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Motivation and emotion/Book/2011/Self-efficacy and achievement

Overview
This chapter explains the concept of self-efficacy and how it applies to achievement orientated behaviour. In addition to this, real world applications of this motivational construct will be applied to some common endeavours, such as academic achievement, weight loss, and the desire to quit smoking. These three items will be explored through relevant studies that link each to the important role of self-efficacy in acheiving successful outcomes. After reading this chapter, it is hoped one will gain an appreciation of the vital role self-efficacy plays, in not only determining a particular achievement outcome, but also in the ability to cope with the unpredictability of life in general.

What is self-efficacy?
When you think of self-efficacy, you would probably understand it as a level of self belief in your own skills, competencies and knowledge when pertaining to a particular task or situation(Ang & Dyne, 2006). This is partly true, as Bandura (1982) states “a capability is only as good as its execution”, with this in mind, self-efficacy is better understood as the perception of how well one can orchestrate their abilities, knowledge and sub skills to cope with and manage prospective events or situations (Bandura, 1982). In laymen’s terms, self-efficacy equals level of self belief in ones ability to form coping strategies within a given situation or environment. In the context of university study, self-efficacy would refer to a student’s belief in their ability to execute a course of action, utilizing relevant skills and knowledge, to complete given tasks that are required for achieving desired grades and learning (Joet Usher & Bressoux 2011). One student may have a high level of self efficacy in the academic domain whilst another’s self efficacy in the same domain may be low. To understand why this occurs could be best explained by how an individual develops self-efficacy and the sources of this development.

Foundations of self-efficacy
Bandura (1977) suggests that self-efficacy arises from four primary sources of information, these being: mastery experience, social persuasions, vicarious experience and emotional and physiological states. Mastery experience is one of the key sources of self-efficacy and is derived from interpretations in regards to ones performance during a particular task or situation (Joet, et al., 2011). If an individual perceives that they have been successful in a particular action, self-efficacy would usually rise and if the same individual thought that the same action was a failure, then self-efficacy is expected to fall. The important thing to note hear is that it is ones own perception of how they coped within the context of a particular performance, which ultimately determines how self-efficacy is, altered (Joet, et al., 2011). For example, take two university students who have both received the same grade on a statistics assignment, one might view the grade as an achievement within the context of the difficulty of the subject, how much effort was needed and how much help was required, whereas the second student might perceive the grade as a failure within the same context. As a result you have two people perceiving the same level of performance in ways that could both raise or lower self-efficacy known as mastery experience (Bandura, 1977).

A second source of self-efficacy comes from vicarious experience that is learning from watching others actions such as classmates, family and friends (Shunk, 1991). One of the best bases for comparing ones own performances is to find similar others. When similar peers are viewed successfully performing a task it conveys to the viewer that they could also accomplish the same task (Shunk, 1991). Vicarious experience has a typically weaker effect on self-efficacy when compared to experience mastery experience and any increase in self-efficacy vicariously obtained can be easily neutralised by subsequent failures (Shunk, 1991). Take for example a class presentation. You watch a shy classmate successfully complete the task and think to yourself “if they could do it so can I”. Through vicarious experience your self-efficacy towards the task is high, but you end up performing poorly on the presentation. As a result of this poor performance, your high self-efficacy towards similar tasks in the future has been negated.

Social persuasions are the third source of self-efficacy proposed by Bandura (1977). This pertains to evaluative feed back from various sources such as peers, similar others and significant others in regards to how you performed on a particular task or in a particular situation(Shunk, 1991).

Finally, how an individual interprets their emotional and physiological states during diverse situations can either hinder or promote high self-efficacy. For example, when a student gives a presentation you can bet that they are nervous and anxious before and more often than not, during their performance. One student might perceive these nerves as the bodies’ way of preparing them for a successful delivery whereas another student may view such feelings as an indication that they are not confident or competent enough to perform, this then becomes a hindrance that undermines their self-efficacy towards the subsequent task (Shunk, 1991).

In a nutshell, self-efficacy is formed from ones perceived performance accomplishments (mastery experience), observational experiences (vicarious learning) different sources of persuasion (social persuasion) and finally, physiological and emotional evaluation.

Achievement outcomes: Real-world applications
In achievement settings, with adequate skills, meaningful value of the desired outcome and a positive approach toward expected outcomes, it is hypothesised that self-efficacy greatly influences the choice and direction of an individual’s behaviour (Shunk, 1991). A person will usually not be motivated if they believe a particular course of action will result in a negative outcome. This helps explain why many people who have negative experiences in relation to academic achievement, weight loss and the desire to quit cigarettes, have relatively low self-efficacy towards these tasks ( Zundert, Ferguson, Shiffman & Engels, 2010). We will now look at the fore mentioned tasks and see how self-efficacy plays an important role in achieving success in the pursuit of theses goals.

Academic achievement
Just getting accepted into a university is an accomplishment in itself, actually persisting through seemingly endless assessment tasks and finally graduating, is an even more significant accomplishment (Vuong, Brown-Welty & Tracz, 2010). In America and more likely elsewhere in the world, first year university students have a high rate of attrition. More often than not, the common reasons behind this high drop out rate can be found in the students’ dissatisfaction with their university experience, their constant struggle to achieve academic competence and perceived lack of autonomy (Vuong et al., 2010).

Recent studies have suggested that an important cognitive resource for academic success is self-efficacy (Majer, 2009). Furthermore, research of first year university students, who were also the first members of their respective families to attend university, known as first generation students, found that self-efficacy was a significant predictor of student performance, expectations, retention and grade point average (GPA) (Majer, 2009). To test this theory, a sample of 96 first generation undergraduate university students, 28 men and 68 woman, mean age 24.4 years, were asked to complete the Beliefs in Educational Success Test (BEST). The BEST is based on Bandura’s (1997) cognitive-behavioural self-efficacy theory which basically revolves around ones sense of confidence that they have the ability to engage in behaviours that are goal orientated,(Majer, 2009). This test was used to measure the students’ level of confidence and self belief in being able to engage in behaviours relating to 10 hypothetical situations related to university education (Majer, 2009). Questions included a stem question “how confident are you…” (the stem question proceeds all the hypothetical situations), followed by academic specific situations such as, “in your ability to learn new information”, “that you will complete required coursework” or “seek a lecturers help during office hours” (Majer, 2009). Scores ranged from 0% (not at all confident) to 100% (very confident). Results indicated that there was a positive relationship between levels of self-efficacy in the academic domain and end of year GPA scores and student retention rates. This suggests that the higher the self-efficacy towards academic achievement, the higher the GPA scores and retention rates will be (Majer, 2009). The implications of these findings highlight the importance of self-efficacy in academic achievement outcomes for first year students that could also be applied to much of the student body in general. In an effort to promote and increase educational success, educators and student support personnel may like to incorporate teachings that foster self-efficacy in their students (Majer, 2009).

Weight-loss achievement
One of the most chronic health problems facing the developed world today is obesity.(Warziski, Sereika, Styn, Music & Burke, 2008). Medical experts recommend that for obese and overweight individuals that losing and maintaining 5%-10% of their initial body weight is important in order to lessen the risk of developing coronary heart disease, type two diabetes and hypertension (Warziski, et al., 2008).

Not only is it difficult to initially lose weight, but it is also hard to prevent weight regain after initial loss. It estimated that within a year, most overweight and obese people who have initially been successful and achieved desired weight loss, will regain about a third of the lost weight.Worst still, many will go beyond their original post loss weight (Warziski, et al., 2008). When an individual successfully loses weight, this achievement is the consequence of a series of successful actions and behaviours, with this in mind, weight loss by itself is not a behaviour, but more like an accumulation of specific behaviours within the domain of weight loss (Linde, Rothman, Baldwin & Jeffery, 2006).

With what we already know about self-efficacy, one could easily theorise as to the contribution it plays in an individuals weight control practices and behaviours. Research into the effects of self-efficacy on weight loss and weight control has focused on the behaviours that contribute to these two endeavours.

One study has looked into self-efficacy towards eating behaviours and exercise self-efficacy, and their respective roles in weight loss (Linde, et al., 2006). Participants of the study consisted of 349 adults who were 15 to 40kg over their healthy body weight. The study was conducted over an eight week period, where participants’ weight and levels of self-efficacy were measured at the beginning of the trial, then at four weeks and finally at the end of the eighth week. Self-efficacy was measured across the two actions previously mentioned which fall into the domain of weight loss, these being eating self-efficacy and exercise self-efficacy (Linde, et al., 2006). The strength of each participants self-efficacy was measured utilising a modified form of the Weight Efficacy Life-Style Questionnaire, which originally only measured eating self-efficacy, but was used in this study to accommodate question pertaining to exercise self-efficacy as well (Linde, et al., 2006). The questions were designed to determine how confident a participant would be their abilities to follow exercise and eating plans in trying situations. Five exercise self-efficacy items included “How confident are you that you could follow your exercise plan if you were sore and tired?” and “How confident are you that you would be able to follow your exercise plan when you get very busy?”. There were also five eating self-efficacy questions which followed along the same tone with items such as “How confident are you that you would be able to follow your eating plan when you are in a bad mood?” or How confident are you that you would follow your eating plan on the weekends?” (Linde, et al., 2006). Responses ranged from 0 (not at all confident) to 8 (extremely confident). Results suggested that during and at the completion of the eight week trial, participants who recorded high perceptions of self-efficacy for eating and exercise, were able to stay to their specific eating and exercise plans and as a result, had positive impacts on their respective weight loss outcomes. Furthermore, the vast majority of these had managed to maintain their weight loss (Linde, et al., 2006).

As we have just seen, the role of self-efficacy in achieving weight loss is an important one. It helps to motivate an individual to perform a course of action towards a desired outcome. We can also take away from this, that self-efficacy has many facets. In the desire to achieve weight loss an individual must have high self-efficacy towards different situations and behaviours that would ultimately lead to achieving their goal. We will now look at the role self –efficacy plays in ones desire to quit smoking.

Giving up smoking
In the United States of America (USA) alone, an estimated 30% of smokers try to quit every year and of these around 81% will fail in the first month (Shiffman, et al., 2000). The ability to successfully give up smoking may be attributed to many variables such as the level of nicotine dependence, how often and how long one has smoked for other factors that may vary over time such as emotional states, cravings and ones perceived self efficacy (Shiffman, et al., 2000). Studies have found that self-efficacy is a robust predictor of outcomes in cessing to smoke. Furthermore, it has also been suggested that smoking behaviour in particular, when an individual has a relapse and starts smoking again, is negatively correlated with levels of self-efficacy, as smoking behaviour continues self-efficacy falls (Shiffman, et al., 2000). In a study of 214 smokers, the level of self-efficacy of participants was recorded several times a day via a palm –top computer that gave audio prompts to indicate it when it was time to report self-efficacy levels. Self-efficacy is thought to be a critical component in achieving smoking cessation goals and researchers aimed to study both individual differences in self efficacy and self-efficacy as a dynamic process after attempting to quit (Shiffman, et al., 2000). The aim of the study was to view the effect of daily self-efficacy levels on lapse and relapse risk over a four week period. In addition to this, it was hypothesised that daily levels of self-efficacy would predict a relapse in the following days. In other words researches believed that if self-efficacy levels started to fall throughout a given day, then it was highly likely that the smoker would lapse and have a smoke, thus triggering a further decline in self-efficacy (Shiffman, et al., 2000).

Results suggested that self-efficacy was relatively stable throughout the day and mostly high and gave no indication of predicting a lapse. However, it was found that once a smoker had given into temptation and had a lapse, then self-efficacy levels did fall and lead to an eventual relapse (Shiffman, et al., 2000). In short this study suggests that self-efficacy is vulnerable to a perceived failure of a given task. With something as difficult as giving up smoking, it is easy to see how people underestimate the difficulty of achieving such an outcome. Although many participants in this study recorded high self-efficacy prior to lapsing, it may indicate overconfidence on their part in their coping abilities during trying times(Shiffman, et al., 2000).

Summary
This chapter has explored the concept of self-efficacy, its sources and its direct influence and role in pursuing some commonly desired achievement outcomes. The studies presented in this chapter are of real world application and it is hoped that one comes away with a greater appreciation of the role of self-efficacy in motivating and directing behaviours necessary to succeed at a given task. Whether you want to drop a few kilos, cut back on the cigarettes or achieve good grades in your studies, depends not only on your abilities, but more importantly on your perceived level of confidence or self-belief that you can organise those abilities to cope with the foreseen and unforseen demands of the task at hand. Remember Banduras (1982) quote: “a capability is only as good as its execution”.


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

title: File:DigitalDesign.20111107.pdf


text:
MakerBot

Introduction
The Makerbot Replicator 2 is a 3D printer that extrudes a biodegradable thermoplastic (PLA) to create parts. This is the older and smaller of two Makerbot 3D printers at HCC, but it prints faster than the newer (5th Gen) model.

Warnings

 * Printing gun parts violates US Federal Law
 * Printing trademarked or actively patented stuff could result in a legal problems
 * The school can not support printing personal stuff including personal inventions
 * Focus printing on things that are related to engineering projects.

Quick Start Guide

 * 1) Find or create a 3D model of a part.
 * 2) *Find an existing 3D model (pre-drawn STL files) at the Smithsonian, thingiverse, and traceparts. 3Dwarehouse and Archive3D models do not convert to STL files consistently without problems. Makerbot needs STL or OBJ files to print from. MakerWare saves files in its own format called THING which can also be printed from.
 * 3) *Create your own 3D model using a CAD program. For example:Autodesk Inventor,Solid Edge,123D, 3Dtin, Sculptris, tinkercad, openscad, wings3d, pov-ray, Heeks-cad, art of illusion, processing model building library, Google Sketchup.
 * convert CAD file to STL:

for inventor: - click on "I" icon in top left corner -click on export - click on CAD format - select STL from the save as type drop down menu

If you have a problem and don't know what to do, STOP and ask an instructor or lab aide for help.
 * 1) *Clean up/Repair STL file with Microsoft netfabb
 * 2) Use MakerWare software to convert 3D model (STL file) into X3G file.
 * 3) Use Makerbot Replicator 2 to print part.
 * 4) Carefully remove the part from the build platform.

Detailed Information

 * /Replacing the Tape/
 * /clogged printhead/
 * Makerware Troubleshooting Page
 * Replicator 2 Troubleshooting Page

Quiz
/quiz/ - Take this after reading through the tutorial, and before taking the Canvas quiz.

Old pages
Replicator 2 MakerBot page
 * /Printing Instructions/
 * /prints blob/
 * /curling pla/
 * /clean gear mechanism/
 * /assembly of iris box/
 * /How To: Find Or Create A Printable STL File/
 * /stuff to print//
 * /installing Export STL/
 * /clogged printhead/

Original MakerBot Cupcake Tutorial Page

 * /Set Up & Run The MakerBot/
 * /Filament Changing/Troubleshooting/
 * /How to Change the Wire of the Makerbot/
 * /How to Download 3D programs to build STL files/
 * /How to print STL files with letters or Numbers in it/
 * /Tutorial on Blender/
 * /Kinect/
 * /Scanning An Object Using The Kinect: Full 360 Degree View/
 * /Cleaning Up Point Cloud Meshes in Meshlab For 3D Printing/
 * /How to download 123D/
 * /How to format SD card for MakerBot/

title: MakerBot


text: File:MainBoard.jpeg

title: File:MainBoard.jpeg


title: File:MainBoard2.jpeg


text: Template:Economics

title: Template:Economics


text: Template:Anthropology

title: Template:Anthropology


text:
Motivation and emotion/Tutorials/Growth psychology/Problems for discussion

Problems for discussion
100% evil = ___ % human nature + ___ % environmental engineering
 * 1) In general, do you think that evil resides in human nature or is it a product of a sick culture?
 * 1) As a parent raising a child who expresses a somewhat socially undesirable temperament, which option would you recommend - Explain/defend your answer:
 * 2) raise the child in his or her natural temperament or
 * 3) raise the child to conform to the more socially-desirable temperament?
 * 4) Do you mostly agree or mostly disagree with the following statement by Rogers: Learning does not follow from teaching.  Rather, learning follows having one’s interests identified, facilitated, and supported.
 * 5) Explain the following concepts:
 * 6) growth-seeking and validation-seeking.
 * 7) Maslow’s distinction between growth and deficiency needs
 * 8) Rogers’ distinction between congruence and incongruence
 * 9) Autonomy and control causality orientations
 * 10) Discuss what types of social interactions
 * 11) support growth-seeking, growth needs, congruence, and an autonomy causality orientation?
 * 12) lead to validation-seeking, deficiency needs, facades, and a control causality orientation.


text:
Motivation and emotion/Tutorials/Growth psychology/Happiness - Practical exercises

Happiness - Practical exercises
Choose one of the following out-of-classroom "happiness exercises" from positive psychology therapy to try and report about your experience and the results in your e-portfolio:
 * 1) Gratitude visit. Write a letter or visit and share about your gratitude to someone who has been especially kind to you but never really thanked.
 * 2) Three good things in life. Each day, write down three things that go well and identify the cause of each.
 * 3) You at your best. Write about a time when you functioned at your best. Reflect on the personal resources that made that functioning possible.
 * 4) Beautiful day: See Seligman's TED talk.
 * 5) Identify signature strengths: Noting signature strengths and using them more often.
 * 6) Using signature strengths in a new way. Identify up to five personal signature strengths (from a list such as the one in Reeve, 2009, Table 15.3) and find a way to use each in a new way.

For more information\, see Positive psychology progress: Empirical validation of interventions (Seligman et al., 2005)


text:
Talk:Motivation and emotion/Book/Social needs

Comments
Excellent lay out and clear presesentation - well done - really enjoyed the video - Magnolia

Rfoster 04:34, 9 December 2011 (UTC)

-- Jtneill - Talk - c 02:34, 11 December 2011 (UTC)


text:
TAO/How to participate in the TAO Community of Practice?/unit 1

When you have completed the following steps, you will have learned how to edit this wiki and you will have made your first meaningful contributions to the TAO Community of Practice

Step 1
Go to the Startpage of the TAO Community of Practice (open the page in a new window) and get a first idea of what it is about. Also have a look at the members page in order to see who else is part of this community of practice.

Step 2
Log into this wiki using your personal login. If you don't have a user account yet, create one by clicking here: Special:UserLogin (that is the link in the top right corner of this web page).

As a user name, you may choose a pseudonym or your real name.

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Take the Wikiversity introduction tour in order to learn the basics about Wikiversity and to get some first instructions on how to edit this wiki.

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Add your name and additional information to the members page of the TAO Community of Practice.

''Click on the "edit" button and add your name and additional information in the table, following the example of the other users. If you find it too difficult to complete the table, you may just leave your information on the talk page as indicated.''

If you want, you can also add additional information about yourself to your user page.

To edit your user page, you need to click on your user name in the top navigation of this page. By the way: There is an extensive guide about creating user pages and customizing the Wiki at the Wikipedia User Page Design Center

Step 5
Take five minutes to think about your first steps on the Wikiversity platform and what you would like to do next in the TAO Community of Practice. In what areas would you require some guidance or assistance? - By sharing your thoughts on the feedback page you'll help us improve this learning module and develop appropriate support offerings. Thank you.


text: Maslow's hierarchy of needs

title: Maslow's hierarchy of needs


title: File:Counter.74LS193.1.A.20111108.pdf


text:
Talk:Monte Carlo Integration

May I suggest that a free and open source computer algebra system be used like Maxima?

 * Probably we could change that to octave without changing the scripts much. Though I suspect matlab excels in performance over maxima on this issue, and of course would be less then writing a program from scratch.  But if your familiar with maxima please change the scripts as you see appropriate.   Thenub314 04:32, 9 November 2011 (UTC)

title: Talk:Monte Carlo Integration


text:
User talk:Fat64~enwikiversity

 Hello Fat64, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

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Scrum
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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 Fat64. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Fat64~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 23:36, 17 March 2015 (UTC)

Renamed
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title: User talk:Fat64~enwikiversity


text:
Talk:TAO/Community members

Please add my name and background information to the list
User Name:

Picture:

Practice Background:

Research Background:

Role in the Project TAO:

Affiliation:

title: Talk:TAO/Community members


text:
User:Stimulieconomy

''Welcome to my page! I am old to Wikiversity, and I am very interested in sharing my ideas with the community. Here I present my original research, which I will update sporadically if I remember. The focus of my research is in the social sciences.'' This page was last updated by Stimulieconomy (discuss • contribs) 23:00, 25 April 2013 (UTC)

The law of behavior refers to a quantitative measurement of behavior in society that has its practical applications in sociology, psychology, and economics. When calculating behavior in its quantitative state, the following formula is used:

 * $$(B)=({\Delta C})(S)$$
 * where
 * $$(B)$$ represents behavior
 * $$({\Delta C})$$ represents change in commodities [Δ(L+O)]
 * $$(S)$$ represents stimulus Avg.[Variance(Input) + Variance(Output)]

The "law of commodity" refers to the quantitative measurement of commodities in society that has its practical applications in sociology, psychology, and economics. The following formula is used:
 * $$(C)=(L)+(O)$$
 * where
 * $$(C)$$ represents commodities
 * $$(L)$$ represents labor
 * $$(O)$$ represents output

Let a > b which denotes two separate individual: person "a" with greater status than person "b". The definition of status is relativistic, and different emphases may be placed on social capital versus resource-capital measurements. In the example below, I use income distribution.

If: the income distribution of a + b > 0 from one year to the next, then the partitioning of resources for that year is a non-zero-sum game with gains, distributed unequally with "a" taking more of the gain in the long-run.

If: the income distribution of a + b = 0 from one year to the next, then the partitioning of resources for that year is a zero-sum game, with "a" and "b" sharing the gains and losses proportionally in the long-run.

If: the income distribution of a + b < 0 from one year to the next, then the partitioning of resources for that year is a non-zero-sum game with losses, distributed unequally with "a" absorbing more of the loss in the long-run.

title: User:Stimulieconomy


text:
TAO/How to participate in the TAO Community of Practice?/unit 1/feedback page

''Here is space for your feedback on the activities covered by unit 1. Please sign your comments by typing: --~ (or click the fourth icon from the left in the menu of the edit interface)''


text: File:Manyoun FIFA.ogg

title: File:Manyoun FIFA.ogg


text: File:HAM 2.pdf

title: File:HAM 2.pdf


text: File:DSP HW08.pdf

title: File:DSP HW08.pdf


text:
User talk:Marquard Markus

 Hello Marquard Markus, 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.
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 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
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You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 01:24, 9 November 2011 (UTC)

title: User talk:Marquard Markus


text: File:DSP HW09.pdf

title: File:DSP HW09.pdf


text:
User:Areil314

course pages

 * coursework
 * Wikipedia course home page
 * test

Wikipedia articles on equivalent topics

 * water fluoridation
 * big bang
 * panspermia
 * LHC black hole risk?
 * recycling
 * nuclear power greener?
 * are humans causing global warming?
 * was there a mitochondrial Eve?
 * what killed the dinosaurs?
 * RNA world vs metabolism first
 * autism from vaccines?

former class projects

 * The Computer Revolution (Wikibooks)
 * Introduction to Computers (Wikiversity)

useful links

 * Table of page editing
 * Course titles and numbers
 * What information to include in citing sources
 * How to discuss nicely
 * MRU wikimedia getting started
 * Multiple references to the same footnote

use in education

 * Help:101 things to do with your class on Wikiversity
 * School:Advanced general studies, User:Dionysios
 * Wikipedia as a Teaching Tool: Introduction
 * create a course in WIkipedia
 * Creating and Editing templates

discussions about course

 * Colloquium
 * Colloquium Flashcard dicussion
 * Help_talk:Quiz
 * proposal
 * proposal list

tests
I used to be Areil123 but someone used Areil123 on wikipedia, and I needed to be able to login to both.
 * /sandbox
 * /sample article page

title: User:Areil314


title: File:Pea1.f11.mtg36.djvu


text:
User talk:Doug Huffman

 Hello Doug Huffman, 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! --Thenub314 04:32, 9 November 2011 (UTC)

title: User talk:Doug Huffman


text: File:Should the AFL ban Exotic Betting.OGG


text:
User:MrFidaAliEngr/Khaplu

Proper Khaplu is the capital town of Ghanche District in Baltistan, Pakistan; which itself is constituted of the following villages, namely: Hatchi, Bathong, Dinis, Gharalti, Hundili, Khanqah, Banpi, Khangsar, Stchargiup,Muldumar, Stronpi, Khsergrong, Thaskong, Ghares, Mirpistchar, Anstchoq, Khongbuzgang, Malaliva, Mikserpi, Kraming, Baqirpigon, Gongmayar, Morghoto, Gongmastaqji, Chaqchan, Askarigon, Doqsa,Hipi and Gharbuchung. Chaqchan (Shaqchan) masjid is one of the most important masajid believed to be built by hazrat Amir Kabir ( Syed Ali Hamdani) at Khaplu some six hundred years back..

title: User:MrFidaAliEngr/Khaplu


text:
User:Greg.a.phillips

Greg.A.Phillips

title: User:Greg.a.phillips


text:
User:Egm6321.f11.team2.kim/PR6

=R*6.5 - =

Given
$$\displaystyle (x+1)y''-(2x+3)y' + 2y = 0 $$ $$\displaystyle y = e^{rx} $$

Find
Find $$\displaystyle u_1(x), u_2(x) $$ of eq 6.5.1 using the trial solution eq 6.5.2

Solution
$$\displaystyle y = e^{rx} y' = re^{rx} y'' = r^2e^{rx} $$ plugging eq 6.5.3 into eq 6.5.1 $$\displaystyle (x+1)r^2e^{rx}-(2x+3)re^{rx}+2e^{rx} = 0 $$ $$\displaystyle (x+1)r^2 - (2x + 3)r + 2 = 0 $$ $$\displaystyle r = \frac {(2x+3) \pm \sqrt{(2x+3)^2-8(x+1)}}{2(x+1)} $$ $$\displaystyle r = \frac{(2x+3) \pm (2x+1)}{2(x+1)} $$ $$\displaystyle r_1 = 2, \,\,\,\,r_2 = \frac{(2x+3)-2x - 1 }{2(x+1)} $$ Now we can find u(x), that is $$\displaystyle u_1(x)= e^{2x} $$ From lecture note 34-5, $$\displaystyle u_2(x)= u_1(x) \cdot \int \frac{1}{u_1^2(x)}exp[-\int a_1(x)dx]dx $$ $$\displaystyle a_1(x) = \frac {-(2x+3)}{x+1}$$ $$\displaystyle u_2(x) = e^{2x} \cdot \int{ e^{-4x}\cdot e^{\int \frac{2x+3}{x+1}dx}dx} $$ $$\displaystyle u_2(x) = e^{2x}\cdot \int{ e^{-4x}\cdot e^{(2x + log (x+1))}dx}$$ $$\displaystyle u_2(x) = e^{2x}\cdot \int{ e^{-4x}\cdot e^{2x} \cdot (x+1)dx}$$ $$\displaystyle u_2(x) = e^{2x}\cdot \int{ e^{-2x}\cdot (x+1)dx}$$ $$\displaystyle u_2(x) = e^{2x}\cdot e^{-2x}\cdot \frac {-(2x+3)}{4}$$ $$\displaystyle u_2(x) = \frac {-(2x+3)}{4} $$ Here -1/4 is constant. Thus, homogeneous solution is that $$\displaystyle y(x) = c_1\cdot e^{2x} + c_2\cdot (2x+3) $$

=R*6.5 - =

title: User:Egm6321.f11.team2.kim/PR6


text:
Engineering Projects/Apps/Howard Community College

 * /Fall 2011/


text:
Engineering Projects/Apps/Howard Community College/Fall 2011

This section is for team pages doing the Apps project.
 * /501_Creators/


text:
Engineering Projects/Apps/Howard Community College/Fall 2011/501 Creators

Instructions for installation can be found on Installation.

Problem Statement
To create a working smart phone app on either the Android or Apple platfrom. Using the App Inventor we will create an app for ourselves and run it on our respective Android Powered smartphones.

Team Members

 * N. Delaney
 * Chaagii
 * ARoberts

Summary
Smartphones have a major base in the functions of apps for everyday use. There can be an almost unlimited amount of kinds of apps that is only limited to the mind of the person developing one. There can be apps that can perform from such tasks like changing the background of the phone to providing up-to-date weather information with animations on the screen. On the Android Market as well as the Apple, apps are created through and open development type system where anyone willing to put their time can create an app and place it on the market for anyone to download. We intend to do the very same. To create our own working app to display on our own smartphone made by our very own capability.

Story
This kind of project is one that can be done as a group or as an individual. We decided to work on our own individual projects because we had different levels of experience working with something like this. We did this so in the end we can display the differing kinds of results that we could end with based on our varying knowledge. We both had to start off with the tutorials because this particular beta version took the C language that programming is custom to but used it in a different way. Instead of writing lines of code, compiling, and running, we worked with the same language but as puzzle pieces. This made it easier to know what went with what because it would not allow a command of a certain kind to connect with another command if they did not work together in that way. It turned creation into a puzzle and had us searching or making pieces that would fit correctly in order to get the kind of output that we aimed for.

Material List

 * Android Powered smartphone
 * Computer running Windows or Mac OS

Software List

 * Google App Inventor (provided on website, link to instruction at the top of this page)

Time
The time needed for this project varies with the degree of difficulty of the app that one would try to create.

Tutorials
Installation.


text:
Engineering Projects/Perfume/Howard Community College

 * /Fall 2011/


text:
Engineering Projects/Perfume/Howard Community College/Fall 2011

This section is for team pages doing the Perfume project
 * /501_Distillation/


text:
Engineering Projects/HoverCraft/Howard Community College/Fall2011/501 Glorious3

Problem Statement
There are many working models of Hovercrafts, some large and some small. However, the large ones are often piloted by a person, and the smaller ones are controlled with a remote controller. To the best of our knowledge, there are not many models that utilize an autopilot system and sensors that can avoid people yet travel down a crowded school corridor.

Team Members

 * James Morgan
 * Parlette
 * Blomme
 * Joon Kim

Summary
At the end of the previous project, our team had a hovercraft body that worked well with the fans attached to provide lift. However, we were still stuck on finding a power source and a motor for the propeller needed on the back of the craft. This was the first task of this project, to find a strong, yet light-weight battery to power the motor we would have to find. We started off by testing with a tenergy 9.6v 3800MAH battery, but after some tests, we realized we needed to try a different battery. We switched to a tenergy 11.1v lipo battery, and found that this battery was much more efficient and powerful, and would suit our needs. We then searched for a strong motor for the back propeller. We found a brushless motor and a model airplane propeller that work very well and produce a lot of propulsion. When hooked up to the battery, and attached to an arduino, the speed at which it spins will be controlled via the remote controller from the RC car. Currently, we have a hovercraft that has working parts in all areas, and the parts just need to be combined to create a fully working model.
 * [new prop system]

Poster

 * Ics turbo 3000 airsoft motor for hovercraft.jpg

 * New prop 2.jpg

Story
This project has mostly been about finding a way to propel the hovercraft forward. We ditched the idea of using some kind of fan, instead, we decided to try to use a motor with a propeller on it to propel the hovercraft forward. We had much trouble getting a good motor and propeller to work. The first motor we tried was a random motor that we found laying around, it already had a propeller attached to it, so we tried to see if we could get it to propel the hovercraft forward. The first hing we tried was to hook it up in parallel with the two downward blowing fans, using the 11.1 volt LiPO battery. the motor immediately started spinning way to fast, and we could tell that this motor was not build to receive the kind of power that we were feeding it, so we turned it off before we could observe anything else. Next we tried the 9-volt battery going directly to the motor and the LiPO battery just going to the two downward blowing fans. This did not produce enough power. So, we tried to go somewhere in between and use the 11.1 volt LiPO battery to power the same motor, and just this motor, not the other fans. But this time we put a resistor in the circuit. No matter which resistor we put in the circuit, nothing would happen exept for the really low resistance resistors. When we used an 18 Ohm resistor, at first nothing happened, then a couple seconds later, it started smoking and the motor started spinning. We quickly turned it off and saw that the resistor had melted a little bit. In addition to the 18Ohm resistor, we tried a 22 Ohm, an 82 Ohm, a 100 Ohm, a 360 Ohm, a 1.1K Ohm, and a 4.4k Ohm resistor, but we could not get any movement from the motor when these resistors were in the circuit.

Since the resistors were not working, we transitioned over to trying to use the power generator so that we could control exactly the amount of volts and current we wanted. But for some reason, we could not get this to work at all. The generator would read 7.0 volts when the circuit was not complete. But right when we completed the circuit, with just the generator going directly to the motor and back, the generator jumped straight to read 0 volts, and nothing would work. We are still unsure of the reasoning for this, but no matter what voltage and current we set it at, it would not get the motor turning.

After that, we just decided to finally give up on that motor. We got a new motor called the "Turbo 3000". this motor could actually handle the power that the 11.1 volt LiPO battery gave it, and all we needed to do was wait for the pinion gear remover so that we could put a propeller on it. The only thing is, the pinion gear remover never came in.

Now, we finally got the motor that we ended up using. A Brushless motor. This Brushless motor is amazing, it runs very smoothly, and it is very powerful. And we got it with a large propeller already attached to it. The only thing was, this motor had to be controlled using an ESC, which is an electronic speed controller. This ESC would plug into the motor. And we needed to plug a strong battery directly to the ESC, and the 11.1v LiPO worked perfectly for that. Also, this ESC needed to be connected to something like an Arduino board. SO we hooked it up to the Arduino board with a potentiometer, and ran the example "servo" that comes with the Arduino software. When the ESC was connected with the 11.1v LiPO battery, it worked very well. We had tried it with just a regular Alkaline 9 volt battery, but that did not supply the ESC with enough power to power the brushless motor.

Now that we were able to get the propeller spinning at the speed we wanted it, we needed to construct something so that the propeller would not hit the ground when the motor spun, since the propeller is so large. This was done by constructing a little wooden structure over the back fan with the motor attached to it. The structure was made out of balsa wood, which is very light, so it did not add any real weight to the hover craft.

One other problem that we have is that our propeller is spinning the wrong way, so the air is being blown in the wrong direction. One possible solution to this might be to just be to attach the 11.1 volt LiPO battery backwards to the ESC, so that the power wire from the battery is attached to the ground wire from the ESC, and the ground wire from the battery to the power wire from the ESC. We have not tested this yet, so we do not know if this will work or not.

Also, we need to find a better way to connect the LiPO battery to the ESC, because we do not have the correct connectors, and we have been using two different alligator clips to attach to the battery and then we have just two regular wires connecting the ground and power from the ESC to the alligator clips coming from the battery. Using this methods we have witnessed several sparks and what looks like a few burn marks on the ESC connector. Also, it is hard to keep the circuit complete because the wires can easily separate from the connector.

The next step is to get the propeller spinning the correct direction and to connect the housing to the hovercraft with the motor on it, then to just test the whole thing since the arduino can just have a 9 volt battery powering it so that it doesn't have to be attached to the computer. And after we see that everything is working, the step after that would be to get the remote control from the RC cars to replace the potentiometer so that we can change the speed of the motor remotely.

Decision List
-Use the 11.1 lipo battery over the tenergy 9.6v 3800mah and 8.4v battery.

-Remove small DC motor and airsoft ics turbo 3000 motor and replace with a brushless motor

-Instead of finding a new propeller, we made a structure out of balsa wood for it so that the propeller would not touch the ground while it is spinning.

Material List
-rectangle of Styrofoam for our base

-the plastic that came wrapped around the piece of Styrofoam.

-duct tape for the skirt around the edges and bottom of the craft

-epoxy glue to glue down the fans

-wire, to attach the motors to power sources.

-remote controlled car controller and receiver.

-2 dc fan motors

-ics turbo 3000 motor

-tenergy 11.1v lipo

-tenergy 9.6v 3800MAH battery

-pinion gear remover

-brushless motor

-model airplane propeller for propulsion

-balsa wood

-arduino

Software List
Arduino software for controlling the ESC(Electronic speed controller).

logview software for recharging the battery http://www.logview.info/cms/e_logview_info.phtml

Time
On average, we each spent about an hour working on the project inside of class. And we each spent about an hour to an hour and a half each week working on the project outside of class. This comes to a total of about three and a half hours working on the project each week per person.

Tutorials
Arduino Introduction: http://en.wikibooks.org/wiki/General_Engineering_Introduction/Arduino_and_Motors/Arduino_Introduction

The get the ESC working with the arduino board, look at week 3 and week 4 of this page http://en.wikiversity.org/wiki/User:Drew_Dollas/enes100/Glorious3

Next Steps
To get the motor mounted onto the hovercraft, and to have the RC car remote be able to remotely change the speed of the fan. Also, some kind of a rudder system would be a good addition so that the hovercraft will be able to turn.


text:
User:Ndelaney9295/ENES100/Apps

Back to Creators team page.

Give instructor top 3 project choice list
I submitted three project choices and was assigned Apps.

Write problem statement
My goal is to use Google's App Inventor to create an Android application that could be useful to the college.

Assign Task1
During the first week, I will experiment with App Inventor and learn how it functions. My first specific goal will be to program an app that changes the color of a phone's screen.

Compare actual work done to Task1
I successfully created a program that conforms to the above-stated parameters, and created two more with the assistance of the App Inventor's tutorial.

Week1 Narrative
Using the App Inventor, I learned that there are three primary windows: Viewer, Editor, and Phone. The "Phone" is the actual Android Phone itself, but can be substituted with an Android Emulator which, for simplicity's sake, will comprise the bulk of the images on this page.

The Viewer is the screen in which the components of the app are arranged on the screen. In addition, any media used in the app is added in the Viewer. The Editor tells each component how to behave, and the Phone/Emulator visualizes and allows for the testing of the app.

I attempted, without looking up any instructions, to create an app to change the background color of the screen. I managed to do this with a button labeled "Red," and the screen changed accordingly. Try as I might, though, I couldn't get the screen to change back to its original color. Because of this I decided to start going through the apps in the App Inventor's tutorial.

The first app tutorial was called HelloPurr and is designed to show a picture of a cat and play a meowing sound when the picture it touched by the user. While I used the provided meowing sound, I decided to use a picture of my own cat, which came out slightly blurry, as it's difficult to get a cat to look at a camera at all, much less hold that position for more than a nanosecond. I named the app MonkeySound, as the cat's name is Monkey. When I had one of my friends test the app, the instructions ("Pet the Monkey") were not only slightly risque-sounding, but led him to believe that the app functioned by dragging his finger across the picture rather than tapping it. I changed the text to say "Touch the Cat." and it can now be downloaded here.

The next app in the tutorial was called PaintPot and was designed to have the user "paint" over the previous picture of the cat. I changed the picture to one of my own face that I took in the Engineering classroom and changed the title of the program to DeFace. Despite no instructions being present, the app is much more self-explanatory, and both friends from whom I requisitioned testing help had no trouble understanding the app. The app does have a small program, which is that if the user does not select a color with which to draw, the default color is black, but once a color is selected the user can't go back to black. I eventually plan to fix this, as well as modify the app so that the user can use a picture from their own phone. The app can be found here.

It should be noted that to use the above apps (and likely any subsequent ones), it will be necessary to modify your phone to accept apps from unknown sources. The instructions for doing so can be found here. While this option is active, it cannot be stressed enough that you should ONLY accept apps from sources that you trust. I hope to eventually learn to sign my apps, but until that happens, my apps will be from an "unknown source."

Assign Task2
For Week 2 I will continue building more complex apps from the tutorial and eventually design an app which can benefit the school in some manner.

Compare actual work done to Task2
I built a "Whac-A-Mole"-esque app called "Whack Weyoun."

Week2 Narrative
Armed with my knowledge of how the three components of the App Inventor work, I set to work on the next tutorial, MoleMash. Instead of a picture of a mole I used a picture of the face of Weyoun from the TV show Star Trek: Deep Space Nine.

The main concepts from this tutorial were Sprites, Procedures, Clocks, and Noises. A Sprite is essentially an image that is smaller than another image on which the Sprite lays. Sprites are often used for characters, enemies, and NPCs which move on a screen. I used MS Paint to change the areas surrounding Weyoun's face to white, so that it would blend into the background better. Procedures are a series of commands that happen in sequence. They're useful in that instead of typing (or in the case of App Inventor, "connecting") a series of commands repeatedly you can simply recall the Procedure name and all of the associated commands will play out in sequence. Clocks and Noises were not explored in-depth in this tutorial. The Clock was used to make Weyoun's face move every .5 seconds and the Noise was used to make the phone vibrate whenever Weyoun's face was successfully touched.

For the most part I followed the instructions laid out in the MoleMash tutorial with a couple differences:
 * The picture I used for Weyoun's face was square, and as such I couldn't get it to fit the original diameters of the mole graphic, which was 36x42 pixels. I made Weyoun's face 42x42 pixels. This ended up not being an issue since the formula to choose a random location for the face involved subtracting the Sprite's height and width from the Canvas' height and width multiplied by a random fraction between 0 and 1.
 * The names I used for the various components and commands were changed so that the word "Mole" was always replaced with "Weyoun."

I made a video of myself using WhackWeyoun on the Emulator with the Editor displayed and a clip of Weyoun that makes you want to hit him here.

Assign Task3
I will complete at least one of the Advanced Tutorials and figure out what app I will build to help out the college.

Compare actual work done to Task3
This project sucks

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:Ndelaney9295/ENES100/Apps


text:
Engineering Projects/Perfume/Howard Community College/Fall 2011/501 Distillation

Perfume Problem Statement
how to get all different alcohol from a wine from a chemical method called "distillation" and mainly to get the scent of each alcohol possible...

Team Members

 * Baminnick
 * Alex
 * Z. Hill

Summary
In week 0 of this project was spent individually, but we completed the same experiment. The experiment was to set up the apparatus, and prepare for actually distilling the alcohol. Week one of this project was spent almost together and we all put the chemical instruments together and learned the names of new tools that we have used in this experiment to get some scent or some distilled liquid. Then each team member completed different tasks as I was working on set up. Zach tried his hand at creating a perfume by adding essential oils to alcohol. In week 2 and 3 we were working together to come up with a better apparatus set up, and completed the project with both unknown leftover distilled alcohol from last year's class, and using wine. During week 4 we got the apparatus set up correctly and distilled our sweetest smelling perfume yet.

Story
We were introduced to the equipment on the day that teams were assigned. The goal is to recreate the figure to the right and begin distilling scents to create a perfume by heating up the wine, spirit or any other alcohol. In order to distill your own alcohol, first, you must have a product that already contains alcohol. Distillation, as discussed earlier, does not actually make anything. It is simply a form of purification, allowing you to separate the alcohol from all other components in the given liquid. There are generally two types of alcohol containing products that you will distill- those intended for neutral spirits and/or for the addition of essence, and those intended to retain a varying degree of character from the base liquid.

We had some problems at first with the set up, but by doing some research we reduced our problems a little bit. However the whole set up and was not as complete as it needed to be, there was a problem documented in the pictures, we had the set-up explained the first week, but then we went and tried our hand at the set up only to revert back to the originally explained to us set up at the very end. For the second week we realized that we needed to be watching the temperature in the tube where the vapor was rising. As soon as we had some constant temperature, we realized that there was a gas coming out from the tubes and we could see the condensation of the pure alcohol traveling through the tubes into a graduated cylinder. Using the rising temperatures, and their plateaus, we were able to separate one alcohol from the others. We refined the experiment and replaced our leaky tube with the vertical cooling tube with marbles, which did result in the sweetest smelling perfume we had gotten to that point.

As a result, this project was very interesting and very fascinated to all of us in the team, we have had some experiments how to get some scent from any kind of alcohol, but while we had the concepts of perfume distillation down pretty well, due to the lack of chemical instruments, we were not able to get better result in terms of measuring the mass and density and boiling points of the alcohols in the final product.

pictures web links and some videos
*videos from web
 * fractional distillation video
 * documentary of our scents video

*websites
 * Introduction to perfume
 * the procedure of distillation
 * perfume history

*photos

*personal videos
 * Video of my incomplete set up
 * video 1
 * video 2
 * video 3

Decision List
Here is a list of the formal decisions we decided upon as a team:
 * 1. Collect some information about pefume
 * 2. to determine how distillation works
 * 3. Develop how to connect the tubes
 * 4. Prepare some alcohol
 * 5. use white wine
 * 6. Record results of experiment.
 * 7. Develop accuracy and sensitivity with chemical instruments
 * 8. find out the properties of different alcohol
 * 9. Record results of experiment.
 * 10. calculate the density
 * 11. Measure the alcohol before, during and after
 * 12. Record results of experiment, and interpret data for complete analysis of alchol
 * 13. usage of any other liquid to perform different scent
 * 14. being very mindful with temperature reading

Material List

 * 1. Florance flask
 * 2. Volumetric flask
 * 3. Erlenmeyer flask
 * 4. Graduated cylindar
 * 5. Beaker
 * 6. Utility clamp
 * 7. Filter funnel
 * 8. Electrical heater
 * 9. tubes
 * 10. thermometer
 * 11. wine
 * 12. unknown alcohols
 * 13. stands
 * 14. balance
 * 15. water, foil

Software List
In this project there are no software that we can use, it is not required...

Time
Each member of team has spend 4 hours per one hour class outside of class minimum..because we did not have chemical instrument/equipment at home, we had to use what we have in ENES lab.

Tutorials
There aren't any tutorials in this project but we have listed the procedure to set up the distillation for incoming fellow students to push the project forward in the future.. we also have the material's name that has been used in these experiments, it would help them to save time..

Next Steps
Next steps would be to use more precise measuring equipment to correctly identify the alcohols that get distilled.oil refinery one of ways to separate different oils, who ever interested in these kind of engineering, they can work on a bigger project by using our little steps we have taken in our project. We have the basic information for next student to push the project forward in the future.


text:
User:Ablomme2125/enes100/Glorious3

Link back to team Glorious3

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

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

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

Compare actual work done to Task1
Rationalize differences

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

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

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

Compare actual work done to Task2
Rationalize differences

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

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

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

Compare actual work done to Task3
Rationalize differences

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

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

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

Compare actual work done to Task4
Rationalize differences

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

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

Complete Project Page
Follow the "project done" format.

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

title: User:Ablomme2125/enes100/Glorious3


text:
User:Jamorgan3/enes100/Glorious3

Link back to team Glorious3

Give instructor top 3 project choice list
1. HoverCraft

2. Cornstarch

3. Helicopter

Write problem statement
We will create a Hover Craft that can be controlled by a remote control, and then will enable an autopilot system.

Assign Task1
Continue working on finding a power source capable of powering all the fans and the directional propeller. Look up information regarding this topic.

Compare actual work done to Task1
While I didn't find a new power source, more testing was done using the batteries my team already had, this time using resistors.

Week1 Narrative
Instead of looking around for a brand new battery, it was decided that the battery the team already had should be tested more, in different situations. So it was determined that the first situation/setup that should be used was adding a resistor into the circuit. The first test was with a 100 Ohm resistor, then with an 18 Ohm, and then a 22 Ohm, and finally a 360 Ohm. The 100 Ohm did not efficiently power the fans, and did not even move the propeller. The 18 Ohm resistor burned out when power was turned on, and the 22 Ohm smoked a bit. The 360 Ohm resistor was similar to the 100 Ohm in that it did not burn out, but rather did not turn all the fans with enough power.

At this point, the resistor testing was stopped and the team reverted back to testing the setup with just the battery. However, this was not the same battery as the one used before. This was a new battery brought in by one of the team members. When this battery was used to power the hovercraft, all the fans worked simultaneously, something which was not the case when testing with resistors. However, the issue with using that battery alone was that the propeller spun much too quickly.

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

Assign Task2
Now that it has been determined that using only the battery produces the most efficient operation of all the fans and propellers simultaneously, while spinning the propeller too fast, a balance needs to be found so that the battery provides optimum performance. I will work with teammates to attempt to find this balance.

Compare actual work done to Task2
Continued to work on finding a balance when using the battery. Worked as much as possible in the one day of the week before Thanksgiving break.

Week2 Narrative
I worked on connecting and testing the different batteries. It was found that there were no connectors for the battery and the charger, so an email was sent by a teammate to the professor in order to set up an order.

After this, testing with resistors resumed. A 47K Ohm resistor was hooked up to the circuit and the battery turned on. I noticed that, as with most of the other tests with resistors, the fans worked just fine, but the propeller did not work at all. This may have something to do with the placement of the resistor in the circuit. Perhaps it is connected in the wrong spot. This will have to be investigated.

At this point, the resistor was removed and I tested with only the battery. After turning the battery on and observing the setup, I realized that the fans spin as well as the propeller. However, the negative aspect to the propeller working is that it spins much too quickly. This may be due to a lack of resistor or perhaps the motor is spinning it too fast, in which case a different motor should be tested. Also, testing with an electronic speed controller should be done as well.

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
As it is Thanksgiving break, not as much will get done as I'd like, but I will continue to try to sort out the issue with the battery, possible use of resistors, and possible switch of motor. Also, I will try to look into electronic speed controllers.

Compare actual work done to Task3
A new battery was acquired, as well as a new motor with model airplane propeller. These need to be tested with the hovercraft as it is right now.

Week3 Narrative
The new battery was attached and tested without the new motor and propeller at first. With the new battery, everything on the craft seemed to run well and smoothly. At that point, the motor and propeller needed to be attached and tested, but first, a housing stand needed to be constructed to hold the motor and propeller high enough to keep the blades off of the surface the hovercraft floats on.

A balsa wood housing was constructed and placed around the rear turbine fan. At that point, an outline of the motor needed to be traced onto the wood to make sure a hole could be cut to provide a snug fit on the motor. Afterward, holes for each of the corner screws were drilled into the wood and the motor was screwed onto the wood housing.

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
Currently, I've confirmed that the battery provides an efficient flow of power to all the components of the hovercraft and allows them to run smoothly. Also, the motor with the propeller needs to be tested along with the new battery. A housing stand for the motor and propeller was constructed and the motor was attached to this housing. However, it needs to be slightly adjusted in height to allow the propeller blades to sit high enough off the ground.

Compare actual work done to Task4
The battery is going to be tested with the new motor and propeller during this week's class periods. Also, the stand for the motor is being made taller as well.

Week4 Narrative
At the end of week 3, the new battery had been tested with the fans that lift the hovercraft, and it powered them very efficiently. Now it needed to be tested with the new motor a team member found as well as the model airplane propeller that comes with it. After hooking everything up and including a potentiometer in the setup to control the speed of the motor, the whole thing was tested. The motor spun very quickly, yet very powerfully. The only issue was that the propeller was blowing air downward, the opposite direction it needed to be. This propeller needs to be switched around.

The mount for the motor and propeller has been extended with more balsa wood and once it dries it will be tall enough to keep the propeller off the ground.

At this point, everything has been completed for the hovercraft itself. Once combined, the hovercraft should be able to hover, as well as move forward when the propeller is turned on. Remote control needs to be implemented now.

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
Link back to Glorious3

Start Next Project Week0 activities
The completed model of the hovercraft needs to have remote control implemented using the RC car remotes, as well as steering introduced through a rudder system.

title: User:Jamorgan3/enes100/Glorious3


text:
User:Drew Dollas/enes100/Glorious3

Link back to team Glorious3

Give instructor top 3 project choice list
1. Hovercraft

2. R.O.I.T wheel robot

3. Robot Arm

Write problem statement
There are many working models of Hovercrafts, some large and some small. However, the large ones are often piloted by a person, and the smaller ones are controlled with a remote controller. To the best of our knowledge, there are not many models that utilize an autopilot system and sensors that can avoid people yet travel down a crowded school corridor.

Assign Task1
To have two working motors on the back of the hovercraft with propellers on them, to propel the hovercraft forward while the hovercraft is tethered to the generator.

Compare actual work done to Task1
I was trying very hard to get the motor that we have on our hovercraft right now to work properly. I have been completely unable to get the correct amount of power to this motor. I tried several different batteries with it. The 9-volt battery did not give enough power, and the two rechargeable batteries gave it way to much power. And when I tried putting resistors in the circuit between the motor and the power source, nothing happened at all, I tested several different resistors, an 18 ohm resistor through a 1.1k ohm resistor, and none of them worked. The motor would just not work at all, like the circuit was not complete or something. And I know that I had the circuit complete, because when I put a 18 ohm resistor in the circuit, the resistor started smoking and the motor was actually working, but that was because I destroyed the resistor. I had the resistor in between the positive side of the battery and the motor, maybe I should have put it on the negative side since current flows from negative to positive, But I have been told that it does not matter which side the resistor is on because it is all the same circuit. Also, I tried to just hook the generator up directly to the motor, but nothing would happen. The generator would read 7.0v but right when I completed the circuit, it immediately jumped down to 0v, and I made sure to have the current knob up too, so that was not the problem. In conclusion, I feel like the motor we are trying to use is messed up and it would probably be best to use something else.

Assign Task2
Get a good motor that works and get it to work with that generator

Compare actual work done to Task2
Since I could not get our motor that we were using to work with the generator, and since it could not handle the power coming from the LiPo battery, I hooked up a different, more durable, motor. And when I attached the LiPo battery to it in parallel with the two fans, it spun very fast, but the motor could handle it fine. I also worked on a Servo for controlling the speed of a motor with a potentiometer and an arduino I had trouble uploading my program onto the arduino board though. SO I do not have much to share with that.

Assign Task3
Upload my program onto the arduino board, and be able to program the servo without the pot.

Compare actual work done to Task3
I figured out how to get programs from my computer onto the board. And I got the ESC to react to the potentiometer. I could make the ESC start flashing. And once it stopped flashing, if I moved the potentiometer again, it started flashing again. I could not get the motor to really spin at all. I did not have the proper battery with me to power the ESC, so that may have been the reason it did not work. When I attached the 9-volt battery to the ESC, the ESC made a beeping noise, and the motor spun a very small amount, and then stopped.

Week3 Narrative

I used the "Servo" example to try to get the Brushless ESC working for the Brushless motor. But for some reason when I tried to upload the file, the program could not find the port that I had the USB cable plugged into on my desktop computer. So I tried using my laptop computer, and then it started working. I think it may have something to do with the fact that I had all the arduino software on my flash drive when I used my desktop computer, but when I used my laptop, the Arduino files were already on the laptop, which may have made it possible for the program to find the USB ports.

The Motor is connected to the ESC, and the ESC is connected to an Arduino Uno board, along with a battery directly connected to the ESC. I believe that I need a more powerful battery than just a 9-volt. The three colored wires coming from the ESC are white, red, and black. The black one is connected to ground on the arduino board. The red wire is connected to the 5v slot on the ardunio board. And the white one is conneted to Digital pin 9 on the arduino board. The potentiometer has three connection places on it. one far side of it is connected to the same 5v power pin on the arduino board that the red wire from the ESC is plugged into. The other far side of the potentiometer is connected to the same Ground slot on the arduino board that the ESC black wire is connected to. And the middle pin on the Potentiometer is connected to the A0 pin on the board.

Assign Task4
To get the motor to just spin using the ardunio board.

Compare actual work done to Task4
I actually got the motor to work perfectly with the potentiometer and the arduino board. When I hooked up the 11.1v LiPO battery to power the ESC, and a 9-volt battery to power the ardunio board, the motor reacted very well when I turned the potentiometer back and forth.

Week4 Narrative
I finally realized why I could not get the motor to react with the potentiometer when I was working on it last week. Last week I was using a regular 9-volt Alkaline battery to power the ESC. And this week, when I used the 11.1 volt LiPO battery, it worked very well. This is most likely because the ESC needed more power going to it in order for it to work properly with the particular motor it was connected to.
 * [Me controlling the motor with the potentiometer]

You can see that I was easily able to change the speed of the motor by just turning the potentiometer back and forth, and the motor reacted, changing speeds, pretty soon after I moved the Potentiometer, it did not need more then 2 seconds to react to my input.

 * [Us noticing that the air is blowing the wrong direction]

Here is where we realized the motor was spinning the wrong way. in order to fix this I am thinking that I can just attach the 11.1 volt LiPO battery backwards to the ESC, so that the power wire from the battery is attached to the ground wire from the ESC, and the ground wire from the battery to the power wire from the ESC. But I am not able to test this right now, so I do not know if this is true or not.

Also, we need to find a better way to connect the LiPO battery to the ESC, because we do not have the correct connectors, and I have been using two different alligator clips to attach to the battery and then I have just two regular wires connecting the ground and power from the ESC to the alligator clips coming from the battery. Using this methods I have witnessed several sparks and what looks like a few burn marks on the ESC connector. Also, it is hard to keep the circuit complete because the wires can easily separate from the connector.

One other note, the computers in our school did not have up-to-date software that could recognize my Arduino Uno board, so I downloaded up-to-date software onto my laptop, and just used that instead. And it worked perfectly.

Complete Project Page
Follow the "project done" format.

Start Next Project Week0 activities
Get the motor to spin in the opposite direction it is spinning in now. After that, it will be time to figure out how to connect the remote controller to the arduino board so that it will be possible to control the speed of the motor with the controller instead of the potentiomenter.

title: User:Drew Dollas/enes100/Glorious3


text:
User:Jkim7610/enes100/Glorious3

Link back to team Glorious3

Give instructor top 3 project choice list
Hovercraft Engines Helicopter

Write problem statement
Get the hovercraft to propel itself and then hook it up to an arduino to start steering

Assign Task1
Get the Proppeller fan to rotate

Week1 Activities
splice lipo with different connectors. Hook up hovercraft with 9.6 3800mah battery. add resistors to hovercraft Rationalize differences

Week1 Narrative
I got the propeller to turn but with the lipo battery and the 9.6v battery there is too much power going to the back fan. Tried putting resistors to shorten the power but none of them worked. With the 18ohm it burned out, 22ohm sparked, and with the 100, 360, and 1.1k ohm resistors powered the hover fans but not the propeller fan. And tested the new motor.
 * [lipo on ics motor]
 * Burnt 18 ohm resistor for hovercraft.jpg
 * Ics turbo 3000 airsoft motor for hovercraft.jpg

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

Assign Task2
Bring in 8.4v batteries and get the propeller fan to work with resistors.

Week2 Activities
the 8.4v batteries were brought in but did not work because they were both dead. and none of the resistors are working with our hovercraft Rationalize differences

Week2 Narrative
i replaced the old tiny fan motor on the back of hovercraft with the ics turbo 3000 motor. the motor works completely fine with the whole setup. the pinion gear still needs to be removed and still trying to get resistors to work with the motor although that might not be necessary because the motor is significantly slower but has more power.

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
use 8.4v batteries to reduce weight. remove pinion gear from motor and attach bigger fan with more spread

Week3 Activities
Bring in tenergy smart charger and 2 8.4v batteries for hovercraft. Take off pinion gear on motor with pionion gear remover. Rationalize differences

Week3 Narrative
The smart charger worked great for charging the 8.4v batteries. they were done within 30 mins or less. I wasnt really paying attention. A problem arose with my ics turbo 3000 motor. the pinion gear remover that i ordered was back ordered so the project part for moving the pinion gear was stopped short. I then recorded videos to see what the power outputs were with the 8.4v battery, 9.6v battery, and the 11.1 v battery. I recorded each one with a video. My observation showed that the 8.4v battery was too weak. There was not enough power to the hover fans to support the motor weight. everything was turning and working. When i connected the the 9.6v battery there was plenty of power to all the fans and the hover fans supported the motor weight. When i connected the the 11.1 lipo the positive alligator clip sparked and it was fried. I then replaced it with a new alligator clip and connected it back to the lipo battery. It worked fine and there was even more power. My conclusion to this is using the 11.1v lipo because it weighs less than the 9.6v and has a bigger dump than the 9.6v

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
upload the three videos of testing power between batteries to youtube.

Week4 Activities
upload videos onto youtube. Rationalize differences

Week4 Narrative

 * [lipo on hovercraft]
 * [9.6v on hovercraft]
 * [8.4v on hovercraft]

Besides uploading videos onto youtube for the hovercraft videos, I also did research on the brushless motors that my group is using over the DC motor and airsoft motor. The brushless motor overall is better for this project because it has better torque and generates more power. Also over time the Brushless motor will generate less heat than the brushed motors thus not affecting the magnets in the motors as much with heat. I learned that heat reduces the magnetic power in the motors and it affects all motors with magnets. The brushless motors have only one real downside and that is cost. Because there is no real big market for the brushless motors yet cost is high to build and buy them. I also came up with a new design for the hovercraft. It is a fairly simple design that incorporates an arduino to operate the steering. To propel the hovercraft forward the hover fans will blow air into a small chamber lifting the craft up. In the back of the craft will be three holes to let air out so that the container does not get over filled with air and pop. As the hovercraft fills up with the air the holes in the back will also release some air and that force will push the craft forward. The arduino will play the role in steering. There will be two flaps on the far right and far left whole. One of the flaps will close to turn the craft one way or the other.
 * [new prop system]
 * [new prop system 2]

While working with the new propeller and all the electrically systems a problem arose. When the propeller was spinning the air was being blown in the wrong direction. We need to replace the propeller so that with the way the motor turns the wind will blow outwards not inwards like a helicopter.
 * New prop for hovercraft.jpg
 * New prop 2.jpg
 * New hovercraft design.jpg
 * New hovercraft design 2.jpg

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:Jkim7610/enes100/Glorious3


text:
1000 Songs/Come ye that love the Lord (Isaac Watts)

Come we that love the Lord (Watts)

1000 Songs

Text
Come, we that love the Lord,

And let our joys be known;

Join in a song with sweet accord,

Join in a song with sweet accord

And thus surround the throne,

And thus surround the throne.

Refrain:

We’re marching to Zion,

Beautiful, beautiful Zion;

We’re marching upward to Zion,

The beautiful city of God.

The sorrows of the mind

Be banished from the place;

Religion never was designed

Religion never was designed,

To make our pleasures less,

To make our pleasures less.

Refrain

Let those refuse to sing,

Who never knew our God;

But favorites of the heavenly King,

But favorites of the heavenly King

May speak their joys abroad,

May speak their joys abroad.

Refrain

The God that rules on high,

And thunders when He please,

Who rides upon the stormy sky,

Who rides upon the stormy sky,

And manages the seas,

And manages the seas.

Refrain

This awful God is ours,

Our Father and our Love;

He will send down his heav’nly powers,

He will send down his heav’nly powers,

To carry us above,

To carry us above.

Refrain

There we shall see His face,

And never, never sin!

There, from the rivers of His grace,

There, from the rivers of His grace,

Drink endless pleasures in,

Drink endless pleasures in.

Refrain

Yea, and before we rise,

To that immortal state,

The thoughts of such amazing bliss,

The thoughts of such amazing bliss,

Should constant joys create,

Should constant joys create.

Refrain

The men of grace have found,

Glory begun below.

Celestial fruits on earthly ground

Celestial fruits on earthly ground

From faith and hope may grow,

From faith and hope may grow.

Refrain

The hill of Zion yields

A thousand sacred sweets

Before we reach the heav’nly fields,

Before we reach the heav’nly fields,

Or walk the golden streets,

Or walk the golden streets.

Refrain

Then let our songs abound,

And every tear be dry;

We’re marching through Immanuel’s ground,

We’re marching through Immanuel’s ground,

To fairer worlds on high,

To fairer worlds on high.

Refrain

The hymnic meter is 6.6.8.8.6.6 with Refrain

Author
The Father of English Hymnody Isaac Watts. Watts took a fresh stance on corporate worship. He believed that original freely composed hymns could be sung along with Psalms. His hymns tended to relate more to the singers rather than the original Psalm writers.

Robert Lowry, who wrote the hymn tune, later in 1867 added a refrain. This effectively transformed Isaac Watts' hymn into a gospel song.

Music
The hymn tune MARCHING TO ZION was written by Robert Lowry in 1867 and is the most famous tune associated with "Come Ye that Love The Lord".

Tune
MARCHING TO ZION includes the typical lilting rhythm in 6/8 time often found in gospel songs. It contains one secondary dominant, but is otherwise completely diatonic. It has a simple melody that does not go below scale degree one or above scale degree 5, although it sometimes makes the leap between the two.

Arrangements
Several other tunes can have been applied to "Come Ye that Love The Lord", but they do not contain refrains and thus have fallen out of common use.

ST. THOMAS by Aaron Williams.

SILCHESTER by H. A. César Malan.

AIN by Arcangelo Correlli and arranged by Lowell Mason.

Editor's Choice
MARCHING TO ZION

Background
Watts' hymns were gaining popularity and were published in 1707 in Hymns and Spiritual Songs. "Come Ye that Love The Lord" first appeard in this volume of 210 hymns.


text:
1000 Songs/O God our help in ages past (Isaac Watts)

O God our help in ages past (Watts)

1000 Songs

This wiki page explains most of the song, so click here.

Author
Isaac Watts

Tune
St. Anne


text:
1000 Songs/I sing the mighty power of God (Isaac Watts)

I sing the mighty power (Watts)

1000 Songs

Text
I sing the mighty power of God, that made the mountains rise, That spread the flowing seas abroad, and built the lofty skies. I sing the wisdom that ordained the sun to rule the day; The moon shines full at God’s command, and all the stars obey.

I sing the goodness of the Lord, who filled the earth with food, Who formed the creatures through the Word, and then pronounced them good. Lord, how Thy wonders are displayed, where’er I turn my eye, If I survey the ground I tread, or gaze upon the sky.

There’s not a plant or flower below, but makes Thy glories known, And clouds arise, and tempests blow, by order from Thy throne; While all that borrows life from Thee is ever in Thy care; And everywhere that we can be, Thou, God art present there.

Author
Isaac Watts

Music
was written in 1715 and first published in a book called Divine Songs for Children. The thoughts are from Genesis 1 and the Creation Psalm 104

Tune
Music is by Root in 1856

Author biography
Isaac Watts July 17,1674- November 25, 1748 Watts was born in Southampton, England

http://www.cyberhymnal.org/img/w/a/watts_i.jpg

He knew Greek Hebrew and Latin He published most of his Hymns and songs during 1707-1709


text:
1000 Songs/Joy to the world the Lord is come (Isaac Watts)

Joy to the world (Watts)

1000 Songs

Text
The text is derived from Psalm 98. 1. Joy to the world! the Lord is come; Let earth receive her King; Let every heart prepare him room, And heaven and nature sing, And heaven and nature sing, And heaven, and heaven, and nature sing.

2. Joy to the world! the Saviour reigns; Let men their songs employ; While fields and floods, rocks, hills, and plains Repeat the sounding joy, Repeat the sounding joy, Repeat, repeat the sounding joy.

3. No more let sins and sorrows grow, Nor thorns infest the ground; He comes to make His blessings flow Far as the curse is found, Far as the curse is found, Far as, far as, the curse is found.

4. He rules the world with truth and grace, And makes the nations prove The glories of His righteousness, And wonders of His love, And wonders of His love, And wonders, wonders, of His love.

Author
The author is Isaac Watts in 1719, who is considered to be the Father of British Hymnody due to writing over 750 hymns, many of which are still used today (including Joy to the World).

Editor's Choice
The standard text is excellent, but limiting the hymn to verses 1, 2 and 4 is a good idea. Typically, people don't know verse 3.

Music
The music itself is rather simple. The hymn is in the key of D major and in the time signature 2/4. The melody is singable, with a range of just one octave (originally D4 to D5 in scientific pitch notation. The largest leap is an octave, with most other movement in the hymn being stepwise.

Tune
The tune of this hymn is called ANTIOCH. ANTIOCH was written by Georg Friedrich Händel

Arrangements
This page contains a few arrangements. One of the arrangements seen is in 6/8 time, which is very unusual.

Editor's Choice
This arrangement is a pretty typical arrangement.

Author biography
Isaac Watts was born in Southampton, England on July 17th, 1674 and died on November 25th, 1748. Isaac Watts was a very important man as far as modern hymnody. He opened up the pathway to extra-biblical texts being used for Christian hymns. He wrote the texts for over 750 hymns, many of which are still used today.

Cultural setting
The cultural setting of this hymn is actually kind of interesting. It was not originally meant to be a Christmas hymn, but just a praise to God. Now it is one of the most widely sung Christmas hymns, and is the most published hymn in North America.