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User talk:Fahism13

 Hello Fahism13, 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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title: User talk:Fahism13


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

title: File:Inductor.1.A.20111015.pdf


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User:Andyn6361/enes100/eagles

Link to project Eagles team page.

Give instructor top 3 project choice list
Helicopter

Hovercraft

Fanwing

Write problem statement
How to create a tutorial to use the Logview program.

Assign Task1
Make a tutorial for charging batteries with Logview and the dual power unit.

Compare actual work done to Task1
Tutorial for using the dual power unit and Logview was made.

Week1 Narrative
Took several photos of the steps to operate the dual power unit to start charging the Lithium-Polymer battery. Uploaded the photos to wikimedia commons then created a tutorial page. Listed several checklists and made the steps to charge the battery. Included links to the photo where it was appropriate. The photos used can be seen below. The link to the tutorial can be clicked here.

Compare actual work done to Task2
Tested out the charger meter.

Week2 Narrative
I was testing how much the electricity is being charged into the battery by using a dual power unit, the Logview software, a usb cable to connect the dual power unit to the computer, and a VCP driver. The Logview software can be downloaded here and the VCP driver can be downloaded here. After the two are installed, I had the computer restarted to get the VCP driver working. After the computer has restarted and the Logview program is opened, Logview popped up a settings configuration, asking for which port to use and what device is being used. The device issued by the school is the Bantam e-Station BC6 and I checked for which port under the hardware and sound folder in the control panel. After the settings configuration, I proceeded to set the power unit to Lithium ion and powered to what was stated on the battery. Once everything was set, I held the start button and waited for a beep, then press start again to begin the charging. The charging of the batteries though was not documented through Logview for an unknown reason.

Week2 Peer Review
Made comments on each team member's pages. Only one was uncompleted and everyone else had good links and pictures that would aid in pushing their objectives.

Assign Task3
Troubleshoot the Logview software as it cannot record the charging of the battery.

Compare actual work done to Task3
Troubleshooted the problem of recording

Week3 Narrative
There is a button in Logview that begins the recording and documentation in Logview. When I pressed the record button during the charging of the batteries, the dual power unit reacts by stopping the charging and declaring the batteries fully charged. I troubleshooted the problem by pressing record before the charging. In that fashion, the dual power unit did not immediately react to the recording. Another problem arises as the dual power unit stops charging at 8 mAh. This occurred in both trials when I pressed the record button before the charging.

Week3 Peer Review
Only one team member did not complete their weekly report. Everyone else had reports that were in-depth and displayed various pictures of their projects.

Assign Task4
Troubleshoot problem with charging the batteries

Compare actual work done to Task4
Troubleshooted problem and made tutorial of downloading Logview

Week4 Narrative
Due to the constant stops the dual power unit made at 7 mAh, I asked a prior user of the dual power unit about the problem. He was able to fix the problem stating that the dual power unit has reached the limit in voltage allowed and needed to be discharged to reach a safe level of 11.2V. He also troubleshooted the discharge problem by reducing the voltage to 9.0V. In that fashion, the dual power unit was discharging power at a longer time than ever before. The reduction of the voltage did take a large amount of time that it was not able to reduce down to 11.2 by the end of class. Other than troubleshooting the problem, I had created a tutorial on downloading Logview and the VCP driver. The tutorial can be accessed through this link.

Week4 Peer Review
One team member didn't start their week4 report. Will allow time for that to complete before making a review. Made positive comments to those who completed their weekly reports.

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:Andyn6361/enes100/eagles


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Category:Pages with broken file links

This category contains all pages with redlinks to files.

title: Category:Pages with broken file links


text: Category:Public domain templates

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User talk:Afayyaz6843/enes100/Bernoulli Effect

hey we have to show the difference between Bernoulli and coanda effect right? Afayyaz6843 01:15, 15 October 2011 (UTC)

Yea we will do that. We can actually make two describing the difference between both. What do u say. Mkhan4793 20:24, 17 October 2011 (UTC)

yea i think that will be a great idea Afayyaz6843 21:30, 17 October 2011 (UTC) It was a good time at college park today with harman... you think we are ready to present..? Mkhan4793 00:32, 23 October 2011 (UTC)

yea i think so, with the materials we've got we can demonstrate in class Afayyaz6843 12:45, 23 October 2011 (UTC)

Remember to bring those paper clips made of shape memory alloys. I think that will be a cool demonstration. Hsingh8658 00:59, 24 October 2011 (UTC)

10/10/20 the ball in the air is not bernoulli, it is coanda .. do a demo of the coanda in class .. 1sfoerster 14:17, 25 October 2011 (UTC)

adnan do you want to show the coanda effect to the class using the hair drier... this will let them know the difference. Mkhan4793 00:09, 30 October 2011 (UTC)

I think we have to make a presentation such that we theoretically show the difference first and then we can do demonstration. I have some links for you guys to look on my page, go through them and we will discuss about them in class.Hsingh8658 04:23, 31 October 2011 (UTC)

10/10/30 ... Good job with the hair dryer and the ping pong balls ... need to work on the tube demo 1sfoerster 19:06, 31 October 2011 (UTC)

Adnan the baloon effect is more of a Coanda effect I believe. Remember the video I showed you about the air pressure that is applied to the sides.. anyways we can talk about the AIAA confress that we went to. Mkhan4793 02:59, 6 November 2011 (UTC)

we are going to make a presentation about AIAA and we also have to make a presentation about our project. Hsingh8658 05:54, 6 November 2011 (UTC)

10/10/30 ... research is finished .. use the information you have gathered 1sfoerster 15:57, 8 November 2011 (UTC)

adnan, I have got a design for the model boat... I also found the air pump we need for the tube. Hopefully we can start on tuesday.. Mkhan4793 00:26, 14 November 2011 (UTC)

good job making and uploading the video. Do you have any idea of a place where we can get tube?Hsingh8658 01:42, 14 November 2011 (UTC)

yea i got the tube, but i don,t know if it is leaking somewhere or not. we can start on tueesday. Afayyaz6843 4:46, 15 October 2011 (UTC)

10/10/10 .. same as kahn .. transparency lost 1sfoerster 15:55, 15 November 2011 (UTC)


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User talk:Mkhan4793/enes100/Bernoulli Effect

Did you do some reseacrh about Bernoulli effect?Afayyaz6843 01:19, 15 October 2011 (UTC)

yeah we will differentiate Mkhan4793 20:25, 17 October 2011 (UTC)

have you got any idea of the projects we are going to make to differentiate between two? Hsingh8658 23:38, 17 October 2011 (UTC)

yes, we will do that by the floppy disk that we got. and also make a different one to show the difference Mkhan4793 5:30, 23 October 2011

Yea i think we can use the hair dryer and the water bottle demonstration to show the difference among both Afayyaz6843 12:22, 23 October 2011 (UTC)

Khan, you have to elaborate and explain all the details of your work to get more points. Try to write here most of the points you wrote on your notebook. As we are doing presentation on materials science engineering in class, so bring your "Happy ball" and "sad ball" you got from college park. Hsingh8658 00:59, 24 October 2011 (UTC)

5/10/10 Looks like you repeated the coanda effect from last semester with the ball, but ignored the work done and repeated from scratch. Why? The goal is to focus on the bernoulli effect, not coanda. No documentation of the zip drive. Not sure what was done. Also you put links in the next task ... but it was work done this week .. very confusing 1sfoerster 13:58, 25 October 2011 (UTC)

Khan sahib, use that link to elaborate the information in wikiversity Afayyaz6843 1:19, 29 October 2011 (UTC)

Yes, i have used the link already.. remember when we were discussing the information in the class. This was the link I was using. thanks anyways Mkhan4793 00:07, 30 October 2011 (UTC)

That link was very helpful, I have some other links on my page, can you go through those links so that we can discuss about them in class. Hsingh8658 04:19, 31 October 2011 (UTC)

10/10/30 ... good pictures ... 1sfoerster 18:54, 31 October 2011 (UTC)

Khan G please bring that video and pictures from AIAA to do our presentationAfayyaz6843 12:30, November 5 2011 (UTC)

we can do that balloon demonstration, also we can do AIAA presentationHsingh8658 04:41, 6 November 2011 (UTC)

10/10/30 .. good research ... need to make something, do something .. create a tutorial .. shoot a video ... looks like you are on the right track 1sfoerster 15:54, 8 November 2011 (UTC)

khan sahib if you get some time can you finish the rest of team page please. My computer broke down using a touchpad which is not quite helpfulAfayyaz6843 12:30, November 12 2011 (UTC)

10/10/10 ... looks good same video as fayyaz .. transparency lost 1sfoerster 15:52, 15 November 2011 (UTC)


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User talk:Ottava Rima/archives/2011/oct

Nice to see you again
You said hello to me in IRC a while ago and I missed it because I was afk. Noticed your comment at Abd's request for 'crat, and thought I would say hello. How are you doing?
 * I've been fine but busy. How about you? It would be good if you came back. Ottava Rima (talk) 03:54, 14 October 2011 (UTC)
 * I think I may find more time starting around now. Getting courses settled, etc, kept me busy for a while. Thenub314 21:54, 14 October 2011 (UTC)

John Bessa
I've replied concerning this on my talk page. Thanks. -- Simone 21:02, 20 October 2011 (UTC)

title: User talk:Ottava Rima/archives/2011/oct


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Motivation and emotion/Book/2011/Altruism

Overview
Helping others without concern for one's self is referred to as altruism. On its own, altruism is easy enough to understand. Derived from the French altruisme, coming from altrui meaning “to or of others, the term means “unselfishness, the opposite of egoism” and is characterised by concern for the welfare of others. (Harper, 2010).

Altruism can be as simple as setting aside time to mentor a friend that could otherwise be used in self-interest, making a charitable donation, or participating in volunteer work at a community centre. There are examples of altruism all around us, making it a visible social phenomenon. Indeed, humans are characterised by an unusual amount of pro-social, altruistic behaviour that is rarely seen elsewhere in the natural world, often allowing incurring personal cost for the benefit of another or the community at large. So the question for altruism is thus not how, when, where or what we do that helps others, but why?. To illustrate, let’s personify the act through an everyday example:

Later in the chapter, altruism will be explored from a number of angles- in a socio-cultural light and also in terms of an anatomical explanation for this behaviour. Then some other theories on the subject will be appraised, keeping in mind that same quintessential question about altruism: why? For a more digestible summary of these different approaches,click here.

As you read through, compare the dynamic nature of altruism to your own beliefs- how much do you agree or disagree with how the phrase has changed in meaning? Does it seem to you like an action that is motivated by genetic predisposition, lifestyle, culture or a combination of? Keep this in mind- your thoughts will likely have taken new perspective by the end of this chapter!

A triumph of the soul?
Altruism is alluring because of its overriding, romantic simplicity- an impulse to help others unfettered by selfish concerns of the cost incurred by the individual giving aid. In many ways, the presence of altruism helps preserve the belief that goodness is the essential self of humanity, and that egoism, hatred and causing harmful affect towards others are a distortion of this fundamental course. Up until the 18th century this belief was common amongst naturalists, with the likes of Jean-Jacques Rousseau asserting human beings possessed a core morality that was inherent. Altruism is, perhaps, one of the strongest remaining proponents of this collective wish to believe the best about humankind.

Its presence certainly cannot be denied. One of the most powerful examples of altruism in modern times is that of Father Maximilian Kolbe. In 1941, when the Nazi terror was unleashed Kolbe chose to stay with his pastoral group as they were herded into the notorious camp at Auschwitz. Not only did he share their imprisonment, but continued to preach within the walls of the camp despite the knowledge this was punishable by summary execution. It was policy at Auschwitz to kill ten prisoners for every one that escaped and in July 1941, a siren announced the attempted escape of another prisoner.(Masters, 1996). The following day camp commandent Fritsch came to collect the feared toll.

When one of the men, a young father of three, was selected from the ranks the man burst into tears. Calmly stepping to the front of the line, Father Maximilian Kolbe stated "I would like to die in his place." and the sheer conviction swayed Fritsch to allow his request. Locked in an underground cell and condemned to death by starvation, Kolbe made the ultimate sacrifice to spare the suffering of another.

Few examples of altruism are so pure, but this case is not stand-alone either. It is hard to conceive what moves human beings to extraordinary lengths for their fellow man, but it is in our best interests to try.

Altruism: A learned response?
Some scholars have argued that altruism is a learned construct. Terming it a marker of “sociocultural evolution”, it has been theorised by anthropologists that individuals across most cultures are taught to sympathise with others from a young age in order to achieve the group rewards of an interactive society- thus helping others is a conditioned behaviour with a foundation in early childhood where hedonistic inclinations are countered by culturally-dependant values.(Mueller, 1993)

An experiment in 1995 where participants were given a fee for participating in a mock study and asked whether they wanted it donated in a charity showed that prevalence of donation increased in groups as opposed to reflecting on the ultimatum alone. This and other studies have shown clear evidence for altruism being socially motivated (Sally, 1995).

Another experiment conducted in London with a sample group of 11 men and 13 females recorded that when participants were asked to hold a painful physical exercise to directly benefit a range of different parties, (in the form of a cash benefit) kinship was the primary factor that determined their persistence. This provided evidence that altruism is linked to relatedness, and aiding others is far from universal in how individuals apply helping behaviour (Madsen, et al., 2006).

By this interpretation, cultural framework provides a means by which individuals can personalise altruism to the extent that it seems inherent, however at a base genetic level people are geared merely for optimal survival- a genetically coded end-goal that would not make provisions for helping others at personal expense.

Morality and the struggle for existence
The view that altruism cannot be a genetic predisposition stems from Charles Darwin's defining work The Origin of Species and it's controversial doctrine of “survival of the fittest”. By its underlying premise this widely accepted model of evolution states (among other principles) that individuals with the most adaptive traits amongst a species survive to pass on these genes, and that survival involves competition for limited resources between organisms. Therefore altruism- a selfless intervention for the welfare of others, often at personal cost- directly contravenes this inference that individuals act in the interests of their own survival (Haselhurst & Howie, 2011).

Therefore, there does not seem to be any biological basis for what we know as altruism.

This view is strengthened by studies of how altruism differs across cultural boundaries in quality and frequency. In a repetition of the same experiments by Madsen et al, it was shown that two of the South-African communities involved in the study showed less distinction on basis of kinship than the London sample group, and thus experienced altruism in different forms based on ingrained cultural variables. For example, less distinction was made between sisters and cousins to more extended family, possibly because of differences in what constitutes a family group in both countries. (Madsen, et al., 2006) Altruism is therefore not defined or enacted universally, meaning how it changes form across cultures lends credence to it being a purely social construct.

An anatomical basis for compassion?
Popular consensus about a biological explanation for altruistic behaviour centres on the cerebral cortex, the outer layer of the brain that serves higher cognitive functions such as abstract thought and self-awareness. Specifically theories about why people are motivated to altruistic behaviour implicate the prefrontal cerebral cortex, a small frontal area of this brain structure that has been strongly tied to (among other behavioural outcomes) personality, mood, working memory and judgement.(Swenson, 2006)

A study by Dr. John Grafman yielded interesting results in this area. Using a simulation program and mapping participant brain activity via functional magnetic resonance imaging, (fMRI) Grafman revealed some appealing insights about how our brain operates when we do something we believe altruistic at a cost to ourselves.

In a close trial of 24 people, each was assigned a pot of $128 which they could walk away from the study with pending completion. Each was also given a separate pool of funds which could be distributed to causes and charities at their discretion when prompted by the computer interface. Participants could choose to donate, oppose donation, or receive a personal payoff adding to their pot. In some cases donating to a charity meant losing money out of their own pot. When participants donated at a cost to themselves, there was significantly higher activity in the anterior prefrontal cortex. Further, when questionnaires about the participants were collated it was shown that those with the highest charitable involvement also displayed highest activity in the prefrontal cortex region during the tests. This provides tantalising evidence that altruistic behaviour does have an anatomical origin which could be identified, particularly as the prefrontal cortex is already linked to aspects of personality, judgement and decision-making. (Stimson, 2007)

Alternative explanations
As with most aspects of human behaviour, it is difficult to fully understand altruism as a whole mechanism. While a fascinating area of study, the contention about whether the motivation to assist others arises from a socio-cultural or genetic level is only one difficulty. It should be understood, however, that while altruism can be easily defined there is some debate over whether people helping others actually demonstrates this behaviour in so pure a form. For example, discussion has emerged over whether actions that we traditionally label as altruistic are actually motivated by other more selfish causes, as famously proposed by aspects of Sigmund Freud’s psychodynamic theory stating that our motivation towards action is largely attributable to subconscious causes. (Ispas, 2007)Although summarised below, a more comprehensive look at these other aspects of helping behaviour can be found here.

The dark side of altruism
While altruism is popularly defined by its status of being selfless, there have been any number of theories about how sub-conscious motivations and expectation of reward perpetuate this behaviour. In direct opposition to the view that altruism cannot be an evolutionarily desired trait, these theories propose that altruism occurred in the human species as an interaction of the following benefits it incurs:
 * Reciprocity: There is an expectation, whether realised or not, that the helper will be aided in return at a time of their convenience.
 * Survival instinct: Helping your own genes is helping yourself.
 * Dependency: Altruistic group members perpetuate a community’s existence, so in short it is hard-wired that helping is good because it allows for united group efforts.

Therefore “helping” behaviour in humans is a result of a naturally selected predisposition that is activated and influenced by cognitive and social processes. There are two basic motives for helping under this explanation: our desires for mastery and concrete rewards, and connectedness with others. Both influence survival outcomes. (Smith & Mackie, 2007)

Negative-state relief model
The negative-state relief model is one of the most interesting and controversial hypotheses to explain the occurrence of altruism. Because human beings are naturally predisposed to empathy, a certain amount of emotional distress is inflicted by witnessing the suffering of another. This is, according to negative-state relief theory, the catalyst for most cases of altruism rather than a selfless desire for good- in fact, this line of thought reduces altruism to another face of the egotistic self. Walking away or avoiding a situation also relieves this distress(Batson et. al, 1989).

Altruism: Beyond polarities
Some of the most progressive work in this field was conducted by Karen Monroe, who has focused on individual assessment to explain what quantitative group estimates could not about this complex behaviour. To evaluate the occurrence of altruism in real-life, Monroe interviewed rescuers of Jews during the Holocaust. Through the interview extracts of people who assisted others under significant duress, and by interviewing other citizens, Monroe classed people into three categories; entrepreneurs, philanthropists and heroes, and charted these broad categories across an “egoism-altruism” spectrum. (Monroe, 1996) This concept of altruism and egoism existing on a continuum rather than as distinct behavioural sets, allows for subtle differences in perceived behaviour that better includes the variety of our motivation to help others. While this approach to altruism has been criticised for diluting the traditional view on altruistic behaviour, it is an important consideration for how the topic is to viewed in a contemporary light.

Summary
Altruism persists as a fundamental mystery of the psyche. Addressed in various forms by philosophers and anthropologists over time, the compulsion to help others at a cost to oneself has driven theories of how morality becomes internalised. Why does altruism occur? Two explanations for why people engage in altruistic behaviour are:
 *  There is an anatomical basis: Although research in this area is limited by the current technologies available, fMRI has revealed interesting links between brain activity in the prefrontal cortex and the ability to empathise and thus engage in altruistic behaviour.
 * Altruism is a learned response: This opposing theory draws on sample studies which infer the way altruism is enacted varies across cultures, leading away from a tidy categorisation of this behaviour as universal. This is most closely linked to related theories that altruism is actually practiced for an end goal that will benefit either the individual or group at large.

It was identified that while these represented main areas of inquiry into the subject, alternative explanations can't be ignored in studying this diverse aspect of human nature. The negative-state relief theory, altruism-for-survival and the altruism-egoism spectrum as devised by Karen Munroe were all considered.

Ultimately understanding altruism will likely require the synthesis of multiple approaches. The answer to the perennial question "Why do we help others?" cannot be a neatly defined, simplistic solution any more than the human beings who perpetuate it embody those same attributes. Disentangling the threads of our overt behaviour to trace the origins of this paradox- that humanity is fine-tuned for survival yet in some cases abandons self-interest to aid others- will not come easily. However, understanding the fundamental why of altruism is understanding the what of our very selves, and so the importance of this knowledge should not be underrated.

Key terms & concepts

 * Anatomical: Of or relating to bodily structure.
 * Altruism: Behaviour exhibited by one organism that directly benefits others at its own expense.
 * Cerebral Cortex: A sheet of neural tissue outermost to the cerebrum in the mammalian brain, and playing a key role in many higher-order tasks such as memory, perception and aspects of personality.
 * Egoism: An ethical theory that defines morality in terms of complete self-interest; effectively the conceptual antithesis of altruism.
 * Empathy: The ability to deeply understand and share the feelings of another.
 * Hedonism: A philosophy that states pleasure is the highest good, and that man should strive above all else to achieve his own satisfaction.
 * Prefrontal cortex: A region of the human brain anterior to the frontal lobe which is implicated in intelligence, personality and basic ethical decision-making.


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User:Marshallsumter/Dominant group/Language

Both language and linguistics can be subject to the "dominant group".

Genera differentia
The term "dominant group" appears to be used to identify entities of importance. The genera differentia for possible definitions of "dominant group" fall into the following set of orderable pairs:

'Orderable' means that any synonym from within the first category can be ordered with any synonym from the second category to form an alternate term for "dominant group"; for example, "superior class", "influential sect", "master assembly", "most important group", and "dominant painting". "Dominant" falls into category 171. "Group" is in category 61. Further, any word which has its most or much more common usage within these categories may also form an alternate term, such as "ruling group", where "ruling" has its most common usage in category 739, or "dominant party", where "party" is in category 74.

Language
“When intelligibility is non-reciprocal, the language or dialect spoken by the culturally dominant group, or the language or dialect with the greater functional value, seems to be the preferred medium for interlingual communication.”

"Such a relationship may just as well result in the adoption of the dominant group's language as a lingua franca without significant pidginisation."

"In some cases, only the language of the dominant group may be found on outside public signs, whereas the weaker language may coexist with the dominant language on signs inside state and private buildings."

“In addition, most inhabitants are Afrikaans-speaking (70%), with the so-called coloureds (almost 52%) as the dominant group.”

Linguistics
"I first argue that the cultural dichotomy promoted in the applied linguistics literature is constructed by discourse that reflects and creates particular power relations in which the dominant group defines the subordinate group as the exotic Other."

"Given that it is the dominant language group that can most effectively control the state apparatus regulating the language of public signs, one can consider the relative position of competing languages in the linguistic landscape as a measure of how the dominant group treats the linguistic minorities inhabiting the given territory".

"They also do it by forcibly moving children from one group (indigenous or minority) to another group (the dominant group) through linguistic and cultural forced assimilation in schools." "Through glorification, the non-material resources of the dominant groups, including the dominant languages and cultures, and maybe specifically English, are presented as better adapted to meet the needs of 'modern', technologically developed, democratic post-industrial information-driven societies - and this is what a substantial part of ESL (English as a Second Language) ideology is about."

"A reliability test with another study (Jakobsen 1996a, 1996b) produced correlations from 0.78 (the size of the linguistic dominant group) to 0.95 (the size of the religious dominant group)."

"Early in Linguistic Imperialism Phillipson makes the distinction between core English-speaking countries, in which the dominant group consists of distinction native speakers of English. e.g.. Britain and the USA (Kachru’s ‘inner’ circle) and periphery-English countries."

"But surely we can remark that in spite of dominant group control and manipulations, subordinate group members do make themselves aware of powerful moments in their own history."

"Monosyllabic or disyllabic verbs with the accent on the first syllable are the dominant group, and those are usually Germanic (Anglo-Saxon or Norse) elements (Bolinger 1971:175; Fraser 1976:13f: Live 1965:430)."

Wikibooks
"Most of the vocabulary of Hawaiian Pidgin is derived from English, the language of the dominant group.", from Cultural Anthropology/Communication and Language.

Wikipedia
"Most often, the vocabulary comes from the dominant group and the grammar from the subordinate group, where such stratification exists." from the Wikipedia article Creole language.

"The schwa vowel /ə/ does not alternate but may trigger harmony as if it belonged to the dominant group." from the Wikipedia article Chukchi language.

"Later writers followed Speke in arguing that they had originally migrated as pastoralists and had established themselves as the dominant group, having lost their language as they assimilated to Bantu culture. " from the Wikipedia article Hamitic.

"Each group must learn to speak the language of the dominant group yet may also derive social benefits from retaining the original dialect when interacting with fellow group members." from the Wikipedia article Newfoundland English.

"Two dominant groups spoke the PEA-A R-Dialect, i.e., the Munsee-dominant Wappinger (or Wampano), and the Quinnipiac-dominant Quiripi (sometimes spelled Quiripey)." from the Wikipedia article Quiripi language until the revision of October 24, 2011.

"The reasons for this pattern of L1 attrition probably lie in a situation where the persecuted minority had the same L1 as the dominant majority, and the L1 thus became associated with elements of identity of that dominant group." from the Wikipedia article Language attrition.


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User:Ddkirby7518/enes100/Helicopter 2

Link to project Helicopter 2 team page.

Give instructor top 3 project choice list
Helicopter Arduino Coanda project

Write problem statement
To create a helicopter project off of past engineering teams information.

Assign Task1
To work on webpage and brainstorm ideas for next meet with team.

Compare actual work done to Task1
The objective to brainstorm is complete. We have already though of the design of the project and are building and making measurements to our prototype. the next move is to get the materials and we basically have all the materials.

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
To actually make the the plane and link it to the program my team already made. we also need to put up pictures on the website.

Compare actual work done to Task2
Rationalize differences

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
This week i made huge success in the helicopter project. I completed the design of the prototype for the see-saw gimbel. The whole project was completed. The team can start constructed the helicopter and use the see-saw gimbel to gather data from it. The see-saw gimbel just needs a to be more sturdy so that its strong enough to handle the helicopter. I am working on a way to fix it, but all in due time.

Week3 Narrative
These are pictures of the see-saw gimbel while its being completed. I added pictures but its at the bottom of the page.The pictures are 8-14.

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
This week i was able to make a presentation on the see- saw gimble. By presenting the prototype i designed i was able to explain the main objective i was trying to achieve for building the see- saw gimble and i was also able to receive criticism on it. we need to add extra attachments to the see project so its more stable.

Week4 Narrative
This week I did a little construction by making the center of the helicopter out of Styrofoam. Picture 15-16. I also made the base the Arduino will sit on.

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
I will complete the teams project page for helicopter. But I think I am a little confused about the project points.

Start Next Project Week0 activities
The goal for week0 for project 3 is to finished project 2 I am staying with helicopter. we should finish the project this time.

title: User:Ddkirby7518/enes100/Helicopter 2


text:
User:RyanPak/enes100/illuminateclothing2ndproject

Link to project.T2C 2ND PROJECT team page.

Write problem statement
Illuminate clothing with EL wire and a power supply. http://www.instructables.com/id/Controllable-RGB-LED-system-for-your-home-or-offic/#step1

Assign Task1
Research EL wires and different power supplies.

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
Truongdat was very organized during this project. He seemed to have a very effective approach to the task and was able to produce very good results. Epcole 13:32, 28 August 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.

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.


text:
Category:User sv-3

Users in this category indicate they have skill level 3 for language Swedish.

title: Category:User sv-3


text:
Category:User nn

Users in this category indicate they have knowledge of language Norwegian Nynorsk.

title: Category:User nn


text:
Category:User nn-1

Users in this category indicate they have skill level 1 for language Norwegian Nynorsk.

title: Category:User nn-1


text:
Category:User da

Users in this category indicate they have knowledge of the Danish language.

title: Category:User da


text:
Category:User da-1

Users in this category indicate they have skill level 1 for language Danish.

title: Category:User da-1


text:
User:Basri~enwikiversity/Sultan shading of sulu 1685

Sultan Shahabudin Sultan of Sulu 1685-1710


text:
Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ecar-gocart

Problem Statement
Put the last negotiated problem statement with the instructor or client of the project here.

Summary
Put an overall, one paragraph summary here with links to the 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
Tell a story of the project. Describe how 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: File talk:Strandbeest 01.jpg

title: File talk:Strandbeest 01.jpg


text:
User talk:Marshallsumter/Keynote lectures (draft)/Astronomy

Statistics
Marshallsumter requested subpage statistics for this project. Statistics for January 2016 are at /2016/01/. -- Dave Braunschweig (discuss • contribs) 20:35, 14 February 2016 (UTC)

Lecture

 * 1) linked to courses: Introduction to astronomy and Principles of radiation astronomy.
 * 2) What links here:
 * 3) Portal:Astronomy
 * 4) Portal talk:Astronomy
 * 5) Portal:Physics and Astronomy
 * 6) Portal:Physics and Astronomy/Related
 * 7) School:Physics and Astronomy
 * 8) Radiation astronomy/Courses/Principles
 * 9) Radiation astronomy/Courses/Principles/Syllabus
 * 10) Radiation astronomy/Courses/Principles/Syllabus/Fall
 * 11) Template:Dominant group
 * 12) Template:Principles of radiation astronomy
 * 13) Template:Income
 * 14) Template:Original research resources
 * 15) Template:Chemistry resources
 * 16) Template:Physics resources
 * 17) Template:Sciences resources
 * 18) Talk:Radiation astronomy
 * 19) Urantia Book
 * 20) Black hole
 * 21) Creationism
 * 22) Introduction to astrophysics
 * 23) Lunar Boom Town
 * 24) Mathematics
 * 25) Ologies/Main
 * 26) Physics
 * 27) Radio Interferometer Telescope
 * 28) Skygazing
 * 29) Radiation astronomy/X-rays
 * 30) Computer model
 * 31) Jupiter
 * 32) Radiation astronomy/Theory
 * 33) Radiation astronomy
 * 34) Astrophysics
 * 35) Plasmas/Plasma objects/Coronal clouds
 * 36) Stars/Sun/X-ray sources
 * 37) Stars/X-ray classification
 * 38) First astronomical X-ray source
 * 39) Planets/Sciences
 * 40) First X-ray source in Andromeda
 * 41) Astronomy/Mathematics
 * 42) Radiation astronomy/Visuals
 * 43) Radiation astronomy/Ultraviolets
 * 44) Radiation astronomy/Gamma rays
 * 45) Radiation astronomy/Yellows
 * 46) Early telescopes
 * 47) Radiation astronomy/Oranges
 * 48) Astronomy/Sources
 * 49) Lofting technology
 * 50) Radiation astronomy/Opticals
 * 51) Radiation astronomy/Greens
 * 52) Introduction to astronomy
 * 53) Radiation astronomy/Violets
 * 54) Radiation
 * 55) Radiation astronomy/Detectors
 * 56) Radiation astronomy/Blues
 * 57) Radiation astronomy/Electrons
 * 58) Radiation astronomy/Telescopes
 * 59) Radiation astronomy/Reds
 * 60) Radiation astronomy/Positrons
 * 61) Radiation astronomy/Superluminals
 * 62) Radiation astronomy/Cyans
 * 63) Radiation astronomy/Infrareds
 * 64) Radiation astronomy/Satellites
 * 65) Radiation astronomy/Neutrons
 * 66) Radiation astronomy/Neutrinos
 * 67) Radiation astronomy/Cosmic rays
 * 68) Radiation astronomy/Protons
 * 69) Radiation astronomy/Radios
 * 70) Radiation astronomy/Chemistry
 * 71) Radiation astronomy/History
 * 72) Radiation astronomy/Entities
 * 73) Radiation astronomy/Mathematics
 * 74) Stars/Star-forming regions
 * 75) Stars/Active regions
 * 76) Astronomy/Observatories
 * 77) Astronomy/Regions
 * 78) Stars/Sciences
 * 79) Radiation astronomy/Empiricisms
 * 80) Radiation astronomy/First orange source in Cancer
 * 81) Radiation astronomy/Objects
 * 82) Rocks/Meteorites
 * 83) Cosmogony
 * 84) Cosmogony/Laboratory
 * 85) Astronomy/Sources/First
 * 86) Humanities
 * 87) Radiation astronomy/Muons
 * 88) Astronomy/Atmospheres
 * 89) Classics
 * 90) Sciences
 * 91) Theory
 * 92) Astronomy/Craters
 * 93) Stars/Astronomy
 * 94) Pluto
 * 95) Stars/Sun
 * 96) Earth
 * 97) Titan
 * 98) Ceres
 * 99) Planets/Classicals
 * 100) Neptune
 * 101) Callisto
 * 102) Astronomy/Analysis
 * 103) Radiation astronomy/Detectors/Quiz
 * 104) Rocks/Glaciers/Astroglaciology
 * 105) Radiation astronomy/X-rays/Quiz
 * 106) Planets
 * 107) Planets/Quiz
 * 108) Radiation astronomy/Yellows/Quiz
 * 109) Theoretical astronomy/Quiz
 * 110) Astronomy/Craters/Quiz
 * 111) Lofting technology/Quiz
 * 112) Radiation/Quiz
 * 113) Radiation astronomy/Visuals/Quiz
 * 114) Radiation astronomy/Ultraviolets/Quiz
 * 115) Radiation astronomy/Cosmic rays/Quiz
 * 116) Astrognosy/Quiz
 * 117) Astronomy/Observatories/Quiz
 * 118) Astrophysics/Quiz
 * 119) Astronomy/Atmospheres/Quiz
 * 120) Astronomy/Balloons/Quiz
 * 121) Cosmogony/Quiz
 * 122) Radiation astronomy/Cyans/Quiz
 * 123) Radiation astronomy/Electrons/Quiz
 * 124) Empirical astronomy/Quiz
 * 125) Astronomy/Entities/Quiz
 * 126) Astronomy/Sources/First/Quiz
 * 127) Stars/Galaxies/Quiz
 * 128) Gases/Gaseous objects/Astronomy/Quiz
 * 129) Interstellar medium/Quiz
 * 130) Radiation astronomy/Neutrinos/Quiz
 * 131) Radiation astronomy/Neutrons/Quiz
 * 132) Radiation astronomy/Positrons/Quiz
 * 133) Radiation astronomy/Protons/Quiz
 * 134) Radiation astronomy/Satellites/Quiz
 * 135) Stars/Sun/Solar binary/Quiz
 * 136) Astronomy/Sources/Quiz
 * 137) Stars/Sun/Standard models/Quiz
 * 138) Stars/Star fissions/Quiz
 * 139) Stars/Star-forming regions/Quiz
 * 140) Stars/Sciences/Quiz
 * 141) Uranus/Quiz
 * 142) Stars/Sun/Astronomy
 * 143) Rocks/Rocky objects/Astronomy
 * 144) Astronomy/Sounding rockets
 * 145) Object astronomy
 * 146) Liquids/Liquid objects/Astronomy
 * 147) Interstellar medium
 * 148) Radiation astronomy/Intergalactic medium
 * 149) Gases/Gaseous objects/Astronomy
 * 150) Radiation astronomy/Empiricisms/Quiz
 * 151) Astronomy/Balloons
 * 152) Planets/Astronomy
 * 153) Astronomy/Entities
 * 154) Astronomy/Analysis/Laboratory
 * 155) Astrognosy/Laboratory
 * 156) Astronomy/Craters/Laboratory
 * 157) Distance to the Moon
 * 158) Electric orbits
 * 159) Electron beam heating/Laboratory
 * 160) Radiation astronomy/Empiricisms/Laboratory
 * 161) Stars/Galaxies/Laboratory
 * 162) Radiation astronomy/Intergalactic medium/Laboratory
 * 163) Stars/Sun/Locating the Sun
 * 164) Magnetic field reversals/Laboratory
 * 165) Rocks/Meteorites/Laboratory
 * 166) Stars/Sun/Neutrinos
 * 167) Polar reversals
 * 168) Stars/Vega/Spectrum
 * 169) Standard candles/Laboratory
 * 170) Vertical precession
 * 171) Stars/X-ray classification/Laboratory
 * 172) Stars/Sun/Astronomy/Course
 * 173) Radiation astronomy/Radars
 * 174) Radiation astronomy/Radars/Quiz
 * 175) Minerals/Astronomy
 * 176) Minerals/Astronomy/Quiz
 * 177) Energy phantoms
 * 178) Vesta
 * 179) Furlongs per fortnight
 * 180) Vectors and coordinates
 * 181) Astronomy/Problems
 * 182) Astronomy/Laboratories
 * 183) Column densities
 * 184) Spectrographs
 * 185) Star jumping
 * 186) Regions/Quiz
 * 187) Stars/Solar systems
 * 188) Rocks/Glaciers/Astroglaciology/Quiz
 * 189) Callisto/Quiz
 * 190) Rocks/Ice sheets/Europa/Quiz
 * 191) Rocks/Rocky objects/Ganymede/Quiz
 * 192) Stars/Galaxies/Milky Way/Quiz
 * 193) Stars/Sun/Heliognosy
 * 194) Stars/Sun/Heliogony
 * 195) Stars/Sun/Heliometry
 * 196) Stars/Sun/Heliophysics
 * 197) Rocks/Glaciers/Glaciology
 * 198) Notations
 * 199) Dedicated Programming Compiler
 * 200) Radiation astronomy/Microwaves
 * 201) Standard-candles astronomy
 * 202) Radiation astronomy/Beta particles
 * 203) Astronomy/Airborne
 * 204) Astronomy/Backgrounds
 * 205) Stars/Sun/Heliogony/Quiz
 * 206) Stars/Sun/Heliography/Quiz
 * 207) Charges/Interactions/Electromagnetics/Quiz
 * 208) Radiation astronomy/Mesons/Quiz
 * 209) Astronomy/Lectures
 * 210) Cosmology/Dichotomous
 * 211) Rocks/Ice sheets/Enceladus
 * 212) Stars
 * 213) Stars/Sun/Heliocentric astronomy/Quiz
 * 214) Plasmas/Plasma objects/Auroras
 * 215) Radiation astronomy/Neutrals/Quiz
 * 216) Standard-candles astronomy/Quiz
 * 217) Planets/Mercury/Quiz
 * 218) Stars/Vega
 * 219) Radiation astronomy/Hadrons
 * 220) Radiation astronomy/Colors
 * 221) Stars/Sun/Heliometry/Quiz
 * 222) Chemicals/Oxidanes
 * 223) Chemicals/Materials
 * 224) Distances/Angular momenta
 * 225) Astronomy/Units
 * 226) Earth/Quiz
 * 227) Charges/Circuits/Astronomy
 * 228) Stars/Galaxies/Spirals
 * 229) Energy phantoms/Lecture
 * 230) Radiation astronomy/Nebulas
 * 231) Vela X-1
 * 232) Stars/Betelgeuse
 * 233) Trigonometric-parallax astronomy
 * 234) Radiation astronomy/Outlines
 * 235) SYZYGY17
 * 236) First X-ray source in Centaurus
 * 237) Talk:Radiation astronomy/Intergalactic medium/Archive 1
 * 238) Talk:Radiation astronomy/2017
 * 239) Talk:Radiation astronomy/Intergalactic medium
 * 240) Talk:Volcanoes
 * 241) Wanderers
 * 242) Trigonometric-parallax astronomy/Quiz
 * 243) Nuclear physics/Quiz
 * 244) Geosphere
 * 245) Is there intelligent extraterrestrial life in the Milky Way?
 * 246) Stars/Reds
 * 247) Attribution and copyright/ArbCom appeal
 * 248) Dominant group
 * 249) Dominant group/Astronomy
 * 250) Dominant group/Proof of concept
 * 251) Dominant group/Small group study
 * 252) Help:Resources by subject
 * 253) Help:Tour of project boxes/4
 * 254) Colloquium/archives/March 2015
 * 255) Colloquium/archives/September 2014
 * 256) Colloquium/archives/April 2014
 * 257) Colloquium/archives/September 2012
 * 258) Colloquium/archives/January 2007
 * 259) Sister Backlinks
 * 260) User:Berek
 * 261) User:Barbara Shack~enwikiversity
 * 262) User:Emesee/Disaplines
 * 263) User:Marshallsumter
 * 264) User:Marshallsumter/Theoretical astronomy
 * 265) User talk:Alphakristjan
 * 266) User talk:Mu301/Archive 2011
 * 267) User talk:Timboliu
 * 268) User:Marshallsumter/Dominant group
 * 269) User:Quellus/Sandbox
 * 270) User:Anti-Quasar
 * 271) User talk:Dave Braunschweig/Archive
 * 272) User:Marshallsumter/Astronomy
 * 273) User:Marshallsumter/Courses
 * 274) User talk:Carry11nc
 * 275) User talk:Dave Braunschweig/Archive3
 * 276) User talk:Mu301/Archive All
 * 277) User:Julian H Aguirre H/sandbox
 * 278) User talk:Marshallsumter/Archive 2013
 * 279) User talk:Marshallsumter/Archive 2014
 * 280) User talk:Marshallsumter/Archive 2016
 * 281) Page creation requests/Areas
 * 282) Statistics/2014/08
 * 283) Statistics/2014/09
 * 284) Statistics/2014/10
 * 285) Statistics/2014/01
 * 286) Statistics/2014/02
 * 287) Statistics/2014/03
 * 288) Statistics/2014/04
 * 289) Statistics/2014/05
 * 290) Statistics/2014/06
 * 291) Statistics/2014/07
 * 292) Statistics/2014/11
 * 293) Statistics/2014/12
 * 294) Statistics/2014
 * 295) Statistics/2015/01
 * 296) Statistics/2015/02
 * 297) Statistics/2015/03
 * 298) Statistics/2015/04
 * 299) Statistics/2015/05
 * 300) Statistics/2015/06
 * 301) Statistics/2015/07
 * 302) Statistics/2015/08
 * 303) Statistics/2015/09
 * 304) Statistics/2015/10
 * 305) Statistics/2015 Projects
 * 306) Statistics/2015/11
 * 307) Statistics/2015/12
 * 308) Statistics/2016/01
 * 309) Statistics/2015
 * 310) Statistics/2016/02
 * 311) Statistics/2016/04
 * 312) Statistics/2016/05
 * 313) Statistics/2016/06
 * 314) Statistics/2016/07
 * 315) Statistics/2016/08
 * 316) Statistics/2016/09
 * 317) Statistics/2016/10
 * 318) Statistics/2016/11
 * 319) Statistics/2016/12
 * 320) Statistics/2016
 * 321) Statistics/2017/01
 * 322) Statistics/2017/02
 * 323) Statistics/2017/03
 * 324) Statistics/2017/04
 * 325) Statistics/2017/06
 * 326) Statistics/2017/07
 * 327) Statistics/2017/08
 * 328) Statistics/2017/10
 * 329) Statistics/2017/12
 * 330) Statistics/2017
 * 331) Quizbank/Index
 * 332) Quizbank/Astronomy


text:
Engineering Projects/FanWing/Howard Community College/Fall2011/550 Aviators

Problem Statement
Continue the construction of the fanwing.

Team Members

 * Mirza
 * Waleed
 * Erik

Summary
Constructed:

Bottom portion of body made of balsa wood and attached to the Styrofoam with hot glue.

Decided to take everything apart and start anew

The decision to start from scratch and destroy our old body was a huge setback and halted our construction of the fanwing.

Story
Aviators is a continuation of the _MWE project. We set out to continue and finish the construction of the fanwing. The first priority was to finish the body and wings of the fanwing. We split the task evenly among each group member. The first two weeks were spent strategising where the motor of the fanwing would go.We decided to place the motor on the middle section of the fanwing.To do this, Eric came up with the idea to cut slits of balsa wood and conjoin them to the bottom portion of the Styrofoam body. Waleed and Mirza decided to tackle this task by cutting,sanding, and gluing the balsa wood slits along the bottom the the V shaped body.

The project manager spoke to us about our design and that not much progress was made on the fanwing. We took the advise into consideration and came up with the tough choice of scrapping our previous design and rebuilding anew.

Waleed proposed the idea of using and old styrofoam plane model and creating a new squirrel cage proportional to the size of the body.

Divided up tasks:

Mirza: Build Squirrel Cage

Waleed: Build Body

Eric: Construct Blades

We researched center of gravity of a plane. It lies in the wings.

http://www.grc.nasa.gov/WWW/k-12/airplane/acg.html

Decision List
-Decided to:

Cut slabs of balsa wood and create a base for the Styrofoam body.

Scrap everything from our fanwing design from Team _MWE and start building off new body

Create new body blades and wings.

Material List
Balsa wood(wings and body)

Batteries(Used to power the motor)

Hot Glue Gun (Glue balsa wood squirrel cage to Styrofoam body)

Google Sketch-Up(Sketch the wings of the plane)

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

Time
19 hours of total work time

-8 hours on Weeks 1 and 2 on decisions on what to do next with the fanwing and biudling. crafting the balsa wood slits that go under the V shaped body

-6 hours on Weeks 3 and 4 on our Team Page, scrapping our old body frame, regrouping, and working on our individual assignments.

-5 hours on Weekly Updates and Notebooks.

Tutorials
123D Beta

Use the zoom tool to see faults of the design.

Create basic shapes to create fanwing sketch. It saved a great deal of time.

Next Steps
The next step is to create the body ans wings of the fanwing. Position the wings evenly across the body so that the center of gravity is at the wings


text:
User:Dmoreno1899/ENES100/The Tin Can Band

Link to The Tin Can Band Team page

Give instructor top 3 project choice list
I chose to either continue working on the music project, or:
 * Water Jet Project
 * Illuminate Clothing Project

Write problem statement
Over this period of time, I plan to play a note based on the passing of a magnet through the Hall Effect Probe - in essence, the most basic idea necessary to make an instrument out of the tin can.

Assign Task1
For this next week, I plan to get a single note playing on the keyboard based on the analogRead function, working with the code I worked on with the previous team.

Compare actual work done to Task1
I worked towards getting anything working - in this case, a light to turn on - based on the analogRead. I was met with varying levels of success until a wire on my potentiometer snapped off, and I feel as though my results from testing a code became skewed.

Week1 Narrative
I updated code from my last project to make it a bit easier to adjust. This way I only have to adjust the int sensorThreshold to test different voltage values.

It's obvious just holding an arduino board to my temple isn't nearly an accurate enough way deliver an input for analogRead to interpret. The next logical step before tackling the Hall Effect Probe was to instead use a potentiometer to control the values read by the pin - and instead of having it control a note being played, just turn on the LED in pin 13. My reasoning for this was because of a potential problem that was discussed with the last group: Using certain analog devices require a baud rate of 9600 bits per second (bps), whereas MIDI Protocol requires 31250 bps. I'm only trying to deal with one problem at a time, so I tried to get consistent results with this code first. I went on to study potentiometers.

What I learned about potentiometers and voltage:
 * With the Wikipedia page on Ohms I researched voltage. I found that:
 * P = (V^2)/R
 * Where P is power in Watts, V is voltage, and R is resistance.
 * The potentiometer is used to adjust the resistance, and therefore, the amount of voltage read by the analog pin. Resistance is changed by turning the rod clockwise or counterclockwise.
 * There are three wires on the potentiometer. As far as working them with the arduino is concerned, one wire goes to power supply, another ground, and the third to where you wish power to be supplied to.

The potentiometer I used was actually broken - the wire snapped off the first time I tried to put a wire into an arduino pin. It was soldered back on. In order to solder it back on, one must have a soldering gun/iron, wet sponge, and soldering wire - more detail into the necessary items can be found here. The process of soldering can be fairly complex or simple, depending on the devices used in the process. A detailed explanation for soldering in general can be found here. Once the wire was re-attached, the potentiometer was tested with a multimeter, where it was determined that what I had on hand was a 1 mega-ohm potentiometer.

While looking for the best way to test my potentiometer on the arduino site, I came across a code specifically meant to be used in conjunction with the potentiometer. The code is as follows:

Essentially, what this code does, is it causes the LED on pin 13 to stay lit up, and then turned off, for the value found by the analog pin reading the voltage. It is a very simple way to see how resistance effects the interpreted voltage. My code is similar in this ultimate objective, but goes about it in a different manner; rather, it simply causes the light to turn on once a certain voltage is reached. Initial testing with this code made me realize my potentiometer, as it currently stood, needed one more wire. I found an old broken one, cut off the wire on that, and soldered it on to my potentiometer. I then hooked it up to the arduino and ran this code. My results were as follows:

 * My first time testing different resistances, I noticed a kind of electronic burning smell I've only experienced when trying to put together an old computer. Both the board and potentiometer were fine. The smell disappeared after my first attempt.
 * Turning the pot fully counterclockwise resulted in a dimly lit LED light that was always on, never blinking.
 * Turning the pot fully clockwise resulted in the LED light just being off altogether. Additionally, the power LED would dim and then turn off as well.
 * When turning the potentiometer from fully clockwise to counterclockwise, the light still (generally) blinks at a seemingly constant rate, until a certain threshold is reached approximately 1/3rd of the way to fully counterclockwise, at which point the LED light just remains dim, never blinking, like when it's turned fully counterclockwise.

From this test I have drawn the conclusion that when turned, when turned fully clockwise, all power is being diverted from the arduino into the 5v pin, through the unrestricted potentiometer, and into the analog pin, leaving insufficient power for the power LED pin to be used, meaning that resistance is at its lowest when the potentiometer is rotated fully clockwise. Additionally, after the potentiometer is turned counterclockwise past a certain point, the arduino has difficulty reading the voltage in the analog pin because of how little voltage is getting through the potentiometer, and as a result, the light just dims.

I then tried using my Potentiometer Light Code with the arduino, expecting it to stay off when turned fully counterclockwise. As it was turned clockwise, the LED pin should have turned on, and stayed on. Instead, it just remained off at any given position. When fully clockwise, the power LED turned off again, and when it was turned counterclockwise from this position even just a hair, it would come back on. Additionally, the LED pin would blink rapidly for a short length of time, before remaining off. That blink was consistent, and was for a length of time after the potentiometer was moved - how much it was moved, or where it was moved to, had absolutely no discernible effect on the blinking.

To try and get results more similar to what I expected, I tested several solutions:

'''Note: one wire snapped off while I was trying different combinations. As a result, from here on out, I was only able to test solutions with one wire in the 5v, and one in analog pin 0, and none in grounding.''' The light just continued to stay on, no matter what I did. Fully clockwise and fully counterclockwise did not dim the LED pin, nor did the power LED turn off when turned fully clockwise.
 * Wiring the potentiometer into the arduino differently. I tried several different combinations, but they had no effect.
 * I analyzed my code. I found no reason it would be the problem myself, but a second opinion is something I'm still searching for. Just to try something, I added a delay of 200 milliseconds after the "if" parameters to give the code enough time to reasonable display that the LED is in fact on. This had no effect, so I removed it in all future iterations of testing.

 * I checked that my code was reading the right pin number, and that the wires were in the correct pins - they were.
 * I experimented with different threshold values. I saw no change in the LED pin.
 * 512 - the "halfway" point, or 2.5V
 * 1023 - the "maximum" point, or 5v
 * 1 - the "minimum" point that could still be interpreted with this code, or 0v
 * 736 - an arbitrary value
 * 316 - an arbitrary value
 * 493 - an arbitrary value
 * I tried setting the LED pin to "off" using "digitalWrite(13, LOW);" before any of the if parameters in the void loop. I saw no change in the LED pin, which is strange, because if the analog pin just weren't reading anything, the light should have just been off.

The conclusion I drew was that I would need to re-sodder the wire on that potentiometer before I could continue to test solutions (I do not have the tools necessary at home). What throws me off, however, is the fact that apparently some kind of voltage is being read that causes the LED to turn on, or else the bit of code I threw in to make the default status of the LED pin be "off" would have just kept it off.

Week1 Peer Review
(I have no partners listed on the team page. I am unable to locate the other person in my group)

Assign Task2
Re-solder this wire back on to the potentiometer, and re-test all solutions. From there, work on getting the LED light to work more consistently with the potentiometer, and from there, try to get a note playing based on different voltages.

Compare actual work done to Task2
I didn't re-test the same solutions I came up with previously - new information about the way my potentiometer was constructed revealed why the blinking light code wasn't working. Once fixed, I began examining voltages, resistance, and the way they interact with the arduino while testing example code. Once I found success with that, and was able to predict its behavior, I uploaded my code for arduino interaction with a potentiometer. This was also met with success, so I tried a code that was similar in the way it works (using "if" tests), but instead of causing a light to turn on/off, it plays a note. After working out the problems with that, I then had the code play 3 different notes with the potentiometer - this was met with moderate success.

Week2 Narrative
After speaking with the instructor, I realized my potentiometer, as it was when I received it, had a connection between the middle and top node (red and blue wires). As a result, they essentially acted as one node, and thus skewed the results of my testing last week in a way I hadn't accounted for. I cut this connection with a pair of wire cutters. Additionally, I decided to just cut off the remaining two wires on my potentiometer - one wire was like the one that had snapped off (brittle), and I wasn't sure how much longer it would last, while the other one was fraying and relatively difficult to manage. I snapped these off with wire cutters as well.

I found a "thing" that appeared to be some kind of computer component. The wires were relatively long (~4 in), and the ends were crimped with some kind of metal holding. The ends of them fit perfectly into the arduino pins. I cut a red, green, and blue wire off that, stripped the opposite end of them, and twisted the frayed ends tightly so none were loose. I soldered these three wires to the potentiometer (much better than I did the first time), and they became securely fastened.

The next step was to hook up a digital multimeter to the poteniometer, and analyze the way it would interact with voltage. By hooking up the alligator clips (the multimeter) to two nodes that were not connected yielded a maximum resistance of 1,000,000 ohms - or 1 mega-ohm, which confirmed what was previously found when I first received the potentiometer. By switching the multimeter to read volts, and attaching the alligator clips to the crimped ends of the wires, I found I was able to read the level of voltage going through the potentiometer and into the arduino - essentially being able to see what the voltage reading should be read by the arduino.

I attached the red wire to ground, blue wire to analog input pin #0, and the green wire to 5v, one alligator clip to the green wire, the other to blue. Additionally, I uploaded the "Reading a Potentiometer Sample" code from last week into the arduino. The multimeter read ~5.0v while the light blinked incredibly quickly. This is the opposite of what I expected - when the arduino recognizes a higher voltage, it should have a value close to 1023 from analogRead, which was used in the delay timer, and as such should have a slower blinking rate. Despite this, I found these results to be quite consistent. As I adjusted the resistance with the potentiometer, I found that as voltage increased (up to ~5.0v), so did the rate at which the LED pin blinked. The opposite was true as well, ~0.0v had a (relatively) incredibly slow blinking rate whereas i predicted it would have a fast one. I switched which alligator clip was on which wire to see if I somehow gave the wires an inverse relationship with my apparatus, but the multimeter instead read the same values as they originally did, only they were negative. Because the magnitude of the values were not changed, and I wasn't sure if voltage was even a scalar quantity, I put it back the way I originally had it.

This table displays the general trend of voltage vs blinking rate. When the voltage was 2.0, the resistance wasn't being read properly by the multimeter.

Despite the fact that this wasn't what I originally predicted, this was, generally, what I expected to happen - by using the potentiometer to alter resistances (and therefore the voltage read by the analog pin), I was able to change the rate at which the light blinked. The next step for me was to use a code that I had written instead of being given. I uploaded the "Potentiometer Light" code from last week into the arduino. I had the sensorThreshold at 1023. Only voltage values interpreted as 1023 should turn the light on; originally I thought that would have been 5.0v, but in light of recent events, I changed my prediction to having the light turn on at ~0.0v. I was right, and went on to test this with a different sensor Threshold value (511).

I loaded this into the arduino, and it loaded fine. At ~3.0v the light was off, however, seemingly arbitrarily, the arduino board just powered off as I was writing in my notebook. The multimeter read ~0.0v, and the power LED was off as well as the LED pin. No matter how I changed resistance with the potentiometer, none of the lights would come on, and the multimeter continued to read ~0.0v. I started taking parts off the arduino (the clips and potentiometer) to load just the blinking light code to see if I broke the board, but the moment I took one alligator clip off, the board powered back on. It then behaved accordingly, the LED pin turning off at approximately where I predicted, and turning on in a similar manner (I was unable to look at the voltage, as I decided to leave the multimeter disconnected for a little while). After playing with turning the light on/off for a time, I put the alligator clips back on, and everything resumed working as normal. My theory is that the multimeter was somehow sapping a reserve power from the arduino, but I really have no idea, and no way to test this theory, as I was unable to reproduce this anomaly; the board worked fine from here on out.

From here I decided that, now that I can effectively use the analogRead to alter an output with the arduino, I went to try and use my code from two weeks ago (the original Potentiometer Tone Code). I decided to streamline it a bit, and came up with:

I just tidied up this code by replacing the pin numbers and delay values with integers. Additionally, I changed the delay in both "if" tests to a constant 100 milliseconds. I tried uploading this, and attaching everything together to play notes on the keyboard. I was met by a constant thumping at ~0.1 seconds. The light, however, continued to work the way I expected it to, turning on/off after turning the potentiometer approximately halfway (at this point I didn't have access to a digital multimeter).

Solutions I tested that contributed towards playing proper notes:
 * I just wanted to see if the board and midi shield were working correctly at all - I tried uploading a code that I knew worked with the keyboard (my "Mary Had a Little Lamb" code), and went to see if that still played properly - it did, so I knew the problem was one with my code, and not the hardware
 * I knew that I had the right kind of format for "if" tests in my code because the blinking light test I had just been working on worked fine. However, I wasn't sure if keeping the part of the code that effected the LED pin was creating a problem with the note playing, so I just removed that - it didn't do anything noticeable to the code.
 * I tried changing the timeDelay in the second "if" test, just to see if I could at least augment the rate at which the keyboard was thumping - and I was succesful. After turning the potentiometer ~halfway, I found a difference in the timing of the thumping. However, it did not play a note.
 * I tried removing the "silent" note (the one after the delay with a velocity of 0x00), to no effect.
 * I tried implementing a default "else" block instead of the second "if" test, and removing the note in that else block, instead replacing it with turning the LED light on. After initial testing, I realized I needed to have the light actually turn off in case the "if" test were successful so I could appropriately interpret results. The code appeared as such:

 * It worked as I predicted, the thumping would continue until I turned the potentiometer a certain amount, at which point it would stop and the light would come on. This lead me to believe the problem was in the way the note was being played in the first place.
 * I looked at the values I had inside the noteOn function. Command and pitch were fine, however, I looked at velocity - 0x100 is equal to 256 decimal. The range of midi protocol values is [0, 127] (decimal). 256 is way above that, and never would have worked at all. I tried using a hexadecimal value inside this range - 0x40 (64 decimal) - instead of the 0x100 I had just used in my previous code. It worked wonderfully, the note playing at the rate of the timeDelay value I had set until I turned the potentiometer ~halfway, at which point the note would stop, and the light would turn on.

From this point on I kind of just built my code back up, adding new components that I had either stripped it of in trying to get it to function properly, and adding new ones to try and test how far I could take this.

I tried breaking the analogRead value range [0, 1023] into 3 different segments along the intervals: [0, 341), [341, 682), [682, 1023]. Each interval corresponds to its own different note, and which note is chosen is dependent upon the value that analogRead returns from interpreting the voltage. My end result was this:

This code was met with a moderate amount of success. 3 different notes would in fact play throughout the entire [0, 1023] interval, however they would overlap seemingly random. Further testing into why this occurred is necessary.

Week2 Peer Review
[I still have no listed teammates]

Assign Task3
Resolve the overlapping notes issue. Some ideas to get the ball rolling:
 * Multiple "if" tests are true. Change the intervals to different intervals, and see what happens.
 * Change the notes being played in each interval - they're all the same note on a different octave, so it's difficult to tell which note exactly is playing when. Make it more cacophonous so that it's easier to interpret.
 * Test the three intervals - replace 1 or 2 with a blinking light instead of a note playing.

Compare actual work done to Task3
I took steps towards resolving the overlapping note issue with actual data - I was informed of serial monitor associated with the arduino environment that let's you print values from the arduino to it. I learned the proper way to do this by looking at an example code, and then writing my own test code. From there, I implemented my test code with a compatible version of the potentiometer tone code I wrote in week 2.

Week3 Narrative
After giving a presentation, I was informed of what is called a "serial monitor". It's a way to, with proper coding, look at the actual values specified in the arduino (like the sensorValue I've been using so often). It was my belief that, if I could actually see those values in real time, I'd be able to look at what the arduino was actually producing, and what it should be producing (say it's playing note A when I think it should be playing note B), and would be able to more precisely view any problems.

I looked through the example codes provided for the arduino, and came across the one for use in conjunction with an accelerometer. It used within it, something called "Serial.print", and I was told this had something to do with printing values to the serial monitor. This made sense, so I searched for the function on the arduino site, and found this code:

What this code does is it just has a loop of values, ascending from 0 to 63, and prints those values in decimal, hexadecimal, octal, binary, and as a raw byte value. Essentially all of these are useless for my purposes except for decimal, but it's handy information to know that I can print them as things other than decimal.

The way it works is it prints the "titles" ("No Format", "Dec", "Hex", "Oct", "Byte") in a single row, spacing them with a tab ("\t"). The last line for "Byte" uses "Serial.printin", which essentially does the exact same thing as "Serial.print", except, among other things (which are useless for my purposes), creates a new row, ensuring that all values that follow are now on the second row. It then creates a conditional loop with the "for" statement, which just causes the values go from 0 to 63 in ascending order, and the code lists the values in their respective formats (decimal, hexadecimal, etc), creating a new line after the byte value is displayed. Once all 64 values have been displayed, the conditional loop ends, the void loop ends, and the process repeats.

Note: viewing the serial monitor requires setting a baud rate of 9600, meaning it can't be used in conjunction with the MIDI protocol with any of the arduino boards I currently have access to. However, an arduino mega board would sidestep this issue by allowing me to set multiple baud rates.

Wanting to better learn the format, I wrote my own code to be used in conjunction with a potentiometer:

I used "Serial.print("\n")" instead of "Serial.printin" simply because everything else that comes with Serial.printin is unnecessary. What this code does is it reads the analog pin 0 for a voltage with analogRead, assigns it a value in the range of [0, 1023], and then prints that value in the serial monitor at a rate of two values printed every second. This means that I can see the analog read values in what is essentially real time. I wanted to test this, so I hooked the potentiometer up to the arduino and loaded the code.

It worked as intended initially - values would change as I changed the resistance with the potentiometer, though I came across some complications. They, along with some basic properties, are listed below:
 * Fully clockwise yields a value of 1023, consistently
 * Fully counterclockwise yields a value of 0, consistently
 * Turning the potentiometer clockwise from fully counterclockwise will still result in values of 0 for a time; at approximately 1/3 of the way turned, it starts returning positive integers that ascend proportionally as it's turned clockwise. I refer to this point as the resistance threshold. A multimeter should be used to analyze why this occurs, but it is consistent, and therefore easy to account for.
 * Initial testing of these values resulted in a seemingly random spike as I turned it counterclockwise from fully clockwise. As it descended from 1023, it would randomly spike up to 1023 and stay there as I turned the pot (when I would otherwise expect a value of, for example, 780 that is descending). My ability to reproduce this was inconsistent, though it was more likely to happen when I turned the potentiometer counterclockwise rapidly.
 * Occasionally turning the pot fully counterclockwise resulted in values no longer being returned in the serial monitor (it would just stop), and an error code from the arduino environment. It wouldn't un-"freeze" itself unless I re-uploaded the code altogether. Just closing and then re-opening the serial monitor was insufficient. This error was generally inconsistent, but was more likely to happen when I turned the potentiometer to fully counterclockwise rapidly.

My method of finding solutions to these problems were, originally, just trying to reproduce the errors, both the one that caused the random spike to 1023, and the "freezing" error. My results were sporadic and inconsistent, and googling the error yielded nothing useful. However, I was writing in my notebook while the potentiometer was fully counterclockwise, consistently producing a value of 0. I accidentally knocked it and the arduino off the desk, and I saw that I got the freezing error had occured. This led me to believe perhaps the error was a hardware one, and when I went to pick it up, I noticed the green and blue wires (which go to the 5v and ground pin in the arduino, respectively), where exposed, were touching. I knew from my understanding that this wouldn't lead to anything good, and that due to the way they were soldered, it would be all too easy for them to touch without me noticing.

I turned the potentiometer fully clockwise (where it should yield a value of 1023), and reset the code. I turned it counterclockwise (very slowly), and the values began to descend, I touched the two wires together, and suddenly they would read only 1023, no matter how I turned the potentiometer. The moment I let go they returned to whatever value they should have been. I tried this below the resistance threshold, and it would still read 1023 when the wires touched. However, most importantly, I turned the potentiometer fully counterclockwise and touched the wires - immediately I was given the "freezing" error. I tested this a few times with the same exact result, but I was afraid of somehow doing damage to the arduino board if I kept it up.

So most importantly I learned to make sure that the ground and 5v wires don't touch where they're exposed, and it'll be fine. Additionally, my sensorValues will return 0 for multiple resistances with this potentiometer.

With this new information, I wanted to test my code for playing a note with the potentiometer. This was however impossible with an arduino duemilanove, and will be until I can get an arduino mega, but I could write a code that is similar, and essentially does the same thing with a blinking light instead of playing a note. So what I wrote was:

This code behaves similar to the code I wrote last week, the only difference is that instead of playing a note, it causes the LED light to blink at different rates. Additionally, it accounts for the fact that sensorValue will be equal to 0 for a relatively large section of values, and lets me see the actual values for it in the serial monitor.

Week3 Peer Review
[I still have no teammates listed on the Tin Can Band team page]

Assign Task4
There are several small tasks that must be done before being able to proceed:
 * Test the Potentiometer Interval Code
 * Analyze the Potentiometer Interval Code with a digital multimeter
 * If I have an arduino mega board by next week, replace a blinking light with playing a note in the Potentiometer Interval Code, and analyze those sensorValues
 * Begin research on the Hall Effect Probe