Tag: selection

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Writers Solution

Boolean expressions and the selection structure

 Computing with Business Applications

1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning.

2: VBA for Modelers: Developing Decision Support Systems with Microsoft Office Excel; by Albright 5th edition, South Western Cengage Learning.

Chapter 4

Decision-Making

1: Programming Logic and Design (comprehensive); by Joyce Farrell, Ninth Edition, Cengage Learning.

pages: 125-165

Objectives

In this chapter, you will learn about:

• Boolean expressions and the selection structure

• The relational comparison operators

• AND logic

• OR logic

• Making selections within ranges

• Precedence when combining AND and OR operators

3© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure

• Boolean expressions can be only true or false

• Every computer decision yields a true-or-false, yes-or-no, 1-or-0 result

• Used in every selection structure

4© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• Dual-alternative (or binary) selection structure • Provides an action for each of two possible outcomes

5

Figure 4-1 The dual-alternative selection structure

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• Single-alternative (or unary) selection structure • Action is provided for only one outcome

• if-then

6

Figure 4-2 The single-alternative selection structure

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

7

Figure 4-3 Flowchart and pseudocode for overtime payroll program

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

8

Figure 4-3 Flowchart and pseudocode for overtime payroll program (continued)

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Boolean Expressions and the Selection Structure (continued)

• if-then-else decision • if-then clause

• Holds the action or actions that execute when the tested condition in the decision is true

• else clause • Executes only when the tested condition in the decision is false

9© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators • Relational comparison operators

– Six types supported by all modern programming languages

– Two values compared can be either variables or constants

• Trivial expressions – Will always evaluate to the same result

– Examples: • true for 20 = 20?

• false for 30 = 40?

10© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

11

Table 4-1 Relational comparison operators

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

• Any decision can be made with only three types of comparisons: =, >, and < – The >= and <= operators are not necessary but make code more readable

• “Not equal” operator • Involves thinking in double negatives

• Best to restrict usage to “if without an else”—that is, only take action when some comparison is false

12© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

13

Figure 4-5 Using a negative comparison

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using Relational Comparison Operators (continued)

14

Figure 4-6 Using the positive equivalent of the negative comparison in Figure 4-5

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding a Common Error with Relational Operators

• Common errors • Using the wrong operator

• Think BIG > small

• Think small < BIG

• Missing the boundary or limit required for a selection

15© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding AND Logic • Compound condition

• Asks multiple questions before an outcome is determined

• AND decision • Requires that both of two tests evaluate to true

• Requires a nested decision (nested if) or a cascading if statement

16© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

17

Figure 4-7 Flowchart and pseudocode for cell phone billing program

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

18

Figure 4-7 Flowchart and pseudocode for cell phone billing program (continued)

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Nesting AND Decisions for Efficiency

• When nesting decisions • Either selection can come first

• Performance time can be improved by asking questions in the proper order

• In an AND decision, first ask the question that is less likely to be true • Eliminates as many instances of the second decision as possible

• Speeds up processing time

19© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the AND Operator

• Conditional AND operator • Ask two or more questions in a single comparison

• Each Boolean expression must be true for entire expression to evaluate to true

• Truth tables • Describe the truth of an entire expression based on the truth of its parts

• Short-circuit evaluation • Expression evaluated only as far as necessary to determine truth

20© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the AND Operator (continued)

21

Table 4-2 Truth table for the AND operator

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

22

Figure 4-9 Using an AND operator and the logic behind it

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an AND Selection • Second decision must be made entirely within the first decision

• In most programming languages, logical AND is a binary operator • Requires a complete Boolean expression on both sides

23© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding OR Logic

• OR decision • Take action when one or the other of two conditions is true

• Example • “Are you free for dinner Friday or Saturday?”

24© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Writing OR Decisions for Efficiency

• May ask either question first • Both produce the same output but vary widely in number of questions asked

• If first question is true, no need to ask second

• In an OR decision, first ask the question that is more likely to be true • Eliminate as many extra decisions as possible

25© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the OR Operator

• Conditional OR operator • Ask two or more questions in a single comparison

• Only one Boolean expression in an OR selection must be true to produce a result of true

• Question placed first will be asked first • Consider efficiency

• Computer can ask only one question at a time

26© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Using the OR Operator (continued)

27

Table 4-3 Truth table for the OR operator

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

28

Figure 4-13 Using an OR operator and the logic behind it

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection

• Second question must be a self-contained structure with one entry and exit point

• Request for A and B in English logically means a request for A or B • Example

• “Add $20 to the bill of anyone who makes more than 100 calls and to anyone who has used more than 500 minutes”

• “Add $20 to the bill of anyone who has made more than 100 calls or has used more than 500 minutes”

29© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

30

Figure 4-14 Unstructured flowchart for determining customer cell phone bill

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Both yes and no take you to the same place

Avoiding Common Errors in an OR Selection (continued)

31

Figure 4-15 Incorrect logic that attempts to provide a discount for young and old movie patrons

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

32

Figure 4-16 Correct logic that provides a discount for young and old movie patrons

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

33

Figure 4-17 Incorrect logic that attempts to charge full price for patrons whose age is over 12 and under 65

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors in an OR Selection (continued)

34

Figure 4-18 Correct logic that charges full price for patrons whose age is over 12 and under 65

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Making Selections within Ranges

• Range check • Compare a variable to a series of values between limits

• Use the lowest or highest value in each range

• Adjust the question logic when using highest versus lowest values

• Should end points of the range be included? • Yes: use >= or <=

• No: use < or >

35© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Making Selections within Ranges (continued)

36

Figure 4-19 Discount rates based on items ordered

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

37

Figure 4-20 Flowchart and pseudocode of logic that selects correct discount based on items

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Avoiding Common Errors When Using Range Checks

• Avoid a dead or unreachable path • Don’t check for values that can never occur

• Requires some prior knowledge of the data

• Never ask a question if there is only one possible outcome

• Avoid asking a question when the logic has already determined the outcome

38© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators

• Combine multiple AND and OR operators in an expression

• When multiple conditions must all be true, use multiple ANDs

if score1 >= MIN_SCORE AND score2 >= MIN_SCORE AND score

3 >= MIN_SCORE then

classGrade = “Pass”

else

classGrade = “Fail”

endif

39© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• When only one of multiple conditions must be true, use multiple ORs

if score1 >= MIN_SCORE OR score2 >= MIN_SCORE OR score3

>= MIN_SCORE then

classGrade = “Pass”

else

classGrade = “Fail”

endif

40© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• When AND and OR operators are combined in the same statement, AND operators are evaluated first if age <= 12 OR age >= 65 AND rating = “G”

• Use parentheses to correct logic and force evaluations to occur in the order desired

if (age <= 12 OR age >= 65) AND rating = “G”

41© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Understanding Precedence When Combining AND and OR Operators (cont’d)

• Mixing AND and OR operators makes logic more complicated

• Can avoid mixing AND and OR decisions by nesting if statements

42© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

43

Figure 4-23 Nested decisions that determine movie patron discount

© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from

the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Summary

• Decisions involve evaluating Boolean expressions

• Use relational operators to compare values

• An AND decision requires that both conditions be true to produce a true result

• In an AND decision, first ask the question that is less likely to be true

• An OR decision requires that either of the conditions be true to produce a true result

44© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part.

Summary (continued)

• In an OR decision, first ask the question that is more likely to be true

• For a range check: • Make comparisons with the highest or lowest values in each range

• Eliminate unnecessary or previously answered questions

• The AND operator takes precedence over the OR operator

45© 2013 Cengage Learning. All Rights Reserved. This edition is intended for use outside of the U.S. only, with content that may be different from the U.S. Edition. May not be scanned, copied, duplicated, or posted to a publicly accessible website, in whole or in part

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What considerations must be given to the selection of a quantitative methodology for a research study?

What considerations must be given to the selection of a quantitative methodology for a research study? Based on what you know now, which of these considerations do you believe are the most important? Why?  

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Darwin’s theory of evolution by natural selection

Darwin’s Theory

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ADVANCED MATERIALS AND MATERIALS SELECTION RESIT

THE BRIEF/INSTRUCTIONS

  • The course work aims to address all the module learning outcomes by focussing on the quantitative descriptions on Structures and Mechanical Properties of Engineering Materials and by incorporating a comprehensive understanding of the various failure modes and design criteria for materials selection.
  • The module learning outcomes are provided in the resit coursework brief (Page Number – 5).
  • University requests all student to use a uniform coursework cover sheet for submission. Please use the assessment cover sheet provide in the Blackboard (File name: MP4702_Assessment e-coversheet) to submit the coursework as a single document.
  • Please look into the resit coursework brief for the questions (Page Number – 7 to 12).

PREPARATION FOR THE ASSESSMENT

  • The entire coursework is based on the taught lectures and tutorial sessions for the module. Read through the lecture materials, exercise and tutorial problems and supplementary materials provided in the Module Material area in the Blackboard space for the module.
  • Reading List : http://readinglists.central-lancashire.ac.uk/index

RELEASE DATES AND HAND IN DEADLINE

Please note that this is the final time you can submit – not the time to submit!

Your feedback/feed forward and mark for this assessment will be provided on 04/05/2021.

Page 1 of 12

Question with Answers to the Course Work will be uploaded in the Blackboard after the submission deadline. Detailed discussion of the solutions to the Course Work will be discussed in the class during the revision lecture session for the module.
SUBMISSION DETAILS The coursework should be your own work and should be properly type-written in your own words. Your assignment must be submitted electronically via blackboard by the submission time or before. Drawings can be done by hand or electronically but at the same time students are not allowed to copy paste the images from different e-resources directly. They can either be scanned / copied into your Word or pdf document Please see the instructions to candidates for more information (Page Number – 4).
HELP AND SUPPORT Any questions arising from this assessment brief will be discussed in the class, online forum during the lectures/tutorial session. Please contact Dr. Arun Natarajan (Module Leader/Module Tutor) if you have any further queries. E-mail: apnatarjan@uclan.ac.uk For support with using library resources, please contact Mr Bob Frost, E-mail: RSFrost@uclan.ac.uk or SubjectLibrarians@uclan.ac.uk. You will find links to lots of useful resources in the My Library tab on Blackboard. If you have not yet made the university aware of any disability, specific learning difficulty, long-term health or mental health condition, please complete a Disclosure Form. The Inclusive Support team will then contact to discuss reasonable adjustments and support relating to any disability. For more information, visit the Inclusive Support site. To access mental health and wellbeing support, please complete our online referral form. Alternatively, you can email wellbeing@uclan.ac.uk, call 01772 893020 or visit our UCLan Wellbeing Service pages for more information. If you have any other query or require further support you can contact The <i>, The Student Information and Support Centre. Speak with us for advice on accessing all the University services as well as the Library services. Whatever your query, our expert staff will be able to help and support you. For more information , how to contact us and our opening hours visit Student Information and Support Centre. If you have any valid mitigating circumstances that mean you cannot meet an assessment submission deadline and you wish to request an extension, you will need to apply online prior to the deadline. https://www.uclan.ac.uk/students/support/extension-request-form.php
Disclaimer: The information provided in this assessment brief is correct at time of publication. In the unlikely event that any changes are deemed necessary, they will be communicated clearly via e-mail and a new version of this assessment brief will be circulated.Version: 1

UNIVERSITY OF CENTRAL LANCASHIRE SCHOOL OF ENGINEERING

RESIT COURSE WORK

MODULE CODE: MP4702

MODULE TITLE: ADVANCED MATERIALS AND MATERIALS

SELECTION

Time Allowed: STUDENTS SHOULD NOT SPEND MORE THAN

THIRTY HOURS ON THIS COURSE WORK

INSTRUCTIONS TO CANDIDATES: VALUE

This assignment constitutes 30% of the grade for this module.

SUBMISSION DATE AND TIME:

INSTRUCTIONS

  1. The coursework should be your own work and should be properly type-written in your own words. Marks will be reduced for the typo-errors and missing units. The assignment will be checked for plagiarism using TURN-IT-IN software. Any plagiarism or copying from others will be dealt through the university’s plagiarism procedures.

Similarity (plagiarism) level higher than 10% is highly suspicious.

  1. The assignment is divided into two sections, Section A and Section B. Section A and Section B constitutes equal weightage (50%) of the total marks with no choices. Answer all parts of the questions from each section. The whole report should be 1500 words plus any relevant material (figures, calculations, tables, etc.,). Any references to materials should be given in standard Harvard or Vancouver form.
  2. Your assignment must be submitted electronically via blackboard by the submission time or before. The report should be contained in a Word document or pdf document. No other means of submission will be accepted.
  3. Drawings can be done by hand or electronically but at the same time students are not allowed to copy paste the images from different e-resources directly. They can either be scanned / copied into your Word or pdf document.
  4. Any assignment submitted late, but within 5 working days of the deadline, will be given a maximum mark of 50%. Assignments submitted more than 5 working days after the deadline will not be marked, and a mark of 0% will be recorded.
  5. Students with special needs will be addressed on individual basis.

(Candidates that may require any special requirement will be dealt with on a one-on-one basis which must be discussed with the module tutor/lead before the due date).

Learning Outcome to be assessed:

1.Able to communicate effectively on material selection with material scientists
2.Able to understand the implications of different modes of material failure
3.To understand the effects of composition and heat treatment on the properties of different types of material
4.To select materials to minimise the likelihood of component failure

2020/2021 MODULE CODE: MP 4702

ADVANCED MATERIALS AND MATERIALS SELECTION RESIT COURSE WORK – SEMESTER 2

REG / ID NUMBER:

DATE:

By submitting electronically, I confirm that this piece of submitted work is all my own work (unless indicated otherwise within the assignment) and that all references and quotations from both primary and secondary sources have been fully identified and properly acknowledged in the body of the writing, with full references at the end. RESIT COURSEWORK BRIEF SECTION A (This section weighs 50 % of the total marks)

The entire world is moving towards the renewable energy and one type of renewable energy is use of solar technology. As a material scientist in the solar company it is important for you to know the basics of how solar power works and installation procedure. This piece of information is important to be known by all the material scientists to make a right decision of the material selection for the solar panel application. A typical residential or light commercial solar power system consists of the photovoltaic cells, inverter, mounting hardware and data acquisition system.Figure 1 shows the photographic image of the solar panel mounted on a single pole.

Figure 1: Solar panel mounted on a single pole

ASSIGNMENT BRIEF FOR SECTION A:

You have been asked to design the structure of a solar panel and a pole (mounting for the solar panel) for power transmission. The designed material needs to be light, strong, stiff and as cheap as possible. The cross section of the PANEL is specified as rectangular cross-section with b as breadth and h as height of the panel. The cross section of the POLE is specified as a COLUMN of circular cross-section, d. The designed panel and column have a length, L. Write down an equation for the material cost of the panel and column in terms of its dimensions, the price per kg of the material, Cm, and the material density, ρ.

Provide a detailed, professional report that contains the following items mentioned below:

1. Definition and translation of the problem.

Hint 1: You have to document the whole selection process.

Hint 2: The dimensions of the panel and column are not given. You can decide your own realistic dimensions and the constraints for both the panel and column.

Hint 3: You will need to decide extra constraints and find out the equations for a panel and a column.

Hint 4: You will need to decide your objective and to compare the results with real world materials.

Hint 5: You will need to provide a clear definition of the problem and write down the necessary equations used in the problem.

Hint 6: You will need to translate the problem based of the definition and equation provided in the previous steps.

  1. Derive the performance index or indexes.
  1. Use GRANTA EduPack to select some screening constraint and select the actual material graphically.

ASSESSMENT CRITERIA

1Definition of the problem8 marks (4* + 4**)
2Translation of the problem8 marks (4* + 4**)
3Derive the performance and material indices20 marks (10* + 10**)
4Selection of the material graphically using GRANTA EduPack 202014 marks (7* + 7**)

Note: * QUESTION A1 – Solar Panel;

** QUESTION A2 – Column

Reminder, as it is an open exercise, each student is expected to have a unique solution as definition of the problem will be unique.

(Total: 50 marks) SECTION B (This section weighs 50 % of the total marks)

Jet engines are combustion engines and it is a type of reaction engine discharging a fast-moving jet that generates thrust by jet propulsion. While this broad definition can include rocket, water jet, and hybrid propulsion, the term jet engine typically refers to an airbreathing jet engine such as a turbojet, turbofan, ramjet, or pulse jet. Airbreathing jet engines typically feature a rotating air compressor powered by a turbine, with the leftover power providing thrust through the propelling nozzle – this process is known as the Brayton thermodynamic cycle. Jet aircraft use such engines for long-distance travel. Early jet aircraft used turbojet engines that were relatively inefficient for subsonic flight. Most modern subsonic jet aircraft use more complex high-bypass turbofan engines. They give higher speed and greater fuel efficiency than piston and propeller aeroengines over long distances. A few air-breathing engines made for high speed applications (ramjets and scramjets) use the ram effect of the vehicle’s speed instead of a mechanical compressor. The thrust of a typical jet liner engine went from 22,000 N (de Havilland Ghost turbojet) in the 1950s to 510,000 N (General Electric GE90 turbofan) in the 1990s, and their reliability went from 40 in-flight shutdowns per 100,000 engine flight hours to less than 1 per 100,000 in the late 1990s. This, combined with greatly decreased fuel consumption, permitted routine transatlantic flight by twin-engine airliners by the turn of the century, where previously a similar journey would have required multiple fuel stops.

https://www.youtube.com/watch?v=LolwC_Bytz0https://www.youtube.com/watch?v=x8DK4rM6Y90

https://www.aviationpros.com/home/article/10387461/corrosion-how-does-it-affect-theinternal-engine

https://www.intechopen.com/books/gas-turbines-materials-modeling-andperformance/the-importance-of-hot-corrosion-and-its-effective-prevention-forenhanced-efficiency-of-gas-turbines QUESTION B1

  1. Draw the Time Temperature Transformation T-T-T diagram for nickel-based superalloy (Inconel 718) used in jet engines and show on the diagram the critical cooling curve, the transformation lines, the phases, the axis.

(6 marks)

  1. Explain the change of structure with martensitic transformation in steels used in jet engines.

(4 marks)

  1. With help of a phase diagram illustrate the various phase transformation occurring in the commercial titanium alloys (Ti – 6Al – 4V) used in the jet engines.

(6 marks)

  1. With help of a phase diagram discuss the following phase transformation reaction occurring in the commercial Titanium alloys (Ti – 6Al – 4V) used in the jet engines
    1. Peritectic reaction and Peritectic point
    2. Peritectoid reaction and Peritectoid point

(4 marks)

(Total: 20 marks) QUESTION B2

Using suitable industrial examples, explain creep and oxidation of nickel based super alloys used in jet engines at high temperatures. Discuss three strategies to reduce creep and three strategies to reduce oxidation in jet engines at high temperatures.

(10 marks) QUESTION B3

An aluminium alloy for an airframe component used in jet planes were tested in the laboratory under an applied stress which varied sinusoidally with time about a mean stress of zero. The alloy failed under a stress range Δσ of 300 MPa after 105 cycles. Under a stress range of 220 MPa, the alloy failed after 108 cycles. Assume that the fatigue behaviour of the alloy can be represented by

∆

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Project Selection Prioritization Matrix

 PROJ5002 Project Management PrinciplesAssessment 2: Workbook
Assessment type Report
Word length N/A
Learning Outcomes 2, 3
Weighting 40%
Due date 11pm Sunday Week 5
The workbook has five topics to align with Weeks 1-5 of the unit. Each topic is worth 80 points adding to a total of 400 points. Your total point tally will be divided by ten to determine your mark for the assessment. For a detailed scoring table per exercise, please see the ‘Assessment 2 – Rubric’ under ‘Assessment Tasks and Submission’ ‘Assessment 2 – The Workbook’.

Contents
1 Topic 1: Project Management Introduction, Charter and kick-off 4
1.1 Project Selection Prioritization Matrix 4
1.2 Scope Overview (word limit: 200) 7
1.3 Milestone Schedule and Deliverables 8
1.4 Initial Risk Identification 8
1.5 Resources Required 9
1.6 Initial Stakeholder Identification 9
1.7 Team Operating Principles 9
1.8 Lessons Learned 9
1.9 Commitment 10
2 Topic 2: Communication plan, WBS, and RACI 11
2.1 Stakeholder Prioritization Matrix 11
2.2 Project Communications Matrix 11
2.3 Work Breakdown Structure 12
2.4 The RACI chart 13
3 Topic 3: Time management and Cost Management 14
3.1 AoN 14
3.2 Time estimation 14
3.2.1 Time estimation – Enumeration method 15
3.2.2 Time estimation – Two Pass method 15
3.3 Critical path 15
3.4 Resource Loading 15
3.5 Gantt chart 16
3.6 Resources and cost to activity 16
4 Topic 4: Progress reporting scope change, and crashing 17
4.1 Crashing your project 17
5 Topic 5: Risk management, and Quality management 18
5.1 Risk identification I 18
5.2 Risk identification II 18
5.3 Risk identification III 18
5.4 Quality tools 19

Week 1: Project Management Introduction, Charter and kick-off
1.1 Project Selection Prioritization Matrix
Below is an example of how calculations in a trade-off matrix are performed:
Project/Selection Criteria Criteria A Criteria B
Weight: 5 10 Total
Landscaping project 7 5
(5*7=) 35 (5*10=) 50 (35+50=) 85
Using the example, score each of the projects in the table below. Based on the score, which project would you choose?
Project/Selection Criteria Potential Monetary Gain Success Probability Social Opinion
Weight: 5 10 3 Total
Construction Project: International Hotel, Hawaii 8 5 5
Construction Project: Local Hotel, Brisbane 10 6 4
Infrastructure Project: High Speed Rail – Sydney to Melbourne 9 3 8
Investment project: The Old Farm House 7 7 10
Answer:
• _________________

Based on the prior Project Selection Prioritization Matrix, you undoubtedly have surmised that the Old Farm House investment project is the best option for you at the moment. Following this decision, the following project brief below has been developed for you.
Old Farm House Business Case
You have inherited a century old farm house and acreage in a rural area. You have visited the site and made an inspection. The house needs a great deal of repair work to get it marginally liveable. You have itemized the most important things that need to be done and estimated the time required as shown below.
You plan to use this house for vacations and as a rental property through Airbnb. In fact, your work colleague as already expressed interest in staying over as soon as the property is finished. Your parents have sponsored you with a personal loan of $10,000 – that will give you enough money to buy the supplies and have a spending budget on help from a local contractor and two of his apprentices. You yourself have committed to working 80 hours over your vacation to fix up the house, but you are terrible at carpentry and painting. Your vacation of two weeks starts on Monday the 1st of June, and you prefer to be present when the contractor is on site. Assume you, the contractor and his apprentices all can work up to 8 hrs per day, 5 days per week.
You expect that within 2 years of renting the property you will have earned enough money to repay your parents.
Each activity is to be performed by one person only.
Continually ask yourself the question “when this is done, what else can I start now, or which things can I do at the same time?”.
Resources Cost Note
Supplies needed $5,000
You $0 Can do all jobs except carpentry and painting
Contractor $125 per hour Expert in carpentry
Apprentice I $60 per hour Expert in painting
Apprentice II $40 per hour Can do all odd jobs (except carpentry and painting)
Please note while working on this project, many assumptions are made that appear unrealistic, such as for example the wages, or constraints around who can do what. The main reason behind these decision has been to create an example that is easy for you to work on, while keeping it within small boundaries.
The following List of Most Important Fixes and Project Customer Trade-Off Matrix are provided to you as background to the project; they are part of the Business Case.
List of Most Important Fixes (not necessarily in order of schedule or priority):
1 Purchase supplies
2 Hang new curtains
3 Repair wooden shutters
4 Paint shutters
5 Hang shutters
6 Repair wooden porch
7 Paint porch
8 Repair wooden floor
9 Sand floor
10 Refinish (paint) floor
11 Paint ceilings
12 Paint doors
13 Paint interior walls
14 Paint exterior walls
15 Wash exterior windows
16 Wash interior windows
Project Customer Trade-off Matrix
Old Farm House Enhance Meet Sacrifice
Cost Cannot go over $10.000 Spend full budget to save time
Schedule Save time (you are allowed to spend the full budget if it enhances time finished) Must finish in two weeks (10 business days)
Quality Must meet
Scope Must meet

1.2 Scope Overview (word limit: 200)
Use your own words to convert the project brief into a scope overview:

1.3 Milestone Schedule and Deliverables
Based on the project brief and the list of work packages, please list the milestones you would identify for this project. The first and last are already given for you. Estimate a completion date for each milestone, as well as what the acceptance criteria would be. Also think about who should judge whether or not the criteria have been met.
Milestone Completion Date Acceptance Criteria Stakeholder Judge
Charter signed off
Project completion
1.4 Initial Risk Identification
Based on the project brief, examples from the textbook and your own interpretation, please identify at least four potential risks to the project.
Project (Potential) Risks Risk Owner Contingency Plans

1.5 Resources Required
Based on the project brief, examples from the textbook and your own interpretation, please identify the funding, workers and equipment required for this project, as well as potential other resources. Don’t overthink this exercise and keep it short and simple.
Funding:
People:
Equipment:
Other:
1.6 Initial Stakeholder Identification
Based on the project brief, examples from the textbook and your own interpretation, please identify at least four stakeholders to the project, their interest and priority to the project.
Stakeholder Interest in Project Priority (High/Medium/Low)

1.7 Team Operating Principles
Please list at least three Team Operating Principles you believe are important for your project (refer to textbook):
• _________________
• _________________
• _________________
1.8 Lessons Learned
Please list at least three Lessons Learned you believe can contribute to your project:
• ________________
• ________________
• ________________

1.9 Commitment
Fill out the first column of the table below:
Sponsor Department / Organisation Signature
N/A
Project Manager Department / Organisation Signature
N/A
Core Team Member/s Department/ Organisation Signature
N/A

Week 2: Communication plan, WBS and RACI
2.1 Stakeholder Prioritization Matrix
Based on the project brief, examples from the book and your own interpretation, please identify as many stakeholders as possible. Rank their power, Interest, Influence, Impact, Urgency and legitimacy on a scale of 1 to 3 (1 = low, 2 = medium, 3 = high) and add them in column ‘Total’.
Stakeholder: What is the stakeholder’s main interest? Power Interest Influence Impact Urgency Legitimacy Total Priority (a score of 6-9 = low, 10 to 14 = medium, 15 to 18 = high))
Example: Stakeholder A A clean, quiet environment 1 3 1 1 3 2 11 Medium

2.2 Project Communications Matrix
Based on the project brief, examples from the book and your own interpretation, complete the communication matrix below. (It is possible that certain cells might be left open).
Stakeholder Learn From Stakeholder Share With Stakeholder Timing Method Owner (responsible for communication)

2.3 Work Breakdown Structure
Based on the project brief, examples from the book and your own interpretation, complete the WBS. Use Exercise 1.3, the milestones, to guide you. Start with the first milestone after ‘Charter signoff’ and finish with the ‘Project completion’. The number of sub-packages needed per milestone is up to your discretion and the context of the project.
While you are working on the WBS you also need to provide the predecessors for each activity – what must be completed before this activity can begin. This dependency will be needed later in Week 3 to help create the AoN.
The table below is an example. Replace the text with your own interpretation of the project at hand.
[Project Name]
WBS code Activity Name Predecessor(s)
1 Charter signed off
2 [First milestone] 1
2.1 [First activity needed to complete the first milestone]
2.2 [second] 2.1
2.3 Etc.
3 [Second milestone] 2
3.1 [First activity needed to complete the second milestone]
3.2 Etc. 3.1
4 Etc. Etc.

n Project completed

2.4 The RACI Chart
Based on the project brief and the WBS, as well as example from the book, finish the RACI chart below. You decide how many people should be added to the table. You may need to add rows. Please make sure you replace the text ‘Person A, and B’ with your project team member identified.
The first and second columns of this table should match the first and second columns of the table in Exercise 2.3.

WBS Code Activity Name Sponsor Project Manager (you) Person A Person B
1 Charter signed off A R I I

RACI Key: (R) Responsible, (A) Accountable, (C) Consult, (I) Inform

Week 3: Time Management and Cost Management
Go to blackboard and download the additional information needed for this topic. Go to ‘Assessment Tasks and Submission’ ‘Assessment 2 – The Workbook’ ‘Additional Info on the Old Farm House Business Case’ and locate ‘Additional Information WEEK 3’.
Use the WBS contained therein as the foundation for this week’s AoN and Gantt chart.
It is still up to you to determine dependencies in this WBS, which you will do in activity 3.2.
Remember, the Business Case outlines the resource limitations, that is, who can work on what activity. Consider these limitations as you develop your AoN.
3.1 AoN
Based on the information provided on blackboard, use for instance MS PowerPoint to create an Activity on Node diagram based on the WBS provided in ‘Additional Information WEEK 3’. Ensure that you have one node per activity. Make sure you save your work as we will change and add to it as we advance through the Exercises.
Post the interim step here. Save your work. You will post the final schedule under 3.4
3.2 Time estimation
Based on the information provided, give a best estimate of the duration of each activity. Make sure you mention the unit you use (i.e. hours). Not each activity will have a clear answer, so use your best educated guess. Give a short explanation to each activity why you think it will take as long as you’ve estimated. Keep your explanation as short and succinct as possible.
WBS Code Activity Name Predecessor(s) Duration (hours) Explanation on duration

3.2.1 Time Estimation – Enumeration Method
You can now update the AoN diagram with the time estimates and the enumeration for each path. This is your basic project schedule.
Post the interim step here. Save your work. You will post the final schedule under 3.4
3.2.2 Time Estimation – Two Pass Method
Now use Exhibits 8.11-8.14 (Pages 260-263) to create a Two-Pass schedule for your project.
Post the interim step here. Save your work. You will post the final schedule under 3.4
3.3 Critical Path
Identify the critical path in your project:
The critical path in my project is_________________, and takes ___________ (hours)
3.4 Resource Loading
In your project, assign your resources to the activities and optimise the project schedule as best as possible. With the limitation of your resources, your project might again increase in time. Don’t worry about this. In topic 4 we will discuss project crashing and try to improve the project timeline.
Please post here your re-adjusted Two-Pass AoN including the resources:
*There will be no point deductions for project running over time or budget in this week*

3.5 Gantt Chart
Go to blackboard and download the Gantt Chart Template. Go to ‘Assessment 2 – The Workbook’ — ‘Additional Info on the Old Farm House Business Case’ and locate ‘MNG91217 – Gantt Chart Template’
Using the template provided, create your Gantt chart based on the AoN developed before.
Instructions:
In column A name the activity, in column D enter the start (in hours) and in column E enter the duration (hours). Leave the resource column (F) empty for now as we’ll fill it under Exercise 3.6 Resources and cost to activity.
From column H onward, simply place a ‘1’ in each cell corresponding to your start time and duration. As an example, activity 2 – buying supplies has already been entered for you.
There is no need to post anything here. Just save your work and post the final chart under 3.6
3.6 Resources and Cost to Activity
In the excel template, assign a resource to each of the activities from the dropdown box in column ‘F’. As a result, a project cost overview for your project will be updated in the graph below the chart. The graph can be used to help control the project budget.
Post here your final Gantt chart with resource allocation, including the histograms and budget graph.
Tip: select the cells in excel you want to display here, for example A17 to CI37, and press CTRL-C. Switch the window to Word and select the location you want the graph to appear and press CTRL-ALT-V – and select Picture (Enhanced Metafile) for the best result.
Please do not paste as a Microsoft Excel Worksheet Object.
You can leave the picture in the size it appears, the marker will be able to zoom in and see the details.
You can follow the same process to copy the graph. Simply select the graph in excel, and press CTRL-C. Switch the window to Word and select the location you want the graph to appear and press CTRL-ALT-V – and select Picture (Enhanced Metafile) for the best result.
You can leave the graph in the size it appears, the marker will be able to zoom in and see the details.

Week 4: Progress reporting scope change, and crashing
Go to blackboard and download the additional information needed for this topic. Go to ‘Assessment Tasks and Submission’ ‘Assessment 2 – The Workbook’ ‘Additional Info on the Old Farm House Business Case’ and locate ‘Additional Information WEEK 4’
Use the information contained therein as the foundation for this week’s Two-Pass AoN and Gantt chart.
There is only one exercise this week, but it is a big one and will require some experimentation. Use the example provided to your advantage to understand the effects of crashing one or more activities in your project.
4.1 Crashing your project
Use the information provided in the updated information, your project brief and the requirements given in the Project Customer Trade-off Matrix, to optimize your project.
Provide a new Two-Pass AoN (including resource loading), Gantt chart, histograms and budget graph based on the crashed project.

Week 5: Risk Management and Quality Management
5.1 Risk identification I
Look at the risks identified in Exhibits 11.5, 11.6, and 11.7. Compile a list of risk categories you believe are relevant to your project. (Identify at least 3)
1. …
2. …
3. …
5.2 Risk identification II
Using the first three categories of risk you compiled in the previous exercise, now identify the one risk for each category that may impact on your project. Add them to the table below following the example, and score the probability and impact on a scale of 1 to 10 (1 is lowest, 10 is highest).
Fill out all columns except for the last two. This will be done in the next exercise.
Risk Register
Risk Description Impact (Descriptive) Category Probability (P)
(1 to 10) Impact (I)
(1 to 10) Score
(P*I) Prevention Strategy Mitigation Strategy
[example] Breaking of carpentry tools Potential loss of time as work cannot be done Material, equipment and labour cost 3 9 27 Have a spare set of tools available at all times Have a small portion of the budget set aside to replace tools when necessary
1
2
3
5.3 Risk identification III
Now complete the last two columns in your risk register for your risks. Keep in mind that while we may identify both a prevention and a mitigation (you may need to check your understanding of this word in a dictionary) strategy at this stage, only one of the two might actually be implemented at time of project start.
5.4 Quality tools
Identify at least three quality tools based on Exhibit 14.9 that are applicable to your project and explain why.
Quality tool Explanation
[example]
Charter Provides guidance for the project; establishes a rationale for the project; establishes a baseline for execution of the project.
The Charter is important for my project in order to initially establish the work to be done, but also establish project boundaries – what won’t be done.
1.
2.
3.

Next, select three work packages from your project, and using the quality tools you have nominated above, explain how you would maintain its quality, as well as identify who is responsible for each quality tool:
Project Deliverables Work Processes Quality Control Activities: Quality Assurance Activities: Quality Roles & Responsibilities:
[Repair Porch] [4.1] Charter Ensure that ONLY repairs are carried out as per Charter and agreed activities. This activity does not include modifying or improving porch. It is important to adhere to this to mitigate against scope creep. Owner to ensure repairs only are carried out.
Contractor to ensure apprentices do not engage any additional work.
1.
2.
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