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Monday, November 16, 2009
SEEII Technical Write-Up
In the light emitting diode experiment, the team used a resistor measuring 100ohms, a 3 volt diode and two AA batteries measuring 3.23 volts. The experiment used a 100ohm resistor to decrease the voltage along a circuit to light a 3 volts LED. By creating the loop this way, the diode would not bun out.
SEEII was easier than SEEI because of the acquired knowledge about circuits, electricity, volt and measurement/conversions. Once we figured out the loop, measured the resistance, double checked the specifications of the diode and which way the diode had to be positioned to emit a light, the rest was easy. Combing the 100ohms with a 3.2 volt battery dropped the volts by 1.33.
SEEII was easier than SEEI because of the acquired knowledge about circuits, electricity, volt and measurement/conversions. Once we figured out the loop, measured the resistance, double checked the specifications of the diode and which way the diode had to be positioned to emit a light, the rest was easy. Combing the 100ohms with a 3.2 volt battery dropped the volts by 1.33.
SEEI Technical Write-Up
Below are the results for experiment SEE1.
Measuring nominal resistance versus measured resistance of below resistors.
• 1st resistor - Brown, Black, Red – 1000 ohms nominal versus 972 measured.
• 2nd resistor- Blue, Gray, Yellow – 680,000 ohms nominal versus 670,000 measured.
• 3rd resistor - Gray, Red, Orange – 82,000 ohms nominal versus 80,000 measured.
Measuring voltage resistance accross circuit using 2 AA batteries + DC voltage scale.
• 1st resistor - nominal versus actual = 3.0/3.26 micro amps
• 2nd resistor -nominal versus actual =4.40/5.0 micro amps
• 3rd resistor - nominal versus actual = 36.5/40.0 micro amps
The difficulties the group encountered in the set up and testing phases were as follows:
1. We lacked basic understanding of OHM’s law, concepts of circuits, circuit boards and acceptable levels of error to truly understand if we were doing the experiments correctly.
2. We had different levels of knowledge about circuits and electricity which confused each other when measuring volts versus amps.
3. Converting amps and volts, using a digital meter, was confusing for the first few tries. As our understanding of electricity and mathematical conversions became clearer, we were able to measure and convert volts, amps, mili-amps of the resistors much faster.
Measuring nominal resistance versus measured resistance of below resistors.
• 1st resistor - Brown, Black, Red – 1000 ohms nominal versus 972 measured.
• 2nd resistor- Blue, Gray, Yellow – 680,000 ohms nominal versus 670,000 measured.
• 3rd resistor - Gray, Red, Orange – 82,000 ohms nominal versus 80,000 measured.
Measuring voltage resistance accross circuit using 2 AA batteries + DC voltage scale.
• 1st resistor - nominal versus actual = 3.0/3.26 micro amps
• 2nd resistor -nominal versus actual =4.40/5.0 micro amps
• 3rd resistor - nominal versus actual = 36.5/40.0 micro amps
The difficulties the group encountered in the set up and testing phases were as follows:
1. We lacked basic understanding of OHM’s law, concepts of circuits, circuit boards and acceptable levels of error to truly understand if we were doing the experiments correctly.
2. We had different levels of knowledge about circuits and electricity which confused each other when measuring volts versus amps.
3. Converting amps and volts, using a digital meter, was confusing for the first few tries. As our understanding of electricity and mathematical conversions became clearer, we were able to measure and convert volts, amps, mili-amps of the resistors much faster.
SEE II Reflections
The light emitting diode experiment, involved creating a loop with batteries, circuit board and resistor to lower the volts to not burn out the light diode. It was a fairly simple experiment, like the first one, that taught me about precision and knowledge. With elementary knowledge gained from measuring resistors, converting amps and working with circuit boards I was able to get results quicker in experiment #2. Seeing the diode light up also gave me a sense of accomplishment and excitement of seeing what I had done with fellow team members.
To be a very good engineer, one has to acquire substantial knowledge and also be able to apply it. Knowing how to use tools and having an understanding of what you are working on is important in the goal of accomplishing something. I can see why engineers like to experiment so much. Unlike HR which can work in abstract and unproven ideas, engineers like to test out theories and ideas to prove them right or wrong and to make them work.
To be a very good engineer, one has to acquire substantial knowledge and also be able to apply it. Knowing how to use tools and having an understanding of what you are working on is important in the goal of accomplishing something. I can see why engineers like to experiment so much. Unlike HR which can work in abstract and unproven ideas, engineers like to test out theories and ideas to prove them right or wrong and to make them work.
SEEI Reflection
Working with basic circuits taught me that engineers are more precise in logic and results when dealing with problems or when coming up with solutions than other professionals. It’s hard to approach a solution if operating from different rules and theory. Engineers strive for perfection to eliminate variance which in turn helps to have a widely accepted practice. For example, a resistor has markers which allow for consistency when calculating resistance values. All engineers can calculate those markers and come to the same conclusion. I see how this is good for developing products or finding new solutions. Future engineers go on to build off what previous engineers have done.
This is very different than the practice of HR. Application of HR practices can yield varying results because although a standard may exist, circumstances cause HR practices to change. One implication of engineering practices yielding varying results would be bad business. Something as simple as making batteries that produce different volts, assuming the same brand and size, would be bad for business because consumers could not trust the reliability of the volts listed on the package and therefore not buy.
Engineers deal in precision and logic. So when working with one, frame your message or idea in terms they can understand. Here's a diagram shows a common domestic circuit. Imagine if each circuit was greatly different in output? You could start a fire!
This is very different than the practice of HR. Application of HR practices can yield varying results because although a standard may exist, circumstances cause HR practices to change. One implication of engineering practices yielding varying results would be bad business. Something as simple as making batteries that produce different volts, assuming the same brand and size, would be bad for business because consumers could not trust the reliability of the volts listed on the package and therefore not buy.
Engineers deal in precision and logic. So when working with one, frame your message or idea in terms they can understand. Here's a diagram shows a common domestic circuit. Imagine if each circuit was greatly different in output? You could start a fire!
Monday, November 9, 2009
Origins of Engineering
To better understand this week's topic, Origins of Engineering, check out these two sites:
ORIGINS OF ENGINEERING
The Origins of Social Engineering
ORIGINS OF ENGINEERING
The Origins of Social Engineering
Engineering Through the Four Revolutions
Origins of Engineering dating back to the Middle Ages. Since then, the discipline has gone through several revolutions. See them below and for additional information, visit "History of Engineering."
"Pre-scientific which features ancient master builders and Renaissance engineers such as Leonardo da Vinci.
Industrial revolution from the eighteenth through early nineteenth century, civil and mechanical engineers changed from practical artists to scientific professionals
Second industrial revolution: In the century before World War II, chemical, electrical, and other science-based engineering branches developed electricity, telecommunications, cars, airplanes, and mass production.
Information revolution: As engineering science matured after the war, microelectronics, computers, and telecommunications jointly produced information technology."
"Pre-scientific which features ancient master builders and Renaissance engineers such as Leonardo da Vinci.
Industrial revolution from the eighteenth through early nineteenth century, civil and mechanical engineers changed from practical artists to scientific professionals
Second industrial revolution: In the century before World War II, chemical, electrical, and other science-based engineering branches developed electricity, telecommunications, cars, airplanes, and mass production.
Information revolution: As engineering science matured after the war, microelectronics, computers, and telecommunications jointly produced information technology."
Sunday, November 1, 2009
Engineering Curriculum
"Normal people believe that if it ain't broke, don't fix it.
Engineers believe that if it ain't broke, it doesn't have enough features yet."
Scott Adams, The Dilbert Principle
All engineers are taught math, science, theory and how to be "innovative." Despite a strong foundation, I believe the 21st century engineer will require a stronger curriculum incorporating business acumen, communication and greater understanding of implications of projects as they relate to investments and society.
While taking a class called Understanding Engineers, I had an opportunity to work on circuits measuring resistance and forming loops for just an hour. In just that hour, I realized on a rudimentary level the complexity of thought and application involved in being an engineer. Although I don't plan on studying the discipline, I look forward to working with engineers, as a Human Resource professional, to bridge the curriculum gap which could place more emphasis on seeing the world as a smaller and connected place in need of greater sustainability.
The National Academy of Engineering expresses their view about the 21st century engineer in an article called "Introduction to the Grand Challenges for Engineering."
Engineers believe that if it ain't broke, it doesn't have enough features yet."
Scott Adams, The Dilbert Principle
All engineers are taught math, science, theory and how to be "innovative." Despite a strong foundation, I believe the 21st century engineer will require a stronger curriculum incorporating business acumen, communication and greater understanding of implications of projects as they relate to investments and society.
While taking a class called Understanding Engineers, I had an opportunity to work on circuits measuring resistance and forming loops for just an hour. In just that hour, I realized on a rudimentary level the complexity of thought and application involved in being an engineer. Although I don't plan on studying the discipline, I look forward to working with engineers, as a Human Resource professional, to bridge the curriculum gap which could place more emphasis on seeing the world as a smaller and connected place in need of greater sustainability.
The National Academy of Engineering expresses their view about the 21st century engineer in an article called "Introduction to the Grand Challenges for Engineering."
DOD and Open Source
Along the lines of standardization, I thought that this article from SDtimes.com was pretty interesting. So much software development is either opensourced or crowdsourced that it seems essentially inevitable to me that the products will make their way, or have already made their way, into governmental or defense use. I actually think it's fairly forward-thinking of the DOD to issue a memo like this investigating the strengths and weaknesses of open source development.
I wonder if these trends will make their ways into other aspects of engineering, as well. In some ways, perhaps they have. For example, much of the design process for Boeing's 787 "Dreamliner" was essentially crowdsourced, though it was done in a closed community. What would the outcome be if a geographically diverse group of people collaborated in their free time to build a bridge, or a rocket?
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