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BMO5574: Supply Chain and Logistics Management SAP-SCM Assignment


BMO5574: Supply Chain and Logistics Management

SAP-SCM Assignment

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Due                : Wed 13 Sept (Wk 8)

Weight: 30% (individual assignment)

Objective:

Students need to illustrate their knowledge of SAP-SCM module gained in series of hands-on workshops using the Global Bike Company (GBC). This is an individual assignment requiring each student to submit the written assignment for assessment. Failing to do so will fail in the unit.

 

You can complete the assignment as you progress in your tutorial exercises. It involves capturing selected screen shots while working on the exercises. I would suggest to going through the questions below and copying the required screen shots to your assignment Doc file as you progress. Alternatively, you can complete the whole workshop and then work on your assignment.

Importantly, students need to illustrate that they have a full understanding of the SCM module, and the way it relates to theories discussed in the lecture.

Written Report and Submission:

Each student is required to present an individual written assignment, with each question being clearly labeled. Make sure that it is written in your own words and Harvard referencing is used as appropriate. The header sheet for this assignment includes:

  • Your name
  • Your student VU ID
  • Your unique SAP-APO Log in ID: SCM-xxx

 

Submission requirement:

Submit one hardcopy to your tutor, and electronic copy to VU collaborate (no turnitin requirement). Your ID will be locked soon after you hand in the assignment not allowing you to work further during the assessment. It will be released once the marking is complete.

 

IMPORTANT: Each question requires specific screenshot. No mark will be given for any irrelevant screenshots.

Questions:

1.          Create a forecast [5 marks] – refer Tut 1 (All screen shots should have a brief explanation)

  • What is demand planning? Why is it an initial important step in any supply chain planning? [1 mark]
  • How did you create the demand for finished bike FG-10 and ridge front bike FG-11 in SAP-ER2 system? Explain the demand forecast process using ER2 and SCM7. Attach screenshots.                                     [1 mark]
  • Provide screen shots of planned independent requirement (PIR) for your finished products FG-10 and FG-11 in USA plant (XXX1) using SCM7. Compare it with the initial input values of demand information.[2 marks]

Note: No more than 1 screenshot for each product be submitted. Screenshot must be readable and complete up to show all data.

  • Provide BOM (Bill of material) diagram for FG-10 and FG-11 using the following information in ER2? Explain how these two BOMs are different from each other.

T.code to be used in ER2: CS11, material: FG-10-XXX, plant: XXX1, Alternative BOM: 1, BOM application: PP01.                         [1 mark]

2.          Supply Chain Model & means of transportation [5 marks] – refer Tut 2 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

2.1       Provide a screen shot displaying all of the supply chain location objects clearly displaying plant, distribution centers (DC), customers, vendors and transportation zones. Briefly explain what role each one has in a supply chain.                                                                                                     [1 mark]

2.2       How many vendors and customers are located in USA? Provide the names and where they are located? Who is the immediate partner of a vendor in a supply chain?                                                                            [1.5 mark]

2.3       Produce a screen shot of ‘assignment of means of transportation’ between a plant and two customers for finished goods FG-10 ONLY.            [1 mark]

2.4       What means of transportation (i.e. either truck or ship), duration (hours) and distance (Km) are used in above 2.3? Suggest other suitable means of transportation that could be used for the above (i.e. 2.3) transportation. Give your reasons.                                                                            [1.5 mark]

3.          Supply Chain Model [5 marks] – refer Tut 3 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

3.1       Using the supply chain engineer (SCE) produce the screen shot(s) of the supply chain network diagram among the objects. The network diagram should display all the objects and transportation lanes with clear labeling.                                                                                                                  [2 mark]

3.2       What “resources” are used in the USA plant? Expand and explain the use of all the production resources.                                                         [1 mark]

3.3       Double click on a lane between the plant and a customer in the SCE diagram. Display and explain the screen shot clearly.                    [1 mark]

3.4       Repeat the above procedure in 3.3 for a lane between a vendor and plant.                                                                                                                        [1 mark]

 

4.          Inbound quota for external supply of materials- [5 marks] – refer Tut 4 & 5 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

4.1       Attach screen shot for ‘total inbound quota arrangement’ displaying all raw materials to be supplied by vendors to the plant. Show clearly the vendor location and their quota allocation.                                          [1.5 marks]

4.2       How do you get the same screen shots of ‘total inbound quota arrangement’ through supply chain engineer model?                                         [1 mark]

4.3       Using the SCE model display the means of transport from the menu option.                                                                                                          [1 mark]

4.4       Using where-used list, attach the screen shot showing the means of transport XXXUSA, its start and destination location.                    [1.5 marks]

 

5.          SNP Heuristic run at plant and DC level [5 marks] – refer Tut 6&7 (All screen shots should have a brief explanation)

NOTE:  Screenshots must be readable and complete up to this level only.

5.1       Using planning book, produce a screen shot of the monthly forecast values for finished products FG-10 and FG-11 together.                        [1 mark]

5.2       Run the location heuristic for FG-10 at plant location (XXX1), produce screen shot(s) of the planning book showing row values for production (planned) and ATD receipts. How these two figures are related? [1 mark]

5.3       Run the multilevel heuristic together for finished products (i.e. FG-10, FG-11). Provide the screenshot showing demand and receipts rows. [1 mark]

5.4       With multilevel heuristics in 5.3, switch to semi-finished product SF-0040, then produce screen shot of the planning book displaying the rows for production (planned) and dependent demand.                                 [1 mark]

5.5       With multilevel heuristics in 5.3, switch to raw material RM-0130, produce screen shot of the planning book showing Distribution Receipt (planned) and Purchasing Requisition orders.                                         [1 mark]

 

6.          SNP planning and Capacity check [5 marks]- Refer Tut 7& 8 (All screen shots should have a brief explanation)

6.1       Explain with the help of SNP planning book screen shots (e.g FG-11) the effect of various time buckets (e.g. 9AMONTHS and 180 DAYS) on production lead-time.                                                            [2.5 marks]

6.2       Produce screen shots of DS Planning Board in monthly and weekly view and explain the board with respect to a finished product FG-10.

[2.5 marks]

 

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—–Good Luck—–

Reflective Essay Buy your Research paper by clicking: http://customwritings-us.com/orders.php


Reflective Essay

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The overall purpose of this task is for to you demonstrate that you are able to justify and critically analyse your own practice in relation to social work law, knowledge, skills and values relating to: social work methods and models of intervention; ethical dilemmas; inter-professional challenges and/or dilemmas; risk and resilience; research; and/or evidence based practice. You must accurately reference your work throughout.

 

Provide a critical reflection on a piece of work you have undertaken with an individual, family or group. Include brief references to the PCF, legislation, and relevant literature to support your discussions and evaluate your learning, and include a reference list.

  • Provide a brief introductory paragraph regarding the event/case, including the main reason for the agency’s involvement.
  • Outline how you assessed and planned your work
  • Outline what interventions you actually carried out and why
  • Include a critical evaluation of your understanding and use of professional judgement and autonomy.
  • Discuss and evaluate how you assessed and managed risk
  • What skills, methods and approaches did you consider or apply to your practice
  • What helped you to reflect on your practice and development
  • Include the challenges and dilemmas you faced and how you addressed these
  • Reflect on what you learnt about yourself (self-awareness), your skills, your values, and your resilience
  • What future learning needs have you identified and how will you address these

.

I need to write a critical reflective piece of work about a young person in placement in the leaving care team.

 

I previously had contact with this young person when I was on placement last year in a foster agency. This young person was on my caseload then and on my final placement I have the young person on my case load in the leaving care team.

 

This young person and her family have been known to social services since 2005. The issues surrounding social services being involved is round the young persons mum not being able to cope with the young persons behaviour. The young person has been diagnosed with ADHD and ODD and her childhood has been challenging with her presenting aggressive and violent behaviours.

 

Initially after leaving her mothers home the young person went to live with her grandparents but her behaviours became too much for the grandparents and they asked for social services to intervene. At this point the young person was self harming as well and the grandparents did not feel that they could keep her safe.

 

The young person was eventually accommodated under a section 20.

 

The young person has had two foster placements break down due to her behaviour and when I met her she had been placed in a new foster placement. The young person has displayed signs of aggressive behaviours verbally and physically but she seemed t overcome these, she was able to speak to both foster carers and the problems seemed to get resolved. The young person was attending college and had a new girlfriend, which could be quite volatile at times. Whilst I was in placement the relationship did become a bit fraught and at one time it seemed like the placement was going to breakdown due to her behaviours.

 

When my placements was finished the placement seemed stable and the young person seemed to understand about the behaviours that she was displaying but she was able to control them.

 

When starting my second year placement I cam across this young person again and was informed that the previous foster placement where I knew her from had broken down and she as wit new foster carers and had been there for about eight weeks. The previous placement broke down due to volatile behaviours and I believe that the foster carers felt that they were no longer able to cope with the young person. When I went to meet the young person again I could not believe the change that I witnessed. This young person was full of confidence and was very happy with life in general. She was very happy with her new foster placement and felt like she fitted in as part of the family. This young person was more than happy to talk to me about what she had been doing and what she had achieved and this was a huge contrast compared to the previous year when conversation was very hard to get out of the young person.

 

This young person was extremely positive about her future and was keen to tell me what the involved and how she was going to achieve it. This was lovely to see. Obviously the other placement just wasn’t right for the young person but this placement I feel is going to be extremely beneficial to this young person and will also help her grown towards her own independence and eventually being able to live n her own independently.

 

 

Then 100 words approx. for each section relating the domains to the leaving care team in social services

Domain 1 Professionalism

Identify and behave as a professional social worker, committed to professional development

 

 

Domain  2 Values and Ethics

Apply social work ethical principles and values to guide professional practice

 

Domain 3 Diversity

Recognise diversity and apply anti-discriminatory and anti-oppressive principles in practice

 

Domain  4 Rights, Justice and Economic well-being

Advance human rights and promote social justice and economic well being

 

Domain 5 Knowledge

Apply knowledge of social sciences, law and social work practice theory)

 

Domain 6 Critical reflection and Analysis

Apply critical reflection and analysis to inform and provide a rationale for professional decision making

 

Domain 7 Intervention and Skill

Use judgement and authority to intervene with individuals, families and communities to promote independence, provide support and prevent harm, neglect and abuse

 

Domain 8 Contexts and Organisations

Engage with, inform and adapt to changing contexts that shape practice. Operate effectively within organisational frameworks; contribute to the development of the service/organisation. Operate effectively within multi agency and inter-professional partnership settings.

 

Domain 9 Professional Leadership

Take responsibility for the professional learning and development of others through supervision, mentoring, assessing, research, teaching, leadership and management

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Finance: Buy your Research Paper


Finance: Buy your Research Paper

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Analyze the financial performance of your firm and, using historical financial statements for the last 5 years. Examine any relevant trends within your company over the past five years and compare your firm’s performance to the industry wherever possible. Focus on ratios that seem most relevant to the firm/industry, although you should look at ratios in each of the ratio groups. Since the definitions of some ratios vary by source and since sources such as finance.yahoo.com often combine numbers to simplify things, you need to calculate these ratios yourself. Morningstar provides this data in downloadable format for the past five years. Consequently, while the above analysis should be discussed in a text document (not more than two pages), you should also turn in ONE spreadsheet that includes:

 

  1. A copy of the balance sheets and income statements from Morningstar for your company for the past 5 years. Ratios should be calculated directly within this spreadsheet, using cell formulas linked to the financial statement data, so that we can see exactly how each ratio is being calculated.

 

  1. Some data is occasionally missing from the Morningstar download, in which case you might have to verify data in the company’s annual reports.

 

  1. Include DuPont analysis for your firm

 

  1. The definitions of the ratios that you used.

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Essay help-ECON2233 Individual Homework 1


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ECON2233 Individual Homework 1
(Due on Mar 17 Friday, by 12 noon)
10 points, equivalent to 5% of the unit’s assessments
1. Julio receives utility from consuming pizza (P) and movie (M) as given by the utility
function (,) = √, where P and M denote the amount of pizza and movie
Julio consumed. The marginal utility Julio receives from pizza and movie are given
as:      =

,
=

. The price of pizza and movie are given as      = 16
and
= 8, Julio has an income of $96.
Show the derivation process that leads to the final solution for all parts of question.
a) What is Julio’s optimal bundle of pizza and movies that maximizes his utility?
And draw Julio’s indifference curve and budget constraint in a diagram and
identify the optimal bundle. Please show quantity of movies on x-axis and
quantity of pizzas on y-axis. (2 marks)
b) Holding the price of pizza and Julio’s income unchanged, what’s his new optimal
bundle when price of movie rises to $12? What’s his new optimal bundle if price
of movie falls to $6? Draw his new budget constraints in the previous diagram for
both scenarios and identify the optimal bundles. (2 marks) Derive the demand
curve for movies in a new diagram accordingly. (1 marks)
2. Jim spends most of his time in Coffee Club in Perth. Jim has $24 per week to spend
on coffee and muffins. Coffee Club sells muffins for $4 each and coffee for $2.40 per
cup. He consumes cups of coffee and muffins per week.
a) Draw Jim’s budget constraint and label the axis properly. (1 marks)
b) Now Coffee Club introduces a frequent-buyer card: for every five cups coffee
purchased at the regular price of $2.40 per cup, Jim receives a free sixth cup.
Draw Jim’s new budget constraint. (2 marks)
c) Does the introduction of the frequent-buyer card necessarily encourage Jim to
consume more coffee? Show how your answer depends on Jim’s preference map.
(2 marks)
Please typewrite your answers. You should attempt to draw the graphs in MSWord or similar
word processing software. Label your graphs. If you absolutely cannot draw graphs in
software you can draw them by hand, ensure they are very clear, take a photo/scan and insert
them in your MSWord file. Writing all of the assignment by hand and scanning it in is not
appreciated – you should at least type in your non-graph parts of the answers.
Save a copy of your assignment as a backup.
Convert your assignment into a pdf file and upload them in the Assessments > Assessment 2
(home work 1) > Online Short Answer Homework link on LMS. You can submit only once,
so go over your work thoroughly before you pdf it and upload it.

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Financial Analysis.

Review the most recent annual reports for each of the two companies to gain an understanding of each company’s products and services, the markets they serve, and their financial performance.

Complete a financial analysis to determine which of the two companies is the better performing by looking at the most recent full-year financial reports.

A good performing company is one whose returns are better than the industry average over a long period of time. Look at a metrics such as return on invested capital, free cash flow, sales growth, profit growth, and return on assets).

A company with superior financial performance, generally has consistent annual revenue and profit growth; high profit margins; high sales per employee; high sales per square foot of floor space (retail or manufacturing); high inventory turns, and a strong balance sheet.

Good financial performance is the result a good business strategy that is executed well and often includes: investments in appropriate technology; visionary leadership; talented and dedicated employees; a customer focus; having and maintaining a competitive advantage, and a strong focus on strategic goals.

Based on your conclusions from the facts as presented, explain why the better company achieves better performance than its competitor.  What does the company do well to achieve the superior financial performance?  What can they improve on to even do better?

 

EXAMPLE OF FINANCIAL ANALYSIS:

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Financial Comparisons
Metric Company 1 Company 2
Profit Margin 4.39% 1.45%
Return on Assets 8.57% 6.22%
Return on Equity 23.0% 36.6%
Debt to Equity 0.71 2.11
Return on Invested Capital 18.6% 21.7%
Earnings Growth (3yr. avg.) -1.7% +15.4%
Revenue Growth (3 yr. avg.) 4.2% 2.7%
Inventory Turns 8.3 15.0
Sales/Square Foot $437 161
Sales/Employee $218,400 $277,328
Net Income/Employee $6,876 $7,243
Free Cash Flow $7.4 bn $0.86 bn

 

Company 2 has overall better financial performance as its Return on Invested Capital is 21.7% compared to 18.6% for Company 1. If you were a shareholder, your return potential would be better with Company 2.  Company 2 also does a better job in managing its inventory and has more productive employees (sales per employee). Company 1 has better asset utilization with higher sales per square foot. Company 2 has more productive employees with higher sales and net income per employee.

Company 1 does better in profit margins and operating margins and sales per square foot, and generates more free cash flow.

Company 2 is faster growing in earnings (15.4% per year), and does a much better job with inventory turns (15.0 vs. 8.3). If Company 2 could lower their floor space or increase their sales with the same floor space, they would improve their sales per square foot and thus improve their profit margins. This would also help generate more free cash flow as it would reduce the investment required in facilities.

 

 

  1. The APA writing style format uses 12 pt. font size, Times New Roman type style, double-spacing, and requires a title page, title headings for sections of the paper, citation of references used in the body of the paper, and a separate references page at the end of the paper.

 

  1. The length for papers is to be between five and seven pages (excluding title page, abstract, and reference page). Papers generally shorter than this do not adequately cover the topic.

 

  1. An abstract is required for all papers, and should include statement of problem or issues that the paper addresses; the method of analysis; the results or findings; and main conclusions and recommendations. Abstracts should be brief but complete.
  2. All papers must include a minimum of four (4) appropriate and credible outside references. The course textbook can be one of the references if it is used. Sources need to be credible and copying from sources is not permitted. If material is quoted directly from a reference source, the source must be cited in the body of the paper as well as on the reference page.

 

  1. Examples used to illustrate points in papers should not be taken from the course textbook or from any previously ones used in class or from other class assignments.

 

  1. All papers should have section headings for each of the major sections of the paper, and include as a minimum of an introduction (explaining the purpose of the paper and how the topic will be covered); an analysis section or sections, detailing the analysis of the case, the topic, or the problem; a conclusions section where the conclusions are made based on the analysis; and a summary section, where the key points of the paper and any conclusions drawn in the paper are summarized.
  2. Make sure that the hyperlinks are removed from any web sources on the reference page and in the body of the paper, and that the papers are spell and grammar checked before submitting.

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Buy your Custom Essay-EG-260 Continuous Assessment 1


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 EG-260 Continuous Assessment 1

Warning: Failure to follow these instructions will result in zero mark for the entire assessment. These instructions are purposefully very detailed and highlight common mistakes that have been seen in the past. My goal is to make sure that you communicate your answers to this assessment in the correct manner so that I can assign you the correct marks. It is therefore crucial that you read, understand and follow these instructions.

 

Instructions:

  • This assessment must be solved and submitted individually. The submission deadline is:

 

23.59 on Thursday 9 March 2017

 

  • Use numerical values for the parameters corresponding to your student number from xls file available on blackboard.

 

 

  • Solve all of the questions in this assessment using the parameters that are assigned to your student number. Remember: Each answer that you will obtain WILL be a numerical value. When solving the questions, maintain highest possible decimal points. Your final answer should be rounded to 4 decimal places (done automatically in the xls file).

 

  • Download the empty answer file (xls) to your computer from the Blackboard page. This is the file where you will enter your answers to the questions. The only change that you should do to this file is to enter your answers and to save it! Do NOT rename this file. Do NOT change the file format, for example to .xlsx. Do NOT change the internal formatting of the file. Do NOT change or add new sheets to the file. Your task is to simply enter ONLY numerical values for your answers to this file and save it! Do not put units as they are already in the questions. Do NOT enter ANY non-numerical characters (such as “2*10^2”, “10e4”) or incomplete calculations such as “2×2” or “2*100” or “50/3 – 100”.

 

  • Submit the Excel file (xls) in Blackboard.

 

  • IN ADDITION to the xls file, you MUST submit a SINGLE file containing the supporting work. This file should show how you have solved the problems. This is the evidence that you obtained the numerical results yourself. You can type your solution in WORD or SCAN your handwritten work. Either way, submission should be a PDF file. Remember, this FILE NAME must be MySolution.pdf. Do NOT submit separate files for different parts of your solution. Avoid JPG, TIF or other image files if possible.

 

  • Numerical answers in both files must agree with each other. In case of any discrepancies, the answers in xls will be used for marking.

 

  • Unlike the final exam, no method marks is available for this assessment. You have to get correct numerical values and enter it correctly as described above. This is because, unlike the final exam, you have one full week to solve the two problems.

 

  • Please submit the two files ONLY once.


  • Question 1: An inverted pendulum oscillator of length L [m] and mass m [kg] is attached by springs. Two springs of stiffness values k1 and k2 [N/m] are arranged in parallel and series respectively as shown below:

 

Important: The values of L, m, k1 and k2 in SI units are given for your student number in the excel file CA1_Parameters.xls. Use an equivalent spring in deriving the equation of motion and consider the weight of the mass. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Case 1: springs in parallel                      Case 2: springs in series

  1. Calculate the equivalent spring stiffness for case 1 and enter the numerical value to the designated cell in the Excel file.                                     (5 Marks)
  2. Calculate the equivalent spring stiffness for case 2 and enter the numerical value to the designated cell in the Excel file.                                                               (5 Marks)
  3. Assuming the rotation is small, obtain the equation of motion. From this, calculate the natural frequency in rad/sec for case 1 and enter the numerical value to the designated cell in the Excel file.              (15 Marks)
  4. From the equation of motion, calculate the natural frequency in rad/sec for case 2 and enter the numerical value to the designated cell in the Excel file. (15 Marks)
  5. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 1 and enter the numerical value to the designated cell in the Excel file. (5 Marks)
  6. Assuming k2 = 2k1, obtain the value of k1 (in N/m) for the system to be stable for case 2 and enter the numerical value to the designated cell in the Excel file.      (5 Marks)

 

 


 

Question 2: A vibrating system consisting of a weight of W [N] and a spring stiffness of k [N/m] is viscously damped such that the ratio of any two consecutive amplitudes is 10 to y. Determine:

 

  1. Log decrement () and enter the numerical value to the designated cell in the Excel file.                        (10 Marks)
  2. Damping factor () and enter the numerical value to the designated cell in the Excel file.                   (10 Marks)
  3. Damped natural frequency () in (rad/sec) and enter the numerical value to the designated cell in the Excel file.    (15 Marks)
  4. Damping constant (c) and enter the numerical value to the designated cell in the Excel file.                (15 Marks)

 

Hint: The values of W, k, and y in SI units are given for your student number in the Excel file CA1_Parameters.xls. Take gravitational acceleration constant as 9.8100 [m/s2]. All answers must be in numerical format and in SI units.

 

Reminder: Failure to follow the instructions will result in zero marks even if you obtained correct answers! For the sake of fairness, no exceptions will be allowed. Unless you are ABSOLUTELY sure that your submission is according to the instructions, please do not upload it in the blackboard.

 

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Need help-Wind Turbine Investigation


Need help-Wind Turbine Investigation

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The following experiment enables you to:

  • Measure the energy in the wind.
  • Assess a commercially available wind turbine in an environmental wind tunnel.
  • Determine the power curve of a wind turbine and obtain cut-in speeds
  • Calculate the coefficient of performance of a turbine
  • Calculate the Solidity and Tip-speed ratio.
  • See how the energy is converted stored and utilised.
  • Examine the Beaufort wind scale.

Introduction:

The power available to a wind turbine is the kinetic energy passing per unit time in a column of air with the same cross sectional area A as the wind turbine rotor, travelling with a wind speed U0. Thus the available power is proportional to the cube of the wind speed. See the figure below.

Equipment

The equipment is provided by Marlec and the following information is from their web page but has been modified slightly for this labsheet.

The Rutland 913 is designed for marine use on board coastal and ocean going yachts usually over 10m in length. This unit will generate enough power to serve both domestic and engine batteries on board.
The Rutland 913 is a popular sight in marinas, thousands are in use worldwide, boat owners like it’s clean, aerodynamic lines and its quiet and continuous operation. Without doubt this latest marine model accumulates more energy than any other comparable windcharger available, you’ll always see a Rutland spinning in the lightest of breezes!

  • Low wind speed start up of less than 3m/s
  • Generates 90w @ 37m/s, 24w @ 20 m/s
  • Delivers up to 250w
  • Modern, durable materials for reliability on the high seas
  • SR200 Regulator – Shunt type voltage regulator prevents battery overcharge

Theory:

During this experiment you will make use of the following equations to calculate key parameters

Key formulae

Energy in the wind E = (watts)

Swept area of rotor A=πR2

 

Electrical power output P=VxI (watts)

 

Coefficient of performance

 

Tip speed ratio

 

 

 

Solidity = blade area/swept area

 

R is the rotor radius (m)

ρ is air density say 1.23 kg/m3

Uo is the wind speed (m/s)

V is voltage (volts)

I is current (amps)

ω (rads/sec) is the angular velocity of the rotor found from

 

 where N is the rotor speed in revs/min

 

 

 

Procedure:

 

Step 1         Ensure that everything is setup for you and switch on the tunnel.

Step 2         Adjust the wind speed and let it stabilize

Step 3         Measure the wind speed, voltage and current

Step 4         If available measure the rotor speed with the stroboscope.

Repeat steps 2 – 4 for other wind speeds up to a maximum of 10m/s if achievable.

 

Gather your data by completing tables 1 and 2

 

Wind speed

Uo  (m/s)

Beaufort

number

Effect on land Output voltage

V (volts)

Output current

I (amps)

Rotor speed

N (revs/min)

Table 1 measured data

 

Calculate the following

Rotor radius use a ruler to measure from center to tip of turbine R =
Swept area A=πR2

 

A =
Blade area = blade area + hub area

do your best!

  =
Solidity = blade area / swept area.   =

Table 2 measured data

 

 

 

Now analyse your data by completing table 3.

 

Energy in the wind Electrical power Coefficient of performance Tip speed ratio
E =  (watts) P = V x I

 

(watts)

P/E

(or column 2 /column 1)

Table 3 Analyse your data

 

Present your data:

Now present your results in graphical format to give you a better understanding of the data you have gathered and analysed.

 

Use excel and the x-y scatter chart for this.

 

Graph 1

Plot the values Uo (x-axis) against P (y1-axis) and E (y2-axis).

 

Graph 2

Plot the values of Uo (x-axis) against Cp (y-axis).

 

What conclusions do you draw?

 

How efficiently are you converting the kinetic energy in the wind into electrical energy that is stored chemically in the batteries?

 

Write up the laboratory formally and submit to turnitin. Please ensure presentation is clear and quote fully any references.

 

 

The Beaufort Wind Speed Scale

Beaufort
Number
Wind Speed at 10m height Description Wind Turbine
effects
Effect on
land
Effect at
Sea
  m/s          
0 0.0 -0.4 Calm None Smoke rises vertically Mirror smooth
1 0.4 -1.8 Light None Smoke drifts; vanes unaffected small ripples
2 1.8 -3.6 Light None Leaves move slightly Definite waves
3 3.6 -5.8 Light Small turbines start – e.g. for pumping Leaves in motion; Flags extend Occasional breaking crest
4 5.8 -8.5 Moderate Start up for electrical generation Small branches move Larger waves; White crests common
5 8.5 -11.0 Fresh Useful power Generation at 1/3 capacity Small trees sway Extensive white crests
6 11.0 -14.0 Strong Rated power range Large branches move Larger waves; foaming crests
7 14.0 -17.0 Strong Full capacity Trees in motion Foam breaks from crests
8 17.0 -21.0 Gale Shut down initiated Walking difficult Blown foam
9 21.0 -25.0 Gale All machines shut down Slight structural damage Extensive blown foam
10 25.0 -29.0 Strong gale Design criteria against damage Trees uprooted; much structural damage Large waves with long breaking crests
11 29.0 -34.0 Strong gale Widespread damage
12 >34.0 Hurricane Serious damage Disaster conditions Ships hidden in wave troughs

Supplementary Theory

The power available to a wind turbine is the kinetic energy passing per unit time in a column of air with the same cross sectional area A as the wind turbine rotor, travelling with a wind speed u0. Thus the available power is proportional to the cube of the wind speed.

We can see that the power achieved is highly dependent on the wind speed. Doubling the wind speed increases the power eightfold but doubling the turbine area only doubles the power. Thus optimising the siting of wind turbines in the highest wind speed areas has significant benefit and is critical for the best economic performance. Information on power production independently of the turbine characteristics is normally expressed as a flux, i.e. power per unit area or power density in W/m2. Thus assuming a standard atmosphere with density at 1.225kg/s :

Wind speed m/s     Power W/m squared               5.0                76.6              10.0               612.5              15.0              2067.2              20.0              4900.0              25.0              9570.3

The density of the air will also have an effect on the total power available. The air is generally less dense in warmer climates and also decreases with height. The air density can range from around 0.9 kg/m3 to 1.4kg/m3. This effect is very small in comparison to the variation of wind speed.

 

In practice all of the kinetic energy in the wind cannot be converted to shaft power since the air must be able to flow away from the rotor area. The Betz criterion, derived using the principles of conservation of momentum and conservation of energy gives a maximum possible turbine efficiency, or power coefficient, of 59%. In practise power coefficients of 20 – 30 % are common. The section on Aerodynamics discusses these matters in detail.

 

Most wind turbines are designed to generate maximum power at a fixed wind speed. This is known as Rated Power and the wind speed at which it is achieved the Rated Wind Speed. The rated wind speed chosen to fit the local site wind regime, and is often about 1.5 times the site mean wind speed.

The power produced by the wind turbine increases from zero, below the cut in wind speed, (usually around 5m/s but again varies with site) to the maximum at the rated wind speed. Above the rated wind speed the wind turbine continues to produce the same rated power but at lower efficiency until shut down is initiated if the wind speed becomes dangerously high, i.e. above 25 to 30m/s (gale force). This is the cut out wind speed. The exact specifications for designing the energy capture of a turbine depend on the distribution of wind speed over the year at the site.

 

Performance calculations

 

Power coefficient Cp is the ratio of the power extracted by the rotor to the power available in the wind.

It can be shown that the maximum possible value of the power coefficient is 0.593 which is referred to as the Betz limit.

where

Pe is the extracted power by the rotor (W)

V¥ is the free stream wind velocity (m/s)

A is area normal to wind         (m2)

ρ is density of the air              (kg/m3)

 

 

The tip speed ratio (l) is the ratio of the speed of the blade tip to the free stream wind speed.

 

 

where

w is the angular velocity of the rotor (rads/sec), and

R is the tip radius (m)

 

This relation holds for the horizontal axis machine which is the focus of these notes.

 

The solidity (g) is the ratio of the blade area to the swept frontal area (face area) of the machine

 

Blade area = number of blades * mean chord length * radius = N.c.R

 

Mean chord length is the average width of the blade facing the wind.

 

Swept frontal area is pR2

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Need help-EE 777K: POWER SYSTEMS PROTECTION


Need help-EE 777K: POWER SYSTEMS PROTECTION  Graduate Student(s):      Undergraduate Student(s):  Name and myWSU ID of group members:
Last Name First Name MyWSU ID
Objective:  As an engineer, you should be able to understand new technologies quickly and communicate the information to both technical and non-technical colleagues. As graduate students, you should have the skills to do RESEARCH on any topics. This research project should help you further develop these skills.
Expectation:  Select a topic related to CURRENT technologies in the wide area of power system protection. You can choose a topic from the given list or find a suitable topic. The report may be written about a technology itself or about applications of a technology. Selection of the topic is an important part of this assignment. Once you have decided on the topic you want to do an extended search in gathering information. You could use WSU library to browse electric power related publications (e.g. IEEE spectrum, IEEE Power Engineering Review, IEEE Trans. on Power Delivery, IEEE Trans. on Power System, IEEE trans. on Smart Grid, Electrical World, Transmission and Distribution, Power, and other magazines covering electric power issues). You are encouraged to use web search engines (e.g. google, wiki, ask, yahoo, etc.) and websites (www.epri.com, http://www.doe.gov, http://www.ieee.org, etc.). Confirm that your selection is current and relevant.    Get familiarized with the interlibrary loan facility at WSU library. This could be the ideal source for most current information if the full text is not available online. The process can take up to two weeks. You are presenting this to your client. They need specific information that will allow them to make a decision and then begin to develop applications of the technology.  They will not need history or fundamental engineering formulas. The history or fundamental engineering relationships formulas, etc. are NOT important.  Make sure your presentation conveys the vital information about the technology. Pictures can presents lots of words.
Group Members:  Graduate students may work in groups up to two; Undergraduate students may work in groups up to three.
Deadlines:  The schedule for the research report is as follows: Dec. 1st to Dec 8th, 2016  Presentation for research topic Dec. 13th, 2016:   Final report due.
Late submissions will NOT be accepted.
Plagiarism:  Paper should be written in your own words. Directly copying any information (text, figures, equations, etc.) from any source without attributing it to the source is considered as plagiarism. Any form of plagiarism will result in getting ‘0’ for the assignment.
Guidelines for paper:  Using Microsoft Word. Page limits: Min 4 pages; Max 8 pages.  Using IEEE guideline for preparations of papers is required. Using blackboard for submitting the assignment.
Guidelines for presentation:  Use Microsoft PowerPoint.  Each student/group will be given 10 minutes to present, 5 minutes of question time.
Declaration:  To receive a grade for this assignment you must sign on the following. Note that any form of plagiarism will result in student getting zero for the assignment.
We did not collaborate with anyone on this assignment but my group member and the instructor:
Name:   (1)___________________ (2)____________________ (3)_________________________
Signature: (1)___________________ (2)____________________ (3)_________________________

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Complete Part I of Stories of Transformation Leadership in the Human
Services. Please include readings from weeks one and two. Make sure you are referencing the actual agency and not the Alliance Group. This would be the agency ran by Allison Smith.

Write a 1,050- to 1,400-word paper that addresses the following:
Are the staff in this agency self-aware? Why or why not? Provide examples.
How do the staff members perceive the work they do? How is this perception affecting their relationship with each other? How might it be harmful to clients? Provide examples.
Based on the readings, how would you define personal values? What values do the staff of this agency hold? Are these values a good match for quality human services work? Explain.What belief system or systems do the staff adhere to? What are some beliefs that can be improved on or changed to create a better work experience, while maintaining quality in services delivered?
Format your paper consistent with APA guidelines.

Click the Assignment Files tab to submit your assignment.

Transformation Leadership in the Human Services

Are the staffs in this agency self-aware? Why or why not? Provide examples.

Self-awareness is a very important virtue in any agency or organization. In fact, it enables a person to acknowledge and understand what he or she feels. Personnel in an agency should show self-awareness as they render services to clients. As a result, they can easily recognize their feelings and the impact those feelings have on others. The staff in Allison Smith agency is self-aware since they understand the problems that the agency faces (Burghardt & Tolliver, 2009). The agency operates based on the philosophy of ensuring the clients and staff learns the ethics of self-care. The philosophical techniques comprise of dialogue, contemplation and listening. The staff must portray good conduct at all times especially when serving clients. Regina, for instance, informs Nick that she understands the problems that the agency is undergoing. She is aware that Allison has failed to plan about the future of the agency.

The agency is a non-profit organization thus the need to plan the use of funds in a proper manner. Despite the self-awareness portrayed by the staff, the management considers itself unable to make good decisions. This causes arguments to arise in a meeting that was intended to determine the effective use of the funds (Aarons, 2006).  Ritchie, a client overheard Alfred and Shondelle arguing and decides to knock the door in order to remind them of the rules. He tells them the essence of politeness as an inexpensive virtue. The agency philosophy makes people to realize that caring for oneself is necessary in the entire lifetime. The inability of the staff in the agency to follow self care may cause bad results in most areas of the organization (Burghardt et al., 2009). As a result, misunderstandings will ensue between clients and staff.

How do the staff members perceive the work they do? How is this perception affecting their relationship with each other? How might it be harmful to clients? Provide examples.

The short story “Salt and Pepper in the Pot” demonstrates the level of individualism in terms of staff perceptions towards work. For example, the meeting involves impolite words such as “you people” and “I can handle my department without any assistance.” These statements show the unhealthy relationships between the staff at the workplace.  In fact, most of them feel content in their own capacity and consider the contribution of others as unnecessary. Most of the professionals in the meeting have a perception that their work is strenuous and difficult. Burn out is a contributing factor towards the arguments that arise in the meeting including the comments related to budget cuts (Burghardt et al., 2009).  Allison Smith has failed to exude confidence among the staff members due to her inability to make decisions that will steer the agency in the right direction. This shows the poor relationship she has with the staff thus the frequent conflicts during meetings. Allison did not express her commitment towards the agency. As a result, she publicly declares her inability to make good decisions about the future of the agency thus making staff members develop feelings of uncertainty. Staff members could be arguing over the negative perception they have towards each other rather than the funding of the agency.

The meeting was about applying professionalism to establish how the agency and the departments would continue to function. Regina, the supervisor has odd perceptions towards the team especially Nick. She considers economic status and race as the contributing aspects to conflicts at work. Unhealthy perceptions and separation among colleagues are the cause of Regina’s negative reaction or attitude towards them (Burghardt et al., 2009). Poor perceptions among colleagues affect productivity especially in handling clients since they do not get all the attention they require. The team in the agency is not working towards a greater cause. In fact, the burn out shows the detrimental effect of the professionals towards the care that should be offered to the clientele. The inability to work collaboratively and offer proper treatment to clients is, therefore, associated with a lack of self-awareness and perception (Garman, Davis‐Lenane & Corrigan, 2003).

Top of Form

Based on the readings, how would you define personal values? What values do the staff of this agency hold? Are these values a good match for quality human services work? Explain.

Personal values dictate the behavior and perception of someone towards others. According to the readings, personal values resonate with the manner in which the operations at the agency are undertaken. Personal value is the ability to handle client’s requirements to their satisfaction while considering the views of others as necessary (Burghardt et al., 2009). The agency can be successful when the staff works collaboratively through idea-sharing in an effort to achieve the objectives.  The staff is always arguing about concerns that should be treated with the prudence it requires. The funding of the agency depends on proper decision making that will ensure its success in the future. The lack of perception and good attitudes among staff members is affecting the personal values of the agency. In fact, they are derailing the progress of the agency since everyone wants to be independent-minded.

Regina, for instance, considers collaboration difficult since the team members want to work on their own. Nick is already accusing Allison for the poor management of funds instead of helping to find a lasting solution to the woes in the agency. The clients are also involved in the wrangles as they are caught between the resolution of the management and that of the staff. The staff of the agency holds negative values such as impoliteness, insults and false accusations since they do not believe in each other’s work. Rather than working towards a common goal, they keep arguing in meetings as everyone strives to pursue individualism (Manning, 2003). These values have a negative impact on the quality of human services work. Clients believe that the staff should act as their role model by behaving morally and addressing their concerns with integrity. However, this is not the case since they keep arguing and faulting each other over funds that should care for the wellbeing of the clients.

What belief system or systems do the staff adhere to? What are some beliefs that can be improved on or changed to create a better work experience, while maintaining quality in services delivered?

The staff believes in the spirit of individualism in attending to clients. The conflicts in the meetings they attend are attributed to the lack of harmony among the staff members. They do not engage each other in agency activities and have instead chosen to criticize their colleagues in one way or another.  The staff believes that working at an individual level yields more results and prevents contradiction. Decision making is done on individual grounds rather than a group. The perceptions they have towards each other is not conducive for the agency (Burghardt et al., 2009). The agency should be attuned to the spirit of service to clients without arguments with regards to funding and other agency concerns. Although the staff comprises of different personality traits and attitudes, it is necessary that collaborative effort is acknowledged for the success of the agency. The lack of open-mindedness is also evident in the agency since Allison fails to involve the staff on matters of funding. The chaos in meetings is attributed to the inability to account for funds and the need for adequate planning for the future of the agency. The arguments among the staff demonstrate the belief that issues cannot be resolved in a polite manner without quarrelling.  The management under the leadership of Allison Smith is unable to make good decisions about the future of the agency. The belief in this case, is the lack of necessary mechanics to help with the budgeting for future of the agency.

The agency should improve on the individualistic aspect at the workplace so that the staff can work collaboratively towards a common goal. Regina will not be able to supervise the team unless there is collaboration or collective effort among the teammates. Allison should also engage the staff in the decisions regarding the funding of the agency. The involvement will reduce the conflicts and arguments during meetings. As a result, everyone will be working towards a consensus that seeks to create a better working environment for the staff (Mary, 2005). It is necessary for preparedness to prevail in the agency for the purpose of ensuring there is awareness about what goes on. Besides, the staff should realize that without the ethical guidelines that relate to dealing with clients, the agency will not operate as expected. Client interest should be safeguarded since they showcase the essence of the agency’s existence. The staff should acknowledge that clients are looking up to them as role models. As a result, they should portray themselves as worthy at all times. The clients need to be encouraged that the staff comprises of a strong team that can easily handle their grievances to satisfaction.

 References

Aarons, G. A. (2006). Transformational and transactional leadership: Association with attitudes toward evidence-based practice. Psychiatric services57(8), 1162-1169.

Burghardt, S., & Tolliver, W. (2009). Stories of transformative leadership in the human services: why the glass is always full. Sage.

Garman, A. N., Davis‐Lenane, D., & Corrigan, P. W. (2003). Factor structure of the transformational leadership model in human service teams. Journal of Organizational Behavior24(6), 803-812.

Manning, S. S. (2003). Ethical leadership in human services: A multi-dimensional approach. Pearson College Division.

Mary, N. L. (2005). Transformational leadership in human service organizations. Administration in Social Work29(2), 105-118.

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Help-Economics Questions


Help-Economics Questions

Suppose we have an economy with three individuals, each with the following utility functions and budget constraints:

Person 1: u(X1, X2) = X10.25 * X20.75 subject to 4X1 + 2X2 = 50

Person 2: u(X1, X2) = X10.5 * X20.5 subject to 4X1 + 2X2 = 75

Person 3: u(X1, X2) = X10.75 * X20.25 subject to 4X1 + 2X2 = 100

  1. For each individual, graphically depict the utility maximizing allocation of X1 and X2.
  2. What is the total social welfare in this economy using a Utilitarian social welfare function?

Who is the worst-off person in this society?

  1. Suppose the government wants to increase social welfare and taxes the most well-off person $25 and redistributes that income to the worst-off person.
  2. Depict how the utility maximizing decision changes for each person in the economy under this scenario.
  3. Discuss the relative magnitudes of the income and/or substitution effects due to the policy.

iii. How has social welfare changed as a result of the policy?

Help-Economics Questions

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