………………………………………. 6

Discussion……………………………………………………………………………………………… 6

2.5 GROUP: Design of Experiments (DOE)

Result ……………………………………………………………………………………………………. 6

Discussion……………………………………………………………………………………………… 6

2.6 INDIVIDUAL: Alpha Prototypes

Result ……………………………………………………………………………………………………. 10

Discussion……………………………………………………………………………………………… 6

2.7 INDIVIDUAL: Design for X

Result ……………………………………………………………………………………………………. 10

Discussion……………………………………………………………………………………………… 6

2.8 GROUP: Failure Modes and Effects Analysis (FMEA)

Result ……………………………………………………………………………………………………. 10

Discussion……………………………………………………………………………………………… 6

2.9 INDIVIDUAL: Costing/BOM/Assembly Drawings

Result ……………………………………………………………………………………………………. 10

Discussion……………………………………………………………………………………………… 6

Design Approach and Results Total ………………………………………………………………… 110

 

 

 

 

3. Conclusions and Future Work

3.1 INDIVIDUAL: Beta Prototypes ………………………………………………………………… 15

3.2 GROUP: Post Mortem ………………………………………………………………………………. 15

Conclusions ……………………………………………………………………………………………………… 30

 

Overall formatting …………………………………………………………………………………………… 10

(Note, this score maybe negative if formatting problems are severe enough.)

 

Overall Score ……………………………………………………………………………………………………. 180

Note: Each team is expected to turn in ONE final report. For the sections marked “INDIVIDUAL” on the rubric, provide a group introduction to the section in the report and then label each subsection with the Device number and name of the individual responsible for the device that is discussed in that subsection. For example:

 Section 2.4: Proof of Concepts Proof of concepts were created to … The following subsections detail each device’s proof of concepts and the conclusions drawn from …

o Section 2.4.1: POC of Device 1 (Louie Lumberjack) o Section 2.4.2: POC of Device 2 (Bennie Beaver) o Section 2.4.3: POC of Device 3 (Donald Duck)

Comments for Project 3:

 

 

Project 3- Competition Result Grades The Presentation grade for Project 3 is the performance of your device in the end-of-semester competition. Possible Awarded Performance

Able to travel 2 meters within the bounds of the lane …………………………………….. 10

Able to trigger the motion of the next device …………………………………………………. 10

Performance Total ……………………………………………………………………………………………. 20

 

Satisfies all Competition Requirements ………………………………………………………….. 10

 

Creativity (thinking outside the box) ……………………………………………………………… 10

Well built …………………………………………………………………………………………………………. 10

(Clean engineering, does not break easily, repeatable performance)

 

Overall Score ……………………………………………………………………………………………………. 50

 

Bonus: All devices complete the course within the time limit +3

Bonus: Top Score (+3), Second Place (+2), Third Place (+1) +3,2,1

Final Score 50

How do you think your situation will change upon graduating from college?

Achieving Work–Life Balance Shows the help line number for Argosy University Online Inc. The number is 1-866-4ARGOSY.

Click here to submit a content alert.

Thanks to the ever-increasing wireless connectivity, the boundary between work and personal life is constantly thinning. A new term “weisure” describes the increasing tendency to continue to work during leisure time (Patterson, 2009). Examples include reading work e-mail while spending time with the family and answering work-related cell phone calls during a leisure outing. This trend, according to Patterson, is partly due to the increasing enjoyment of work but also due to the difficulty faced in establishing clear boundaries between work and leisure time. This difficulty is magnified by the increase in the average number of hours in the workweek for many in the workforce and multiple roles. Many are parents, spouses, partners, employees, and caregivers to elderly parents and also engaged in continued education.

Whether you decide to enter the workforce directly upon graduation or attend graduate school, you will be faced with the challenge of juggling multiple roles and maintaining a balance. You will also be attempting to prove yourself as a new employee or as a new graduate student. The temptation to overwork will be great. However, it can have ethical implications, especially if you work in the psychology field. The stress you face may impair your effectiveness, leading to ethical ramifications (Barnett, Baker, Elman, & Schoener, 2007).

Using the Argosy University online library resources, research work–life balance. You may want to use some or all of the following search terms: work–life balance, job satisfaction, burnout, weisure, overworked, and self-care.

  • Select at least one authoritative article from the library and provide a summary. Focus on the effects of work–life imbalance and the benefits of work–life balance.
  • Describe your own experience with attempting to achieve a work–life balance.
    • What have you done that has improved this balance?
    • What have you done that has worsened it?
    • How do you think your situation will change upon graduating from college?
    • Will you experience more or less difficulty in achieving this balance? Why?
  • Discuss any ethical ramifications of failure to take proper care of yourself while working in the field of psychology. Identify at least one ethical standard from the American Counseling Association (ACA) Code of Ethics and one standard from the APA Ethical Principles of Psychologists and Code of Conduct that apply, providing the specific standards’ numbers and titles.
  • Be sure to cite your sources.

References:

Barnett, J. E., Baker, E. K., Elman, N. S., & Schoener, G. R. (2007). In pursuit of
wellness: The self-care imperative. Professional Psychology: Research and
Practice
38(6), 603–612.

Patterson, T. (2009). Having it all: Work–life balance: Welcome to the “weisure”
lifestyle
. Retrieved from http://edition.cnn.com/2009/LIVING/worklife/
05/11/weisure/

Submission Details:

  • Write your initial response in a minimum of 300–400 words. Apply APA standards to cite your sources.
  • By Saturday, December 6, 2014, post your response to the appropriate Discussion Area. Through Wednesday, December 10, 2014, review and comment on at least two classmates’ responses. Provide a statement of clarification or a point of view with a rationale, challenge a point of the discussion, or draw a relationship between two or more points of the discussion.

 

Which DSM-5 disorder matches the symptoms Abby is reporting?

Scenario

Abby is a 20-year-old female college student. For at least the last 3 months, Abby has experienced ongoing anxiety and worry without a specific cause for these feelings. She has been restless and has noticed that her muscles feel tense and that these symptoms are beginning to affect her behavior in a way that is causing her to become distressed and that is preventing her from being able to complete her normal tasks. Abby correctly believed that it was normal to feel a little anxious sometimes; however, as the semester has progressed, she has not begun to feel significantly more comfortable.

On the recommendation of a friend, Abby visited the university’s counseling center and talked to Dr. Smith. Dr. Smith was warm and welcoming and, after discussing the limits of confidentiality with Abby and obtaining informed consent, encouraged Abby to describe her concerns. Dr. Smith listened attentively and asked Abby a few questions. They both agreed on an appointment date and time for the next week. Dr. Smith gave Abby a homework assignment to keep a written log of the negative thoughts or assumptions she has during the week and the circumstances under which those thoughts occurred. Abby was asked to bring the log with her to her next appointment.

Short-Answer Questions

Answer the following questions based on the scenario above. Answers should be short and concise.

1. Which DSM-5 disorder matches the symptoms Abby is reporting?

2. Which theoretical model does the homework assigned by Dr. Smith match?

3. If Dr. Smith recommended medications only, which theoretical model would this match?

4. If Dr. Smith recommended medications in addition to therapy, which theoretical model would this match?

5. If Dr. Smith completed a free association exercise with Abby, which theoretical model would this match?

6. If Dr. Smith used unconditional positive regard in the treatment, which theoretical model would this match?

7. If instead of the symptoms listed in the scenario, Abby reported the following:

She had been in a car accident where she feared for her life. She had sleep disturbances including nightmares and became uncomfortable at the thought of driving, to the point that she avoided driving. She now believes she is a horrible driver, although her friends assure her this is not true. If these symptoms have lasted for longer than a month, which DSM-5 disorder label might match her symptoms?

8. If instead of the symptoms listed in the scenario, Abby reported the following:

Every day for the past 2 weeks she felt down or sad for most of the day, had noticed an increase in her appetite, had been unable to sleep or concentrate, and felt tired. Additionally, this was interfering with her goals and tasks, and she reported that she had never felt manic or hypomanic. Which DSM-5 disorder label might match her symptoms?

9. If instead of the symptoms listed in the scenario, Abby reported the following:

Every day for at least the past week she felt irritable with persistently increased energy and talkativeness, was easily distracted, did not seem to need sleep, and noticed that this behavior was interfering with her job. She reported that she has felt these symptoms before in her past and that she has also felt depressed sometimes. Which DSM-5 disorder label might match her symptoms?

10. If instead of the symptoms listed in the scenario, Abby reported the following:

Throughout her life, she has always been suspicious of others. She reports that she really would like to have good relationships, but even as a child she knew that others, including family members, could not be trusted. She feels that she needs to stay on guard to protect herself. Which DSM-5 disorder label might match her symptoms?

11. If instead of the symptoms listed in the scenario, Abby reported the following:

She began drinking when she was 18 and now needs to drink more or higher concentrations of alcohol to continue to function. She reports that she has lost her part-time job because of her drinking and is in danger of failing out of college. She was hospitalized last weekend due to experiencing delirium tremens during withdrawal, and the doctor explained to her that she could die from this disorder. Abby recognized that her drinking was interfering with her life, and she knew that she did not want to die. Which DSM-5 disorder label might match her symptoms?

12. If instead of the symptoms listed in the scenario, Abby’s former roommate reported the following:

During a significant portion of the past month, Abby had talked to herself out loud and told her roommate that she had heard voices telling her to harm herself. Her roommate reported that Abby had told her that she occasionally stated that she was Joan of Arc and that the school mascot was stalking her. Her roommate asked to change rooms, and now that Abby was living alone, she did not appear to have bathed in more than a week. This was not typical behavior for Abby, as she had been known to be meticulous with her appearance and hygiene. The roommate expressed her concern for Abby and stated that although she had noticed some of these behaviors since she first met Abby more than 6 months ago, the behaviors seem to have increased over the past month. Which DSM-5 disorder label might match her symptoms?

13. If Abby were 5 years old and, instead of the symptoms listed in the scenario, her symptoms included nightmares, physical complaints, recurrent separation-related fear, and a refusal to leave home, what DSM-5 disorder label might match her symptoms?

14. If Abby were 67 years old, and instead of the symptoms listed in the scenario, had no major medical issues, had never been diagnosed with a neurocognitive disorder, and her symptoms included a substantial decline in the cognitive functioning areas of memory and attention that interfere with her independence, what DSM-5 disorder label might match her symptoms?

15. Dr. Smith discussed the limits of confidentiality and required Abby to sign an informed consent form before treatment. These are examples of items used to protect the patient’s ______________.

In the Binet IQ test, an IQ score is equal to MA divided by CA times 100. In this formula, “MA” is to mental age as “CA” is to

1. Having been attacked and bitten by a German shepherd, Sam reacts with fear on spotting any large dog. According to recent developments in brain research the linking role of the _________ is paramount in the recall of this sort of fear-evoking stimulus.

A. visual cortex

B. left temporal lobe

C. amygdala

D. hippocampus

2. I show you a picture of an adult figure hovering over a sleeping child. I ask you to tell me a story about what you think is happening. Which kind of projective test am I using?

A. Minnesota Multiphasic Personality Inventory-2

B. Behavioral assessment test

C. Thematic Apperception Test

D. Rorschach test

3. In Piaget’s model of cognitive development, a child’s tendency to view the world entirely from his or her own perspective is referred to as

A. the concrete operational stage.

B. the sensorimotor stage.

C. metacognition.

D. egocentric thought.

4. In the research conducted by Hans Eysenck, factor analysis was used to identify ________ basic personality dimensions. Of these, the tendency to distort reality was labeled:

A. five; neuroticism.

B. three; psychoticism

C. five; conscientiousness

D. three; extraversion

5. According to _______ approaches to motivation, each person strives to maintain a certain level of stimulation and activity.

A. arousal

B. homeostasis

C. instinct

D. drive-reduction

6. According to Rogers, we can overcome the discrepancy between our self-concept and our experience through

A. unconditional cognitive regard.

B. conditional positive regard.

C. balancing conditional positive and conditional negative self-regard.

D. unconditional positive regard.

7. Which of the following statements regarding human sexuality is most accurate?

A. In females, estrogen production is a direct result of ovulation.

B. Masturbation is an infrequent but not uncommon cause of sexual dysfunctions.

C. Only a minority of people engage in sex fantasies during actual intercourse.

D. Regarding premarital sex, the double standard applies to both men and women.

8. In the _______ theory of motivation, _______ motivation is to satisfaction provided by activities that are their own reward as _______ motivation is to satisfaction derived from the reward for some kind of behavior, such as money or status.

A. drive-reduction; dependent; autonomous

B. cognitive; autonomous; dependent

C. cognitive; intrinsic; extrinsic

D. drive-reduction; extrinsic; intrinsic

9. Sternberg’s concept of practical intelligence is most directly related to

A. overall success in living.

B. information processing.

C. multiple intelligences.

D. emotional intelligence.

10. You maintain that physical changes in late adulthood are largely related to built-in time limits to cell reproduction. It’s safe to say that you endorse the _______ theory of aging.

A. wear-and-tear

B. amyloid precursor

C. genetic preprogramming

D. disengagement

11. According to Bandura, the extent to which we feel we’re able to meet a challenge or pursue a task to a favorable outcome is our level of

A. self-esteem.

B. extraversion.

C. self-efficacy.

D. openness to experience.

12. If you support the idea that physiological arousal and the experience of an associated emotion will occur simultaneously, you’ll agree with the

A. biological emotion-activation theory.

B. James-Lange theory of emotion.

C. Cannon-Bard theory of emotion.

D. Schachter-Singer theory of emotion.

13. If you agree with B.F. Skinner as to the nature of personality, you would also agree that

A. traits like sociability arise from unconscious wishes to be liked by others.

B. personality is shaped by people’s thoughts, feelings, expectations, and values.

C. human personality is largely shaped through observational learning.

D. humans are infinitely changeable because they can learn new behavior patterns.

14. I’m not all that happy, but when I smile I feel better. This idea might best be expressed by the

A. facial feedback hypothesis.

B. theory of universal affect programming.

C. emotional similarity theory.

D. facial-affect program.

15. In the Binet IQ test, an IQ score is equal to MA divided by CA times 100. In this formula, “MA” is to mental age as “CA” is to

A. cognitive age.

B. common age.

C. chronological age.

D. calculated ability.

16. In the context of intellectual disability, the great majority of people so challenged are classified as being _______ retarded.

A. moderately

B. severely

C. variably

D. mildly

17. Which of the following statements regarding adolescent suicide is not true?

A. Male suicide rates are five times higher than those for females.

B. Females attempt suicide more often than males.

C. Suicide is the leading cause of death among adolescents.

D. Suicide is normally associated with depression.

18. In Maslow’s needs hierarchy, people whose need for _______ has been fulfilled are poised to ascend to the level of self-actualization.

A. achievement

End of exam

B. safety

C. love and belongingness

D. esteem

19. According to Erik Erikson, generativity-versus-stagnation is the typical challenge of

A. old age.

B. adolescence.

C. early adulthood.

D. middle adulthood.

20. People with a _______ can eat just about anything they want and not gain weight.

A. fixed weight set point

B. low metabolic rate

C. high metabolic rate

D. fixed proportion of fat cells