Attribution Theory and PerformancePrior to beginning this assignment, be sure to read Chapter 4: Cognition, Learning, and the Environment, and read the article “Extending Attribution Theory: Considering Students’ Perceived Control of the Attribution Process”, the Instructor Guidance, and view the following website The Critical Thinking Community (Links to an external site.)Links to an external site. (http://www.criticalthinking.org/).For this written assignment, you will demonstrate your understanding of attribution theory. In essence, attribution theory states that individuals tend to make sense of (logically prescribe) situations by associating them to self, others, thoughts, feelings, or actions. This theory suggests that learners should consider why they do what they do, and what or who they are giving credit for both the victories and the failures. Further, this theory suggests that if a person believes that they are not good at something, they may attribute their unsuccessful outcomes to external factors, rather than to themselves. In contrast, if individuals have success, they more often may attribute their successes to internal factors.Using your required resources to support, discuss the following:Describe a time where you feel you have failed and blamed someone else: the teacher, the friend, a loved one. (Failure could be academic, relational, and/or organizational – loss of a job.)Do you believe that you blamed external things to support a more stable version of your own self-image? (In other words, it could not be your mistake). If not, what other reasons might external variables be attributed for our own performance?How do think stability and controllability affect performance attributions, based on our reading this week?Why do you think that self-efficacy plays such a critical role in how we process our learning behaviors?What strategies could be applied to utilize what we know about self-perception and attributions to increase your learning performance in the future? (Minimum of two strategies.)Suggested template.The Attribution Theory paperMust be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..Must include a separate title page with the following:Title of paperStudent’s nameCourse name and numberInstructor’s nameDate submittedMust use headings and sub-headings. See example. (Links to an external site.)Links to an external site.Must use appropriate research methods (e.g. use of the Ashford library) and skeptical inquiry (http://www.criticalthinking.org/) to support the content inclusions.Must begin with an introductory paragraph that has a succinct thesis statement. Visit the Ashford writing Center to clarify how to create a strong thesis statement and what it helps you to accomplish. You may also use the Thesis Generator (Links to an external site.)Links to an external site.Must address the topic of the paper with critical thought. For assistance with the critical thinking portion of the written assignment, please see the information included on the Critical Thinking Community website (Links to an external site.)Links to an external site..Must end with a conclusion that reaffirms your thesis. The conclusion typically has two parts: the summary statement (one or two sentences that restate the thesis in a fresh way to reinforce the essay's main idea) and the clincher (a final thought that creates a lasting impression for the reader).Must use at least one scholarly source from the Ashford University Library, in addition to the required e-book.Must document all sources in APA style, as outlined in the Ashford Writing Center.Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center. If you are unsure how to create an APA style reference page, please visit the Citation and Reference page on the Ashford Writing Center website.

InstructionsAs a consultant working in the area of business analysis, you are expected to make recommendations to clients regarding the optimization of business operations, including production, material control, quality, and delivery. In order to convey a sense of professionalism, self-efficacy, and value to the client, you have decided to create a detailed report that outlines the key components of MRP to recommend or caution against the installation of an MRP system.Since your services are rewarded primarily by the effective launch of MRP within the client's organization, you want to define certain business characteristics that are likely to undermine or block the effective application of MRP so that you will recognize and avoid consulting agreements that carry a high risk of failure. Knowing in advance what these undesirable characteristics are puts you in a position to adjust your promise to deliver accurately or withdraw your name from the list of potential vendors for the client.Include the following in your report: A list of business operating characteristics that are best aligned with MRP (where MRP is most effective). A list of operating characteristics that render MRP ineffective or undesirable (when should a client not implement MRP). Benefits of implementing or improving MRP in an organization (list at least 15 key areas of expected improvement, such as reduced lead times). Five selected items from your list of 15 expected improvements, along with descriptions about how a companion ERP (Enterprise Resource Planning) system might be used to link certain functional areas or operational activities to achieve and maximize each expected improvement effectively. This requires, for each of the five items, a minimum of two paragraphs that: Identify the functional area(s) that are favorably affected by the benefit. Describe ERP data elements (types of information) that serve as inputs and outputs of the ERP and MRP systems. Provide a real-world example that clearly reveals how the chosen improvement item influenced each functional area in one or more of these five key scorecard categories: Safety, Quality, Delivery, Cost, and Employee Morale. A summary of your thoughts on MRP. Length: 5-7 pages, not including assignment coversheet, title page, and reference page(s). Use topic section headings for each criterion listed above.

Lab Assignment 2:  Projectile Motion Instructor’s Overview Projectile motion is a part of our everyday experience.  When you strike a baseball or softball, you are creating a projectile motion scenario.  Similarly, you yourself are a projectile when you jump into a pool to cool off on a sweltering summer day.  In this lab you will get some hands-on experience with projectile motion and apply the two-dimensional kinematic equations that we have developed.  You will perform experiments and compare your results to theory. This activity is based on Lab 7 of the eScience Lab kit.  Although you should read all of the content in Lab 7, we will be performing a targeted subset of the eScience experiments. Our lab consists of two main components.  These components are described in detail in the eScience manual (pages 83-88).  Here is a quick overview: In the first part of the lab, you will launch a marble off of a table or other elevated surface and measuring the horizontal distance that the marble travels.  From this distance, you will calculate the launch velocity of the marble.  You'll then repeat the experiment using a different launch height and try to predict the new horizontal distance using the velocity that you derived from the first part of the experiment. In the second part of the lab, you will launch small foam rockets.  The first part of this experiment involves measuring the flight time of the rocket and deriving launch speed.  In the second part of the experiment, you will explore the dependence of range on launch angle.  Note: In the rocket experiment, perform and document steps 1-7.  Then launch your rocket at three angles: 30 degrees, 45 degrees, and 60 degrees.  Record all of your data in the tables that are provided in this document.  Don't use the tables in the eScience manual. Take detailed notes as you perform the experiment and fill out the sections below.  This document serves as your lab report.  Please include detailed descriptions of your experimental methods and observations. Experiment Tips:  Marble on a ramp Although you are welcome to use the water and corn starch technique outlined in the eScience lab manual, I used a slightly less messy technique.  Take a towel and fold it into several layers.  Place the towel in the marble landing area and smooth the surface with your hand.  When the marble hits the towel, its landing is deadened and you will see a slight impression of where it landed.  Measure to this impression to determine the range of the marble. Make sure that you place your marble at the same position on your ramp.  This helps insure the repeatability of launch speed. Rocket experiment ·  I had the best results when I didn't squeeze the launch bulb excessively.  The rocket flies more consistently and travels a manageable distance from a measurement perspective. ·  Before collecting data, make sure you practice you launch technique.  Try to squeeze the launch bulb in a consistent manner to minimize experimental variation. ·  Launch the rocket close to the ground for your range measurements. Date: Student: Sheena Beierman Abstract Introduction Background: A projectile is an object acted on by gravity alone.  A projectile is any object which, once projected, continues in motion by its own inertia and is influenced only by the downward force of gravity. In this lab, it can be assumed that projectiles are fired either vertically or horizontally.  Objective: The objective of this experiment is to predict the range of a projectile set in motion Hypothesis: My hypothesis is that the audible noise will not be evenly spaced between each nut (part 1 of experiment), but instead will increase. With part 2 of the experiment, I believe the audible noise will be more evenly spaced due to the farther distance between nuts.  Material and Methods The materials needed for this lab are provided below: Experiment 1: Ramp Marble Corn starch 4 sheets of black construction paper Tape measure Monofilament line Fishing sinker Paper towel* Water* *You must provide Procedure: 1. Place the ramp on a table and mark the location on at which you will release the marble. This will ensure the marble achieves the same velocity with each trial. 2. Create a plumb line by launching the fishing sinker to the monofilament line. 3. Hold the string to the edge of the ramp, and mark the spot at which the weight touches the ground. Note: The plumb line helps to measure the exact distance from the edge of the ramp to the position where the marble “lands.” 4. Lay down a runway of black construct on paper. 5. Wet the marble all over with water, and drop into the cornstarch bag to coat. Roll on a paper towel to achieve a smooth, even coat of corn starch all over the marble (you do not want any chunks as it will affect the path of motion.) When the marble hits the construction paper, the force will cause some of the corn starch to come off, and leave a mark on the construction paper so you can see the point of first contact! 6. Begin the experiment by releasing the marble at the marked point on the ramp. 7. Measure the distance traveled to the first mark made on the carbon paper using the tape measure. Record this value in Table 1 on the following page. 8. Repeat steps 5-7 nine more times and record your data in Table 1. 9. Next, use your data to calculate the velocity of the marble for each t Experiment 2: 4 Squeeze Rockets™ 1 Squeeze Rocket™ Bulb Protractor Tape measure Stopwatch Procedure: 1. Mark the spot from which the rockets will be launched. 2. Load a Squeeze Rocket™ onto the bulb. Note: The Squeeze Rocket™ is a trademark product name. The “rocket” itself does not use a self-propelled mechanism. ACer a rocket is launched, gravity is the only major force which acts upon the “rocket”. 3. Using a protractor, align the rocket to an angle of 90° (vertical). 4. Squeeze the bulb (you will need to replicate the same pressure for each trial), and simultaneously start the stopwatch upon launch (alternatively, have a partner help you keep time). Measure and record the total _me the rocket is in the air. Repeat this step three or more times, and average your results. Record your results in Table 3. tavg=______________ 5. Calculate the initial velocity of the rocket (vinitial = voy) using the kinematics equations. 6. Record your calculation in Table 3. (Hint: you can take the initial height as zero. The vertical velocity is zero at the peak of the flight, when the time is equal to t/2.) 7. Repeat this trial two more times, and record the values in Table 3. 8. Choose four additional angles to fire the rocket from. Before launching the rocket, calculate the expected range using the vertical velocity and the angle from which the rockets will be fired. Remember that you can use zero for any initial positions, and that the acceleration due to gravity, g, is -9.8 m/s2 . Record these values in Table 3. 9. Next, align the rocket with the first angle choice and fire it with the same force you used initially. Try to record launches where the rocket travels in a parabola and does not stall or flutter at the top. Measure the distance traveled with the tape measure. Repeat this for two additional trials, recording the actual range in Table 3. Results Data table for marble experiment (Procedure 1): Height = 0.610 meters Trial Number Distance (meters) Calculated velocity (m/s) 1 0.346 2 0.325 3 0.366 4 0.325 5 0.305 6 0.325 7 0.366 8 0.366 9 0.325 10 0.305 Average 0.336 Standard Deviation 0.0240 Data table for marble experiment (Procedure 2): Height = 0.814 meters Trial Number Observed Distance (meters) Predicted Distance (meters) Difference between observed and predicted distances (meters) 1 2 3 4 5 6 7 8 9 10 Average Standard Deviation Data table for rocket experiment - vertical launch Trial Number Flight time (sec) Calculated velocity (m/s) 1 11.29 2 21.26 3 30.95 4 41.17 5 51.04 6 60.82 7 71.38 8 80.73 9 90.95 10 100.90 Average Standard Deviation Data tables for rocket experiment - angle experiments Angle = 30 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Angle = 45 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Angle = 60 degrees Trial Number Predicted range (meters) Measured range (meters) Difference (meters) 1 2 3 4 5 Average Standard Deviation Analysis and Discussion Marble experiment calculations Show your calculation of the launch velocity of the marble as a function of height and distance travelled (needed for Procedure 1 in the eScience manual): Use your equation above to solve for the range as a function of launch velocity and height (needed for Procedure 2 in the eScience manual): Rocket calculations Show your calculation of the launch velocity of the rocket as a function of flight time. Describe how you came up with your predicted ranges.  What relation did you use? Based on your experimental results, please answer the following questions: Marble Experiment ·  Suppose you altered your existing ramp so that the marbles had twice their initial velocity right before leaving the ramp. How would this change the total distance traveled and the time that the marbles were in the air? The total distance traveled would double because they had double the horizontal speed. At the same time both marbles would spend about the same amount of time in the air since vertical motion is not affected. ·  Did your prediction in Procedure 2 come close to the actual spot? Find the percent error of your predicted distance (expected) compared to the actual average distance (observed).  What are some sources of error in this experiment? % error = [ (observed value ‐ expected value)]/ expected valueX100 Air resistance could cause a source of error as well as the movement of the marble across the table. If it doesn’t roll perfectly horizontally it will cause error. Rocket Experiment ·  Of the three angles that you tested, what angle gave the greatest range?  The least? The angle that gives the greatest range is the one at 45 degrees. ·  Draw a FBD for a rocket launched at an arbitrary angle (assume the rocket has just only barely left the launch tube, and neglect air resistance). ·  What role does air resistance play in affecting your data? Air resistance always plays a role in these types of experiments. Air resistance will affect the rocket’s speed as gravity pulls down. All in all, air resistance will reduce the acceleration of the rocket.  ·  Discuss any additional sources of error, and suggest how these errors might be reduced if you were to redesign the experiment. Inconsistent launch speeds and movement of the rocket during the launch, since these rockets are so testy, could also be a source of error. The perfect experiment would be to use a vacuum with an automatic launcher.  This would reduce the air resistance source of error as well as the movement of the rocket during launch. ·  How would a kicker on a football team use his knowledge of physics to better his game? List some other examples in sports or other applications where this information would be important or useful. To make the maximum distance for the ball to be kicked, the ideal conditions are to kick the ball at a 45 degree angle. This would make the ball move the furthest horizontally and not vertically. If I am trying to put out a fire at work with a hose, I would also want to use the same angle to ensure that enough water is hitting the fire, a type of projectile motion. Conclusions References Lab 7: Projectile Motion. (2011). In Lab Manual Introductory Physics (Vol. 3.3). Sheridan, CO: Esciencelabs.com.