Designing a WaxLess Ski

My Math Model:

































*Note, in my drawing the mg arrow/force should be acting downward, not upward like I have it in my picture above. 

My Plan is to use my derived equation to calculate mu (the friction coefficient).  Then run my experiment to get data.

Experiment Validation:

Why:

The Goal of this experiment is to find data that will tell us more about the friction of ski’s in motion.  While doing this we will validate the math model I derived and modify it as we learn more about how the experiment and friction changes things.

Knowledge Construction:

             In order to get an accurate representation as to what the friction of the wax less skis will be, I will need to take plenty of data points in order to get better results and rule out outliers.  For this experiment I need to know the mass of the skier, or skiers, the velocity, and the distance traveled.  In order to get good results I need to vary my runs with the weights of at least two different people that are of average weight for those who ski.  I will also have to work with using different distances and velocities to see and understand how the data changes.

Hypothesis:

            I feel through research that the coefficient of friction on a wax less ski will be around 0.6.

Experimental Design:
Goal:
            1. Record the measurements for mass, velocity, and distance traveled.

            2. Use two different masses, one for average male, one for average female.

            3. Record 10 data points for each mass.

            4. Use this data to calculate the coefficient of friction.

            5. Compare experimental findings to the math model findings.

Ideas:
            1. Use a mobile phone with an app to measure velocity.

            2. Try to vary the velocity in order to get a range of speeds.

            3. Push the person while they are standing on the skies.

            4. Use two different people of average weights for male and female skiers.

            5. Measure distance traveled.

            6. Test on varieties of snow surfaces (packed snow, wet snow, and powder)

            7. Record all findings, good or bad.

Procedure:

1.      Find test subjects to participate in the experiment.

2.      Find a uniform snow area of a flat surface with enough room for multiple runs.

3.      Have the test subject stand on the skies.

4.      Have the skier hold the phone or item with the velocity app.

5.      Push the skier.

6.      Measure the distance traveled.

7.      Record all data, weights, speed and distance pushed.

8.      Do 10 runs for 10 data points.

9.      Now repeat steps 3-8 with the next skier.

10.  Now repeat steps 3-9 on each type of snow situation.

11.  Collect and review the data.

Execution:

            Run the experiment and collect data. After data is found, read and study the data and continue testing with modifications where needed.

Learning as a Life Skill

1a. According to the curriculum what does learning mean? How would you recommend improving this definition? Why?

            Learning is the process of becoming better at something that is useful.  To improve this definition, I would add that it is the never ending process of becoming better at something that is useful because one is never fully done learning since there is always room to learn more and know more.

 

1b. Why are competent professional very good at learning to learn? How is being good at learning relevant to being be a competent professional?

            Competent professionals are good at learning because they are used to knowing that there is always room to know more and become better at what you do.  They have a strive to always want the next greatest knowledge and be a part of something bigger.  Being able to learn is important to become a competent professional because they have to keep learning otherwise they lose knowledge and become outdated. 

 

2. According to ABET, what does "getting an education" mean? That is, what are competencies defined by ABET?

             Becoming top notch in knowing the categories involving being: technically current, effective at communicating, interpersonally skilled, team oriented, professional, and organized.                     

 

3. How would you define "getting an education?" How would measure whether or not you are getting an education. What do you want out of your education beyond a grade and a degree?

            I would define getting an education as learning something practical to your field of study while in school.  Not just something, but in my case everything I can possibly learn in college for becoming a good engineer.  I feel that this also ties into getting internships in order to boost one’s ability of knowing some of the practical side and hands on side of things as well.  To measure this I would check how well I know and work in the areas that ABET’s competencies cover.  Out of my education, I would like to know and be competent in everything I just listed.

 

4. What is your way of explaining neuroplasticity? How does this line up with your past experiences? That is, do your past experiences suggest that your brain has remodeled based on experiences?

            Neuroplasticity refers to the brain being able to reorganize itself by forming new neural connections throughout life.  It is intimately involved with the environment in which the person is immersed. This means that while you do things your brain is constantly relating it to things you have already done, make a huge spider web of knowledge.  This relates to some of my past experiences, for example my first year driving combine was before college and I never thought of much when I was operating it.  As the years went on and I learned more, I started thinking about the loads and stresses on different parts and the efficiencies throughout the machine and so one, so I do believe that my brain has remodeled based on my experiences because of how I think of things differently.

 

5. What is your way of explaining Carol Dweck's MindSet theories? Which belief system do you think is followed by successful professionals (people like Steve Jobs, Oprah Winfrey, the Wright Brothers, Will Smith). Why?

            All her theories are based on learning and never giving up in order to grow.  She does this by looking into and researching how students view themselves as learners.  I feel that any successful professional followed the theory of never giving up and instead react to failure by trying harder.  If they had given up, they would have never accomplished anything good in life. 

6. What is your way of explaining the beliefs-to-results chain (BRC)? How can competent professionals use the BRC to improve both results while also having more fun.

           Since people feel very strongly towards their believes and follow them with a passion, if you have a great believe that can cause a lot of good for people, or can change something for the better, then you should work with your believe and turn it into results.  Professionals can have more fun with this and improve results because they are working with something they are truly passionate about which makes their job more meaningful.

7. What is your way of explaining Anders Ericsson's theory of deliberate practice?  How would competent professionals apply this theory for themselves and for their team?

            Deliberate practice is made up of people working hard and practicing getting their knowledge down in order to become an expert in their area of expertise.  Competent professionals would apply this theory for themselves and their team in order to become better by working hard on what they do, whether it be studying new books and learning more skills and concepts, or going out and working with their teams on a project in order to make it better.