text:
User:Egm6321.f11.team4.allen/HW6

= Problem R*6.1 Solve Nonhomogeneous L2-ODE-CC = From [[media:Pea1.f11.mtg33.djvu|Mtg 33-1]]

Given
Equation (1) p.32-5 is $$\displaystyle a_2y''+a_1y'+a_0y=F(t) $$. Equation (1) p.16-5 is $$\displaystyle f_{tt}+2pf_{ty}+p^2f_{yy}=g_{tp}+pg_{yp}-g_y $$. Equation (2) p.16-5 is $$\displaystyle f_{tp}+pf_{yp}+2f_y=g_{pp} $$.

Find
$$\displaystyle \mathbf {1)} $$ Find the PDEs that govern the integrating factor $$\displaystyle h(t,y) $$ for equation (1) p.32-5. Can you solve these PDEs for $$\displaystyle h(t,y) $$? $$\displaystyle \mathbf {2.1)} $$ Find $$\displaystyle (\bar a_1, \ \bar a_0) $$ in terms of $$\displaystyle (a_0, \ a_1, \ a_2) $$. $$\displaystyle \mathbf {2.2)} $$ Find the quadratic equation for $$\displaystyle \alpha $$. $$\displaystyle \mathbf {2.3)} $$ Find the reduced-order equation. $$\displaystyle \mathbf {2.4)} $$ Use the IFM to solve (3) p.33-3. $$\displaystyle \mathbf {2.5)} $$ Show that $$\displaystyle \alpha \beta = \frac{a_0}{a_2}, \ \ \alpha + \beta = \frac{a_1}{a_2} $$. $$\displaystyle \mathbf {2.6)} $$ Deduce the particular solution $$\displaystyle y_p(t) $$ for general excitation $$\displaystyle F(t) $$. $$\displaystyle \mathbf {2.7)} $$ Verify result with table of particular solutions for: $$\displaystyle F(t)=t\exp(bt) $$. $$\displaystyle \mathbf {2.8)} $$ Solve the nonhomogeneous L2-ODE-CC (1) p.32-5 with $$\displaystyle F(t)=\tanh t $$. For the coefficients $$\displaystyle (a_0, \ a_1, \ a_2) $$, consider two different characteristic equations: $$\displaystyle \mathbf {2.8.1)} $$ $$\displaystyle (r+1)(r-2)=0 $$. $$\displaystyle \mathbf {2.8.2)} $$ $$\displaystyle (r-4)^2=0 $$. $$\displaystyle \mathbf {2.9)} $$ Determine the fundametal period of undamped free vibration, and plot the solution for the excitation $$\displaystyle F(t)=\tanh t $$ for about 5 periods, assuming zero initial conditions.

Solution Part 1
$$\displaystyle \mathbf {1)} $$ We need equation (1) p.32-5 to satisfy the first exactness condition for N2-ODEs, $$\displaystyle g(t,y,p)+f(t,y,p)y''=0 $$. Hence, $$\displaystyle f(t,y,p)=h(t,y)*a_2 $$ $$\displaystyle g(t,y,p)=h(t,y)*[a_1y'+a_0y-F(t)] $$. Using the second exactness condition {equations (1)-(2) p. 16-5}, we obtain the following PDEs: $$\displaystyle a_2{h_{tt}}+2pa_2h_{ty}+p^2a_2h_{yy}=a_1h_t+\cancel{pa_1h_y}-\cancel{a_1ph_y}-a_0h-a_0yh_y-F(t)h_y $$. $$\displaystyle 2a_2h_y=0 $$. Combine the two equations to obtain $$\displaystyle a_2h_{tt}-a_1h_t+a_0h=0 $$. The PDEs reduce to a single ODE that cannot be solved.

Solution Part 2.1
We are given the trial solution as $$\displaystyle h(t)=\exp(\alpha t) $$. So, $$\displaystyle \int \exp(\alpha t)[a_2y''+a_1y'+a_0y]dt=\int \exp(\alpha t) F(t)dt $$. Then, $$\displaystyle \int \exp(\alpha t)[a_2y+a_1y'+a_0y]dt=\exp(\alpha t)[\cancel{\bar a_2}y+\bar a_1y'+\bar a_0y] $$. Differentiate the RHS to obtain, $$\displaystyle \int \exp(\alpha t)[a_2y+a_1y'+a_0y]dt=\int \exp(\alpha t)[\bar a_1y+(\bar a_1\alpha+\bar a_0)y'+(\bar a_0\alpha)y]dt $$. Equate the two sides to obtain the three expressions below. $$\displaystyle a_2=\bar a_1 $$. $$\displaystyle a_1=\bar a_1 \alpha+\bar a_0 $$. $$\displaystyle a_0=\bar a_0 \alpha $$. Rearrange the second and third equations to yield $$\displaystyle \bar a_1= a_2 $$. $$\displaystyle \bar a_0=a_1-\alpha a_2 $$. $$\displaystyle \bar a_0=\frac{a_0}{\alpha} $$.

Solution Part 2.2
Using the last two equations, we can obtain the quadratic equation for $$\displaystyle \alpha $$. $$\displaystyle a_1-\alpha a_2=\frac{a_0}{\alpha} $$. $$\displaystyle \alpha*[a_1-\alpha a_2]=a_0 $$ $$\displaystyle \alpha a_1-\alpha^2 a_2=a_0 $$ $$\displaystyle a_2 \alpha^2 - a_1 \alpha + a_0 = 0 $$

Solution Part 2.3
The reduced-order equation is obtained using equations (1) p.33-2 and (2) p.33-1. $$\displaystyle \exp(\alpha t)[\bar a_1y'+\bar a_0y]=\int \exp(\alpha t)F(t)dt $$ $$\displaystyle \bar a_1y'+\bar a_0y=\exp(-\alpha t)\int \exp(\alpha t)F(t)dt $$

Solution Part 2.4
Next, we will use the IFM to solve the reduced-order equation. $$\displaystyle \bar h(t)=\exp[\int \beta dt]=\exp(\beta t) $$ where $$\displaystyle \beta=\frac{\bar a_0}{\bar a_1} $$ $$\displaystyle y(t)=\frac{1}{\bar h(t)}\int^t \bar h(s)B(s)ds $$ Divide the result of Part 2.3 by $$\displaystyle \bar a_1 $$ to obtain B(s). $$\displaystyle y'+\beta y = \frac{\exp(-\alpha t)}{\bar a_1} \int \exp(\alpha t)F(t)dt = B(s) $$ Then we can combine $$\displaystyle h(t), \ B(s) $$ into $$\displaystyle y(t) $$ to find $$\displaystyle y(t)=\frac{1}{[\exp(\beta t)]}\int^t [\exp(\beta s)] [\frac{\exp(-\alpha s)}{\bar a_1} \int \exp(\alpha t)F(t)dt] ds $$. $$\displaystyle y(t)=\frac{1}{\bar a_1[\exp(\beta t)]}\int^t [\exp((\beta-\alpha) s)] \left[ \int \exp(\alpha t)F(t)dt \right] ds $$

Solution Part 2.5
Rearrange $$\displaystyle \beta=\frac{\bar a_0}{\bar a_1} $$ to $$\displaystyle \bar a_0=\beta\bar a_1 $$. Substitute $$\displaystyle a_2=\bar a_1 $$ to $$\displaystyle \bar a_0=a_2\beta $$. That's equal to $$\displaystyle \frac{a_0}{\alpha} $$ and after rearranging one obtains $$\displaystyle \alpha\beta=\frac{a_0}{a_2} $$. To reach the other equality, just set the equation equal to $$\displaystyle a_1-\alpha a_2 $$ instead of $$\displaystyle \frac{a_0}{\alpha} $$. $$\displaystyle a_2\beta=a_1-\alpha a_2 $$. Rearranging yields $$\displaystyle \beta+\alpha=\frac{a_1}{a_2} $$.

Solution Part 2.6
Referencing R5.7, the below equation is given for an Euler L2-ODE-CC. $$\displaystyle y(x) = C_1 x e^{\lambda x} + C_2 e^{\lambda x} $$. After careful inspection, one can deduce that the particular solution is the last equation for Part 2.4 WITHOUT the constants of integration. $$\displaystyle y(t)=\frac{1}{\bar a_1[\exp(\beta t)]}\int^t [\exp((\beta-\alpha) s)] \left[ \int \exp(\alpha t)F(t)dt \right] ds $$

Solution Part 2.7
$$\displaystyle \int e^{(\alpha t)} F(t) dt $$ $$\displaystyle F(t) = t e^{bt} $$ $$\displaystyle \int t e^{(\alpha+b)t} dt $$ $$\displaystyle \frac{e^{(\beta-\alpha)t} ( b t + \alpha t - 1 )}{(\alpha + b)^2} $$ $$\displaystyle \int e^{(\beta-\alpha)s} \left[ e^{(\alpha+b)s} \frac{(bs+\alpha s-1)}{(\alpha + b)^2} \right] ds $$ $$\displaystyle \int e^{(\beta+b)s} \frac{(bs+\alpha s-1)}{(\alpha + b)^2} ds $$ $$\displaystyle e^{(\beta+b)t} \frac{\frac{s(\alpha+b)}{b+\beta} - \frac{\alpha+2b+\beta} {(b+\beta)^2}} {(\alpha + b)^2} $$ $$\displaystyle C_3 = \frac{\alpha+b}{b+\beta} $$ $$\displaystyle C_4 = \frac{\alpha+2b+\beta}{(b+\beta)^2} $$ $$\displaystyle C_5 = (\alpha+b)^2 $$ $$\displaystyle e^{(\beta+b)t} \frac{C_3t - C_4}{C_5} $$ $$\displaystyle y_P(t) = e^{bt} \frac{1}{a_2} \frac{C_3t - C_4}{C_5} $$ $$\displaystyle y_P(t) = C_{P1} t e^{bt} + C_{P2} e^{bt} $$ $$\displaystyle C_{P0} = \frac{C_3}{a_2 C_5} $$ $$\displaystyle C_{P1} = \frac{-C_4}{a_2 C_5} $$ NOTE: The following two integrals were performed using Wolfram|Alpha. integrate t*exp((\alpha+b)*t) dt integrate (exp((\beta+b)*s)*((b*s+\alpha*s-1)/((\alpha+b)^2)) ds Now compare to the Table. $$\displaystyle f(t) = t e^{bt} $$ $$\displaystyle y_P(t) = x^m (\sum_{i=0}^n c_i t_i) e^{bt} $$ $$\displaystyle y_P(t) = \cancel{x^m} C_{P0} \cancel{t^0} e^{bt} + \cancel{x^m} t C_{P1} e^{bt} $$ $$\displaystyle y_P(t) = C_{P0} e^{bt} + t C_{P1} e^{bt}  $$ Other than the arbitrary constant numbering convention, they match.

Solution Part 2.8.1
$$\displaystyle y(t)=\frac{1}{\cancel{\bar a_1}[\exp(\beta t)]}\int^t [\exp((\beta-\alpha) s)] \left[ \int \exp(\alpha t)F(t)dt \right] ds $$ $$\displaystyle \int e^{(\alpha t)} F(t) dt $$ $$\displaystyle F(t) = \tanh{t} $$ $$\displaystyle \int e^{(\alpha t)} [\tanh{t}] dt $$ $$\displaystyle y(t)''-y(t)'-2=\tanh(t) $$ $$\displaystyle a_2y(t)''+a_1y(t)'+a_0=\tanh(t) $$ $$\displaystyle \alpha=-1, \ \beta=2 $$ $$\displaystyle e^{-t} - 2 \tan^{-1}(e^{-t}) $$ $$\displaystyle \int^t e^{3s} \left[ e^{-s} - 2 \tan^{-1}(e^s) \right] ds $$ $$\displaystyle \frac{1}{6}[e^{2s}+2\log(e^{2s}+1)-4e^{3s}(tan^{-1}(e^{-s}))] $$ $$\displaystyle y_P(t) = \frac{1}{6} \frac{[e^{2s}+2\log(e^{2s}+1)-4e^{3s}(tan^{-1}(e^{-s}))]}{e^{-2t}} $$ NOTE: Wolfram|Alpha was used to determine the following integrals: integrate (e^(-t)*tanh(t)) dt integrate (e^(3s))(e^(-s)-2 tan^(-1)(e^(-s))) ds

Solution Part 2.8.2
$$\displaystyle \alpha=4, \ \beta=4 $$ $$\displaystyle y(t)=\frac{1}{\cancel{\bar a_1}[\exp(\beta t)]}\int^t [\exp((\beta-\alpha) s)] \left[ \int \exp(\alpha t)F(t)dt \right] ds $$ $$\displaystyle y(t)=e^{-4t} \int^t \cancel{e^{(\beta-\alpha)s}} \left[ \int e^{4t} F(t) dt \right] ds $$ $$\displaystyle \int e^{4t} F(t) dt $$ $$\displaystyle F(t) = \tanh{t} $$ $$\displaystyle \int e^{4t} [\tanh{t}] dt $$ $$\displaystyle -e^{2t} + \frac{e^{4t}}{4} + \log(e^{2t}+1) $$ $$\displaystyle \frac{1}{16} \left[ -8[Li_2 (-e^{2t})] - 8 e^{2t} + e^{4t} \right] $$ $$\displaystyle y_P(t) = \frac{e^{-4}}{16} \left[ -8[Li_2 (-e^{2t})] - 8 e^{2t} + e^{4t} \right] $$ where $$\displaystyle Li_2(-e^{2t})] $$ is the polylogarithm function NOTE: Wolfram|Alpha was used to determine the following integrals: integrate ((e^(4t))(\tanh(t))) dt integrate (-e^(2t)+(e^(4t)/4)+log(e^(2t)+1)) dt

Author
Egm6341.f11.team4.allen 10:56, 16 November 2011 (UTC)

= Problem R*6.2 - Show (1)p.34-6 agrees with King 2003 (1.6)p.8 = From [[media:Pea1.f11.mtg35.djvu|Mtg 35-1]]

Given
Equation (1) p.34-6 is $$\displaystyle y_P(x)=u_1(x)\int\frac{1}{h(x)}\left[\int h(x)\frac{f(x)}{u_1(x)}\,dx\right]\,dx$$.

Find
$$\displaystyle \mathbf {A)} $$ Show that Equation (1) p.34-6 agrees with King 2003 (1.6) p.8 which is $$\displaystyle y_P(x)=\int^x f(s)\left[\frac{u_1(s)u_2(x)-u_1(x)u_2(s)}{W(s)}\right]\,ds $$ with $$\displaystyle W := u_1 u_2' - u_2 u_1' = \begin{vmatrix} \ u_1 & u_2 \\ u_1' & u_2' \end{vmatrix}$$. $$\displaystyle \mathbf {HINT} \left( \frac{u_2}{u_1} \right)' = \frac{1}{h} $$ $$\displaystyle \mathbf {B)} $$ Also, discuss the feasibility of the following choices for variation of parameters: $$\displaystyle \mathbf {B.1)} y(x) = U(x) \pm u_1(x) $$. $$\displaystyle \mathbf {B.2)} y(x) = U(x) / u_1(x) $$. $$\displaystyle \mathbf {B.3)} y(x) = u_1(x) / U(x) $$.

Solution
$$\displaystyle \mathbf {A)} $$ Starting with the HINT, we'll apply the following basic differentiation rule: $$\displaystyle \frac{d}{dx}\left[\frac{u}{v}\right]=\frac{vu'-uv'}{v^2}$$ to find $$\displaystyle \frac{d}{dx}\left[\frac{u_2}{u_1}\right] = \frac{u_1u_2'-u_2u_1'}{u_1^2} $$. So, $$\displaystyle h = \frac{u_1^2}{u_1u_2'-u_2u_1'} $$. Next, we'll use integration by parts, $$\displaystyle \int u dv = uv-\int v du $$ with the following: $$\displaystyle u = \int h(x) \frac{f(x)}{u_1(x)} dx $$. $$\displaystyle dv = \frac{1}{h} = \frac{u_1u_2'-u_2u_1'}{u_1^2} dx $$. $$\displaystyle v = \frac{u_2}{u_1} $$. $$\displaystyle du = \frac{h(x)f(x)}{u_1(x)} dx $$. $$\displaystyle y_P(x) = u_1(x)\int\frac{1}{h(x)}\left[\int h(x)\frac{f(x)}{u_1(x)}\,dx\right]\,dx$$ $$\displaystyle y_P(x) = u_1(x) \int u dv $$ $$\displaystyle y_P(x) = u_1(x) [uv - \int v du] $$ $$\displaystyle y_P(x) = u_1(x) \left[ \frac{u_2(x)}{u_1(x)} \int h(s) \frac{f(s)}{u_1(s)}ds - \int \frac{u_2(s)}{u_1(s)} \frac{h(s)f(s)}{u_1(s)} ds \right] $$ $$\displaystyle y_P(x) = \cancel{u_1(x)} \frac{u_2(x)}{\cancel{u_1(x)}} \int \frac{u_1(s)^\cancel{2}}{u_1(s)u_2(s)'-u_2(s)u_1(s)'} \frac{f(s)}{\cancel{u_1(s)}}ds - u_1(x) \int \frac{u_2(s)}{\cancel{u_1(s)}} \frac{\cancel{u_1(s)^2}}{u_1(s)u_2(s)'-u_2(s)u_1(s)'} \frac{f(s)}{\cancel{u_1(s)}} ds $$ $$\displaystyle y_P(x) = \int^x f(s) \frac{u_1(s)u_2(x)}{u_1(s)u_2(s)'-u_2(s)u_1(s)'} ds - \int^x f(s) \frac{u_1(x)u_2(s)}{u_1(s)u_2(s)'-u_2(s)u_1(s)'} ds $$ $$\displaystyle y_P(x) = \int^x f(s) \frac{u_1(s)u_2(x)-u_1(x)u_2(s)}{u_1(s)u_2(s)'-u_2(s)u_1(s)'} ds $$ $$\displaystyle y_P(x)=\int^x f(s)\left[\frac{u_1(s)u_2(x)-u_1(x)u_2(s)}{W(s)}\right]\,ds $$ with $$\displaystyle W := u_1 u_2' - u_2 u_1' = \begin{vmatrix} \ u_1 & u_2 \\ u_1' & u_2' \end{vmatrix}$$. $$\displaystyle \mathbf {B.1)} y(x) = U(x) \pm u_1(x) $$. $$\displaystyle [y = U(x) \pm u_1(x)] * a_0(x) $$. $$\displaystyle [y' = U'(x) \pm u_1'(x)] * a_1(x) $$. $$\displaystyle [y = U(x) \pm u_1(x)] * a_2(x) $$. $$\displaystyle a_0y+a_1y'+y = U[a_0]+U'[a_1]+U'' + $$ left over terms without U and its derivatives. $$\displaystyle \mathbf {B.2)} y(x) = U(x) / u_1(x) $$. $$\displaystyle \left[ y = U(x) / u_1(x) \right] * a_0(x) $$. $$\displaystyle \left[ y' = \frac{u_1(x)U'(x)-U(x)u_1'(x)}{u_1(x)^2} \right] * a_1(x) $$. $$\displaystyle \left[ y = \frac{2U(x)u_1'(x)^2-u_1(x)[U(x)u_1(x)+2u_1'(x)U'(x)]+u_1(x)^2U''(x)}{u_1(x)^3} \right] * a_2(x) $$. $$\displaystyle \mathbf {B.3)} y(x) = u_1(x) / U(x) $$. $$\displaystyle \left[ y = u_1(x) / U(x) \right] * a_0(x) $$. $$\displaystyle \left[ y' = \frac{U(x)u_1'(x)-u_1(x)U'(x)}{U(x)^2} \right] * a_1(x) $$. $$\displaystyle \left[ y = \frac{2u_1(x)U'(x)^2-U(x)[u_1(x)U(x)+2U'(x)u_1'(x)]+U(x)^2u_1''(x)}{U(x)^3} \right] * a_2(x) $$. None of these alternative trial solutions are feasible because they don't produce the desired homogeneous equation that cancels out to simplify the equation. Also, there are several terms that do not contain $$\displaystyle U(x) $$ which were a requirement as well.

title: User:Egm6321.f11.team4.allen/HW6


text:
User:Mvieira~enwikiversity

ED 710 Test Page

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

title: User:Mvieira~enwikiversity


text:
User:Esmith1993/enes100/bridges

Link to DAS 3 team page.

Give instructor top 3 project choice list

 * Bridges
 * Ice Spikes
 * Perfume

Write problem statement
Create a starter bridge composed of Balsa Wood.

Assign Task1
Research stress on different bridge structures, and the various shapes used to create the truss structures.

Compare actual work done to Task3
Reviewed Truss Structures and Bridge formations

Week3 Narrative
Using a continuous span base is ideal for a spaghetti or starter bridge, because of it's one piece design. Using triangular truss structures and a pony truss design will maximize strength of bridge and not discount the weight of the bridge.

Assign Task4
Begin construction of bridge, assisting group with what is already done.

Compare actual work done to Task4
Research done on spaghetti and construction of spaghetti bridge.

Week4 Narrative
Spaghetti bridges are quite complex, they put your understanding of tension and civil engineering skills to work. Much easier than balsa wood due to the fact that spaghetti is far more flimsy than balsa wood. Links to spaghetti bridge information is recorded below.
 * Link to competition and tips for the competition.
 * Another link to spaghetti bridge competition.

title: User:Esmith1993/enes100/bridges


title: File:Pea1.f11.mtg39.djvu


text:
User:Egm6321.f10.team2.oztekin/hw6

R*6.6 - Finding a homogenous L2-ODE-VC by using reverse engineering
From the lecture slide Mtg 36-10

Given
Trial solution:

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$$ y=\frac{e^{rx}}{sin x}, r=\text{constant}$$ (6.6.1)
 *
 * }

Characteristic equation:

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$$\displaystyle (r-r_1)[r-r_2(x)]=(r-2)\left[r-\frac {1}{x+1}\right]=r^2+r\left(-2-\frac{1}{x+1}\right)+1 \left(\frac{2}{x+1}\right)=0$$ (6.6.2) which are
 *
 * }

$$\begin{align} r_1=2 \end{align}$$

and

$$\begin{align} r_2(x)=\frac {1}{x+1} \end{align}$$

Find
Find a homogeneous L2-ODE-VC from the trial solution and characteristic equation given above by using reverse engineering

Solution
Solved on our own

Differentiating the trial solution as follows:

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$$ \displaystyle y=\frac{e^{rx}}{sin x} $$ (6.6.3)
 *
 * }

For the first differentiate with Wolfram Alpha:

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$$ \displaystyle y' =e^{rx}\csc x(r-\cot x) = \frac{e^{rx}}{sin x}(r-\cot x)$$ (6.6.4)
 *
 * }

For the second differentiate with Wolfram Alpha:

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$$ \displaystyle y'' =e^{rx}\csc x(r^2-2r \cot x+ \cot^{2}x+ \csc^{2}x)= \frac{e^{rx}}{sin x}(r^2-2r \cot x+ \cot^{2}x+ \csc^{2}x)$$ (6.6.5)
 *
 * }

A homogenous L2-ODE-VC is equal to the product of the trail solution by characteristic equation:

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$$ \displaystyle a_2 y''+{a_1}y'+{a_0}y=\frac{e^{rx}}{\sin x}(r-r_1)[r-r_2(x)] $$     (6.6.6)
 *
 * }

Substituting Equation (6.6.3), (6.6.4), and (6.6.5) into equation (6.6.6) gives

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$$ \displaystyle \frac{e^{rx}}{\sin x}\left[a_2(r^2-2r\cot x+\cot^2x+\csc^2x)+a_1(r-\cot x)+a_0\right]=\frac{e^{rx}}{\sin x}(r-2)\left[r-\frac {1}{x+1}\right]$$ (6.6.7)
 *
 * }

With expanding the inside of brackets and then taking common parentheses of $$\displaystyle {{r}^{2}}$$, $$\displaystyle r$$ and 1, we obtain

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$$ \displaystyle r^2(a_2)+r\left(a_1-2a_2\cot x\right)+1 \left(a_0-a_1\cot x +a_2\cot^2x+a_2\csc^2x\right)=r^2+r\left(-2-\frac{1}{x+1}\right)+1 \left(\frac{2}{x+1}\right)$$

(6.6.8)
 *
 * }

So we get 3 equations for $$ \displaystyle a_2, a_1, a_0 $$ from the equality of both sides,

Solving for $$ \displaystyle a_2 $$

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$$ \displaystyle a_2=1 $$

(6.6.9)
 *
 * }

Solving for $$ \displaystyle a_1 $$

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$$ \displaystyle a_1-2\cot x = -2-\frac{1}{x+1} $$

(6.6.10)
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 * }

so we obtain

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$$ \displaystyle a_1=2\cot x -2-\frac{1}{x+1} $$

(6.6.11)
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Solving for $$ \displaystyle a_0 $$

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$$ \displaystyle a_0-2\cot^2 x+2\cot x+\frac{\cot x}{x+1}+\cot^2x+\csc^2x=\frac{2}{x+1} $$

(6.6.12)
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 * }

so we obtain

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$$ \displaystyle a_0=\cot^2 x-2\cot x-\frac{\cot x}{x+1}-\csc^2x+\frac{2}{x+1} $$    (6.6.13)
 *
 * }

If we substitute Eq. (6.6.9), Eq. (6.6.11) and Eq. (6.6.9) into a general form of homogenous L2-ODE-VC Eq. (6.6.6), we can have

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

$$y''+\left(2\cot x-2-\frac{1}{x+1}\right)y'+ \left(\cot^2 x-2\cot x-\frac{\cot x}{x+1}-\csc^2x+\frac{2}{x+1}\right)y =0$$ (6.6.14)
 *
 * }

Multipling all equation with $$\displaystyle {(x+1)}$$ gives,

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$$y''+\left[2(x+1)(\cot x-1)-1\right]y'+ \left[(x+1)(\cot^2 x-2\cot x-\csc^2x)-\cot x+2\right]y =0$$ (6.6.15)
 *
 * }

title: User:Egm6321.f10.team2.oztekin/hw6


text:
Aircraft

An aircraft is a flying machine. There are many different kinds of aircraft.

Some aircraft keep in the sky by moving air over their wings. Examples are aeroplanes, helicopters, and gliders. Some aircraft keep in the sky by floating. Examples are balloons and airships.

Most aircraft use engine power. Some aircraft use no power. Examples are gliders and balloons. A few aircraft use muscle power.

Big aeroplanes for transporting people are called airliners. Airliners fly at more than 850 km/h (530 mph). Less than 100 years ago, the quickest ships needed more than seven days to travel across the Atlantic Ocean because it is 4,800 km (3,000 miles) wide. Now airliners need less than seven hours to travel across the Atlantic Ocean. Airliners are the quickest way to travel. Airliners can fly over mountains and bad weather. Airliners have complex technology to make them fly quickly, safely, and for less money.

Fighting aircraft fly at 3,200 km/h (2,000 mph).

title: Aircraft


text:
User talk:Williamborg

I'm here only occasionally...

title: User talk:Williamborg


text: Template:Aerospace engineering

title: Template:Aerospace engineering


text:
TAO/Creating a Glossary of Common Terms in a Community

 * Mission: Gemeinsames Verständnis von Grundbegriffen in einer Community entwickeln
 * Zielgruppe: Senioren, Mitglieder von Communities (online oder offline)
 * Vorgehen:
 * 1) Erklären der Aktivität
 * 2) Brainstorming der Keywords
 * 3) Priorisieren der Keywords
 * 4) Artikel zu den Keywords erstellen
 * 5) Artikel diskutieren und redigieren (Abstimmungsprozess innerhalb der Gruppe)
 * Form: Plenum, Einzelarbeit, Gruppenarbeit
 * Zeit: Prozess takten nach Phasen
 * Tool: Wiki, Forum, Flipchart, Worddokumente,
 * Qualität: Reviewprozess durch Community (online oder offline)
 * Test: Kreuzworträtsel (fakultativ)
 * Beispiele: Beschreibung von Anwendungsfällen


text:
TAO/Silver Surfers' Social Services

 * 1) Preliminary Study 60Plus
 * 2) Focus Group Conversations SWNL
 * 3) First Wave TAO Survey NL - DE - CH

title: TAO/Silver Surfers' Social Services


text:
TAO/Silver Surfers' Social Networking Services

TAO: Silver Surfers' Social Networking Services - Thresholds & Drivers

Goal of the learning module
The goal of this learning module is to elaborate on the barriers preventing and the drivers enabling seniors' use of Social Networking Services (SNS).

Intermediaries
Organisations or individuals aiming to reach out to, interact with or activate seniors via SNS.

Teachers
Teachers who would like to understand the problems, barriers and drivers of SNS use by seniors, in order to develop a meaningful, appropriate and effective teaching practice.

Learning Units

 * Older Adults and Online Communities: Motives, Incentives, and Barriers (Exploratory Study)
 * Analysis of focus group conversations with members of SeniorWeb NL
 * First Wave TAO Survey NL - DE - CH

Validation
This information will be validated by the feedback from the people who either use this information in their own practice or who can or cannot relate to the diverse outcomes and recommendations generated by the research activities.

First steps

 * We should present the output from the Learning Units in an attractive and short format
 * We should invite teachers to review the Learning Units
 * This will (hopefully) lead to feedback and reflection (= validation)

Members of the Working Group Developing the Module
Stijn Bannier, Jonathan Bennett


text:
Laser Printer Motors

Laser printers break, are retired and normally sent through some recycling process within an institution. One of the ways to build up a set of motors for engineering projects is to take the laser printers apart. There are usually two motors in them. One moves paper through the printer and the other spins the mirror the laser bounces off of. The goal here is to document the motors found. The information comes from information found in printer manuals.

Pictures
Laser printers have a single motor that causes all movement in a printer except the spinning mirror that the laser bounces off of. These motors cost around $60 if purchased. It appears that the circuitry underneath is designed to keep them running at a constant speed even if the load varies by drawing more current.

Documentation
The printer path motor is typically an outboard, brushless DC motor. A bunch of gears are attached to it that cause all movement within the printer. The cable going to it connects to a controller as follows:

The cable has a J301 connector on one end and a J52 connector on the other end. There are 7 wires going between the connectors. From the motor's perspective:
 * pin 1&2 ground
 * pin 3 MON .. main motor rotates when "L" .. into the motor .. probably ground
 * pin 4&5 24 volts dc power to the motor
 * pin 6 MRDY .. motor rotating normally .. out of the motor to controller
 * pint 7 HALF ... rotate half speed when "L" .. into the motor .. probably ground

The next figure gives us more detail:

Again, from the motor's perspective:
 * pin 1&2 ground .. nothing new
 * pin 3 .. transistor is used to pull the motor to ground .. indicating that IC501 in the controller can not sink the current from the motor .. means that need to protect the arduino from spikes, back EMF, etc from the motor on this pin .. in different printer manual this is pulled up to 5 volts through pull up resistor like pin 6
 * pin 4&5 24 volts .. nothing new
 * pin 6 is tied high to 3.3 volts through a pull up resistor, so the motor is probably not drawing too much current when it pulls this low to indicate normal operation .. in different manual 3.3 volts is replaced with 5 volts
 * pin 7 is also tied high to 3.3 volts through a pull up resistor .. different from pin 3 .. this has something to do with the circuit board the brushless outboard DC motor is mounted on .. in a different manual this is 3.2 volts

Testing
First look at the solder pads of the cable connection to the circuit board underneath the motor to figure out where pin 1 is. Can see pins 1 and 2 (ground) are soldered together. Pin 3 is isolated as it should be. Pins 4 and 5 are soldered together (24 volts). Pins 6 and 7 are isolated as they should be.

Next found a connector from the printer and re-attach the cables to the motor. Then strip the ends of the wires and "tin" them with a soldering iron like "tin" the tip of the soldering iron. Then solder the stranded cable to solid cable that can be stuck into the arduino headers. Then warp electricians tape around the soldered joints in case they accidentally touch each other.

Now the goal is to match the colors up with the pins.
 * red is ground (pins 1 and 2)
 * blue is Motor on .. touch to ground when want to spin (pin 3)
 * orange is 24 volts (pins 4 and 5)
 * brown is what want to hook to a scope to see what the output of the motor looks like (pin 6)
 * green is touched to ground to cut the speed in half (pin 7)

The next step is to mount the motor on a board so it is easier to hold onto when it starts to spin.

Hooked up and motor spun fast and then slow. Drawing 120 ma fast, 85 ma slow and 50ma while off. Can not tell the speed.

Applying a load causes it to draw up to 1A .. max of the supply using. Looks like it is maintaining constant speed while different loads are applied.

Next Steps
Hook the brown wire to the middle of a voltage divider (probably a pot) and tie to an oscilloscope to see what happens. Perhaps can get an output that varies with the hall effect probes in the brushless motor.

Then hook to an arduino and use it to turn the motor off and on and display speed/rpm.

Then perhaps start hacking the circuitry on the circuit board to see if the speed can be varied .. either manually or electronically.

title: Laser Printer Motors


title: File:DLTI.zTrans.1.A.20111116.pdf


text:
File:7pin1.png

Summary
The intended use of this file is to reuse the main printer motor of a discarded laser printer in an engineering project where the motor is controlled by an Arduino. The original diagrams are used to become comfortable learning to read technical drawings and then begin making such drawings.

title: File:7pin1.png


text:
File:7pin2.png

Summary
The intended use of this file is to reuse the main printer motor of a discarded laser printer in an engineering project where the motor is controlled by an Arduino. The original diagrams are used to become comfortable learning to read technical drawings and then begin making such drawings.

title: File:7pin2.png


title: File:CLTI.DiffEQ.1.A.20111116.pdf


text:
User:Egm6321.f11.team1.zheng.zx/personal place/HW6

= R*6.7 Using variation of parameters method to get the 2nd homogeneous solution $$Q_2(x)$$=

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

\displaystyle (1-x^2)y''-2xy'+n(n+1)y=0 $$ $$
 * $$\displaystyle (Equation\; 6.7.1)
 * }
 * }

For n=2
 * {| style="width:100%" border="0" align="left"

\displaystyle (1-x^2)y''-2xy'+6y=0 $$ $$
 * $$\displaystyle (Equation\; 6.7.2)
 * }
 * }

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

\displaystyle P_2(x)=\frac{1}{2}(3x^2-1) $$ $$
 * $$\displaystyle (Equation\; 6.7.3)
 * }
 * }

== Find == Show the second homogeneous solution:
 * {| style="width:100%" border="0" align="left"

\displaystyle Q_2(x)=\frac{1}{4}(3x^2-1)\log \left ( \frac{1+x}{1-x} \right )-\frac{3}{2}x $$ $$
 * $$\displaystyle (Equation\; 6.7.4)
 * }
 * }

Solution
For a Non-homogeneous L2-ODE-VC:
 * {| style="width:100%" border="0" align="left"

\displaystyle y''+a_1(x)y'+a_0(x)y=f(x) $$ $$
 * $$\displaystyle (Equation\; 6.7.5)
 * }
 * }

Given 1st homogeneous solution u_1(x) Find 2nd homogeneous solution u_2(x).

$$ \displaystyle y(x)=U(x)u_1(x) $$

$$ \displaystyle \begin{align} y&=Uu_1 \\ y'&=Uu_1'+U'u_1 \\ y&=Uu_1+2U'u_1'+U''u_1 \end{align} $$

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

\displaystyle a_0y+a_1y'+y=U[a_0u_1+a_1u_1'+u_1]+U'[a_1u_1+2u_1']+U''u_1=f(x) $$ $$
 * $$\displaystyle (Equation\; 6.7.6)
 * }
 * }

Let

$$ \displaystyle Z:=U' $$

$$ \displaystyle Z'+\frac{a_1u_1+2u_1'}{u_1}Z=\frac{f}{u_1} $$

$$ \displaystyle \begin{align} \displaystyle h(x)&=exp\left [ \int \left ( a_1(x)+\frac{2u_1'(x)}{u_1(x)} \right ) dx \right ] \\ \displaystyle &=u_1^2(x)exp\left [\int a_1(x)dx \right ] \end{align} $$

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

\displaystyle Z(x)=\frac{1}{h(x)}[k_2+\int h(x)\frac{f(x)}{u_1(x)}dx] $$ $$
 * $$\displaystyle (Equation\; 6.7.7)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle U(x)=k_1+\int Z(x)dx $$ $$
 * $$\displaystyle (Equation\; 6.7.8)
 * }
 * }

$$ \displaystyle \begin{align} \displaystyle u_2(x):&=u_1(x)\int \frac{1}{h(x)}dx \\ \displaystyle &=u_1(x)\int \frac{1}{u_1^2(x)}exp \left [ -\int a_1(x)dx \right ]dx \end{align} $$

For

$$ \displaystyle \begin{align} u_1(x)&=P_2(x)=\frac{1}{2}(3x^2-1) \\ \displaystyle a_1(x)&=\frac{-2x}{1-x^2} \end{align} $$

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

\displaystyle \begin{align} \displaystyle \frac{1}{h(x)}&=\frac{4}{(3x^2-1)^2}\cdot exp \left [ -\int \frac{-2x}{1-x^2}dx \right ] dx\\ \displaystyle &=\frac{4}{(3x^2-1)^2(1-x^2)} \end{align} $$ $$
 * $$\displaystyle (Equation\; 6.7.9)
 * }
 * }

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

\displaystyle \begin{align} \displaystyle Q_2(x)=u_2(x)&=\frac{1}{2}(3x^2-1)\int \frac{4}{(3x^2-1)^2(1-x^2)}dx \\ \displaystyle &=\frac{1}{4}(3x^2-1)\left (-\frac{6x}{3x^2-1}-\log (1-x)+\log (1+x)\right ) \end{align} $$ $$
 * $$\displaystyle (Equation\; 6.7.10)
 * }
 * }

Rearranging:

Computing with the help of WA, please refer to: WalframAlpha

= R 6.9 Non-homogeneous Legengre equation with $$f(x)=1$$=

Given
Non-homogeneous Legengre differential equation:
 * {| style="width:100%" border="0" align="left"

\displaystyle (1-x^2)y''-2xy'+2y=f(x) $$ $$
 * $$\displaystyle (Equation\; 6.9.1)
 * }
 * }

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

\displaystyle f(x)=1 $$
 *
 * }
 * }

First homogeneous solution:

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

\displaystyle u_1(x)=P_1(x)=x $$ $$
 * $$\displaystyle (Equation\; 6.9.2)
 * }
 * }

== Find == The final solution $$y(x)$$ by variation of parameters

Solution
For a Non-homogeneous L2-ODE-VC:
 * {| style="width:100%" border="0" align="left"

\displaystyle y''+a_1(x)y'+a_0(x)y=f(x) $$ $$
 * $$\displaystyle (Equation\; 6.9.3)
 * }
 * }

Given 1st homogeneous solution u_1(x) Find 2nd homogeneous solution u_2(x).

$$ \displaystyle y(x)=U(x)u_1(x) $$

$$ \displaystyle \begin{align} y&=Uu_1 \\ y'&=Uu_1'+U'u_1 \\ y&=Uu_1+2U'u_1'+U''u_1 \end{align} $$

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

\displaystyle a_0y+a_1y'+y=U[a_0u_1+a_1u_1'+u_1]+U'[a_1u_1+2u_1']+U''u_1=f(x) $$ $$
 * $$\displaystyle (Equation\; 6.9.4)
 * }
 * }

Let

$$ \displaystyle Z:=U' $$

$$ \displaystyle Z'+\frac{a_1u_1+2u_1'}{u_1}Z=\frac{f}{u_1} $$

$$ \displaystyle \begin{align} \displaystyle h(x)&=exp\left [ \int \left ( a_1(x)+\frac{2u_1'(x)}{u_1(x)} \right ) dx \right ] \\ \displaystyle &=u_1^2(x)exp\left [\int a_1(x)dx \right ] \end{align} $$

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

\displaystyle Z(x)=\frac{1}{h(x)}[k_2+\int h(x)\frac{f(x)}{u_1(x)}dx] $$ $$
 * $$\displaystyle (Equation\; 6.9.5)
 * }
 * }
 * {| style="width:100%" border="0" align="left"

\displaystyle U(x)=k_1+\int Z(x)dx $$ $$
 *
$$\displaystyle (Equation\; 6.9.6)
 * }
 * }

For

$$ \displaystyle \begin{align} \displaystyle u_1(x)&=P_1(x)=x \\ \displaystyle a_1(x)&=\frac{-2x}{1-x^2} \\ \displaystyle f(x)&=1 \end{align} $$

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

\displaystyle \begin{align} \displaystyle h(x)&=u_1^2(x)exp \left [ \int a_1(x)dx \right ] \\ \displaystyle &=x^2exp \left [ \log (1-x^2)\right ] \\ \displaystyle &=x^2 (1-x^2) \end{align} $$ $$
 *
$$\displaystyle (Equation\; 6.9.7)
 * }
 * }

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

\displaystyle \begin{align} \displaystyle Z(x)&=\frac{1}{x^2(1-x^2)}\left [ k_2+\int \frac{x^2(1-x^2)}{x}dx \right ] \\ \displaystyle &=\frac{1}{x^2(1-x^2)}\left [ k_2+\frac{1}{4}x^2(2-x^2)\right ] \end{align} $$ $$
 *
$$\displaystyle (Equation\; 6.9.8)
 * }
 * }

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

\displaystyle \begin{align} \displaystyle U(x)&=k_1+\int \frac{1}{x^2(1-x^2)}\left [ k_2+\frac{1}{4}x^2 (2-x^2) \right ]dx \\ \displaystyle &= k_1+k_2\left ( \frac{1}{2}\log \left ( \frac{1+x}{1-x}\right ) - \frac{1}{x} \right ) + \frac{1}{8} \left ( 2x+ \log \left ( \frac{1+x}{1-x} \right ) \right ) \end{align} $$ $$
 *
$$\displaystyle (Equation\; 6.9.9)
 * }
 * }

Final solution:

= References =


text:
User:ARoberts/enes100/Apps

501 Creators Team Page

Write problem statement
I intend to create a working android application from App Inventor that I can run through my phone.

Assign Task1
My coming task will be to research through the tutorials of the Google App Inventor in order to learn the basics of how to create a working app so I can be able to make a more complex app as my final result. These tutorials includes making a picture and attaching a sound to it or changing the background by touch.

Compare actual work done to Task1
I read through many of the tutorials that the App Inventor website had to offer, though there were too many to read in just one weekend. I attempted to create one very simple app that included a picture that creates a sound when tapped. This is one of the basic apps that it shows how to create, so I will move on from there to more complex app.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Now that I have gone through enough of the tutorials, I will attempt to make more of my own apps varying in difficulty.

Compare actual work done to Task2
I have started to create my own basic apps starting with a simple background and button that when pressed will call a specified number. I named this app Touch to Call, and it displays the very basic of what can be done in App Inventor, and is given the steps necessary to make it possible to follow. With a good amount of luck, I was able to run the apps I made through my actual phone instead of through the given emulator. It made seeing my work much easier and in actual action than seeing it on a computer with a generic emulation.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
I plan to create a tutorial page for our project that explains how to start up the app inventor on a computer and a phone also.

Compare actual work done to Task3
Created a page for Installation of the app inventor software.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
I will continue to make an app of a little more difficulty. This is, most likely, intended to be the final app that I will display as the representation of the knowledge that I have gained from this project.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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

title: User:ARoberts/enes100/Apps


text:
User:Billinghurst/Wiki for family historians

Wiki
A wiki (Listeni/ˈwɪki/ wik-ee) is a website that allows the creation and editing of any number of interlinked web pages via a web browser using a simplified markup language or a WYSIWYG text editor. Wikis are typically powered by wiki software and are often used collaboratively by multiple users. Examples include community websites, corporate intranets, knowledge management systems, and note services. The software can also be used for personal notetaking.

What is a wiki?
a website that allows a group of people to write and edit any number of interlinked webpages using a web browser

At the face
 * an editable webpage
 * a construct

Approach
 * Inhabited
 * Collaborative
 * Only as good as the data input, so it could be rubbish in, rubbish out
 * a tool
 * extensible
 * customisable

What isn't a wiki?

 * A typical database with search results and search within results
 * complete
 * perfect
 * hierarchical
 * an easy work processor
 * vandal-proof
 * a place to hide something

Wiki construct
A wiki is a designable construct.
 * Somebody / some people work out how it flows, how it lives and breathes
 * Not static it evolves

Namespace
Pages on a MediaWiki wiki are grouped into collections called "namespaces", which differentiate between the purpose of the pages at a high level. Pages in certain namespaces can also have special properties or behave differently when they interact with other pages.

A coin it has two sides
 * A content layer
 * A discussion place for a content layer

Page
A place that holds the content that you wish to present

Talk: Page
Where you can
 * talk about the page
 * what is on the page
 * what isn't on the page
 * how it looks on the page
 * structure & content

A wiki is a sum of the namespace and the page content

Wikipedia

 * — an encyclopaedia

Wikisource

 * ../Wikisource/

Genie links

 * FamilySearch wiki
 * National Archives
 * GeneaWiki, part of GeneaNet
 * WeRelate
 * Public Record Office Victoria


text:
1000 Songs/LENOX (Lewis Edson)

LENOX (Lewis Edson)

1000 Songs

Text
Arise, my soul, arise; shake off thy guilty fears;

The bleeding sacrifice in my behalf appears:

Before the throne my surety stands,

Before the throne my surety stands,

My name is written on His hands.

He ever lives above, for me to intercede;

His all redeeming love, His precious blood, to plead:

His blood atoned for all our race, His blood atoned for all our race,

And sprinkles now the throne of grace.

Five bleeding wounds He bears; received on Calvary;

They pour effectual prayers; they strongly plead for me:

“Forgive him, O forgive,” they cry,

“Forgive him, O forgive,” they cry,

“Nor let that ransomed sinner die!”

The Father hears Him pray, His dear anointed One;

He cannot turn away, the presence of His Son;

His Spirit answers to the blood,

His Spirit answers to the blood,

And tells me I am born of God.

My God is reconciled; His pardoning voice I hear;

He owns me for His child; I can no longer fear:

With confidence I now draw nigh,

With confidence I now draw nigh,

And “Father, Abba, Father,” cry.

Author
Charles Wesley wrote Arise, My Soul, Arise in 1742. It was included in his book Hymns and Sacred Poems.

Music
Lewis Edson composed LENNOX and was one of the first American composers. He was part of the early American singing schools in the late 1700s.

Tune
LENNOX was first included in The Chorister's Companion in 1782. It quickly became one of the most popular fugal hymn tunes of the time. It has since been rearranged into a homophonic setting for modern singing. Without the fuging the simpl tune can become somewhat boring. It is entirely diatonic and has a fairly slow harmonic rhythm. It's hymnic meter is 6.6.6.6.8.8 with repeat.

Original Fugal Tune

Rearranged Homophonic Tune

Editor's Choice
Fugal Tune

title: 1000 Songs/LENOX (Lewis Edson)


text: File:Bottomlasermotor.jpg

title: File:Bottomlasermotor.jpg


text: File:Probability Discussion Distribution Function Left Continuous.svg


text:
User:Billinghurst/Wikisource

Wikisource
Wikisource is an online library of free content publications, collected and maintained by our community. We now have 252,264 texts in the English language library. See our inclusion policy and help pages for information on getting started, and the community portal for ways you can contribute. Feel free to ask questions on the community discussion page, and to experiment in the sandbox.

Note Each namespace has a talk namespace

 *
 * Help:Proofread
 * Help:DjVu files
 * archive.org & my bookmarks
 *

title: User:Billinghurst/Wikisource


text: File:Toplasermotor.jpg

title: File:Toplasermotor.jpg


text: File:Pincloseup.jpg

title: File:Pincloseup.jpg


text: File:SolderingCables.jpg

title: File:SolderingCables.jpg


text: File:Probability Discussion Uniform Distribution CDF.svg


text: File:MountOnBoard.jpg

title: File:MountOnBoard.jpg


text:
3-bit Walsh permutation; table

'''This page is currently undergoing renovation. Actually, it may also be deleted.'''

See also: Walsh permutation; bit permutation, Walsh permutation; inversions

title: 3-bit Walsh permutation; table


text:
Gravitation

Gravitation is the fundamental force of attraction between objects having masses. In everyday life, gravitation is commonly thought of as the weight of an object. the fundamental force of attraction that exists between all particles with mass in the universe

Gravitation keeps the Earth and the other planets in their orbits around the Sun. It keeps the Moon in its orbit around the Earth. It causes tides, convection and many other things that happen. Gravitation is also the reason that the Earth, the Sun, and most other objects in space exist. Without it, matter would not have come together into these big masses. Without gravitation, life as we know it would not exist.

Physics describes gravitation using the theory of general relativity. Newton's law of universal gravitation is very similar to the theory of relativity but much more simple.

The term "gravity" is often used to mean "gravitation". In science, the terms "gravitation" and "gravity" are used differently. "Gravitation" is the theory about the attraction. "Gravity" is the force that pulls objects towards each other. Unit of gravitational force is Newton.

Studies
/Four potential gravitation

Other websites

 * Gravity Probe B Experiment The Official Einstein website from Stanford University
 * Gravity for kids (flash)
 * How stuff works: How does gravity work?

title: Gravitation


text:
Engineering Projects/Bridges/Howard Community College/fall2011/550 ESS

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

Team Members

 * E

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?

Clarity
Is there enough detail that the questions provoked focus on the next step rather than clearing up fog? Is there enough detail that alternative conclusions can be flirted with? Is there enough transparency that finished and unfinished boundaries can be seen?

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: Template:Gravitation

title: Template:Gravitation


text:
Engineering Projects/Illuminate Clothing/Howard Community College/Fall2011/550 Tfalak 3RD PROJECT

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

Team Members
TFalak

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?

Clarity
Is there enough detail that the questions provoked focus on the next step rather than clearing up fog? Is there enough detail that alternative conclusions can be flirted with? Is there enough transparency that finished and unfinished boundaries can be seen?

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:
User:Tfalak/enes100/Illuminate clothing

Link to project.TFALAK 3RD PROJECT team page.

Compare actual work done to Task1
Over the weekend, I started learning about the Arduino LilyPad, the one from last project. I started learning about its program and how it can be controlled. I installed the program, but I was lacking LiyPad programer and the USB cable to attach it with. Once I will get it, I will start to program it, and control the LEDs with the help of Arduino LilyPad.

Assign Task2
Over the weekend, I will get my LilyPad programer and the USB cable to attach it to the LilyPad, so I can start to program the LED's and glow them on my desire.

Compare actual work done to Task2
Rationalize differences

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

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

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

Compare actual work done to Task3
Rationalize differences

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

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

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

Compare actual work done to Task4
Rationalize differences

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

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

Complete Project Page
Follow the "project done" format.

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

title: User:Tfalak/enes100/Illuminate clothing


text:
User:Cdiffendal7527/enes100/Rubberband gun

Link to team page Rubberman2

Write problem statement
I need to make rubber band gatling gun that can fire using a drill or electric motor to spin the barrels

Assign Task1
I need to find an easy to replicate trigger mechanism that I can make out of wood or find a file on the internet that can be used with the 3D printer.

Compare actual work done to Task1
I found a trigger design that is very similar a store bought rubber band gun. | This trigger looks like it was made with a maker bot 3D printer but I who ever made this trigger did no share their computer design on the web so I can not reproduce that trigger on the maker bot in our class.

Week2 Narrative
During this week I couldn't find a file for this trigger assembly that could work with the maker bot. All though I couldn't find a file I was able to get a good idea on how this trigger works. I went and began building my own trigger assembly based off the picture I saw on the link I have in this summary. during the building process I realized that the parts didnt need to be very precise which made the trigger very easy to make. All I used was a small piece of 3/8 ply wood and used a template I made to draw the pieces and a band saw to cut them out. | This is my finished trigger I pulled one side off you can see it work.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
During week three I will make 10 triggers and mount them on a drum like a Gatling gun.

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
Cdiffendal has shown to be highly motivated and committed to the project in manufacturing a trigger mechanism for the Rubber Band Gun. This does help push the project forward but, I believe the process of hand crafting trigger mechanisms to be too time consuming. It might be better to purchase the trigger and sprocket set from www.rubberbandguns.com.CFurby 04:52, 4 December 2011 (UTC)

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 a signature ~ by entering four tildes in a row 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:
User:Felhariri3680/enes100/rubberband gun reloaded

Link to project 550_JK team page.

Give instructor top 3 project choice list

 * Boat
 * Coanda
 * Rubberband gun continuation

Write problem statement
How can the best working gattling gun made out of legos be created so that rubber bands can successfully and efficiently be reloaded then fired?

Assign Task1

 * Keep working on sketchup
 * Think of the details that need to be implemented on the gun
 * Think of a different trigger system (rather than the already implemented string trigger)

Week1 Activities
Rationalize differences
 * Looked up the lego website for motors that can turn our gun.
 * Discovered that both bases holding up our gattling gun should be the same height so that the rubber bands can be fired straight out and not down or up
 * Experimented on the accuracy of the aim on our pistol created the last project

Week1 Narrative

 * The Lego power functions website contains two kinds of batteries. One that works through inserting batteries and delivers around 800 mA. The second is a rechargable battery that can be useful once attached to our gun. The first battery may be too bulk when attached to our gun.

 * A picture of what is seen when aiming with the red eye

 * A picture of my target and the red eye side by side

 * Next step would be to try and improve the accuracy and to approach an average value of 0.

 * Solutions:
 * 1) Move the red eye aim accordingly so the shot can be more accurate
 * 2) I noticed that when the rubber band was winded up, the front of the gun tilted just a bit. So changing the lego blocks and the structure in some way so that it does not tilt.
 * 3) When testing, the same kind of rubber band must be used since they have different elasticity(s).

Assign Task2

 * Decide which battery is best to use for propelling our motor and then ordering it
 * Try removing the second base from our gun since it does not make it look like a gun
 * Experiment new ways a trigger system can be implemented

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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row 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:
Fixed-wing aircraft

A fixed-wing aircraft, more often called an aeroplane or airplane is a kind of aircraft. An aircraft is a machine that can fly, but is heavier than air. Fixed-wing aircraft are sometimes called just planes. All fixed-wing aircraft have wings. Gliders are fixed-wing aircraft that do not have engines.

History
A steam-powered unmanned fixed-wing aircraft, that weighed 9 lbs. , was built by John Stringfellow in England in 1848. It could fly by itself without needing to be dropped from high up. There were gliders before this, but they had to fly by being pushed off a building or hill.

The first man who flew (that is: took off, steered and landed) a motor-powered fixed wing aircraft was Orville Wright in 1903 in Kitty Hawk, North Carolina, USA.

Today, fixed-wing aircraft fly between many cities all over the world, bringing people and cargo. Big cities usually have an international airport, which is the place where fixed-wing aircraft can land and take off safely. Some large cities like New York City and London have more than one airport. Two large makers of fixed-wing aircraft are Airbus and Boeing.

Uses
The first aircraft for war bombing was used in Libya in 1911 by Italy against the Ottoman Empire. Some fixed-wing aircraft are used by air forces to defend countries. These fixed-wing aircraft may use guns or missiles for combat with other aircraft, or they may drop bombs on ground targets.Airplanes are also used by the military to see many things on the ground easily. This is called surveillance or reconnaissance.

Fixed-wing aircraft allow people to travel longer distances, and faster than ships or trains. Aircraft can fly from New York to London in about 7 hours. It would take one week or more on a ship.

title: Fixed-wing aircraft


text:
User:Ritamdutta~enwikiversity

I am a PhD scholar at the Pennsylvania State University College of Education, USA. I research social d/Discourses and informal learning.

title: User:Ritamdutta~enwikiversity


text:
Template:Wikimedia/doc

Usage
This template takes no input parameters, and takes the value and creates links to all the sister wikis.

Used for creating links for common pages, eg. user pages across Wikimedia Foundation.

title: Template:Wikimedia/doc


text:
User talk:Ritamdutta~enwikiversity

 Hello Ritamdutta, 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.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! Jtneill - Talk - c 12:40, 17 November 2011 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Ritamdutta. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Ritamdutta~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:51, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:20, 19 April 2015 (UTC)

title: User talk:Ritamdutta~enwikiversity


title: File:CLTI.DiffEQ.1.A.20111117.pdf


text: File:Hailong.2011 11 17 08 53 10.pdf

title: File:Hailong.2011 11 17 08 53 10.pdf


text:
Engineering Projects/Music projects/Howard Community College/fall2011/502 SynthTeam

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

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

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

Team Members

 * Mark Muhlbock

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?

Clarity
Is there enough detail that the questions provoked focus on the next step rather than clearing up fog? Is there enough detail that alternative conclusions can be flirted with? Is there enough transparency that finished and unfinished boundaries can be seen?

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:
User talk:Gtrhead

About Me
I was born in San Francisco, CA but spent most of my life growing up in Cerritos, a suburb of Southern California. For a brief stint, my family and I lived in Hong Kong for 2 years where I went to kindergarten. I now live in La Mirada, CA with my wife.

Chronology

 * 1974: Attended kindergarten at Hong Kong International School in Kowloon, Hong Kong
 * 1976-1982: Attended grade school (grades 3rd through 6th) and junior high (grades 7th and 8th) at St. Pius V in Buena Park, CA. Activities included playing guitar in church services.
 * 1983-1986: Attended high school at St. John Bosco H.S. in Bellflower, CA. Activities included marching band (clarinet), concert band (clarinet), theater, wrestling, and Honor Roll.
 * 1986-1993: Attended California State University, Long Beach where I received a B.S. in Computer Science (class of 1993). Activities included Shotokan Karate Club
 * 1993-1996: Worked as a programmer for the Los Angeles County Sanitation Districts. I developed in-house systems for Industrial Waste and Accounting using PL/I, CICS, DL/1, VSAM on an VM/CMS mainframe.
 * 1996-2000: Eager to learn technologies beyond the mainframe environment I was in, I accepted a position as a programmer for the Capital Group Companies. I worked on the reporting sub-team of a Portfolio Accounting system using C, Unix, and Sybase databases.  I was also the SME for a VMS-based mainframe formatting tool called CSF (Custom Statement Formatter).
 * 2000-2006: Transferred to a Technical Architecture team working as a Technology Analyst. Initial responsibilities were learning Windows desktop technologies by inventorying all Windows desktop applications in use by the development teams, supporting and enhancing several Java-based monitoring applications, and eventually becoming an SME for Rational ClearCase and ClearQuest.
 * 2006-2009: Returned to school to pursue an A.A. Degree in Music (Jazz Guitar) from Fullerton College. Music has always been a passion in my life since age 10 when I first began playing guitar and I was eager to obtain some formalized education in this area.
 * 2007: Married a wonderful woman
 * 2008: Formed a band called The Jazz Exchange, a quartet consisting of bass, drums, guitar and sax. Since its formation we have added a keyboard player and singer.  Our repertoire consists of a variety of genres within the jazz vein including old-time swing standards, bossa novas, blues, jazz-influenced pop, bebop, and light funk.  My band has played at a number of venues including Steamers Jazz Cafe in Fullerton, CA and the Cerritos Performing Arts Center.

Why I'm Here
With technology changing as rapidly as it has been, I have found it increasingly difficult to market myself in the Information Technology world. Skills and technologies I have spent years learning have become obsolete, programming jobs are now more commonly outsourced and the continually changing nature of I.T. puts one in a constant state of having to play "catch-up".

During my tenure in I.T., I had a number of support duties, one of which was documenting systems for end-users. Time and again I received high marks for my written communication skills from peers, clients, managers and end-users. People found my writing comprehensive, detailed and concise. After putting some time into documentation efforts and making them available, I found that I was spending less time answering basic questions in one-on-one settings. Interestingly enough, I found that I enjoyed this aspect of my job as I was getting more praise than critiques on my writing.

While studying music, there were a number of classes each semester that required the submission of Concert Reports, where we were supposed to attend a music concert and write about it. The impetus of these assignments was to

 * 1) Support the arts
 * 2) Analyze the performance using our own knowledge of music terminology

With a background in Information Technology and a demonstrated strength in written communication, a position in Technical Writing seemed a logical way to marry my technical background with my writing skills.

Accomplishments

 * 1992: Black Belt (1st Degree), Shotokan Karate of America
 * 1993: B.S. Computer Science, California State University, Long Beach, Long Beach, CA
 * 1994: Black Belt (2nd Degree), Shotokan Karate of America
 * 2009: A.A. Music Performance (Jazz Guitar), Fullerton College, Fullerton, CA

Interests (in no particular order)

 * Music: rock, jazz, classical, new age
 * Games: Scrabble, Scattergories
 * Entertainment: documentaries about astronomy, science fiction
 * Sports: karate, weight lifting
 * Stock market trading

 Hello Gtrhead, 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.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Ottava Rima (talk) 16:11, 17 November 2011 (UTC)

Exercise 1
Use search engines and Wikipedia to research the background of wiki contributors. List what is known about these people. List what is unknown.

Known

 * Name: PamD
 * Female
 * Lives in Leeds and Silverdale in Great Britain
 * Is looking after her mother in Silverdale
 * Retired librarian
 * Likes to proofread and correct

Unknown

 * Pam's "range of interests"
 * Age
 * Marital status
 * Kids (if any)

Exercise 2
Write "How to make instant coffees" steps for Wing Lee.

Since it is noted that Wing likes to cook, I have done this assignment as a recipe to make as concise as possible.

Ingredients

 * 2 cups boiling water
 * 1-2 tsp. instant coffee mix (i.e. Folgers, Taster's Choice, etc.)
 * 1-2 tsp. sweetener (i.e. sugar, Sweet and Low, Equal, Splenda)
 * 1 tbsp. creamer (i.e. milk, Half and Half, Carnation powdered creamer)

Mix water with instant coffee mix, stir. Add sweetener and creamer to taste, stir. Enjoy!

title: User talk:Gtrhead


text:
User:Nridings2/enes100/ComboLockPick

NZ Link to team page.

Give instructor top 3 project choice list
1. Combo Lockpick

2. Tape Purge

3. Robot arm

Write problem statement
Unlocking a combination lock requires one of two things, either the combination or an ability to pick locks. This ability is not easy to learn, however, so a device that will be able unlock a combination lock could be substituted. The objective of this project is to make a device that can pick a combination lock.

Assign Task1
Research potential designs/ existing combolockpicks.

Compare actual work done to Task1
Looked at the videos of the LockCracker and found the website that shows how it works.

Week1 Narrative
I looked at the videos to see how the LockCracker works and what parts they used and how they programmed the LockCracker.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Research the programming of the LcokCracker.

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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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

title: User:Nridings2/enes100/ComboLockPick


text:
User:Muzzlbock/enes100/Synthcontrol

Link to team page.

Write problem statement
Figure out the MIDI to Arduino connection to the Synthesizer to the computer and figure out all the functions of the synthesizer and figure out if I can extend the capabilities of the synthesizer

Assign Task1
Get the Sytheseizer hooked up to the amplifier and the amp hooked up to the speakers on the wall in the room in order to see if the synth works and the amp works. Also begin to figure out the inputs to put into the arduino to the put into the synth and figure out what does what.

Compare actual work done to Task1
Worked on hooking the synth up to the wall speakers. Initially had problems because none of the inputs of the amp matched any of the outputs of the synth. Then talked to teacher to see if he had a solution. He ended up finding connector s that were RCA on one side and "Banana" on the other side. The RCA was hooked up to then hooked up to the amp and the banana connector plugged into the synth. I the had the obstical of getting the amp hooked up to the speakers already mounted on the wall in the room. Again I failed to have the correct connector at the time. Then to just test the amp and the synth I tried to connect a cheap speaker up to the back of the amp. this ended up not working because the speaker I suspect was broken. The next day I brought in an adapter that allowed me to connect a headphone like jack into the large head phone jack on the amp. on the other side of this connector were two rca connectors that plugged into the wall. this then allowed the synth to play through the speakers on the wall which actually ended up being pretty loud.

Week1 Peer Review
Currently do not have any peers to comment on but am currently reading Mareno's older documentation on the last music project. especially learning a lot from th tutorial he has pasted on the arduino syntax that he learned and am currently learning as much from his documentation as possible

Assign Task2
Next i will be hooking up the arduino to the up to the synthasiezer and learning how to control it with the arduino. will follow what Mareno did with the normal keyboard and see if the same thing works with the synth. see if weather or not they are controled the same or differently. probably will be a lot more commands possilble due to the many possibilities of the syth

Compare actual work done to Task2
Worked on connecting the Arduino to my computer at home. And writing some code

Week2 Narrative
This week the first was getting the arduino to work on my home computer.

As far as the arduino is concerned, I noticed I had a problem last week when it would not upload code correctly from my home computer, but when I came to class the first day of the week, it uploaded just fine. After a fairly long process of trying several things, including among the actual solutions, checking to make sure I had the correct arduino drivers and that I had at least the minimum number of libraries to run the "Hello World" code. As it turns out, it was a combination of two things:

The arduino environment (what you write code for the arduino in) has to in essence "find" the arduino once it's hooked up to your computer. You have to make sure you have the right model of arduino selected (such as arduino Uno, arduino Mini, arduino Fio - in my case, arduino Duemilanove), and that it's "looking" in the correct COM port. The default, I was lead to believe, is that it will always look for the arduino Uno in COM 1. To find this setting and change it, go to tools -> board and select the correct arduino board. The correct COM port is a bit trickier if you don't already know how to find it. First one must find that the arduino is properly recognized in the device manager. On a Windows 7 64 bit operating system, go to the control panel -> system and security -> system -> device manager -> Open the drop-down menu labeled "Ports (COM & LPT)". The arduino Duemilanove was recognized as the "USB Serial Port(COM3)", but other boards are recognized under different names. To change the COM port the arduino environment looks for, go to tools -> Serial Port and select the corresponding COM point. Instructions for making sure you have the correct drivers, and information about how your computer recognizes your respective arduino board can be found on the arduino website here.

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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
This coming week I plan to take home some device that I'm more confident I can get talking to the arduino - either the keyboard in the engineering design classroom, or the toy guitar, and seeing if I can get that instead to talk to the arduino. Additionally, I will start looking into how to produce sound with an arduino.

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 a signature ~ by entering four tildes in a row 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 a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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

title: User:Muzzlbock/enes100/Synthcontrol


text:
Bernoulli Effect/Howard Community College

 * /Fall2011/


text:
Bernoulli Effect/Howard Community College/Fall2011/502 Desiz

Problem Statement
To differentiate between Bernoulli and Coanda Effect.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.
 * User:Mkhan4793/enes100/Bernoulli Effect
 * User:Hsingh8658/enes100/Bernoulli Effect
 * User:Afayyaz6843/enes100/Bernoulli Effect

Summary
The main purpose of our project was to distinguish between Coanda and Bernoulli effect. We started by looking at some demonstrations of bernoulli effect. While looking through them, we found that some applications of Bernoulli effect were explained erroneously. We were focussing more on floating of table tennis ball in air stream of hair dryer. Bernoulli's law cannot be applied to a free air stream because friction plays an important role. The situation is similar to the laminar flow of a liquid with viscosity inside a tube. The different velocity of the stream layers is caused by viscosity. The static pressure is same throughout the whole cross-section. A free air stream in the atmosphere is decelerated by friction. If static pressure in a free air stream is equal to atmospheric pressure, some of the demonstrations are interpreted incorrectly since the effects observed are not caused by Bernoulli's law. The ball remains in air due to Coanda effect. Due to coanda effect the air stream sticks to the surface of the ball and the airstream is directed downward and the reaction force keeps the ball upwards. The following link explains this effect http://www.sciencetoymaker.org/balloon/links.html One source of confusion is the derivation of Bernoulli's law based on the theorem of energy conservation. Bernoulli's law should be derived from the tangential acceleration as a consequence of declining pressure. Another source of difficulties is the fact that many physics textbooks do not mention normal acceleration of flow and the resulting pressure gradients perpendicular to the flow.

Both, Bernoulli's law and the generation of pressure gradients perpendicular to the flow are consequences of Newton’s laws. None of them contradicts those.

Bernoulli's law is insufficient to explain the generation of low pressure. A faster streaming velocity never produces or causes lower pressure. The physical cause of low or high pressure is the forced normal acceleration of streaming air caused by obstacles or curved planes in combination with the Coanda-effect. Pressure gradients generated by the deflection of streaming air can be clearly demonstrated by simple experiments.Coanda is the tendency of a moving fluid, either liquid or gas, to attach itself to a surface and flow along it. As a fluid moves across a surface a certain amount of friction (called "skin friction") occurs between the fluid and the surface, which tends to slow the moving fluid. This resistance to the flow of the fluid pulls the fluid towards the surface, causing it stick to the surface. Thus, a fluid emerging from a nozzle tends to follow a nearby curved surface-even to the point of bending around corners-if the curvature of the surface or the angle the surface makes with the stream is not too sharp.

Poster
Added poster

We have put the pictures of the demonstrations that we had done in the order:

Story
Our explanation of Bernoulli effect for standing of ping-pong ball in air was also wrong.The correct explanation involves the Coanda effect. When the air stream flows past the ball, some of the air follows the contour of the ball and only leaves after it moves a significant distance along the surface of the ball. In effect, the ball is "pulling" the air around its surface. There must always be some reaction force on the ball, which points in the direction of the air stream and upward, holding the ball in the air. This effect can be better understood by following this http://www.sciencetoymaker.org/balloon/links.html

We also had worked on different demonstrations during the coarse of last few weeks.

http://www.youtube.com/watch?v=Q7psavgw98Q

http://www.youtube.com/watch?v=bNNfs2P5Gkc&feature=related

http://www.youtube.com/watch?v=Z95TKv1YEPA&feature=related

http://www.youtube.com/watch?v=nsqNO_yPKg0&feature=related

These demonstrations were done by different team members put effort in them individually.

Decision List
We decided to work on the mechanism of Bernoulli Box. We did understood how it was working,but we were not able to find the bernoulli disk. Because of the reason we didn't get the bernoulli disk, we were not able to show the demonstration. We all decided to demonstrate the Bernoulli effect, but all agreed that the effect we demonstrated was more of a Coanda and not Bernoulli.

Material List
Two Hair driers.

Ping Pong balls

Zip drive that was designed on the basis of the Bernoulli principal.

Tube

5.0 amp adapter, and USB cable for zip drive

plain paper

roll of toilet paper

blower

Software List
The most part was to research using different search engines. Used different websites to conclude the information and research.

No particular software was used and needed for this project.

Time
The amount of time we spent on pushing the project forward was 5-6 hours weekly and 2 class periods. That's makes a total of 24 hours for each and a team total of 72 hours. Additional time was spent if needed to finish something. We all gathered up in the library, shared our ideas, and finished anything that was incomplete.

Tutorials
Doing research and understanding the difference between Bernoulli effect and coanda was the most important part of the project. Links on user-pages of our team members can be very helpful in understanding those differences.

Most of the tutorials we got were from youtube videos.

Next Steps
The research has been done from a variety of different resources. The differentiation has also been done on Coanda and Bernoulli effect based on the research we had done. The next step would be to design something new to distinguish between Coanda and Bernoulli Effect. Find a Bernoulli disk and make the motor spin to show the Bernoulli Effect in the Iomega Zip Drive.

Demonstrate the bernoulli effect using balloons

Misconceptions About Bernoulli Effect
We have reseached and done a lot of demonstrations in order to differentiate Bernoulli Effect with Coanda Effect. Our research mostly started with the explanations about Coanda effect which we thought was the Bernoulli Effect. The demonstrations that we did with the ping pong balls was the coanda effect. After having a discussion with the team mates, we came to the conclusion that the Bernoulli effect is the phenomenon of internal pressure reduction with increased stream velocity in a fluid.

These pictures are given in order to show the correctness of the airplane flight.


text:
Talk:Bernoulli Effect/Howard Community College/Fall2011/502 Desiz

100 points .. perfect 204.126.132.241 17:52, 22 November 2011 (UTC)


text:
File:Illusion 1234.JPG

Licensing
for school project

title: File:Illusion 1234.JPG


text:
File:Illusion different angle 1234.JPG

Licensing
for school project

title: File:Illusion different angle 1234.JPG


text:
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title: User talk:JusticePittman2015