Ece 315 Free Essays

string(135) " wide range of emotions and are able to use appropriate labels such as mad, sad, happy, and just okay to differentiate their feelings\." EARLY CHILDHOOD DEVELOPMENT ECE 332 ROBERT GALLO FEBRUARY 20, 2012 Child development is a process involving developmental milestones during predictable time periods. Brain maturation lays the foundation for all other aspects of a child’s development. Growth and development of the brain is rapid, exceedingly complex, and influenced by a combination of maternal environment and genetics (Marotz, p28). We will write a custom essay sample on Ece 315 or any similar topic only for you Order Now This paper will include the developmental characteristics/milestones of preschoolers, appropriate activities that will enhance their cognitive, motor, social, emotional, and language development, and how the activities will enhance their development. Child development is a process that every child must go through. Major markers or points of accomplishments are referred to as developmental milestones in tracking the emergence of motor, social, cognitive, and language skills. They represent behaviors that appear in somewhat orderly steps and within fairly predictable age ranges for typically developing children. With developmental milestones, the child will need to develop a portion of skills before he/ she can establish new ones (Marotz, p. 26). Cognitive Development Jean Piaget called early childhood the preoperational stage of cognitive development because children this age are not yet ready to engage in logical mental operations, as they will be in the concrete operational stage in middle childhood. The preoperational stage, which lasts from approximately ages 2 to 7, is characterized by the use of symbols to represent objects and relationships among them (Rathus, p. 48). Advances in symbolic thought are accompanied by a growing understanding of causality, identities, categorization, and number. Some of these understandings have roots in infancy and toddlerhood; others begin to develop in early childhood but are not fully achieved until middle childhood (Papalia, p. 269). At this age, preschoolers: request stories with riddles, guessing, and suspense, plays realistically, experiment with things to see how they work; takes objects apart and reassembles them into â€Å"new interventions†, places eight to ten egs in a pegboard or six round and six square blocks in a form board, Attempts to draw; imperfectly copies circles, squares and some letters, sorts objects logically on the basis of one dimension; usually chooses color size as a basis for classification, identifies triangle, circle, square; can point to requested shape, listens attentively to age appropriate stories, and makes relevant comments during stories, especially those that relate to home and family events (Marotz, p. 39). Motor Development Children ages 3 to 6 make great advances in motor skills both gross motor skills, which involve the large muscles, such as running and jumping, and fine motor skills, manipulative skills involving eye-hand and small-muscle coordination, such as buttoning and drawing. They also begin to show a preference for using either the right or left hand. Motor skills do no t develop in isolation. The skills that emerge in early childhood build on the achievements of infancy and toddlerhood. Development of the sensory and motor areas of the cerebral cortex permits better coordination between what children want to do and what they can do. Their bones and muscles are stronger, and their lung capacity is greater, making it possible to run, jump, and climb farther, faster, and better (Papalia, p. 257). Preschoolers are able to: walk up and down stairs unassisted, balance momentarily on one foot, kicks a large ball, feeds self, needs minimal assistance, jumps in place, pedals a small tricycle or riding toy, catches a large bounced ball with both arms extended, enjoys swinging, shows improved control of crayons or markers, uses vertical, horizontal, and circular strokes, holds crayons or marker between first two fingers and thumb(tripod grasp), turns pages of book one at a time, enjoys building with blocks, builds a tower of eight or more blocks, begins to show hand dominance, manipulates large buttons and zippers on clothing, achieves complete bladder control, for the most part, during this time (Marotz, p. 138). Language Development The development of vocabulary proceeds at an extraordinary pace. Preschoolers learn an average of nine new words a day (Rathus, p. 158). The preschooler can use their growing vocabulary and knowledge of grammar and syntax to communicate more effectively . Children seem to form a quick hypothesis about the meaning of the word, which then is refined with further exposure and usage (Papalia, p. 269). Word learning does not occur gradually but is better characterized as a process of fast mapping in which the child quickly attaches a new word to its appropriate concept. There is a grammar explosion during the third year. Children’s sentence structure expands to include the word’s missing in telegraphic speech. Usually between the ages of 3 and 4, children show knowledge of rules for combining phrases and clauses into complex sentences and add an array of articles, conjunctions, adjectives, pronouns, and propositions to their vocabulary (Rathus, p. 159). Preschoolers talk about objects, events, and people not present, talks about the actions of others, adds information to what has just been said, answers simple question appropriately, asks many questions, particularly about location and identity of objects and people, uses an increasing number of speech form that keep conversation going, calls attention to self, objects, or events in the environment, promotes the behavior of others, joins in social interaction rituals, comments about objects and ongoing events, recites nursery rhymes, sings songs, uses understandable speech most of the time, produces expanded noun phrases, answers questions dealing with familiar objects and events(Marotz, p. 141). Social and Emotional Development In early childhood, children’s sense of self develops and grows more complex. They begin to acquire a sense of their own and abilities and their increasing mastery of the environment. In the preschool years, children continue to develop their sense of self. Almost as soon as they speak, they describe themselves in terms of certain categories such as age grouping and sex. One category of self-concept is self-esteem. Children with high self-esteem are more likely to be securely attached and have parents who are attentive to their needs. They are more likely to show prosocial behavior9Rathus, p. 174). Preschoolers express a wide range of emotions and are able to use appropriate labels such as mad, sad, happy, and just okay to differentiate their feelings. You read "Ece 315" in category "Essay examples" During this age, children’s emotional states are very situation-specific and can change as rapidly as they switch from one activity to another. As children develop from three-year-olds into five-year-olds, there is an increasing internalization and regulation over their emotions. As three-, four-, and five-year-olds acquire new cognitive and language skills, they learn to regulate their emotions and to use language to express how they and others feel. Their emotions are very connected to the events and feelings that are occurring at that moment (Seefeldt, Wasik, p. 46). Preschoolers seem to understand taking turns but is not always willing to do so, laughs frequently; is friendly and eager to please, has occasional nightmares and fears about the dark, monsters or fire, joins in simple games and group activities, talks to self often, identifies self as boy or girl, uses objects symbolically in play, observes other children playing; might join in for a short time; often plays parallel to other children, defends toys and possessions; is becoming aggressive at times, engages in make believe play alone and with other children, shows affection toward children who are younger or children who get hurt, might continue to have a special blanket, stuffed animal, or toy for comfort (Marotz, p. 142). Activities that will enhance cognitive development is I Spy (colors, shapes, textures, and so on), board games such as Memory, candy land or connect four , and simple puzzles. Motor activities may include dancing, pretend play, or riding tricycles, scooters, and pul ling wagons. Language activities are reading the child’s favorite books, letting child be the storyteller, or simply engaging in conversation while asking questions. Musical activities, books or stories that deal with emotions, worries, and so on, and writing or drawing about what the child is feeling. Through music and movement young children express themselves, explore space, develop language and communication skills, increase sensory awareness, and express themselves through rhythm, gesture, time, and space. Recent neuropsychology research suggests that music and movement integrate the functions of both hemispheres of the brain and contribute to the language, social/emotional, cognitive, and physical development of young children. Music is one of the basic intelligences possessed by all humans and, as such, is an aspect of human potential. There is a musical impulse in young children, and their potential and aptitude for music are nurtured by the musical environment provided to them during infancy and early childhood. Music activities require neither specific skills nor competence, and all children are able to participate at varying levels of involvement from listening, to singing, to active movement (Eliason, p. 353). Music skills such as rhythm, meter, pitch, and tone are introduced to young children through music. Music enhances a sense of belonging to and functioning within a group. When responding to music and movement, the whole child is involved with voice, body, and emotions: listening, singing, moving to the beat, playing instruments, and imitating simple movements of objects or concepts. Learning music and words together, often accompanied by hand and body motions, is a wonderful way to wire brain connections for children’s learning. Reading and singing are closely connected; reading lyrics while singing also helps to develop reading and language skills. Additionally, it has long been recognized that music is a valuable memorization tool (Eliason, p. 353). Play promotes significant mental or cognitive skills. Research on brain growth and development supports the need for active and stimulating play for all children. Play gives the child opportunities to express thoughts and ideas. It provides occasions to organize, plan, solve problems, reason, try out solutions and skills, create and explore. According to the work of Piaget, play allows children to construct knowledge through assimilation, acquiring information through experiences, as well as through accommodation or modification of an existing point of view because information cannot be integrated into a particular scheme of understanding. Play contributes to the child’s development of imaginative thinking. Play enables children to formulate ideas and then to test them. Much skill development occurs through play. During play, children have the opportunity to develop their senses of touch, taste, smell, sound, and sight to assimilate new stimuli. In addition, their attention spans are expanded as they stay on task and remain attentive to activities in which they are involved (Eliason, p. 25). Play assists communication, language, and literacy development. Many researchers think that communication skills are developed in part through peer play and the need for children to communicate with each other in their play. Play stretches the vocabulary and expands language development by providing opportunities to use new words, converse with playmates, listen to another’s language and point of view, learn new semantics (meanings of words), and hear and subsequently use new syntax (parts of speech). Play synthesizes previous experiences and thoughts, allowing children to piece them together. Because children plan, communicate, listen, read, and write in their play, it offers the right conditions for learning language and literacy skills. Play also fosters creativity and aesthetic appreciation, which can influence the way children think and solve problems (Eliason, p. 26). Play promotes physical–motor development. Play is active; children are never passive recipients. Children use their bodies and increase large-muscle dexterity as they run, climb, skip, hop, jump, throw, and catch. Play, therefore, provides the exercise and physical activity needed to strengthen and coordinate children’s muscles and bodies. Children need play for health reasons. According to the American Heart Association, the U. S. obesity epidemic is currently affecting even young children, with more than 10% of 2- to 5-year-olds being overweight. The physical activity of play facilitates release of stress and helps children manage feelings in a positive way. Through physical play, children can learn appropriate ways to display aggression and other assertive behaviors without hurting themselves or others (Eliason, p. 27). Play encourages positive emotional development. Play affects the child’s motivation. It is the means for fostering a healthy personality, and it provides the opportunity for each child to discover the self. Play lets children express thoughts and ideas and try out ways of behaving and feeling. Play experiences provide safe avenues for expressing both positive and negative emotions. As they express thoughts and ideas, children can learn and be directed to the most positive ways of handling their emotions through support and reinforcement by both peers and teachers (Eliason, p. 27). There are many meaningful and remarkable benefits of stories in the lives of preschoolers; they open minds to understanding, touch hearts, and capture imaginations. Stories help children to make sense and meaning of the things that they are taught. When ideas and concepts are taught with stories, they are remembered. Stories have a powerful effect because they not only impart ideas, concepts, and information and describe people, events, and places, but they also engage emotions. Through stories we exchange experiences and feelings. Stories clarify what is being taught and enable children to make sense and meaning of what the teacher is trying to teach (Eliason, p. 45). In conclusion, the developmental characteristics/milestones of preschoolers, appropriate activities that enhanced their cognitive, motor, social, emotional, and language development, and how the activities enhanced their development were discussed. Children in the stage of early childhood need a strong base of experiences that will provide a foundation for later learning. Children need experiences that encourage them to manipulate, explore, use their senses, uild, create, discover, construct, take apart, question, and ultimately understand the world in which they are living. They must be active, engaged, and involved in their learning. The larger the stock of experiences, the more meaning that they develop, the more elaborate is their map, and, ultimately, the clearer their thinking (Eliason, p. 41) REFERENCES: Allen, K. Marotz, L. , (2010) Developmental Profiles: Pre-birth through Twelve Papalia, D. , Olds, S. Feldman, R. (2010) A Childs World, Infancy through Adolescence, 11th Edition, McGraw Hill Rathus, S. A. (2011) CDEV 2010-2011 Edition. Belmont, CA: Wadsworth CENGAGE Learning Seefeldt, C, Wasik, B. A. (2006) Early Education: Three, Four, and Five Year Olds Go to School How to cite Ece 315, Essay examples

Korg Assignment Essay Example

Korg Assignment Essay â€Å"M50 Editor/Plug-In Editor† v1. 0. 2 Release Notes (Mac) Install the KORG USB-MIDI Driver before launching the editor software. The KORG USB-MIDI Driver can be found on the included CD-ROM; you can also download it from the website listed below. Please read the â€Å"operation guide† for details on how to install it. The updater will be posted on our website, so please check back with us at http://www. korg. com/ Preload data file If you purchased the M50-61/73, please use the data file PRELOAD. M50all. If you purchased the M50-88, please use the data file PRELOAD88. M50all. †¢ Additions and changes from v1. 0. 1 to v1. 0. 2 -Support for the M50-73 The information of the M50-73 was added to this ReadMe. The editor itself is identical with the previous version. †¢ Additions and changes from v1. 0. 0 to v1. 0. 1 -Preload data file Preload data file is also installed when you install the M50 Editor. Notes -If you make settings in your host application so that the M50s MIDI IN port (M50 KEYBOARD) is used as the MIDI input of the host application, there will be a greater possibility of errors occurring while receiving or transmitting a MIDI data dump with the UTILITY menu Receive/Transmit command, or while executing a MIDI data dump that occurs when you load a data file. In such cases, we recommend that you either set your host application so that it does not use the M50s port as its MIDI input, or switch the setting only when youre performing a data dump so that the M50s port is not used during that time. -The M50 Editor/Plug-In Editor doesnt notice the modifications of some operations using the M50 hardware. Please execute â€Å"Receive All† from the UTILITY menu of the M50 Editor/Plug-In Editor to load the whole data from the M50 after these operations. Load a data file in the MEDIA mode Press COMPARE key or WRITE key Following MENU commands; Change all bank references Copy Drum Kit Copy Drum Track Copy From Song Copy From Combi Copy From Program Copy Insert Effect Copy Arpeggio Patterns Copy Key Setup Copy MFX/TFX Copy Oscillator Copy Tone Adjust Copy Chord Trigger Setup Detune BPM Adjust GM Initialize Load Effect Preset Load Preload/Demo Data Load Template Song Reset Tone Adjust Swap LFO 12 Swap Insert Effect Swap Key Setup Swap MFX/TFX Swap Oscillator Write Program Write Combination Write Global Setting Write Drum Kits We will write a custom essay sample on Korg Assignment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Korg Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Korg Assignment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Write Arpeggio Patterns Known problems -Pro Tools LE 7. 3/7. 4 [Mac with Intel processors / Mac with Power PC processors] In some cases, total recall fails to recover the data, and the data in the M50 itself is erased (initialized to InitData). This problem can occur if the total recall settings (Global mode Software Setup) differ between when you saved and when you loaded. If youve changed the total recall settings, close the session and start again with a new session file in order to minimize the possibility that this problem will occur. Even if this problem should make it appear as though the data in the M50 itself has been erased, the data in the M50s memory has not actually been overwritten. Disconnect the connection between the M50 and your PC, and then power the M50 itself off and on again to recover the original data. -Pro Tools LE 7. 3. x /7. 4 [only Mac with Intel processors] When you use total recall to recall data on a Mac that has an Intel processor, the Pro Tools LE application may immediately exit unexpectedly. This occurs when M50 KEYBOARD is selected as the MIDI input in Pro Tools. To avoid this problem, choose the menu item Setup gt; MIDI gt; Input Devices, and make sure that the M50 KEYBOARD option box is cleared. Then load the session file (total recall). -Logic Pro 8. 0. 1 Since key operations from the computer keyboard will function as Logic Pro keyboard shortcuts, this produces the problem that numerical values or text cannot be entered from the keyboard into M50 Plug-In Editor. Please use mouse operations to edit parameters.

Free Essays on Subsidies

Subsidies are payments, economic concessions, or privileges given by the government to favor businesses or consumers. In the 1930s, subsidies were designed to favor agriculture. John Steinbeck expressed his dislike of the farm subsidy system of the United States in his book, The Grapes of Wrath. In that book, the government gave money to farms so that they would grow and sell a certain amount of crops. As a result, Steinbeck argued, many people starved unnecessarily. Steinbeck examined farm subsidies from a personal level, showing how they hurt the common man. Subsidies have a variety of other problems, both on the micro and macro level, that should not be ignored. Despite their benefits, farm subsidies are an inefficient and dysfunctional part of our economic system. The problems of the American farmer arose in the 1920s, and various methods were introduced to help solve them. The United States still disagrees on how to solve the continuing problem of agricultural overproduction. In 1916, the number of people living on farms was at its maximum at 32,530,000. Most of these farms were relatively small (Reische 51). Technological advances in the 1920's brought a variety of effects. The use of machinery increased productivity while reducing the need for as many farm laborers. The industrial boom of the 1920s drew many workers off the farm and into the cities. Machinery, while increasing productivity, was very expensive. Demand for food, though, stayed relatively constant (Long 85). As a result of this, food prices went down. The small farmer was no longer able to compete, lacking the capital to buy productive machinery. Small farms lost their practicality, and many farmers were forced to consolidate to compete. Fewer, larger farms resulted (Reische 51). During the Depression, unemployment grew while income shrank. "An extended drought had aggravated the farm problem during the ... Free Essays on Subsidies Free Essays on Subsidies Subsidies are payments, economic concessions, or privileges given by the government to favor businesses or consumers. In the 1930s, subsidies were designed to favor agriculture. John Steinbeck expressed his dislike of the farm subsidy system of the United States in his book, The Grapes of Wrath. In that book, the government gave money to farms so that they would grow and sell a certain amount of crops. As a result, Steinbeck argued, many people starved unnecessarily. Steinbeck examined farm subsidies from a personal level, showing how they hurt the common man. Subsidies have a variety of other problems, both on the micro and macro level, that should not be ignored. Despite their benefits, farm subsidies are an inefficient and dysfunctional part of our economic system. The problems of the American farmer arose in the 1920s, and various methods were introduced to help solve them. The United States still disagrees on how to solve the continuing problem of agricultural overproduction. In 1916, the number of people living on farms was at its maximum at 32,530,000. Most of these farms were relatively small (Reische 51). Technological advances in the 1920's brought a variety of effects. The use of machinery increased productivity while reducing the need for as many farm laborers. The industrial boom of the 1920s drew many workers off the farm and into the cities. Machinery, while increasing productivity, was very expensive. Demand for food, though, stayed relatively constant (Long 85). As a result of this, food prices went down. The small farmer was no longer able to compete, lacking the capital to buy productive machinery. Small farms lost their practicality, and many farmers were forced to consolidate to compete. Fewer, larger farms resulted (Reische 51). During the Depression, unemployment grew while income shrank. "An extended drought had aggravated the farm problem during the ...

How I Self-Published My First Novel at the Age of 50

How I Self-Published My First Novel at the Age of 50 How I Self-Published My First Novel at the Age of 50 Andy Emery  writes fast-paced thrillers set in 19th Century London. Lucas Gedge, the protagonist of Blood Tribute,  had to wait till Andy turned 50 before he could go out into the world. In this guest post, Andy reveals what finally made him take the leap and self-publish his debut novel. Working with ReedsyIt was evident from the beginning that I would need to hire professional help for two important tasks: designing the cover of my book, and editing. I got the cover sorted out early on, but what to do about the editing?I first heard of Reedsy through a webinar run by Nick Stephenson. The fact that I could tap into a large number of potential editors, all vetted by Reedsy and offering services from structural editing through to proofreading, and communicate with them before making a choice, sounded good to me. Using the Reedsy Marketplace is very straightforward. I determined that I would need content and copy editing followed by proofreading. Then I went through all the professionals who seemed to conform to my requirements and requested quotes from five of them.I plumped for Andrew Lowe to do my content and copy editing, mostly because I liked the way he described himself, his relaxed style, and let’s face it, the fact that his fees were not exorbitant. As a first-time novelist, I was apprehensive about the editing process. But early in our first chat on Skype, Andrew put me at ease. He seemed to 'get it',  regarding what I was trying to achieve, and his approach, using Skype sessions and informal email contacts, was very effective. He explained his suggested changes in a constructive and friendly way.After implementing Andrew’s changes, I went straight on to repeat the process for proofreading, and this time chose Katherine Stephen, who again provided a very proficient and professional service.After formatting the book, it was ready to go, and it was published on Amazon on July 12th, 2016. It remains to be seen how it will do commercially, but I’m in it for the long haul, and I’m already working on the second book in the series. It’s been a very satisfying process, and Reedsy’s editors have been a vital part of that.Blood Tribute is available on Amazon, get your copy here!Could your day job also in spire a fantastic thriller? Head to the comments section below and tell us your profession, as well an idea  for a gripping story based on that job.

The violin Essay Example | Topics and Well Written Essays - 1000 words

The violin - Essay Example This "The violin" work outlines the origin and usage of this instrument. The name violin is an English word derived from a Latin word vitula, which translates to stringed instrument in English. This implies that the instrument was not an English creation and only gained a lot of prominence in the United Kingdom in the sixteenth century following its extensive use in the modern day Italy. The violin was played a lot in Italy and became part of the Italian cultural heritage. Some of the most celebrated violinists and violin manufacturers such as Gasparo da Salà ² and Giovanni Paolo Maggini among many others were all Italians. The instrument played a role in the development of the modern day salsa dance, which coincidentally was part of the Italian heritage too. The spread of the instrument to other parts of the world resulted from colonization and the subsequent industrialization in the late eighteenth century. Italians spread throughout the world to the Americas and other parts of Europe taking their culture with them. In doing so, other people began appreciating the instrument in music production. Celine Dion one of the modern day musicians who have used violins in most of her songs is a Canadian but of Italian decent. The use of the instrument has today acquired a global acceptance and appreciation by different people from all over the world. The development of the instrument has centered on the modifications of its features and addition of aesthetics to make it look more beautiful and produce better quality sounds. (Bartruff, 1989). Among the common features of a violin are the strings. This is a fundamental part of the instrument mandated with the production of the sound. The strings nailed to the tail stretch the entire length of the instrument and pass all the way to the upper most part of the instrument called the scroll. In the ancient Greek and Roman days, the strings were made of sheep gut, these were pieced, stretched and dried to the desired quality to produce high quality sound and last longer. With the modern day technological advancements, the strings are today made of steel or aluminum. Additionally, while in the ancient day the people relied only on the instrument to entertain, the modern technological developments allow the sound to pass through other machines that boosts its gain and quality. These make recordings and music productions easier. Furthermore, the instrument earns the ability to entertain a large number of people despite is small size and the relatively low sound it produces. Tunings are other essential parts of the instrument. These regulate the quality and pitch of sound that every stroke of the strings produces. The tunings resemble those found in a guitar and are placed at the scro ll end of the instrument. These are protruding stick at the end of the instrument on which the strings wind. The violinists therefore use these to adjust the tightness of the strings depending on the note of the music required. Without the tunings, the strings may easily break; the tunings gives the strings an allowance to slacken thereby preventing any synapses from accidental pulls. Despite the numerous advantages and purposes of the tunings, their primary function is to regulate the pitches of the sounds produced. Bows on the other hand are not

Cold War pattern of conflicts and its influence on international Dissertation

Cold War pattern of conflicts and its influence on international relations in the context of Vietnam War - Dissertation Example ‘Domino Effect’ was stated in viewing Russia’s increasing influence over the South East Asian regions, which was taken by America as a major threat against it (Kane, 2006, pp. 101-102). The Cold War was the most significant diplomatic concern in the post war era. The beginning of the cold war made the European countries from a dispute between them in supporting the capitalist and communist regimes. This dispute between the European nations culminated into the division of the European continent into two ideological factions. Marshall Plan, which was developed by John Marshall during 1947, signified America’s economic cooperation to develop the European continent and form a reunion. The plan signified America’s continuous interests in political, strategic and economic interests over Western Europe (Northrup, 2003, p.177). President Truman during 1947 passed his doctrine which proclaimed Cold War with the Communist regions of the world along with Soviet Russia. This anti-communist program of President Truman observed as a global policy for maintaining security targeted the communist nations as plausible threat towards obstructing America’s dominion over the East Asian countries (Murrin, Johnson, McPherson, & Gerstle, 2007, pp.1012-1013). The tension and competition between the two countries United States and Russia gained ground along their nuclear and space programs. America and Russia focused on enhancing their space technology programs to further strengthen their security dynamism and gaining political and strategic advantage. Both the countries started specializing on the development of rockets and spaceships to gain supremacy in outer space (Sagdeev & Eisenhower, 2008). In the field of nuclear technology the two countries also contested heavily with the discovery of atomic materials. America was found opposing the Soviet stands in gaining supremacy over entering into new atomic areas and discoveries (Crockatt, 1996, p. 57). The Cold War conflicts between the superpower nations belonging to the Communist and Western powers accumulated to the spreading of war in the Korean and Vietnamese territory. Russian attacks on South Korea were heavily counteracted by the American troops through the sending of required resources to the newly independent colonies, which were under French rule. United States government in their move to restrict the ascension of Russian troops to gain control over South Korea strongly conducted the opposition, which resulted in heavy combat. United States also took a firm stand of restricting Communist factions from gaining their stand in the Vietnamese regions. The government of America took control of the Southern region of Vietnam and defended further Communist aggression (Wouri, 2000). Further the region of South East Asia reflected conflicts between countries like Russia, United States and China. The end of the Cold War period led to the downfall of Russia and the rise of Un ited States to gain supremacy over the East Asian region. The period of Cold War also led to the emergence of China as a regional power through the increased collaboration of United States. Both countries United States and China however helped each other in removing Russia and gaining dominance over South East Asia (Ross, 2009, p.47). The paper attempts to find out how

Steering System And Suspension Design Mechanics Essay

Steering System And Suspension Design Mechanics Essay The aim of this project is to work with a project team to design, build and optimize the running of a Formula SAE-A racecar, with particular interest in the Steering and Suspension systems. The Formula SAE-A project team aims to produce a competitive racecar that will compete in the Formula SAE-A competition in December. To achieve this I was required to, research the important aspects of steering and suspension systems used frequently in a nonprofessional racecar and select a suitable steering and suspension system that is within the motorsport teams limits. This project includes suggestions for the design and construction of these systems, the installing and optimising(or tuning) the steering and suspension systems and future recommendations to provide the most cornering and handling ability. Identifying the critical areas that are important for competitive steering and suspension systems, I can improve the effective handling and cornering capability of the racecar. Improving the handling and cornering power of the racecar will allow faster speeds into and exits out of corners, which will result in quicker lap times, better performance and higher overall standing in the 2006 FSAE-A competition. Adhering to the rules and regulations for the 2006 FSAE-A competition I aim to select suitable systems that are within the project teams limits by considering the financial cost versus benefit or performance to the car, complexity and time to design and 1.1 Cornering Ability and Handling 2 manufacture of each system. Critically analysing the 2005 teams racecar enables me to evaluate the cars steering and suspension setup performance and find any flaws or ways to improve them. This will give me a better understanding of the steering and suspension systems and how to find the optimum settings to perform with the 2006 car at the FSAE-A competition. Using a suspension geometry computer program developed by Wm. C. Mitchell software, I can model the 2005 teams racecar to compare the accuracy of the program, and then apply the program to optimise the 2006 racecar. The ideal outcome of this project will see that this years FSAE-A racecar have a working and well-tuned or optimised steering and suspension system that has high cornering ability and handling. Most of this projects work will become evident once we have manufactured our design and are able to test the car by running it on a test-track. If all things go to plan, I should be able to make small adjustments to improve and finally optimize the handling and cornering ability of the car which will be paramount to the performance at the FSAE-A competition. 1.1 Cornering Ability and Handling The cornering ability and handling of the racecar is very important to the overall performance of the racecar. Having excellent acceleration and braking power is good but without sufficient cornering ability and handling, the racecar will not be able to use the full potential and is more likely to run off the racetrack than take a podium position. Cornering ability and handling will be discussed in detail and how the steering and suspension systems affect it. 1.2 Explanation and definition of terminology 3 1.2 Explanation and definition of terminology Here is a number of terms and names that will be used in this dissertation to avoid confusion with other names and meanings. Ackerman Is both a principle and definition, where the principle is that the extended axis of the steering arms projected rearward meet at the centre of the rear axle (shown in figure 1.1). This allows the tyres to traverse an arc without skidding, which would otherwise oppose the steering forces making it harder to steer. The definition is described as the difference in the angle of the front tyres when turned. This dissertation will only refer to Ackerman as the principle from herein. Camber Is the angle between the vertical plane and the centre angle of the tyres (shown in fig 1.2), which can be positive or negative. This changes the size and shape of the tyres contact patch during a corner which in turn affects the amount of lateral acceleration or force it can produce (cornering and handling ability). A small amount of negative camber is ideal (around 1.5 degrees) to induce camber thrust and ensure a good contact patch during cornering (smith. C. 2004). 1.2 Explanation and definition of terminology 4 Camber Gain Or the rate of camber change in roll (or as the chassis rotates laterally). Caster Is the angle between the steering axis and the vertical from the side plane (see fig 1.3). Positive caster improves straight line stability but makes it slightly more difficult to steer, while negative makes it easier to steer with less stability. Jacking Is an upwards reaction force generated by the tyres when the racecar is accelerated during cornering and has its roll centre above ground level. Where the upwards force on the outside tyre is greater than the inner tyre having a 1.2 Explanation and definition of terminology 5 net resultant force that lifts or Jacks the sprung mass. This is unwanted and unsettling to the driver and should be avoided. The roll centre Indicates the point at which the chassis rotates (at the front and rear respectfully) during lateral acceleration. The two moment arms between the roll centre, the CG and the ground plane determine the racecars sensitivity to lateral acceleration by the production of rollover movements and jacking (Smith. C, 2000). The roll axis Is the straight line joining the roll centres of the front and rear tyres The roll moment Is the distance between the roll centre and the mass concentration at the front or rear of the car. The mass concentration is the equivalent mass or point of the CG if it were split into 2 points, one front and rear. Steering Axis Inclination and Scrub Radius Steering Axis Inclination or Kingpin Axis, is the angle between the vertical and the steering axis (figure 1.4). This helps the car to exit a corner by naturally trying to align the wheels back to centre. The SAI works with caster to allow more directional stability but less effort on steering (more sai and less caster). Scrub Radius Is the pivot point for the tyres footprint or the distance between the centre of the contact patch, to the extended SAI to the ground (figure 1.4). This allows more feel in the steering, a little is good, too much can be detrimental due to the increased steering effort for the driver. 1.3 Overview of the Dissertation 6 Slip angles Are the angles between the direction that the tyres are facing, and the direction that the tyres want to go. Deformation is due to the elastic nature of rubber when a vertical load is applied. This will be explained in detail in Chapter 2 and its effect on cornering and handling. 1.3 Overview of the Dissertation This dissertation is organized as follows: Chapter 2 Discusses cornering and handling of a FSAE-A racecar and describes various steering and suspension systems. Chapter 3 Explains the rules and regulations of the FSAE-A competition and how it affects the steering and suspension systems. Chapter 4 Introduces Wm. C. Mitchells suspension geometry software, describes its uses and strengths for this project and how it will be used to improve the steering and suspension systems. Chapter 5 Describes the analysis of the 2005 FSAE-A racecar and documenting areas that can be improved and implemented into the 2006 car. Chapter 6 Describes the analysis of the 2006 racecar and recommendations for improving the cornering and handling ability. Chapter 7 Discusses testing methods and ways to document and record actual performance of the racecar, followed by processes for optimisation of the steering and suspension systems for the best cornering ability and handling. Chapter 8 Outlines the projects achievements, findings and future recommendations. Chapter 2 Steering and Suspension Systems for a FSAE-A Racecar 2.1 Chapter Overview This chapter discusses the steering and suspension systems that are commonly used in cars on the road and in professional racing, their benefits and limitations, the ease of manufacture and complexity of design. This chapter also discusses cornering and handling in detail and how the steering and suspension can improve its cornering and handling ability. 2.2 Cornering and Handling Handling defines the racecars ability to maneuver around a corner at maximum speed without losing traction. C. Smith (1978) remarks that being able to travel around a corner faster reduces the overall lap time on a circuit for 2 reasons. First is simply that the car traverses the distance in less time, secondly, if the car exits the corner at a faster speed, there will be no time lost from having to accelerate from a slower speed. Smith (1978) also says that the factors that determine the cornering power of a racecar 2.2 Cornering and Handling 8 include the cornering capacity of the tires, which is influenced by: Vehicle gross weight Vehicle downforce Height of the vehicles centre of gravity Vehicle load transfer characteristics Suspension Geometry Size and characteristics of the tyres So you can understand, the tyres are arguably one of the most important parts of the racecar because all the moments and forces that the car undergoes is transmitted through the tyres. The acceleration and direction of the car is passed through the small footprints or contact patches of each tyre. Understanding what happens here will help to get the most out of both the tyres and racecars handling ability (Smith, C. 1978). 2.2.1 Tyres and slip angles The tyres ability to grip the road is a combination of vertical load applied to the tyre, the coefficient of friction between the tyre and the road, adhesion between the road surface and tyre, and slip angles developed between the tyre and direction of travel. The vertical load that is imposed on each tyre is changing continuously on a racecar maneuvering around a racetrack due to the load transfer from acceleration, deceleration and cornering. As the racecar travels around a corner, the tyres are subject to forces which result in deformation in the compound that the tyre is made of, this elastic deformation results in the contact patch pointing in a different direction to the angle of the tyre (Smith, C. 1978). Shows the deformation of the tyre compound in the contact patch and the slip angle developed. The path of the rolling tyre defines the actual direction of the tyre as it continues around the corner.There is a relationship between the slip angles and the potential grip that the tyre has to the road. Some tyre data has shown that 2.2 Cornering and Handling 9 Shows the generated slip angles in the tyre contact patch as slip angles increase, the lateral or cornering force increases up to a maximum which then either begins to drop or plateaus then drops, usually sliding occurs soon after the drop in force. The flat portion of the curve at or near the maximum is the optimum range of tyre grip that experienced drivers remain in to maximize the cars cornering potential. shows the relationship between tyre grip and the developed slip angles. shows the relationship between tyre grip and developed slip angles, picture from http://www.donpalmer.co.uk/cchandbook/modelgrip.htm 2.2 Cornering and Handling 10 2.2.2 Factors influencing tyre cornering capacity The other factors as mentioned before, vehicle gross weight, downforce, height of the CG, tyre size and characteristics, suspension geometry and load transfer characteristics, all can be factored into the design or used to improve cornering and handling. The cornering force is proportional to the increase of the vehicle gross weight and generated downforce from wings or aerofoils. The increased pressure on the contact patch generates a higher lateral force component (Smith, C. 1978). The height of the vehicles centre of gravity from the ground affects the moment between the vertical force on the tyre and the CG, this will affect the lateral load transfer during a corner. The lateral load transfer changes the vertical loads from one wheel to another due to the CG tendency to move sideways during a corner, which will decrease the total amount of cornering force generated from the tyres. For example, a 400kg car with a 50-50 weight distribution front to rear will have 100kg vertical weights at the two front tyres. Assuming the CG height is 250mm above the ground, the track width is 1300mm and during a corner the car is subject to a cornering acceleration of 1.4gs we can determine the load transfer. LoadT ransfer = 1.4 Ãâ€" 200kg Ãâ€" 0.25 1.3 = 53.85kg So this gives us 46.15kg on one side and 153.85kg on the other and is a 53.85% load transfer to the outer wheel. Obtaining tyre data in the form of Tyre cornering force versus Vertical load will allow us to determine the total cornering force with this load transfer, however getting the tyre data is difficult. Generally the tyre data is curved with less tyre cornering force as vertical load increases, so measuring the data of each vertical load and summing together will be less than the equal load distribution. Reducing the load transfer is done by lowering the height of the CG and widening the track width which will improve cornering ability. The suspension geometry determines the location of the instantaneous centres and roll centres of the racecar, these control how much the chassis rolls or pitches during cornering and accelleration, which moves the CG and hence affects the lateral load transfer. 2.3 Steering Systems 11 During roll, the suspension geometry also controls the amount of camber gain in the wheels during a corner, the change in camber affects the contact patch (increase or decrease in proportion) which changes the cornering capacity of the tyres. Ensuring that an optimum contact patch is maintained through the control of camber gain and good roll centre location is key to good handling and cornering. 2.3 Steering Systems Common types of steering systems are: Rack and Pinion basic steering system Recirculating Ball Bearing more complex system Power Steering fluid assisted steering 2.3.1 Rack and Pinion The rack and pinion steering system is a simple, cheap and relatively easy system to implement. It comprises of a rack, or toothed bar/rod which slides left and right due to the rotation of a pinion gear that sits on the teeth (Fig 2.3). The steering wheel turns the steering shaft which rotates the pinion gear, resulting in the rack pushing/pulling the steering rods. The rods are attached to the wheel hubs which turn the wheels to the desired angle (Gilles, T. 2005). The most difficult parts to design or manufacture are the pinion and the rack, the pinion defines the turning rate of the steering wheel which affects the responsiveness of the steering. The rack need to have hardened teeth which could be difficult to manufacture to some groups or would involve a significant cost to have it done. Besides these two parts the rest of the system is relatively simple, as a whole the rack and pinion setup is a cheap and common system that is reliable and resiliant. 2.3 Steering Systems 12 2.3.2 Recirculating Ball Bearing A typical Recirculating ball-bearing steering system uses a worm gear to shift ball bearings that are located within a channel such that when moved, pushes or pulls the housing in which they sit. The housing has teeth located on the outside which are in line with a sector gear that rotates a pitman arm (Fig 2.4). The pitman arm is attached with the track and tie rods, which aligns the wheels. This system can also be described as a parallelogram steering linkage system in which the linkages trace a parallelogram (Gilles, T. 2005). Figure 2.4: Recirculating ball bearing steering, picture from www.imperialclub.com/ Repair/Steering/terms.htm A Recirculating Ball Bearing can also be used in a similar setup to aRrack and Pinion gear system, where the recirculating ball bearing housing replaces the pinion gear with a sector gear that pushes/pulls the rack to align the wheels. The recirculating ball 2.3 Steering Systems 13 bearing system is significantly heavier than the rack and pinion system, due to the extra linkages, housing and gears. Friction needs to be managed in the design stage, i.e. including grease input points, dust covers etc. However the Recirculating ball bearing steering provides more sensitivity to the steering and minimum slack or loose feel in the steering wheel. Costing is also increased due to the extra material and the complexity of design makes the recirculating ball bearing system less attractive. 2.3.3 Power Steering Power steering systems are the same systems as rack and pinion and recirculating ball-bearing but with a significant modification. In a rack and pinion power steering system, the rack contains a cylinder with a piston inside it, driven by fluid supplied by a pump (see Figure 2.5). The fluid lines run to a rotary valve controlled by the steering shaft which determines the sides of the piston that the high pressure fluid acts on. This pressure assists the steering action which requires less force to rotate the steering wheel. Similar to the rack and pinion power steering, the recirculating ball housing is assisted by the pressure respectively in the ball-bearing steering (Gilles, T. 2005). Rack and Pinion power steering, picture adapded from www.cars.com/ carsapp/boston/?srv=parseract=displaytf=/advice/caradviser/steering_ fluid.tmpl 2.4 Suspension Systems 14 2.4 Suspension Systems There are two common types of suspension systems used frequently today, dependant and independant systems. The various types of both are similar but have their differences and functions. Some of these sytems are described below. 2.4.1 Dependant Suspension Systems Solid or Beam Axle Panhard Rod Watts Linkage Dependant suspension systems are variations of a simple beam axle that holds the wheels parallel with each other. So when the vertical angle of one wheel (camber) changes, the opposite wheel also changes (Gilles, T. 2005). Examples of the Panhard Rod and the Watts Linkage are shown in Figures 2.6 and 2.7, these types of suspension are generally different ways of attatching the solid axle to the chassis. 2.4.2 Independant Suspension Systems Double Wishbone, A-Arm or Four-Bar link MacPherson Strut Multi-link 2.4 Suspension Systems 15 Watts linkage suspension. Independent suspension systems allow the wheels to move independently of each other, e.g. if one wheel were to move up or down, the other would not be affected directly. It is common for racecars to have all four wheels with independent suspension as this usually provides the most customizable setup options to maximize the handling potential of the racecar. Double wishbone suspension systems are also known as double A-Arm or Four-Bar link systems. They all comprise of equal or unequal parallel links from the chassis to the wheel hub, with the shock absorbers configured in a Push or Pull rod setup, as Figure 2.8 illustrates. Unparallel and Unequal double wishbone suspension with Push or Pull rod shock absorber setup. 2.4 Suspension Systems 16 The MacPherson strut suspension system (Figure 2.9) is very popular with passenger cars and some sports models since it is a relatively cheap system to produce that provides reasonable camber control (Smith. C, 1978). The MacPherson strut suspension is good for everyday commuting but does not provide sufficient stiffness to avoid movement within the components (compliance or slack) and would not fit comfortably with wide tyres (Smith. C, 1978). Multi link suspension systems are simply Four-Bar link systems with one or more extra links to attain extra control. MacPherson strut suspension, from www.autozine.org/technical_school/ suspension/tech_suspension2.htm The objective of the independent suspension is to provide enough vertical wheel movement to absorb surface bumps and compensate for the accelerations of the sprung mass, prevent changes in the distance between tyres (static toe) as they are moving, control the change of wheel camber angle and change of track distance with the wheel and/or sprung mass movement, and to ultimately allow the most grip or traction available out of the tyres while minimising weight and maximising stiffness in the links (Smith, C. 1978). 2.5 Chapter Summary 17 2.5 Chapter Summary Having discussed the cornering and handling ability in a Formula SAE-A racecar and what factors can influence the performance, helps to have an understanding of what is happening when a racecar traverses around a corner. With this in mind we can apply this knowledge into the design to maximise the cornering and handling ability of the racecar. Also selecting an appropriate steering and suspension system that will provide the best cornering and handling but also takes into account the motorsport teams resources (time, materials and complexity of design). Chapter 3 Rules and Regulations of the FSAE-A Competition 3.1 Chapter Overview This chapter covers the rules and regulations that will affect the steering and suspension sytems. Starting with the more specific rules that affect the steering and suspension systems, then moving into the general rules and regulations like material strength. These rules and regulations have been put into the competition to give the entry teams maximum design flexibility and the freedom to express creativity, but also to ensure that a safe and working car that minimises chances of damage and injury. 3.2 Steering Requirements The specific steering system rules and requirements are as follows: The steering must affect at least two wheels The steering system must have positive steering stops that prevent the steering linkages from locking up. 3.3 Suspension Requirements 19 Free play is limited to 7 degrees measured at the steering wheel. Steering must be mechanically connected to the wheels i.e. steer by wire prohibited These requirements do not severely limit the steering system design at all as for most of the previously mentioned systems, none of which include steer by wire and all affect at least 2 wheels. The rules that need to be kept and monitored is the free play in the steering wheel and steering stops, otherwise the design is virtually open. 3.3 Suspension Requirements The rules state that the car must have a fully operational suspension system with springs and shock absorbers, front and rear, with a minimum useable wheel travel of 50.8mm (2 inches), 25.4mm (1 inch) in jounce and rebound with the driver seated. So the rules again do not restrict the specific suspension system but merely sets a benchmark that it must perform to. 3.4 Other Requirements Other requirements set out in the rules define that the wheelbase must be of at least 1525mm (60inches) and that the smaller track must be no less than 75% of the larger track. The minimum material must be; either round mild or alloy, steel tubing (min 0.1% carbon) with minimum dimensions as outlined in table 3.3.3.1 in the FSAE rules handbook; or an approved alternatice material that is tested and proved to meet the alternative material guidelines in section 3.3.3.2 of the FSAE rules handbook. The wheelbase requirement affects the suspension geometry design, setting a minimum length for the suspension linkages. 3.5 Chapter Summary 20 3.5 Chapter Summary Knowing and understanding the requirements and rules set out by the Formula SAE competition provides a starting point for our design, also talking with the previous team and the performance will help to identify areas needing improvement and investigaiton. Once finding sufficent information a start can be made to get the ball rolling on design and construction of the steering and suspension systems. Chapter 4 WinGeo3 Suspension Geometry Program 4.1 Chapter Overview This chapter introduces Wm. C Mitchells suspension geometry software, Racing by the Numbers and shows its most useful power of calculation and display of steering and suspension geometry of any four wheel vehicle. The information it can tell us will greatly improve the time taken to analyse steering and suspension set-up and will allow fast optimisation when the time comes to testing. 4.2 WinGeo3 Geometry Program The steering and suspension geometry can be modeled on Wm. C. Mitchells software which is quicker than manually measuring all the various important values repeatedly for the various settings you wish to try during testing. This enables a comparison with the originally intended design parameters of the 2005 racecar and an indication of how well the car will react while cornering. It also allows a comparison of the initial 2006 cars design and actual geometry after construction and allows us to optimise the geometry to provide the best cornering and handling ability of the racecar. By 4.3 Set-up and initial measurements 22 measuring the data and entering into Wm. C. Mitchells software, we can critically analyse the racecar with regard to the handling and cornering characteristics. The software requires actual measurements taken from the car which will be done and recorded according to the geometry software requirements. Once recording all the information that the software needs, we can analyse the way the steering and suspension reacts with the chassis. Moving up or down (ride) or rotating (roll) we are able to observe the change in camber, steering angles and caster at each of those changes. This is useful since during a corner, we may model the changes that the chassis will go and can see the result on the tyres (and contact patch) and get an indication of how well it will perform. Wm. C. Mitchells software can also be used to aid in the design of steering and suspension systems, through its design and build functions you may specify various values and the software will convert it into the required lengths of the arms and rods. 4.3 Set-up and initial measurements I strongly recommend allowing at least half a day to measure up a car for the first time and someone to help. It will save alot of time that would otherwise be lost dropping things, re-setting the origins and other fiddly jobs that are not normally accounted for. Once installing the program, printing out some forms will make things much easier for entering information into the program once the measurements have been taken, as the forms sets out the required information neatly and in similar format to the program screen. Open the geometry program and from the help menu open quick start. The help tree is on the left side column, from there open the Files menu and then Blank Forms, here is all the blank forms that is needed. Click on Blank forms: Measuring cars for some general information and hints, for a double wishbone suspension with a push/pull damping system, click on the Blank forms: Double A-arm and Rocker Arm option and print. Also click on Blank forms: Pull-rod / Push-rod form, Blank forms: Auxiliary points, and Blank forms: Swaybar form and print them all out. These all will be 4.3 Set-up and initial measurements 23 sufficient for the front suspension and rear (remember to print a second batch of forms for the rear) unless you have a control arm / panhard rod rearaxle suspension setup, for which there is a seperate form. First you need to make sure that the car is set up already with the correct alignment and on a flat surface as it would on the racetrack. Ensure that access to the suspension points is possible and that they are locked in place so they do not move if you lean on the car (within reason). Then determine a baseline or origin accurately and place strings on the surface plate or flat floor or tie to appropriate point, to represent the centerlines of the car (front to back, side to side). Once an Origin for each Axis has been made, where the X-Axis is the fore-aft longitudinal dimension (front to rear of the car). The Y-Axis is the lateral dimension, or left and right sides of the car (drivers side passenger side) and the Z-Axis is the vertical dimension from the ground up. Care must be taken when selecting an origin due to common suspension adjustments, such as changing caster, can move the tire contact patch. Each such change requires a careful remeasurement (or re-calculation). When the car is ready to be measured, follow these steps: Measure the track width of the front and rear tyres by taking the centre points of each tyre as low to the ground as reasonable, the WinGeo3 program measures track at ground level at the center of the tire contact patch. The easiest way is to measure to the middle of the tire,but this can be misleading if the tire has significant static camber, so as long as you are aware of the settings you should be fine. Measure the static toe for the front tyres while measuring the track at the front and do a quick calculation of the static angle pointing inwards or outwards that