APS111F_2022_ENGINEERING STRATEGIES AND PRACTICE_E
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School
University of British Columbia *
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Course
100
Subject
Mechanical Engineering
Date
Jan 9, 2024
Type
Pages
25
Uploaded by BrigadierCloverTurkey27
I
APS1
11
&
APS113
Engineering
Strategies
and
Practice
Instructors:
Susan
McCahan,
Ted
Nolan,
Ben
Kinsella,
Chirag
Variawa
and
Patricia
Sheridan
Final
Examination
MULTIPLE
CHOICE
BOOKLET
-
Booklet
1
December
09,
2022
6:30
pm
-
9:00
pm
(2.5
hours)
•
This
is
a
2.5
hour
final
exam
with
44
questions
(34
Multiple
Choice
and
10
Long
Answer).
The
multiple
choice
questions
are
worth
50%
of
the
exam
grade
and
the
long
answer
are
worth
50%
of
the
exam
grade.
•
This
is
a
Type
A
closed
book
examination;
no
aids
permitted
other
than
a
paper
translation-only
dictionary
(i.e.
direct
word-to-word
translations:
no
definitions.)
•
If
you
need
scrap
paper
for
draft
work,
ask
an
invigilator.
•
Ensure
that
you
have
THREE
items:
1.
MULTIPLE
CHOICE
BOOKLET
-
Booklet
1
;
Contains
all
the
multiple
choice
questions.
DO
NOT
record
answers
in
Booklet
1.
Instead
fill
in
the
answers
to
the
multiple
choice
questions
on
the
bubble
page
found
in
the
ANSWER
BOOKLET
-
Booklet
2.
Booklet
1
is
NOT
handed
in
and
the
answers
will
NOT
be
graded.
2.
ANSWER
BOOKLET
-
Booklet
2:
has
all
the
long
answer
questions,
space
to
directly
answer
the
long
answer
questions,
and
a
bubble
page
to
record
the
answers
to
the
multiple
choice
questions.
The
answers
to
the
long
answer
questions
should
be
recorded
directly
into
Booklet
2.
Answers
to
the
multiple
choice
questions
should
be
recorded
into
the
bubble
page
in
Booklet
2.
Booklet
2
MUST
BE
handed
in
at
the
end
of
the
exam.
3.
CASE
STUDY
BOOKLET
-
Booklet
3:
has
three
case
studies.
Case
Study
#1
and
#2
are
to
be
used
to
answer
some
of
the
multiple
choice
questions.
Case
study
#3
is
used
to
answer
the
long
answer
questions.
Booklet
3
is
NOT
handed
in
at
the
end
of
the
exam.
•
THIS
BOOKLET
IS
THE
MULTIPLE
CHOICE
BOOKLET
-
Booklet
1.
Multiple-Choice
(50%):
•
There
are
a
total
of
34
multiple
choice
questions
worth
a
total
of
34
marks.
These
multiple
choice
questions
are
worth
50%
of
the
exam.
•
Input
your
answers
to
the
multiple
choice
questions
on
the
bubble
page
in
the
Answer
Booklet
-
Booklet
2.
Do
NOT
answer
the
multiple
choice
questions
on
the
questions
directly
in
this
booklet.
They
will
not
be
graded.
•
There
is
no
penalty
for
incorrect
answers.
•
Use
a
pencil
or
a
pen
(pencil
is
recommended
in
case
you
make
errors).
•
Be
sure
to
fill
out
the
bubble
page
clearly
and
darkly
with
no
overlaps.
•
Erase
any
errors
completely.
•
Provide
only
the
single,
most
correct
answer
for
each
question.
Page
1
of
9
Multiple
Choice
Questions
ANSWERS
FOR
THE
FOLLOWING
MULTIPLE
CHOICE
MUST
BE
INPUTTED
INTO
THE
BUBBLE
PAGE
IN
THE
ANSWER
BOOKLET.
ANSWERS
RECORDED
IN
THIS
BOOKLET
WILL
NOT
BE
MARKED.
1.
In
this
course
you
were
required
to
create
a
Team
Charter
because:
a.
You
have
never
been
in
an
engineering
design
team
before
and
needed
to
know
what
to
do
for
the
project.
b.
It
tested
your
knowledge
of
different
teamwork
concepts.
c.
It
was
important
to
first
define
how
you
were
going
to
work
to
ensure
that
your
team
was
able
to
be
successful.
d.
It
made
sure
that
you
got
to
know
who
was
on
your
team.
2.
The
three
components
of
a
complete
reflection
are:
a.
Development,
Ideation,
Evaluation
b.
Description,
Analysis,
Evaluation
c.
Description,
Ideation,
Engagement
d.
Development,
Analysis,
Engagement
3.
Which
of
the
following
is
TRUE?
a.
A
constraint
limit
describes
a
firm
boundary
that
cannot
be
violated.
b.
An
objective
goal
describes
a
firm
boundary
that
cannot
be
exceeded.
c.
An
objective
may
have
both
a
goal
and
a
limit.
d.
All
constraints
must
have
a
quantitative
limit.
4.
What
is
the
most
complete
description
of
the
goals
of
multimodality
in
engineering
communication?
a.
Using
images
to
show
the
service
environment
and
solutions.
b.
To
use
many
different
modes
of
communication
in
a
report
c.
To
determine
where
written
words
are
most
apt.
d.
Using
the
best
mode
to
convey
intended
information
and
meaning.
Page
2
of
9
5.
How
could
the
concept
of
triangulation
be
utilized
in
the
Sidney
Smith
project?
a.
Defining
the
optimal
point
on
the
building
fagade
to
place
artwork.
b.
Providing
as
much
research
support
for
a
claim
as
possible.
c.
Providing
different
types
of
evidence
to
support
one
claim.
d.
Providing
three
sources
of
related
data
to
support
one
claim.
6.
In
the
Black
Box
Method:
a.
Inputs
and
outputs
are
gathered
to
identify
component
flows.
b.
Inputs
are
connected
to
outputs
to
identify
functions.
c.
Inputs
are
used
to
identify
outputs
and
constraints.
d.
Inputs
and
outputs
are
gathered
to
find
aspects
of
the
service
environment.
7.
What
best
describes
the
intended
audience
for
an
executive
summary?
a.
The
reader
who
needs
an
introduction
to
the
project
before
reading
the
full
report.
b.
The
reader
who
may
only
read
the
executive
summary.
c.
The
reader
who
needs
a
detailed
understanding
of
a
specific
section
of
the
project.
d.
The
reader
who
will
report
on
a
project
to
the
executive
of
a
firm.
8.
Why
is
parallel
structure
important
in
an
alternative
designs
section
of
a
design
report?
a.
It
makes
it
easier
for
the
reader
to
compare
your
designs.
b.
It
ensures
that
each
design
is
equally
viable
as
a
solution.
c.
It
ensures
that
each
design
is
addressing
each
function.
d.
It
ensures
that
formatting
guidelines
are
followed
correctly.
9.
Which
of
the
following
is
TRUE?
a.
Patents
prevent
other
people
from
manufacturing
a
technology
indefinitely.
b.
A
Canadian
patent
protects
an
invention
in
all
jurisdictions.
c.
Patents
protect
software
code.
d.
Patents
can
only
be
used
to
cover
new
and
novel
technology.
Page
3
of
9
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10.
Which
alternative
design
is
inside
the
Design
Space?
a.
One
that
satisfies
the
scope
but
does
not
satisfy
all
constraints.
b.
One
that
satisfies
all
constraints
but
does
not
satisfy
ail
functions.
c.
One
that
satisfies
all
functions
but
does
not
satisfy
all
objective
goals.
d.
One
that
satisfies
ail
objective
goals
but
does
not
satisfy
the
scope.
11.
The
datum
in
the
Pugh
method
is:
a.
A
minimal
viable
solution
that
serves
as
a
baseline
for
any
new
idea.
b.
The
numerical
score
for
each
alternative
design
c.
A
benchmark
for
evaluating
alternative
design
ideas.
d.
The
set
of
objectives
used
to
assess
each
alternative
design..
12.
In
your
PR
Debrief
you
received
TA
feedback
that
some
of
your
objectives
were
unmeasurable.
Your
team
decided
it
had
to
go
back,
conduct
more
research,
and
add
metrics.
This
is
an
example
of:
a.
Decomposition
b.
Delegation
of
tasks
c.
Scope
creep
d.
Iteration
13.
Which
is
TRUE
regarding
a
How-Why
tree?
a.
It
is
used
to
prioritize
objectives.
b.
Ask
“
Why?
Why?
Why?
”
to
get
to
the
root
cause.
c.
It
is
used
to
generate
constraints.
d.
Move
lower
on
the
tree
by
asking
the
question:
"How?
”
14.
You
are
in
the
Idea
Generation
phase
and
your
team
is
brainstorming
together.
One
of
your
team
members
begins
eliminating
ideas.
Your
professor
jumps
out
of
a
bush
and
says:
a.
“
Why
is
this
one
team
member
doing
all
the
eliminating,
you
should
all
be
doing
it!
”
b.
“
Brainstorming
should
only
be
used
during
the
Problem
Definition
phase!
”
c.
“
Please
do
not
filter
your
ideas
while
brainstorming.
”
d.
“The
client
didn
’
t
say
brainstorm,
so
don
’
t
brainstorm.
”
Page
4
of
9
15.
Once
a
consolidated
list
of
design
ideas
is
created,
which
step
comes
next
in
the
idea
selection
process?
a.
Multi-voting
to
reduce
the
long
list
of
ideas
to
a
manageable
number.
b.
Identifying
the
ideas
that
best
meet
the
objectives
and
objective
goals.
c.
Using
a
graphical
decision
matrix
to
select
the
best
ideas.
d.
Eliminating
ideas
that
do
not
meet
function
and
constraint
requirements.
16.
The
purpose
of
generating
detailed
requirements
in
a
design
process
is:
a.
To
ensure
that
the
design
problem
has
a
solution.
b.
To
document
and
define
the
design
problem.
c.
To
expand
the
design
space
and
solution
space.
d.
To
show
that
the
design
team
is
following
the
design
process.
17.
An
ESP
design
team
working
on
the
Sid
Smith
project
this
term
goes
to
visit
Nathan
Phillips
Square
in
front
of
Toronto
City
Hall.
They
observe
the
way
the
outdoor
area
is
designed
and
used
to
gather
information
for
their
project.
This
activity
is
called:
a.
Scoping
b.
Benchmarking
c.
Iterating
d.
Designing
by
analogy
Questions
18
to
18
pertain
to
Case
Study
#1:
Team
Case
Study
found
in
the
Case
Study
Booklet-
Bookiet
#3.
18.
Which
revision
to
the
Team
Charter
should
address
this
situation
in
the
future?
a.
We
will
make
decisions
as
a
team
by
vote,
where
majority
rules
b.
Team
members
will
respond
to
messages
on
Teams
within
2
hours.
c.
Lesley
will
decide
on
work
re-allocation
when
all
team
members
are
not
present
to
decide.
d.
Work
will
be
ready
for
review
by
the
entire
team
1
day
in
advance
of
the
deadline.
Page
5
of
9
19.
Alex
wants
to
provide
Kim
some
feedback
on
her
actions
within
the
team.
Which
of
the
following
meets
the
AID
model
discussed
in
class?
a.
Your
actions
were
unfair
as
it
made
me
do
more
work
than
everyone
else.
You
should
take
on
unfinished
work
when
you
are
the
only
one
who
is
done
their
work
early.
b.
When
you
assigned
Lesley’
s
section
to
me,
I
was
disappointed
as
I
still
had
work
to
do
for
my
sections
of
the
assignment.
Because
you
assigned
me
that
work,
I
was
not
able
to
complete
both
my
and
Lesley
’
s
work
to
the
standard
we
discussed
in
our
team
charter.
In
the
future,
it
would
be
great
if
you
could
take
on
some
extra
work
if
you
have
already
completed
yours.
c.
Don
’
t
think
you
know
more
than
others
about
how
much
work
they
can
handle.
Take
on
some
work
yourself
before
telling
other
people
they
need
to
do
more.
d.
I
found
that
your
decision
to
make
me
do
extra
work
was
not
fair
as
it
did
not
follow
the
team
charter.
Remember
that
the
team
charter
says
we
all
need
to
decide
on
work
re-allocation
and
you
aren
’
t
the
only
person
who
makes
this
decision.
20.
Which
of
the
following
Team
Charter
Ways
of
Working
was
likely
the
cause
of
this
situation?
a.
Complete
all
work
by
the
deadline.
b.
Everyone
decides
on
work
re-allocation
if
someone
does
not
complete
their
work
on
time.
c.
We
will
meet
on
Thursdays
from
1-2pm
when
needed.
d.
We
will
create
an
environment
where
everyone
feels
comfortable
to
speak
their
mind.
End
of
questions
pertaining
to
Case
Study
#1:
Team
Case
Study.
Questions
21
to
34
pertain
to
Case
Study
#2;
Better
Chip
Bag
found
in
the
Case
Study
Booklet
-
Booklet
#3.
21.
Which
of
the
following
sentences
from
the
case
study
expresses
an
objective?
a.
Chip
bags
are
often
made
of
plastic,
foil
and
paper
laminated
together.
b.
In
addition
to
serving
as
packaging
for
the
chips,
the
bag
also
advertises
the
contents.
c.
The
package
must
not
lose
its
integrity
at
low
or
high
temperatures.
d.
Ideally
the
package
could
be
used
as
a
serving
dish
for
the
chips
with
toppings
[2].
Page
6
of
9
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22.
Which
of
the
following
sentences
from
the
case
study
expresses
a
constraint?
a.
Chip
bags
are
often
made
of
plastic,
foil
and
paper
laminated
together.
b.
In
addition
to
serving
as
packaging
for
the
chips,
the
bag
also
advertises
the
contents.
c.
The
package
must
not
lose
its
integrity
at
low
or
high
temperatures.
d.
Ideally
the
package
could
be
used
as
a
serving
dish
for
the
chips
with
toppings
[2].
23.
Which
of
the
following
is
outside
the
Scope
of
this
project?
a.
A
design
that
increases
marketability
of
the
product.
b.
A
design
that
works
for
making
Dorilocos,
a
Mexican
street
food
dish.
c.
A
design
for
the
material
that
will
be
used
to
make
the
packaging.
d.
A
design
for
the
seal
that
will
keep
the
packaging
airtight.
24.
A
Structural
Decomposition
of
this
problem
might
include:
a.
Maintain
crispness,
inexpensive,
and
biodegradable.
b.
Less
noisy,
biodegradable,
and
meets
safety
standards.
c.
The
way
the
proposed
solution
can
be
opened,
the
way
the
chips
are
removed,
and
the
means
for
keeping
the
chips
crisp.
d.
The
packaging
material,
the
seal
design,
and
outer
surface
of
the
package.
25.
The
Functional
Basis
for
this
problem
includes:
a.
Extracting
mass
and
maintaining
information
b.
Transmitting
information
and
storing
mass
c.
Maintaining
mass
and
allowing
access
d.
Preventing
breakage
and
storing
information
26.
Stakeholders
for
this
design
problem
include:
a.
Kellogg
’
s,
and
government
agencies
related
to
municipal
recycling
programs
b.
Land
fill
operators,
and
Kellogg
’
s
c.
Street
food
vendors
(i.e.,
Evelia
Alcala),
and
government
agencies
related
to
municipal
recycling
programs
d.
Land
fill
operators,
and
street
food
vendors
(i.e.,
Evelia
Alcala)
Page
7
of
9
27.
A
description
of
the
Service
Environment
for
this
problem
could
include:
a.
The
design
should
not
break
open
in
grocery
bags
filled
with
other
groceries.
b.
The
outside
atmosphere
ranges
from
very
low
(<
10%)
to
high
(100%)
relative
humidity.
c.
The
design
should
meet
the
ISO
17088:2021
standard
for
biodegradable
products.
d.
The
seats
in
aircraft
are
typically
equipped
with
a
drop-down
tray
for
food
service.
28.
A
Secondary
Function
of
the
chip
packaging
is:
a.
Maintaining
the
crispness
of
the
chips.
b.
Holding
as
much
product
as
possible.
c.
Displaying
product
information.
d.
Meeting
safety
requirements.
29.
The
design
team
creating
the
chip
bag
wants
to
turn
one
of
their
metrics
into
a
measure
of
success.
Which
of
their
metrics
is
most
relevant
to
the
success
of
alternative
chip
bag
designs?
a.
Relative
Humidity
(%)
of
the
environment
b.
Decibels
(dB)
produced
by
the
packaging
when
the
chips
are
accessed
c.
Taste
and
likeability
of
chips,
as
measured
in
[6]
[reference
in
the
case
study]
d.
Thermal
Resistance
(R)
of
the
sack
material
30.
An
objective
goal
for
the
new
chip
bag
design
could
be:
a.
Higher
taste
and
likeability
ratings
b.
Must
not
cost
more
than
$0.10
to
produce
c.
Prevents
moisture
from
entering
the
bag
d.
70
decibels
which
is
below
the
noise
level
of
competitor
chip
bags
31.
The
following
is
an
example
of
a
Universal
Design
principle
used
in
the
chip
bag:
a.
Use
a
reusable
hard
sided
cylinder
instead
of
a
bag.
b.
The
bag
can
be
opened
with
low
physical-effort.
c.
The
bright
colours
of
the
chip
bag
can
represent
the
brand
of
the
chips.
d.
The
chip
bag
is
a
vessel
for
transporting
compressed
air.
Page
8
of
9
32.
The
following
is
an
example
of
“
Substitute
”
,
according
to
SCAMPER:
a.
Use
a
reusable
hard
sided
cylinder
instead
of
a
bag.
b.
The
bag
can
be
opened
with
low
physical-effort.
c.
The
bright
colours
of
the
chip
bag
can
represent
the
brand
of
the
chips.
d.
The
chip
bag
is
a
vessel
for
transporting
compressed
air.
33.
The
case
study
refers
to
"...
ISO
17088:2021
(if
the
solution
is
a
plastic)
or
the
equivalent
”
.
IS01
7088:2021
is:
a.
A
code,
which
is
being
used
as
an
objective
b.
A
standard,
which
is
being
used
as
an
objective
c.
A
code,
which
is
being
used
as
a
constraint
d.
A
standard,
which
is
being
used
as
a
constraint
34.
There
are
no
regulations,
such
as
Accessibility
for
Ontarians
with
Disabilities
Act,
identified
in
the
client
statement.
This
means:
a.
The
design
team
will
need
to
identify
relevant
regulations
for
every
location
where
the
new
design
will
be
used.
b.
Only
Canadian
regulations
will
apply
to
the
new
design
because
Big
Smoke
Chips
is
based
in
Toronto.
c.
Because
the
design
must
work
in
many
locations,
there
are
no
specific
regulations
that
apply
to
this
design
problem.
d.
Because
this
is
a
design
for
a
chip
bag,
there
are
no
regulations
that
will
be
applicable.
End
of
questions
pertaining
to
Case
Study
#2:
Better
Chip
Bag.
End
of
Multiple-Choice
Questions.
There
are
no
more
questions
in
this
booklet.
Page
9
of
9
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B438D426-AF12-46D8-9B60-D0AF67004FF6
aps-lll-113-2022-fall-final-exam
#372
Page
1
of
10
APS1
11
&
APS113
Engineering
Strategies
and
Practice
Instructors:
S.
McCahan,
T.
Nolan,
B.
Kinsella,
C.
Variawa,
and
P.
Sheridan
Final
Examination
ANSWER
BOOKLET
-
Booklet
2
December
9,
2022
6:30
pm
-
9:00
pm
(2.5
hours)
First
name
(please
write
as
legibly
as
possible
within
the
boxes)
Last
name
UTORid
Page
1
of
8
F56BC24F-DAAC-4677-A80C-A1B904EEFE1B
aps-l
11-1
13-2022-fall-final-exam
#372
Page
2
of
10
Jinn
Instructions
Page
(There
are
no
questions
on
this
page)
This
is
a
2.5
hour
final
exam
with
44
questions
(34
Multiple
Choice
and
10
Long
Answer).
The
multiple
choice
questions
are
worth
50%
of
the
exam
grade
and
the
long
answer
are
worth
50%
of
the
exam
grade.
This
is
a
Type
A
closed
book
examination;
no
aids
permitted
other
than
a
paper
translation-only
dictionary
(i.e.
direct
word-to-word
translations:
no
definitions.)
If
you
need
scrap
paper
for
draft
work,
ask
an
invigilator.
Ensure
that
you
have
THREE
items;
1.
MULTIPLE
CHOICE
BOOKLET
-
Booklet
1:
Contains
all
the
multiple
choice
questions.
DO
NOT
record
answers
in
Booklet
1.
Instead
fill
in
the
answers
to
the
multiple
choice
questions
on
the
bubble
page
found
in
the
ANSWER
BOOKLET
-
Booklet
2.
Booklet
1
is
NOT
handed
in
and
the
answers
will
NOT
be
graded.
2.
ANSWER
BOOKLET
-
Booklet
2:
has
all
the
long
answer
questions,
space
to
directly
answer
the
long
answer
questions,
and
a
bubble
page
to
record
the
answers
to
the
multiple
choice
questions.
The
answers
to
the
long
answer
questions
should
be
recorded
directly
into
Booklet
2.
Answers
to
the
multiple
choice
questions
should
be
recorded
into
the
bubble
page
in
Booklet
2.
Booklet
2
MUST
BE
handed
in
at
the
end
of
the
exam.
3.
CASE
STUDY
BOOKLET
-
Booklet
3:
has
three
case
studies.
Case
Study
#1
and
#2
are
to
be
used
to
answer
some
of
the
multiple
choice
questions.
Case
study
#3
is
used
to
answer
the
long
answer
questions.
Booklet
3
is
NOT
handed
in
at
the
end
of
the
exam.
THIS
BOOKLET
IS
ANSWER
BOOKLET
-
Booklet
2.
Long
Answer
(50%):
•
This
component
has
10
questions
worth
a
total
of
23
marks.
These
long
answer
questions
are
worth
50%
of
the
exam.
•
Input
your
answers
to
the
long
answer
questions
directly
into
the
boxes
under
the
questions
in
this
Exam
Booklet.
Answers
written
outside
that
box
will
not
be
marked.
•
Use
full
sentences
for
the
most
part,
and
where
appropriate,
but
if
using
bullet
points,
lists
or
tables,
full
sentences
are
not
required.
In
the
end,
you
are
assessed
on
the
clarity
of
the
content
and
meaning
in
your
answers,
and
not
on
grammar
rules
or
formality.
Questions
1
to
10
pertain
to
Case
Study
tt3:
Wintertime
Wheelchair
Wheel
Cleaner
found
in
the
Case
Studies
Booklet
-
Booklet
#3.
Page
2
of
8
755C1D52-05B3-4251-B685-F1F42EA84E2E
aps-11
1-1
13-2022-fall-final-exam
#372
Page
3
of
10
Long
Answer
Questions:
Wintertime
Wheeichair
Wheel
Cleaner
1.
[1
mark;
<10
words]
Identify
ONE
underlying
client
Need.
Do
NOT
include
more
than
one
Need.
If
you
identify
more
than
one,
only
the
first
will
be
marked.
2.
[1
mark;
<10
words]
Identify
ONE
Gap
related
to
the
Need
in
Question
1.
Do
NOT
include
more
than
one
Gap.
If
you
identify
more
than
one,
only
the
first
will
be
marked.
3.
[1
mark;
2-3
words]
Write
ONE
Functional
Basis
that
addresses
the
Gap
in
Question
2.
You
must
use
one
component
and
one
verb
associated
with
Functional
Basis.
Do
NOT
add
additional
qualifiers.
If
you
write
more
than
one
Functional
Basis,
only
the
first
will
be
marked.
4.
[1
mark;
10
words]
Write
ONE
Primary
Function
developed
from
the
Functional
Basis
in
Question
3.
If
you
write
more
than
one
Primary
Function,
only
the
first
one
will
be
marked.
Page
3
of
8
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5E48BF1E-9DB0-4267-AO8E-FBB8E98BB298
aps-lll-113-2022-fall-final-exam
#372
Page
4
of
10
5.
[3
marks;
50
words]
Complete
the
following
Functional
Decomposition.
Below,
write
the
Primary
Function
from
Question
4.
You
must
include
THREE
Secondary
Functions.
If
you
include
more
than
three
Secondary
Functions,
only
the
first
three
will
be
marked.
Prinnary
Function
I
I
Secondary
Function
Secondary
Function
Secondary
Function
6.
[2
marks;
15
words]
Identify
ONE
important
Stakeholder
and
indicate
the
potential
impact
of
the
design
on
them.
Do
not
use
the
client,
user,
or
design
team.
If
you
identify
more
than
one
Stakeholder,
only
the
first
will
be
marked.
Page
4
of
8
4C725061-12F7-433B-BDA6-6F692731A71D
aps-lll-113-2022-fall-final-exam
#372
Page
5
of
10
7.
[1
mark;
10
words]
Write
ONE
Constraint
complete
with
metric.
A
limit
is
not
required.
If
you
write
more
than
one
Constraint,
only
the
first
will
be
marked.
8.
[3
marks;
<60
words]
Write
THREE
measurable
Objectives
with
a
metric
for
each.
Goals
are
not
required.
If
you
write
more
than
three
Objectives,
only
the
first
three
will
be
marked.
Objective
#1
Objective
#2
Objective
#3
Page
5
of
8
u
3784B34B-C8EA-48E5-B352-26757BDC7460
aps-1
11-1
13-2022-fall-final-exam
#372
Page
6
of
10
9.
[4
marks;
50
words]
Complete
the
Morphological
Chart
below.
Write
the
Secondary
Functions
from
Question
5
as
headers
for
the
columns
(top
row).
Add
means
and
use
lines
to
indicate
three
alternative
design
solutions.
Page
6
of
8
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953BD230-C25E-40BC-A372-C54311FC6C30
aps-lll-113-2022-fall-final-exam
#372
Page
7
of
10
10.
[6
marks;
150
words]
Describe
THREE
feasible
Design
Alternatives
generated
in
Question
9
in
the
space
allocated
below.
For
each
design,
provide
a
written
description
and
a
visual
(rough
sketch,
diagram,
etc.).
Use
parallel
structure
to
organize
your
presentation
of
the
designs.
If
you
include
more
than
three
designs,
only
the
first
three
will
be
marked.
Design
#1:
-=Exam
Continues
on
the
Next
Page=-
Page
7
of
8
6A71D7AC-4245-44DD-A875-8FA6B9F010D3
aps-
111-1
13-2022-fall-final-exam
#372
Page
8
of
10
Design
#2;
Design
#3:
End
of
all
questions
for
this
exam.
Page
8
of
8
sms
07A52501-5902-4B2E-8C5A-FB36F73D1EC1
aps-lll-113-2022-fall-final-exam
#372
Page
9
of
10
Name:
Student
ID
Number:
Instructions:
Please
completely
fill
in
the
rectangle
associated
with
your
response.
Example:
CEO
cca
CEO
CED
ABODE
ABODE
ABODE
ABODE
1
CAD
CBD
CCa
CEO
CED
26
CAD
CBD
COD
CDD
CED
51
CAD
CE:D
CCD
CEO
CED
76
CAD
CED
COD
CDD
CED
2
CAD
CED
COD
CDD
CED
27
CAD
CED
COD
CDD
CED
52
CAD
CED
COD
CDD
CED
77
CAD
CED
COD
CDD
CED
3
CAD
CED
COD
CDD
CED
28
CAD
CED
COD
CDD
CED
53
CAD
CED
COD
CDD
CED
78
CAD
CED
COD
CDD
CED
4
CAD
CED
COD
CDD
CED
29
CAD
CED
COD
CDD
CED
54
CAD
CED
COD
CDD
CED
79
CAD
CED
COD
CDD
CED
5
CAD
CED
COD
CDD
CED
30
CAD
CED
COD
CDD
CED
55
CAD
CED
COD
CDD
CED
80
CAD
CED
COD
CDD
CED
6
CAD
CED
COD
CDD
CED
31
CAD
CED
COD
CDD
CED
56
CAD
CED
COD
CDD
CED
81
CAD
CED
COD
CDD
CED
7
CAD
CED
COD
CDD
CED
32
CAD
CED
COD
CDD
CED
57
CAD
CED
COD
CDD
CED
82
CAD
CED
COD
CDD
CED
8
CAD
CED
COD
CDD
CED
33
CAD
CED
COD
CDD
CED
58
CAD
CED
COD
CDD
CED
83
CAD
CED
COD
CDD
CED
9
CAD
CED
COD
CDD
CED
34
CAD
CED
COD
CDD
CED
59
CAD
CED
COD
CDD
CED
84
CAD
CED
COD
CDD
CED
10
CAD
CED
COD
CDD
CED
35
CAD
CED
COD
CDD
CED
60
CAD
CED
COD
CDD
CED
85
CAD
CED
COD
CDD
CED
11
CAD
CED
COD
CDD
CED
36
CAD
CED
COD
CDD
CED
61
CAD
CED
COD
CDD
CED
86
CAD
CED
COD
CDD
CED
12
CAD
CED
COD
CDD
CED
37
CAD
CED
COD
CDD
CED
62
CAD
CED
COD
CDD
CED
87
CAD
CED
COD
CDD
CED
13
CAD
CED
COD
CDD
CED
38
CAD
CED
COD
CDD
CED
63
CAD
CED
COD
CDD
CED
88
CAD
CED
COD
CDD
CED
14
CAD
CED
COD
CDD
CED
39
CAD
CED
COD
CDD
CED
64
CAD
CED
COD
CDD
CED
89
CAD
CED
COD
CDD
CED
15
CAD
CED
COD
CDD
CED
40
CAD
CED
COD
CDD
CED
65
CAD
CED
COD
CDD
CED
90
CAD
CED
COD
CDD
CED
16
CAD
CED
COD
CDD
CED
41
CAD
CED
COD
CDD
CED
66
CAD
CED
COD
CDD
CED
91
CAD
CED
COD
CDD
CED
17
CAD
CED
COD
CDD
CED
42
CAD
CED
COD
CDD
CED
67
CAD
CED
COD
CDD
CED
92
CAD
CED
COD
CDD
CED
18
CAD
CED
COD
CDD
CED
43
CAD
CED
COD
CDD
CED
68
CAD
CED
COD
CDD
CED
93
CAD
CED
COD
CDD
CED
19
CAD
CED
COD
CDD
CED
44
CAD
CED
COD
CDD
CED
69
CAD
CED
COD
CDD
CED
94
CAD
CED
COD
CDD
CED
20
CAD
CED
COD
CDD
CED
45
CAD
CED
COD
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70
CAD
CED
COD
CDD
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95
CAD
CED
COD
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21
CAD
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COD
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46
CAD
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71
CAD
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COD
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96
CAD
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COD
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22
CAD
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47
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72
CAD
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COD
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97
CAD
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23
CAD
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48
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73
CAD
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98
CAD
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CAD
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49
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74
CAD
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99
CAD
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^'^IfcrouucImarK
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>
345B43CC-9CAB-4BE6-9467-01EBBAE70A73
aps-lll-113-2022-fall-final-exam
#372
Page
10
of
10
J
APS1
11
&
APS113
Engineering
Strategies
and
Practice
Instructors:
Susan
McCahan,
Ted
Nolan,
Ben
Kinsella,
Chirag
Variawa
and
Patricia
Sheridan
Final
Examination
CASE
STUDY
BOOKLET
-
Booklet
3
December
9,
2022
6:30
pm
-
9:00
pm
(2.5
hours)
Instructions
Below
are
THREE
case
studies.
1.
Case
Study
#1:
Team
Case
Study
2.
Case
Study
#2:
Better
Chip
Bag
Case
Study
3.
Case
Study
#3:
Wintertime
Wheelchair
Wheel
Cleaner
Case
Study
#1;
Team
Case
Study
is
to
be
used
ONLY
when
answering
Multiple
Choice
questions
specifically
linked
to
this
case
study.
DO
NOT
use
Case
Study
#1
to
answer
Long
Answer
questions.
Case
Study
tt2\
Better
Chip
Bag
is
to
be
used
ONLY
when
answering
Multiple
Choice
questions
specifically
linked
to
this
case
study.
DO
NOT
use
Case
Study
#2
to
answer
the
Long
Answer
questions.
Case
Study
#3:
Wintertime
Wheelchair
Wheel
Cleaner
is
to
be
used
ONLY
when
answering
the
Long
Answer
questions.
DO
NOT
use
Case
Study
#3
to
answer
the
Multiple
Choice
questions.
There
are
no
questions
in
this
bookiet.
Since
this
bookiet
will
not
be
collected
at
the
end
of
the
exam,
you
may
write
on
or
separate
the
pages
in
this
booklet
Nothing
you
write
in
this
booklet
will
be
graded.
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1
of
6
<
Case
Study
#1-Team
Case
Study
Case
study
U1
is
to
be
used
for
ONLY
for
the
Teams
Multiple
Choice
questions.
DO
NOT
use
this
case
study
for
the
Long
Answer
questions.
The
night
before
the
PR
was
due,
three
members
of
a
five-member
team
(Sam,
Alex,
and
Taylor)
were
working
on
their
team's
document.
Sam
was
concerned
that
they
would
not
finish
on
time
as
Lesley
had
not
completed
his
section,
and
the
team
could
not
get
a
hold
of
him.
Kim
showed
up
online
at
10PM
to
ask
the
team
how
they
were
doing,
as
she
was
done
her
part
two
days
in
advance.
After
hearing
that
Lesley
had
not
completed
his
part,
Kim
-
the
team's
project
manager
-
reassigned
Lesley's
work
to
Alex.
Alex
was
not
happy
about
this
and
felt
that
the
situation
was
unfair
as
he
had
not
yet
completed
his
part.
Page
2
of
6
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Case
Study
#2
-
Multiple
Choice:
Better
Chip
Bag
Case
study
U2
is
to
be
used
for
ONLY
for
the
Multiple
Choice
questions.
DO
NOT
use
this
case
study
for
the
Long
Answer
questions.
Around
the
world
people
eat
chips,
also
called
crisps,
that
are
sold
in
plastic
bags
(see
figure
1).
There
are
numerous
types
of
chips
and
flavors.
Some
of
the
most
popular
are
potato
chips,
corn
chips,
and
snacks
(e.g.,
Popchips).
They
also
come
in
a
range
of
flavors
from
the
iconic
Canadian
favorite,
ketchup
flavored,
to
popular
spicy
or
cheese
flavors.
Often
the
chips
are
salty
and
may
have
a
flavoring
powder
applied
to
the
surface.
According
to
Research
and
Markets
[1],
the
global
potato
chip
industry
alone
is
expected
to
reach
$39
Billion
(US)
by
2027,
with
the
market
made
up
of
both
major
global
players
like
Kellogg's
and
Kraft
Foods,
as
well
smaller
regional
producers.
The
ubiquitous
bags
not
only
keep
the
chips
crisp
and
fresh
they
also
keep
the
powdered
coating
and
aroma
contained.
The
bags
are
also
sometimes
used
as
food
serving
dishes
by
street
food
vendors
[2].
Chip
bags
(technically
called
sacks)
are
often
made
of
plastic,
foil
and
paper
laminated
together.
This
means
that
many
of
the
sacks
cannot
be
recycled
and
do
not
biodegrade
[3].
Some
municipalities
are
now
accepting
thermoplastic
flexible
film
sacks
for
recycling,
but
most
end
up
as
garbage
[4].
The
plastic
in
these
bags
is
typically
biaxially
oriented
polypropylene
(BOPP),
which
is
moisture-resistant
to
keep
the
chips
at
a
desirable
crispiness
even
in
very
humid
conditions
[5].
In
addition
to
serving
as
packaging
for
the
chips,
the
bag
also
advertises
the
contents.
In
a
very
competitive
market,
with
hundreds
of
different
choices,
the
bag
differentiates
the
brand
[6].
There
have
been
attempts
to
create
biodegradable
chip
sacks,
most
notably
the
introduction
of
a
new
sack
for
SunChips
by
their
parent
company
PepsiCo®.
This
sack,
however,
has
been
largely
criticized
for
being
nosier
than
traditional
packaging
[7].
The
Wallstreet
Journal
reports
that
PepsiCo®
acknowledged
the
problem:
"Realizing
there
is
no
escaping
the
noise,
Frito-Lay
featured
it
in
some
of
its
marketing.
In
stores,
the
company
attached
signs
to
shelves
that
read:
'Yes,
the
bag
is
loud,
that's
what
change
sounds
like.'"
Unfortunately,
such
messaging
cannot
totally
mitigate
the
negative
consequences
of
the
bag's
noise
problem.
[8]
The
client
for
this
project.
Big
Smoke
Chip
Company
in
Toronto
Ontario,
has
considered
all
the
issues
discussed
above
and
is
now
looking
for
a
new
design
for
a
chip
bag.
The
new
solution:
•
Should
maintain
the
crispiness
of
the
chips,
in
conditions
up
to
100%
relative
humidity
(i.e.,
even
if
the
outside
of
the
bag
gets
wet).
•
Must
be
biodegradable:
meets
ISO
17088:2021
(if
the
solution
is
a
plastic)
or
the
equivalent.
•
Should
be
as
or
less
noisy
relative
to
current
chip
bags.
•
Dry
air
is
added
to
the
package
during
the
filling
process
to
ensure
the
chips
do
not
get
crushed
during
transport.
However,
this
can
cause
the
sack
to
puff
up
considerably
in
low
pressure
environments
such
as
on
airplanes.
This
can
make
the
package
difficult
to
open.
A
new
solution
should
be
as
easy
to
open
as
current
sack
and
should
not
burst
in
typical
low
pressure
environments
(e.g.,
on
aircraft,
or
in
La
Paz,
Bolivia).
Page
3
of
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•
The
package
must
not
lose
its
integrity
at
low
or
high
temperatures.
It
should
not
become
brittle
or
weak
between
-50
C
and
+50
C.
•
The
package
material
must
seal
effectively,
handle
shipping
and
transport
in
bags
filled
with
other
groceries
without
crushing
the
chips
or
breaking
open.
•
Must
meet
ISO
7965-2:1993
for
drop
testing
for
sacks
made
from
thermoplastic
flexible
film.
A
new
solution
made
of
a
different
material
should
also
pass
this
testing
to
be
competitive
with
current
packaging.
•
Ideally
the
package
could
be
used
as
a
serving
dish
for
the
chips
with
toppings
[2].
•
Should
be
able
to
be
printed
with
a
wide
range
of
vivid,
eye-catching
graphics
and,
at
a
minimum,
must
be
able
to
present
required
information
(e.g.,
ingredients
list)
readably.
$
Seals
at
the
lop
and
bottom
(typically
a
heat
seal)
Sack
formed
from
a
thermoplastic
tube
Graphics
identify
the
product
(often
designed
to
convey
information
to
people
not
fluent
in
the
language)
Figure
1.
Image
of
a
typical
thermoplastic
flexible
film
sack
used
for
potato
chips.
(reproduced
from
(91)
References
[1)
Research
and
Markets.
"Potato
Chips
Market:
Global
Industry
Trends,
Share,
Size,
Growth,
Opportunity
and
Forecast
2022-
2027."
Accessed:
November
26,
2022.
[Online).
Available:
https://www.research3ndmarkets.com/reports/5682125/potato-
chips-market-global-industrv-
trends#:~:text=The%20glob3l%20potato%20chiP5%20market.3.24%25%20during%202021%2D2027
.
[2)
.
Nick
Miroff,
Washington
Post.
"Crazed
snacking
on
Mexico's
streets."
featuring
Evelia
Alcala.
Accessed:
December
1,
2022.
[Online
Video).
Available:
https://www.voutube.com/watch?v=AccHMLvk
cw8tt=15s
.
[3)
J.
R.
Catlin,
J.
M.
Leonhardt,
Y.
Wang,
and
R.
J.
Manuel,
"Landfill
or
Recycle?
Pro-Environmental
Receptacle
Labeling
Increases
Recycling
Contamination,"
Journal
of
Consumer
Psychology,
vol.
31,
no.
4,
pp.
765-772,
Oct.
2021,
doi:
10.1002/jcpy.l216.
[4)
City
of
Calgary.
"What
Goes
Where:
Potato
Chip
Bags."
Accessed:
November
29,
2022.
[Online).
Available:
https://www.calgarv.ca/waste/what-goe5-where/potato-chip-
bags.html<f:~:text=Chip%20bag5%20are%20made%20of.bags%20belong%20in%20the%20garbage
[5)
J.
Freedman
and
D.
Jurafsky,
"Authenticity
in
America:
Class
Distinctions
in
Potato
Chip
Advertising,"
Gastronomica,
vol.
11,
no.
4,
pp.
46-54,
Nov.
2011,
doi:
10.1525/gfc.2012.11.4.46.
[6)
Y.
Jeong,
et
al.,
"Prediction
of
consumer
acceptability
of
potato
chips
with
various
moisture
contents
using
survival
analysis,"
FoodSci
Biotechnol,
vol.
22,
no.
6,
pp.
1621-1627,
Dec.
2013,
doi:
10.1007/sl0068-013-0259-6.
[7)
Heathaplexvision.
Potato
Chip
Technology
That
Destroys
Your
Hearing.
(February
23,
2010).
Accessed:
November
28,
2022.
[Online
Video).
Available:
https://www.voutube.com/watch?v=GvKai3H02D8&ab
channeMheathaplexvision
[8)
S.
Vranica.
"Snack
Attack:
Chip
Eaters
Make
Noise
About
a
Crunchy
Bag."
Wall
Street
Journal.
August
18,
2010.
[Online)
Accessed:
November
30,
2022.
Available:
httP5://
www.w5l.com/articles/SB10001424052748703960004575427150103293906
[9)
Zehr's.
"Lay's
Classic
Potato
Chips."
[online).
Accessed:
November
29,
2022.
[Online).
Available:
https://www.zehrs.ca/potato-chips-classic/p/20797306001
EA
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4
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Case
Study
#3
-
Long
Answer:
Wintertime
wheelchair
wheel
cleaner
Case
study
#3
is
to
be
used
for
ONLY
for
the
Long
Answer
questions.
DO
NOT
use
this
case
study
for
the
Multipie
Choice
questions.
Mingmei
Li
is
an
Industrial
Engineer
and
health
care
efficiency
consultant
working
with
multiple
hospitals
in
downtown
Toronto.
On
any
given
workday
she
is
moving
from
one
hospital
to
another,
usually
on
University
Avenue
where
several
major
hospitals
are
located
in
Toronto.
Often
in
the
winter
months
this
involves
her
travelling
through
"street
slush"
(See
Figure
1)
and
the
road
salt
used
extensively
on
Toronto
streets
(See
Figure
2).
Mingmei
then
tracks
this
salty
street
slush
into
the
various
hospitals
necessitating
the
already
hard-working
hospital
staff
to
clean
it
up
or
risk
injuries
such
as
slipping
on
the
melting
slush.
Most
hospital
entrances
have
entrance
matting
designed
to
allow
pedestrians
to
wipe
snow,
slush
and
salt
off
their
footwear
(See
Figure
3).
Flowever,
because
Mingmei
uses
a
wheelchair,
she
is
unable
to
use
this
matting.
Mingmei,
in
partnership
with
the
Ontario
Disability
Coalition,
would
like
a
design
solution
that
enables
a
wheelchair
user
to
clean
the
snow,
slush
in
Toronto
in
the
winter.
[1]
and
salt
off
their
wheels
by
themselves
when
entering
a
building.
Design
considerations:
Figure
1:
"Street
slush"
is
common
\
•
Hospitals
are
often
busy
with
people
in
urgent
need.
Therefore,
the
design
should
be
fast
to
use.
Ideally,
the
time
it
takes
to
use
the
design
must
be
comparable
to
the
time
it
takes
non
-
wheelchair
users
to
clear
slush
and
salt
off
boots
using
a
standard
entrance
mat
(See
Figure
3).
If
that
is
not
possible,
then
this
time
difference
should
be
minimized.
Figure
3:
Road
salt
used
on
Toronto
streets
in
the
winter
months.
[2]
Figure
2:
Heavy
duty
carpet
inserts
and
aiuminum
rails
place
perpendicular
to
the
entrance
for
wiping
snow,
dirt
and
moisture
off
pedestrian's
footwear.
The
recess
well
underneath
the
metal
mat
collects
dirt
and
moisture.
[3]
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Mingmei
and
many
other
wheelchair
users
are
fiercely
independent.
She
is
not
interested
in
a
design
which
requires
someone
else's
help
to
use.
The
design
should
use
a
brush
mechanism
because
it
is
simple
to
use
and
will
be
durable.
Designs
that
require
individual
upgrades
to
wheelchairs
are
acceptable,
but
are
less
desirable
than
designs
that
place
no
requirements
for
modifications
on
the
user's
wheelchair.
Likewise,
designs
that
do
not
require
wheelchair
users
to
carry
around
tools
will
be
easier
to
get
people
to
adopt.
This
design
is
meant
to
minimize
additional
work
created
for
hospital
caretaking
staff
by
individuals
tracking
in
slush
and
salt.
A
typical
manual
wheelchair
weighs
35
lbs
to
60
lbs.
Motorized
wheelchairs
can
weight
up
to
250
lbs
depending
on
the
power
of
the
motor
[4].
The
design
should
accommodate
all
typical
wheelchairs.
The
weight
of
users
is
more
difficult
to
define.
A
nominal
user
weight
range
is
100
lbs
to
over
225
lbs
[5].
Hidden
moisture
can
be
a
breeding
ground
for
bacteria
which
is
a
major
concern
in
a
hospital
setting.
Therefore,
if
the
design
must
either
temporarily
store
or
move
the
salty
meltwater
outside.
If
temporary
storage
is
needed
the
design
must
minimize
the
work
needed
to
empty
the
storage
container.
Tipping
and
falling
to
the
ground
is
a
concern
for
wheelchair
users.
Often
users
tip
when
they
reach
far
enough
out
of
the
chair
to
move
the
centre
of
gravity
beyond
the
wheels.
Designs
should
minimize
this
tipping
hazard.
Salt
is
very
corrosive
to
metals.
Therefore,
mental
components
are
not
allowed
in
the
design.
References
[1]
Tookapic.
"Street
slush"
PIxabay.
Dec
01,
2022.
[Online]
Available;
https://pixabav.com/photos/street-citv-snow-winter-wet-
cold-933241/
[2]
Jerzy
Goreckl.
"Road
Salt"
PIxabay.
Dec
01,
2022.
[Online]
Available:
https://plxabav.com/photos/weather-lce-blizzard-piow-
wav-3920570/
[3]
Ronick
Matting
Systems.
"Snow/Rain
Entrance
Matting."
Ronick
Matting
Systems.
Dec
01,
2022.
[Online]
Available;
http://www.ronick.com/5nowrain-entrance-matting
[4]
1800
Wheelchair.
"How
much
does
a
wheelchair
weight?"
1800Wheelchair.com.
Dec
01,
2022.
[Online]
Available:
h
ttps://www.180
0
wheelchair.com/faq/how-much-does-a-wheelchair-weigh/
[5]
Statistics
Canada.
"Overweight
and
obese
adults."
Health
Fact
Sheets.
Dec
01,
2022.
[Onlilne].
Available:
https://wwwl50.statcan.gc.ca/nl/pub/82-625-x/2019001/article/00005-eng.htm
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Case Study – The New Engineer
Jeff was just hired by GSI, Inc. to be their Environmental and Safety Coordinator. This is Jeff's first position after completing his engineering degree. He had taken a course in safety engineering as part of his studies and felt confident that he could handle the job.
Management at GSI, Inc. has assured him that they are committed to maintaining a safe workplace. They have never had an individual dedicated to this task full-time. They will implement his recommendations if he can justify them.
As Jeff begins to get familiar with the operations, he spends considerable time on the production floor. He notices workers clean their tools before break with a liquid from an unmarked 55-gallon drum. They also use this liquid to clean residue from their skin. They use paper towels to dry their tools and hands, throw these towels in the trash, and head to the break room for a snack and/or smoke.
In talking with the workers, Jeff learns of some of…
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Case Study – The New Engineer
Jeff was just hired by GSI, Inc. to be their Environmental and Safety Coordinator. This is Jeff's first position after completing his engineering degree. He had taken a course in safety engineering as part of his studies and felt confident that he could handle the job.
Management at GSI, Inc. has assured him that they are committed to maintaining a safe workplace. They have never had an individual dedicated to this task full-time. They will implement his recommendations if he can justify them.
As Jeff begins to get familiar with the operations, he spends considerable time on the production floor. He notices workers clean their tools before break with a liquid from an unmarked 55-gallon drum. They also use this liquid to clean residue from their skin. They use paper towels to dry their tools and hands, throw these towels in the trash, and head to the break room for a snack and/or smoke.
In talking with the workers, Jeff learns of some of…
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Please answer LETTER C
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Help!!! Please answer all Correctly!!! Please
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I need answers for problems 13, 14, and 15 pertaining to the print provided.
NOTE: If you refuse to answers all 3 parts and insist on wasting my question by breaking down 1 simple question into 3 parts, then just leave it for someone else to answer. Thank you.
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P Pearson MyLab and Mastering
The crash cushion for a highway barrier consists of a
nest of barrels filled with an impact-absorbing material.
The barrier stopping force is measured versus the vehicle
penetration into the barrier. (Figure 1)
Part A
P Course Home
b My Questions | bartleby
Review
Determine the distance a car having a weight of 4000 lb will penetrate the barrier if it is originally traveling at 55 ft/s when it
strikes the first barrel.
Express your answer to three significant figures and include the appropriate units.
Figure
1 of 1
36
μΑ
S =
Value
Units
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