ENGR10 Area Moment of Inertia essay the topic is : Area Moment of inertiaLiterature Search – (1 topic, 2 pages of information, MLA format, double spaced, 1
ENGR10 Area Moment of Inertia essay the topic is : Area Moment of inertiaLiterature Search – (1 topic, 2 pages of information, MLA format, double spaced, 12 Font size, include 2 references in a third page);I will include what to write in the files each file have a details to what you focus on and the last one the format. How to write an abstract?
ENGR101
Dr. Lizzie Santiago
What is an abstract?
It is a summary of the entire report
First section read
Written in a manner so that the reader
will get an overall understanding of what
is detailed in the report.
Most important portion of the report to
write.
Content of an abstract
The abstract contain the following
elements:
Introduction
◦ A short background of the problem.
◦ A clear, concise statement of the problem.
◦ A brief statement of the approach taken to
solve the problem (methodology).
◦ A statement of the most significant results and
conclusions (results)
◦ Future work/trend (if necessary)
Guidelines
Keep the abstract short
◦ Most readers expect to prefer a concise, short abstract around 250
words
◦ Many times the abstract will be the only part of the report read by
highest level decision-makers within the company.
Avoid technical jargon
◦ Include only the level of technical language the reader will
comprehend
Include only important conclusions and recommendations.
◦ What information is most essential for the reader?
The abstract should be a stand-alone section.
Only
important
conclusions
Independent
from report
Mistakes
Avoid references to the body of the report.
Too short… (2 sentences)
The purpose of the project is to learn
how to use Excel
The purpose of this project is to learn
how to work in groups
◦ To design a cardboard bridge that supports
the weight of a 6lbs truck.
Example of an abstract:
The authors investigated vigorous physical activity, psychological
well-being, and self-reported illness during transition to first-year
university life in a sample of 175 Canadian undergraduates. At the
completion of their first year of university study, participants
completed retrospective measures assessing vigorous physical
activity, upper respiratory infectious illness (URI), doctor visits, as
well as measures of psychological well-being. Based on nationally
recommended (US Department of Health and Human Services)
standards, 61% of students reported engaging in adequate levels of
vigorous activity during their first year at university. The authors
found no differences in URIs between sufficiently and insufficiently
active students. However, insufficiently active students scored lower
on psychological well-being and were twice as likely to have
consulted a physician regarding an illness compared with sufficiently
active students.
Don’t include this
statement in your abstract
Source:
Bray and Matthew, J Am Coll Health. 2006 Sep-Oct;55(2):77-82.
Example of an abstract:
The authors investigated vigorous physical activity, psychological
well-being, and self-reported illness during transition to first-year
university life in a sample of 175 Canadian undergraduates. At the
completion of their first year of university study, participants
completed retrospective measures assessing vigorous physical
activity, upper respiratory infectious illness (URI), doctor visits, as
well as measures of psychological well-being. Based on nationally
recommended (US Department of Health and Human Services)
standards, 61% of students reported engaging in adequate levels
of vigorous activity during their first year at university. The
authors found no differences in URIs between sufficiently and
insufficiently active students. However, insufficiently active
students scored lower on psychological well-being and were
twice as likely to have consulted a physician regarding an illness
compared with sufficiently active students.
Example of an abstract:
Earlier studies associated the first year of college with a dramatic increase in
body weight, termed the “freshman 15”. However, recent studies showed
that weight gain might be smaller. The purpose of this review was to evaluate
the extent of observed weight/body composition changes, including factors
associated with them, among students entering university. Searches were
conducted for studies examining weight/body composition changes during
freshman semesters. Most studies were not comprehensive in assessing
numerous potential causative factors for weight gain. Methods for assessing
diet, physical activity, and behavioral factors varied among studies. Weight
changes were often not quantified by measures of body composition
(lean/fat) to ascertain that changes were limited just to gains in fat mass.
Overall, weight changes ranged from 0.7-3.1 kg, but among individuals who
gained weight, the range was narrower, 3.1-3.4 kg. There may be specific
groups of students with a greater predisposition for weight gain and future
research should focus on identifying those groups.
Source:
Crombie et al., Nutr Rev. 2009 Feb;67(2):83-94.
Example of an abstract:
Pediatric craniofacial surgery is complicated by a shortage of autologous bone.
Children between 2 and 10 years of age are especially problematic, as the dura has
lost its potential to spontaneously heal large calvarial defects by approximately 2
years of age, and split calvarial grafts are often unavailable because of the
underdeveloped diploic space until later childhood. We demonstrate the efficacy of a
BMP-2-based system in repairing large-scale cranial defects in a rabbit model.
Calvarial defects, 15 mm, were created in 18 adult New Zealand white rabbits,
treated as follows: group 1, no repair (n = 6); group 2, absorbable collagen sponge
(ACS) (n = 4); and group 3, recombinant human bone morphogenetic protein 2
delivered on ACS (rhBMP-2/ACS) (n = 8). Bone regeneration 6 weeks
postoperatively was evaluated by 2- and 3-dimensional standard computed
tomography, micro-computed tomography. Analysis of variance was performed using
SPSS. The generated bone was also evaluated histologically. After 6 weeks, group 1
defects were on average 32.8% (SD, 8.8%) ossified. Group 2 defects were on average
34.4% (SD, 17.1%) ossified. Defects in group 3 were on average 96.9% (SD, 3.7%)
ossified, significantly (P < 0.005) more than the defects in groups 1 and 2. rhBMP-2induced bone was histologically and radiographically consistent with native bone.
This study demonstrates the efficacy of rhBMP-2/ACS for the repair of calvarial
defects in the rabbit model. rhBMP-2/ACS may offer a viable treatment option for
craniofacial surgeons facing a shortage of bone, with the potential to replace
autologous bone grafts and render their attendant morbidities obsolete.
Source: Smith et al., J Craniofac Surg. 2008 Sep;19(5):1315-22.
Example of an abstract:
Pediatric craniofacial surgery is complicated by a shortage of autologous bone. Children between 2
and 10 years of age are especially problematic, as the dura has lost its potential to spontaneously heal
large calvarial defects by approximately 2 years of age, and split calvarial grafts are often unavailable
because of the underdeveloped diploic space until later childhood.
We demonstrate the efficacy of a BMP-2-based system in repairing large-scale cranial defects in a
rabbit model.
Calvarial defects, 15 mm, were created in 18 adult New Zealand white rabbits, treated as follows:
group 1, no repair (n = 6); group 2, absorbable collagen sponge (ACS) (n = 4); and group 3,
recombinant human bone morphogenetic protein 2 delivered on ACS (rhBMP-2/ACS) (n = 8). Bone
regeneration 6 weeks postoperatively was evaluated by 2- and 3-dimensional standard computed
tomography, micro-computed tomography. Analysis of variance was performed using SPSS. The
generated bone was also evaluated histologically.
After 6 weeks, group 1 defects were on average 32.8% (SD, 8.8%) ossified. Group 2 defects were on
average 34.4% (SD, 17.1%) ossified. Defects in group 3 were on average 96.9% (SD, 3.7%) ossified,
significantly (P < 0.005) more than the defects in groups 1 and 2. rhBMP-2-induced bone was
histologically and radiographically consistent with native bone. This study demonstrates the efficacy
of rhBMP-2/ACS for the repair of calvarial defects in the rabbit model. rhBMP-2/ACS may offer a
viable treatment option for craniofacial surgeons facing a shortage of bone, with the potential to
replace autologous bone grafts and render their attendant morbidities obsolete.
How to write the introduction?
ENGR101
Dr. Lizzie Santiago
Introduction
Introduce reader to your topic
Prepare readers for the discussion ahead
Do not summarize the report
Sets the particular problem being solved
Establishes the necessity for,
consequences of and benefits from the
project
◦ Why necessary/ importance of the work
◦ What benefit does this work provide?
Example Introduction
The transition from high school to college or university
attendance represents a major life stressor for most students.
Leaving home and moving to a dormitory or shared student
residency during late adolescence is a major disruption to
existing family and friendship relations. First-year students also
have to deal with changing familial and societal roles involving
greater independence. Furthermore, first year students often
encounter more difficult courses that demand not only
attendance at lectures, tutorials, and laboratory experiences,
but also a great deal of independent coursework requiring
diligent and adept time management skills.
Example (continuation)
The purpose in the present study was to examine the
association of vigorous physical activity with psychological
well-being and illness during first-year students’ transition to
university life. It was hypothesized that students who were
sufficiently active would report fewer URIs and seek medical
attention for illness less often than would insufficiently active
students. It was also expected that sufficiently active
students would report more positive psychological well-being
during their first year, compared with students who were
insufficiently active. Understanding the effect of physical
activity in psychological well-being can help university officials
to devise strategies to promote and maintain a healthier
student population.
Technical Report: Background
Engineering 101
Dr. Lizzie Santiago
Background
This section is normally written first
Literature review
What is already known
What already exists
Briefly summarize the test,
experiments, and results that other
people have presented.
Remember to cite your references
Background
Selye (1974) has defined stress as the nonspecific
response of the body to any demand made upon it and
concludes that any major change in one's life can lead to
stress. Barrow and Prosen (1981) describe several types of
conditions known to produce emotional stress and include
any emotional disruption stimulated by change, threat,
frustration or conflict. More specifically they support that
whenever a person's self-esteem is in some way perceived
to be under attack, when the attainment of a desired goal
is blocked, or when one is faced with a decision making
dilemma that the person is apt to experience stress that
can be psychologically disruptive (Barrow & Prosen, 1981).
While stress is an ongoing part of everyday life and therefore
can not be avoided, it is also generally agreed upon that overly high
and/or prolonged levels of stress may produce undesirable
consequences (Barrow & Prosen, 1981; Selye, 1956; 1974). Holmes and
Rahe (1967) developed the Social Readjustment Scale to show the
relative weight that can be attributed to stress producing changes.
They concluded that a score on their scale of 250 or more indicated a
high level of stress and suggested a major life crisis. When their scale
was modified to more closely fit the experience of student-athletes
and administered to freshmen football players an average freshman
football player scored 630 points (Roberts-Wilbur & Wilbur, 1985).
This certainly supports the premise of the authors that freshmen
student-athletes experience a lot of stress. When this finding is
considered along with the contention that high levels of stress are not
conducive to the type of rational, systematic thought mental tasks
demand (Cohen, 1978; Wine, 1971), it seems reasonable to conclude
that stress may interfere with the academic performance of studentathletes.
References
Whenever you refer to outside sources
of information, you must cite the sources
from which you drew information
All publications (books, publications,
internet sites, etc) used
List in order in text
DO NOT PLAGARIZE
References
Format
◦ MLA: Modern Language Association
◦ APA: American Psychological Association
MLA Format
Formal Report Writing
Engineering 101
Dr. Lizzie Santiago
WHY TO
COMMUNICATE?
Why to communicate?
Update boss on progress of a project
Inform Update client on progress
Request information from client
Request Request a meeting with the client
Document what you have done
Document Document the whole project
Written Communication between Engineers
Memo
Emails
Reports
◦
◦
◦
◦
Progress Reports
Engineering (Technical) Reports
Sales Reports
Research Reports
Elements of a Technical Report
Cover Page
Abstract
Table of Contents
◦ List of Figures
◦ List of Tables
Introduction
Background
Main Elements (Continuation)
Problem Statement
Methodology
Results and Discussion
Conclusions and Recommendations
References
Appendices
Cover or Title Page
Project Title (Be Specific)
Client (supervisor’s ) Name
Your Name
Date
TYPE OF REPORT
TITLE OF YOUR WORK
PREPARED BY:
RESEARCHER NAMES
West Virginia University
Course or Program/Section
SUBMITTED TO:
CLIENT NAME
Client Information
Version #
Date Submitted
Abstract
Brief Summary
Include important conclusions
Anyone Can Read
Write Last
Page number: i
Essence of report in Abstract and
Conclusions
Tables and Lists
Table of Contents
◦
◦
◦
◦
Readable
No Sentences
Make sure it is correct
Appropriate headings
List of Figures
List of Tables
Page number: ii
Introduction
Prepare readers for the discussion ahead
Do not need to summarize the report
Introduce reader to your topic
Why necessary/ importance of the work
What benefit does this work provide?
Background
This section is normally written first
Literature review
What is already known
What already exists
Briefly summarize the test, experiments,
and results that other people have
presented.
Remember to cite your references
Problem Statement / Objectives
Few lines, one paragraph
What is purpose
What are we trying to learn
Include assumptions (for this course)
Methodology
Procedure used to solve problem
Another engineer/person should be able
to exactly duplicate your work
Include figures, illustrations, photograph as
needed
How tests were conducted
List materials
AVOID:
◦ Do not include Results
Methodology: Equations
Use the equation editor
Caption your equation
Results
What you discovered, invented, or
confirmed
Focuses on your specific work
All preceding sections (Introduction,
Background, Methodology) lead into the
results section
All subsequent sections (Conclusions,
Recommendations) consider what the
results mean
Results
Logical order
◦ Importance
◦ Chronological order
Sequence in which events occurred
Include figures
◦ Figures: visually represent data
Include tables
◦ Tables: organize data into groups
Results: Graphical display
Pie chart
◦ Relative areas, volumes or amounts into
which a whole (100%) has been divided
Graph
◦ Show the trend or relationship between two
dimensions
Flow charts
◦ Organization or relationship between discrte
parts of a system
Results: Tables and Figures
Self-sufficient
Cited in the text
Include a number such as Table 1 or Figure
10
Include a concise title
Include clear labels
Never include a table or figure simply to
include them (wastes reader’s time)
Tables and figures supplement rather than
simple repeat information in the report
Discussion
Most technical portion
Longest Portion
Without this section, the reader will not
understand what your work proves
Interpret your results
◦ What did you prove
◦ What did you NOT prove
Do not report your results!
Discussion
Organization
◦ Begin with a discussion of the data
◦ Move on to generalize about or analyze the
data
◦ Consider how the data addresses the
problem at hand
◦ Discuss what can be inferred from the data
Limitations of your work
◦ Results are inadequate, negative, or not
consistent with previous work
Discussion (Cont)
Move from fact to opinion
◦
◦
◦
◦
Collect data
Test data
Analyze test
Make recommendations
Discussion
Use frequent headings and subheadings
Short, declarative sentences
No long paragraphs or convoluted
sentences
Use pictures and graphs
Do not include calculations (they are part
of the methodology)
Place details or side discussions in
Appendices
Conclusions / Recommendations
State conclusions clearly
Do not introduce any new idea
Comprehensive Summary
Summarize findings
◦ What was tested
◦ What was learned
Recommend further action
Raise unanswered questions
APPENDICES
More detail not needed in body of report
◦ Calculations
◦ Raw data
◦ Computer programs
References
Cite the sources from which you drew
information
All publications (books, publications,
internet sites, etc) used
If you don’t cite
◦ PLAGARIZE
References
Format
◦ MLA: Modern Language Association
◦ APA: American Psychological Association
More
Avoid first person (I, we)
Passive voice
◦ Not – “We designed the bridge to hold ten pounds”
◦ “The bridge was designed to hold ten pounds”
Past tense
◦ “The bridge was designed to hold ten pounds”
◦ NOT “the bridge is being designed…”
More
Be concise and clear
Don’t overwrite your vocabulary
Write, re-write, re-write, then re-write
again
Use spell checkers
Don’t plagiarize, cite references
More
Stay organized, make an outline
A
◦ 1
◦ 2
a
i
ii
b
B
T Y P E O F R E P O RT
TITLE OF YOUR WORK
PREPARED BY:
RESEARCHER NAMES
West Virginia University
Course or Program/Section
SUBMITTED TO:
CLIENT NAME
Client Information
Version #
Date Submitted
ABSTRACT
An abstract is an accurate representation of the contents of a document in an abbreviated form. An
abstract can be the most difficult part of the research report to write because in it you must introduce your
subject matter, tell what was done, and present selected results, all in one short (about 200-300 words)
paragraph. As a result, you should usually write the abstract last.
An abstract serves an important function in a technical report; it communicates the scope of your
report and the topics discussed to your reader. Abstracts help the reader locate materials that are of
interest to them, and many times engineers will only read a paper’s abstract in order to determine whether
the report will be relevant to them. Considering your audience and their needs will help you to determine
what should be included in your abstract.
Ask yourself:
◼
◼
◼
◼
Why would a reader be interested in this work?
What are the most important aspects of your work? What should a reader be sure
to know about your work?
What information will the reader have to have in order to understand the most
important aspects?
What are the main points from each section of your report?
An informative abstract summarizes the key information from every major section in the body of the
report, and provides the key facts and conclusions from the body of the report. A good way to develop an
informative abstract i...
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