text:
User talk:Sang1938/enes100/Bridge: My Work

mirza
 * a like the photos keep up the work bro

Nathan
 * Nice drawing and good Idea.

week 1 p2 grading 1sfoerster (talk) 12:40, 28 March 2012 (UTC)
 * 10/10/30 ... filling in the hollow spaghetti will only increase strength 5% .. this is why bamboo is hollow, this is why axles in cars are hollow ... given a finite weight, the strongest arch will push all the material to the edges and be hollow. This is something you wil compute in materials class (ENES-130) here at hcc. So don't think about filling up the hollow. I like the idea of string being used to hold all the pieces in place while gluing. Maybe two pieces of string. Take pictures of all failures, document everything that goes wrong clearly. Success is not important here.

mirza
 * good job on the sketchups

Nathan
 * Nice Drawings!

Mirza
 * Nice attempt at using your shoe!

Nathan
 * Great dedication

week 2 p2 1sfoerster (talk) 11:40, 11 April 2012 (UTC)
 * 10/10/50 ... good job !

week 3 p2 1sfoerster (talk) 11:40, 11 April 2012 (UTC)
 * 10/10/50 ... keep it up!

 * Week 4 mirza
 * Great work and dedictation man this project was hard

Nathan
 * Good job!

week 4 grading 204.126.132.241 13:32, 18 April 2012 (UTC)
 * 10/10/50 ... good work


text: File:Egm6322.s12.TEAM1.WILKS HW12.3 DATA.jpg

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


text: File:Egm6322.s12.TEAM1.WILKS HW12.3 CHART.jpg


text:
User:Egm6322.s12.team2.Xia/RP12.2

= R 12.2 - Alternative formula for weights of GL quad =

Given
Using the following fomula

$$\displaystyle (1-x^{2})P_{n}^{'}=(n+1)xP_{n}-(n+1)P_{n+1} $$ (12.2.1)

Find
Show that

$$\displaystyle (n+1)P_{n+1}(x_{j})=-(1-x_{j}^{2})P_{n}^{'}(x_{j})$$ (12.2.2) and

$$\displaystyle w_{j}=\frac{2}{(1-x_{j}^{2})[P_{n}^{'}(x_{j})]^{2}}$$ (12.2.3)

Solution
From the 12.2.1, we have

$$\displaystyle (1-x_{j}^{2})P_{n}^{'}(x_{j})=(n+1)x_{j}P_{n}(x_{j})-(n+1)P_{n+1}(x_{j})$$ (12.2.4) Since $$\displaystyle P_{n}(x_{j})=0$$,(The proof is @ p.45-17) then

$$\displaystyle (n+1)P_{n+1}(x_{j})=-(1-x_{j}^{2})P_{n}^{'}(x_{j})$$ (12.2.5) In terms of (5)p.45b-6

$$\displaystyle w_{j}=\frac{-2}{(n+1)P_{n+1}(x_{j})P_{n}^{'}(x_{j})}$$ (12.2.6) then substitute 12.2.5 into 12.2.6, we obtain

$$\displaystyle w_{j}=\frac{2}{(1-x_{j}^{2})[P_{n}^{'}(x_{j})]^{2}}$$ (12.2.3)

title: User:Egm6322.s12.team2.Xia/RP12.2


text:
Introduction to group theory

Group theory is the study of algebraic structures called groups. This introduction will rely heavily on set theory and modular arithmetic as well. Later on it will require an understanding of mathematical induction, functions, bijections, and partitions. Lessons may utilize matrices and complex numbers as well.

After completing this section move on to Introduction to group theory/Part 2 Subgroups and cyclic groups.

Introduction
What is a group? A more rigorous definition will come shortly but to give a very rough idea of a group it is a set and a operation. For example the integers under addition form a group, notated as ($$\mathbb{Z}$$, +) or simply $$\mathbb{Z}$$, where the operation is assumed to be addition.

Some more examples of groups are
 * 1) The real numbers under addition: ($$\mathbb{R}$$, +) or simply $$\mathbb{R}$$
 * 2) The rational numbers under addition: ($$\mathbb{Q}$$, +) or simply $$\mathbb{Q}$$
 * 3) The non-zero real numbers under multiplication: ($$\mathbb{R}$$*, ×)
 * 4) The set of 2x2 matrices with integer entries under matrix addition: (M2($$\mathbb{Z}$$), +)

All of these structures have things in common; they are all integral to being groups. They also have things in common that aren't necessary to groups. Let's examine some of these similarities.

Closure Under the Operation
All of these groups have a closed binary operation. For example in ($$\mathbb{Z}$$, +) any two integers added together will be another integer. In other words if n,m ∈$$\mathbb{Z}$$ then (n+m)∈$$\mathbb{Z}$$.

In general for (G, *) to be a group where G is a set and * is a binary operation, if a,b are in G then (a*b) is also in G. This is called closure. Notice that all of the groups in the above examples are closed under their respective operations.

Associativity
With the integers under addition
 * $$2+(11+5)=(2+11)+5\,$$

With the non-zero real numbers under multiplication
 * $$3*(2*5)=(3*2)*5\,$$

This is called associativity and is required for a structure to be a group. In general if (G,*) is a group and a,b,c∈G then
 * $$a*(b*c)=(a*b)*c\,$$

Identity
When we look at $$\mathbb{Z}$$ there's something special about the element 0. Notice that for any integer m
 * $$0+m=m+0=m\,$$

Zero is the only element in this group with this property and it's called the identity of the group.

Zero is also the identity in the groups $$\mathbb{Q}$$, and $$\mathbb{R}$$.

In $$\mathbb{R}$$* the element $$1$$ is the identity as
 * $$ 1*a=a*1=a$$

for all a in $$\mathbb{R}$$.

In general if (G,*) is a group then there exists an identity element e in G such that for any g in G
 * $$e*g=g*e=g$$

This element is called the identity of G or eG.

Inverses
In $$\mathbb{Z}$$ if $$m$$ is an integer consider
 * $$m+x=0$$

It would then follow that $$x=(-m)$$ and in fact $$x$$ is an integer as well.

In $$\mathbb{R}$$* if r is a non-zero real number then
 * $$r*x=1$$

has a solution. Further $$x=1/r=r^{-1}$$ and x is also a non-zero real number.

In general if (G, *) is a group with identity $$e$$ and $$a$$ is an element of G then there exists an element $$a^{-1}$$ also in G such that
 * $$a*a^{-1}=e=a^{-1}*a$$.

Note that $$a^{-1}$$ at this point is purely notational. If we are looking at the group of integers under addition then $$3^{-1}$$ means $$-3$$ since
 * $$3+(-3)=0$$.

It does not mean $$1/3$$ in this group.

Possible Misconceptions
In all of the above examples the underlying set of the groups are infinite, but groups need not be infinite. Note that with the requirement of an identity element the underlying set cannot be the empty set.

All of the groups above are commutative. That is that $$a*b=b*a$$. This is not true of all groups in general. Groups that are commutative are called Abelian Groups.

Non-groups
To solidify our understanding let's look at some structures that aren't groups.

Firstly ({0,1,2,3},+) is not a group as $$2+3=5$$ and $$5$$ is not in {0,1,2,3} and this set is not closed under our operation.

Consider $$\mathbb{N}$$ under addition. This set is closed but it doesn't have inverses therefore it is not a group.

Consider the set of all matrices under addition. This is not a group because not all matrices can be added. Consider for example a 2x2 matrix and a 3x3 matrix.

Consider ($$\mathbb{R}$$, *). This is not a group because 0 doesn't have an inverse and since $$0*1\ne 1$$, there is no identity.

Definition
A set G under the closed binary operation * is a group denoted (G,*) or simply G iff
 * 1) G under * is associative: $$\forall a,b,c\in G, a*(b*c)=(a*b)*c$$
 * 2) G under * has an identity element: $$\exist e \in G $$ such that $$ \forall a \in G, a*e=a=e*a$$
 * 3) Each element in G has an inverse under *: $$ \forall g \in G \exist g^{-1}\in G$$ such that $$ g*g^{-1}=e=g^{-1}*g$$ where $$e$$ is the identity in G.

Notation Notes
Since groups are associative it is common place to drop the parentheses when one is working with something shown to be a group. If a structure has yet to be shown to be associative do not drop the parentheses when working with elements of it. Do not however drop parentheses when working with inverses. For example $$(ab)^{-1}$$ and $$ab^{-1}$$ are not necessarily the same. Note that $$ab^{-1}$$ is assumed to mean $$a*(b^{-1})$$.

Since groups only have one operation it is usually dropped much like multiplication in elementary algebra. For example:
 * $$a*b=c$$ becomes $$ab=c$$.

Dropping both the parentheses and the operation symbol leads to long strings of elements being unambiguous. For example any interpretation of $$abcx$$ is equivalent. I.e.
 * $$a*(b*(c*x)))=(a*b)*(c*x)=((a*b)*c)*x$$

In most groups $$e$$ is assumed to be the identity and is used in arbitrary groups where the identity is unknown.

When strings of the same element are being multiplied we use exponent notation to represent it. For example
 * $$a*a*a*a=a^{4}$$

Do note that we must be careful not to assume elements commute. Thus
 * $$a*b*b*a*b=a*b^{2}*a*b$$ but can be simplified no further.

In abelian groups (commutative groups) and later on in the study of Rings additive notation can be used in place of multiplicative. For example
 * $$a^{2}*b*c^{-1}$$ becomes $$2a+b-c$$.

Multiplying
Note that "=" is an equivalence relation and thus we can substitute. For example in a group G suppose $$ a,b,c \in G$$ such that $$a=b$$. Then by closure $$ac \in G$$, and by reflexivity $$ac=ac$$. We may substitute to arrive at $$ac=bc$$. Thus
 * $$a=b \implies ac=bc$$

This is called multiplying on the right by $$c$$. Similarly
 * $$a=b \implies ca=cb$$

is called multiplying on the left.

Advice
Now we may begin to play with some equations. Moving on it is best to try to "forget" our assumptions about algebra we have learned from our elementary courses and only use what is explicitly proven.

Theorems From the Definition
These are important theorems that follow directly from the definition of a group. Attempt the proofs yourself before looking at the solutions.

Uniqueness of the Identity Element
An important theorem to begin with is the uniqueness of the identity. More precisely stated: Let G be a group. If
 * $$\exist e,e' \in G$$ such that
 * $$ (\forall a \in G a*e=a=e*a )\land (\forall a \in G a*e'=a=e'*a)$$

then
 * $$e=e'$$

Proof

Cancellation
This theorem lets us cancel elements exactly opposite of how we multiply them.

Right Cancellation Theorem: $$ac=bc \implies a=b$$.

Right Cancellation Proof

Left cancellation is similarly proven. Theorem: $$ca=cb \implies a=b$$.

Uniqueness of Inverses
This theorem states that each element has only one inverse. Theorem: Let G be a group. Then if $$g,a,b \in G$$ such that $$a$$ and $$b$$ are both inverses of $$g$$ then $$a=b$$.

Proof

Socks and Shoes
This theorem is a way to distribute inverses.

Theorem: For group elements $$a$$ and $$b$$,
 * $$(ab)^{-1}=b^{-1}a^{-1}$$.

Induction can be used to prove the more powerful socks and shoes theorem.

Theorem: For groups elements $$a_1,a_2, \ldots ,a_n$$
 * $$(a_1*a_2* \ldots *a_n)^{-1}=a_n^{-1}* \ldots *a_2^{-1}*a_1^{-1}$$.

Proof

Integer Modulo Groups
Note that $$\mathbb{Z}_n$$= {0,1,2,...,n-1}. It happens that ($$\mathbb{Z}_n$$,+mod(n)) is a group and is written $$\mathbb{Z}_n$$ for short.

Arithmetic Examples
In $$\mathbb{Z}_8$$
 * $$2+2=4$$
 * $$5+5=2$$
 * $$7+1=0$$

In $$\mathbb{Z}_5$$
 * $$4+4=3$$
 * $$1+1=2$$

Dihedral Groups
The dihedral groups arise from looking at the symmetries of regular polygons.

Cayley Tables
A Cayley table is a table that displays the products of elements of the group under the operation.

For example, the Cayley table of $$ (\mathbb{Z}_3, +mod(n)) $$ is:

Homework
Attempt the proofs and problems on your own before looking at the solutions.

Problem 1.
 * Prove that cross cancellation implies commutativity. That is assume

$$ac=cb \implies a=b$$ and show $$\forall x,y \in G, xy=yx$$ Solution

title: Introduction to group theory


text:
Talk:Introduction to group theory

Hey Everyone :D I'm new to creating and editing wikis so I would appreciate any advice or help making the page look nice and professional. I'm not very consciously aware of the layout of way pages are supposed to be laid out and I'm completely.--Shawsa (talk) 04:55, 26 March 2012 (UTC)

For the writers
Please discuss how you think this page should contain. I think the lesson plan should be to first establish what a group is and then get to the subgroup tests, cyclic groups, and lagrange's theorem.--Shawsa (talk) 04:55, 26 March 2012 (UTC)

For the Readers
Please let us know if there is anything confusing or ambiguous.--Shawsa (talk) 04:55, 26 March 2012 (UTC)

title: Talk:Introduction to group theory


text:
User:Nabinhero

I am Nabin Koirala. I am 26 years old and is currently living in Nepal. I am a professional Electronics Engineer and currently doing my job as RF planning and optimization Engineer. I love playing and watching football. My other hobbies includes reading Novels and listening music.

title: User:Nabinhero


text:
Modular arithmetic

Modular arithmetic is a type of arithmetic on finite subsets of the natural numbers

Definition
For $$n \in \mathbb{Z}$$ then
 * $$a=b\mod{n}$$   iff    $$n|(a-b)$$

This is read as "a is congruent modulo n to b".

Examples
If $$n=6$$ then
 * $$13=1\mod{6}$$
 * $$10=4\mod{6}$$
 * $$1=13\mod{6}$$

If $$n=13$$ then
 * $$26=0\mod{13}$$
 * $$42=3\mod{13}$$

Calculation
An easy way to calculate in mod{n} is $$a=b\mod{n} \iff $$ they have the same remainder when divided by $$n$$.

Equivalence
Congruence modulo n is an equivalence relation.

Reflexivity
Let $$n,a \in \mathbb{Z}$$. Then $$(a-a)=0$$ and $$ n|0$$ so $$ n|(a-a)$$. Thus $$ a=a\mod{n}$$.

Symetry
Let$$n,x,y \in \mathbb{Z}$$ such that $$ x=y\mod{n}$$. Then $$n|(x-y)$$. Since $$(x-y)=(-1)*(y-x), n|(y-x)$$. Thus $$y=x\mod{n}$$.

Transitivity
Let$$n,a,b,c \in \mathbb{Z}$$ such that$$ x=y\mod{n} \land y=z\mod{n}$$. Then $$n|(x-y) \land n|(y-z)$$. Then $$n|((x-y)+(y-z)$$. Thus $$n|(x-z)$$ and $$x=z\mod{n}$$.

title: Modular arithmetic


text:
User:Shawsa

Hi my name is Sage and I'm an undergraduate math major at Souther Oregon University. So far I've started the page on Introduction to group theory.

title: User:Shawsa


text: File:Adder rca.vhdl.20120326.pdf

title: File:Adder rca.vhdl.20120326.pdf


text: File:Cordic rtl.vhdl.20120326.pdf

title: File:Cordic rtl.vhdl.20120326.pdf


text:
Template:PD Biomeasures Pages

< Back to Monitoring Parkinson's disease

Sub pages:
 * None yet

title: Template:PD Biomeasures Pages


text:
Progress and Prospects in Parkinson's Research/Monitoring Parkinson's Disease/Biomarkers

< Back to Monitoring Parkinson's disease

Background
The FDA defines a biomarker as, "A characteristic that is objectively measured and evaluated as an indicator of normal biologic processes, pathogenic processes, or pharmacologic responses to a therapeutic intervention". The search for a biomarker is a Holy Grail of Parkinson's Disease research.

Add topics here:

 * Measurements of motor and non-motor symptoms

 * Genetic screening

 * Imaging - PET, SPECT, fMRI

 * Echogenicity

 * Metabolomics

 * Alpha-synuclein in CNS and ENS

 * Myocardial scintigraphy

Include information on Tracking Parkinson's project and PPMI

Proteomics
Background

Proteins are a major component of living organism and the study of their metabolism, structure and functions is called Proteomics. Patterns of protein production can be measured and form a unique fingerprint specific to individual diseases.

2009

Licker et al have evaluated the role of proteomics in PD research.

" We propose the view that Parkinson's disease may be an acquired or genetically-determined brain proteinopathy involving an abnormal processing of several, rather than individual neuronal proteins, and discuss some pre-analytical and analytical developments in proteomics that may help in verifying this concept."

2010

Alberio and Fasano have carried out a review of the status of proteomics in relation to PD.

" In this review, we focus on cellular and animal models of Parkinson's disease by describing their advantages and limitations as useful tools to identify pathogenetic pathways that deserve further exploitation. In parallel, we discuss how proteomics may provide a potent tool to observe altered pathways in models or altered biomarkers in patients with an unbiased, hypothesis-free approach."

Urate
Background

Uric acid is a product of the metabolic processing of a class of nutrients called purines and in humans it acts as a powerful anti-oxidant and is excreted in urine. In high concentrations it is deposited in the lower joints as a salt called urate,leading to the painful condition known as gout.

2008

Schwarzschild et al tested the hypothesis that serum urate could be used as a predictor of clinical and radiographic progression for Parkinson’s disease. Their conclusions were:-

"These findings identify serum urate as the first molecular factor directly linked to the progression of typical PD and suggest that targeting urate or its determinants could be an effective disease-modifying therapy in PD."

2009

Andreadou et al measured serum Uric acid levels in 43 PD patients and 47 healthy volunteers, age and sex-matched. UA levels were correlated with disease duration, severity and treatment. The results were:-

"There may be increased consumption of UA as a scavenger in PD, possibly heightened by dopaminergic drug treatment. Given the antioxidant properties of UA, manipulation of its concentrations should be investigated for potential therapeutic strategies of the disease."

Voice Analysis
Background

PD patients experience changes in the pitch of their voice and this has led to attempts to analyse speech patterns with a view to establishing unique characteristics for the disease.

2012

Tsanas et al tested how accurately speech processing algorithms caould be used to discriminate PD subjects from healthy controls.

"In total, we compute 132 dysphonia measures from sustained vowels. Then, we select four parsimonious subsets of these dysphonia measures using four feature selection algorithms, and map these feature subsets to a binary classification response using two statistical classifiers: random forests and support vector machines. We use an existing database consisting of 263 samples from 43 subjects, and demonstrate that these new dysphonia measures can outperform state-of-the-art results, reaching almost 99% overall classification accuracy using only ten dysphonia features. We find that some of the recently proposed dysphonia measures complement existing algorithms in maximizing the ability of the classifiers to discriminate healthy controls from PD subjects. We see these results as an important step toward noninvasive diagnostic decision support in PD. "

White Blood Cells
Background

White blood cells or leukocytes are a feature of the immune system. Five different types exist and there are normally approximately 7,000 white blood cells per microlitre of blood. They make up about 1% of the total blood volume in a healthy adult. An increase in the number of leukocytes over the upper limits is called leukocytosis, and a decrease below the lower limit is called leukopenia. The volume, type and physical properties such as conductivity, and granularity can be analysed and form a signature specific to unique disease conditions.

2011

Baskup and Funk, two researchers at the Clinical Brain Institute in Tubingen, Germany, have been awarded a patent for a method of predicting susceptibility to PD. The stressed cells in neurodegenerative diseases release signalling substances that are attracted to cells of the immune system. This results in an increase in the level of white blood cells, which is measured by this method.

Related pages:
Urate & Uric Acid,


text:
Template:PD Biomarkers Pages

< Back to Monitoring Parkinson's disease

Sub pages:
 * None yet

title: Template:PD Biomarkers Pages


text:
Progress and Prospects in Parkinson's Research/Monitoring Parkinson's Disease/Measurement of Parkinson's Disease Progression/What is PD?

The Wikipedia entry for Parkinson's disease says that "the most obvious symptoms are motor-related, including tremor, rigidity, slowness of movement, and postural instability".

But also in its first paragraph it indicates that there are also many non-motor symptoms of this "degenerative disorder of the central nervous system that impair motor skills, cognitive processes, and other functions."

Therefore an adequate description of the disease and the characteristics of its progression must recognise that it involves the degeneration of centres beyond merely those that control movement. Indeed the loss of dopamine signalling and the appearance of movement disorders due to the degeneration of the cells of the substantia nigra are believed to be a comparatively late stage of the disease. "..Recent evidence of Lewy body pathology in other neuronal populations preceding nigral involvement suggests that the preclinical phase may be much longer." The authors of reference 2 cite evidence of impairment of a variety of areas of both the central and peripheral nervous systems, perhaps on occasion as early as 20 years before motor symptoms appear, that give rise, amongst other things, to constipation, anxiety disorders, rapid eye movement sleep behaviour disorder (RBD), anaemia, olfactory impairment and depression.

The characteristic pathology of the affected parts of the nervous system, whether central or peripheral, involves the aggregation of the protein alpha-synuclein. .  This suggests that Parkinson's disease is more usefully understood in terms of its extensive alpha-synuclein pathology rather than the overt symptoms in which movement dysfunction tends to take centre stage. (But see and )


text:
Talk:Progress and Prospects in Parkinson's Research

This page needs developing.

The main extension of this page will be to add the topics one by one. These should be arranged in a sensible topic hierarchy. The expectation shall be that it will change over time, possibly quite radically.

Links to new topics can also go in the Magazine section ('Hot Topics'). (Old topics should be removed from the Magazine section at the same time so as to keep it topical.)

The topic hierarchy will be a major entry point to the material. A wiki as an on-line resource will, however, provide a number of other ways to home in onto relevant information. These include: -- Droflet (talk) 11:35, 26 March 2012 (UTC)
 * Use of the free text Search facility
 * The use of Categories (See http://en.wikiversity.org/wiki/Help:Category )
 * Hyperlinks from other pages. Thus hyperlinks to related, referenced and supporting material should be freely incorporated in all articles.
 * There can be more than one high-level entry point. E.g. The project could come under Medicine and Diseases as well as Life Sciences.

There needs to be a topic on 'What is currently going on and where and who is doing it?'. It would identify where particularly notable work is going on such as the Oxford Parkinson's Disease Centre, the Sheffield Institute for Translational Research, University of Pittsburgh Medical Centre and so on listing the prominent researchers who are doing pioneering work. This would link to pages in other parts of the wiki which describe the work.

-- Droflet (talk) 11:35, 26 March 2012 (UTC)

Some points about Style conventions.

If an Introduction heading is put in, this goes below the Content box. So it is probably better to write the introduction without a heading. It will then go above the Contents box and be an obvious introduction to the topic of the page. I.e. no need to head it 'Introduction'!

In the introductory paragraph to a page there should be a statement on why it is significant. It should be a sort of top-level summary of what follows and give an indication of any conclusion that the page comes to. A wiki is something that a reader hops through; so it is important to bring out the significant points early on on each page or the reader will not read through to find them.

--Droflet (talk) 09:51, 13 May 2012 (UTC)

parkinsons deep brain simulation - Sidelight12 Talk 00:35, 27 January 2013 (UTC)

Can you please add a link or transclude to Ethical medical research/Alternatives to animal testing somewhere from the Parkinson's research or modeling page. I think its useful for progress on any medical condition. Thanks. I converted a redirect Parkinson's disease (it redirected into a nonspecific page) into a disambiguation page for easier access, and for further use. - Sidelight12 Talk 05:14, 4 February 2013 (UTC)

 * Thanks for this. I have created a stub subpage on Animal models and put in a ref to the subpage you referred to. Droflet (discuss • contribs) 10:46, 4 February 2013 (UTC)

 * Thank you for using it. Here are current articles at http://esciencenews.com/search/parkinsons, http://phys.org/search/?search=parkinson, http://www.sciencedaily.com/search/?type=news&keyword=parkinson&section=all&filename=&period=365&sort=relevance#, and https://www.ncbi.nlm.nih.gov/pmc/ (pubmed central free medical articles) to read from, if you choose. They are good resources for up to month information/prospects, if they meet your objective. Use the Parkinson's disambiguation page for how you see fit. Sidelight12 Talk 04:15, 5 February 2013 (UTC)


text:
Talk:Progress and Prospects in Parkinson's Research/Causes/Deficiencies/Vitamin D

The only maps I have come across so far for the prevalence of PD are for the United States

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2865395/figure/F1/

And Spain.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2796665/figure/F1/

The north/south profile is remarkably similar Can anyone point me towards prevalence maps for other countries? For a UK map I would expect to see Shetland, Orkney and Sutherland exhibiting high prevalence and Cornwall and the Scillies with low prevalence.

For Chile and Argentina I would expect the direction of the gradient to reverse.

HAPE


text:
User:Abc123456person

You can edit this! please fix the bad templates!

Hello, and welcome to my user page.

— abc123456person

Committed identity: fb40b82eca828796756b17886b199ecb3a8b7aea8de3c8 is a commitment to this user's real-life identity.

title: User:Abc123456person


text:
User:Krollo1~enwikiversity

Hello everybody! I'm Joseph, I live in the UK and wish to contribute to the spread of knowledge.

title: User:Krollo1~enwikiversity


title: File:Sampling.2.B.BandPass.20120326.pdf


text:
User talk:Mikehicks/enes100/My Work2

hey man those motor mount are looking flyer than a pelican. Keep it up you're doing great stuff. J4knee21 (talk) 13:42, 26 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 13:26, 28 March 2012 (UTC)
 * 10/10/75 ... great job .. the stepper motor warming up is not good ... will burn it out .. so will burn out the arduino .. need to figure out how to separate the power to the arduino and the motor so don't put both at risk .. motor shield has a separate power connection and jumper to control it

You burned some stuff up last week, but you didn't let it get you down. I respect that man, keep pushing. J4knee21 (talk) 02:35, 3 April 2012 (UTC)

week 2 p2 grading 1sfoerster (talk) 12:44, 11 April 2012 (UTC)
 * 10/10/30 ... could have brainstormed on what caused the burn out rather than jumping on one possibility ... good pictures of shrink wrap

week 3 p2 grading 1sfoerster (talk) 12:44, 11 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

You are pretty good with those computers, impressive work. J4knee21 (talk) 02:00, 17 April 2012 (UTC)

week 4 p2 grading 1sfoerster (talk) 14:15, 18 April 2012 (UTC)
 * 0/10/40 ... need to turn this into a problem ... we have another motor controller that is designed to deliver more power ... have you investigated it's use? .. adding heat sinks to the current motor controller is not going to be successful

title: User talk:Mikehicks/enes100/My Work2


text:
User talk:Jsunday9/enes100/My Work2

Sunday you're working hard big dog. That arduino is giving you a hard time, but you're not giving up. I respect that. Keep on keepin on. J4knee21 (talk) 13:44, 26 March 2012 (UTC)

Hey man good work with the sauntering the metal for the hand to make points on the hand, I like where you are going with this, keep it up! Mikehicks (talk) 00:34, 27 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 13:22, 28 March 2012 (UTC)
 * 0/0/0 .. you have to document your work .. you have to document failure .. partial success in order to get credit .. can not wait for perfection .. this will never happen

great job on getting that dc motor to move forward and backwards!!!! Mikehicks (talk) 01:05, 3 April 2012 (UTC)

Motors are working, thats what im talking about man! J4knee21 (talk) 02:34, 3 April 2012 (UTC)

week 2 and 3 grading 1sfoerster (talk) 12:47, 11 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

Good Job sunday.J4knee21 (talk) 02:01, 17 April 2012 (UTC)

week 4 grading 1sfoerster (talk) 14:18, 18 April 2012 (UTC)
 * 0/0/0 ... nothing to grade

title: User talk:Jsunday9/enes100/My Work2


title: File:VHDL.Signal.1.A.20120326.pdf


text:
TAO/Persona Simona

Persona description of Simona, a consultant for adult education association of NRW (vhs-Landesverband NRW)

Personal characteristics
Simona is a woman of 39 years who lives together with her two children (14,12) and her cohabitant in Cologne. She has a new job as consultant for adult education association of NRW (vhs-Landesverband NRW). Her job is to consult local adult education centres with regard to Web 2.0.-Activities (courses, services and learning-communities) for older people over 60. Simona is a cultural anthropologist with a focus on communication science and expert knowledge in management. In her former job at seniorweb.nl she got experience working with older people and new media, later on she was engaged in new media studies as an assistant at the universty of amsterdam. She is determined in the pursuit of her goals, has good diplomatic skills and has a rather critical attitude towards technical novelties.

Simona’s professional goals
Simona wants to distinguish herself with her new job and wants to be a key person, she is culture and education orientated and has a sense of mission for older people concerning the use of internet for active aging.

The management of the adult education association of Nordrhein Westfalen

 * Wants to position the adult education association as a key organisation with a proof of competence and a positive track record for new media education with regard to different target groups, notably elderly people
 * Wants the adult education association to provide effective advisory and support activity for the local adult education centres
 * Faces pressures with regard to the adult education association's legitimization as an umbrella organization
 * Is innovation oriented
 * Expect Simona to effectively promote new media courses for older people among adult education centres and to establish herself as a well-respected consultant in this field in order to underscore the adult education association's leading role

Local adult education centres

 * Their mission is to activate new target groups and commit them
 * They constantly need to develop new offerings and education services (some of them do so pro-actively, others more reluctantly)
 * Dependent on attractive educational offerings
 * The use of Internet and new media is an issue among their target groups
 * They are interested in recipes and instructions for course concepts and train-the-trainer courses
 * They vary quite a bit as to their needs and demands and are therefore interested in an adaptation of strategies and measures to their local situation
 * Some centres are quite innovation oriented, others aren't

Course instructors (free lancers)

 * They want concrete course concepts with a curriculum to implement it
 * They are interested in course concepts that leave enough space for them to adapt the concepts to their own pedagogical conception
 * Many of them cultivate their own style in order to distinguish themselves from their colleagues
 * They need certifications in order to acquire new jobs and to secure the existing one, formal recognition of their continuing education is important to them
 * They are very heterogeneous with regard to their attitude towards innovation - some always tend to go with the latest trend, while others are rather "old school"

Difficulties/Challenges to expect

 * Convince the local educational centres in order to get them on board
 * Customize offerings for the local educational centres with the least extra effort possible
 * Put diverse methods and pedagogical tools at the disposal of the educational centres, help the centres to adapt the methods and tools to the local situations
 * Find effective instruments for advertising and public relations to promote the new course offers
 * Deal with the friction between marketing, course content and technology

How Simona could profit from support offers

 * a pool of several support activities for local educational centres
 * toolbox with modular know-how, methods, instruments for activation, cooperation and integration for elderly people
 * know more about the requirements of local educational centers
 * a decision tree / decision matrix to develop the best strategy for local educational centres
 * toolbox with best practices, Ideas, new opportunities
 * toolbox with different web 2.0. tools
 * adequate marketing strategies for the target groups
 * Community of practice for exchange of experiences and to get feedback from other professionals

title: TAO/Persona Simona


text:
User:Egm4313.s12.team14.tonyhan/r5

= Problem 5 =

Given
$$\ W(f,g)=fg'-gf'$$

Find
1) Show that sin7x and cos7x are linearly independent via Wronskian and Gramian methods

2) Find 2 equations for the two unknowns M and N. Solve for M and N

3) Find the overall solution y(x) that corresponds to the initial condition. Plot over 3 periods

Solution
Wronskian Method

 * {| style="width:100%" border="0" align="left"

W(f,g)=fg'-gf' $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Given
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle f(x)=cos(7x)$$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle g(x)=sin(7x)$$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle f'(x)=-7sin(7x)$$
 * $$\displaystyle
 * $$\displaystyle
 * }
 * {| style="width:100%" border="0" align="left"

$$
 * $$\displaystyle g'(x)=7cos(7x)$$
 * $$\displaystyle
 * $$\displaystyle
 * }

Dashpot Force:

 * {| style="width:100%" border="0" align="left"

\vec{F}_D=c(y')) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Applied Force:

 * {| style="width:100%" border="0" align="left"

\vec{F}(t) $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle
 * }
 * }

Forces:

 * {| style="width:100%" border="0" align="left"

\Sigma\vec{F}=\vec{F}(t)-\vec{F}_s-\vec{F}_D $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 1)
 * }
 * }

 * {| style="width:100%" border="0" align="left"

m\vec{a}=\vec{F}_i=my'' $$ $$
 * $$\displaystyle
 * $$\displaystyle
 * $$\displaystyle (Eq. 2)
 * }
 * }

title: User:Egm4313.s12.team14.tonyhan/r5


text:
Introduction to group theory/Uniqueness of identity proof

 * Proof:

Let $$G$$ be a group, and let $$e,e' \in G$$ both be identity elements. Then
 * $$ \forall a \in G, (a*e=a=e*a) $$ and $$ (a*e'=a=e'*a)$$.

Then since $$e,e' \in G$$
 * $$e=e*e'=e'$$ and thus $$e=e'$$.
 * Q.E.D.


text:
Introduction to group theory/Right cancellation

 * Proof

Let $$G$$ be a group and let $$a,b,c \in G$$ such that $$ac=bc$$. Since $$c \in G, \exist c^{-1} \in G$$ such that $$c*c^{-1}=e$$. Multiplying $$ac=bc$$ on each side by $$c^{-1}$$ we obtain. $$ac*c^{-1}=bc*c^{-1}$$. Applying the definition of inverses ($$c*c^{-1}=e$$) we get $$a*e=b*e$$ Applying the definition of identity we get $$a=b$$
 * Q.E.D.


text:
Introduction to group theory/Uniqueness of Inverses

 * Proof

Let $$G$$ be a group and let $$g,a,b \in G$$ such that $$a*g=e=g*a$$ and $$b*g=e=g*b$$. Then substituting we obtain $$a*g=b*g$$. By right cancellation $$a=b$$.
 * Q.E.D.


text:
Introduction to group theory/Socks and shoes proof

 * Proof

Let $$G$$ be a group and let $$a,b \in G$$. Then $$(a*b)*(b^{-1}*a^{-1}) = a*(b*b^{-1})*a^{-1} = a*e*a^{-1}=a*a^{-1}=e$$. Also $$(b^{-1}*a^{-1})*(a*b)=b^{-1}*(a^{-1}*a)*b=b^{-1}*e*b=b^{-1}*b=e$$. Thus $$(ab)^{-1}=b^{-1}a^{-1}$$ by definition of inverse.
 * Q.E.D.


text:
Introduction to group theory/Problem 1 solution

 * Proof:

Let $$G$$ be a group such that for all $$a,b,c \in G$$
 * $$ac=cb \implies a=b$$.

Let $$x,y \in G$$.

By reflexivity $$xyx=xyx$$.

Reassociating for clarity $$(xy)x=x(yx)$$.

By the assumed cross cancellation we may cancel on each side to obtain
 * $$xy=yx$$.

Thus cross cancellation implies commutativity.
 * Q.E.D.


text:
User talk:J4knee21/enes100/My Work2

Hey man keep up the great ideas for the coffee grind hand, excited to see the increase in suction created with the piece of PVC going directly to the balloon! Mikehicks (talk) 00:32, 27 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 13:28, 28 March 2012 (UTC)
 * 10/10/20 ... score is going down until you learn 123D and start drawing ... the words are perfect ... you need to start the drawings to capture more detail .. otherwise people are not going to be able to replicate your work

hey man great job putting that new coupling in, looks great!Mikehicks (talk) 01:04, 3 April 2012 (UTC)

week 2 p2 grading 1sfoerster (talk) 12:46, 11 April 2012 (UTC)
 * 10/10/75 .. great job

week 3 p2 grading 1sfoerster (talk) 12:46, 11 April 2012 (UTC)
 * 10/10/75 ... keep it up!

Hey man keep up the good work! Mikehicks (talk) 14:23, 17 April 2012 (UTC)

week 4 p2 grading 1sfoerster (talk) 14:16, 18 April 2012 (UTC)
 * 0/10/30 ... need to create an assembly of many of those parts in the drawing software

title: User talk:J4knee21/enes100/My Work2


text:
User talk:Engsihn/myWork2

week 1 p2 grading 1sfoerster (talk) 20:02, 27 March 2012 (UTC)
 * 10/10/10 ... need photos uploaded, need demonstrations, need video, need documentation of some kind .. pictures of the stepper motors ... what you wrote is a report ... it is a good start ..

Mir07 Good job with the lazy susan.

week 2 and 3 p2 grading
 * 0/0/0 ... nothing to grade

title: User talk:Engsihn/myWork2


text:
User:Tamsier/Serer language

Serer is the language of the Serer people spoken in Senegal, the Gambia and Mauritania. It is more widely spoken in Senegal where the Serer people make up the third largest ethnic group. Not all Serers speak the Serer language. Some speak the Cangin languages although all are ethnically Serers. The Serer language is characterised by consonant mutation, and one of the Senegambian languages of the Niger-Congo family. It is written from left to write based on the Latin alphabet. It is one of the recognized languages of Senegal. There are various dialects of Serer with Serer-Sine being the prestige dialect.

Greeting

 * Nam fi'o? (pronounced nam feeyoh) = How are you doing? Mexe meen. (prounounced : may hay men) = I am here/ I am fine.
 * Ta mbind na? (pronounced, tah mbind nah) = How is the family? Owa maa. (pronounced : owa maa) = It is good/they are well.

title: User:Tamsier/Serer language


text:
TAO/Persona Heiko

Persona description of Heiko, a manager at a community centre

Personal characteristics
Heiko is a man of 56 years old, who lives together with his wife in Hillensberg, a small town near Geilenkirchen. His children (two daughters of 18 and 20) do not live at their parents' home anymore and his mother (85) lives in an elderly home. Heiko works as (program) manager of the community centre of Hillensberg. After graduating for Social Work Studies, he worked at different social institutions. For the past ten years he has been working in Hillensberg and now he is in charge of general managing tasks and course planning in particular. The community centre has a main offer in offline courses (handcrafts and arts). The community centre, however, is at present facing budget cuts.

Heiko’s professional goals
Heiko wants to offer more and new activities in the community centre. On the one hand he is looking for new sources of revenue, because of the budget cuts, and on the other hand for new target groups, where he is especially interested in the third age, since this is a large and growing group among the clients of the community centre. He wants to expand the offline courses to online, IT and media courses. Although he is aware of the current social media trends, he lacks competence in that field.

Management board of the community centre

 * Needs to ensure the economic sustainability of the centre

Mayor / policy makers at the municipality

 * Wants a thriving centre for the town, despite the but budget cuts that are actually being implemented

Current course participants

 * They are mostly interested in the continuation of their favourite courses; some of them are however interested in discovering new fields of interest

Possible future course participants

 * They want to get and feel involved in the centre, make new contacts and learn

Current staff members of the centre

 * They want to keep their jobs; most are ready to engage in professional development and training to secure their jobs

Possible future staff members of the centre

 * Want to get involved in the community centre

Possible sponsors

 * Need to see value before investing in the centre

Hobby clubs (partners)

 * Are questioning themselves to what extent they want to expand their activities online

Heiko's challenges
Heiko has to
 * train the current staff members or to find appropriate new staff members
 * maintain the current amount of participants
 * find new participants
 * interest/involve relevant sponsors
 * meet the other stakeholders' expectations
 * find effective ways to promote the centre's new offers

Difficulties to expect

 * further budget cuts
 * staff not cooperating
 * participants not happy, with either current participants leaving, or no new participants starting

Demands and expectations regarding support offers

 * coaching/training of the staff (1 | 2)
 * getting insights in social media/IT use among seniors (1 | 2)
 * best practices (1 | 3)
 * getting hobby clubs online
 * starting IT courses for seniors
 * attracting senior participants
 * funding opportunities (4)
 * PR & marketing support (1 | 2)
 * effective participant evaluation (1 | 2)

Types of support:
 * 1) Support through TAO Handbook & Community of Practice
 * 2) Support via third parties offering courses/training/evaluation
 * 3) Support through effective job shadowing
 * 4) Support through regional/national/European (funding) institutions

title: TAO/Persona Heiko


text:
User talk:Amirreza Saharkhiz/enes100/My second work

Good job working with the zagi wiring and motor!! Jromanch0088 (talk) 08:36, 27 March 2012 (UTC)

Thanks for analyzing the circuitry in so focused a manner. I'm sure the studying will be helpful in understanding things. Shatton8111 (talk) 15:08, 27 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 13:19, 28 March 2012 (UTC)
 * 10/10/30 .. need to accompany the circuit pictures with a logical diagram using fritzing ... 0.78 volts does not sound right

Thanks for helping me with getting the sea saw all set up!! Jromanch0088 (talk) 14:21, 3 April 2012 (UTC)

Thanks for helping with the seesaw! You did an awesome job! I love the pictures you took too! Shatton8111 (talk) 17:20, 3 April 2012 (UTC)

Very nice work with the gimbal! It looks really cool! I wonder though, should it have a second perpendicular axis too? I think it will need to be able to spin freely, but I don't know how to fix that. Also, how will the Arduino stay upright on it? Or does that matter? Awesome tutorial for making it though! Great pictures! Shatton8111 (talk) 15:49, 10 April 2012 (UTC)

Great job working on the gimbal!! it looks like its coming along nicely! Jromanch0088 (talk) 16:33, 10 April 2012 (UTC)

week 2 and 3 grading 1sfoerster (talk) 18:55, 11 April 2012 (UTC)
 * 20/20/200 .. great work on the gimbal

week 4 p2 grading 1sfoerster (talk) 14:45, 18 April 2012 (UTC)
 * 0/10/100 .. great work .. keep it up

Awesome work with the gimbal! It's almost working! Shatton8111 (talk) 17:05, 23 April 2012 (UTC)


text:
User talk:Shatton8111/enes100/my work 2

Thanks for helping me finish up the lift test and blowing up the motor!!! The tether idea was great! Jromanch0088 (talk) 08:38, 27 March 2012 (UTC)

The lifting test was great and nice conclusion Amirreza Saharkhiz (talk) 08:38, 27 March 2012 (UTC)

week 1 p2 grading 1sfoerster (talk) 13:14, 28 March 2012 (UTC)
 * 10/10/100 .. keep linking to the code please

Thanks for helping me with getting the accelerometer set up on the sea saw!! Jromanch0088 (talk) 14:24, 3 April 2012 (UTC)

Nice job wiring up the arduino to the accelerometer and red boards. Spark93 (talk) 10:26, 3 April 2012 (UTC)

Great job to connect web boards and arduino boardAmirreza Saharkhiz (talk)

Great job getting the motors working separately! Jromanch0088 (talk) 16:34, 10 April 2012 (UTC)

Nice program to control the motion of motors. Amirreza Saharkhiz (talk)

week 2 and 3 grading 1sfoerster (talk) 18:53, 11 April 2012 (UTC)
 * 20/20/250 ... excellent work

Great job for working on motor controlling. Amirreza Saharkhiz (talk)\

week4 p2 grading 1sfoerster (talk) 14:44, 18 April 2012 (UTC)
 * 0/10/100 ... keep up the work!

title: User talk:Shatton8111/enes100/my work 2


text:
TAO/Persona Bernhard Hofer

Persona description of Bernhard Hofer, researcher in Zurich, interested in consulting online communities for seniors.

Personal characteristics
Bernhard is married, lives in Winterthur, Switzerland. Together with his wife they are planning to have children in a couple of years; they would like to settle and to buy a family home. Bernhard's biggest hobby is paragliding; in addition to the outdoor activities he regularly exchanges experiences and route indications with peers in an online forum.

Bernhard is a Researcher in social sciences with a masters degree in sociology. Until now he has mostly been involved in desktop research, and only rarely in action research. He has previously worked in a private company for a couple of years in the field of marketing research, with a strong focus on online marketing. He presently works in the social work department of the University of Applied Sciences Zurich in Switzerland. He has recently been involved with a research group working in the area of e-inclusion, mainly tackling the challenge of bridging the second order digital divide of older adults. After carrying out a few surveys in the area, the research team is at present moving more and more towards the transfer of their insights into practice (teaching, consulting, continuing education, but also research & development projects in co-operation with other departments).

Bernhard's professional goals
Bernhard would like to reach a stable job situation and possibly make a career. He would also like to write a doctorate thesis at some point. In order to reach a certain degree of freedom in his job, he needs to be able to get project funding or to find a niche where he can offer his own consulting or training. But from his perspective, it is still quite a way to get there. A couple of months ago, a colleague of his acquired a R&D project the goal of which is to develop online activities for seniors in collaboration with the provider of an online community platform for the region. Manfred was offered the possibility to work in the project; this puts him in the new situation of closely working together with practice partners to develop new solutions. He is quite motivated for the job, but sometimes has the feeling to lack the necessary methodological basis to do an efficient job.

Key stakeholders in Bernhard's job and their expectations
The practice partners expect from the research team that it helps to quickly create value in terms of additional users, while building upon the existing system. Bernhard’s colleagues count on his marketing experience to contribute to the project’s success. There are colleagues from the IT department involved in the project; they are supposed to further develop the online platform based on requirements derived from user research. They seem to have a precise idea of how these requirements should be provided; at present they are not very happy about the input they got from Manfred so far. Bernhard’s employer expects from the research team to continuously develop new ideas to get additional funding.

Difficulties / challenges
There are tensions between the online community provider and some of the users. There are regularly critical remarks in the forum and discussion groups. In some cases, rather closed sub-communities have emerged where newcomers often have a hard time to get integrated. The community provider isn’t happy about this, of course, because his interest mainly lies in generating additional traffic, and for that he needs new users.

A few pilot projects have been carried out to activate older users. The main challenge however lies in finding the necessary multiplicators, so that the activation efforts start to develop a dynamics of their own. At present, the efforts undertaken to integrate more older people are simply too expensive compared to their impact.

A lot of older people are quite reserved with regard to online communities; it’s not easy to convince them of their use. And if they are interested, they often need regular support over several weeks in order to get acquainted with all the functionalities and the etiquette of the community. Once they have been actively participating in the community for a while, they however seem to enjoy it and report being able to enrich their social life this way. For Bernhard and his researcher colleagues this is quite a rewarding experience; at the same time they are a bit clueless as to provide the necessary support to the newbies.

Bernhard faces the expectation from his developer colleagues to get acquainted with their ways of doing their work in order to be able to provide them with the requirements in the necessary form. Furthermore they have the impression that Bernhard’s way of approaching the users in order to get to know their needs and expectations is not very effective.

At an internal training sessions, Manfred is confronted with the expectation that the research teams develop business ideas in co-operation with their practice partners. In spite of his experience in the marketing area, Manfred does not feel very comfortable in the role of an entrepreneur. He feels that he lacks the necessary knowledge and experience to effectively develop business models and business plans and to “sell” them to potential cooperation partners or funding institutions.

How Bernhard could profit from support offers

 * Training: BM development, working in multi-disciplinary teams
 * Exchange of best practices with other people working in the field
 * Know-how about how best to approach older people to integrate them in online communities

title: TAO/Persona Bernhard Hofer


text: File:Cordic rtl.vhdl.20120327.pdf

title: File:Cordic rtl.vhdl.20120327.pdf


title: File:Sampling.2.B.BandPass.20120327.pdf


text:
User:1sfoerster/enes100/Tri-BotHack

Day 1

There are three separate motors with encoders to count shadows (see the black wheel under the circuit board).

The wheels are similar to those on R2-D2:

The wheels have to be taken off first.

There are two circuit boards, one looks dedicated to the motors and the other to the rest of the robot.

The robot runs off 8 AA batteries that are housed in the base of the robot in-between the motors providing an excellent low center of gravity. There is a push button switch near the batteries that turns off and on the robot. So no work is needed here.

Looking for hacks, found this first which describes how to control the motors, but not how to look at the encoders. Appears the encoders are flashing 12 volts, not 5 volts.

The first step is to cut the cables connecting the base to the head. Power is in the base with the wheels, so nothing is lost. The brown/red lines will supply power to the arduino. The ribbon cable will enable the arduino to control the motors.

The black above the red is where the motor controller is housed in the base of the robot. It is barely fits into the housing.

Day 2

The first step was to sand off the pads on the current cpu of the motor controller. This was done with a dremel with a sandpaper tip put on it. This went very fast. Be careful to sand too much off in the future.

The input to the controller was from the head of the robot through the cut off ribbon cable. The output if the controller was to the rest of the board.

The black stuff helps dissipate heat from the controller chip which is underneath the black stuff. The black stuff enables the controller to be made smaller.

The controller is on a separate circuit board than the rest of the motor controller. The sanding job did not threaten the structural integrity of the rest of the circuit board.

The ribbon cable was reused.

Resistors were sacrificed in order to provide good electrical connection into the headers of the arduino.

Shrink wrap was used around the soldered joint between the resistor lead and the thin stranded wire in the ribbon cable.

On the mother lend of the stranded stable was tinned.

Resistor leads were also soldered onto the power leads that went from the motor controller board up to the head. This cable is going to be re-routed to Vin and Ground of the arduino.

The ribbon cable was soldered onto the motor controller.

The upper left corner of the old cpu is angled. This helps orient ourselves. There are 5 solder pads horizontally on the top and bottom. There are 4 solder pads on the two vertical sides. Let's call pin 1, the first pin going counter clockwise around the edge of the bold cpu. Starting at pin one, this is what the colors of the ribbon cable mean according to the web site mentioned above:

 * white, gray and purple are motor direction controls ... arduino tells robot what to do through these wires
 * blue, green, yellow are motor on off controls .. arduino tells the robot what to do through these wires
 * brown, red, orange are the encoder outputs of the motors .. information to the arduino

The first step is to power up the robot while disassembled and test everything. The test steps were:

 * download blink to the arduino
 * apply robot power to the arduino and see if blink still works
 * turn motors on with the blue, green, yellow wires sequentially by plugging them into arduino pin 13

This was done and the motors turned as the LED attached to pin 13 on the board of the arduino blinked youtube video.

Day 3

Ribbon cable resistor leads were cut so they have no chance of touching each other when plugged into arduino.

Wheels were numbered staring at the front (opposite the power switch), left is 1, right is 2 and the back wheel under the power switch is 3.

Matched ribbon cable colors of enable to the motor numbers:
 * enable 1 - yellow
 * enable 2 - green
 * enable 3 - blue

Matched ribbon cable colors to spin direction. All spin clockwise (cw) when open or grounded. When the direction pins are plugged into 5 volts they spin counter clock wise (ccw).
 * ccw 1 - white
 * ccw 2 - gray
 * ccw 3 - purple

Hooked voltmeter up to the encoder pins ... perhaps 20 mV change. There are three wires coming from each encoder to the encoder board. The middle wire in each case is connected to the ribbon cable brown, red and orange wires. Assume the other two are power to the encoder. First checking to see if the encoder is still getting power. Can not see power into the encoders.

There are three encoders, each has an outside brown, and outside orange wire. The inside wire colors differ: red, back and green. Working on the red wire which goes to motor 3. Perhaps it is working, the shadows are running so quickly that the voltmeter can not respond and power is only delivered to the encoder on as needed basis, or is current based. Hooking to oscilloscope. Can not see TTL information coming from the encoders. The encoder wires go straight to the digital chip that was taken out of the circuit with the Dremel sandpaper.

Problem: No power appears to be going to the encoders, no information is coming back from the encoders.

Possible Solutions:
 * find 5 volts on the motor controller board, send to encoder, look at response.
 * find 12 volts on the motor controller board, send to encoder, look at response.
 * chase where the power is suppose to be coming to the encoders
 * work separately with existing encoder outside the case

Testing with outside the base motor. Applying 5 volts to outside orange and ground to the outside results in the middle wire having 5 volts when the coder is open and 0 volts when it is blocked. Can not find 5 volts on the motor controller board. Encoders also run on 12 volts. Encoder is running around 100 ohms. Will draw .12 amps each or about .36 amps .. which will draw down the batteries quickly. At 5 volts, will draw .15 amps total. Motors are running off .18 amps total if all on. Probably the encoders where turned on by the head only when necessary.

Arduino has 5 volt coming out! Can run a cable between it and the the 5 volt line to all three motor encoders.

The three encoder cable bundles from the three motors are all connected on the motor controller circuit board next to each other (see three circles). The grounds are all connected and actively connected to ground (column 3). The 3 power lines (column 1) to the three encoders are all connected to each other, but to nothing else. There is a solder pad at the top for power that a red wire was soldered to. The middle (column 2) runs separately to the ribbon cable colors orange, red and brown.

In the current configuration, power runs from the 12 volt battery pack, to the motor controller, then to the arduino where it is converted to 5 volts. Then the 5 volts are feed back to the motor controller circuit board to power the encoders. If not using encoders, don't connect the other end of the cable to the arduino 5 volt line. This will save batteries.

The encoders are:
 * encoder 1 - orange
 * encoder 2 - red
 * encoder 3 - brown

The encoders average 2.5 volts when the encoder wheel is moved by hand. When stopped, either read 0 volts or 5 volts.

Day 4

Goal is to repeat previousokay success with existing WowWee and mount the arduino.

It was thought that the wheels had to be removed first, but they don't. The hub caps can be popped off if the wheels need to be removed. However the wheels don't even need to be removed.

The first step is to remove the breast and expose the motor controller. This is done by removing screws on the sides between the arms and hips. There are more screws on one side than the other. The motor controller can be seen inside the hips. The component side of the motor controller faces the back of the tribot.

The second area is to remove the chest. Inside the chest is the head controller. The black handle in the back of the tribot does not come off. The chest plate does not come off. The sides of the chest pull apart in the front and separate. The cables to the arms in the picture are to infared sensors. There are no motors controlling the arms.

The cables to the arms do not need to be cut. The cables going up into the head need to be cut. Leave as little cable attached to the head controller as possible. Make the cables coming down from the head as long as possible. Be careful cutting the wires. Carefully pull out the speaker wires from the wiring harness.

The head can be taken off and put back on easily. There is a tiny controller circuit board that manages the LED's and eyebrow movement.

The face itself is taken off to see the possibilities of led's being turned on by the arduino. There are led's for eyes, there is an LED that pops out of the top of it's head, and there are led's down around the mouth.

The black plastic piece inside the head mates with the back of the face to cause the eye brow movement.

The top of the tribot head can be pushed down to trip a switch. The switch is the white piece of plastic that is either at a 45 degree angle when the head is up, or is verticle when the head is pushed down.

There are two white wires attached to this switch. These could be run to the arduino to add a mechanism to turn off the robot, reset the software, or pause the software instead of pushing the power switch.

The head controller is held on by four screws. The vertical distance between the screws almost matches two mounting holes in the arduino. Two of the screws can be used to mount the arduino on the tribot's back.

The goal is to run the ribbon cable, the 12 volt power cable up to the arduino and the 5 volt power down from the arduino to the motor encoders. There is a cable channel that requires soldering ends that plug into the arduino after the cable has been put into the channel. This way the hips can be replaced so that the motor controller is not exposed.

There is no reason to try and put the arms and chest back on the tribot. The only electronics in the arms and chest are the IR sensors and the speaker.

Next the motor controller needs to be taken out of the black hip support. The hips are held together with at least 7 screws of at least 3 types. The hips came apart very easily, but do not appear to be easily assembled. This is the most important stage. Not enough information was captured here to explain what all the issues are.

At this point the day two soldering was repeated. It looks like the ribbon cable length is just long enough to reach the arduino ... but this hasn't been tested yet.

Day 5

Put cable in tray, soldered ends on the cables from motor and head, assembled the hips, put arduino on, had problems with cables from the head getting pressed into the pins sticking out the bottom of the arduino. Had to open up the spinal column and re-route cables from head. Took apart the head and torso twice to accomplish this.

Hooked one cable from the switch to the arduino and then hooked the other end of switch to pin 12. Ran the button program. When pin 12 was pulled to 5 volts, button program definately lit up the onboard LED. But turned off at random. Moving hand in the air near the arduino acted like a bad infared receiver with the button program randomly turning the LED off and on.

Then hooked three motors to the arduino and tried to get all three turning at once. Could not. Had strange pulse when initially powering on with the WowWee batteries. LED on the arduino would blink and the wheels would not turn. Replaced the batteries and two out of the three wheels would turn when running off batteries. But all three would turn (slowly) when running off USB power. All three would turn rapidly when both USB power to the arduino and batteries of the Tribot were turned on. This suggested a grounding problem.

Ran a cable from the battery ground to the arduino with the red wire already mentioned and all three wheels turned, just running of the batteries. Battery ground was identified by looking for a two wire cable coming up from the motors/batteries at the bottom, thicker than most of the wires and colored red and black.

The red and black were spliced with blue and black cable. The black and blue power cable was run up to the arduino. Now all three motors spin. The initial light blinking start up is still going on.

Hooked a 10K pull down resistor to the switch and the button program works now with the head. In photo can see the 10K resistor, the 5 volt line going to the head switch, the return wire from the head switch going to the 10K resistor which is plugged into ground. There is another white wire going to pin 3 from the top of the resistor that is going to be pulled high by the switch, and then pulled to ground by the resistor.

Established a color standard for the arduino pins to be used in software. The first three are motor on, next three motor enable, third three motor encoder.
 * 12 yellow (ribbon)
 * 11 green (ribbon)
 * 10 blue (ribbon)
 * 9 white (ribbon)
 * 8 gray (ribbon)
 * 7 purple (ribbon)
 * 6 orange (ribbon)
 * 5 red (ribbon)
 * 4 brown (ribbon)
 * 3 white (head switch)

Wrote a /MotorTest/ the spins tight the robot CCW, CW, forward, backward, spins one motor at a time. Backward doesn't work and CCW lurches all over the place. Think that motor direction 1 (pin 9 is not working). Checked connectivity between arduino and motor controller and there were no problems. It is possible that the robot may not have a direction control on the robot right wheel. Only two wheels are needed to do everything. May have to wait until build another to see if all three motor direction controls work.

Day 6
Used old robot was originally working on, added wheels, head, duplicated the switch functioning. Problem with motor 1 was fixed by correcting bugs in the software. Was changing the direction of the motor after it was turned on. Have to change direction before turning on the motor. Modified the program so that all demo programs are exercised after the head is pressed.

youtube video

Added cable so that 5 volts goes to head and the encoders.

Wrote this program to test the encoder: /EncoderTest/. Expecting the pin 13 LED to blink four times for each wheel revolution and then pause for two seconds either off or on. LED starts off, wheel starts to spin and the LED stays on no matter what. Edited the program, and can see changing high to low, but not detecting four or more transitions per revolution. Goes high or low after motor pauses for 2 seconds. Possible Solutions:
 * experiment with code
 * hook up scope
 * add pull down resistors

Day 7
Hooked up [Digilent EE board] running Wave Form software to look at the pulse train coming from the wheel 1 encoder. Looks like a pulse width of .25ms. So the encoder is spinning much faster than the motor .. about 2000 times per revolution of the wheel.

So now the goal is to count three encoders simultaneously. Found this [web site] that looks uses interrupts of the amtel chip on the arduino. Can get encoder to flash numbers on screen, but looks like it is a two wire encoder. The ball bot has one wire encoders. Running /Encoder1/ this software (modified to turn on motors in void setup) can get 0 1 0 1 pattern for motor 2 and 0 -1 0 -1 patter for motor 1. So trying something else. Looking at encoder code on the arduino playground. All the code is comparing two pins before incrementing a counter.

Next Steps

 * keep working on the software to demonstrate the switches and encoders
 * design mounting mechanism for switches

title: User:1sfoerster/enes100/Tri-BotHack


text:
User talk:Jromanch0088/My Work Project

Awesome videos, pictures, and descriptions. It was fun testing the motor with you! Shatton8111 (talk) 14:29, 27 March 2012 (UTC)

great job, these are awesome videos) Amirreza Saharkhiz(talk

week 1 p2 grading
 * 10/10/200 .. great job documenting stuff

I think you win the epic testing award for the propellers! Shatton8111 (talk) 17:44, 3 April 2012 (UTC)

Great job and awesome motor testing Amirreza Saharkhiz(talk

Your demo of the motors and propellers on the seesaw is pretty cool! I wish the power supplies worked better. :( Shatton8111 (talk) 15:30, 10 April 2012 (UTC) Great job with programming and you can fix the power supplies easily. Amirreza Saharkhiz(talk

week 2 and 3 grading 204.126.132.241 18:49, 11 April 2012 (UTC)
 * 20/20/250 ... excellent job

title: User talk:Jromanch0088/My Work Project


text:
User:Krollo

Hi everybody. I currently have nothing to say.

title: User:Krollo


text:
Air Quality

This resource is geared to the OCR 2011 Core Science GCSE module C1.

Evolution of the Atmosphere
The atmosphere has not always been like it is today - it had to get to that state.

Phase 1 - Volcanic Gas

 * The volcanoes on Ancient Earth erupted often and they gave out carbon dioxide, water vapour and nitrogen - this made the atmosphere form.
 * Oceans appeared when water vapour condensed.

Phase 2 - Plants make oxygen

 * Green plants grew in the carbon dioxide-filled environment.
 * These produced oxygen through respiration.
 * This allowed complex organisms like humans to evolve.

Today's Atmosphere
You breath it in all the time, but do you know what is in it?

The constituents of the atmosphere

 * There are three main gases: 78% nitrogen, 21% oxygen and 1% argon.
 * There are small amounts of other gases within.

Humans are altering the air's contents

 * Some of these small gases pollute the air, like carbon dioxide, carbon monoxide, particulates, sulphur dioxide, and nitrogen oxide.
 * They are released by burning fossil fuels and volcanoes erupting.
 * They can cause environmental damage.

Chemical reactions
Chemical reactions occur when atoms rearrange themselves.

Reactants and products are often different
Reactants and products can often do very different things, as chemical reactions cause atoms to change places. Note that no atoms are ever lost.

Fossil Fuels
Modern life is reliant on fossil fuels.

Hydrocarbons
Fossil fuels are hydrocarbons, which means they are made of hydrogen and carbon. They are made by the compression of ancient organisms.

Oxidation
Oxidation is part of the fossil fuel process. When coal is burnt the carbon reacts with the oxygen in the air. This adds carbon dioxide to the atmosphere.

Carbon Dioxide

 * It has one carbon atom and two oxygen atoms.
 * Plants remove it from the atmosphere.
 * It causes global warming.

Carbon Monoxide

 * It has one carbon atom and one oxygen atom.
 * It is poisonous to humans.

Carbon particulates

 * These tiny particles of carbon can make buildings look dirty when they fall as soot.

Air Pollution by Sulphur
Sulphur is also spelt as sulfur. It's your choice.

Production

 * The main pollutant from sulphur is sulphur dioxide.
 * It is produced by burning impurities in coal.

Dangers

 * The main dangers is acid rain.
 * It poisons lakes and cause statues to be eroded.

Air Pollution by Nitrogen
Nitrogen is the most common gas in our atmosphere - what harm could it do?

Nitrogen Monoxide

 * It is formed when nitrogen and oxygen are exposed together to a high temperature, like in a car exhaust.
 * It makes acid rain.

Nitrogen Dioxide

 * It is formed when nitrogen and oxygen are exposed together to a high temperature, like in a car exhaust.
 * It makes acid rain.
 * Yes, it is pretty much the same.

Reducing Pollution
What can we do to stop pollution?

Power stations
We can use less electricity, or use alternative sources.

Cars
We can use catalytic converters which convert dangerous gases into less dangerous ones. We can also use alternative fuels.

Plant trees
Trees absorb carbon dioxide and provides oxygen.

title: Air Quality


text:
User talk:Navid jahanpour/enes100/my work02

Keep doing the good work, I'm sure you will get the lights to work with the arduino. you're pretty knowledable on electrical theories. - Chris Nunez

week 1 p1 grading 1sfoerster (talk) 19:43, 27 March 2012 (UTC)
 * 10/5/10 ... concentrate on writing better english ... there is too much that you are doing that is good ... that I can not figure out from what you wrote ... what do the oscope pictures have to do with what you wrote? they seem randomly posted ... need to make positive comments on team mates pages

week 2 and week 3 grading 1sfoerster (talk) 18:59, 11 April 2012 (UTC)
 * 20/10/120 ... great work fixing the transistor and finding transistor tutorial

Week 4 - Good job Navid, This was a great tutorial!!! I learned a lot being your partner in this project. You will be a great elecritcal engineer. Christopher.nunez(talk)

week 4 grading 204.126.132.241 17:09, 17 April 2012 (UTC)
 * 10/10/0 ... no push, just listing tasks


text:
User talk:Itate/enes100/My Work 2

I know you have been sick for the past week, We would like to hear what you learned so far. Feel better - Chris Nunez week 1 p2 grading 1sfoerster (talk) 19:46, 27 March 2012 (UTC)
 * 0/0/0 ... nothing to grade

week 0 has not been graded yet- Imane Tate

title: User talk:Itate/enes100/My Work 2


text:
User talk:Lsun224/enes100/My Work 2

It's good to know that someone finally got the software working with the arduino. This is actually a huge step forward for our group seeing the trouble we had in the past with arduinos. -Zech

week 1 p2 grading 1sfoerster (talk) 16:06, 28 March 2012 (UTC)
 * 10/10/5 ... need some success on the arduino

Week 2 Team Mate Comment Erika Spangler: Good approach to solving arduino problems, looking forward to your success.

week 2 p2 1sfoerster (talk) 11:54, 11 April 2012 (UTC)
 * 10/10/60 ... great job with the documentation

week 3 p2 1sfoerster (talk) 11:54, 11 April 2012 (UTC)
 * 10/10/40 .... great job!

week 4 p2 1sfoerster (talk) 13:44, 18 April 2012 (UTC)
 * 0/10/30 .... the tutorial describes a different laser printer motor than the one you are working on ... describe the differences and similarities ... need links to the arduino code you were using to turn the motors off and on ... there is a lot missing here that could be documented for more points .. no user page or new team page

title: User talk:Lsun224/enes100/My Work 2


title: File:VHDL.Signal.1.A.20120327.pdf


text:
User talk:Kmashaye5220/enes100/myWork2

 * Good job working on the power supply you almost are done -Javier Turcios

week 1 p2 grading 1sfoerster (talk) 20:15, 27 March 2012 (UTC)
 * 10/10/80 ... keep it up .. train other people
 * Thanks for helping me withbmy power supply! -Javier turcios
 * My pleasure- keyvan

week 2 and 3 grading
 * 20/20/60 ... need to figure out why they are breaking ... are you testing current capabilities? are you shake testing them?
 * nice working with you-Javier Turcios

week 4 grading 204.126.132.241 21:11, 17 April 2012 (UTC)
 * 10/10/200 .. wow .. lots of work ..

title: User talk:Kmashaye5220/enes100/myWork2


text:
User talk:Zbennett/enes100/My Work (Rube Goldberg)

Weekend 1: Nice work on the stand, Zech. Not sure if you did this already or not, but if our stand is that tall, we may need a few more boards later on. Maybe for now we can still just work on that first portion, but just something to keep in mind.- Sam

week 1 p2 grading 1sfoerster (talk) 16:01, 28 March 2012 (UTC)
 * 10/10/30 ... this was not planned, but it is good. Is the goal to be free standing? I need a diagram that shows how this would work. I am afraid it may fall over. But maybe not. Need to do statics analysis. I need dimensions of it.

Week 2 Team Mate Comment Erika Spangler: Making a lot of progress, taking apart and understand the gears of the printers. I'm looking forward to seeing the project grow.

Weekend 2: ZACH! Y U NO UPDATE PAGE?! Look forward to hearing some news on how the wiring tests went on your end - Sam

Weekend 3: Good work with the arduino. We now have a way to control the motor other than plugging and unplugging wires. Look forward to seeing it in action - Sam

week 2 p2 grading
 * 10/10/10 ... need pictures .. what is first? what is fifth? What is the motor? Need clear documentation so others can repeat your work .. what power supply did you hook it up to?

week 3 p2 grading
 * 0/0/0 .. nothing to grade

Weekend 4 comment: Nothing to grade - Sam

week 4 grading 1sfoerster (talk) 13:40, 18 April 2012 (UTC)
 * 0/0/0 .. nothing to grade


text: File:2012-03-27 11.30.48.jpg

title: File:2012-03-27 11.30.48.jpg


text: File:2012-03-27 11.30.59.jpg

title: File:2012-03-27 11.30.59.jpg


text: File:2012-03-27 11.33.02.jpg

title: File:2012-03-27 11.33.02.jpg


text: File:2012-03-27 11.41.14.jpg

title: File:2012-03-27 11.41.14.jpg


text: File:2012-03-27 11.50.46.jpg

title: File:2012-03-27 11.50.46.jpg


text: File:2012-03-27 12.18.10.jpg

title: File:2012-03-27 12.18.10.jpg


text: File:2012-03-27 14.29.13.jpg

title: File:2012-03-27 14.29.13.jpg


text: File:X tables2.jpg

title: File:X tables2.jpg


title: File:Team1.kim.hw12.jpg