Eng 101 Final - Google Docs PDF

‭Ethics:‬‭The set of moral principles that guide behavior‬ ‭Engineers, in the fulfillment of their professional duties, shall:‬ 1‭.‬ ‭ old paramount the safety, health, and welfare of the public.‬ H ‭2.‬ ‭Perform services only in areas of their competence.‬...

‭Ethics:‬‭The set of moral principles that guide behavior‬ ‭Engineers, in the fulfillment of their professional duties, shall:‬ 1‭.‬ ‭ old paramount the safety, health, and welfare of the public.‬ H ‭2.‬ ‭Perform services only in areas of their competence.‬ ‭3.‬ ‭Issue public statements only in an objective and truthful manner.‬ ‭4.‬ ‭Act for each employer or client as faithful agents or trustees.‬ ‭5.‬ ‭Avoid deceptive acts.‬ ‭6.‬ ‭Conduct themselves honorably, responsibly, ethically, and lawfully so as to enhance the‬ ‭honor, reputation, and usefulness of the profession.‬ ‭Professional:‬ 1‭. Engineers shall be guided in all their relations by the highest standards of honesty and‬ ‭integrity.‬ ‭2. Engineers shall at all times strive to serve the public interest.‬ ‭3. Engineers shall avoid all conduct or practice that deceives the public.‬ 4‭. Engineers shall not disclose, without consent, confidential information concerning the‬ ‭business affairs or technical processes of any present or former client or employer, or public‬ ‭body on which they serve.‬ ‭- Violating the professional standards of behavior can have financial and legal consequences.‬ ‭ alvin AHIP: Engineering Department of‬‭Academic Honesty and Integrity Policy‬ C ‭National Society of Professional Engineers Code of Ethics‬ ‭7 Steps to ethical decision making:‬ ‭1.‬ ‭State Problem‬ ‭2.‬ ‭Check facts‬ ‭3.‬ ‭Identify Relevant factors:‬ ‭4.‬ ‭Develop of Options:‬ ‭5.‬ ‭Test OptionsHarm, Publicity, Defensibility, Reversibility, Colleague, Organization‬ ‭6.‬ ‭Make a Choice‬ ‭7.‬ ‭Review (lessons learned: Individually, socially, organizationally)‬ -‭ ‬ E‭ ngineers shall avoid deceptive acts‬ ‭-‬ ‭Engineers shall be guided in all their relations by the highest standards of honesty and‬ ‭integrity‬ ‭Calvin’s Degree:‬ ‭ wo unique aspects: global and christian‬ T ‭ABET accredited‬ ‭BSE (Bachelors of Science in Engineering) not BSME or‬ ‭Think deeply, act justly, and live wholeheartedly as Christ’s agents of renewal in the world.‬ ‭-‬ T ‭ wo strike policy means those in the engineer program will have their admission revoked‬ ‭if they are found guilty of a second offense.‬ ‭Calvin engineering degree objectives:‬ ‭-‬ ‭Develop the basic principles and skills necessary for engineering‬‭(including‬ ‭mathematics, the sciences, business, and the humanities) for appropriate assessment and‬ ‭analysis of current and complex problems.‬ ‭-‬ ‭Generate effective solutions‬‭to problems and move them toward successful‬ ‭implementation.‬ ‭-‬ ‭Communicate ideas successfully‬‭in multidisciplinary environments, exhibiting‬ ‭awareness of cultural context and team dynamics.‬ ‭-‬ ‭Commit to social responsibility‬‭, sustainability, and the continued learning necessary to‬ ‭address the pressing problems of our contemporary world.‬ ‭16 seminars in 4 years; 8 in the first half, 8 in the second.‬ ‭ BET Outcomes:‬ A ‭1. ability to identify, formulate, and solve complex engineering problems by applying principles‬ ‭of engineering, science, and mathematics‬ ‭2. ability to apply engineering design to produce solutions that meet specified needs with‬ ‭consideration of public health, safety, and welfare, as well as global, cultural, social,‬ ‭environmental, and economic factors‬ ‭3. ability to communicate effectively with a range of audiences‬ ‭4. ability to recognize ethical and professional responsibilities in engineering situations and make‬ ‭informed judgments, which must consider the impact of engineering solutions in global,‬ ‭economic, environmental, and societal contexts‬ ‭5. ability to function effectively on a team whose members together provide leadership, create a‬ ‭collaborative and inclusive environment, establish goals, plan tasks, and meet objectives‬ ‭6. ability to develop and conduct appropriate experimentation, analyze and interpret data, and use‬ ‭engineering judgment to draw conclusions‬ ‭7. ability to acquire and apply new knowledge as needed, using appropriate learning strategies‬ ‭8. ability to articulate the meaning of a Christian perspective for responsible engineering and‬ ‭technology development‬ ‭Accessibility:‬ ‭-‬ ‭ADA: Americans with Disabilities Act‬ ‭-‬ ‭prohibits discrimination on the basis of disability‬ ‭-‬ ‭guarantees that people with disabilities have the same opportunities as everyone‬ ‭else‬ ‭-‬ ‭Accessibility‬‭: A person with a disability can acquire the same information, engage in the‬ ‭same interaction, enjoy the same services, in an equally effective, equally integrated‬ ‭manner, with substantially equivalent ease of use as a person w/o disability.‬ ‭-‬ ‭Universal Design‬‭is the design of all products and environments to be usable by people‬ ‭of all ages and abilities, to the greatest extent possible.‬ ‭ asic Mechanisms:‬ ‭device that transforms input forces into a desired set of output‬ B ‭forces/movements.‬ ‭-‬ ‭Cam: converts rotational motion into linear motion‬ ‭-‬ ‭Gears: transmits torque to create mechanical advantage‬ ‭-‬ ‭Lever: A lever is an arm that pivots against a fulcrum (or point)‬ ‭-‬ ‭Geneva Stop: converts continuous rotation into discrete motion.‬ ‭-‬ ‭Crank: converts rotational motion into linear; hook-shaped.‬ ‭ ifferent classes of level‬ D ‭Class 1: Fulcrum in the middle; load and force on each side (see saw)‬ ‭Class 2: Fulcrum first; next load, then force (can opener)‬ ‭Class 3: Fulcrum first; next force, load (hockey stick, shovel)‬ ‭ alculate force and distance from the fulcrum for a lever‬ C ‭At equilibrium: M1 x a = M2 x b If M1 is the load and M2 is the effort (force to move the load).‬ ‭ echanical advantage of a lever: Load/Effort = M1 x g/(M2 x g) = b/a‬ M ‭Mechanical advantage of a gear: output gear/input gear‬ ‭-‬ ‭Must have same pitch‬ ‭-‬ ‭Must rotate oppositely‬ ‭-‬ ‭Pitch is the distance between corresponding points on adjacent teeth.‬ ‭Design Norms:‬ ‭ orms: A norm is an authoritative standard used to guide, control, or regulate acceptable‬ N ‭behavior‬ ‭Counter Liturgies: ways to form our loves and our desires deliberately‬ ‭7 Design norms:‬ ‭-‬ ‭Justice:‬‭All technology should promote justice and oppose injustice (worker rights, easy‬ ‭to use and make).‬ ‭-‬ ‭Caring:‬‭designs should promote loving caring relationships‬ ‭-‬ ‭Culture-Appropriateness:‬‭technological solutions have to fit where it will be used, not‬ ‭harm the community.‬ ‭-‬ ‭Harmony‬‭: Designs should bring joy and satisfaction; attractive and easy to use.‬ ‭-‬ ‭Trust: Solutions should not attempt to deceive in any way; should be safe.‬ ‭-‬ ‭Openness and comms:‬‭communicate technological problems and solutions to all those‬ ‭involved with or affected for safe usage.‬ ‭-‬ ‭Stewardship‬‭: Solutions should not exploit the environment or human labor; avoid waste.‬ ‭-‬ ‭Value-ladenness:‬‭Technology has a Bias and Embedded Values‬ ‭-‬ ‭Technology is value-free (or morally neutral), and we use it to shape ourselves as‬ ‭we see fit‬‭OR‬‭Technology is value-laden and it shapes us in ways that usually‬ ‭elude our attention.‬ ‭EDP:‬ ‭-‬ T ‭ he objective is to bring the design closer to the specifications with each repetition‬ ‭(iteration)‬ ‭-‬ ‭Analysis‬‭stage: results in preliminary design‬ ‭-‬ ‭Problem Definition: includes user, client, and designer.‬ ‭-‬ ‭Understand problem and context Research & data collection Set‬ ‭Specifications: objectives, Functions and Constraints‬ ‭-‬ ‭Conceptual Design:‬ ‭-‬ ‭Brainstorm and generate possible designs‬ ‭-‬ ‭Evaluate Possible Design:‬ ‭-‬ ‭Evaluate if design meets specs. Identify the pro’s and con’s of design.‬ ‭Select the best designs.‬ ‭-‬ ‭Implementation‬‭stage:‬ ‭-‬ ‭Prototype: Model or build design‬  -‭ ‬ T ‭ est and Evaluate: Test and evaluation for Function, Form, Safety and Regulatory‬ ‭-‬ ‭Redesign: Fix problems, optimize, scale model‬ ‭-‬ ‭Release/Communicate: Design and support documentation, training, tooling,‬ ‭manufacturing, certifications, deferred defects, warranty projections.‬ ‭-‬ ‭End of Life: Monitor and optimize design performance, returns, repairs, recycling‬ ‭and scrapping.‬ ‭Brainstorming:‬ ‭-‬ ‭Cards/Sticky notes‬ ‭-‬ ‭Osbourne‬ ‭-‬ ‭SCAMPER‬ ‭All ideas are good!‬ ‭-‬ ‭80% of the impact comes from 20% of the inputs‬ ‭Reasons to have design review:‬ ‭-‬ ‭To ensure goals are met and team is on track to complete (Check Milestones)‬ ‭-‬ ‭Asses team dynamics‬ ‭-‬ ‭Identify any technical or logistical flaws.‬ ‭Two good times to have design review:‬‭After analysis stage and after first prototype‬ ‭Reasons to Prototype:‬ ‭-‬ ‭Communicate an idea‬ ‭-‬ ‭Identify design flaws‬ ‭-‬ ‭Demonstrate idea‬ ‭-‬ ‭Compare solutions‬ ‭-‬ ‭Test interactions‬ ‭Three criteria to test prototype against:‬ ‭1.‬ ‭Objectives‬ ‭2.‬ ‭Constraints‬ ‭3.‬ ‭Functions‬ ‭7 things to keep in mind while designing:‬ ‭-‬ ‭Manufacturing‬ ‭-‬ ‭Transportation‬ ‭-‬ ‭Aesthetics‬ ‭-‬ ‭Safety‬  -‭ ‬ R ‭ eliability‬ ‭-‬ ‭EMC/ESD/EMI‬ ‭-‬ ‭Environment‬ ‭Engineering as Profession:‬ ‭-‬ ‭Major sub-disciplines of engineering and identify the differences between them‬ ‭(including listing the associated engineering societies):‬ ‭-‬ ‭Electrical & Computer Engineering Mechanical Engineering Mechatronics Chemical‬ ‭Engineering Civil & Environmental Engineering Energy, Environment, and‬ ‭Sustainability and soon Aerospace Engineering.‬ ‭-‬ ‭American Academy of Environmental Engineers and Scientists AAEES‬ ‭-‬ ‭American Society of Mechanical Engineers (ASME)‬ ‭-‬ ‭Institute of Electrical and Electronics Engineers (IEEE)‬ ‭-‬ ‭American Society of Civil Engineers (ASCE)‬ ‭-‬ ‭American Institute of Chemical Engineers (AIChE)‬ ‭-‬ ‭American Institute of Aeronautics and Astronautics (AIAA)‬ ‭-‬ ‭Society of Women Engineers (SWE)‬ ‭Engineering Skills:‬ ‭-‬ ‭Project management‬ ‭-‬ ‭WBS and Gantt Chart.‬ ‭Entrepreneurship:‬ ‭-‬ ‭Intellectual Property‬ ‭-‬ ‭Patents‬ ‭Sustainability, Environment, and LCA:‬ ‭ he goal of the‬‭Life Cycle Inventory‬‭is to quantify the environmental‬‭inputs‬‭and‬‭outputs‬ T ‭Factors in Life Cycle Analysis:‬ ‭-‬ ‭Goal and Scope:‬‭Define the product that is to be measured (T-Shirt, CO2 Emissions)‬ ‭-‬ ‭Life Cycle Inventory:‬‭Quantify inputs and outputs; raw materials, resources, energies‬ ‭-‬ ‭Impact Assessment:‬‭Look at scientific papers and existing data to determine the impact.‬ ‭-‬ ‭Interpretation:‬‭Analyze the derived data, reflect on product emissions (is it good or‬ ‭bad).‬ ‭Life cycle of product:‬ ‭-‬ ‭Raw materials, processing, transportation, retail and use, waste‬ ‭ nergy: measure of the ability to do work (kWh - electricity), (Joules (watt/s) - for SI system),‬ E ‭(BTU - Heat); Energy = Force x Distance & Power x Time‬ ‭Power: The rate at which energy is used (watts); Power = Energy/time‬ ‭Energy Returned on Energy Invested‬‭(EROEI):‬ ‭-‬ ‭ratio of the amount of usable energy acquired from a particular energy resource to the‬ ‭amount of energy expended to obtain that energy resource.‬ ‭Example: Given a process with an EROEI of 5, expending 1 unit of energy yields 5 units, for a‬ ‭net energy gain of 4 units.‬ ‭C2G = cradle to grave‬ ‭-‬ P ‭ roduct design is about leverage, it is up to the engineer to use engineering judgement on‬ ‭what to update‬ ‭Designing for the environment:‬ ‭‬ ‭Difficult, Complex, Important, A great opportunity…for businesses and entrepreneurs,‬ ‭for scientists, engineers, for researchers‬ ‭‬ ‭Our responsibility, we are called to take care of God’s creation‬ ‭ amenting - Prof. Han: We should start lamenting about the current situation of the climate.‬ L ‭Lamenting is important to feel care and value.‬ ‭Design to Minimize Impact on Environment:‬ ‭-‬ ‭Conserve Materials‬ ‭-‬ ‭Beware of the material composition of products‬ ‭-‬ ‭Reduce material intensity‬ ‭-‬ ‭Design for energy efficiency‬ ‭-‬ ‭Promote product stewardship‬ ‭-‬ ‭Reduce transportation of materials/products‬ ‭-‬ ‭Design for repair‬ ‭-‬ ‭Reduce waste in manufacturing processes‬ ‭ ngineering Definition:‬ E ‭3 things in a good definition of engineering:‬ ‭-‬ ‭Benefits of society‬ ‭-‬ ‭Includes problem solving to create designs‬ ‭-‬ ‭Application of math and science‬ ‭Written Document:‬ ‭-‬ ‭Technical report: to communicate information gained through a process of technical or‬ ‭experimental work.‬ ‭-‬ ‭Abstract: not an intro; you should summarize your entire report including your results.‬  ‭-‬ G ‭ raphics in a report: Should be labelled properly, and easy to understand. Should be‬ ‭labelled as figure along with a number.‬ ‭Advising:‬ ‭-‬ ‭Professional meeting‬ ‭Required meeting to consult with your Academic Advisor about:‬ ‭-‬ ‭Your career objectives (think WCS)‬ ‭-‬ ‭Classes you want to take next semester (and later)‬ ‭-‬ ‭Career/vocational questions(think WCS)‬ ‭Professionalism:‬ ‭The expectations of an engineering student at Calvin University include:‬ ‭-‬ ‭Personal Responsibility for Success‬ ‭-‬ ‭Class Attendance Professional Homework Presentation‬ ‭-‬ ‭Meeting Due Dates‬ ‭-‬ ‭Academic Integrity‬ ‭-‬ ‭Collaboration and Professional Communication‬ ‭-‬ ‭Stewardship of Facilities‬ ‭-‬ ‭Advising Participation‬ ‭-‬ ‭Appropriate Use of Computing Resources‬