Client Profile: Master Electrician

Transcription

1 4Q1 - Quiz on Obtaining, Evaluating, and Communicating Information 4Q2 - Quiz 2 on Big Ideas of Impulse Learning Target Name: Period: Date: Client Profile: Master Electrician Interview Notes: Adaliah, after working for three years as a journeyman electrician is working towards being a master electrician. At just 23 years of age she is looking to improve her salary from well over $50,000 to near $70,000. This job puts a lot of demands on her shoes. For safety reasons, she absolutely demands that the soles of the shoes be nonconductive. To get the job done, she sometimes has to crawl into unfinished attics and basements so she needs her shoes to have excellent traction and stability. For these same conditions, she would ideally like them to be waterproof as well. While not the top priority, she wants some cushioning because she is often on her feet carrying heavy tools and wiring. When asked about a popular existing shoe she said, I m not wearing them out with friends, so I don t need to pay for all the extra designs, I just need them to support me to get my job done. Design Priority Table Parameter Cushioning Stability Mass Traction Style Material Priority 16 Points Total 1. Complete the Design Priority Table above.

2 2. This is one of the initial designs for a smokejumper boot that a physics student sketched last week after reading a summary of a smokejumper's shoe needs. What part of the engineering design process was this student doing? a. Problem Definition b. Design Exploration c. Design Optimization d. Design Communication

3 Design Material Cost Layers of Cushioning Mass Stability A $ kg High (tip angle 48 ) B $ kg C $ kg D $ kg Medium-High (max tip angle 41 ) Medium-Low (max tip angle 32 ) Low (max tip angle 21 ) 4. Using the table above, select one design (A, B, C, or D) that you think would be best to start with when designing a shoe for Adaliah. Using the data in the table, explain your reasoning for your choice.

4 F orce = Impulse T ime I mpulse = mass * change in velocity For questions 5 6 complete the representations for the two patterns below. Pattern with A value Force of Impact vs time of impact -- A 2 kg mass is dropped and hits a force plate at 10 m/s. Different layers of foam change the time that it takes to stop the Impulse vs change in velocity -- A 3 kg mass is dropped from various heights reaching different peak velocities before coming to rest when striking a force plate. Mathematica l Model Force = Impulse = t F Δ v I Data Table Form Graph Form

5 7. Two groups of students (Group 1 and Group 2) did similar experiments except this time one group used a larger mass and changed something else. See their data below. Group 1 using a 1 kg mass Group 2 using a 2 kg mass One student from the 1 kg group says, I m confused, how did we get the pretty much the same equation even though your group took data with a mass two times bigger. How would you explain to the student how the two groups might get similar data even though they dropped different masses? The following passage is for questions 4 and 5. After witnessing a fender bender two students are arguing about whether older or newer cars are better at protecting the passengers: Aubrey: Older cars were stronger and more rigid, because of this they protected their passengers better. Bahar: New cars seem cheap because they crumple in low speed collision, but they protect us better because the car takes the damage instead. 8. On the best-fit line to the right ( ), place an A where your think the A ubrey s older car would be, and place a B where B ahar s newer car would be. 9. Using your understanding of impulse and citing the graph to justify which argument is correct using the Claim. Evidence. Reasoning. format.

6 Desmos question. Use the data provided below to predict the pattern in the relationship between the variables, write the mathematical formula, and make a high school level copy of the graph. Impact time (sec) Average Force (N) What is the relationship between the variables? a. Linear b. Quadratic c. Inverse 11. What is the equation for the relationship? 12. Make a copy of the desmos graph below. Label your axis appropriately to show all the data.