2.1 Where to start?
What is ecology and why is it important to our understanding of the world around us? This unit looks at how we can study ecosystems to explore the effect that humans are having on the environment.
1.6 Increasing complication, complexity and risk: mystery and mechanics The winter of 1665/66 must have been exceptionally harrowing for the inhabitants of England. Along with the winter weather, the country suffered an outbreak of the plague. A minor effect of this was a decision by Trinity College Cambridge to close its doors. One of those affected by this decision was a young Fellow, Isaac Newton, who returned home to spend the winter in the Lincolnshire rectory in which he had been brought up. Isolated in the bleak fens and without college high table an
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2.8 Why do (only some) teams succeed?
Are you always the quiet one when it comes to group discussion? This unit will help you improve your working relationships with other people in groups of three or more. This unit also deals with project life cycles, project management and the role of the leader.
2.3.3 The matrix team
Are you always the quiet one when it comes to group discussion? This unit will help you improve your working relationships with other people in groups of three or more. This unit also deals with project life cycles, project management and the role of the leader.
2.3.2 The project (single) team
Are you always the quiet one when it comes to group discussion? This unit will help you improve your working relationships with other people in groups of three or more. This unit also deals with project life cycles, project management and the role of the leader.
4.5 Methodologies associated with information technology I recently undertook an exercise in a company that manufactures various types of agricultural machinery. I was happily using the term ‘system’ in its general sense when a senior manager stated ‘In this organization we use the word “system” to mean a computer system, for other types of procedure or activity we use “process”.’ This is a commonly encountered distinction and the evolution of computer systems, and particularly software, has been an imp
4.3 The use of systems engineering in organisations The development of systems engineering was contemporaneous with that of systems analysis in public policy. Though its origins can be traced back to the 1930s and 1940s (Hall, 1962, p. 7), its more widespread application can be dated from the early 1950s. The earliest formal teaching of systems engineering was a course presented in 1950 at the Massachusetts Institute of Technology by G.W. Gilman, who was then Director of Systems Engineering at Bell Laboratories. Gilman was a strong promoter of
Learning outcomes By the end of this unit you should be able to: critically evaluate disasters and their causes, especially from mechanical or material failures; demonstrate the importance of systematic and rigorous analysis of disasters, so that future failures can be avoided or prevented. Original Copyright © 2006 The Open University. Now made available within the Creative Commons framework under the CC Attribution – N 4.18.2 Information visualisation We read increasingly of the problem of information overload. Earlier, we emphasised the importance of designing appropriate information representations to assist human interpretation in order to create actionable knowledge. Information visualisation is concerned explicitly with designing representations using intuitive visual metaphors and graphics to highlight the most important aspects of information structures and processes. Information visualisation is a rapidly emerg 4.12.1 Communities of practice and technology Communities of practice are technical and social networks which set the context in which new knowledge arises in daily work, and determine how it is shared and interpreted, what counts as important knowledge and how people become recognised as members of that community: A good deal of new technology attends primarily to individuals and the explicit information that passes between them. To support the flow of knowledge, 4.4.1 The map isn't the territory The expression ‘the map isn't the territory’ draws attention to the difference between complex reality and simplified models of it. Normally, the territory is relatively stable and different maps are produced for different purposes; the territory shapes the maps, not vice versa. However, when the ‘territory’ comprises people who know that they – or their work activities – are being mapped, we find ourselves in a reflexive loop: the people can see how they and thei 4.3.1 Mapping what we know Knowledge maps are often one of the first knowledge management representations to emerge, in an effort to add value over the simple corporate intranet search which returns lists of ‘hits’ that are undifferentiated beyond a ranking in terms of keyword matches. Knowledge maps, like other forms of cartography, should communicate a ‘big picture’ by overlaying meaningful structure on to raw resources. 2.3.1 From tacit pre-understanding to symbolic representation This section reflects many of the critiques that have been made of efforts to apply technology to knowledge work without taking seriously the differences between human and artificial knowledge representations. Stahl (1993a,b) has presented an informative analysis of the transformation of knowledge from tacit to explicit to formally codified representations in computer-interpretable form, emphasising the centrality of interpretation situated in the workplace (Figure 2). Stahl also seeks Space Shelter Stop the Stretching Form vs. Function Earthquake Formation Powerful Pulleys Protecting the Mummified Troll
The invasion has taken place and we need to find a new home. To ensure your survival beyond earth's occupation you must design a shelter that can be built on another planet. Students will research the characteristics of a planet of their choice. They will design a shelter that will allow them to survive on a new planet, and explain it in words.
Students will learn about composite materials, tension as a force and how they act on structural components through the design and testing a strip of plastic chair webbing.
Students model and design the sound environment for a room. They analyze the sound performance of different materials that symbolize wallpaper, thick curtains, and sound-absorbing panels. Referring to the results of this analysis, they then design another room based on certain specifications and test their design.
Students learn about the structure of the earth and how an earthquake happens. In one activity, students make a model of the earth including all of its layers. In a teacher-led demonstration, students learn about continental drift. In another activity, students create models demonstrating the different types of faults.
Students continue to explore the story of building a pyramid, learning about the simple machine called a pulley. They learn how a pulley can be used to change the direction of applied forces and move/lift extremely heavy objects, and the powerful mechanical advantages of using a multiple-pulley system. Students perform a simple demonstration to see the mechanical advantage of using a pulley, and they identify modern day engineering applications of pulleys. In a hands-on activity, they see how a
Students are introduced to the (hypothetical) task of developing an invisible (non-intrusive) security system to protect the school's treasured mummified troll! Solving the challenge depends on an understanding of the properties of light. After being introduced to the challenge question, students generate ideas and consider the knowledge required find solutions. They watch a portion of the "Mythbuster's Crimes and Myth-Demeanors" episode ($20), which helps direct their research and learning towa
