text:
User:K.saunders/enes100/Goldberg

Link to project FKJ team page.

Write problem statement
Is there a way to make a Rube Goldburg Machine out of old printers and scanners?

Assign Task1
This week I took home a scanner and dissembled it to look for usable parts.

Compare actual work done to Task1
Took apart scanner and found many usable parts. I also started taking apart one of the main printers and found a a large spectrum of usable pieces.

Week1 Narrative
This week I did a majority of the dissembling and came out with some really interesting parts. The laser scanner from the scanner will be very useful. Also some unknown parts removed from the large printer are very versatile.

Assign Task2
Derive at least one simple machine from the assortment of useable parts.

Compare actual work done to Task2
We did not come up with an actual working machine but we did get several ideas put together and we finished taking the pictures apart and are ready to begin construction.

Week2 Narrative
This week I finally finished disassembling all the printers and the laser scanner. I did a good job of delegating different tasks to my team mates and making sure we kept pushing the project forward. Me and my father are currently working on finding a motor suitable for the the laser scanner so that when a circuit is completed the scare will travel the whole distance down the slide rod.

Assign Task3
Have at least a full completed design for the Rube Goldburg machine. I am expecting that we actually make progress on the model.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:K.saunders/enes100/Goldberg


text:
User talk:Gerald Ogessa

This page was over a megabyte and difficult to edit. The user is inactive for over two years. The page appears to have contained categories, directly or included in templates, that could attract editors (that's how I came to it). My browser crashed when I first tried to load this page. If anyone wants to clean up this page, and make an open archive, fine. Until then I have archived this to history: permanent link to last version before my blanking --Abd (discuss • contribs) 22:45, 6 January 2014 (UTC)

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/

title: User talk:Gerald Ogessa


text:
User:Gerald Ogessa

Neurosurgery Dissertation [Neurochirurgiedoktorarbeit]
 Hello Gerald Ogessa, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 23:44, 14 September 2011 (UTC)

Military Operation: Operational Military Medicine
Care of the Casualty
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Medical Operations
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Military Preventative Medicine

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Welcome to the Department of Military Medicine
 Military medicine is focused around health care support to military operations. This encompasses medicine that is before or after an operational deployment (such as care of the service member while in garrison) and medicine while deployed on expeditionary operations.

Many topics in military medicine overlap with civilian medicine and the field of military medicine is interdisciplinary. Most practitioners of military medicine are trained in the realm of civilian medicine first and then undergo training in the various military medicine centric topics.

Topics with a unique focus include:

Military Medicine Pre and Post Deployment

Recruit Medicine

Mobilization and Pre-Deployment Medicine

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Rehabilitation Medicine

Military Occupational Health

Operational Military Medicine

Care of the Casualty
 * Tactical Combat Casualty Care
 * Field Trauma Management
 * Emergency War Surgery
 * Military Dermatology
 * Military Psychiatry

Environmental Medicine
 * Hot Environments
 * Cold Environments
 * Jungle Enviornments
 * Mountain Enviornments
 * Dive Medicine
 * Shipboard Medicine
 * Flight Medicine
 * Chemical Biological Radiological and Nuclear Environments

Medical Operations
 * Medical Operations Planning
 * Special Operations Medicine
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Military Preventative Medicine

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MED5.8 Introduction to Military Medicine

 Care of the Casualty

MED5.83 Military Dermatology

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School:Medicine

 The Wikiversity School of Medicine is a free online educational resource for the study of medicine. It is a member of the Faculty of Life Sciences and aims to maximize collaboration with other schools within the faculty and elsewhere. Prospective students may study medicine at Wikiversity by registering with the site and joining the school. Students may study via the proposed curriculum pathway, by picking and choosing modules or lessons from the different departments or by joining the school in creating lessons.

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The school's medical course is currently divided into pre-clinical and clinical sets of modules. Access to these modules is via the school curriculum. Below are the divisions and departments of the School of Medicine

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🇨🇴 Level 1:
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°°°°°Sign in your female cadet recruits!!°°°°°

 * medlibrary

"Education Free at the Point of Delivery"

 The Wikiversity School of Medicine is a free online educational resource for the study of medicine. It is a member of the Faculty of Life Sciences and aims to maximize collaboration with other schools within the faculty and elsewhere. Prospective students may study medicine at Wikiversity by registering with the site and joining the school. Students may study via the proposed curriculum pathway, by picking and choosing modules or lessons from the different departments or by joining the school in creating lessons. Please read the School of Medicine Disclaimer

Affiliates
 * The School of Medicine is actively seeking affiliates to collaborate with on projects of mutual interest

School Noticeboard
 * This school is currently under construction. Feel free to help in its establishment

Curriculum

The school's medical course is currently divided into pre-clinical and clinical sets of modules. Access to these modules is via the school curriculum. Below are the divisions and departments of the School of Medicine

 * Pre-clinical Departments

🇨🇴 Level 1:
 * Evidence-based Medicine
 * Epidemiology and Biostatistics
 * Preventive Medicine and Public Health
 * Molecular Biology
 * Anatomy
 * Community Medicine
 * Nonkilling Human Biology
 * Nonkilling Public Health

Level 2:
 * Physiology
 * Human Behavior
 * Pathology
 * Microbiology
 * Pharmacology
 * Clinical Skills
 * Biochemistry

 * Clinical Departments

🇨🇴 Level 3:
 * Hematology
 * Cardiovascular Medicine
 * Respiratory Medicine
 * Gastroenterology
 * Nephrology
 * Neurology
 * Endocrinology

Level 4:
 * Ophthalmology
 * Otorhinolaryngology
 * General Surgery
 * Psychiatry
 * Oncology
 * Orthopedics and Rheumatology
 * Urology

Level 5:
 * Pediatric Medicine
 * Anesthesiology
 * Emergency Medicine
 * Reproductive Medicine
 * Geriatric Medicine
 * Primary Care Medicine
 * Military Medicine

Related news

 * Ocotber 2008 Gerald
 * October 2008 mh-hannover.de/15561.html
 * July 2008 Pneumonia Most Common Reason for Hospitalization
 * April 2008 'Healing clays' show promise for fighting deadly MRSA superbug infections, other diseases
 * May 2007 Some soft drinks may not be healthy for consumption...
 * May 2007 New medical school to train rural doctors to open in Washington...
 * April 2007 High blood pressure may originate in the brain...
 * March 2007 Antibiotics may be prescribed too often for sinusitis.
 * March 2007 New study shows treating disease in the mouth can improve cardiovascular health.

كلية علوم الطب Fachbereich Humanmedizin Departamento de Medicina fr:Faculté:Médecine it:Facoltà:Medicina e chirurgia pt:Portal:Ciências Médicas Факультет медицины

°°°°°Wikipedia recommendations°°°°°Welcome!
Hello, Gerald Ogessa, and welcome to Wikipedia! Thank you for your contributions. I hope you like the place and decide to stay. Here are some pages that you might find helpful: I hope you enjoy editing here and being a Wikipedian! Please sign your messages on discussion pages using four tildes ( ~ ); this will automatically insert your username and the date. If you need help, check out Questions, ask me on my talk page, or ask your question on this page and then place  before the question. Again, welcome! Drmies (talk) 20:32, 14 September 2011 (UTC) Powertransformers@msn.com Amalien.gabriel5@googlemail.com Orgzilla@googlemail.com Orgz@live.de Orgz1900@hotmail.com
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Prescription_costs
Welcome!

1. http://en.wikipedia.org/wiki/Prescription_costs
Prescription costs Article Discussion Edit this page History Watch From Wikipedia, the free encyclopedia You have new messages (last change).

Prescription costs are a common health care cost for many people and also the source of considerable economic hardship for some. These costs are sometimes referred to as out-of-pocket prescription costs, since for those with insurance, the total cost of their prescriptions may include expenses covered by a third party, such as an insurance company, as well as the individual. Out-of-pocket prescription costs include deductibles, co-payments, and upper limits in coverage.Contents 1 United States 2 United Kingdom 3 Countries where the cost of drugs is prohibitive 4 Techniques to reduce costs 5 See also 6 References 7 Further information

[edit] United States Main article: Prescription drug prices in the United States

In the period 1994–2004 prescription costs were the most rapidly increasing cost of health care in the United States. These increases, which averaged 12% during some years, are accounted for by increases in the number of drugs per person (treatment intensification), increases in the cost of a “market-basket” of drugs (price inflation), and increases in the use of newer drugs over older, less costly, alternatives.[1] Overall, experts estimate that treatment intensification increased by 68% and price inflation increased by 8.3% between 1994 and 2004.

A substantial body of evidence has documented the association between high out-of-pocket costs and many types of economic and non-economic hardship. Between 20%–30% of patients in the United States report having skipped or stretched a prescription medicine during the previous 12 months because of the cost. Other patients report cutting back on payments for their utilities or food in order to afford their prescription medicines.

There are several barriers that prevent greater patient-provider communication about these costs.[2] Patients may be embarrassed to raise their concerns, concerned that doing so may compromise their quality of care, or under the impression that there is nothing that their health care provider can do to help. Providers may also be embarrassed discussing costs, and feel too much time pressure to discuss these costs with patients. [edit] United Kingdom

A very large number of people in the countries of the United Kingdom get prescriptions partly or totally paid for by National Insurance from the National Health Service.[3] In England prescribed medicines and medical supplies are free of charge to: those under 16 years old; those aged 16–18 in full-time education; those aged 60 or over; holders of a valid Medical Exemption Certificate for a number of chronic conditions such as diabetes, epilepsy, etc.; holders of a Maternity Exemption Certificate; holders of an HC2 certificate (awarded on the basis of low income); those with a War Pension Exemption Certificate; recipients of income related benefits including: Pension Credit, Income Based Job Seekers Allowance and Income Support.

For others each prescribed item, regardless of nature or quantity, costs UK £7.40 (Increased from £7.20 1/3/2011). A prescription pre-payment certificate (or PPC) can be bought for UK £104.00, and covers unlimited prescriptions for 12 months. Alternatively, 3 monthly PPCs may be bought for UK £28.25 (Prices as at February 2010). PPCs are sold to the public by the NHS Business Services Authority.

Other forms of health insurance and private medical care are available, but low income does not prevent access to medical care for most conditions. [edit] Countries where the cost of drugs is prohibitive

In many developing countries the cost of proprietary drugs is beyond the reach of the majority of the population.[4] There have been attempts both by international agreements and by pharmaceutical companies to provide drugs at low cost, either supplied by manufacturers who own the drugs,[5] or manufactured locally as generic versions of drugs which are elsewhere protected by patent.[6] Countries without manufacturing capability may import such generics.

The legal framework regarding generic versions of patented drugs is formalised in the Doha Declaration on Trade-Related Aspects of Intellectual Property Rights and later agreements. [edit] Techniques to reduce costs

Ways to Reduce Prescription Costs Pill splitting

Many pill-form drugs are produced in several different dosages. For example, a medicine may be prescribed at a 25 mg or a 50 mg dose. Some medicines can be prescribed at a higher dose and then the tablets can be split into two or more parts. High-dose pill are often much cheaper per unit weight than their low-dose counterparts. Not all pills can be split, since some come as time release capsules or require very precise dosing. Generic drugs

Generic drugs are much less expensive than brand-name drugs. Many people think that generics are less effective or less safe than a brand name drug, but this is an error. Once a drug is developed, it is protected by patent and sold as a brand name drug for several years, and can be sold as a generic drug or under a different brand when the patent expires. 90-day supply

Some drugs are available in a three-month supply at a lower unit cost than a smaller supply. Stopping medicines that may no longer be needed

Taking a prescription medicine may become so routine that patients continue to take it even when it is no longer necessary. However, many medicines may not be needed indefinitely. Buying from cheaper supplier

Different suppliers may have different prices. There are several government and commercial websites that will compare the prices for a given dosage of a given medication at different pharmacies.

In the USA Wal-Mart has introduced a range of "hundreds" of prescription drugs at a uniform price of US$4 for a 30-day supply.[7] Target followed suit in some locations soon after Wal-Mart. In 2008 Dominick's also began to provide prescription drugs for four dollars.[8] Many other chains have followed their lead, including CVS and Sams Club(owned by walmart). Most chains in the USA now offer some sort of discount plan. This is usually in the form of a special price list, a loyalty discount program, or price matching of other competitors schemes. Prescription pricing has become extremely competitive, with such discounts often resulting in a charge lower than the copay through a patients insurance. Counterfeit medications

There are many counterfeit medicines on the market, posing as both generic and proprietary brands. The counterfeits may be less effective than the real drug, or may have no active ingredients at all. This is a particular problem in countries with poor supervision of the pharmaceutical sector, which often also have many inhabitants with low incomes. Medicines bought over the Internet are also often found to be counterfeit. This can make saving on prescription costs risky. Research regarding out-of-pocket prescription costs

While there are many mechanisms for reducing out-of-pocket prescription costs, pharmaceutical samples actually do not reduce prescription costs. Even after receiving samples, sample recipients remain disproportionately burdened by prescription costs.[9]

For many drugs, especially brand-name antihypertensive fixed-dose medications, the clinical benefits must be balanced with patient financial burden and nonadherence during prescribing.[10]

A study has been done on the cost effectiveness of purchasing a three-month supply, which finds that there is a quantitative cost difference when patients in the U.S. fill larger quantities of a prescription drug for a chronic condition.[11]

Another way to perhaps reduce out-of-pocket costs is to improve physicians' access to health information technology. While physicians with high rates of IT use do not significantly higher knowledge of drug costs, it has been suggested that health IT should be improved to make it easier for physicians to access cost information at the point of care.[12] [edit] See also Generic drug Inverse benefit law Pill splitting Prescription Drug [edit] References	This article uses bare URLs for citations, which may be threatened by link rot. Please add information on the author and source, so that the article remains verifiable in the future. The "Reflinks" tool can be used to partially automate this task. (April 2011)

^ Prescription Drug Costs: Background Brief – KaiserEDU.org, Health Policy Education from the Henry J. Kaiser Family Foundation. Kaiseredu.org. Retrieved on 2011-04-23. ^ [1][not in citation given] ^ A quick guide to help with health costs including charges and optical voucher values, Effective from 1 April 2008, NHS ^ Angela Saini Making poor nations pay for drugs, New Scientist, 31 March 2007 ^ GSK tops new ethical ranking for investors – health – 16 June 2008. New Scientist. Retrieved on 2011-04-23. ^ Drugs bust – 13 June 2001. New Scientist. Retrieved on 2011-04-23. ^ 3[verification needed] ^ 7[verification needed] ^ Alexander, G Caleb; Zhang, James; Basu, Anirban (2008). "Characteristics of Patients Receiving Pharmaceutical Samples and Association Between Sample Receipt and Out-of-Pocket Prescription Costs". Medical Care 46 (4): 394–402. doi:10.1097/MLR.0b013e3181618ee0. . ^ Rabbani, Atonu; Alexander, G. Caleb (2008). "Out-of-pocket and Total Costs of Fixed-dose Combination Antihypertensives and Their Components". American Journal of Hypertension 21 (5): 509–13. doi:10.1038/ajh.2008.31. . ^ Rabbani, A; Alexander, GC (2009). "Cost Savings Associated with Filling a 3-Month Supply of Prescription Medicines". Applied health economics and health policy 7 (4): 255–64. doi:10.2165/11313610-000000000-00000. . ^ Tseng, CW; Brook, RH; Alexander, GC; Hixon, AL; Keeler, EB; Mangione, CM; Chen, R; Jackson, EA et al. (2010). "Health information technology and physicians' knowledge of drug costs". The American journal of managed care 16 (4): e105–10. . [edit] Further information Alexander, G. C.; Casalino, LP; Meltzer, DO (2005). "Physician Strategies to Reduce Patients' Out-of-pocket Prescription Costs". Archives of Internal Medicine 165 (6): 633–6. doi:10.1001/archinte.165.6.633. . Alexander, G C.; Tseng, C.-W. (2004). "Six strategies to identify and assist patients burdened by out-of-pocket prescription costs". Cleveland Clinic Journal of Medicine 71 (5): 433–7. doi:10.3949/ccjm.71.5.433. . Alexander, G. Caleb; Casalino, Lawrence P.; Tseng, Chien-Wen; McFadden, Diane; Meltzer, David O. (2004). "Barriers to Patient-physician Communication About Out-of-pocket Costs". Journal of General Internal Medicine 19 (8): 856–60. doi:10.1111/j.1525-1497.2004.30249.x. PMC 1492500. . Pham, H. H.; Alexander, G. C.; O'Malley, A. S. (2007). "Physician Consideration of Patients' Out-of-Pocket Costs in Making Common Clinical Decisions". Archives of Internal Medicine 167 (7): 663–8. doi:10.1001/archinte.167.7.663. . Rabbani, Atonu; Alexander, G. Caleb (2008). "Out-of-pocket and Total Costs of Fixed-dose Combination Antihypertensives and Their Components". American Journal of Hypertension 21 (5): 509–13. doi:10.1038/ajh.2008.31. . Categories: Pharmacology | Drugs | Pharmacy Navigation Main page Contents Featured content Current events Random article Donate to Wikipedia Search Interaction Help About Wikipedia Community portal Recent changes Contact Wikipedia Toolbox What links here Related changes Upload file Special pages Permanent link Cite this page Print/export Create a book Download as PDF Printable version GeraldOgessa My talk My preferences My watchlist My contributions Log out This page was last modified on August 26, 2011 at 00:43. Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of use for details. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Contact us Privacy policy About Wikipedia Disclaimers Mobile view Powered by MediaWiki

2. http://en.wikipedia.org/wiki/Medical_procedure
Medical procedure Article Discussion Edit this page History Watch From Wikipedia, the free encyclopedia

A medical procedure is a course of action intended to achieve a result in the care of persons with health problems.

A medical procedure with the intention of determining, measuring or diagnosing a patient condition or parameter is also called a medical test. Other common kinds of procedures are therapeutic (i.e., with the intention or treating, curing or restoring function or structure), including the large group of surgical procedures. Rehabilitation procedures are included in this group.Contents 1 Definition 2 List of medical procedures 2.1 Propedeutic 2.2 Diagnostic 2.3 Therapeutic 2.4 Surgical 2.5 Other 3 See also 4 References

[edit] Definition "An activity directed at or performed on an individual with the object of improving health, treating disease or injury, or making a diagnosis."[1] "The act or conduct of diagnosis, treatment, or operation."[2] "A series of steps by which a desired result is accomplished."[3] "The sequence of steps to be followed in establishing some course of action."[4] [edit] List of medical procedures [edit] Propedeutic Auscultation Medical inspection Palpation Percussion (medicine) Temperature examination [edit] Diagnostic Cardiac stress test Electrocardiography Electroencephalography Electrocorticography Electromyography Electroneuronography Electronystagmography Electrooculography Electroretinography Endoluminal capsule monitoring Endoscopy Colonoscopy Colposcopy Cystoscopy Gastroscopy Laparoscopy Laryngoscopy Ophthalmoscopy Otoscopy Sigmoidoscopy Esophageal motility study Evoked potential Magnetoencephalography Medical imaging Angiography Aortography Cerebral angiography Coronary angiography Lymphangiography Pulmonary angiography Ventriculography Chest photofluorography Computed tomography Echocardiography Electrical impedance tomography Fluoroscopy Magnetic resonance imaging Diffuse optical imaging Diffusion-weighted imaging Diffusion tensor imaging Functional magnetic resonance imaging Positron emission tomography Radiography Scintillography SPECT Ultrasonography Gynecologic ultrasonography Obstetric ultrasonography Contrast-enhanced ultrasound Intravascular ultrasound Thermography Virtual colonoscopy Neuroimaging Posturography [edit] Therapeutic

See also: Therapy, List of surgical procedures Precordial thump Politzerization Hemodialysis Hemofiltration Plasmapheresis Apheresis Extracorporeal membrane oxygenation (ECMO) Cancer immunotherapy Cancer vaccine Cervical conization Chemotherapy Cytoluminescent therapy Insulin potentiation therapy Low-dose chemotherapy Monoclonal antibody therapy Photodynamic therapy Radiation therapy Targeted therapy Tracheal intubation Unsealed source radiotherapy Virtual reality therapy Physical therapy Speech therapy Phototerapy Hydrotherapy Heat therapy Shock therapy Insulin shock therapy Electroconvulsive therapy Symptomatic treatment Fluid replacement therapy Palliative care Hyperbaric oxygen therapy Oxygen therapy Gene therapy Enzyme replacement therapy Intravenous therapy Kinesiotherapy Phage therapy Respiratory therapy Vision therapy Electrotherapy Transcutaneous electrical nerve stimulation (TENS) Laser therapy Combination therapy Occupational therapy Immunization Vaccination Immunosuppressive therapy Psychotherapy Drug therapy Acupuncture Antivenom Magnetic therapy Craniosacral therapy Chelation therapy Hormonal therapy Hormone replacement therapy Opiate replacement therapy Cell therapy Stem cell treatments Proton therapy Intubation Nebulization[disambiguation needed] Inhalation therapy Ion therapy[disambiguation needed] Fluoride therapy Cold compression therapy Animal-Assisted Therapy Negative Pressure Wound Therapy Nicotine replacement therapy Oral rehydration therapy [edit] Surgical Stereotactic surgery Radiosurgery Endoscopic surgery Lithotomy Image-guided surgery Facial rejuvenation Neovaginoplasty Vaginoplasty Ablation Amputation Cardiopulmonary resuscitation (CPR) Cryosurgery General surgery Hand surgery Laminectomy Hemilaminectomy Laparoscopic surgery Lithotriptor Lobotomy Knee cartilage replacement therapy Xenotransplantation [edit] Other Interventional radiology Screening (medicine) [edit] See also Algorithm (medical) Autopsy Complication (medicine) Consensus (medical) Contraindication Course (medicine) Drug interaction Extracorporeal Guideline (medical) Iatrogenesis Invasive (medical) List of surgical instruments Medical error Medical prescription Medical test Minimally invasive Nocebo Non-invasive Physical examination Responsible drug use Surgical instruments Vital signs [edit] References ^ International Dictionary of Medicine and Biology, Page 2297. ISBN 047101849x ^ Stedman's Medical Dictionary, 27th ed. Page 1446. ISBN 068340007x ^ Dorland's Illustrated Medical Dictionary, 28th ed. Page 1353. ISBN 0721628591 ^ Mosby's Medical, Nursing, & Allied Health Dictionary, Page 1278. ISBN 0801672252 Categories: Medical terms | Medical treatments Navigation Main page Contents Featured content Current events Random article Donate to Wikipedia Search Interaction Help About Wikipedia Community portal Recent changes Contact Wikipedia Toolbox What links here Related changes Upload file Special pages Permanent link Cite this page Print/export Create a book Download as PDF Printable version GeraldOgessa My talk My preferences My watchlist My contributions Log out This page was last modified on June 30, 2011 at 13:57. Text is available under the Creative Commons Attribution-ShareAlike License; additional terms may apply. See Terms of use for details. Wikipedia® is a registered trademark of the Wikimedia Foundation, Inc., a non-profit organization. Contact us Privacy policy About Wikipedia Disclaimers Mobile view Powered by MediaWiki

3. http://en.wikipedia.org/wiki/Medical_test
Medical test Article Discussion Edit this page History Watch From Wikipedia, the free encyclopediaMedical test Intervention

X-ray of a hand. X-rays are a common medical test. MeSH	D019937

A medical test is a kind of medical procedure performed to detect, diagnose, or evaluate disease, disease processes, susceptibility, and determine a course of treatment.Contents 1 Types of tests 1.1 Diagnostic 1.2 Screening 1.3 Evaluation 2 Risks 3 See also 4 References

[edit] Types of tests [edit] Diagnostic Lung scintigraphy evaluating lung cancer

A diagnostic test is a procedure performed to confirm, or determine the presence of disease in an individual suspected of having the disease, usually following the report of symptoms, or based on the results of other medical tests.[1][2] Such tests include: Utilizing nuclear medicine techniques to examine a patient having a lymphoma. Measuring the blood sugar in a person suspected of having diabetes mellitus, after periods of increased urination. Taking a complete blood count of an individual experiencing a high fever, to check for a bacterial infection.[1] Monitoring electrocardiogram readings on a patient suffering chest pain, to diagnose or determine any heart irregularities.[3] [edit] Screening

A screening is a medical test or series used to detect or predict the presence of disease in individuals at risk for disease within a defined group, such as a population, family, or workforce.[4] [5] Screenings may be performed to monitor disease prevalence, manage epidemiology, aid in prevention, or strictly for statistical purposes.[6]

Examples of screenings include measuring the level of TSH in the blood of a newborn infant as part of newborn screening for congenital hypothyroidism,[7] checking for Lung cancer in non-smoking individuals who are exposed to second-hand smoke in an unregulated working environment, and Pap smear screening for prevention or early detection of cervical cancer. [edit] Evaluation

Some medical tests are used to evaluate the progress of, or response to medical treatment. They are also used to monitor the course (prognosis) of a disease.[8]

Examples of this may include analyzing the arterial blood gasses of an individual, after chest x-rays confirm the presence of a pneumothorax; or, performing a biopsy of a removed tumor to determine the degree of malignancy. [edit] Risks

Some medical testing procedures have health risks, and even require general anesthesia, such as the mediastinoscopy.[9] Other tests, such as the blood test or pap smear have little to no direct risks.[10] Medical tests may also have indirect risks, such as the stress of testing, and riskier tests may be required as follow-up for a (potentially) false positive test result. Consult the physician prescribing any test for further information. [edit] See also Blood culture Blood test Diagnostic test Genetic testing Nailbed assessment Screening (medicine) Test panel Gold standard (test) [edit] References ^ a b Al-Gwaiz LA, Babay HH (2007). "The diagnostic value of absolute neutrophil count, band count and morphological changes of neutrophils in predicting bacterial infections". Med Princ Pract. 16 (5): 344–347. doi:10.1159/000104806. . ^ Harvard.edu Guide to Diagnostic Tests from Harvard Health ^ Harvard.edu ^ Ratcliffe JM, Halperin WE, Frazier TM, Sundin DS, Delaney L, Hornung RW (1986). "The prevalence of screening: a report from the National Institute of Occupational Safety and the Health National Occupational Hazard Survey". Journal of Occupational Medicine 28 (10): 906–912. doi:10.1097/00043764-198610000-00003. . ^ Osha.gov US Dept. of Labor - Occupational Safety and Health Admin. ^ Murthy LI, Halperin WE (1995). "Medical Screening and Biological Monitoring: A guide to the literature for physicians". Journal of Occupational and Environmental Medicine 37 (2): 170–184. doi:10.1097/00043764-199502000-00016. . ^ Moltz KC, Postellon DC (1994). "Congenital hypothyroidism and mental development". Comprehensive Therapy 20 (6): 342–346. . ^ Pashapour N, Nikibahksh AA, Golmohammadlou S (2007). "Urinary tract infection in term neomates with prolonged jaundice". Urol J. 4 (2): 912–914. . ^ Harvard.edu ^ Harvard.eduv · d · e Medical testing : Medical imaging · Radiology · (ICD-9-CM V3 87-88, ICD-10-PCS B, CPT 70010-79999)

X-ray/ medical radiography	2D Pneumoencephalography · Dental radiography · Sialography · Myelography · CXR (Bronchography) · AXR / KUB · DXA/DXR · Upper gastrointestinal series/Small bowel follow-through/Lower gastrointestinal series · Cholangiography/Cholecystography · Mammography · Pyelogram · Cystography · Arthrogram · Hysterosalpingography · Skeletal survey

vascular: Angiography (Angiocardiography, Aortography) · Venography · Lymphogram

3D / XCT CT pulmonary angiogram · Cardiac CT · Abdominal and pelvic CT (Virtual colonoscopy) · CT angiography · CT head · pQCT · Spiral computed tomography · High resolution CT Whole body imaging (Full-body CT scan) · Electron beam tomography

Other	Fluoroscopy

MRI MRI of brain and brain stem · MR neurography · Cardiac MRI/Cardiac MRI perfusion · MR angiography · MR cholangiopancreatography · Breast MRI Functional MRI · Diffusion MRI

Ultrasound Echocardiography / Doppler echocardiography (TTE · TEE) · Intravascular · Gynecologic · Obstetric · Echoencephalography · Transcranial doppler · Abdominal ultrasonography · Transrectal · Breast ultrasound · Transscrotal ultrasound · Carotid ultrasonography Contrast-enhanced · 3D ultrasound · Endoscopic ultrasound · Emergency ultrasound (FAST) · Duplex

Radionuclide	2D / scintigraphy Cholescintigraphy · Scintimammography · Ventilation/perfusion scan · Radionuclide ventriculography · Radionuclide angiography · Radioisotope renography · Sestamibi parathyroid scintigraphy · Radioactive iodine uptake test · Bone scintigraphy full body: Octreotide scan · Gallium 67 scan · Indium 111 WBC scan

3D / ECT SPECT (gamma ray): SPECT of brain, Myocardial perfusion imaging PET (positron): Brain PET, Cardiac PET, PET mammography, PET-CT

Optical laser	Optical tomography (Optical coherence tomography) · Confocal microscopy

Thermography	Breast thermography

v · d · e Medical test: Reference range, Urine tests (CPT 81000-81099)

Protein	Albumin · Myoglobin · hCG · Leukocyte esterase · Urine pregnancy test

Small molecules	Ketone bodies · Glucose · Urobilinogen · Bilirubin · Creatinine

Blood cells	RBC · WBC

Chemical properties	Urine specific gravity · Urine osmolality · pH · Urine anion gap

Other	Urinary casts

M: URI anat/phys/devp/cell noco/acba/cong/tumr, sysi/epon, urte proc/itvp, drug (G4B), blte, urte

v · d · e Medical test: Serology, reference range: Clinical biochemistry blood tests (including BMP, CMP) (CPT 82000-84999)

Fluid/electrolytes electrolytes (Na+/K+, Cl-/HCO3-) · renal function, BUN-to-creatinine ratio (BUN/Creatinine) · Ca derived values: Plasma osmolality · Serum osmolal gap

Acid-base	Arterial blood gas · Base excess · Anion gap · CO2 content

Nutrition	Iron tests: Transferrin saturation = Serum iron / Total iron-binding capacity; Ferritin · Transferrin · Transferrin receptor

Endocrine ACTH stimulation test · Thyroid function tests (TSH) Blood sugar: Glucose test · C-peptide · Fructosamine · Glycated hemoglobin

Metabolic	Blood lipids

Cardiovascular	Cardiac marker: Troponin test · CPK-MB test · LDH · Myoglobin · Glycogen phosphorylase isoenzyme BB

Digestive Liver function tests: protein tests (Human serum albumin, Serum total protein) · ALP · transaminases (ALT, AST, AST/ALT ratio) · Bilirubin (Unconjugated, Conjugated) Amylase · Lipase (Pancreatic lipase)

M: URI anat/phys/devp/cell noco/acba/cong/tumr, sysi/epon, urte proc/itvp, drug (G4B), blte, urte

M: END anat/phys/devp/horm noco(d)/cong/tumr, sysi/epon proc, drug (A10/H1/H2/H3/H5)

M: HRT anat/phys/devp noco/cong/tumr, sysi/epon, injr proc, drug (C1A/1B/1C/1D), blte

M: DIG anat(t, g, p)/phys/devp/enzy noco/cong/tumr, sysi/epon proc, drug(A2A/2B/3/4/5/6/7/14/16), blte

v · d · e Medical test: Myeloid blood tests (CPT 85002-85999)

MEP	Clotting (megakaryocytes) CBC (Platelet count) · Mean platelet volume · vWF: Ristocetin induced platelet agglutination

clotting factors: Prothrombin time · Partial thromboplastin time · Thrombin time

other/general coagulation: Bleeding time · animal enzyme (Reptilase time, Ecarin clotting time, Dilute Russell's viper venom time) · Thromboelastography fibrinolysis: Euglobulin lysis time · D-dimer

Red blood cell indices (erythrocytes) CBC (RBC count, Hematocrit, Hemoglobin)

ratios: Mean corpuscular hemoglobin · Mean corpuscular hemoglobin concentration · Mean corpuscular volume

Fetal hemoglobin: Apt-Downey test · Kleihauer-Betke test · Red blood cell distribution width

Reticulocyte index · Haptoglobin Mentzer index

CFU-GM	Nitro blue tetrazolium chloride test · CBC (Absolute neutrophil count)

Other	Blood film · Blood viscosity · Erythrocyte sedimentation rate

M: MYL cell/phys (coag, heme, immu, gran), csfs rbmg/mogr/tumr/hist, sysi/epon, btst drug (B1/2/3+5+6), btst, trns

v · d · e Medical test: Reference ranges, CSF tests (CPT 82000-84999)

Albumin	CSF albumin · CSF/serum albumin ratio

Glucose	CSF glucose · CSF/serum glucose ratio

Other	Baricity

see also reference ranges for urine tests M: CNS anat(n/s/m/p/4/e/b/d/c/a/f/l/g)/phys/devp noco(m/d/e/h/v/s)/cong/tumr, sysi/epon, injr proc, drug(N1A/2AB/C/3/4/7A/B/C/D)

v · d · e Medical test: Immunologic techniques and tests (CPT 86000-86849)

Immunologic techniques and tests · serology/ diagnostic immunology	Immunoprecipitation	Chromatin immunoprecipitation · Immunodiffusion (Ouchterlony double immunodiffusion, Radial immunodiffusion, Immunoelectrophoresis, Counterimmunoelectrophoresis)

Immunoassay	ELISA · ELISPOT · Enzyme Multiplied Immunoassay Technique · RAST test · Radioimmunoassay · Radiobinding assay · Immunofluorescence

Agglutination	Hemagglutination/Hemagglutinin (Coombs test) · Latex fixation test

Other	Nephelometry · Complement fixation test · Immunocytochemistry · Immunohistochemistry (Direct fluorescent antibody) · Epitope mapping · Skin allergy test · Patch test

Inflammation C-reactive protein · Procalcitonin

Total complement activity · MELISA CBC (lymphocyte count)

M: LMC cell/phys/auag/auab/comp, igrc imdf/ipig/hyps/tumr proc, drug(L3/4)

v · d · e Medical test: Antibodies: autoantibodies

Anti-nuclear antibody PBC: Anti-gp210 · Anti-p62 · Anti-sp100

ENA: Anti-topoisomerase/Scl-70 · Anti-Jo1 · ENA4 (Anti-Sm, Anti-nRNP, Anti-Ro, Anti-La)

Anti-centromere Anti-dsDNA

Anti-mitochondrial antibody	Anti-cardiolipin

Anti-cytoplasm antibody	Anti-neutrophil cytoplasmic (C-ANCA, P-ANCA) · Anti-smooth muscle (Anti-actin) · Anti-TPO/Antimicrosomal

Cell membrane	Anti-ganglioside · Anti-GBM

Extracellular Anti-thrombin · Lupus anticoagulant

Gluten sensitivity: Anti-transglutaminase · (Anti-gliadin not autoantibody) RA (Rheumatoid factor/anti-IgG, Anti-citrullinated peptide)

Multiple locations	Anti-phospholipid · Anti-apolipoprotein

Ungrouped	Anti-glutamate receptor antibodies

M: LMC cell/phys/auag/auab/comp, igrc imdf/ipig/hyps/tumr proc, drug(L3/4)

v · d · e Transfusion medicine

General concepts	Apheresis (plasmapheresis, plateletpheresis, leukapheresis) · Blood transfusion · Coombs test (direct and indirect) · Cross-matching · Exchange transfusion · International Society of Blood Transfusion · Intraoperative blood salvage · ISBT 128 · Transfusion reactions

Blood group systems/ blood types	ABO · Chido-Rodgers · Colton · Cromer · Diego · Dombrock · Duffy · Gerbich · GIL · Hh · Ii · Indian · JMH · Kell (Xk) · Kidd · Knops · LW · Lewis · Lutheran · MNS · OK · P · Raph · Rh and RHAG · Scianna · T-Tn · Xg · Yt · Other

Blood products/ blood donation Whole blood · Platelets · Red blood cells · Plasma/Fresh frozen plasma/PF24 (Cryoprecipitate + Cryosupernatant) · Blood substitutes

M: MYL cell/phys (coag, heme, immu, gran), csfs rbmg/mogr/tumr/hist, sysi/epon, btst drug (B1/2/3+5+6), btst, trns

v · d · e Medical test: Infectious blood tests (CPT 87001-87999)

Bacterial infection	syphilis (VDRL, rapid plasma reagin, Wassermann test, FTA-ABS) · Rickettsia (Weil-Felix test) · Helicobacter (HelicoCARE direct) · Streptococcus (antistreptolysin O titre)

Viral infection	HIV (HIV test, BDNA test, mChip) · Epstein-Barr virus (monospot test) · Dengue fever (NS1 antigen test)

Protozoan infection	toxoplasmosis (Sabin-Feldman dye test)

M: BAC bact (clas) gr+f/gr+a(t)/gr-p(c)/gr-o drug(J1p, w, n, m, vacc)

M: VIR virs(prot)/clss cutn/syst (hppv/hiva, infl/zost/zoon)/epon drugJ(dnaa, rnaa, rtva, vacc)

M: PRO ambz, excv, chrm (strc) ambz, excv, chrm ambz, excv, chrm

v · d · e Medicine: Pathology

Principles of pathology Disease/Medical condition (Infection, Neoplasia) · Hemodynamics (Ischemia) · Inflammation · Wound healing

Cell death: Necrosis (Liquefactive necrosis, Coagulative necrosis, Caseous necrosis, Fat necrosis) · Apoptosis · Pyknosis · Karyorrhexis · Karyolysis

Cellular adaptation: Atrophy · Hypertrophy · Hyperplasia · Dysplasia · Metaplasia (Squamous, Glandular) accumulations: pigment (Hemosiderin, Lipochrome/Lipofuscin, Melanin) · Steatosis

Anatomical pathology	Surgical pathology · Cytopathology · Autopsy · Molecular pathology · Forensic pathology · Dental pathology Gross examination · Histopathology · Immunohistochemistry · Electron microscopy · Immunofluorescence · Fluorescent in situ hybridization

Clinical pathology	Clinical chemistry · Hematopathology · Transfusion medicine · Medical microbiology · Diagnostic immunology · Immunopathology Enzyme assay · Mass spectrometry · Chromatography · Flow cytometry · Blood bank · Microbiological culture · Serology

Specific conditions	Myocardial infarction

v · d · e Medical test: Electrodiagnosis

Electrocardiography	Vectorcardiography · Magnetocardiography

Central nervous system	Electroencephalography (Intracranial EEG) · Magnetoencephalography

Peripheral nervous system	Electromyography (Facial electromyography) · Nerve conduction study

Eyes	Electronystagmography · Electrooculography · Electroretinography

Digestive system	Electrogastrogram · Magnetogastrography

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Gerald Ogessa
===Orgz1900@hotm German eGovernment]
 * medlibraryail.de===
 * Gerald
 * Hannover Press Express
 * [http://www.hannover.de/de/buerger/behoerden/index.html Current Residence Status from

http://en.wikiversity.org/wiki/Transition_Metals
Transition Metals:
 * Scandium
 * Titanium
 * Vanadium
 * Chromium
 * Manganese
 * Iron
 * Scandium
 * Titanium
 * Vanadium
 * Chromium
 * Manganese
 * Iron
 * Cobalt
 * Nickel
 * Copper
 * Zinc
 * Manganese
 * Yttrium
 * Zirconium
 * Niobium
 * Molybdenum
 * Technetium
 * Ruthenium
 * Rhodium
 * Palladium
 * Silver
 * Cadmium
 * Hafnium
 * Tantalum
 * Tungsten
 * Rhenium
 * Osmium
 * Iridium
 * Platinum
 * Gold
 * Mercury
 * Unnilquadium
 * Unnilpentium
 * Unnilhexium
 * Unnilseptium
 * Unniloctium
 * Unnilennium
 * Ununnilium
 * Unununium
 * Ununbium

http://en.wikiversity.org/wiki/Nanotechnology
Welcome to the Division of Nanotechnology, a division of Interdisciplinary Studies, the School of Engineering, and the Department of Materials Science.

The Center for Nanotechnology provides a multi-disciplinary approach in cooperation with Engineering and Technology the School of Physics and the Department of Molecular Biology.

Subdivisions and departments
Like divisions, subdivisions and departments are pages in the Topic namespace) and their names start with the "Topic:" prefix. Individual departments can be used by multiple schools. Schools that use (link to) the same department should cooperate to develop the department. Subdivisions are used by large divisions to help organize related departments. Not all divisions have subdivisions. If you need a subdivision in your division, you can use the Template:Subdivision boilerplate template to start a subdivision.

Learning resources and projects

 * Nanotechnology readings

Active participants
The histories of Wikiversity pages indicate who the active participants are. If you are an active participant in this division, you can list your name here (this can help small divisions grow and the participants communicate better; for large divisions a list of active participants is not needed).
 * Dr SHOEB82

Division news

 * September 16, 2006 - Division founded!
 * February 26, 2007 - Added some related news items to the department page.

Scholarly papers

 * Fuel-Powered Artificial Muscles

Open source software

 * SXM++ - Program to capture data from scanning tunneling microscopes

Related news

 * January 2009 Seventy-year quest to synthesize compound could have big pay off in nanotechnology
 * August 2008 True properties of carbon nanotubes measured
 * July 2008 'Nanonet' circuits closer to making flexible electronics reality
 * January 2008 New process makes nanofibers in complex shapes and unlimited lengths
 * December 2007 Nanowire battery can hold 10 times the charge of existing lithium-ion battery
 * Archives

title: User:Gerald Ogessa


text:
Engineering Projects/Illuminate Clothing/Howard Community College

Howard Community College is starting this project in the fall of 2011. The goal is to give those that program and/or game a very specific programming project.

 * /fall2012/
 * /spring2012/
 * /Fall2011/


text:
Engineering Projects/Illuminate Clothing/Howard Community College/Fall2011

 * /501_T2C/

 * /550_T2C 2ND PROJECT/

 * /550_Tfalak 3RD PROJECT/


text:
Engineering Projects/Illuminate Clothing/Howard Community College/Fall2011/501 T2C

tasks werehe goal of this form is to provide a standard project format that practicing engineers can use to compare project documentation with while assessing these projects. It is called the "Team Done Form" because it should be filled out by the end of the project. Starting with this format helps make the done process much easier.

Projects are never "done" or "finished." But time runs out. Classes end. So this form has nothing to do with project success. This "Done" form can simply state "Nothing was done." If the section below does not fit your project, delete everything but still leave in the section header.

Problem Statement
Illuminate a dress using LEDs and EL wires controlled by Arduino Lillypad.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * TruongDat
 * Epcole
 * Tfalak

Summary
We started with this project with what we already have : EL wire, lilypad arduino, leds, a usb cable to connect the lilypad to the computer. From that, we researched what are these items and what are they used for. After that, We found a way to program the lily pad arduino, then we made a circuit for Lilypad, led, switch and battery. Finally, when all the piece come together, we make a design on the dress, put on the best circuit we have. team weekly reports.

Poster
Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

Story
At the beginning of the project, we split the task into 3 different parts - Programming the lillypad, Electrical planning/designing, and cloth design. The major issues we encountered so far were mostly electrical issues. The first was the EL wires, which required as much as 400vAC to light up. They required driver circuits to produce the voltage needed. The other problem involved the Lillypad's output capacity. We were having trouble lighting more than one 5mm LED on a single output because of the current limitation per output. We found a solution in some miniature lower power LEDs. Still, we needed to be able to have more lights and more options on the lighting patterns. After searching and trying different electronic circuits from logic gates to multivibrators, Prof. Foerster introduced us to the shift register or 1-8 decoder. This took 3 Lillypad ouputs and turned it into 8 outputs. this allowed us to have up to 33 outputs and as much as 64 LEDs on a single Lillypad unit. Of course this would require one or two extra power sources, but is so far the best option. As far as the clothing, we have a black dress, and initially would put the lights on the belt with the Lillypad and battery packs sewn into the inside.

Material List

 * Arduino Lillypad
 * Miniature LEDs
 * Conductive Thread
 * Black Dress
 * 1.5v-5v dc-dc converter
 * Shift Register
 * Prototype Board
 * 22-24awg wire

Software List

 * Arduino-0022

Time
Because the project was complicated. It consume a lot of times to finish. It is about 10 hours a week(for each member) for this project.

Tutorials

 * This is the tutorial for the lilypad arduino: http://www.arduino.cc/en/Main/ArduinoBoardLilyPad
 * This is a tutorial for making a circuit: http://www.instructables.com/id/LilyPad-Arduino-Blinking-Bike-Safety-Patch/
 * Also you can check out this: http://www.instructables.com/id/Lightwings-Fiber-Optic-Fairy-Wings/

Next Steps
Next step is you need a way to include the EL wire in the circuit. Also make a better program for the lilypad, because the program we wrote the lilypad right now is pretty complicated.


text:
User:Bstaffor6331

Student at Howard County Community College.

Classes:

 * ENES100

title: User:Bstaffor6331


text:
User:Truongdat120891/enes100/illuminate clothing

Link to project T2C team page.

Give instructor top 3 project choice list

 * illuminate clothes
 * water jet
 * helicopter

Write problem statement
Make a program for the arduino to control all the LED, switch, and battery.

Assign Task1
Try to figure out a way to talk to the LED, and make the computer recognize the arduino.

Compare actual work done to Task1
For now, i can control the LED to follow the timing i want, and i can connect it to the battery and make the LED work just the way i want.

Week1 Narrative
I can connect the arduino by using the DEV design specially for LilyPad only. Then using a program name arduino 0022 to receive and sending code to the arduino. By using C-language i can tell the arduino to control the LED, switch, and battery .... but some problem occur. If there are just 2~6 lED, the LED will light up very strong. But when the number of LED increase, the lED will light up very weak. With just a weak electricity, it wont be able to light up a bunch of LED at the same time, but when i increase the electricity it will kill the arduino. Also, there is a limit of LED i can control.

Assign Task2
I am trying to find a way to surpass the number of LED i can control, and increase the electricity but it won't kill the lilypad

Compare actual work done to Task2
i can build a soft circuit, the led work fine using the thread instead of using alligator clip. Even though the soft circuit is pretty small, but it work beautiful.

Week2 Narrative
When i build the soft circuit for the first time, the led wasn't working, the code was fine, the arduino was fine, and there is no problem with the electricity. So i check the thread, but i can't find anything wrong with it. After a while, i found out the led wasn't working because the wire from (+) and (-) was sticking together, then after separate them, the led was working perfectly. Also because of the coin cell battery was too weak it only can light up the led on top of the arduino only. So i need to find a new source of electricity.

Assign Task3
i will find out the problem is the battery or coding. Also, as soon as the design is ready, i will make a program for the real circuit.

Compare actual work done to Task3
Everything is working fine now. The battery seem to be fine,and there is a switch on it so we can use it as the switch to turn it on and off. Some of the led isn't working, (around 2, or 3 of them), but everything is now ready.

Week3 Narrative
I try to used the decoder to control all the led, but after a while i realize that it will be a bunch of wire go back and forward on the dress, and it is pretty complicated. so when i made this circuit i didn't decided to use the decoder yet. Also i leave out the lilypad button switch because there is already a switch on the battery, and we can used it instead of adding another switch into the circuit. Video of lilypad sync with the music http://www.youtube.com/watch?v=Xd-NKjGLbVo photo of the new circuit with more leds

Assign Task4
on the final week. I will wait for the final dress and fix the pattern of the led for the last time, after it's done.

Compare actual work done to Task4
I can make the button switch working now. The project has been improved a lot since the beginning.

Week4 Narrative
I had wrote a program for the lilypad. After a lot of trial, I think this program will make the pattern in the led most beautiful. the circuit is now completed. The program is also completed, i just waited for the dress and then load the program in the lily pad. This is the program i have for lilypad


text:
User:BobFK/enes100/ARM

Link to Team page: 550_ARM

Give instructor top 3 project choice list
1) Engines

2) Poppit

3) Ball Bot

Problem Statement
Construct and test a Stirling Engine as a continuation of Enes100's Spring Engines project.

Task One
Refine problem statement and assist team members with wikiversity page construction. Research heat engines and summarize for team.

Compare actual work done to Task One
Refining the problem statement to the construction of a Stirling Engine caused my research to veer towards the Stirling cycle and to review the previous group's documentation, but not before exploring several Heat engines such as a wheel with its spokes replaced with rubber bands and a closed volume whose pressure, temperature and volume were manipulated by a single piston. I also considered several other options including electric engine and internal combustion engines.

I also initially found the previous team's model confusing and did not understand how it could work.

Week One Narrative
I was in charge of researching Heat Engines in order to narrow our problem statement. When the team convened, the problem statement was edited to focus on Stirling engines.

I had discovered several Heat Engines, but now focused in on Stirling Engines. I had learned and helped team members to learn the Stirling cycle and began working from a previous team's documentation and model.

After some difficulty, I discovered how the previous team's model works by noticing a running model on Youtube that held water as its 'cold' source of heat. I contributed to the team page and added documentation for our first week.

Week One Peer Review
Peer review by CR

Assign Task Two
Collect materials for the Engine and begin its construction in the lab.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:BobFK/enes100/ARM


text:
User:Bstaffor6331/enes100/electriccars

Link to 550_ecars team page.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Bstaffor6331/enes100/electriccars


text:
Engineering Projects/Engines/Howard Community College/Fall2011/550 ARM

https://mbcaulkingservices.com.au/ Caulking is an important part of home maintenance. It helps to seal cracks and gaps in your home’s exterior, preventing water damage, air leaks, and pests. However, caulking is not always easy to do correctly. It requires the right tools and materials, as well as the right skills.

Problem Statement
Construct/ build an internal combustion engine and a Stirling engine.

Team Members
Here is a list of links to the USER pages regarding the Engines project.
 * BK
 * CR
 * PA

Week One
Debated which engine type to implement.

Decided on Stirling Engines as our topic.

Worked on the internal combustion engine model found in the engineering lab.

Worked on documenting our team's progress into our wikiversity page.

Researched our topic and reviewed past teams' documentation.

Began collecting required materials.

Week Two
Continued working on internal combustion engine model.

Gathered materials for Stirling engine model.

Reviewed past team's documentation on Stirling engine model and found instructions and some documentation.

Updated Wikiversity pages.

Week Three
Completedthe internal combustion engine model.

Finished collecting all parts for Stirling engine project.

Week Four
Build Stirling engine model. Finished Wikiversity documentation.

Poster
Here is an interesting link we found to view a working model of the Stirling Engine

Story
During the first three weeks of this project, we built an internal combustion engine we found at the engineering lab. We faced numerous challenges, such as trying to figure out the assembling instructions found on the manual and correcting the position of misplaced parts. During these three weeks, we also learned a lot about the internal combustion engine and decided we wanted to build a model of a Stirling engine. We did this during week four and managed to get it running until one of the pieces melted.

Decision List
Decided to assemble a model of an internal combustion engine.

Chose the Stirling Engine project.

Decided to collect materials for Stirling engine and build one.

Material List

 * Engineering Notebooks
 * Internet capable Computers
 * Cans
 * Solid Wire
 * Caulking
 * Foam
 * Flywheel
 * Piston
 * Steel Cutters
 * Pliers

Software List

 * Youtube (plugin)
 * Web Browser

Time
Estimated 3 to 5 hours per student per week.

Tutorials
See the link at the Poster for a series of Youtube videos detailing construction.

Detailed instructions on how to make a Stirling engine using soda cans

Next Steps
Use lighter and stronger materials. Measure the engine's performance and try to make it faster. Our model for instance increased its rpms if we increased the intensity of the heat source, and also if cold water was placed around the cylinder.


text:
User:Epcole/enes100/illuminate clothing

Link to project T2C team page.

Give instructor top 3 project choice list

 * Power Projects
 * Illuminate Clothing
 * Electric Car

Write problem statement
Illuminate a shirt using LEDs and EL wires controlled with Arduino Lillypad Microcontroller.

Assign Task1
Study logic gates and find out how they can be implemented in LED lighting sequence.

Compare actual work done to Task1
Found ways to use logic gates to light up different led sequences but it required 2 inputs. Also looked at comparators as another option.

Week1 Narrative
The goal was to light multiple led lights on a single Arduino output in different sequences using logic gates. Using combinations of and and or logic gates, I was able to light multiple leds and have them go on and off in different sequences. The problem I encountered however, was that it required 2 outputs and also required a complex electronic circuit which could get bulky. The other solution I came across was using op amps as comparators. These were simple circuits requiring few small components. They could also be controlled on a single signal since a steady voltage from a battery can be used as the reference.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Circuit for alternating LEDs without using op amps

Compare actual work done to Task2
Discovered multivibrator circuit for alternating LED lights.

Week2 Narrative
Last week Truongdat wrote a short program to blink leds. We connected 2 leds and they both blinked simultaneously. He would like to have those leds to alternate instead so I needed to find a solution. While trying to learn how to use transistors to power different leds, I came across the Astable Multivibrator which consists of two transistors alternating and switching between two leds. Multivibrator could be a much simpler solution and can be made very compact and only requires the output of Arduino to operate. More information can be found [|here.]

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Professor Foerster informed us about using a decoder to light multiple leds and we put together a circuit and tested it.

Week3 Narrative
Facing the same issue of maximizing the number of leds we could control on a single Arduino Lillypad unit. This week we were introduced to the Decoder, which takes a combination of 3 inputs and turns it into 8 outputs, which would allow us, if we use only these, to control up to 32 leds +1 more output available on the arduino. I discussed with Dat on figuring the in/out combinations that the decoder has and decided to build a test circuit and send each combination of inputs to check its output. What I found out was that the decoder only turns off 1 led at a time. This could limit us in our light patterns if we decide to go with a complex arrangement.

Assign Task4
Prepare progress report for presentation. Start planning circuits in accordance with dress layout.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.

title: User:Epcole/enes100/illuminate clothing


text:
Engineering Projects/StrandBeest/Howard Community College/fall2011

These are the teams that worked on the strandbeest project for Howard Community College during the fall of 2011
 * /550_Kapachi/


text:
User:Criveros0248/enes100/Engines

Link to project ARM team page.

Give instructor top 3 project choice list

 * 1. Engines (This is the next project I will be working on)
 * 2. Escher
 * 3. Art Parade

Weekend Activities

 * Come up with possible project ideas.
 * Do some research and decide what type of engine I would like to work on.
 * Work on the V-8 Engine Model found on the Engineering Lab.

Write problem statement
Work on the model for the internal combustion engine to observe the mechanics behind it.

Assign Task1
Make a final decision on the type of engine I would like to work on. Choices are narrowed down to Stirling, ball-bearing, and steam engine. Find out how each of these types of engines work and how we can build a model of each.

Compare actual work done to Task1
I did make a final decision on the type of engine I would like to work on. Stirling engine was my choice because it appears to be the easiest type to model in an inexpensive and manageable way. I learned the basics about the Stirling engine, but I still need to learn more about the prototype found in the Engineering lab. I still need to meet with team members and get their contribution to the internal combustion engine model.

Week1 Narrative
On Monday of Week 1, I met with the other group members and discussed my experiences during the weekend. I came to the conclusion of working on the Stirling engine, and then moved to the engineering lab where I tried to test a few models. Personally, none of the engines tested worked and I could not observe a functioning model of a Stirling engine. I used youtube.com to satisfy my need to see a working model. I came across different models and this diversity indicated the endless possibilities of building something unique. I discussed my Internet findings with my team, and then I left class and headed home. At home, I continued working on the internal combustion engine model that was in the engineering lab. I spent approximately two hours that night working on this model. Some of the problems I encountered were: a confusing manual, lost and broken parts, and impatience on my part. The manual on how to assemble this model had complicated illustrations and sometimes skipped some steps; I had to decipher what to work on next every time I got stuck. It was helpful reading the "How an Internal Combustion Engine Works" booklet included in the box; this helped me move on when I got stuck. On Wednesday, I met again with my team and discussed my progress. We talked to Professor Foerster and received feedback and ideas from him. He recommended that we work on building a model of a Stirling engine that was designed on his class on the Spring of 2011. He showed us the prototype that was never finished and we decided we wanted to see if this was going to be a working model or just a theoretical model. Later, I went into the folder for the Intro. to Engineering class Spring 2011 and found presentations, pictures, and a website dedicated to the design of this Stirling engine. I placed them into my flash drive and emailed them to my team for review. We decided to meet again Saturday from 12pm-2pm and headed home. On Saturday, I presented my progress on the internal combustion engine model I took home. I promised I would take to class on Monday, so we could all work on it and finish it. I also worked on my wikiversity page and the team's page.

Week1 Peer Review
Peer review week 1

Assign Task2
Find materials for the construction of the Stirling engine and continue working on the project's documentation.

Compare actual work done to Task2
Most of the internal combustion engine model has been assembled. I was able to get assistance from my team on building the model; I should be able to deliver a finished product by the end of week 3. I was able to find some materials (foam, wire, soda cans, caulking, and tools) for the Stirling engine model that we're planning to work on.

Week2 Narrative
On Monday of week 2, I took the internal combustion engine model to class and I was able to work on it with my team. I found out that the crankshaft was not rotating completely inside the engine. Later, I analyzed my possible solutions, and by sanding and forcing the crankshaft to rotate, I was able to achieve normal operation. On Wednesday, I continued working on the internal combustion engine model and completed most of the glue assembling. On Saturday, I met with my team and continued working on the model. I found out that I had previously glued down a part incorrectly due to the ambiguous directions of the instructions manual. The arrows in one of the illustrations were incorrectly positioned signaling the assembler to glue the engine cover on top of the cylinders when it really is supposed to go on the side of the engine. I managed to separate the glued parts from each other and correct the problem.

Week2 Peer Review
Peer review week 2

Assign Task3
Complete the internal combustion engine model and finish gathering materials for the Stirling engine model. Update Wikiversity team and individual pages.

Compare actual work done to Task3
I was able to fulfill my goals set during the weekend. We still need to start building the Stirling engine model though.

Week3 Narrative
During this week, I was able to complete the internal combustion engine model with the help of my team. I had difficulties during the final assembling steps because of previous assembling errors. I had to correct the placement of some parts by separating them and positioning them correctly. I also had problem on making the moving parts of the model move freely. I had to take some parts apart and lubricate the inside of the cylinders and the crankshaft to facilitate movement. Some small plastic parts and screws and were also lost during the assembling process. I was able to overcome this obstacle by finding similar screws and using those. I also used spare parts from other models I work on personally to replace the missing plastic parts. Finally, I also finished collecting my share of parts for the Stirling engine model (foam, metal can, saw, silicone, and plyers). Overall, I am satisfied with the outcome of this part of the project, but I feel like we still need to work on the Stirling engine model to learn more about engines.

Week3 Peer Review
Peer review week 3

Assign Task4
Start working on Stirling engine model and document progress and conclusions. Finish needed documentation.

Compare actual work done to Task4
I could not build the Stirling engine model that was designed by the engineering class of Spring 2011 due to the lack of resources, instead I worked on building a design that I found on the internet using inexpensive and available materials found around the house.

Week4 Narrative

After doing rigorous research about the Stirling engine and looking online on how to build one, I came across the video of an individual who had made one using a bunch of soda cans and a balloon. Here's the video: soda can Stirling engine. Well, after watching his videos, I went on to build my own using things I already had laying around the house. First, I went on and drank a few cokes and a ate some tuna; I was going to need these cans later. Also, I found some pliers, wire, screws, shrink tubing, fishing line, foam, super glue, silicone, and a balloon. First, I cut out a hole on the soda can at the top. I cut two holes through the tuna can so my soda can could fit through the tuna can. The tuna can was to surround the soda can. Then, I used silicone to tightly seal the places where the two cans joined. Then, I coiled the foam inside the soda can using the wire as its support. Then, I placed the balloon on top of the soda and constructed the crankshaft using the wire. I had problem getting the 90 degree angle needed but after trial and error I managed to get it right. Later, I made the base, and connected the balloon and the crankshaft using the nylon string and some wire. Finally, I tried it and it moved for a few minutes before the balloon melted. I believe my heat source was too powerful (a torch) and was the cause for this. For next time, I would use some stronger latex material to replace the balloon and actually record a video of my trial run. I could also work on using lighter and stronger materials, and doing a neater job (sanding rough edges and painting the cans).

Week4 Peer Review
Peer review week 4

title: User:Criveros0248/enes100/Engines


text:
Engineering Projects/StrandBeest/Howard Community College/fall2011/550 Kapachi

The engineering class 550 Team: KapaChi Group members: Gun Kang, Ryan Pak,and Q Chi

Problem Statement
The previous designs are either not finished or malfunctioning. And, all of them can only be moved by hand. Our goal is to recreate/improve a fully functioning strand beest that does not require forces exerted by hands.
 * The first problem is materials which need to be light and strong to withstand its own weight while in motion.
 * The second problem is design: We either derive straight from the previous projects or we make their ideas into our own with our own specific design.
 * The third problem is how we are going to get our materials or is there possibility that there is problem with abundance of our decided materials.
 * Fourth problem is can it stand its own and also move in one piece.

Team Members

 * G
 * R
 * Chi

Materials

 * LEGO parts + motor
 * Glues
 * Tapes (replaced after the glue)

Summary
The StrandBeest project looked promising due to its simple design with light, durable material. But, as we added improvements and more other necessary pieces for the whole structure, the pieces started to deplete and the ordering of the pieces and motors was constantly delayed due to laziness of the tasked member of the group. Without the pieces to replicate more of the structure and the motor, we finalized the movable StrandBeest that is smaller than we planned to construct and dies not have the motor. So our StrandBeest is now hand-powered.

Poster

 * The Theo Jansen's deisgn was based upon our design and this video about LEGO Strandbeest[|strandbeest lego StrandBeest]

Story

 * After the very first assigned project, the students were allowed to pick top 3 desired projects from the given list. The project "StrandBeest" was piccked by Gun Kang, Ryan Park, And Q Chi.
 * This project was to design a movable strandbeest design. This was to be made from a material of our choice. We had wood ,glass, and copper wires at our disposal but we knew that all of them could not move easily and yet also fragile and heavy.
 * We decided to use lego parts for our design which was light, durable, and easy to construct materials. So as the team set out to work, many various designs were brought up but the one which showed the most promise was taken as our team work. The pictures are shown above. The team went through multiple tests and many approaches to the new problems when each part of the Strandbeest structure was built. Each pieces went through some improvements. As for the conclusion, we were managed to construct the StrandBeest except for the motors. The motors did not come in time and they were some missing pieces to replicate another pair.

Decision List
Week 1: Week 2: Week 3: Week 4:
 * Determine materials and designs for Strandbeest.
 * Look for ideas and try to research how the previous projects function and what they were made out of
 * Look for possible materials we can use
 * Search for what kind of motor we will use
 * Study more Strandbeest designs
 * Built upon the idea of Theo Jansen's design
 * Started to build the very first piece of the strandbeest: the leg
 * Used "Divide and Conquer" method to see who makes the best deisgn
 * Decided to get the motor in as quick as possible
 * Started Strandbeest construction
 * Improved upon the leg designs
 * Replicated the design so that the whole piece can come together
 * Finished making the whole structure
 * Planned on making the pieces that will join the motor into the structure of the Strandbeest
 * Planned on how to plant the pieces and the motor
 * Successfully built the piece that will join the motor and the strandbeest with the multiple test and "trial and error"
 * Finished Strandbeest design with mobility.

Time
This project was finalized over a period of 4 weeks with an average of 8 hours per week invested in its documentation and construction.
 * Each member took their own time and parts to contribute to the whole project.

Next Steps

 * Get the motor in and construct the another part of strandbeest so that the strandbeest can hold the motor along with its own while moving.
 * The motor which we ordered was not yet available at the moment.
 * Once the piece and the motor are fully put together and functioning, the whole strandbeest must be tested
 * After multiple tests, we need to improve upon the design.


text:
User:Qchi8375/enes100/strandbeest

Link to this site strandbeest =Week0 Activities== The main issue with the expected Strandbeest model is first that it has to be able to rotate.By rotation we mean the movement of the first wheel on the left in relation to the others.the first foot on the left wheel must be able to move the second foot by nature of its attachments and also turn the wheel to its right.Earlier models found in storage seemed to all lack this basic idea.Also the strandbeest needs to be made of material strong enough to move under its own weight.

 * my task is to find a suitable motor capable of turning the strandbeest wheels so as to propel itself in motion.This will definitely be found in the fan of a hand held drier.

Compare actual work done to Task1
I was able to get a fan motor from a spoiled hand held vacuum cleaner i found in my home. This should be able to provide the lego parts with the torque we need to move our designed strandbeest.

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.
 * [|strandbeest lego parts]
 * The above link should show an example of theo jansen's design .they are the favorable design owing to the size and ease of getting all the necessary parts.
 * We currently lack a lego engine but we will definitely be able to make those parts rotate by the fan of the vacuum cleaner i provided.
 * we also suffer being a little behind in getting a perfectly moveable leg design but we are getting very close.

Week1 Peer Review
Q Chi helped with giving ideas and suggestions of what tools and materials(motors) we are going to attach to strandbeest. His ideas and the team members' ideas seemed have a lot in common and helped to make decisions more smoothly than expected and allowed us to prepare to go on to next phrase of our project. Gun Kang 1sfoerster 9:22PM, 21 September 2011.
 * Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

 * Q Chi gave many suggestions for materials and designs. RyanPak 21:35, 26 September 2011 (UTC)

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.
 * My main task was to work on the lego designs for the strandbeest foot as that was our main deterring factor.
 * Also was to seek out as many lego parts as i could find.The storage was lacking in some bolts that could hold the parts together.This was a general task for all the team members.

Compare actual work done to Task2
I was able to get just a few lego parts but nothing too significant to the project.The required fan engine we needed to make the strandbeest move was acquired instead.
 * I also came up with some new ideas but they all lacked mainly when it came to attachment of the different rows of feet

Week2 Narrative
we now had all the basic designs for the strandbeest which we collectively designed in class. What basically remains is the design on how we are going to put in the motor for the motion of the feet.
 * From the previous strandbeest designs, it is clearly seen that all movement is basically in the form of a wave running through. with this in mind, it is our prime goal at this time to make this motor sit perfectly and propel the strandbeest. A good picture an be seen from this video clip from youtube.
 * [|strandbeest movement designs]

Assign Task3

 * Now that we are coming to a close for the project it is important that we finish all the basic designs for the placement of the motor.
 * The motor is to be made from the LEGO parts. It has been ordered and so we have to complete the build up on the parts before it arrives so we could simply attach it.[|strandbeest lego motor]
 * it is also necessary to get the arrangement of the cogs for which the motor's driving force could be transmitted to all the moving parts.

Compare actual work done to Task3
this was easily achieveable by setting a horizontal base in the middle of the new strandbeest design i was able to come up with.
 * I was able to come up with some bright ideas on how to work the strandbeest cogs. the pictures are shown below.
 * there was also the arrangement of the setting of the motor

Week3 Narrative

 * I was able to use the 123D software in the college to try drawing a digital image of the strandbeest model we were working on so as to see all the movable parts before doing it mechanically.
 * the feet will definitely have to move in opposite directions if the strandbeest is wanted to move forward.there was a problem with this because we are required to use just one motor to move the entire strandbeest.
 * to answer this issue, i came up with a suitable design which when hooked up to the cogs arranged in a particular fashion should be able to make the feet be propelled at different intervals of time such that one foot proceeds the other.
 * also there is the issue of holding four parts of the strandbeest four parts but which are require to still move. This was an issue because gluing it together was going to make it stiff.
 * T o answer this, after a lot of searching and from the 123D designs i saw that a four edged lego hinges held them in place just fine and also left for space for the parts to move.
 * Also to hold the shaking part section for the motor to sit on, i glued the parts together using epoxy.

Assign Task4

 * prepare the insertion of the motor if available.
 * test for the proper movement of the cogs so as to efficiently transfer the power of the motor.
 * Try all means to complete the project and document all our findings such as to help the next team continue from where we stopped.

Compare actual work done to Task4

 * We were able to come up with the cog arrangement for our strandbeest model.

Week4 Narrative
The cog arrangement which we came up with proved to be quite efficient for moving the strandbeest in the desired manner. An example of this kind of desired motion is shown in the video link below.
 * [|strandbeest movement]
 * With this design the power of the motor can be efficiently transfered to all the moveable feet shown in the pictures above.

Week4 Peer Review

title: User:Qchi8375/enes100/strandbeest


text:
User:RyanPak/StrandBeest

Link to project strandbeest team page.

title: User:RyanPak/StrandBeest


text:
Engineering Projects/FanWing/Fall2011/550 MWE

The goal of this form is to provide a standard project format that practicing engineers can use to compare project documentation with while assessing these projects. It is called the "Team Done Form" because it should be filled out by the end of the project. Starting with this format helps make the done process much easier.

Projects are never "done" or "finished." But time runs out. Classes end. So this form has nothing to do with project success. This "Done" form can simply state "Nothing was done." If the section below does not fit your project, delete everything but still leave in the section header.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * M
 * K
 * E

Story
Tell a story of the project. Describe how tasks were split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

Software List
Installing and learning different software packages is part of most engineering project just like the materials list.

Time
Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


text:
Engineering Projects/Electric Cars/Howard Community College

Howard Community College is starting this project in the fall of 2011.
 * /Fall2011/


text:
Engineering Projects/FanWing/Fall2011/fanwing

Link to project MWE team page.

Give instructor top 3 project choice list
Typically the instructor picks teams. Students send the instructor their top 3 choices. The project choices are typically those found at Category:General_Engineering_Projects. The instructor tries to put students in the project of their choice. Put your top three choices here after they are used to assign you to this project. Create a link to the project root and to where your team will be working.

Write problem statement
Look through the existing problem statements. Find something not yet done on the project. Create a problem statement for it. Think of a new subsystem that needs to be built for the project. The goal is something simple, possible, for zero dollars.

Assign Task1
Tasks are typically done over the weekend. They are documented during the week, presented during the week and the next weekends work is negotiated during the week. Week 0 is the week that task 1 is negotiated. Record your individual task here. Plan on working on it during the weekend between week0 and week1.

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Record what you are planning on doing for the team during the weekend between week1 and week2 of the project here.

Compare actual work done to Task2
Rationalize differences

Week2 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

Week3 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

Week4 Narrative
Upload photos to wikimedia. Upload video to youtube. Convert all spreadsheets, documents, and presentations to wiki format and create wiki subpage of your page for each of them. Link to them here in a narrative that tells a story. High light the problems (engineering problems) you had and how you solved them.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
During this week you will perform the week0 activities of the next project.