Boe-Bot Final Project 3/30

Today, we reviewed how to write an effective problem statement. Robert and I finalized our problem statement, presented it to the class, and integrated feedback into our statement to make it more clear and specific. In our problem statement, we stated that we would base our RoadBot prototype on the NC state driving test, but this might change if another state driving test is more practical regarding the limits of programming. We also listened to the other teams present their ideas and provide feedback to help guide their preparation.

We started brainstorming objectives for our WBS. Robert and I are looking forward to finishing up our WBS and Gantt Chart and beginning to construct our Boe-Bot this week during lab class.

3/25

Today was the first time we were able to view the parts of the Boe-Bot and look at the manuals. Last week, Robert and I developed an idea to use the Boe-Bot as a mail delivery device (featured on team consensus linked below). However, this idea was deemed unrealistic when we were made aware of the actual dimensions of the Boe-Bot (it is barely bigger than a sticky note). So, we went back to the drawing board.

Today, Robert and I worked on filling out our team contract and team consensus. We also worked on defining our problem statement and developing a realistic function for the Boe-Bot. We decided we'd like to create a Driver's Ed training device that Driver's Ed instructors use in the classroom to show the students the specific obstacles that will be tested on the state driving test. The Boe-bot will perform a set of programmed obstacles (ex: parallel parking and avoiding orange cones) in succession to simulate the state driving test. Although each state has a different driving test, the Boe-Bot can be customized for each state's test.

This week, we are also starting to work on our WBS (Work Breakdown Structure) for the Boe-Bot project. Robert and I know this will be a very detailed report of the procedures and steps necessary to complete this project and are a little intimidated because we don't want to leave a step out of the report or misjudge the respective time requirements for the objectives.

The Start of the Final Project

This week we begin working on our Engineering Final Project. We were split into teams and given the assignment of designing, developing, and testing a Boe-Bot to solve a realistic problem. This week we begin by researching the electronic capabilities of a Boe-Bot and completing a Team Contract to set the ground rules for the project. My partner is Robert. The next step is to begin brainstorming possible problem statements. I'm really looking forward to this project because I've never built a robot before and Robert says he's really great at putting things together. I think there's a lot for me to learn and I'm excited!

Pizza WBS and Gantt Lab

Last week, we were divided into two teams and given the assignment of creating a Work Breakdown Structure and Gantt Chart for the project of ordering a pizza. On Lab day, I was sick so I didn't attend class when we actually tested our work by ordering pizza, but I helped create the two documents. They are found at the links below.

Work Breakdown Structure

Gantt Chart

Disciplines Report

This is the link to my Disciplines Report.

https://drive.google.com/file/d/0Bz1hT0ut1RNNNlJBUTRacFZWU25rNEotMWZmSjY5M1VvQVlB/view?usp=sharing

Field Trip

On Wednesday March 4th, we took a field trip to the RATT Center to tour the building and learn about the variety of courses they offer there. A machining instructor guided us through the classrooms. He showed us the airplanes they house in the hanger as well as the machines the students use while training. We also saw a 3D printer in action! It was an awesome opportunity to talk to someone who has worked in a the engineering career environment and now teaches the courses required for preparation and success in today's work field.

Figure 1. Workbenches in a classroom.

Figure 2. A 1948 machine that is still in operation.

Figure 3. This machine cuts with water.

Figure 4. A tabletop 3D printer.

Figure 5. The software program for the 3D printer.

WBS and Gantt Chart

A Work Breakdown Structure (WBS) is an outline of the time, materials, and funding needed to complete the objectives of a project. It can also distribute responsibilities among team members. WBSs can be made to look like flow charts or tables depending on the preferred visual representation and the amount of tasks.

Figure 1. An example of a work breakdown structure with a visual flow of information.
Source: http://www.criticaltools.com/projwbs.htm

A Gantt Chart is a visual representation of the time required to complete each portion of a project from start to finish. It can also label who is responsible for each task. In the following example of a Gantt Chart, each row represents a different task. The vertical columns represent time increments. A line is drawn from left (start) to right (finish) symbolizing the amount of time it will take to complete a task. Task time increments can overlap. The advantage of using this chart is that you can measure progress and determine if the project is on time by pointing at the current date and drawing an imaginary vertical line down the chart. All of the tasks to the left of the line should be completed. All of the tasks that meet the line should be in progress. All of the tasks to the right of the line are yet to be started. In most charts a horizontal timeline is filled in to represent progress or percent of the task completed. If an important event will occur during the project such as an inspection or presentation, these can be noted on the Gantt chart with designated symbols instead of horizontal lines. These events are referred to as milestones.

Figure 2. An example of a Gantt chart.

Source of information and Figure 2: http://www.me.umn.edu/courses/me4054/assignments/wbsgantt.html

Transportation Success/ Failure

Professor Vestal assigned each student an example of a transportation success and a transportation failure. It is our task to research and summarize the various aspects of each structure and present our findings to the class. My assigned transportation success is the Forth Bridge in Scotland.

Transportation Success: Forth Bridge, Scotland

Location: The Forth Bridge stretches from South Queensferry to North Queensferry in Scotland. This area received a lot of ferry traffic and the increase in railway transportation in the late 1800s emphasized a need for a bridge at this location.

When: Construction of the Forth Bridge began in 1883 and it was opened for operation in 1890.

Type of bridge: Cantilever
The Forth Bridge consists of three cantilever structures situated on granite platforms. Cantilevers are supported on one side and carry a load on the other.

Significant attributes: The Forth Bridge is regarded as the first 100% steel bridge in Britain. Additionally, the Forth Bridge was an attempt to achieve a successful transportation system in the area after the collapse of the Tay Bridge in 1879.

Dimensions: Height: cantilevers are 100 m (110m above surface of water at high tide)
                     Weight: 53,000 tons
                     Length: 2.5 km (521 m cantilever spans)

Cost: About 3 million pounds

Awards: At the time of construction, the spans of the individual cantilevers (521 m) were the longest and second longest in the world and remained so for 28 years. The Forth Bridge is still the longest cantilever bridge in the world. The Forth Bridge is protected as a Category A site in Scotland with national importance and is currently a nominee for a UNESCO World Heritage Site.

Unique Features: This year is Forth Bridge's 125th anniversary. It underwent a major paint-job restoration from 2001-2011 and there are plans for a viewing platform and a thrill climb (gallery and videos at this site) to be opened in the next year or so. The Forth Bridge is also known for its red oxide paint, which was color matched during the bridge's restoration paint job (Figures 1-3 below).

Why was this bridge a success? The Forth Bridge is a success because it has fulfilled its purpose for 125 years and remained in good working condition. Additionally, it has become an internationally recognized bridge.

Figure 1: Full view of the Forth Bridge

Figure 2: Train crossing the Forth Bridge

Figure 3: The underside of the Forth Bridge (structural layout)

Transportation Success Presentation

Sources:

http://www.britannica.com/EBchecked/topic/214233/Forth-Bridge

http://forth-bridges.co.uk

http://www.railway-technology.com/projects/forth-rail-bridge-firth-scotland/

http://www.forthbridgeexperience.com

Transportation Failure: Arroyo Pasajero Twin Bridges

Location: The Arroyo Pasajero Twin Bridges were located near Coalinga, California over the Arroyo Pasajero Creek.

When: The twin bridges were built in 1967 and they collapsed twenty years ago today, March 10, 1995.

Type of bridge/Significant attributes: I could not find the type of bridge stated outright, but I do know that the twin bridges included wing walls, vertical abutments, and three piers made of six columns each. A web wall was later added to provide extra support to the groups of columns.

Dimensions: 122 ft long

Cost: I did not find the original cost of the bridge. However, the bridge that replaced the Arroyo Pasajero bridges after they collapsed cost $6 million. Additionally, travel time lost due to the collapse cost local residents $550,000.

Unique Features: The bridges operated as a 4-lane interstate (Interstate 5).

Why did the Arroyo Pasajero Twin Bridges fail?
Several factors contributed to the collapse of the Arroyo Pasajero bridges. The main factors include flooding, lack of planning for a web wall, increased drainage, limited space for flow, long-term degradation, scouring, and lack of adequate steel supports for columns.
At the time the bridge collapsed, California was experiencing the effects of El Nino, which included relentless storms that led to major flooding. Several years prior to the collapse in 1969, there was another flood that lowered the bed of the creek 6 ft. A web wall was constructed after this flood to provide extra support for the columns. After construction, the Arroyo Pasajero Creek was connected by a manmade channel to Chino Creek. This channel increased the amount of drainage in Arroyo Pasajero Creek by 33%. Additionally, the creek width upstream of the 122 ft bridge was 300-400 ft. The flow of water in this larger width was limited by the bridge, leading to a build-up of water during the 1995 flooding. Between the time of construction and the time of the collapse, the land level had been reduced 10 ft by degradation (wearing down of soil). During the flooding, scouring (erosion of soil around supports) exposed a depth of the columns that did not have steel supports. These factors combined to undermine the strength of the bridges and the bridges collapsed.

Bridge replacement modifications and redesign: The twin bridges were effectively replaced in 10 days. The newly redesigned bridge was built with a railroad flatcar superstructure, steel supports, a concrete column foundation, and a steel grate surface covered in trench plates and rubberized asphalt (Figures 1-3 below).

Why were the Arroyo Twin Bridges a failure? They failed in their purpose to provide safe and reliable transportation. Additionally, they were not properly maintained, which led to the death of seven people.

Figure 1: Caption located on digital image.

Figure 2: Replacement bridge after the twin bridges collapsed.

Figure 3: Underside of the new bridge.

Transportation Failure Presentation

Clarification: Today in class, I said the twin bridges were made up of two bridges, each carrying two lanes of one way traffic. However, this was an assumption based on the information I had read and collected.

Sources:
http://www.fhwa.dot.gov/publications/publicroads/98julaug/planning.cfm

http://www.nytimes.com/1995/03/12/us/heavy-rains-roll-their-destructive-way-down-california-coast.html

http://www.sfgate.com/news/article/I-5-Tragedy-Unites-Residents-Of-Rough-and-Tumble-3041270.php

http://www.fhwa.dot.gov/publications/publicroads/95fall/p95au2.cfm

http://isddc.dot.gov/OLPFiles/FHWA/010590.pdf

http://water.usgs.gov/edu/earthgwlandsubside.html

Egg Drop Math/Lessons Learned

The math behind the egg drop project:

Figure 1: Potential and kinetic energy equations for the egg drop.

Basically, the egg's potential energy and kinetic energy remains constant throughout the drop; however, the respective values of the potential and kinetic energy change. Before the egg is dropped, the egg has a certain amount of potential energy. After the egg is dropped and as the egg is falling, the original potential energy is converted into kinetic energy. Right before the egg makes contact with the egg catcher, the egg has reached its peak value of kinetic energy and has essentially no potential energy.

Note: The "m" in the parentheses in the last step of the math stands for "height in meters."

Lessons Learned

1. One person never has all the ideas and/or resources to complete the project

Megan and I depended on one another to brainstorm ideas we thought might work for the design of our contraption. Additionally, we searched the Internet for successful precedents for our project; however, we didn't find any products that matched our criteria. So Megan and I worked to design a product we thought would work. We both contributed to the design and worked to combine our ideas. JTEC (our egg catcher) was a combination of both our valuable efforts!

2. It's ok to go back to the drawing board

Megan and I revised our design several times in order to achieve a satisfactory final product. As we went on in the design process, new knowledge came to our attention, which encouraged us to rethink our original plans. Our product developed in quality due to these opportunities for revision.

3. Asking for help is not a weakness

Throughout the design process, Megan and I asked and received help from other teams. Cameron taught us how to drop the egg to increase our accuracy and precision (terms we learned about in a previous chapter). Team Canada helped us drop our last egg by holding the measuring tape 16 ft in the air while we set up our contraption. Engineers cannot survive alone. We are collaborative by nature.

Overall, I really enjoyed this project and I think I have a better understanding of the engineering design process and its importance! Doing the work takes time, but it's definitely necessary!

Notes from Chapter 4, Thinking Like an Engineer

1. Introduction Paragraph
   
   
   Communication is a necessary and valuable skill in the field of engineering. Anyone can have a great idea, but those who are able to communicate their ideas to others and gain their support are much more likely to succeed in their endeavors.
   
   
2. Basic Presentation Skills
   
   
   Preplanning
   5 Ws and 1 H

   Who is my audience?

   What is my purpose?

   Where is all the equipment I need? Where will the talk be held?

   When am I on the program agenda?

   Why am I giving this talk?

   How long should I talk?

   
   Preparing the Verbal Elements
   4 -S Formula
   Keep the speech
   
   

   Short- short sentences, short length of speech

   Simple- avoid wordy phrases

   Strong- use active voice

   Sincere- convey respect for audience

   
   Three Structural Parts
   
   

   Introduction- capture attention

   Body- keep attention, two or three main points, simple examples

   Conclusion- summarize, show appreciation, and answer a few questions

   
   Preparing Visual Aids
   
   

   Keep slides simple- one concept per slide/six lines per slide/60 seconds

   Use landscape format

   Use simple graphs instead of lists and tables

   Test the visibility of visual aids (videos, diagrams, pictures,etc.)

   Use bullet points not complete sentences

   Use large size text (18-24 at minimum)

   Use clearly visible formatting for words and visuals

   Use light background/dark print

   Keep background simple and consistent throughout presentation

   
   
3. Sample Presentations
   
   

   

   Figure 1: Sample Presentation 1

   
   

   

   Figure 2: Sample Presentation 2

   
   

   

   Figure 3: Sample Presentation 3
   

   
   

   From these three sample presentations, I recognize the importance of simple formatting and easy-to-understand concepts. Backgrounds and slide layouts should be open (not cramped) and bright so as to support visibility on large screens.
   Additionally, graphics (tables, figures, and videos) should be straight-forward and discuss one concept. Figures should not be redundant or inappropriately sized. Figures should also be accompanied by explanations of the data to ensure understanding.
   
   
4. Presentation Dos and Don’ts
   
   
   Do:

   Relax

   Speak slowly/clearly and with appropriate eye contact

   Use proper hand gestures

   Rehearse presentation out loud

   Arrive early to set up and solve any issues that may arise

   
   Do not:
   
   

   Lean on objects, turn back to audience, or cover your mouth

   Read presentation word for word

   Include inappropriate content

   Use fillers ("uh" or "um"), stammer, or overuse words and phrases

   Chew gum or fidget with surroundings

   Shuffle feet/pace/slouch

   Play with note cards 

   
   
5. Basic Technical Writing Skills
   
   

   Be clear

   Use 10 pt font size and 1.5 line spacing

   Use past tense verbs

   Define unfamiliar terms and acronyms to reader

   Present facts not feelings

   Be professional in tone

   Number/caption tables, figures, and appendices 

   Tables: numbers and captions appear above the object

   Figures: numbers and captions appear below the object 

   Proofread/edit

   Check formatting, spelling, and grammar

   Read the document twice

   1. Check technical content 

   2. Check flow

   - remove unnecessary content

   - Read the document aloud and follow the pace of punctuation (ex: pause appropriately for commas, colons, semi colons, and periods)

   - peer review

   Spell out numbers that start a sentence (Ex: Two ducks sat on a bench.)

   Keep leading zeros in decimals (Ex: The candy cost $0.79 per pound.)

   Do not spell out long numbers (Ex: I saw 1,000 cars on the highway.)

   Use dollar symbol (Ex: The DVD cost $20.)

   Use significant figures/be reasonable 

   Ex: The tomato weighed 52.154 grams. NO

   The tomato weighed 52 grams. YES 

   
   
6. Proper Use of References
   
   
   ABCs of evaluating info

   A: Authority

   Who is responsible for the info? 

   Is the author/organization a credible source on this subject? 

   B: Bias

   Is the information presented objectively?

   What is the author's purpose?

   C: Currency

   How current is the information?

   
   Additional Tips for Evaluating Info
   
   

   -Seek for sources reviewed by experts

   -Use articles that have secured peer-reviews by experts

   - Compare information from several sources to gain depth/quality

   "Until you compare several sources, you will not know what you are missing!" 

   - Corroborate information; Compare information from several sources to establish what info is fact and what info is opinion 

   
   7. E-mails to your college Instructors
   

   -Choose an appropriate email name for professional use

   -Address recipient with correct title

   -Use appropriate subject lines

   -Close your e-mail with your full name and contact info; include course number and meeting day/time

   - Ensure your sending name is your full name or an appropriate nickname (Ex: Zachary Williams or Zack Williams)

   - Keep it simple, brief, and easy to read

   -Clearly define the action you desire from the recipient (Ex: Please explain the procedure for finding the answer to the following homework problem.)

   - Use correct spelling, grammar, and formatting; avoid texting language

   -Be professional

   -Fill in the To: and CC: lines after writing the e-mail to avoid sending the e-mail before you are finished writing and editing it

   - Allow 48-72 hours for a reply; If the matter is urgent, you can send a follow-up message asking if the original message was received and/or seek out a meeting or telephone conversation

   
   
   

Egg Drop Final Test!

Last Wednesday, we finally tested our egg drop contraption, which Megan and I named the JTEC (Jamestown Egg Catcher) because Mrs. Vestal said it looks like a Jamestown fort!

First, we weighed three different eggs (Well, actually four because one rolled off the scale). We named our eggs EA, MA, and AM.

We dropped each egg in order of weight, greatest to least, while increasing our dropping heights.

Here is a video of our second drop (Jordyn took this video!)

We successfully dropped and caught our first two eggs, but on our third drop I hesitated and accidentally aimed outside of the catcher causing the egg to fall on Lia's phone, which was strategically placed on the ground near the egg catcher facing up so that we could film the egg falling. Sorry Lia! Because of our success during the first two drops, Megan and I agreed not to make changes to our contraption during the final tests.

These are the results:

The hardest part of the drop test was measuring the height accurately, which meant the person dropping the egg had to measure the height with a tape measure in one hand and hold the plum bob in the other. However, the other teams worked to help us with this task and that made it easier.

Finally, part of our lab project included finding the math behind the egg drop and solving for the final velocity of the egg just before it hits the catcher or the floor.

Mrs. Vestal helped us figure out the math and explained the reason behind it:

Basically, the egg's potential energy and kinetic energy remains constant throughout the drop; however, the respective values of the potential and kinetic energy change. Before the egg is dropped, the egg has a certain amount of potential energy. After the egg is dropped and as the egg is falling, the original potential energy is converted into kinetic energy. Right before the egg makes contact with the egg catcher, the egg has reached its peak value of kinetic energy and has essentially no potential energy.

Note: The "m" in the parentheses in the last step of the math stands for "height in meters."

So for our three drops:

Egg 1 (drop 2) velocity: 7.25 m/s        final kinetic energy: 1.6 J

Egg 2 (drop 1) velocity: 6.58 m/s        final kinetic energy: 1.41 J

Egg 3 (drop 3) velocity: 9.80 m/s        final kinetic energy: 2.72 J

Overall, this was a great learning experience and I really enjoyed working in teams. Megan is an awesome partner and I feel really excited that our catcher worked! We came in second place and I think we fulfilled our goal of creating an effective egg catcher. Go JTEC! If the first place team combined the top of their catcher (which looks like a wrestling ring) with the base of our catcher, we would create a world class egg catcher because our base is a bit more stable than theirs and their top has a larger catching area. I'm so glad engineers are collaborative because it leads to wonderful solutions!

Notes From Chapter 2, Thinking Like an Engineer

1. Introduction
   Engineers can make decisions that affect thousands of people
   Practice analyzing and making ethical decisions daily, it will make the process easier when you are faced with a major decision
   
   2 reasons people make ethical decisions:
   Desire to make the world a better place for everyone (altruism)
   Desire to avoid unpleasant consequences
   
   The majority of ancient and modern societies have developed rules, laws, and regulations to specify unacceptable behavior and punishments for said behavior
   (going back to Code of Ur Nammu)
   
   Religions also establish codes of conduct
   
   
2. Ethical Decision Making
   
   No set of rules or algorithms that ensure the most ethical decision is being made in a situation
   
   The following four-step process guides people in considering questions with ethical aspects and consequences
   
   
3. The four step procedure with original (not from book) examples to illustrate your points

   
   

   Example: Nannies who give active children sleeping medicine/alcohol to calm them down.

   
   

   1. Determine what the issues are and who (stakeholders) might be affected by the various alternative courses of action that might be implemented.

   
   

   Issues:

   Giving drugs/alcohol to children on a regular or periodic basis

   Parental consent

   Health of children

   The responsibilities associated with being a nanny

   
   

   Stakeholders:

   Children and their physical and emotional health
   

   Parents

   Nannies

   Doctors

   
   2. Consider the effects of alternative courses of action from different perspectives.

   
   

   Perspective 1: Consequences (how does each alternative plan affect the different stakeholders)

   
   

   Children: Physical health/influence on body functions

   
   

   Legal ramifications depending on the substance used to sedate the child

   
   

   Substance abuse/dependence/withdrawal and corresponding treatment

   
   

   
   

   Perspective 2: Intent (intentions of the person doing the action in question)

   
   

   (a) Is the action I am taking something that I believe everyone should do?

   NO

   
   

   (b) Do I believe that this sort of behavior should be codified in law?

   NO 

   
   

   (c) Would I like to be on the receiving end (the victim) of this action? 

    NO

   
   

   Perspective 3: Character (attributes of the person considering the action)

   
   

   (a) Would a person of good character do this?

   NO

   
   

   (b) If I do this, does it enhance or degrade my character?

   YES, it will degrade my character and my ability to handle tough situations. Overactive children need extra attention, not induced sleep.

   
   

   (c) Would a person I revere as a person of unimpeachable character (whoever that might be) would take this action? 

   NO 

   
   3. Correlate perspectives. (Consider the results of the three perspectives and come to a conclusion; if no conclusion is apparent, reconsider the question in greater detail; if no conclusion is apparent still, go with 2/3 perspectives)

   
   4. Act. (Carry-out the necessary actions related to the conclusion reached in the previous step)
   If you are a nanny, do not use sleeping medicine/alcohol to calm an active child.

   
   

   "Do I have the courage to do what I know is right?"

   YES

   
   
4. The three perspectives (consequences, intent, and character discussed above)
   
   
5. Comment on each of the examples in 2.1 (your thoughts, not a repeat of textbook)
   
   Example 2-1: Consider the question of whether to allow further drilling for oil in the Alaska National Wildlife Refuge (ANWR). List several issues and stakeholders.
   
   Issues:
   Gas prices
   Sustainable energy
   Disruption of the ecosystem
   Disruption of life for local residents
   Stock market
   
   Stakeholders:
   Oil companies
   Employees (local and foreign)
   Ecosystem organisms
   Foreign relations
   Stockholders in oil companies
   Local residents
   
   My ethical opinion:
   I am not an oil company or an environmentalist, but I know there are other areas to drill for oil instead of the National Wildlife Refuge. These should be considered as valid options since drilling in the ANWR may have negative effects on the local wildlife and residents.
   
   Example 2-2: Should all U.S. children be fingerprinted when entering kindergarten and again each third year of grade school (3, 6, 9, 12)? Identify the stakeholders and consequences.
   
   Stakeholders:
   Software companies and developers (database configuration)
   U.S. children and their families
   U.S. government
   U.S. law enforcement departments
   cyber hackers
   ink companies
   
   Consequences:
   Record of U.S. children
   Confidentiality precautions
   Risk of cyber hacking for info
   
   
   My ethical opinion:
   To be honest, I don't know enough about this situation to argue for or against it. What I do know is if this action is allowed, parents will have to be convinced this action is in their children's best interest.
   
   Example 2-3: Should you download music illegally over the Internet?
   
   My ethical opinion:
   No, it's stealing.
   
   Example 2-4: Your friends are deriding another student behind her back because she comes from a poor family and does not have good clothes.
   
   

   Do you:

   
   

   (a) Join in the criticism? NO

   
   

   (b) Ignore it, pretend it is not happening, or simply walk away? NO

   
   

   (c) Tell your friends that they are behaving badly and insist that they desist? YES

   
   

   - Would a person of good character do this? YES 

   
   

   - If I do this, does it enhance or degrade my character? ENHANCE MY CHARACTER, I will be standing up for my friend instead of allowing my friends' potential reactions to keep me from doing what I think is right.

   
   

   - Would a person I revere as a person of unimpeachable character (whoever that might be) would take this action?  YES

   
   Example 2-5: Your company has been granted a contract to develop the next generation of electronic cigarette, also known as "nicotine delivery system," and you have been assigned to the design team. Can you in good conscience contribute your expertise to this project.
   
   My ethical opinion:
   No, I cannot in good conscience contribute my expertise to this project. I do not endorse smoking. I will not work on projects that promote actions I do not promote in my own life. Someone else may feel passionately supportive about the actions of this project and I would rather they dedicate their time and efforts to this work. They would probably provide higher quality results due to their positive attitude towards this project than someone who feels negatively towards the project.
   
   
6. Plagiarism
   
   Plagiarism is presenting someone's work as your own.
   Plagiarism is regarded as academic dishonesty.
   If a work contains small phrases or instances of wordings similar to another source, it is most likely accidental.
   If a work contains several instances of such things, the probability of plagiarism is high.
   But it comes down to intent: Did you voluntarily copy a portion of someone else's work and present it as your own without giving them credit?
   
   
7. Engineering Creed

   I thought a direct quote of the creed from the book would be more effective than summarizing its tenants. Please find the creed below.

   
   

   

   
   

   I find it interesting that the final line of the Engineer's Creed says "In humility and with need for Divine Guidance..."
   

   This provides further evidence that engineers are collaborative to the core. They know they cannot succeed alone and they don't pretend otherwise.

   
   
8. Social Responsibility
   
   Engineers develop skills and have access to resources that allow them to solve technical problems; however, their work does not stop there. These skills and resources should be used to solve issues on a local or global scale. Solving problems and enhancing lives does not stop when engineers leave the office or lab.
   
   
9. In your opinion how do an Engineer’s ethics affect public safety

   
   The ethics of individual engineers affect their reasoning and decisions, which result in projects and goals that are designed to influence the life of the public.

   
   10.   Write about how all of this relates to “The Whole Life Concept”

   
   

   I don't remember discussing "The Whole Life Concept" but after a google search I found this paper written for an engineering class. The introduction explains that "The Whole Life Concept" is composed of four core principles: passion, impact, knowledge, and application.
   
   Ethics lends itself to these four principles.
   
   
   

   Passion: Ethical standings vary from person to person based on their experiences, beliefs, values, and biases. Ethical standings can be shared with an abundance of emotional energy.

   
   
   

   Impact: Ethics affect the way we act, think, and speak as individuals, which in turn affects the lives of those around us.

   
   

   Knowledge: We often use facts as evidence for our ethical standings. Ethical values influence the way we APPLY objective knowledge for various subjective purposes.

   
   

   Application: We apply our ethical standings in our daily lives by allowing them to dictate  where we go, what we do, what we wear, what we say, what we think, what we accept, what we reject, etc.