Category: Engineering

[Solved] Research VII

✓ Verified Academic Solution Available

Executive Solution Overview

See instructions and data attached **files (3)** – ## VIIINSTRUCTIONS.docx – NLSYforCorrections.sav – middletowndata.sav **## VIIINSTRUCTIONS.docx** _Exercise I_ **Problem:** For those of you who have taken a course in Corrections, you are probably somewhat aware of the so-called _collateral consequ…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

See instructions and data attached

**files (3)**

– ## VIIINSTRUCTIONS.docx

– NLSYforCorrections.sav
– middletowndata.sav

**## VIIINSTRUCTIONS.docx**

_Exercise I_

**Problem:**

For those of you who have taken a course in Corrections, you are probably somewhat aware of the so-called
_collateral consequences of incarceration_– i.e., the costs that go beyond an offender’s direct experience of punishment (e.g., incarceration). A recent executive summary from the Pew Center (Western & Pettit, 2010) documents that one of those presumed collateral consequences of incarceration is long-term economic prospects in the labor market, and social mobility. It is positioned that the incarceration stint is a long-term barrier for those offenders (95%) that are returning to society. As a student of criminal justice and corrections, you decide to test this assumption by using one of the more relevant longitudinal data sets in the field of criminology and the social sciences: The National Longitudinal Study of Youth (NLSY). The NLSY data, collected by researchers at THE Ohio State University since its inception in 1979, represents longitudinal data beginning in 1979 (cohort I) and again in 1997 (Cohort II) specifically examines the long-term labor market consequences of experiences during adolescence and young adulthood. In particular, the NLSY connects data from experiences such as age of first offense/arrest, incarceration, school dropout, to long-term earning potential in the labor market. You have recently acquired a version of the 1997 NLSY data that follows this sample from adolescence (aged 12-17 at time of initial survey) into young adulthood in 2011. Using this data, students will be able to test the assumption that the experience of incarceration has long-term ramifications for an individual’s earning potential and social mobility. The data set – NLSY for Corrections – is ATTACHED!

**Instructions:**

You wish to test the basic assumption that the experience of ever being incarcerated has an impact on one’s current income. In other words, do those who have ever been incarcerated earn more income, less income – or is there any difference at all. To answer this question, you will be using two variables within the NLSY. The first variable,
**_Incarceration_Prevalence_Dummy_** is a dummy variable that taps into the lifetime prevalence of incarceration during one’s lifetime (0 = “Never”, 1 = “Yes”. The second variable,
**_Personal Income_** ranges from zero to infinity.

In particular,
**you are testing the null hypothesis that the mean level of income for those who have been incarcerated will be THE SAME as those that have not been incarcerated – i.e., the mean difference between these groups will be insignificant.** _Hint: You are using two variables, so based on Chapter 8 in your SPSS text (23rd edition), you should be familiar with the proper analytical procedure to be employed here._

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable here – lifetime incarceration prevalence or current personal income? Dependent variable?**

2.
**What is the level of measurement for the variable**
**_Incarceration_Prevalence_Dummy_?**

a.
**Is this variable discrete or continuous? Why?**

3.
**What is the level of measurement for the variable**
**_personal_income_?**

a.
**Is this variable discrete or continuous? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no difference in the mean income of those who have ever been incarcerated versus those who have been incarcerated? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for both attributes of the incarceration dummy. Is there are a difference? If so, is the difference statistically significant?**

5.
**What does this lead you to speculate with regard to the collateral consequences of incarceration? Are Western and Pettit (2010) on to something here? Why or why not?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the prevalence of incarceration has a causal impact on income, based on the statistical analysis that we performed here?**

_Exercise II_

**Introduction:**

Several recent studies have found that more than half of all crimes in a city are committed in only a few places. Some criminologists have called these places “hot spots” (Caplan, Kennedy, & Piza, 2013; Carson & Wellman, 2018). Even within crime-ridden neighborhoods, it has been found that crime clusters at a few locations while others remain relatively free of crime. The clustering of violent crime at particular locations suggests there are important features of, or key dynamics at, these locations that give rise to frequent violence. Thus, focused crime-prevention efforts have recently sought to modify these “criminogenic” conditions and reduce violence.

Problem-oriented policing (POP) strategies (similar to community policing) are increasingly used by urban jurisdictions to reduce crime in these “hot spot” crime places. Problem-oriented policing challenges officers to identify and analyze the causes of problems behind a string of criminal incidents. Once the underlying conditions that gave rise to crime problems are known, police officers can then implement appropriate responses to reduce crime. For example, strategies include using community members as information sources to discuss the nature of the problems the community faces, the possible effectiveness of proposed responses, and the assessment of implemented responses. Other strategies target the social disorder problems inherent in these neighborhoods, such as cleaning up the environment of the place and making physical improvements, securing vacant lots, or removing trash from the street.

**Instructions:**

As the chief of police in Middletown, you are interested in the efficacy of these policing strategies in reducing acts of violence in neighborhoods plagued by high rates of crime. The Middletown PD targets 20 neighborhoods within the city and send out teams of community police officers to implement POP strategies in these neighborhoods. Before the program begins, we obtain the number of arrests for violent offenses (variable
**_pre_pop_arrests)_** that were made in each neighborhood within the 60 days prior to program implementation. After the program has been in place, we again obtain the number of arrests for violent offenses (variable
**_post_pop_arrests_)** that were made in each neighborhood for a 60-day period. In this case, having
_problem-oriented policing in the community is the independent variable, and the number of violent offenses is the dependent variable_.

Keep in mind that
**_we are dealing with the same neighborhoods here, we have the number of crimes BEFORE and AFTER_** the introduction of problem-oriented policing. (Students should know the proper bivariate test to conduct.) We wish to know whether the average number of violent arrests increased or decreased after the police program was implemented. Please keep in mind that we are unsure what the effect of our policing strategy will be – i.e., it might things better, or it might create more crime (
**this will inform whether we use a directional or non-directional hypothesis**)

· Null hypothesis: Mean difference in number of violent arrests pre and post program implementation = 0.

· Alternate hypothesis: Null hypothesis: Mean difference in number of violent arrests pre and post program implementation is significantly different than 0.

The data set –
**middletown data** – is ATTACHED!

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

2.
**What is the dependent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

3.
**Did you perform a n independent OR dependent/paired-samples**
**_t_-test here? Why**

a.
**Did you use a directional (one-tailed) or non-directional (two-tailed) significance test? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no**
**_significant_ difference in the average number of violent arrests before and after the problem-oriented policing program was implemented? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for arrests for both pre and post problem-oriented policing program implementation. What is the difference?**

5.
**What does this lead you to conclude regarding the relationship between problem-oriented policing programs and violent behavior? Do they seem to work?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the implementation of problem-oriented policing programs has a causal impact on violent crime arrests, based on the statistical analysis that we performed here?**

There will be two separate assignment drop boxes: syntax drop box, and Class Project VII drop box. Students should include the syntax files for all procedures used.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**NLSYforCorrections.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nlsyforcorrections-sav)

**middletowndata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/middletowndata-sav)

**middletowndata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/middletowndata-sav)

**## VIIINSTRUCTIONS.docx**

_Exercise I_

**Problem:**

For those of you who have taken a course in Corrections, you are probably somewhat aware of the so-called
_collateral consequences of incarceration_– i.e., the costs that go beyond an offender’s direct experience of punishment (e.g., incarceration). A recent executive summary from the Pew Center (Western & Pettit, 2010) documents that one of those presumed collateral consequences of incarceration is long-term economic prospects in the labor market, and social mobility. It is positioned that the incarceration stint is a long-term barrier for those offenders (95%) that are returning to society. As a student of criminal justice and corrections, you decide to test this assumption by using one of the more relevant longitudinal data sets in the field of criminology and the social sciences: The National Longitudinal Study of Youth (NLSY). The NLSY data, collected by researchers at THE Ohio State University since its inception in 1979, represents longitudinal data beginning in 1979 (cohort I) and again in 1997 (Cohort II) specifically examines the long-term labor market consequences of experiences during adolescence and young adulthood. In particular, the NLSY connects data from experiences such as age of first offense/arrest, incarceration, school dropout, to long-term earning potential in the labor market. You have recently acquired a version of the 1997 NLSY data that follows this sample from adolescence (aged 12-17 at time of initial survey) into young adulthood in 2011. Using this data, students will be able to test the assumption that the experience of incarceration has long-term ramifications for an individual’s earning potential and social mobility. The data set – NLSY for Corrections – is ATTACHED!

**Instructions:**

You wish to test the basic assumption that the experience of ever being incarcerated has an impact on one’s current income. In other words, do those who have ever been incarcerated earn more income, less income – or is there any difference at all. To answer this question, you will be using two variables within the NLSY. The first variable,
**_Incarceration_Prevalence_Dummy_** is a dummy variable that taps into the lifetime prevalence of incarceration during one’s lifetime (0 = “Never”, 1 = “Yes”. The second variable,
**_Personal Income_** ranges from zero to infinity.

In particular,
**you are testing the null hypothesis that the mean level of income for those who have been incarcerated will be THE SAME as those that have not been incarcerated – i.e., the mean difference between these groups will be insignificant.** _Hint: You are using two variables, so based on Chapter 8 in your SPSS text (23rd edition), you should be familiar with the proper analytical procedure to be employed here._

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable here – lifetime incarceration prevalence or current personal income? Dependent variable?**

2.
**What is the level of measurement for the variable**
**_Incarceration_Prevalence_Dummy_?**

a.
**Is this variable discrete or continuous? Why?**

3.
**What is the level of measurement for the variable**
**_personal_income_?**

a.
**Is this variable discrete or continuous? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no difference in the mean income of those who have ever been incarcerated versus those who have been incarcerated? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for both attributes of the incarceration dummy. Is there are a difference? If so, is the difference statistically significant?**

5.
**What does this lead you to speculate with regard to the collateral consequences of incarceration? Are Western and Pettit (2010) on to something here? Why or why not?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the prevalence of incarceration has a causal impact on income, based on the statistical analysis that we performed here?**

_Exercise II_

**Introduction:**

Several recent studies have found that more than half of all crimes in a city are committed in only a few places. Some criminologists have called these places “hot spots” (Caplan, Kennedy, & Piza, 2013; Carson & Wellman, 2018). Even within crime-ridden neighborhoods, it has been found that crime clusters at a few locations while others remain relatively free of crime. The clustering of violent crime at particular locations suggests there are important features of, or key dynamics at, these locations that give rise to frequent violence. Thus, focused crime-prevention efforts have recently sought to modify these “criminogenic” conditions and reduce violence.

Problem-oriented policing (POP) strategies (similar to community policing) are increasingly used by urban jurisdictions to reduce crime in these “hot spot” crime places. Problem-oriented policing challenges officers to identify and analyze the causes of problems behind a string of criminal incidents. Once the underlying conditions that gave rise to crime problems are known, police officers can then implement appropriate responses to reduce crime. For example, strategies include using community members as information sources to discuss the nature of the problems the community faces, the possible effectiveness of proposed responses, and the assessment of implemented responses. Other strategies target the social disorder problems inherent in these neighborhoods, such as cleaning up the environment of the place and making physical improvements, securing vacant lots, or removing trash from the street.

**Instructions:**

As the chief of police in Middletown, you are interested in the efficacy of these policing strategies in reducing acts of violence in neighborhoods plagued by high rates of crime. The Middletown PD targets 20 neighborhoods within the city and send out teams of community police officers to implement POP strategies in these neighborhoods. Before the program begins, we obtain the number of arrests for violent offenses (variable
**_pre_pop_arrests)_** that were made in each neighborhood within the 60 days prior to program implementation. After the program has been in place, we again obtain the number of arrests for violent offenses (variable
**_post_pop_arrests_)** that were made in each neighborhood for a 60-day period. In this case, having
_problem-oriented policing in the community is the independent variable, and the number of violent offenses is the dependent variable_.

Keep in mind that
**_we are dealing with the same neighborhoods here, we have the number of crimes BEFORE and AFTER_** the introduction of problem-oriented policing. (Students should know the proper bivariate test to conduct.) We wish to know whether the average number of violent arrests increased or decreased after the police program was implemented. Please keep in mind that we are unsure what the effect of our policing strategy will be – i.e., it might things better, or it might create more crime (
**this will inform whether we use a directional or non-directional hypothesis**)

· Null hypothesis: Mean difference in number of violent arrests pre and post program implementation = 0.

· Alternate hypothesis: Null hypothesis: Mean difference in number of violent arrests pre and post program implementation is significantly different than 0.

The data set –
**middletown data** – is ATTACHED!

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

2.
**What is the dependent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

3.
**Did you perform a n independent OR dependent/paired-samples**
**_t_-test here? Why**

a.
**Did you use a directional (one-tailed) or non-directional (two-tailed) significance test? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no**
**_significant_ difference in the average number of violent arrests before and after the problem-oriented policing program was implemented? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for arrests for both pre and post problem-oriented policing program implementation. What is the difference?**

5.
**What does this lead you to conclude regarding the relationship between problem-oriented policing programs and violent behavior? Do they seem to work?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the implementation of problem-oriented policing programs has a causal impact on violent crime arrests, based on the statistical analysis that we performed here?**

There will be two separate assignment drop boxes: syntax drop box, and Class Project VII drop box. Students should include the syntax files for all procedures used.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**NLSYforCorrections.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nlsyforcorrections-sav)

**middletowndata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/middletowndata-sav)

**## VIIINSTRUCTIONS.docx**

_Exercise I_

**Problem:**

For those of you who have taken a course in Corrections, you are probably somewhat aware of the so-called
_collateral consequences of incarceration_– i.e., the costs that go beyond an offender’s direct experience of punishment (e.g., incarceration). A recent executive summary from the Pew Center (Western & Pettit, 2010) documents that one of those presumed collateral consequences of incarceration is long-term economic prospects in the labor market, and social mobility. It is positioned that the incarceration stint is a long-term barrier for those offenders (95%) that are returning to society. As a student of criminal justice and corrections, you decide to test this assumption by using one of the more relevant longitudinal data sets in the field of criminology and the social sciences: The National Longitudinal Study of Youth (NLSY). The NLSY data, collected by researchers at THE Ohio State University since its inception in 1979, represents longitudinal data beginning in 1979 (cohort I) and again in 1997 (Cohort II) specifically examines the long-term labor market consequences of experiences during adolescence and young adulthood. In particular, the NLSY connects data from experiences such as age of first offense/arrest, incarceration, school dropout, to long-term earning potential in the labor market. You have recently acquired a version of the 1997 NLSY data that follows this sample from adolescence (aged 12-17 at time of initial survey) into young adulthood in 2011. Using this data, students will be able to test the assumption that the experience of incarceration has long-term ramifications for an individual’s earning potential and social mobility. The data set – NLSY for Corrections – is ATTACHED!

**Instructions:**

You wish to test the basic assumption that the experience of ever being incarcerated has an impact on one’s current income. In other words, do those who have ever been incarcerated earn more income, less income – or is there any difference at all. To answer this question, you will be using two variables within the NLSY. The first variable,
**_Incarceration_Prevalence_Dummy_** is a dummy variable that taps into the lifetime prevalence of incarceration during one’s lifetime (0 = “Never”, 1 = “Yes”. The second variable,
**_Personal Income_** ranges from zero to infinity.

In particular,
**you are testing the null hypothesis that the mean level of income for those who have been incarcerated will be THE SAME as those that have not been incarcerated – i.e., the mean difference between these groups will be insignificant.** _Hint: You are using two variables, so based on Chapter 8 in your SPSS text (23rd edition), you should be familiar with the proper analytical procedure to be employed here._

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable here – lifetime incarceration prevalence or current personal income? Dependent variable?**

2.
**What is the level of measurement for the variable**
**_Incarceration_Prevalence_Dummy_?**

a.
**Is this variable discrete or continuous? Why?**

3.
**What is the level of measurement for the variable**
**_personal_income_?**

a.
**Is this variable discrete or continuous? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no difference in the mean income of those who have ever been incarcerated versus those who have been incarcerated? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for both attributes of the incarceration dummy. Is there are a difference? If so, is the difference statistically significant?**

5.
**What does this lead you to speculate with regard to the collateral consequences of incarceration? Are Western and Pettit (2010) on to something here? Why or why not?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the prevalence of incarceration has a causal impact on income, based on the statistical analysis that we performed here?**

_Exercise II_

**Introduction:**

Several recent studies have found that more than half of all crimes in a city are committed in only a few places. Some criminologists have called these places “hot spots” (Caplan, Kennedy, & Piza, 2013; Carson & Wellman, 2018). Even within crime-ridden neighborhoods, it has been found that crime clusters at a few locations while others remain relatively free of crime. The clustering of violent crime at particular locations suggests there are important features of, or key dynamics at, these locations that give rise to frequent violence. Thus, focused crime-prevention efforts have recently sought to modify these “criminogenic” conditions and reduce violence.

Problem-oriented policing (POP) strategies (similar to community policing) are increasingly used by urban jurisdictions to reduce crime in these “hot spot” crime places. Problem-oriented policing challenges officers to identify and analyze the causes of problems behind a string of criminal incidents. Once the underlying conditions that gave rise to crime problems are known, police officers can then implement appropriate responses to reduce crime. For example, strategies include using community members as information sources to discuss the nature of the problems the community faces, the possible effectiveness of proposed responses, and the assessment of implemented responses. Other strategies target the social disorder problems inherent in these neighborhoods, such as cleaning up the environment of the place and making physical improvements, securing vacant lots, or removing trash from the street.

**Instructions:**

As the chief of police in Middletown, you are interested in the efficacy of these policing strategies in reducing acts of violence in neighborhoods plagued by high rates of crime. The Middletown PD targets 20 neighborhoods within the city and send out teams of community police officers to implement POP strategies in these neighborhoods. Before the program begins, we obtain the number of arrests for violent offenses (variable
**_pre_pop_arrests)_** that were made in each neighborhood within the 60 days prior to program implementation. After the program has been in place, we again obtain the number of arrests for violent offenses (variable
**_post_pop_arrests_)** that were made in each neighborhood for a 60-day period. In this case, having
_problem-oriented policing in the community is the independent variable, and the number of violent offenses is the dependent variable_.

Keep in mind that
**_we are dealing with the same neighborhoods here, we have the number of crimes BEFORE and AFTER_** the introduction of problem-oriented policing. (Students should know the proper bivariate test to conduct.) We wish to know whether the average number of violent arrests increased or decreased after the police program was implemented. Please keep in mind that we are unsure what the effect of our policing strategy will be – i.e., it might things better, or it might create more crime (
**this will inform whether we use a directional or non-directional hypothesis**)

· Null hypothesis: Mean difference in number of violent arrests pre and post program implementation = 0.

· Alternate hypothesis: Null hypothesis: Mean difference in number of violent arrests pre and post program implementation is significantly different than 0.

The data set –
**middletown data** – is ATTACHED!

After performing the relevant analysis, you are to answer the following questions:

1.
**What is the independent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

2.
**What is the dependent variable in this analysis?**

a.
**Is this variable discrete or continuous? Why?**

3.
**Did you perform a n independent OR dependent/paired-samples**
**_t_-test here? Why**

a.
**Did you use a directional (one-tailed) or non-directional (two-tailed) significance test? Why?**

4.
**After performing the relevant analyses (**
**_hint: only one analysis is necessary here_), what is your final judgement on the null hypothesis that there is no**
**_significant_ difference in the average number of violent arrests before and after the problem-oriented policing program was implemented? How did you make this determination (what test did you perform, and what tests of significance were employed?)?**

a.
**Report the means for arrests for both pre and post problem-oriented policing program implementation. What is the difference?**

5.
**What does this lead you to conclude regarding the relationship between problem-oriented policing programs and violent behavior? Do they seem to work?**

6.
**Can we determine anything causal from these results – i.e., can we assume that the implementation of problem-oriented policing programs has a causal impact on violent crime arrests, based on the statistical analysis that we performed here?**

There will be two separate assignment drop boxes: syntax drop box, and Class Project VII drop box. Students should include the syntax files for all procedures used.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**NLSYforCorrections.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/nlsyforcorrections-sav)

**middletowndata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/middletowndata-sav)

November 6, 2026
[Solved] Research

✓ Verified Academic Solution Available

Executive Solution Overview

See attachments **files (2)** – ## VIIIINSTRUCTIONS.docx – 2012statesdata.sav **## VIIIINSTRUCTIONS.docx** **Instructions:** Professor Pericles is interested in how state characteristics end up predicting the homicide rate. Consider the following question: Is there a link between the unhealthy behav…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

See attachments

**files (2)**

– ## VIIIINSTRUCTIONS.docx

– 2012statesdata.sav

**## VIIIINSTRUCTIONS.docx**

**Instructions:**

Professor Pericles is interested in how state characteristics end up predicting the homicide rate. Consider the following question: Is there a link between the unhealthy behaviors people engage in and the crime rate?

In particular, you wish to examine the
**_intensity_** or
**_strength_** of the relationship between state characteristics (e.g., % impoverished, % uninsured, infant mortality rates, tobacco-related mortality rates, burglary rates) and
**state** **homicide rates (your dependent variable**). In other words, what impact does a state’s social standing (health, crime, etc.) have on the most serious indicator of crime?
**More importantly, which indicators appear to exert the strongest effect on homicide rates?** Fortunately, SPSS can again help us out here.

Unlike previous analytical procedures that have been done up to this point, the Pearson Product Moment Correlation Coefficient allows us a mechanism to assess the
**direction, significance, and strength of the relationship between two variables**. So, you are given the task of determining which measures of state characteristics are significant predictors of homicide, as well as the strength of the relationships. Moreover, which are positive predictors? Negative predictors? Which predictors exert the strongest effect on homicide? The variables that will be used in the
_bivariate correlation matrix_ are
**listed in the table below.**

| | |
| — | — |
| **Variable name** | **Label/description** |
| Tobaccodeathrt | The tobacco-related death rate per 100,000 in a state |
| Perindpoverty | The proportion of individuals below the poverty line in a state. |
| BurglaryRt | The burglary rate reported per 100,000 for a state |
| Permoinsurance | The percent of population without health insurance in a state |
| InfantMort | State Infant mortality rate per 1,000 live births |
| MurderRt | State murder rate per 100,000 |

In order to investigate these hypotheses, you will be employing the use of the 2012 states data, which can be found within Learning Module IV in Canvas. The states-level data set compiles official statistics from various official sources, such as the CDC, Census Bureau, and FBI. It includes basic demographic data, crime rates, and incidence rates for various illnesses and infant mortality for entire states.

After performing the
**( _ANALYZE/CORRELATE/BIVARIATE)_**, answer the following discussion questions.

1.
**Provide the correlation coefficients for ONLY the five state characteristics variables AND state homicide rate.**

2.
**Are any of the state characteristics variables significantly correlated with homicide rates, and if so, which measures?**

3.
**Specify the direction of the relationships between the five state characteristics variables and murder rates.**

4.
**Which of the five state characteristics variables has the most potent (strong) effect on homicide rates? (**
**_Hint: I am not concerned about the correlations among the state characteristics items, as those will obviously be strong._)**

a.
**How did you make this determination?**

5.
**Does multicollinearity seem to be a problem between any state characteristics items and homicide rates?**

a.
**How did you make this determination, and why do you think this is the case?**

6.
**Talk about the strength of the relationship between various state characteristics and homicide, paying particular attention to the measures of state characteristics that has the strongest impact on homicide rates. What is the larger takeaway of this as we consider a state’s social and health profiles as a predictor/correlate of the safety within a state?**
**_Hint: Don’t give me a short answer here – elaborate on these consequences, letting the data/results do your talking for you_**

7.
**Though we assessed strength and direction of the relationship between state characteristics and homicide, what do the preceding analysis have to say with regard to causality? Why?**

Students should include the syntax files for all procedures used. Only the class project VIII assignment drop box will actually be evaluated.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**2012statesdata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2012statesdata-sav-10530481)

**2012statesdata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2012statesdata-sav-10530481)

**## VIIIINSTRUCTIONS.docx**

**Instructions:**

Professor Pericles is interested in how state characteristics end up predicting the homicide rate. Consider the following question: Is there a link between the unhealthy behaviors people engage in and the crime rate?

In particular, you wish to examine the
**_intensity_** or
**_strength_** of the relationship between state characteristics (e.g., % impoverished, % uninsured, infant mortality rates, tobacco-related mortality rates, burglary rates) and
**state** **homicide rates (your dependent variable**). In other words, what impact does a state’s social standing (health, crime, etc.) have on the most serious indicator of crime?
**More importantly, which indicators appear to exert the strongest effect on homicide rates?** Fortunately, SPSS can again help us out here.

Unlike previous analytical procedures that have been done up to this point, the Pearson Product Moment Correlation Coefficient allows us a mechanism to assess the
**direction, significance, and strength of the relationship between two variables**. So, you are given the task of determining which measures of state characteristics are significant predictors of homicide, as well as the strength of the relationships. Moreover, which are positive predictors? Negative predictors? Which predictors exert the strongest effect on homicide? The variables that will be used in the
_bivariate correlation matrix_ are
**listed in the table below.**

| | |
| — | — |
| **Variable name** | **Label/description** |
| Tobaccodeathrt | The tobacco-related death rate per 100,000 in a state |
| Perindpoverty | The proportion of individuals below the poverty line in a state. |
| BurglaryRt | The burglary rate reported per 100,000 for a state |
| Permoinsurance | The percent of population without health insurance in a state |
| InfantMort | State Infant mortality rate per 1,000 live births |
| MurderRt | State murder rate per 100,000 |

In order to investigate these hypotheses, you will be employing the use of the 2012 states data, which can be found within Learning Module IV in Canvas. The states-level data set compiles official statistics from various official sources, such as the CDC, Census Bureau, and FBI. It includes basic demographic data, crime rates, and incidence rates for various illnesses and infant mortality for entire states.

After performing the
**( _ANALYZE/CORRELATE/BIVARIATE)_**, answer the following discussion questions.

1.
**Provide the correlation coefficients for ONLY the five state characteristics variables AND state homicide rate.**

2.
**Are any of the state characteristics variables significantly correlated with homicide rates, and if so, which measures?**

3.
**Specify the direction of the relationships between the five state characteristics variables and murder rates.**

4.
**Which of the five state characteristics variables has the most potent (strong) effect on homicide rates? (**
**_Hint: I am not concerned about the correlations among the state characteristics items, as those will obviously be strong._)**

a.
**How did you make this determination?**

5.
**Does multicollinearity seem to be a problem between any state characteristics items and homicide rates?**

a.
**How did you make this determination, and why do you think this is the case?**

6.
**Talk about the strength of the relationship between various state characteristics and homicide, paying particular attention to the measures of state characteristics that has the strongest impact on homicide rates. What is the larger takeaway of this as we consider a state’s social and health profiles as a predictor/correlate of the safety within a state?**
**_Hint: Don’t give me a short answer here – elaborate on these consequences, letting the data/results do your talking for you_**

7.
**Though we assessed strength and direction of the relationship between state characteristics and homicide, what do the preceding analysis have to say with regard to causality? Why?**

Students should include the syntax files for all procedures used. Only the class project VIII assignment drop box will actually be evaluated.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**2012statesdata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2012statesdata-sav-10530481)

**## VIIIINSTRUCTIONS.docx**

**Instructions:**

Professor Pericles is interested in how state characteristics end up predicting the homicide rate. Consider the following question: Is there a link between the unhealthy behaviors people engage in and the crime rate?

In particular, you wish to examine the
**_intensity_** or
**_strength_** of the relationship between state characteristics (e.g., % impoverished, % uninsured, infant mortality rates, tobacco-related mortality rates, burglary rates) and
**state** **homicide rates (your dependent variable**). In other words, what impact does a state’s social standing (health, crime, etc.) have on the most serious indicator of crime?
**More importantly, which indicators appear to exert the strongest effect on homicide rates?** Fortunately, SPSS can again help us out here.

Unlike previous analytical procedures that have been done up to this point, the Pearson Product Moment Correlation Coefficient allows us a mechanism to assess the
**direction, significance, and strength of the relationship between two variables**. So, you are given the task of determining which measures of state characteristics are significant predictors of homicide, as well as the strength of the relationships. Moreover, which are positive predictors? Negative predictors? Which predictors exert the strongest effect on homicide? The variables that will be used in the
_bivariate correlation matrix_ are
**listed in the table below.**

| | |
| — | — |
| **Variable name** | **Label/description** |
| Tobaccodeathrt | The tobacco-related death rate per 100,000 in a state |
| Perindpoverty | The proportion of individuals below the poverty line in a state. |
| BurglaryRt | The burglary rate reported per 100,000 for a state |
| Permoinsurance | The percent of population without health insurance in a state |
| InfantMort | State Infant mortality rate per 1,000 live births |
| MurderRt | State murder rate per 100,000 |

In order to investigate these hypotheses, you will be employing the use of the 2012 states data, which can be found within Learning Module IV in Canvas. The states-level data set compiles official statistics from various official sources, such as the CDC, Census Bureau, and FBI. It includes basic demographic data, crime rates, and incidence rates for various illnesses and infant mortality for entire states.

After performing the
**( _ANALYZE/CORRELATE/BIVARIATE)_**, answer the following discussion questions.

1.
**Provide the correlation coefficients for ONLY the five state characteristics variables AND state homicide rate.**

2.
**Are any of the state characteristics variables significantly correlated with homicide rates, and if so, which measures?**

3.
**Specify the direction of the relationships between the five state characteristics variables and murder rates.**

4.
**Which of the five state characteristics variables has the most potent (strong) effect on homicide rates? (**
**_Hint: I am not concerned about the correlations among the state characteristics items, as those will obviously be strong._)**

a.
**How did you make this determination?**

5.
**Does multicollinearity seem to be a problem between any state characteristics items and homicide rates?**

a.
**How did you make this determination, and why do you think this is the case?**

6.
**Talk about the strength of the relationship between various state characteristics and homicide, paying particular attention to the measures of state characteristics that has the strongest impact on homicide rates. What is the larger takeaway of this as we consider a state’s social and health profiles as a predictor/correlate of the safety within a state?**
**_Hint: Don’t give me a short answer here – elaborate on these consequences, letting the data/results do your talking for you_**

7.
**Though we assessed strength and direction of the relationship between state characteristics and homicide, what do the preceding analysis have to say with regard to causality? Why?**

Students should include the syntax files for all procedures used. Only the class project VIII assignment drop box will actually be evaluated.

**Format:**

While there is no specific length/page requirement to this assignment, students are asked to answer the questions comprehensively. Assignments
**MUST** be typed, with
**1” margins throughout the document.** All students must use
**12-point, Times New Roman Font**. Students should
**_single-space_** within each answer (including the letters – e.g., 1a, 1b), but
**_double space_** between answers (e.g., 1, 2, 3).

**2012statesdata.sav**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/2012statesdata-sav-10530481)

November 6, 2026
[Solved] Project

✓ Verified Academic Solution Available

Executive Solution Overview

[>Mechanical Engineering homework help](https://www.sweetstudy.com/fields/engineering-mechanical-engineering) **files (1)** – ## Projectdescription.pdf **## Projectdescription.pdf** ME 325 Project (Spring 2026) The deadline is May 2nd, when you would need to upload (on Blackboard) a 5 minute video p…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Mechanical Engineering homework help](https://www.sweetstudy.com/fields/engineering-mechanical-engineering)

**files (1)**

– ## Projectdescription.pdf

**## Projectdescription.pdf**

ME 325 Project (Spring 2026)

The deadline is May 2nd, when you would need to upload (on Blackboard) a 5 minute video

presentation, power point slides, and supplemental information/calculations/figures by 11:00pm.

You do not need to add a written report, but your slides might need details of your method and

supporting figures.

Project background and description

One technology being evaluated is the supercritical Brayton cycle operating on CO2. This is a

closed cycle for which every state is supercritical. The reason you want supercritical fluid is

because it is very dense, and thus the power requirement for compression is lower. The

turbomachinery (turbines and compressors) might be 10 times smaller than the turbines in a

Rankine cycle! Many different supercritical fluids will do, but CO2 is considered promising

because its critical point is 73.8 bar and 31.1°C. Thus, you can make the lowest temperature of the

cycle essentially room temperature, and many existing heat exchangers can handle the waste heat

near room temperature. Admittedly the pressures are very high, but this can be managed. For a

couple of reasons which you might look up1, one of the most promising configurations is the

recompression closed Brayton cycle, which employs two compressors and two stages of

regeneration. In terms of the block diagram, it is shown below in Fig. 1. The main flow is split at

state 8 and merged at state 3. We would like to evaluate the pressure ratio and split that can

lead to the highest efficiency of the cycle and compare this to other power cycles. We will make

modest assumptions for the near state-of-the-art components that might be achievable soon. You

are asked to prepare a short, high-impact presentation for the plant designer to use to decide the

design of the plant.

Figure 1: Schematic diagram of the recompression closed Brayton cycle considered in this

project.

1 https://www.energy.gov/sites/prod/files/2016/06/f32/QTR2015-4R-Supercritical-Carbon-Dioxide-
Brayton%20Cycle.pdf

You can assume the following:

1) There are no leaks, heat loss, or pressure drop throughout cycle. Thus P1, P8, P7, P6 are

all equal. Similarly, P2, P3, P4, and P5 are all equal.

2) The isentropic efficiencies of the compressors are 88% max.

3) The isentropic efficiency of the turbine is 90% max.

4) The maximum temperature that the turbines can see is 650°C. This will represent your

maximum T5. Note this is not achieved with a direct combustor in this case but imagine

an external combustor that efficiently adds heat (between states 4 and 5)

5) The regenerators have a maximum effectiveness of 90%.

6) The cycle is running on CO2 and must always be above the critical pressure and

temperature of CO2. P1 and T1 should be just above the CP of CO2.

7) You cannot assume that the cycle is a cold air standard. This is a very poor

assumption for near critical CO2. Don’t use any air standard assumption. You should use

thermodynamic software like Coolprop in order to figure out the properties of the fluid at

different states.

Hints:

1) The parameters p2/p1 and y are unknown, so you must use iterations in order to find the

possible combinations that could make a practical cycle, and then further iterate to optimize

your solution. In iteration, you would normally guess parameters for a solution and then

check the solution. More advanced iteration can help you rigorously choose your next

parameter set, but this is beyond the scope of this class.

2) While this type of solution might seem overwhelming, you can make some engineering

decisions to limit the range of parameters, and avoid searching in a large parameter space. As

an example, p2/p1 cannot be so high that the temperature before the heat exchanger is higher

than 650°C. You will find that these types of considerations will help you link possible

parameters.

3) You will find it easier to generate a spreadsheet or a computer script which calculates the

states of the Brayton cycle. This calculation is easily automated for different choices of

compressor ratios, etc. using CoolProp.

4) It is possible to automate the determination of states in real fluids. Tools like CoolProp can do

this.

5) Even when you calculate all the states and evaluate the efficiency of the cycle, using First Law

analysis, there are considerations that can invalidate the cycle (i.e. a parameter choice that will

prove wrong since it violates the second law, impractical temperatures and pressures, flow rates,

etc.). For example, an answer that involves a negative flow rate in the regenerator, or negative

entropy change in the absence of cooling, would clearly violate thermodynamic principles, and

thus would not be acceptable.

Deliverables

1) A recorded video presentation of no more than 5 minutes highlighting your analysis with

powerpoint slides. Audio is as important as the visual content. Note that Powerpoint allows you to

narrate your slides, so you would not need a camera for this. Technical content and clarity are more

important than style, visual effects, etc. However, your presentation is aimed at a technical

audience, i.e. delivering an impactful presentation to help an engineering manager choose a design.

Your presentation should include the following:

a) Extremely brief description of how you set up the problem. (More details in extra slides)

b) Show the operating envelope. This is the process parameters p2/p1 and y that could work.

Briefly describe what limits that envelope.

c) Recommendation of the best process choices for overall efficiency

d) Comparison of this solution against a Rankine or normal gas turbine cycle operating with

similar parameters.

e) Sensitivity of your solution to the extrema of your assumptions. For example, does your

solution greatly change if you cannot get a turbine to operate at 650°C? What if your

isentropic efficiencies or regenerator effectiveness are little lower?

2) Your powerpoint slide deck.

3) An example calculation of a cycle or the code you used to calculate the cycle.

Rubric: Impactful presentation (30%), Optimal solution and method (30%), Example

calculations/supplemental (40%).

Mathematical and thermodynamic background

1) You can use the first law analysis of open systems to write down the equations for the
cycle efficiency. It will be a set of simple equations with many unknown parameters.
(i.e. the enthalpies of many states, etc.)

2) You will notice immediately that you have many more unknown variables than known or
given parameters. You will need to formulate a system of equations to solve the
problem. For a well constrained/defined system, you will end up with the same number
of equations and unknown variables. Some of these equations you can write explicitly
(like using the first law of thermodynamics in an open system for the regenerators).
Other properties are linked by fluid-specific equations, which may be tabulated (like an
equation of state that links the pressure, density, and temperature of a fluid) or the
enthalpy or entropy of a fluid. In the present case, fluid properties are interrelated by the
given tables or via the software CoolProp (see #4 below). Of course, in the present case,
you will not have equations to work with, rather you would need to look at the tables or
use CoolProp to find a property of a known state of a given fluid.

3) Eventually, you need to know two additional parameters not specified in order to close
the system (i.e. have a number of unknowns equal to the number of equations). These
two parameters in this project are given to be P2/P1 and y. This is a selection that was
made for you, so that the problem be more tractable. After this point, you will need to
guess values of these parameters (P2/P1 and y) in order to solve the cycle. Different
choices for these parameters will lead to different solutions (i.e. value of efficiency) for
the cycle. In principle, some choice of these parameters would lead to higher values for
efficiency, but finding the best choice is not trivial (it involves an iterative process, which
is frequently used in engineering). But remember, in all cases, all your parameters
would have to satisfy the equations that apply for the problem and have physical
meaning. Furthermore, the best solution cannot violate the second law of
thermodynamics or other practical considerations.

4) For the purposes of this project, you can perform iterations to observe trends
rather than exhaustively finding the optimal parameters. Using CoolProp can help
you determine the properties in an automated fashion. In engineering, one is better
served by keeping all but one parameter fixed and changing this one parameter to
designate how the main outcome variable (cycle efficiency in our case) is affected.
For example, does a higher value of y when P2/P1 are fixed, increase or decrease
the efficiency of the cycle? This method would guide you towards improving
efficiency as you modify the assumed value of each of the guessed parameters
P2/P1 and y.

– The deadline is May 2nd, when you would need to upload (on Blackboard) a 5 minute video presentation, power point slides, and supplemental information/calculations/figures by 11:00pm. You do not need to add a written report, but your slides might need…
– Project background and description

– Hints:

– Deliverables
– Rubric: Impactful presentation (30%), Optimal solution and method (30%), Example calculations/supplemental (40%).

**## Projectdescription.pdf**

ME 325 Project (Spring 2026)

The deadline is May 2nd, when you would need to upload (on Blackboard) a 5 minute video

presentation, power point slides, and supplemental information/calculations/figures by 11:00pm.

You do not need to add a written report, but your slides might need details of your method and

supporting figures.

Project background and description

One technology being evaluated is the supercritical Brayton cycle operating on CO2. This is a

closed cycle for which every state is supercritical. The reason you want supercritical fluid is

because it is very dense, and thus the power requirement for compression is lower. The

turbomachinery (turbines and compressors) might be 10 times smaller than the turbines in a

Rankine cycle! Many different supercritical fluids will do, but CO2 is considered promising

because its critical point is 73.8 bar and 31.1°C. Thus, you can make the lowest temperature of the

cycle essentially room temperature, and many existing heat exchangers can handle the waste heat

near room temperature. Admittedly the pressures are very high, but this can be managed. For a

couple of reasons which you might look up1, one of the most promising configurations is the

recompression closed Brayton cycle, which employs two compressors and two stages of

regeneration. In terms of the block diagram, it is shown below in Fig. 1. The main flow is split at

state 8 and merged at state 3. We would like to evaluate the pressure ratio and split that can

lead to the highest efficiency of the cycle and compare this to other power cycles. We will make

modest assumptions for the near state-of-the-art components that might be achievable soon. You

are asked to prepare a short, high-impact presentation for the plant designer to use to decide the

design of the plant.

Figure 1: Schematic diagram of the recompression closed Brayton cycle considered in this

project.

1 https://www.energy.gov/sites/prod/files/2016/06/f32/QTR2015-4R-Supercritical-Carbon-Dioxide-
Brayton%20Cycle.pdf

You can assume the following:

1) There are no leaks, heat loss, or pressure drop throughout cycle. Thus P1, P8, P7, P6 are

all equal. Similarly, P2, P3, P4, and P5 are all equal.

2) The isentropic efficiencies of the compressors are 88% max.

3) The isentropic efficiency of the turbine is 90% max.

4) The maximum temperature that the turbines can see is 650°C. This will represent your

maximum T5. Note this is not achieved with a direct combustor in this case but imagine

an external combustor that efficiently adds heat (between states 4 and 5)

5) The regenerators have a maximum effectiveness of 90%.

6) The cycle is running on CO2 and must always be above the critical pressure and

temperature of CO2. P1 and T1 should be just above the CP of CO2.

7) You cannot assume that the cycle is a cold air standard. This is a very poor

assumption for near critical CO2. Don’t use any air standard assumption. You should use

thermodynamic software like Coolprop in order to figure out the properties of the fluid at

different states.

Hints:

1) The parameters p2/p1 and y are unknown, so you must use iterations in order to find the

possible combinations that could make a practical cycle, and then further iterate to optimize

your solution. In iteration, you would normally guess parameters for a solution and then

check the solution. More advanced iteration can help you rigorously choose your next

parameter set, but this is beyond the scope of this class.

2) While this type of solution might seem overwhelming, you can make some engineering

decisions to limit the range of parameters, and avoid searching in a large parameter space. As

an example, p2/p1 cannot be so high that the temperature before the heat exchanger is higher

than 650°C. You will find that these types of considerations will help you link possible

parameters.

3) You will find it easier to generate a spreadsheet or a computer script which calculates the

states of the Brayton cycle. This calculation is easily automated for different choices of

compressor ratios, etc. using CoolProp.

4) It is possible to automate the determination of states in real fluids. Tools like CoolProp can do

this.

5) Even when you calculate all the states and evaluate the efficiency of the cycle, using First Law

analysis, there are considerations that can invalidate the cycle (i.e. a parameter choice that will

prove wrong since it violates the second law, impractical temperatures and pressures, flow rates,

etc.). For example, an answer that involves a negative flow rate in the regenerator, or negative

entropy change in the absence of cooling, would clearly violate thermodynamic principles, and

thus would not be acceptable.

Deliverables

1) A recorded video presentation of no more than 5 minutes highlighting your analysis with

powerpoint slides. Audio is as important as the visual content. Note that Powerpoint allows you to

narrate your slides, so you would not need a camera for this. Technical content and clarity are more

important than style, visual effects, etc. However, your presentation is aimed at a technical

audience, i.e. delivering an impactful presentation to help an engineering manager choose a design.

Your presentation should include the following:

a) Extremely brief description of how you set up the problem. (More details in extra slides)

b) Show the operating envelope. This is the process parameters p2/p1 and y that could work.

Briefly describe what limits that envelope.

c) Recommendation of the best process choices for overall efficiency

d) Comparison of this solution against a Rankine or normal gas turbine cycle operating with

similar parameters.

e) Sensitivity of your solution to the extrema of your assumptions. For example, does your

solution greatly change if you cannot get a turbine to operate at 650°C? What if your

isentropic efficiencies or regenerator effectiveness are little lower?

2) Your powerpoint slide deck.

3) An example calculation of a cycle or the code you used to calculate the cycle.

Rubric: Impactful presentation (30%), Optimal solution and method (30%), Example

calculations/supplemental (40%).

Mathematical and thermodynamic background

1) You can use the first law analysis of open systems to write down the equations for the
cycle efficiency. It will be a set of simple equations with many unknown parameters.
(i.e. the enthalpies of many states, etc.)

2) You will notice immediately that you have many more unknown variables than known or
given parameters. You will need to formulate a system of equations to solve the
problem. For a well constrained/defined system, you will end up with the same number
of equations and unknown variables. Some of these equations you can write explicitly
(like using the first law of thermodynamics in an open system for the regenerators).
Other properties are linked by fluid-specific equations, which may be tabulated (like an
equation of state that links the pressure, density, and temperature of a fluid) or the
enthalpy or entropy of a fluid. In the present case, fluid properties are interrelated by the
given tables or via the software CoolProp (see #4 below). Of course, in the present case,
you will not have equations to work with, rather you would need to look at the tables or
use CoolProp to find a property of a known state of a given fluid.

3) Eventually, you need to know two additional parameters not specified in order to close
the system (i.e. have a number of unknowns equal to the number of equations). These
two parameters in this project are given to be P2/P1 and y. This is a selection that was
made for you, so that the problem be more tractable. After this point, you will need to
guess values of these parameters (P2/P1 and y) in order to solve the cycle. Different
choices for these parameters will lead to different solutions (i.e. value of efficiency) for
the cycle. In principle, some choice of these parameters would lead to higher values for
efficiency, but finding the best choice is not trivial (it involves an iterative process, which
is frequently used in engineering). But remember, in all cases, all your parameters
would have to satisfy the equations that apply for the problem and have physical
meaning. Furthermore, the best solution cannot violate the second law of
thermodynamics or other practical considerations.

4) For the purposes of this project, you can perform iterations to observe trends
rather than exhaustively finding the optimal parameters. Using CoolProp can help
you determine the properties in an automated fashion. In engineering, one is better
served by keeping all but one parameter fixed and changing this one parameter to
designate how the main outcome variable (cycle efficiency in our case) is affected.
For example, does a higher value of y when P2/P1 are fixed, increase or decrease
the efficiency of the cycle? This method would guide you towards improving
efficiency as you modify the assumed value of each of the guessed parameters
P2/P1 and y.

– The deadline is May 2nd, when you would need to upload (on Blackboard) a 5 minute video presentation, power point slides, and supplemental information/calculations/figures by 11:00pm. You do not need to add a written report, but your slides might need…
– Project background and description

– Hints:

– Deliverables
– Rubric: Impactful presentation (30%), Optimal solution and method (30%), Example calculations/supplemental (40%).

November 6, 2026
[Solved] Construction Project Report

✓ Verified Academic Solution Available

Executive Solution Overview

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering) The report. Files are for this project. **files (2)** – ## PreliminaryCalculationsforteam3.pdf – ## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf **## PreliminaryCalculationsforteam3.p…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering)

The report. Files are for this project.

**files (2)**

– ## PreliminaryCalculationsforteam3.pdf

– ## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf

**## PreliminaryCalculationsforteam3.pdf**

Preliminary Calculations
Earthmoving Fleet Productivity and Project Time Estimation

Project Information

The project consists of excavating a rectangular site and hauling the material to a disposal area
located 4 miles away.

Site Dimensions

Parameter Value
Length 300 yd

Width 200 yd
Excavation Depth 5 ft

Soil Type Common Earth
Swell Factor 25%

Haul Distance 4 miles
Haul Grade 4% upgrade

1. Total Excavation Quantity
Bank Volume (BCY)

Excavation volume is calculated as:

V = L \times W \times D

Depth must be converted to yards:

5 ft = \frac{5}{3} = 1.667 yd

V = 300 \times 200 \times 1.667

V = 100,020 \approx 100,000 BCY

Loose Volume (LCY)

With a 25% swell factor:

LCY = BCY (1 + swell)

LCY = 100,000 (1.25)

LCY = 125,000 LCY

Therefore, the trucks must haul:

125,000 LCY

2. Equipment Selection
The following equipment was selected for the earthmoving operation.

Equipment Model Key Specifications
Excavator CAT 336 Bucket capacity = 2.5 yd³
Dump Truck CAT 730 ADT Capacity = 20 LCY
Dozer CAT D6 Used for site support and

grading

3. Excavator Productivity
Excavator cycle time is assumed to be 25 seconds.

Cycles per Hour

3600
25 = 144 c𝑦𝑐𝑙𝑒𝑠/ℎr

Adjusting for job efficiency (0.83):

144 × 0.83 = 119.5 ≈ 120 c𝑦𝑐𝑙𝑒𝑠/ℎ𝑟

Excavator Production

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 𝑐𝑦𝑐𝑙𝑒𝑠/ℎ𝑟 × 𝑏𝑢𝑐𝑘𝑒𝑡 c𝑎𝑝𝑎𝑐𝑖𝑡𝑦

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 120 × 2.5

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 300 𝐶𝑌/ℎ𝑟

Excavator productivity:

300 𝐿𝐶𝑌/ℎ𝑟

4. Truck Cycle Time
Haul distance to disposal site = 4 miles

Assume average truck speed = 30 mph

Haul Time

4
30 = 0.133 ℎ𝑟

0.133 × 60 = 8 m𝑖𝑛𝑢𝑡𝑒𝑠

Return Time

Return travel time = 8 minutes

Additional Operation Times

Operation Time
Loading 2 min
Dumping 1min

Spotting / Maneuvering 1min

Total Cycle Time

CT = 2 + 8 + 1 + 8 + 1

CT = 20 minutes

5. Truck Productivity Formula

𝑄 =
𝑞 × 60 × 𝑁 × 𝐸

𝐶𝑇

Where:

Variable Description
q truck capacity

N number of trucks

E job efficiency

CT cycle time

6. Fleet Productivity Calculations
Fleet 1 – Primary Fleet
Equipment:

• 1 CAT 336 Excavator
• 4 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 4 × 0.83

20

𝑄 = 199 𝐿𝐶𝑌/ℎ𝑟

Excavator capacity = 300 LCY/hr

Fleet productivity is limited by trucks.

Fleet Production = 199 LCY/hr

Project Time

𝑇 =
125000
199

T = 628 hours

𝐷𝑎𝑦𝑠 =
628
8 = 78.5 days

Fleet 2 – Alternative Fleet 1
Equipment:

• 1 CAT 336 Excavator
• 5 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 5 × 0.83

20

𝑄 = 249 𝐿𝐶𝑌/ℎ𝑟

Excavator limit = 300 LCY/hr

Fleet Production = 249 LCY/hr

Project Time

𝑇 =
125000
249

T = 502 hours

𝐷𝑎𝑦𝑠 =
502
8 = 62.7 Days

Fleet 3 – Alternative Fleet 2
Equipment:

• 1 CAT 336 Excavator
• 6 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 6 × 0.83

20

Q = 299 LCY/hr

Excavator limit = 300 LCY/hr

Fleet Production = 299 LCY/hr

Project Time

𝑇 =
125000
299

T = 418 hours

𝐷𝑎𝑦𝑠 =
418
8 = 52.3 𝐷𝑎𝑦𝑠

7. Fleet Comparison
Fleet Numbers of

Trucks
Productivity
(LCY/hr)

Total Hours Total Days

Primary Fleet 4 199 628 78.5
Alternative Fleet 1 5 249 502 62.7

Alternative Fleet 2 6 299 418 52.3

8. Conclusion
Increasing the number of dump trucks improves hauling productivity and reduces project
duration.

The Alternative Fleet 2 (6 trucks) provides the highest productivity and the shortest estimated
completion time of approximately 52 days.

**## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf**

1

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

BCN 3727 CONSTRUCTION SITEWORK & EQUIPMENT

Term Project (200 Points)

Final Report and Presentation are

due on Friday, April 17, 2026 @ 11:59 p.m.

1. INTRODUCTION and PROJECT DESCRIPTION
During construction work, it is necessary to conduct site preparation and excavation works

for the foundations of buildings. For this project, you are given the site preparation and excavation

works for the foundation of a large mixed used residential/commercial project close to downtown

Miami. The land is 300 yards long and 200 yards wide. The site is reasonably level terrain with

firm ground and approximately less than 25% rock content. The project specifications require

excavating 5 ft. of the entire land area. You have identified a disposal site 4 miles away from the

jobsite with a 4% slope upwards from the site to the disposal. Most of the soil at the site consists

of common earth with 25% swell. You can make reasonable assumptions wherever information

is not provided in this project description (e.g., about soil density and moisture content of the soil,

etc.). You need to clearly state your assumptions before making any calculations regarding the

earthmoving/earthwork operations.

2. INSTRUCTIONS
You are required to define three equipment crew compositions (one primary fleet and two

alternatives) for this project. Crews may include combinations of dozers, excavators, hauling

trucks, loaders, support vehicles, etc. Complete the following:

1. Identify Equipment

• Research appropriate brands and models using the internet, operator’s manuals, and

other commercially available data.

• Use manufacturer performance characteristics (e.g., bucket capacity, engine power,

gross machine weight, productivity rates) as the basis for your analysis.

• Make reasonable assumptions where needed (e.g., soil density and moisture content).

2. Analyze Each Fleet

Using the data collected, determine:

a) Productivity of each fleet

b) Ownership and operating costs

c) Trade-offs between productivity and cost across fleets

d) Rent, lease, or buy options, with rationale for each option

3. Compare Alternatives

• Evaluate and compare the fleets based on their ability to perform the job, their

productivity, and by comparing rent/lease/buy options for each

• Estimate project time and cost for each

4. Select Optimum Fleet

• Present your final choice of the most effective fleet, supported by your analysis.

2

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3. GRADING
The term project will be graded out of 200 points and is worth 15% of the total course

grade. Deliverables include:

(1) Meeting minutes of the student group’s first meeting to acknowledge announcement of

the term project instructions, to discuss project objectives, goals, and to determine a work schedule.

(2) Preliminary calculations of the productivity of the primary fleet of vehicles, including

preliminary calculations of the two alternate fleet choices.

(3) A written report.

(4) A 15 to 20-minute group presentation on your project.

(5) A group evaluation form to rate the performance of the other group members.

The report, presentation, and group evaluation are due on Friday, April 17, 2026 @ 11:59

p.m.

3.1 First Meeting (25 points) – Due February 19, 2026 @ 11:59 p.m.

1. Acknowledgement of announcement of Term Project. Each student in the group

should indicate that they have reviewed the term project and understand the term

project scope and instructions.

2. Meeting minutes of first meeting discussing project objectives, goals, and creating a

schedule to follow regarding the work (additional meetings, calculations, project

sections, etc.)

3.2 Preliminary Calculations (25 points) – Due March 19, 2026 @ 11:59 p.m.

1. Preliminary calculations of productivity of the primary fleet of vehicles and

alternatives.

2. Estimation of total project time per fleet of vehicles.

3.3 Report (100 points) – Due April 17, 2026 @ 11:59 p.m.

The report will consist of:

1. Cover page and Table of Contents (2 pages – mandatory) (Not having a cover page

and a table of contents incurs an automatic 10-point penalty)

2. Abstract (5 points) (1 page)

• An abstract is essentially a summary of the entire report and highlights the

main purpose of the report, methods, key findings and conclusions in a

concise and easy to read format. (300-400-word limit)

3. Introduction (10 points) (2-4 pages)

• Provide an overview of the project.

• State all assumptions.

4. Main body (70 points) (No page limit, must include each of the 5 sections below)

This is the content of the main body of the report. It must, at a minimum, include:

• The characteristics of the identified equipment (e.g., bucket size, gross

machine weight, engine power) along with references to the manufacturers’

manuals.

• An estimate of the time/productivity it takes to complete the job with the

selected equipment fleet with all detailed calculations.

3

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

• An estimate of the ownership and operation costs with all detailed

calculations.

• Discussions about your decisions on buy/rent/lease options for each fleet and

the rationale of your decisions.

• Analysis of the cost versus the productivity tradeoffs and the selection of the

optimum fleet composition.

5. Conclusions (10 points) (2-4 pages)

• Summarize your decisions regarding vehicle choices, buying/renting/leasing

equipment and other project choices.

• Discuss the factors that may have changed your final choice (e.g. soil type and

density, distance from suppliers, etc.)

• Discuss the problems that you think are likely to happen during this sitework

project (e.g. adverse weather conditions, safety issues, etc.) and ways to deal

with such problems.

6. References (5 points)

• Include a list of references that your report cited.

• Use an alphabetical order for listing the references.

3.4 Presentation (50 points) – Due April 17, 2026 @ 11:59 p.m.

This is the group presentation. All team members need to be present. The content of the

presentation should, at a minimum, include:

• The characteristics of the identified equipment

• Productivity, cost analysis and tradeoffs between productivity and cost

• Comparisons of different equipment crews/fleets

• Decisions on the optimal equipment crew/fleet and reasons for choosing such

crew/fleet.

Notes: You are suggested to use tables and charts to summarize your calculation results.

Please save the detailed calculations for the written report.

Your presentation will be graded on:

1. Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice projection/modulation

2. Organization & contents (20 points)

• Clear objectives

• Logical structure

• Effective use of content and summaries

3. Visual aids (20 points)

• Clear and easy-to-read slides

• Logical organization of slides

• Effective colors and theme (Aesthetics)

4

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3.5 Group Evaluation Form (Mandatory) – Due April 17, 2026 @ 11:59 p.m.

For this term project, each student is required to complete a group evaluation form to

assess the performance of their teammates. Members will rate one another based on their

percentage of effort and contribution to the project. Submission of this form is mandatory

for all group members.

4. SUBMISSION
4.1 First Meeting (25 points)

Please submit an electronic copy (PDF) of the first student group meeting on Microsoft Word or

PDF through the link “Term Project First Meeting” on the Canvas website. Please name the file

as: Group Number_Your Name_Term Project Only one team member needs to submit this file.

4.2 Preliminary Calculations (25 points)

Please submit an electronic copy (PDF) of the preliminary calculations on Microsoft Word or PDF

through the link “Term Project Preliminary Calculations” on the Canvas website. Please name the

file as: Group Number_Your Name_Term Project Only one team member needs to submit this

file.

4.3 Report (100 points)

Please submit an electronic copy (PDF) of the report in Microsoft Word through the link “Term

Project” in the Canvas. Please name the file as: Group Number_Your Name_Term Project Only

one team member needs to submit this file.

4.4 Presentation (50 points)

Please use FIU Zoom to record your presentations. In your presentation, please make sure you

share your screens that show your presentation slides. Please submit the recorded video in mp4

format through the link “Term Project_Presentation” on Canvas. Please name the file as: Group

Number_Your Name_Term Project.mp4 Only one team member needs to submit this file.

4.5 Group Evaluation

Please submit and electronic copy (PDF) of the group evaluation form through the link “Term

Project_Group Evaluation on Canvas. Please name this file as Group Number_Your Name_Group

Evaluation Every team member will need to submit the group evaluation form.

5. IMPORTANT NOTE
In case of any ambiguities or conflicting information in the term paper instructions, the students

should seek clarification from the instructor in a timely manner, i.e., contact the instructor about

questions/concerns earlier rather than later. Lack of understanding of the requirements of the term

project does not entitle students to extra credits or extension of deadlines. Student groups should

schedule an appointment to meet with the instructor if any questions may arise.

5

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

6. DISCLAIMER
This term project was created to facilitate students’ hands-on experience and practical learning of

the course materials. The project description is simplified and should not be used for any purpose

other than evaluating the students’ ability to collect and analyze data related to construction

sitework activities as well as making sound decisions about selecting appropriate equipment for

construction projects.

6

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

Report Grading Rubric:

Report Observations Points Earned

Abstract (5 points)

Introduction (10 points)

Main body (70 points)

Conclusions (10 points)

References (5 points)

Presentation Grading Rubric:

Presentation Observations Points Earned

Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice

projection/modulation

Organization and Content

(20 points)

• Clear objectives

• Logical structure

• Effective use of content

and summaries

Visual Aids (20 points)

• Clear and easy-to-read

slides

• Logical organization of

slides

• Effective colors and

theme (Aesthetics)

**## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf**

1

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

BCN 3727 CONSTRUCTION SITEWORK & EQUIPMENT

Term Project (200 Points)

Final Report and Presentation are

due on Friday, April 17, 2026 @ 11:59 p.m.

1. INTRODUCTION and PROJECT DESCRIPTION
During construction work, it is necessary to conduct site preparation and excavation works

for the foundations of buildings. For this project, you are given the site preparation and excavation

works for the foundation of a large mixed used residential/commercial project close to downtown

Miami. The land is 300 yards long and 200 yards wide. The site is reasonably level terrain with

firm ground and approximately less than 25% rock content. The project specifications require

excavating 5 ft. of the entire land area. You have identified a disposal site 4 miles away from the

jobsite with a 4% slope upwards from the site to the disposal. Most of the soil at the site consists

of common earth with 25% swell. You can make reasonable assumptions wherever information

is not provided in this project description (e.g., about soil density and moisture content of the soil,

etc.). You need to clearly state your assumptions before making any calculations regarding the

earthmoving/earthwork operations.

2. INSTRUCTIONS
You are required to define three equipment crew compositions (one primary fleet and two

alternatives) for this project. Crews may include combinations of dozers, excavators, hauling

trucks, loaders, support vehicles, etc. Complete the following:

1. Identify Equipment

• Research appropriate brands and models using the internet, operator’s manuals, and

other commercially available data.

• Use manufacturer performance characteristics (e.g., bucket capacity, engine power,

gross machine weight, productivity rates) as the basis for your analysis.

• Make reasonable assumptions where needed (e.g., soil density and moisture content).

2. Analyze Each Fleet

Using the data collected, determine:

a) Productivity of each fleet

b) Ownership and operating costs

c) Trade-offs between productivity and cost across fleets

d) Rent, lease, or buy options, with rationale for each option

3. Compare Alternatives

• Evaluate and compare the fleets based on their ability to perform the job, their

productivity, and by comparing rent/lease/buy options for each

• Estimate project time and cost for each

4. Select Optimum Fleet

• Present your final choice of the most effective fleet, supported by your analysis.

2

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3. GRADING
The term project will be graded out of 200 points and is worth 15% of the total course

grade. Deliverables include:

(1) Meeting minutes of the student group’s first meeting to acknowledge announcement of

the term project instructions, to discuss project objectives, goals, and to determine a work schedule.

(2) Preliminary calculations of the productivity of the primary fleet of vehicles, including

preliminary calculations of the two alternate fleet choices.

(3) A written report.

(4) A 15 to 20-minute group presentation on your project.

(5) A group evaluation form to rate the performance of the other group members.

The report, presentation, and group evaluation are due on Friday, April 17, 2026 @ 11:59

p.m.

3.1 First Meeting (25 points) – Due February 19, 2026 @ 11:59 p.m.

1. Acknowledgement of announcement of Term Project. Each student in the group

should indicate that they have reviewed the term project and understand the term

project scope and instructions.

2. Meeting minutes of first meeting discussing project objectives, goals, and creating a

schedule to follow regarding the work (additional meetings, calculations, project

sections, etc.)

3.2 Preliminary Calculations (25 points) – Due March 19, 2026 @ 11:59 p.m.

1. Preliminary calculations of productivity of the primary fleet of vehicles and

alternatives.

2. Estimation of total project time per fleet of vehicles.

3.3 Report (100 points) – Due April 17, 2026 @ 11:59 p.m.

The report will consist of:

1. Cover page and Table of Contents (2 pages – mandatory) (Not having a cover page

and a table of contents incurs an automatic 10-point penalty)

2. Abstract (5 points) (1 page)

• An abstract is essentially a summary of the entire report and highlights the

main purpose of the report, methods, key findings and conclusions in a

concise and easy to read format. (300-400-word limit)

3. Introduction (10 points) (2-4 pages)

• Provide an overview of the project.

• State all assumptions.

4. Main body (70 points) (No page limit, must include each of the 5 sections below)

This is the content of the main body of the report. It must, at a minimum, include:

• The characteristics of the identified equipment (e.g., bucket size, gross

machine weight, engine power) along with references to the manufacturers’

manuals.

• An estimate of the time/productivity it takes to complete the job with the

selected equipment fleet with all detailed calculations.

3

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

• An estimate of the ownership and operation costs with all detailed

calculations.

• Discussions about your decisions on buy/rent/lease options for each fleet and

the rationale of your decisions.

• Analysis of the cost versus the productivity tradeoffs and the selection of the

optimum fleet composition.

5. Conclusions (10 points) (2-4 pages)

• Summarize your decisions regarding vehicle choices, buying/renting/leasing

equipment and other project choices.

• Discuss the factors that may have changed your final choice (e.g. soil type and

density, distance from suppliers, etc.)

• Discuss the problems that you think are likely to happen during this sitework

project (e.g. adverse weather conditions, safety issues, etc.) and ways to deal

with such problems.

6. References (5 points)

• Include a list of references that your report cited.

• Use an alphabetical order for listing the references.

3.4 Presentation (50 points) – Due April 17, 2026 @ 11:59 p.m.

This is the group presentation. All team members need to be present. The content of the

presentation should, at a minimum, include:

• The characteristics of the identified equipment

• Productivity, cost analysis and tradeoffs between productivity and cost

• Comparisons of different equipment crews/fleets

• Decisions on the optimal equipment crew/fleet and reasons for choosing such

crew/fleet.

Notes: You are suggested to use tables and charts to summarize your calculation results.

Please save the detailed calculations for the written report.

Your presentation will be graded on:

1. Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice projection/modulation

2. Organization & contents (20 points)

• Clear objectives

• Logical structure

• Effective use of content and summaries

3. Visual aids (20 points)

• Clear and easy-to-read slides

• Logical organization of slides

• Effective colors and theme (Aesthetics)

4

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3.5 Group Evaluation Form (Mandatory) – Due April 17, 2026 @ 11:59 p.m.

For this term project, each student is required to complete a group evaluation form to

assess the performance of their teammates. Members will rate one another based on their

percentage of effort and contribution to the project. Submission of this form is mandatory

for all group members.

4. SUBMISSION
4.1 First Meeting (25 points)

Please submit an electronic copy (PDF) of the first student group meeting on Microsoft Word or

PDF through the link “Term Project First Meeting” on the Canvas website. Please name the file

as: Group Number_Your Name_Term Project Only one team member needs to submit this file.

4.2 Preliminary Calculations (25 points)

Please submit an electronic copy (PDF) of the preliminary calculations on Microsoft Word or PDF

through the link “Term Project Preliminary Calculations” on the Canvas website. Please name the

file as: Group Number_Your Name_Term Project Only one team member needs to submit this

file.

4.3 Report (100 points)

Please submit an electronic copy (PDF) of the report in Microsoft Word through the link “Term

Project” in the Canvas. Please name the file as: Group Number_Your Name_Term Project Only

one team member needs to submit this file.

4.4 Presentation (50 points)

Please use FIU Zoom to record your presentations. In your presentation, please make sure you

share your screens that show your presentation slides. Please submit the recorded video in mp4

format through the link “Term Project_Presentation” on Canvas. Please name the file as: Group

Number_Your Name_Term Project.mp4 Only one team member needs to submit this file.

4.5 Group Evaluation

Please submit and electronic copy (PDF) of the group evaluation form through the link “Term

Project_Group Evaluation on Canvas. Please name this file as Group Number_Your Name_Group

Evaluation Every team member will need to submit the group evaluation form.

5. IMPORTANT NOTE
In case of any ambiguities or conflicting information in the term paper instructions, the students

should seek clarification from the instructor in a timely manner, i.e., contact the instructor about

questions/concerns earlier rather than later. Lack of understanding of the requirements of the term

project does not entitle students to extra credits or extension of deadlines. Student groups should

schedule an appointment to meet with the instructor if any questions may arise.

5

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

6. DISCLAIMER
This term project was created to facilitate students’ hands-on experience and practical learning of

the course materials. The project description is simplified and should not be used for any purpose

other than evaluating the students’ ability to collect and analyze data related to construction

sitework activities as well as making sound decisions about selecting appropriate equipment for

construction projects.

6

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

Report Grading Rubric:

Report Observations Points Earned

Abstract (5 points)

Introduction (10 points)

Main body (70 points)

Conclusions (10 points)

References (5 points)

Presentation Grading Rubric:

Presentation Observations Points Earned

Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice

projection/modulation

Organization and Content

(20 points)

• Clear objectives

• Logical structure

• Effective use of content

and summaries

Visual Aids (20 points)

• Clear and easy-to-read

slides

• Logical organization of

slides

• Effective colors and

theme (Aesthetics)

**## PreliminaryCalculationsforteam3.pdf**

Preliminary Calculations
Earthmoving Fleet Productivity and Project Time Estimation

Project Information

The project consists of excavating a rectangular site and hauling the material to a disposal area
located 4 miles away.

Site Dimensions

Parameter Value
Length 300 yd

Width 200 yd
Excavation Depth 5 ft

Soil Type Common Earth
Swell Factor 25%

Haul Distance 4 miles
Haul Grade 4% upgrade

1. Total Excavation Quantity
Bank Volume (BCY)

Excavation volume is calculated as:

V = L \times W \times D

Depth must be converted to yards:

5 ft = \frac{5}{3} = 1.667 yd

V = 300 \times 200 \times 1.667

V = 100,020 \approx 100,000 BCY

Loose Volume (LCY)

With a 25% swell factor:

LCY = BCY (1 + swell)

LCY = 100,000 (1.25)

LCY = 125,000 LCY

Therefore, the trucks must haul:

125,000 LCY

2. Equipment Selection
The following equipment was selected for the earthmoving operation.

Equipment Model Key Specifications
Excavator CAT 336 Bucket capacity = 2.5 yd³
Dump Truck CAT 730 ADT Capacity = 20 LCY
Dozer CAT D6 Used for site support and

grading

3. Excavator Productivity
Excavator cycle time is assumed to be 25 seconds.

Cycles per Hour

3600
25 = 144 c𝑦𝑐𝑙𝑒𝑠/ℎr

Adjusting for job efficiency (0.83):

144 × 0.83 = 119.5 ≈ 120 c𝑦𝑐𝑙𝑒𝑠/ℎ𝑟

Excavator Production

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 𝑐𝑦𝑐𝑙𝑒𝑠/ℎ𝑟 × 𝑏𝑢𝑐𝑘𝑒𝑡 c𝑎𝑝𝑎𝑐𝑖𝑡𝑦

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 120 × 2.5

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 300 𝐶𝑌/ℎ𝑟

Excavator productivity:

300 𝐿𝐶𝑌/ℎ𝑟

4. Truck Cycle Time
Haul distance to disposal site = 4 miles

Assume average truck speed = 30 mph

Haul Time

4
30 = 0.133 ℎ𝑟

0.133 × 60 = 8 m𝑖𝑛𝑢𝑡𝑒𝑠

Return Time

Return travel time = 8 minutes

Additional Operation Times

Operation Time
Loading 2 min
Dumping 1min

Spotting / Maneuvering 1min

Total Cycle Time

CT = 2 + 8 + 1 + 8 + 1

CT = 20 minutes

5. Truck Productivity Formula

𝑄 =
𝑞 × 60 × 𝑁 × 𝐸

𝐶𝑇

Where:

Variable Description
q truck capacity

N number of trucks

E job efficiency

CT cycle time

6. Fleet Productivity Calculations
Fleet 1 – Primary Fleet
Equipment:

• 1 CAT 336 Excavator
• 4 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 4 × 0.83

20

𝑄 = 199 𝐿𝐶𝑌/ℎ𝑟

Excavator capacity = 300 LCY/hr

Fleet productivity is limited by trucks.

Fleet Production = 199 LCY/hr

Project Time

𝑇 =
125000
199

T = 628 hours

𝐷𝑎𝑦𝑠 =
628
8 = 78.5 days

Fleet 2 – Alternative Fleet 1
Equipment:

• 1 CAT 336 Excavator
• 5 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 5 × 0.83

20

𝑄 = 249 𝐿𝐶𝑌/ℎ𝑟

Excavator limit = 300 LCY/hr

Fleet Production = 249 LCY/hr

Project Time

𝑇 =
125000
249

T = 502 hours

𝐷𝑎𝑦𝑠 =
502
8 = 62.7 Days

Fleet 3 – Alternative Fleet 2
Equipment:

• 1 CAT 336 Excavator
• 6 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 6 × 0.83

20

Q = 299 LCY/hr

Excavator limit = 300 LCY/hr

Fleet Production = 299 LCY/hr

Project Time

𝑇 =
125000
299

T = 418 hours

𝐷𝑎𝑦𝑠 =
418
8 = 52.3 𝐷𝑎𝑦𝑠

7. Fleet Comparison
Fleet Numbers of

Trucks
Productivity
(LCY/hr)

Total Hours Total Days

Primary Fleet 4 199 628 78.5
Alternative Fleet 1 5 249 502 62.7

Alternative Fleet 2 6 299 418 52.3

8. Conclusion
Increasing the number of dump trucks improves hauling productivity and reduces project
duration.

The Alternative Fleet 2 (6 trucks) provides the highest productivity and the shortest estimated
completion time of approximately 52 days.

**## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf**

1

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

BCN 3727 CONSTRUCTION SITEWORK & EQUIPMENT

Term Project (200 Points)

Final Report and Presentation are

due on Friday, April 17, 2026 @ 11:59 p.m.

1. INTRODUCTION and PROJECT DESCRIPTION
During construction work, it is necessary to conduct site preparation and excavation works

for the foundations of buildings. For this project, you are given the site preparation and excavation

works for the foundation of a large mixed used residential/commercial project close to downtown

Miami. The land is 300 yards long and 200 yards wide. The site is reasonably level terrain with

firm ground and approximately less than 25% rock content. The project specifications require

excavating 5 ft. of the entire land area. You have identified a disposal site 4 miles away from the

jobsite with a 4% slope upwards from the site to the disposal. Most of the soil at the site consists

of common earth with 25% swell. You can make reasonable assumptions wherever information

is not provided in this project description (e.g., about soil density and moisture content of the soil,

etc.). You need to clearly state your assumptions before making any calculations regarding the

earthmoving/earthwork operations.

2. INSTRUCTIONS
You are required to define three equipment crew compositions (one primary fleet and two

alternatives) for this project. Crews may include combinations of dozers, excavators, hauling

trucks, loaders, support vehicles, etc. Complete the following:

1. Identify Equipment

• Research appropriate brands and models using the internet, operator’s manuals, and

other commercially available data.

• Use manufacturer performance characteristics (e.g., bucket capacity, engine power,

gross machine weight, productivity rates) as the basis for your analysis.

• Make reasonable assumptions where needed (e.g., soil density and moisture content).

2. Analyze Each Fleet

Using the data collected, determine:

a) Productivity of each fleet

b) Ownership and operating costs

c) Trade-offs between productivity and cost across fleets

d) Rent, lease, or buy options, with rationale for each option

3. Compare Alternatives

• Evaluate and compare the fleets based on their ability to perform the job, their

productivity, and by comparing rent/lease/buy options for each

• Estimate project time and cost for each

4. Select Optimum Fleet

• Present your final choice of the most effective fleet, supported by your analysis.

2

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3. GRADING
The term project will be graded out of 200 points and is worth 15% of the total course

grade. Deliverables include:

(1) Meeting minutes of the student group’s first meeting to acknowledge announcement of

the term project instructions, to discuss project objectives, goals, and to determine a work schedule.

(2) Preliminary calculations of the productivity of the primary fleet of vehicles, including

preliminary calculations of the two alternate fleet choices.

(3) A written report.

(4) A 15 to 20-minute group presentation on your project.

(5) A group evaluation form to rate the performance of the other group members.

The report, presentation, and group evaluation are due on Friday, April 17, 2026 @ 11:59

p.m.

3.1 First Meeting (25 points) – Due February 19, 2026 @ 11:59 p.m.

1. Acknowledgement of announcement of Term Project. Each student in the group

should indicate that they have reviewed the term project and understand the term

project scope and instructions.

2. Meeting minutes of first meeting discussing project objectives, goals, and creating a

schedule to follow regarding the work (additional meetings, calculations, project

sections, etc.)

3.2 Preliminary Calculations (25 points) – Due March 19, 2026 @ 11:59 p.m.

1. Preliminary calculations of productivity of the primary fleet of vehicles and

alternatives.

2. Estimation of total project time per fleet of vehicles.

3.3 Report (100 points) – Due April 17, 2026 @ 11:59 p.m.

The report will consist of:

1. Cover page and Table of Contents (2 pages – mandatory) (Not having a cover page

and a table of contents incurs an automatic 10-point penalty)

2. Abstract (5 points) (1 page)

• An abstract is essentially a summary of the entire report and highlights the

main purpose of the report, methods, key findings and conclusions in a

concise and easy to read format. (300-400-word limit)

3. Introduction (10 points) (2-4 pages)

• Provide an overview of the project.

• State all assumptions.

4. Main body (70 points) (No page limit, must include each of the 5 sections below)

This is the content of the main body of the report. It must, at a minimum, include:

• The characteristics of the identified equipment (e.g., bucket size, gross

machine weight, engine power) along with references to the manufacturers’

manuals.

• An estimate of the time/productivity it takes to complete the job with the

selected equipment fleet with all detailed calculations.

3

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

• An estimate of the ownership and operation costs with all detailed

calculations.

• Discussions about your decisions on buy/rent/lease options for each fleet and

the rationale of your decisions.

• Analysis of the cost versus the productivity tradeoffs and the selection of the

optimum fleet composition.

5. Conclusions (10 points) (2-4 pages)

• Summarize your decisions regarding vehicle choices, buying/renting/leasing

equipment and other project choices.

• Discuss the factors that may have changed your final choice (e.g. soil type and

density, distance from suppliers, etc.)

• Discuss the problems that you think are likely to happen during this sitework

project (e.g. adverse weather conditions, safety issues, etc.) and ways to deal

with such problems.

6. References (5 points)

• Include a list of references that your report cited.

• Use an alphabetical order for listing the references.

3.4 Presentation (50 points) – Due April 17, 2026 @ 11:59 p.m.

This is the group presentation. All team members need to be present. The content of the

presentation should, at a minimum, include:

• The characteristics of the identified equipment

• Productivity, cost analysis and tradeoffs between productivity and cost

• Comparisons of different equipment crews/fleets

• Decisions on the optimal equipment crew/fleet and reasons for choosing such

crew/fleet.

Notes: You are suggested to use tables and charts to summarize your calculation results.

Please save the detailed calculations for the written report.

Your presentation will be graded on:

1. Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice projection/modulation

2. Organization & contents (20 points)

• Clear objectives

• Logical structure

• Effective use of content and summaries

3. Visual aids (20 points)

• Clear and easy-to-read slides

• Logical organization of slides

• Effective colors and theme (Aesthetics)

4

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3.5 Group Evaluation Form (Mandatory) – Due April 17, 2026 @ 11:59 p.m.

For this term project, each student is required to complete a group evaluation form to

assess the performance of their teammates. Members will rate one another based on their

percentage of effort and contribution to the project. Submission of this form is mandatory

for all group members.

4. SUBMISSION
4.1 First Meeting (25 points)

Please submit an electronic copy (PDF) of the first student group meeting on Microsoft Word or

PDF through the link “Term Project First Meeting” on the Canvas website. Please name the file

as: Group Number_Your Name_Term Project Only one team member needs to submit this file.

4.2 Preliminary Calculations (25 points)

Please submit an electronic copy (PDF) of the preliminary calculations on Microsoft Word or PDF

through the link “Term Project Preliminary Calculations” on the Canvas website. Please name the

file as: Group Number_Your Name_Term Project Only one team member needs to submit this

file.

4.3 Report (100 points)

Please submit an electronic copy (PDF) of the report in Microsoft Word through the link “Term

Project” in the Canvas. Please name the file as: Group Number_Your Name_Term Project Only

one team member needs to submit this file.

4.4 Presentation (50 points)

Please use FIU Zoom to record your presentations. In your presentation, please make sure you

share your screens that show your presentation slides. Please submit the recorded video in mp4

format through the link “Term Project_Presentation” on Canvas. Please name the file as: Group

Number_Your Name_Term Project.mp4 Only one team member needs to submit this file.

4.5 Group Evaluation

Please submit and electronic copy (PDF) of the group evaluation form through the link “Term

Project_Group Evaluation on Canvas. Please name this file as Group Number_Your Name_Group

Evaluation Every team member will need to submit the group evaluation form.

5. IMPORTANT NOTE
In case of any ambiguities or conflicting information in the term paper instructions, the students

should seek clarification from the instructor in a timely manner, i.e., contact the instructor about

questions/concerns earlier rather than later. Lack of understanding of the requirements of the term

project does not entitle students to extra credits or extension of deadlines. Student groups should

schedule an appointment to meet with the instructor if any questions may arise.

5

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

6. DISCLAIMER
This term project was created to facilitate students’ hands-on experience and practical learning of

the course materials. The project description is simplified and should not be used for any purpose

other than evaluating the students’ ability to collect and analyze data related to construction

sitework activities as well as making sound decisions about selecting appropriate equipment for

construction projects.

6

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

Report Grading Rubric:

Report Observations Points Earned

Abstract (5 points)

Introduction (10 points)

Main body (70 points)

Conclusions (10 points)

References (5 points)

Presentation Grading Rubric:

Presentation Observations Points Earned

Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice

projection/modulation

Organization and Content

(20 points)

• Clear objectives

• Logical structure

• Effective use of content

and summaries

Visual Aids (20 points)

• Clear and easy-to-read

slides

• Logical organization of

slides

• Effective colors and

theme (Aesthetics)

**## PreliminaryCalculationsforteam3.pdf**

Preliminary Calculations
Earthmoving Fleet Productivity and Project Time Estimation

Project Information

The project consists of excavating a rectangular site and hauling the material to a disposal area
located 4 miles away.

Site Dimensions

Parameter Value
Length 300 yd

Width 200 yd
Excavation Depth 5 ft

Soil Type Common Earth
Swell Factor 25%

Haul Distance 4 miles
Haul Grade 4% upgrade

1. Total Excavation Quantity
Bank Volume (BCY)

Excavation volume is calculated as:

V = L \times W \times D

Depth must be converted to yards:

5 ft = \frac{5}{3} = 1.667 yd

V = 300 \times 200 \times 1.667

V = 100,020 \approx 100,000 BCY

Loose Volume (LCY)

With a 25% swell factor:

LCY = BCY (1 + swell)

LCY = 100,000 (1.25)

LCY = 125,000 LCY

Therefore, the trucks must haul:

125,000 LCY

2. Equipment Selection
The following equipment was selected for the earthmoving operation.

Equipment Model Key Specifications
Excavator CAT 336 Bucket capacity = 2.5 yd³
Dump Truck CAT 730 ADT Capacity = 20 LCY
Dozer CAT D6 Used for site support and

grading

3. Excavator Productivity
Excavator cycle time is assumed to be 25 seconds.

Cycles per Hour

3600
25 = 144 c𝑦𝑐𝑙𝑒𝑠/ℎr

Adjusting for job efficiency (0.83):

144 × 0.83 = 119.5 ≈ 120 c𝑦𝑐𝑙𝑒𝑠/ℎ𝑟

Excavator Production

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 𝑐𝑦𝑐𝑙𝑒𝑠/ℎ𝑟 × 𝑏𝑢𝑐𝑘𝑒𝑡 c𝑎𝑝𝑎𝑐𝑖𝑡𝑦

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 120 × 2.5

𝑃𝑟𝑜𝑑𝑢𝑐𝑡𝑖𝑜𝑛 = 300 𝐶𝑌/ℎ𝑟

Excavator productivity:

300 𝐿𝐶𝑌/ℎ𝑟

4. Truck Cycle Time
Haul distance to disposal site = 4 miles

Assume average truck speed = 30 mph

Haul Time

4
30 = 0.133 ℎ𝑟

0.133 × 60 = 8 m𝑖𝑛𝑢𝑡𝑒𝑠

Return Time

Return travel time = 8 minutes

Additional Operation Times

Operation Time
Loading 2 min
Dumping 1min

Spotting / Maneuvering 1min

Total Cycle Time

CT = 2 + 8 + 1 + 8 + 1

CT = 20 minutes

5. Truck Productivity Formula

𝑄 =
𝑞 × 60 × 𝑁 × 𝐸

𝐶𝑇

Where:

Variable Description
q truck capacity

N number of trucks

E job efficiency

CT cycle time

6. Fleet Productivity Calculations
Fleet 1 – Primary Fleet
Equipment:

• 1 CAT 336 Excavator
• 4 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 4 × 0.83

20

𝑄 = 199 𝐿𝐶𝑌/ℎ𝑟

Excavator capacity = 300 LCY/hr

Fleet productivity is limited by trucks.

Fleet Production = 199 LCY/hr

Project Time

𝑇 =
125000
199

T = 628 hours

𝐷𝑎𝑦𝑠 =
628
8 = 78.5 days

Fleet 2 – Alternative Fleet 1
Equipment:

• 1 CAT 336 Excavator
• 5 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 5 × 0.83

20

𝑄 = 249 𝐿𝐶𝑌/ℎ𝑟

Excavator limit = 300 LCY/hr

Fleet Production = 249 LCY/hr

Project Time

𝑇 =
125000
249

T = 502 hours

𝐷𝑎𝑦𝑠 =
502
8 = 62.7 Days

Fleet 3 – Alternative Fleet 2
Equipment:

• 1 CAT 336 Excavator
• 6 CAT 730 Dump Trucks
• 1 CAT D6 Dozer

Truck Production

𝑄 =
20 × 60 × 6 × 0.83

20

Q = 299 LCY/hr

Excavator limit = 300 LCY/hr

Fleet Production = 299 LCY/hr

Project Time

𝑇 =
125000
299

T = 418 hours

𝐷𝑎𝑦𝑠 =
418
8 = 52.3 𝐷𝑎𝑦𝑠

7. Fleet Comparison
Fleet Numbers of

Trucks
Productivity
(LCY/hr)

Total Hours Total Days

Primary Fleet 4 199 628 78.5
Alternative Fleet 1 5 249 502 62.7

Alternative Fleet 2 6 299 418 52.3

8. Conclusion
Increasing the number of dump trucks improves hauling productivity and reduces project
duration.

The Alternative Fleet 2 (6 trucks) provides the highest productivity and the shortest estimated
completion time of approximately 52 days.

**## BCN3727-TermProjectInstructionsandGradingRubricSpring2026.pdf**

1

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

BCN 3727 CONSTRUCTION SITEWORK & EQUIPMENT

Term Project (200 Points)

Final Report and Presentation are

due on Friday, April 17, 2026 @ 11:59 p.m.

1. INTRODUCTION and PROJECT DESCRIPTION
During construction work, it is necessary to conduct site preparation and excavation works

for the foundations of buildings. For this project, you are given the site preparation and excavation

works for the foundation of a large mixed used residential/commercial project close to downtown

Miami. The land is 300 yards long and 200 yards wide. The site is reasonably level terrain with

firm ground and approximately less than 25% rock content. The project specifications require

excavating 5 ft. of the entire land area. You have identified a disposal site 4 miles away from the

jobsite with a 4% slope upwards from the site to the disposal. Most of the soil at the site consists

of common earth with 25% swell. You can make reasonable assumptions wherever information

is not provided in this project description (e.g., about soil density and moisture content of the soil,

etc.). You need to clearly state your assumptions before making any calculations regarding the

earthmoving/earthwork operations.

2. INSTRUCTIONS
You are required to define three equipment crew compositions (one primary fleet and two

alternatives) for this project. Crews may include combinations of dozers, excavators, hauling

trucks, loaders, support vehicles, etc. Complete the following:

1. Identify Equipment

• Research appropriate brands and models using the internet, operator’s manuals, and

other commercially available data.

• Use manufacturer performance characteristics (e.g., bucket capacity, engine power,

gross machine weight, productivity rates) as the basis for your analysis.

• Make reasonable assumptions where needed (e.g., soil density and moisture content).

2. Analyze Each Fleet

Using the data collected, determine:

a) Productivity of each fleet

b) Ownership and operating costs

c) Trade-offs between productivity and cost across fleets

d) Rent, lease, or buy options, with rationale for each option

3. Compare Alternatives

• Evaluate and compare the fleets based on their ability to perform the job, their

productivity, and by comparing rent/lease/buy options for each

• Estimate project time and cost for each

4. Select Optimum Fleet

• Present your final choice of the most effective fleet, supported by your analysis.

2

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3. GRADING
The term project will be graded out of 200 points and is worth 15% of the total course

grade. Deliverables include:

(1) Meeting minutes of the student group’s first meeting to acknowledge announcement of

the term project instructions, to discuss project objectives, goals, and to determine a work schedule.

(2) Preliminary calculations of the productivity of the primary fleet of vehicles, including

preliminary calculations of the two alternate fleet choices.

(3) A written report.

(4) A 15 to 20-minute group presentation on your project.

(5) A group evaluation form to rate the performance of the other group members.

The report, presentation, and group evaluation are due on Friday, April 17, 2026 @ 11:59

p.m.

3.1 First Meeting (25 points) – Due February 19, 2026 @ 11:59 p.m.

1. Acknowledgement of announcement of Term Project. Each student in the group

should indicate that they have reviewed the term project and understand the term

project scope and instructions.

2. Meeting minutes of first meeting discussing project objectives, goals, and creating a

schedule to follow regarding the work (additional meetings, calculations, project

sections, etc.)

3.2 Preliminary Calculations (25 points) – Due March 19, 2026 @ 11:59 p.m.

1. Preliminary calculations of productivity of the primary fleet of vehicles and

alternatives.

2. Estimation of total project time per fleet of vehicles.

3.3 Report (100 points) – Due April 17, 2026 @ 11:59 p.m.

The report will consist of:

1. Cover page and Table of Contents (2 pages – mandatory) (Not having a cover page

and a table of contents incurs an automatic 10-point penalty)

2. Abstract (5 points) (1 page)

• An abstract is essentially a summary of the entire report and highlights the

main purpose of the report, methods, key findings and conclusions in a

concise and easy to read format. (300-400-word limit)

3. Introduction (10 points) (2-4 pages)

• Provide an overview of the project.

• State all assumptions.

4. Main body (70 points) (No page limit, must include each of the 5 sections below)

This is the content of the main body of the report. It must, at a minimum, include:

• The characteristics of the identified equipment (e.g., bucket size, gross

machine weight, engine power) along with references to the manufacturers’

manuals.

• An estimate of the time/productivity it takes to complete the job with the

selected equipment fleet with all detailed calculations.

3

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

• An estimate of the ownership and operation costs with all detailed

calculations.

• Discussions about your decisions on buy/rent/lease options for each fleet and

the rationale of your decisions.

• Analysis of the cost versus the productivity tradeoffs and the selection of the

optimum fleet composition.

5. Conclusions (10 points) (2-4 pages)

• Summarize your decisions regarding vehicle choices, buying/renting/leasing

equipment and other project choices.

• Discuss the factors that may have changed your final choice (e.g. soil type and

density, distance from suppliers, etc.)

• Discuss the problems that you think are likely to happen during this sitework

project (e.g. adverse weather conditions, safety issues, etc.) and ways to deal

with such problems.

6. References (5 points)

• Include a list of references that your report cited.

• Use an alphabetical order for listing the references.

3.4 Presentation (50 points) – Due April 17, 2026 @ 11:59 p.m.

This is the group presentation. All team members need to be present. The content of the

presentation should, at a minimum, include:

• The characteristics of the identified equipment

• Productivity, cost analysis and tradeoffs between productivity and cost

• Comparisons of different equipment crews/fleets

• Decisions on the optimal equipment crew/fleet and reasons for choosing such

crew/fleet.

Notes: You are suggested to use tables and charts to summarize your calculation results.

Please save the detailed calculations for the written report.

Your presentation will be graded on:

1. Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice projection/modulation

2. Organization & contents (20 points)

• Clear objectives

• Logical structure

• Effective use of content and summaries

3. Visual aids (20 points)

• Clear and easy-to-read slides

• Logical organization of slides

• Effective colors and theme (Aesthetics)

4

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

3.5 Group Evaluation Form (Mandatory) – Due April 17, 2026 @ 11:59 p.m.

For this term project, each student is required to complete a group evaluation form to

assess the performance of their teammates. Members will rate one another based on their

percentage of effort and contribution to the project. Submission of this form is mandatory

for all group members.

4. SUBMISSION
4.1 First Meeting (25 points)

Please submit an electronic copy (PDF) of the first student group meeting on Microsoft Word or

PDF through the link “Term Project First Meeting” on the Canvas website. Please name the file

as: Group Number_Your Name_Term Project Only one team member needs to submit this file.

4.2 Preliminary Calculations (25 points)

Please submit an electronic copy (PDF) of the preliminary calculations on Microsoft Word or PDF

through the link “Term Project Preliminary Calculations” on the Canvas website. Please name the

file as: Group Number_Your Name_Term Project Only one team member needs to submit this

file.

4.3 Report (100 points)

Please submit an electronic copy (PDF) of the report in Microsoft Word through the link “Term

Project” in the Canvas. Please name the file as: Group Number_Your Name_Term Project Only

one team member needs to submit this file.

4.4 Presentation (50 points)

Please use FIU Zoom to record your presentations. In your presentation, please make sure you

share your screens that show your presentation slides. Please submit the recorded video in mp4

format through the link “Term Project_Presentation” on Canvas. Please name the file as: Group

Number_Your Name_Term Project.mp4 Only one team member needs to submit this file.

4.5 Group Evaluation

Please submit and electronic copy (PDF) of the group evaluation form through the link “Term

Project_Group Evaluation on Canvas. Please name this file as Group Number_Your Name_Group

Evaluation Every team member will need to submit the group evaluation form.

5. IMPORTANT NOTE
In case of any ambiguities or conflicting information in the term paper instructions, the students

should seek clarification from the instructor in a timely manner, i.e., contact the instructor about

questions/concerns earlier rather than later. Lack of understanding of the requirements of the term

project does not entitle students to extra credits or extension of deadlines. Student groups should

schedule an appointment to meet with the instructor if any questions may arise.

5

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

6. DISCLAIMER
This term project was created to facilitate students’ hands-on experience and practical learning of

the course materials. The project description is simplified and should not be used for any purpose

other than evaluating the students’ ability to collect and analyze data related to construction

sitework activities as well as making sound decisions about selecting appropriate equipment for

construction projects.

6

BCN 3727

CONST. SITEWORK & EQUIPMENT

Spring 2026

Report Grading Rubric:

Report Observations Points Earned

Abstract (5 points)

Introduction (10 points)

Main body (70 points)

Conclusions (10 points)

References (5 points)

Presentation Grading Rubric:

Presentation Observations Points Earned

Delivery (10 points)

• Enthusiasm

• Adequate pace

• Tone (can we hear you)

• Proper voice

projection/modulation

Organization and Content

(20 points)

• Clear objectives

• Logical structure

• Effective use of content

and summaries

Visual Aids (20 points)

• Clear and easy-to-read

slides

• Logical organization of

slides

• Effective colors and

theme (Aesthetics)

November 6, 2026
[Solved] Semiconductor Facilities and Cleanroom Practices Project

✓ Verified Academic Solution Available

Executive Solution Overview

[>Electrical Engineering homework help](https://www.sweetstudy.com/fields/engineering-electrical-engineering) The attached document describes the class project and format requirements for the deliverable. The due date is **April 20.** – [\ \ EEE439projectS26updated.pdf](https://www.sweetstudy.com/…

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Electrical Engineering homework help](https://www.sweetstudy.com/fields/engineering-electrical-engineering)

The attached document describes the class project and format requirements for the deliverable. The due date is **April 20.**

– [\
\
EEE439projectS26updated.pdf](https://www.sweetstudy.com/files/eee439projects26updated-pdf "EEE439projectS26updated.pdf")
– [\
\
Lastname_Firstname_XXX.xlsx](https://www.sweetstudy.com/files/lastname-firstname-xxx-xlsx-10532481 "Lastname_Firstname_XXX.xlsx")

November 6, 2026
[Solved] None

✓ Verified Academic Solution Available

Executive Solution Overview

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering) None

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering)

None

November 6, 2026
[Solved] Assignmen t

✓ Verified Academic Solution Available

Executive Solution Overview

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering) ## SEE FORMAT REQUIRED BELOW ## Part I: Construction Cost Management (45%) 1. Using the information provided in **Week 11, Resources, and Lecture 11-Part 5 (Square foot and Assembly Estimation video. …

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Civil Engineering homework help](https://www.sweetstudy.com/fields/engineering-civil-engineering)

## SEE FORMAT REQUIRED BELOW

## Part I: Construction Cost Management (45%)

1. Using the information provided in **Week 11, Resources, and Lecture 11-Part 5 (Square foot and Assembly Estimation video. See chart on slide within the first 4 minutes)**, using the chart, and square feet costs shown by building type, perform a square foot estimate to find the cost of a 150,000 S.F. college dormitory. (10%) (show calculation)
2. If the cost you estimated in question 1 is for a college dormitory at Clemson University in 2016, what would be the cost of a similar building at Auburn University in 2016? (15%) (show calculation)
3. What is the difference between “construction cost estimating” and “construction cost control”? **Be specific (from lecture).** (10%)
4. Identify whether each of the following items should be categorized as **direct costs** or **indirect costs** in a construction project. (10%)

• Labor expenses for on-site carpenters

• Rental fees for construction equipment like a small loader

• Architectural design fees

• Office rent and utilities

• Concrete and rebar used in the building's foundation

• Workers' compensation insurance

• Safety equipment for on-site workers

• Administrative salaries for project managers

• Temporary protection of flooring

• Material invoice of roofing membrane

## Part II: Construction Time Management (55%)

1. Identify which definition is for **"planning"** and which is for **"scheduling"**. (10%)

– —— is the detailed process of creating a timeline or calendar that specifies when and in what order specific tasks or activities should be completed to meet the project's objectives. It's the day-to-day roadmap for executing the plan.
– —— involves setting project goals, defining the scope, and deciding what needs to be done and when. It's about determining the big picture and organizing resources.

2. What is a Work Breakdown Structure (WBS)? **AND** Why is it needed? (Two-part question). (10%)

3. Arrange the following steps required for planning a construction project in the correct order, and provide a brief description for each step. (From lecture, not general answer) (15%)

– Identify the sequential relationships between the activities
– Identify the activities (tasks) needed to complete the project
– Breakdown the project into elements or items of work
– Continue refining the plan to improve efficiency

4. How do we shorten or accelerate the duration of a construction project, when needed? Be specific. ( **From lecture)**(10%)

5. **LIST** and briefly describe the DATA that needs to be collected to keep a construction schedule updated. **(From lecture)** (10%)

**FORMAT:**

Header: Your Name, Course BCN3027, Assignment 2

PART 1 and 2 Re-state the question, then provide the answer Example:

– Question:
– Answer:

**No Page Limit**

Submit in PDF format

https://www.youtube.com/watch?v=sC1xy1F6I2Q

– [\
\
Module9-Estimating.pdf](https://www.sweetstudy.com/files/module9-estimating-pdf "Module9-Estimating.pdf")

November 6, 2026
[Solved] safety manager

✓ Verified Academic Solution Available

Executive Solution Overview

understand how to be a manager

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

understand how to be a manager

November 6, 2026
[Solved] understanding how projects work

✓ Verified Academic Solution Available

Executive Solution Overview

grasping the concept of time and energy

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

grasping the concept of time and energy

November 6, 2026
[Solved] Presentation script

✓ Verified Academic Solution Available

Executive Solution Overview

[>Telecommunications Engineering homework help](https://www.sweetstudy.com/fields/engineering-telecommunications-engineering) 5-7 min

Instant Solution Download
$6.99

Immediate access to the full model answer, formatted citations, and rubric breakdown.

Need a Fresh Custom Paper?

Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →

Assignment Prompt & Instructions

[>Telecommunications Engineering homework help](https://www.sweetstudy.com/fields/engineering-telecommunications-engineering)

5-7 min

November 6, 2026