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SportCoachingPedagogy/eps/scpep12

E-Portfolio for Sport Coaching Pedagogy semester 1 2012, University of Canberra

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Introduction
My name is Justin and I am a University of Canberra Student studying and double bachelor’s degree in Science in Psychology and Sports Coaching and Exercise Science. This is my E-Portfolio for the unit Sport Coaching Pedagogy Semester 1, 2012. In this E-Portfolio I hope to share my learning journey and reflections of the unit. Moreover, I hope to learn more about the pedagogy of sport coaching and share what I have learnt through this E-Portfolio.

"Wisdom is always an overmatch for strength. ~ Phil Jackson"

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Week 1, Were Underway!!!
Week one did not have any scheduled lectures or tutorials but instead Keith (our Lecturer) focused our attention on some interesting resources in the form of self-directed learning. We were first instructed to look through the unit outline. This revealed that this unit has three main components:

1: A Coaching or Teaching Practical,

2: A Presentation,

3: An E-portfolio (what your reading now)

I was quite delighted to read that the forms of assessment in this unit did not include a final examination and also excited because no other unit that I have completed has included an E-portfolio. I am looking forward to this unit and hope that I will gain new coaching and teaching skills. I almost feel like the climbers in the picture to the left who are at the bottom of the mountain. We have only just begun but, I am looking forward to this experience.

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Week 2
This week’s lecture was of a different format then what I am used to. Instead of using PowerPoint slides with notes and diagrams Keith used only pictures in a Slide cast format. He introduced what sport coaching pedagogy is and some different areas or topics relating to coaching.This method I believe is great in inspiring thought and discussion around relevant topics in coaching or teaching.

One of the pictures He used was of what appears to be a church minister holding a bible maybe. The man in the picture appeared to be confident and appeared to have a charismatic energy about him. This brought to my attention that each person has a different teaching or coaching style. Some of us are outgoing and charismatic where as others can be quite shy and reserved. So what type of coaching style is better? Being charismatic and outgoing or reserved and calm? I think that it depends on the athlete or student and situation the athlete or student is in. If one wishes to ‘rev up’ or energise a rugby team the coach should be charismatic and energetic. If the coach wishes to calm the athlete or focus the maybe a calm coach would be better.

The tutorial mainly focused on picking a social media medium for our e-portfolio. As you the reader might have guessed I chose a Wikiversity page because I wanted to choose something other than a traditional blog for this assessment.

Hope it works out....

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Week 3
Unfortunately instead of driving into the university on a Friday morning and listening to a lecture and attending a tutorial we were able to sleep in and get a jump start on the weekend. Obviously I was not very disappointed with this. We had another week of self-directed learning as Keith pointed our attention to his blog posts.

The post that interested me the most was the post on Erica McWilliam’s 21st century teacher presentation. The one thing in Keith’s Blog about Erica’s presentation that really captured my attention was that Erica suggested that teachers need not play a psychotherapists or counsellors role in the classroom. This is a very interesting topic as Erica suggests that teachers can become a ‘guide on the side’ or passive and can be more concerned about counselling the students then taking charge and teaching them.

This has implications for my own teaching or coaching style. When I used to coach junior basketball I found myself guilty of sometimes being a ‘guide on the side’ as I remember times when I placed a lot of emphasis on recognising how my athlete where feeling emotionally. I can see how this might become problematic if the coach becomes too passive and does not take charge and coach rather than counsel the athletes. However, I think that the coach innately must carry the role of a counsellor as well. This is because sport can be quite demanding mentally and the coach must be able to recognise this and counsel the athletes when appropriate. This can include being able to calm the athlete when he or she becomes frustrated or encouraging them when they are feeling down.

To see Keith's Blog post click here []

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Week 4
This week we were back into the grove of things with lectures and tutorials. I wanted to talk on some of the topics brought up on the lecture on Coach as Performer. If you would like to view the Slide cast presentation of the lecture click here: []

Keith quoted John Lyle (2004) in the presentation as follows:

‘The coaching process is the contract/agreement between the athlete and coach and the operationalization consists of the purposeful, direct and indirect, formal and informal series of activities and interventions designed to improve competition performance’

This quote to me got me thinking about what exactly we are aiming to achieve in our athletes or students through coaching or teaching. Are we solely focused on increasing performance in sport, academic performance or other forms of performance? I think that as a coach or teacher the outcome of our teaching should be that we have increased the performance of the individual who we are teaching. This lecture also broadened my knowledge on how we as coaches can increase performance in those who we are coaching or teaching.

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Week 5
This week’s lecture was focused on Observation and Augmented information. Keith showed video highlighting different styles of coaching and it brought up an interesting topic:

Do you have to be a good athlete before you can be a good coach?

Interesting, I think that if you have been a professional athlete at the height of your sport surely you would have gained an in depth knowledge of what it takes to achieve this. Moreover, you would know firsthand what it is like to train, participate, succeed, fail and deal with the pressures of the sport. I think this type of experience can only be gained through the participation in the sport. Some of my own coaches that I have had through my participation in various sports have been at the elite level of their sport as an athlete before coaching. However, I still believe that even if you have never played the sport that you are coaching you can still succeed in the sport in fact several of the coaches that I have had who never played the sport they were coaching were still successful.

Interesting…

The tutorial was very enjoyable and insightful. We were on the tennis courts this week playing a sport which Keith made up. The object was to through a ball over the tennis net. Everyone was divided up into teams and if you could not return the ball or it went out the other team got a point. Keith was continuously modifying the rules of the game and it was interesting how modifications in certain rules affect the sport. Coaches should model their strategies on adhering to the rules. Also, it became clear to me that the strategies employed by a coach need to be specific to the athletes on the team. Moreover the coach needs to be flexible to the different capabilities of each athletes and form a game plan to meet the player’s needs.

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Week 6 and 7: Sharing and Presenting Information
I thought I would combine week 6 and 7 blogs together as they had common themes. In week six I was unfortunately unable to attend the lecture but I was able to attend the tutorial in the inspire building. This building was equipped with the appropriate resources for Keith to explore different multimedia resources that we can use in our presentation and other assessment. I was attracted to making a Slide cast for my presentation. In week seven the topic of the lecture was Sharing and Presenting Information.

These past two weeks have highlighted to me the importance of the ways in which we present our information. In a coaching context as a result of various technological advances there has been a large amount of resources made available for coaches to present information to athletes. This enables the coach to provide the athlete with in depth feedback to increases his or her performance.

Interested in this I found a study performed by Bartlett, Franks, Hughes, Katz, Liebermann and McClements (2002) which reviewed the current information technologies that are available to coaches to provide athletes with feedback and the effect of this on athlete performance. The researchers suggest that there are several feedback systems available that provide feedback through vision, audition and proprioception mediums. These can include information technologies such as video footage and three dimensional virtual environments. The researchers also suggest that this can lead to positive effects on athlete performance if feedback is necessary for the acquisition of the skill.

If you want to see this article click here: []

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Week 8 and 9: CBT Presentation
Due to the class free week in week eight and public holiday in week nine These past two week s have not had any lectures or tutorials. I found myself feeling quite happy about this I must admit. This was until I remembered that my presentation was due in week nine. No rest for the wicked.

When thinking about the topic I would choose for this presentation I was completing an assignment for a psychology unit about Cognitive Behavioural-Therapy (CBT). I thought to myself could CBT strategies or programs be applied to a coaching or teaching program and would this increase the performance of the athlete or student. This is interesting as CBT has traditionally been used as a form of psychotherapy for the treatment of mental health disorders.

It turns out that there is heaps of research investigating the effect of CBT on athlete performance. CBT aims to decrease performance interfering thoughts (PITS), increase performance enhancing thoughts (PET) and promote positive behaviour (Frodi et al. 2010). CBT can include goal setting, Imagery or visualization, self-talk, relaxation techniques, altering negative cognitions and increasing athlete and coach alliance. Studies such as Rose (2010) suggest that CBT methods can have positive influences on athlete performance.

If you want to view my presentation click here: []

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Week 10
So were back into the swing of things with lectures and tutorials after a two week break. This week’s topic was producing resources for coaching and teaching. The lecture provided interesting ideas and explanations in the way we share and produce resources for teaching. Keith in his Slide cast Etienne Wenger, Beverly Trayner and Maarten de Laat’s (2011) as follows:

'Not all the value produced by a community or a network is immediately realized. Activities and interactions can produce “knowledge capital” whose value lies in its potential to be realized later. Note that this potential can be useful even if it is never realized.'

This part of the presentation kind off jumped out at me as I think of how technology advancements have created a ‘knowledge capital’. The rise of the internet and social media resources has allowed individuals to produce an unlimited amount of resources. These resources might not be needed initially but later be of importance. A coach can communicate with the athlete through a variety of mediums including social media platforms and exchange information. In have had a similar experience to this as a coach from my judo club has set up a website which collects and produces several resources for athletes and coaches. Such resources that I have found useful include Matt’s instructional videos which go through a variety of techniques and the articles that give advice about certain areas of the sport. The website is Beyond Grappling and if you want to see it click here: []

Anyway, my point is that producing and sharing resources is just a click away and coaches should take full advantage of this.

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Week 11
Week 11 has been quite exciting. The lecture was on Planning Programs which to me is a very important part of coaching and teaching. To quote Keith’s Slide cast:

‘Periodisation ... an organised division of training’

I would like to elaborate on this quote from Keith’s presentation. From my own experience periodisation can be a difficult process and needs practice. Not so much for Micro-cycles but for Meso and Macro cycles as they attempt to plan out periods of months and years even depending on the competition calendar. However, they are very useful in that they provide organisation to an individual or team and can foster goal setting. A coach needs to develop a training program that has the appropriate training intensity and frequency depending on whether the team or individual athlete is in a preparation, completion and transition period. Periodisation can allow a coach to keep track of and plan the appropriate training routine.

The tutorial this week was fun and insightful. We were in the basketball gym practicing our coaching methods. Keith divided us into pairs were we had the task of teaching a skill to the other person. I taught how to shoot a free throw shot. Near the end of the tute Keith focused on the skill that stuart was teaching. Stuart was asked to teach the class the ‘Parkour Slam Dunk’ which involved kicking off the wall a dunking the basketball. This was awesome. Being 175cm tall and about 100 kilograms I was not built to slam dunk the basketball but, when kicking off the wall I was able to get up higher and slam dunk the basketball. This tute highlighted that when coaching a skill the coach needs to adapt to the different capabilities of his or her athletes.

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Week 12 and 13
How can I be an expert coach?

I wanted to combine my post on week 12 and 13 to answer the above question.

In week 12 we dived into the topic Expert Pedagogue. Pedagogy to me is a weird word and Keith defined it as:

‘The interaction between how one learns, how one teaches, what is being taught and the context in which it is being taught.’

This quote to me sums up what a coach should do in that coaching firstly is a constant cycle as you are constantly learning and new skills and teaching them. Also, that a coach needs to teach in the appropriate way depending on the context of which the teaching is occurring in. Moreover, I would teach a 12 and 19 year old differently and I would adapt my training plan for different times in the season.

In week 13 we discussed the topic of occupation and vocation. Keith highlighted that if coaching or teaching is your occupation then you should live off it and live for it. Interesting, this suggests that we should be able to support ourselves from the teaching or coaching and be passionate about it.

So, how can I be an expert coach? I think that if I want to be an expert coach I need to first be able to understand the concept of coaching pedagogue. Coaching involves constantly adapting and learning and being highly flexible. Also, as highlighted in week 13 coaching needs to not only be a profession but a passion.

The tutorial in week 12 was fun.

Never in my four years of being at university have I played basketball for an entire tutorial session. This session was loads of fun and involved us splitting up into two teams and pretty much playing basketball. As the tutorial progressed Keith would constantly call timeouts and manipulate the rules or call for a draft (he would send the best players from one team or another, to the delight of my ego this was mainly me). The main thing I got from this was that as the teams changed and the rules changed the coaches needed to adapt their game plan. Moreover, they needed to employ and coaching pedagogue mentality. They would have to realise the potentials of the athletes on both teams coach to the individual needs of each team.

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An interesting Experience: Carlos Machado Seminar
I thought I would share an interesting experience with you. This week on Tuesday the 8th of May I attended a Carlos Machado seminar or coaching session. If you don’t know who Carlos Machado is you’re probably not a Brazilian Jiu-Jitsu (BJJ) nut. Carlos is an 8th degree red and black which is one of the highest ranks in BJJ in the world and has won numerous world championships when he used to compete. He is one of the best coaches in the world in BJJ and I was lucky enough to attend a seminar run by him this week. During this seminar Carlos taught several moves or techniques. When doing so he gave a name to each technique such as jack hammer. He suggested that this would create a mental image in the student’s mind of the technique and would therefore be easier to remember.

Research such as Hanrahan, Klingner, Tversky (2001) suggests that visual stimuli produces less cognitive load than does verbal stimulus. Also, the researchers suggest that visual stimuli produce greater memory and learning outcomes then do verbal stimulus. Also, research has also suggested that mental imagery can increase sporting performance (Hardy & White, 1995). To read these articles click here:[][]

So maybe Carlos’s clam that visualising techniques and creating mental images increases positive memory outcomes may be true. This was an interesting strategy that I might implement when whenever I am coaching.

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Week 14
This week I did not attend the lecture unfortunately but I attended the tutorial which I must say was fun. Just Like week 12’s tutorial we pretty much played basketball the whole time and Keith as usual would manipulate to rules to illustrate certain points.

The first rule which was quite funny, was that upon exiting and entering the court you had to walk directly over the half court line. He would yell and make a fuss about us not walking over the line and congratulate us for doing it correctly. I thought to myself why is he doing this and then in the debrief he mentioned Operant Conditioning. Operant Conditioning is fairly familiar to me as I am doing a double degree with psychology. It pretty much involves decreasing or increasing behaviour through either punishment or reward. As I think about it more and more Operant conditioning has a place in coaching and teaching. We want to reward our athletes to promote desired behaviour and punish them (not too frequently obviously) for undesirable behaviour.

Another rule manipulation that Keith would employ was that he would be constantly changing the amount of players on each team. He would make it 4 on 4, 2 on 1, 3 on 4 etc. This highlighted to me that a coach’s game plan is highly contextual. That is sport has many different situations such as when you are down a player like in today’s tutorial. If you are down a player maybe you shouldn’t play one on one defence but switch to a zone.

Lastly, as the tute was low in numbers probably because it is week 14 Keith asked two people who were not enrolled in our course to join in. There was a language barrier between us and these two gentlemen but we were still able to play and communicate effectively. This highlights the universal nature of sport and taught us how to communicate and coach someone with a different first language.

All in all, it was quite an insightful tutorial.

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Final Remarks: We did it!!!
The end of the semester is here. Firstly A personal goal of mine as shown in the introduction was to share my learning experience of Coaching Pedagogy with you the reader. I hope that I was successful in this and that it was not too boring. I also stated that I wanted to learn more about the pedagogy of sport which to can be defined as the science and teaching or sport. I believe that I was successful in this and that this unit has opened my eyes to the complexity of teaching and coaching.

I can honestly say that I enjoyed this unit.

Thanks, Kind Regards.

Hello, Justin

I am delighted we were able to meet on this unit.

Thank you for choosing Wikiversity as your sharing platform. I have enjoyed your observations about the unit and have been impressed by your basketball virtuosity.

I do hope you will continue with your writing.

Best wishes

Keith
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title: SportCoachingPedagogy/eps/scpep12


text:
User:Javiereduturcios/myWork

Link to team page.

Write problem/project Goal
Use the Kinect to capture a 3D image and print it using the Maker Bot

My First Task
Find information about 3d printing

Summary of actual work over first weekend
Look infromation of the 3d printing and start getting a 3d model to start printing. First we need the machine running so that it prints a 3d model.

Week1 Narrative
During this week I prepare for the presentation. Look over how the makerbox works. Also I research videos on 3d printing. Look for steps the basic steps in 3d printing for the makerbot.

My Second Task
My second task is going to come on friday afternoon to work with the guy that knows how the maerbot works. This will help me have more knowledge on the makerbot and its functions. I am going to download blendr into my computer. Blender is the software that I will use to create STL file so that i can print something. I am going to look for tutorials on how to make a 3D printiable image.

Summary of actual work over second weekend
The work that i did over the week was to come to chat with the guy that is actually working on Makerbot. He thoroughly answerd all the questions that I had. Also i download blender into my computwer to make a 3D image. When i open the software i realize that there is a link on how to use blender. So I did not look for any tuorials. I try to get familiar with the program because I am going to start using it.

Week2 Narrative
During this week i wanted to change the wire of the Maker bot so started by pulling the wire. The wire was standiing very strong so it would not come out easily. I decide to disasemble the printing head. Started with a wrench to take out he nuts out of the volts. I took them all out. There is a black plastic that is between other trasparent plastic. I took the black plastic away. I thought that by doing that i would be able to pull out he wire easily and that was not the case. The wire stand as strong as in the beginning. I was going to start take the transparante plastic off but the motor is in between. I started to take the motor off. Before, I went into room 159 and I saw patrick. Patrict told me that one just need to heat up the wire. So I put it into 180°C. I was able to pull out the cable extremely easy when the wire was heated at tha temperature. Then i started to assemble the printing head altogether again. I realize that it was not necesary to dissasemble the printing head at all.

During this week, I got the machine turned on with a switch that is in the back. The switch the is in the upper right corner is to turn on the lights. After so much printing one will eventually run out of wire or change the color of it. I was successfully able to change the wire after several hours being trail and error. To start changing the wire one should start by turning on the machine. Plug the USB cord to the nearest computer. Open my computer and click on gDrive. Open the ENGSOFT folder. then open the folder that reads "Software to Install". Click on replicatorg-0025 file. Finally open Replicator G program. Opening Replicator G one must make sure that the serial port is in COM 1 or COM 6. To check that one must click on "machine" then "serial port" and finally click on COM 6 or COM 1. Open the control panel in Replicator G. In the Target Temperature text box input 180°C. When the temperature is reach. Two blocks that state "DALE RH 10W" will heat 180°C. Now one just pulls the wire and it can easily me removed. At the beginning this was not possible because the wire was solid in the needle and is very hard to remove it.

My Third task
My task over the weekend will be to come on friday afternoon and learn to print something because I my fellow classmates are almost done with scanning and basically printing is my responsabilty.

Summary of actual work over third weekend
My actual work over the weekend I did really come on friday to learn who to print in 3D. Patrcik is the man working in the Makerbot outside of college. He was able to successfully print a donunt.

Week3 Narrative
During this third week I was able to print a "Start Making" key chain. The first thing to be able to print is to get an STL file. There are many different STL files in www.thingiverse.com. the first time I open that open that web page I saw a key chain with "Start Making" printed on it. I wanted one of those. I went into thingiverse.com In the search toolbar I typed "start making" and the first option was the one I wanted to print. http://www.thingiverse.com/thing:17943. In the bottom left corner of the page there are two options on the type of file one wants to download. One needs to choose "key chain start...stl" otherwise it will not be able to print. When the file is completely download one wants to hit on "view downloads" and move the file to the Desktop. This will make the file easier to find when opening. With Replicator G, the program to print in 3D click on file then open go to desktop and click on the key chain STL file. You will be able to rotate the image 360 degrees. Click on the control panel and on target temperature type 180 and on Platform target temperature 110. This will take a couple of minutes. There is an icon that reads "Generate Gcode" in the lower right side. When the computer finish gerating the g code a new tab besides model will appear. One should replace "T220 S" with "T180 S" Otherwise it will not print. Now one is ready to print. Click of the "build bottom" A message will appear and hit "yes" It will take at least 12minutes to print the "Start Making Key Chain" I face three problems trying to get "Start Making Key Chain" printed. The first one was the STL file did not open. When the file was completely download. I hit open but it did not. To to get the file open one needs to go into replicator G and click on file then open and finally look for the file. My second problem was I did not generated the G code properly. I did not go into the new tab that shows besides the "model tab" This was not allowing the file to print. Fianlly my last problem was that the screw was not tighten correctly. It is extremely important to get the screw tighten otherwise it would not print.

My Fourth task
During this weekend I will start to get familiar with blender. Blender is a program in which one can design their own STL files. I want to be able to print whatever I what and not be restricted to the STL files that are in thinginverse.com

Summary of actual work over fourth weekend
I spend some time experimenting with blender. It was able to successfully create geometrical shapes.

Week4 Narrative
I did not like that fact that i was limited with STL files that were on thingiverse.com. I also wanted to create my own STL files. I research into google.com to create 3d models. Blender appear I decide to download blender. First Go to http://www.blender.org/ and in the top in the second tab downloads will appear. Download the one that fits into your computer (Computers in the lab will need Blender 2.62 Installer (32 MB) Requires Windows XP/Vista/7 64bit). After downloading open it and a cube will appear. Select the cube with the left click on your mouse and press delete on the keyboard. To build something go to "add" the upper left hand corner. Then go into mesh and select the desire shape. Then Click on "File" then "export" save it as an STL file. For convenience save it in the desktop and named the file. Open it in ReplicatorG. Generate the Gcode and start heating the needle and platform. If the object appears to be small in scalle try to make it make. Then go into move and press" Put on platform. When the needle and the platform are completely heated. Start printing by clicking on build. I also added stuff in this tutorial:

Make 4 tutorials
 * How To: Find Or Create A Printable STL File
 * Set Up & Run The MakerBot
 * How to Download 3D programs to build STL files
 * How to print STL files with letters or Numbers in it
 * How to Change the Wire of the Makerbot
 * Tutorial on Blender

 * I also realize that when changes the wire of the makerbot and immediately starts printing the object will have the color of the previous wire that was in it. For example is one changes the wire from white to black the printed object in the raft will have white. These is because there is a small amount in the needle that is solid and cannot be remove when the wire is heated and removed. To remove the remaining wire one has to go into control panel and input 250 in the motor velocity bar. Then select it to move it forward. This will start extruding the white wire and make the transition with the other color of wire. When the black wire starts extruding hit stop in the motor velocity. This will allow you when printing stuff that the raft is the same color as the printed object.
 * Also, I wanted to print a name so bad that I looked letters in www.thingiverse.com I choose this one: http://www.thingiverse.com/thing:753 when I started printing the first letter took me 30mins. The following letters will take the same time to print. But when i wanted to print the next letter the makerbot the makerbot printed for 15mins then it stop. This is because the makerbot cannot be on for so much time. So when one is printing something that it will take to long you should think about it again. What I did to make the second letter is to turn off the makerbot for about 15mins and print again.

Complete Project Page
Follow the "project done" format.

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

title: User:Javiereduturcios/myWork


text:
Controversies in Science/Are humans causing global warming/A critique of Is Global Warming Mainly Due to Anthropogenic Greenhouse Gas Emissions?

(Review Paper) Cited in

Points Made
Scientist Richard Lindzen argues that global warming is not primarily anthropogenic, and that greenhouse gas is not as detrimental to the Earth’s cooling as previously believed.

Methods
Lindzen does not believe that global warming is human caused, that the IPCC’s models and assessments are too simplified, or alternatively giving too much significance to greenhouse gases. Lindzen believes that greenhouse gas is more likely contributing to global warming approximately 30%, therefore not the main contributor to global warming. Lindzen believes that the IPCC is not considering data from other climatological events such as El Nino or the Little Ice Age, for example, which could be significantly affecting our current climate change.

The IPCC’s main support for anthropogenic climate change stems from the theory that thermal radiation is causing cooling on Earth’s surface and greenhouse gases are destructive to this cooling system, resulting in warmer temperatures. Lindzen, however, does not believe that thermal radiation is the only source of cooling. The IPCC believes that climate change is primarily anthropogenic because greenhouse gas has increased steadily in the past century. Lindzen argues that thermal radiation is not solely responsible for cooling Earth's temperature, and that heat travels away from Earth’s surface in an upward motion until the thermal radiation can escape into space, which Lindzen calls the “Characteristic Emission Level”. Warming at this level would be warmer than at Earth’s surface, approximately twice to three times as much. Statistics show that the warming trend in the Characteristic Emission Level in the troposphere is only at 0.1 degrees Celsius, so that would put the warming trend on the surface at approximately 0.033 degrees Celsius.

Results
Because the estimated warming trend is 0.033, this is much lower than the IPCC's estimated warming trends of 1.8 - 4.0 degrees celsius on Earth's surface, which suggests that global warming is not primarily caused by greenhouse gas emissions, and therefore not caused by humans.


text:
User talk:Phillipphilip

You have been blocked from editing for vandalizing Wikiversity. Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, and other deliberate attempts to disrupt Wikiversity are considered vandalism. If you wish to make useful contributions, you may come back if the block is set for a limited period of time or by requesting an unblock. If you are unblocked, you are expected to abide by the Policies of Wikiversity. - -- Jtneill - Talk - c 04:25, 17 February 2012 (UTC)

title: User talk:Phillipphilip


text:
Volcanoes, list/Laki

Location and Formation
The Laki volcano is located in Iceland. Divergent boundaries are located on the ocean floor. This divergent boundary creates mid-ocean spreading centers, also known as the Mid-Atlantic Ridge. This volcano is located above this boundary. The Laki volcano is also part of a chain of volcanoes that form from a hotspot. The Laki volcano is a shield volcano, meaning that the volcano is a large, gently sloped volcano made entirely out of lava (volcanoes form when lava or pyroclastic material builds up around a vent).

http://www.uhh.hawaii.edu/~csav/gallery/decker/iceland_laki_fissure.php

1783 Eruption
This eruption lasted for about 8 months going into 1784. The volcano produced about 14(3.4 cubic meters) cubic kilometers of lava containing basalt with lava fountains up to 1400 meters. The volcano was a nonexplosive volcano since it contained lava flows. The lava was pahoehoe lava, since it had basalt and had ropy-like coils.

Damage
Ash/haze erupted from the eruption was carried from Iceland to Syria and Europe by winds. The ash caused a drop in temperatures in the entire Northern hemisphere killing more than 8000 people nearby living in Britain. In 1784, winter was one of the longest and coldest winters recorded in North America. There was a large amount of snow in New Jersey, the Mississippi River was frozen at New Orleans, and there was ice in the Gulf of Mexico. Clouds of flourine and sulfur dioxide killed most of Iceland's livestock and crops, causing famine and causing the death of one fourth of the residents living there. The volcano is now dormant since this eruption.

Deaths
More that 9,000

Other Eruptions
There have been no other eruptions. This is because the volcano was over a mantle plume and the tectonic plate has moved past the mantle plume.

title: Volcanoes, list/Laki


text: Category:Freedom of speech

title: Category:Freedom of speech


text:
User:Numiri/KinderCalculus/Like Terms, Distributive Identities

Combining Like Terms (Nevadab)
In traditional algebra, "like terms" refer to addition of terms with similar powers like 3x^2 + 4x^2 = 7x^2. Here we consider a more general "like terms" criteria to include those with different powers but can be combined via multiplication instead of addition. We call this principle "Nevadab", which is an initialism for "neighboring-verbs, add depth, alike bases". The "b" in Nevadab is silent. The odd word is a poor attempt at forcing the initialism into something pronounceable like "nevada".

Under the Nevadab criteria, we can combine a^3 * a^4 into a^7. Combining these terms involve 3 steps:   Check that the verbs are neighboring: the verbs +, *, ^ form a ascending complexity sequence of plus, self-plus, self-self-plus. Each successive pair are neighboring verbs. + and ^ are distant verbs, not neighboring.  Check that the bases are alike: the bases in the 2 terms must be the same.  Add depth: to combine the terms, simply add the depth  The diagram below illustrate the generalization in an operator precedence diagram:

.                          3a + 4a = 7a. |                                             .                                |                                              .                                |                                              .                          +-+-+                                        .                          | \       / |                                        .                          |  o--*--o  |. | /      \ |       3    3                           .            3a * 4a  -+  equals   +- a  + b. (not neighbors)     |           |      (irreducible). | *--o--   |. +-+-+                                       .                                |                                              .                                |                                              .                                |                                              .                            3    4    7                                        .                           a  * a  = a.

Distributive Identities (Evert)
Everts are distributive rules. They are called evert for their inside-out effects on the layering. Below we generalize the distributive rule beyond a(b+c) = ab + ac. This generalization simplifies the many distributive rules into one -- greatly simplifying algebra!

Mathematical expressions have a syntactic structure that can be drawn as a tree. For example, .                          3             3                                     .            3  3            \           /                                      .           a  b      is      ^ -- * -- ^. /          \                                      .                           a             b. . and. .                           a. 3           \                                                 .            (ab)      is      * -- ^ -- 3. /                                                .                            b. . In the picture below, the center box represents this syntactic parse tree of the distributive expression: .                                                                              .                       3(a + b) = 3a + 3b. .                               |                                              .                                |         u + v     u   v. same as -->         |         -  =  - + -. right             |           d       d   d. |                                             .                       \        |        /                                     .                        \       |       /                                      .                         \      |      /                                       .                          +-+-+                                        .                          | \       / |                                        .                          |  o--*--o  |. | /      \ |                                        .                          |           |       3    3                           .            3a * 3b  -+  equals   +- a  + b. (uninteresting)     |           |      (irreducible). | \        |                                        .                          |   *--o--  |. | /        |                                        .                          +-+-+                                        .                         /      |      \                                       .                        /       |       \                                      .                       /        |        \                                     .                                |                                              .                    uv          |           uv       d__   d__. log u + log v =  o         |          o  =  V u * V v. b      b        b           |           d. |                                             .                                                                               .                              3     3   3                                      .                          (ab)  =  a   b. .                                                                              . notes:. 1. the diagonals are distributive relations against the leaf & lattice (u v). 2. log is nearly evertable, but not quite, with + replacing *. . in the box,. o  =  repeater verb. . u,v = leaf, lattice. a,b = bases. d  =  depth. .
 * = seed verb.

Here is the same information in tabular form:


text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/2012: Team AM7

Inleiding
Voor het EE4 project van Groep T krijgt het team Hyperion de opdracht om een zonnewagen of te wel een small solar vehicle te ontwikkelen. Het is de bedoeling dat teams van ongeveer 8 personen een wagentje gaan ontwerpen en bouwen die volledig op zonne-energie werkt. Hiervoor wordt een zonnepaneel en een DC-motor van groept ter beschikking gesteld.Er is een maximumbudget van 200 euro dat niet overschreden mag worden. De ultieme deadline ligt tussen week 10 en 14 en bestaat uit een race tussen de verschillende teams op het Martelarenplein in Leuven.De race zal een parcours van 14 meter zijn dat uit 3 delen bestaat: een 4 meter dalende helling van 7.2 graden, een vlak stuk van 6 meter en een 4 meter stijgende helling van 7.2 graden.De belangrijkste criteria van dit project zijn de afloop van de race, het ontwerp van de zonnewagen en de innovativiteit in de zonnewagen.

Team

Hyperion was de Titaan van het licht. Zijn naam betekent "de in de hoogte wandelende". Hyperion stelde regelmatige dagen en maanden in door de zon en maan in een vaste cyclus langs de hemelkoepel te laten bewegen, terwijl zijn broer Crius de beweging van de sterrenbeelden regelt en daarmee de seizoenen. Toen de Titanen door de Olympische goden verslagen waren, werd Hyperion samen met zijn broers opgesloten in de Tartarus.

week 1
De eerste inleidende seminarie is gegeven en de teams zijn ingedeeld. De eerste deadline is vrijdag waarbij de Gantt Chart, Plan van Aanpak, samenwerkingscontract en Work Breakdown Structure moeten ingediend worden. Er is woensdag al een eerste keer samengekomen om de verschillende taken te verdelen, een teamnaam te bedenken en een logo te ontwerpen. Als teamnaam is er gekozen voor Hyperion, titaan van het licht.Als communicatietool is er gekozen voor facebook en de gsm. Om bestanden tussen de verschillende teamleden te kunnen delen, zal Dropbox gebruikt worden.

week 2
Het seminarie van deze week ging over de karakteristieken van het zonnepaneel en gegevens over de motor.Hiermee kunnen we het grootste vermogen berekenen bij een bepaalde stroom en spanning. Deze week hebben we ook de diode factor van het zonnepaneel berekend.We hebben ook al gebrainstormd over het ontwerp van de zonnewagen en de plaatsing van het zonnepaneel.Michiel en Bruno hebben deze week ons logo ontworpen.

week 3
Deze week hebben we een seminarie gekregen over overdracht. We zagen hoe we de beste overdracht konden berekenen voor verschillende omstandigheden.Hier na zijn we begonnen met het berekenen van de tandwieloverbrengingen. Er is ook al feedback gegeven door de coach op de Gantt Chart en Plan van aanpak. Bij de Gantt chart zijn er een paar kleine aanpassingen gebeurd.Daarnaast hebben we nagedacht over het design voor onze SSV, maar dat blijft nog even geheim.Er is al nagedacht om bijvoorbeeld een versnellingsbak te gebruiken maar aangezien dit vrij complex is en het parcours maar 14 meter lang is, gaan we toch voor 2 gewone tandwielen.

week 4
Er werd een seminarie gegeven over het programma Matlab-Simulink en hoe we elektrische circuits kunnen simuleren met dit programma.Daarna zijn we begonnen met de case simulink en het bepalen bij welke weerstand het maximaal vermogen wordt bereikt. Hierbij hadden we problemen en hebben we raad gevraagd aan de coach waarna we weer verder konden werken. We hebben ook al beslist om 3 UMD's te gebruiken als wielen voor onze zonnewagen.Het ontwerp van de zonnewagen gaat getekend worden in Solid Edge door Frank.

week 5
De seminarie van het umicore solar team heeft ons handige tips gegeven om de efficiëntie van de motor te verhogen en na de seminarie van Fablab is duidelijk geworden dat het gebruiken van een 3D-printer veel geld kost en te duur is om grote onderdelen mee te maken. Na de seminaries hebben we verder gewerkt aan de 2 cases waarvan de deadline volgende week is. Er is ook nog nagedacht over het frame en de as van de zonnewagen.we zullen het frame dus niet maken met de 3D-printer maar met de lasercutter die Fablab ons ter beschikking stelt.

week 6
Deze week is er geen seminarie en staat vooral in het teken van de 2 rapporten die afgewerkt moeten worden. Na de feedback van de coach zijn we verder bezig met de case simulink en SSV part 1. Het sankey-diagram is verder vervolledigd en de snelheidskarakteristiek van de optimale gekozen overbrengingsverhouding wordt ook nog verder benaderd.Er zijn nog wat problemen met de berekening van de afstand die de zonnewagen zou afleggen in vrijloop, maar die worden opgelost. De deadline van de 2 rapporten is deze vrijdag.

week 7
De deadline van case simulink en case SSV deel 1 werden behaald.Het is de laatste les voor de vakantie en we kregen feedback op alles wat we momenteel hadden. Het verdict luidde dat het al niet slecht was maar er waren nog wel een paar verbeteringen aan het sankey-diagram en er waren ook nog wat spellingsfouten en vormgevingsfouten in het verslag.

vakantie
Tijdens de vakantie is er druk gewerkt aan de zonnewagen.Ons frame werd uitgesneden in Fablab met de lasercutter.Hiervoor hebben we plexiglas gebruikt.Ons eerste frame was gebarsten tijdens het boren van gaten voor de wielassen en daarom heeft Frank in Solid Edge een steviger frame ontworpen.Op ons frame werd ook het logo gegraveerd van ons team Hyperion.De wielen zijn gemaakt en gecentreerd en de wielassen zijn ook uitgesneden.

week 8
Deze week kregen we een tussentijdse test over alles wat we wisten in verband met het zonnewagentje. Hiervoor mochten we ook onze eigen verslagen gebruiken om de vragen op te lossen. Sven is deze week ook aan het voortwerken om onze zonnewagen in een te steken. Hij doet dit in een modelbouwwinkeltje waar hij ook materiaal en machines mag gebruiken.

week 9

Zoals verwacht kregen we deze week feedback op onze test van week 8.Dit bleek niet zo goed te zijn voor de meesten maar de volgende test zal definitief beter zijn. We hebben onze zonnewagen ook voor de eerste keer getest op het parcours.Er was wel een grote afwijking op het voorste wiel zodat de vooras opnieuw rechtgezet moet worden. Er is ook beslist om toch met 4 wielen te werken in plaats van 3,omdat het voorwiel scheef staat en tegen de rand van de rail schuurt. Daarom gaan we dus nog een extra voorwiel toevoegen. Het is wel duidelijk dat ons zonnewagentje snel genoeg is om de helling en dus ook de finish van het parcours te halen.

week 10
Tim en Sven werken verder aan de laatste aanpassingen voor onze zonnewagen terwijl de rest druk aan het werken is om de case 2 afgerond te krijgen.Wout en Michiel zijn bezig met het dwarskrachtendiagram, de maximale buigspanning en rekking terwijl Yannick en Bruno het procesverslag verder afwerken.Frank is bezig met het maken van de 2D tekening van het frame en het zonnepaneel en Joeri neemt de economische analyse voor zijn rekening.De deadline is  al volgende week vrijdag.

week 11

Dit is de laatste keer dat we hebben samengezeten met onze coach. Er waren nog wat vragen rond de 2D-tekening en het online procesverslag. Nu we hier meer duidelijkheid over hebben, worden de laatste pagina's van het verslag afgewerkt. Bij onze zonnewagen zijn de elektrische draden van het zonnepaneel met de DC-motor aan mekaar gesoldeerd. De deadline voor de peer assessment en case 2 is deze vrijdag om 13 uur.

Samenwerkingscontract
]

Plan van aanpak
]

Work breakdown structure
]

Inleiding
Waarom dit procesverslag? Een procesverslag is eigenlijk een terugblik op het verloop van het project. Is alles volgens plan verlopen of zijn er sommige dingen anders verlopen dan gepland. Was er een goede samenwerking in het team? Werden alle regels opgevolgd die het team had opgesteld. Verliep het project vlot? Zijn er die dingen die het team heeft bijgeleerd? Uit het procesverslag wordt dus eigenlijk teruggekeken naar wat we tijdens het project geleerd hebben en wat in de toekomst beter aangepakt kan worden.

Planning
Als we de Gantt Chart vergelijken met wat we werkelijk hebben gedaan dan valt het direct op dat een deel van de taken aan iemand anders was weggelegd dan oorspronkelijk gepland was. Bv. op de Gantt Chart dat de snelheidskarakteristiek wordt berekend door Michiel en Frank, maar dit deel was uitgevoerd door Yannick. Waarom deze veranderingen? De Gantt Chart was op voorhand opgesteld en werden zomaar namen ingegeven om het werk wat te verdelen, maar bij het werken zelf werd er niet meer naar deze Ghantt Chart gekeken en werkte ieder aan het deel dat hem het beste lag. Het aantal uren dat er op de Gantt Chart staat komt zo goed als overeen met het effectieve aantal uren dat aan het werk besteed was.

Samenwerking

Iedereen heeft wel geholpen bij elk onderdeel van het project (buiten Solid Edge), maar je ziet ook duidelijk dat er telkens één of twee personen zich meer focussen op één onderdeel van het project. Deze personen zijn dan ook verantwoordelijk voor dit onderdeel en dit werkt ook gemakkelijker dan als we met acht te gelijk aan één onderdeel moeten werken. Soms hadden we dan wel een probleem dat sommige personen dan niet op de hoogte hoe ver het team stond met één onderdeel, maar dit kwam onder andere door de paasvakantie omdat die datums dan niet pasten voor elk teamlid, maar na de paasvakantie, werd er terug wekelijks vergadert en soms was er zelfs een extra vergadering op maandag.

Vaardigheden
Ieder teamlid heeft al meerdere Engineering Experiences achter rug en iedereen van het team heeft ook het vak Rapporteren gehad. Dus iedereen heeft de vaardigheden om een rapport te schrijven, met Solid Edge te werken, een Gantt Chart op te stellen, te vergaderen, etc. Het werken met Simulink en opstellen van Sankey Diagram, was voor de meeste mensen iets nieuw. Het werken met Simulink was minder moeilijk voor de mensen die vaardig zijn in het programmeren en dankzij de tutorial en beetje hulp van de coach kwam dit allemaal in orde.

Conclusie
Het was een goed team waarin geen conflicten waren, maar ook een groot team (acht man), wat moeilijker te organiseren is. Naast al het serieuze werk, werd er ook vaak gelachen wat het proces aangenamer maakte. Er kroop veel tijd in het project en niet elk onderdeel van het proces was even makkelijk/moeilijk, maar uiteindelijk is het proces goed verlopen zonder al te veel problemen. Na het vele werk dat er in de wagen gestoken is kunnen er toch gezegd worden dat hij redelijk snel is en een goede kans maakt om te winnen. Er zit een roteerde as aan het zonnepaneel zodat de hoek van zonnepaneel aangepast kan worden, maar dit is niet zo innovatief omdat meerdere teams dit ook hebben staan op hun wagen. Volgende keer zouden we het toch iets anders aanpakken. De bouw van de wagen beter redeneren en wat meer info opzoeken over de materiaal zodat we voorkomen dat onze frame breekt.

Beschrijving van de SSV
Voor het bekomen van het ontwerp van onze zonnewagen is er heel wat gebrainstormd. Aan de hand van enkele berekeningen hebben we de optimale overbrengingsverhouding bepaald tussen de DC motor en de wielen. Dit hebben we zowel bepaald voor het vlakke stuk als voor de helling. Voor de aerodynamica van onze zonnewagen hebben we gekozen voor een driehoekig onderstel, waarvan de punt naar voor gericht is. Dit heeft als gevolg dat de luchtweerstandscoëfficiënt behoorlijk laag is. Via een staafje zullen we het zonnepaneel verbinden met onze zonnewagen. Dit staafje kan in de hoogte aangepast worden zodat het paneel in verschillende richting optimaal naar de zon gericht kan worden. We hebben gekozen om ons zonnepaneel zo laag mogelijk op onze zonnewagen te plaatsen zodat we minder luchtweerstand hebben. Voor de wielophanging hebben we gekozen voor twee achterwielen (aandrijving) en één voorwiel. De diameter van het voorwiel en van de achterwielen zijn hetzelfde, namelijk 60 mm. Vooraan de zonnewagen hebben we twee kleine begeleidingswielen aangebracht zodat we geen wrijvingsverliezen hebben ten opzichte van het L-profiel.Oorspronkelijk hadden we gekozen voor 3 wielen, omdat dit stabiel genoeg is om te kunnen rijden. Tijdens de eerste testrit op het parcours hebben we helaas ondervonden dat het voorste wieltje tegen de rail schuurde en daarom is er toch gekozen voor 4 wielen waarbij de rail tussen de 2 voorwielen ligt. De DC-motor zullen we aansluiten via twee tandwielen op de as van onze achterwielen. Het eerste tandwiel wordt aangedreven door de DC motor, dat op zijn beurt het tandwiel van de achteras zal aandrijven. De diameter van het grote tandwiel bedraagt 57,4 mm en bevat 80 tanden. De diameter van het kleine tandwiel – dat aangedreven wordt door de DC motor – bedraagt 9,8 mm en bevat 12 tanden.

website promotie
http://www.123website.be/hyperion


text:
Engineering Experience 4: Design a Small Solar Vehicle/Nl/2012: Team PM1

Voor het EE4-project, worden wij van SuperNova verwacht een zonnewagen (Small Solar Vehicle) te maken. Dit project houdt in dat we in groepen van zeven personen een Small Solar Vehicle (SSV) ontwerpen dat volledig afhankelijk is van zonne-energie. Hiervoor kriigt elk team een zonnepaneel en een DC-motor, zodat iedereen van dezelfde basis kan beginnen. Na tien weken wordt er een race georganiseerd waaraan alle zonnewagens het tegen elkaar opnemen. De SSV moet niet alleen degelijk werken, ook is het belangrijk om een mooie en innovatieve wagen te ontwerpen.

Week 1
In deze eerste week krijgen we een inleiding van het project en heeft iedereen voor het eerst kennis kunnen maken met zijn teamgenoten. Na deze korte kennismaking zijn we er echter onmiddellijk ingevlogen aangezien er vrijdag al de eerste deadline is. We hebben eerst afgesproken wie voor wat verantwoordelijk is en daarna is iedereen begonnen met zijn taak. De onderdelen die klaar moeten zijn voor de deadline zijn: WBS, gantt chart, plan van aanpak, samenwerkingscontract en teamlogo & -naam.

Week 2
Op dinsdag 21 februari is er een seminarie gepland over het zonnepaneel en de DC-motor. Hierbij hebben we meer uitleg gekregen over onder andere de werking van ons zonnepaneel. Achteraf zijn we ons zonnepaneel effectief gaan testen en hebben we de karakteristieken ervan bepaald. Na het seminarie hebben we een kort feedback moment met onze coach. Hier overlopen we de ingezonden documenten die we voor de eerste deadline hebben ingestuurd. Vrijdag zijn we samen gekomen om de aangepaste documenten te overlopen. Ook hebben we de verschillende ideeën voor het ontwerp besproken. De enige deadline tegen vrijdagavond is een kleine test met drie meerkeuzevragen over het seminarie van dinsdag.

Week 3
Deze week hebben we op dinsdag een seminarie bijgewoond over race-strategieën. Hierbij kregen we informatie over de overbrengingsverhouding. Ook hebben we een voorbeeld gezien om via de numerieke methode de versnelling, snelheid, .. te berekenen. Vrijdagochtend, tijdens de wekelijkse teammeeting, hebben we voornamelijk gebrainstormd. Zo zijn we het eens geworden dat we een basis uit plexiglas gaan maken en als wielen CD's gebruiken. Wij willen ons vooral focussen op het design en dus hadden we in gedachten om een kap te maken voor onze wagen. Zowel de kap als de draagstructuur wouden we laten frezen en dan uit glasvezel maken. Maar omdat de freesmachine in Fablab defect was, hebben we een draagstructuur van plexiglas genomen. Voor de kap moeten we nog een alternatief vinden. Het zonnepaneel plaatsen we op een kogelgewricht zodat het vrij in alle richtingen kan bewegen.

Week 4
Het wekelijkse seminarie ging deze keer over Simulink. Hierbij werd ons kort getoond hoe het werkt en hoe wij het moeten gebruiken voor de verschillende simulaties. Ook was er een kort moment met onze coach waar we ons ontwerpidee hebben voorgesteld. Achteraf zijn we begonnen met de berekeningen voor de verschillende intervallen met behulp van de numerieke methode. Op vrijdag zijn we begonnen met overlopen wat er allemaal nog moet gebeuren en hebben we de taken verdeeld over de verschillende teamleden.

Week 5
Deze week waren er twee seminaries gepland. Het eerste kregen we van een lid van het Umicore Solar Team. Hij heeft ons meer info gegeven over het project in de masteropleiding waar ze een zonnewagen naar Australië sturen. Achteraf is er iemand van Fablab komen praten die ons informatie gaf over het lab zelf en de machines die ze gebruiken en hoe deze werken. Na dit seminarie zijn we naar het VTI gegaan om informatie te vragen over hun freesmachine (we hebben van onze coach gehoord dat zij ook één hebben), maar deze bleek niet geschikt te zijn voor ons plan. Tijdens de vergadering op vrijdag is ons ontwerp in Solid Edge geoptimaliseerd. Ook hebben we een lijst opgesteld met daarop alle materialen/onderdelen die we nodig hebben om onze SSV te maken en aan te drijven. Volgende week vrijdag is er de deadline voor onze Simulink opdracht. Daarom moeten alle simulaties klaar zijn tegen dinsdag zodat we eventuele fouten kunnen nakijken en verbeteren.

Week 6
Voor het eerst was er deze week geen seminarie gepland. Er was enkel een kort moment met onze coach voorzien om eventueel vragen te stellen over de opdrachten in Simulink en het opstellen van het voorlopig verslag. Deze week zijn we zowel donderdag als vrijdag samen gekomen om alles voor de deadline van vrijdag 23 maart af te werken. Eerst is er gezorgd dat al de simulaties af waren gewerkt voor de deadline zodat we alles konden uitschrijven om in het verslag te zetten. Daarna hebben we alle onderdelen van onze SSV besproken (hoe worden ze gemaakt, uit welk materiaal, dikte,..). Naast het inzenden van het voorlopig verslag was er ook de eerst peer assessment die we moesten invullen.

Paasvakantie week 1
We zijn in de paasvakantie samen gekomen om al onze stukken te verzamelen en te bespreken wat er nog moet gebeuren, aangezien er in week 8 een moment is gepland om de SSV te testen. Achteraf zijn we naar Fablab gegaan om onze basis te laten lasercutten en onze wieltjes te printen. Hier was echter weer een probleem. Ditmaal met de machine om te 3D-printen want deze was kapot, hierdoor konden we onze wielen niet maken en moeten we dus snel een alternatief zoeken. Aangezien onze wagen deze week niet af is geraakt wegens de lijm die draag moest zijn, komen we hoogstwaarschijnlijk volgende week terug samen om hem klaar te maken voor de parcours test.

Paasvakantie week 2
Deze week hebben we nog eens afgesproken om verder aan onze wagen te werken. Aangezien we onze wieltjes dus niet konden 3D-printen, hebben we beslist om minidiscs te gebruiken. Voor de kap hebben we ook een oplossing gevonden. We zullen namelijk PU schuim gebruiken om de gewenste vorm te bekomen. Dit zullen we dan bekleden met glasvezel zodat we toch een mooie en relatief lichte kap hebben voor onze wagen.

Week 8
Op dinsdag was er een tussentijdse test gepland over het eerste deel van de geziene leerstof. Vrijdag zijn we begonnen aan het afwerken van onze wagen. Dit omdat er volgende week een testrace is voorzien. Het is dus zeer handig dat we onze wagen eens kunnen testen op het parcours.

Week 9
Dinsdag 24 april hebben we een seminarie gekregen over technisch tekenen. Hier kregen we te zien hoe we de tekeningen moeten maken en volgens welke regels er moet getekend worden. Na dit seminarie was er een feedback moment met onze coach, waarbij we o.a. de punten van de tussentijdse test hebben besproken. De wagen had ook enkele minpunten, want de structuur die het zonnepaneel draagt is veel te zwaar. Dus dit moeten we dan veranderen. Toch hebben we hem zo eens over het parcours laten bollen zodat we min of meer weten waar we staan. De testrace was echter teleurstellend want de wagen geraakt niet helemaal boven.

Week 10
Deze week stond het parcours gelukkig nog opgesteld in de ondergrondse parking, dus we hadden een week extra om de wagen op het parcours te testen. Dit hebben we dan ook gedaan nadat we onze SSV zo goed als volledig af hebben gewerkt. Dit met een draagstructuur voor het zonnepaneel dat ongeveer een 120 gram lichter is. Bij het testen geraakte de wagen echter nauwelijks verder dan vorige week. We gebruikten deze keer echter een batterij die bijna leeg was en onze wieltjes waren los gekomen. De wieltjes zorgden dus voor zeer grote verliezen. Daarom zijn we er dus van overtuigd dat hij, met herstelde wieltjes en veel zon, de finish zal halen. Voor de kap hebben we in plaats van een vorm uit PU schuim, een vorm uit aluminium die we zullen bekleden met glasvezel.

Week 11
Vanaf deze week bestond de mogelijkheid dat we moesten racen, maar aangezien de slechte weersomstandigheden gaat de race deze week dus zeker niet door. De wagen was echter wel raceklaar.( de wieltjes zijn hersteld en het zonnepaneel is bevestigd) Wel moeten moet tegen vrijdag 10 mei 13h, het volledig afgewerkte verslag ingestuurd worden. Hiervoor moeten we nog de 2D-tekeningen maken in Solid Edge, de momenten berekening van het zonnepaneel maken, het procesverslag samenstellen en simuleren met de echte waarden van onze wagen in Simulink. Dit alles moet klaar zijn tegen donderdagavond zodat we tijdens de vergadering van vrijdag alles kunnen nakijken en binnenbrengen.

Vergaderverlsagen
Week 1

Week 2

Week 3

Week 4

Week 5

Week 6

Paasvakantie week 1

Week 8

Week 9

Week 10

Week 11

Links
Groep T: http://www.groept.be/www/

Solar Team: http://www.solarteam.be/

Fablab: http://www.fablab-leuven.be/

KMI: http://www.meteo.be/meteo/view/nl/65239-Home.html


title: File:CORDIC.fixed.1.A.2012.pdf


text:
User:Inh117

 * /enes100/

title: User:Inh117


text:
User:Spark93

Seong Park engineering student at howard community college columbia maryland usa

These are the classes projects I am involved in.

 * /enes100/

title: User:Spark93


text:
User:Touelia

Toue Vue I am a student at Howard Community College studying Engineering.

These are the projects I'm currently involved in:
 * /enes100/

title: User:Touelia


text:
User:Je7den/enes100

CoreControl

 * /My Work/

CoreControl2

 * /My Work2/

ComboLockPick

 * /My Work3/

title: User:Je7den/enes100


text:
User talk:Allenad

Allen Davis Engineering Student Howard Community College Columbia Maryland USA

/ENES100/

Copyright problems on photos
Hello. There is a problem with one or more files you have uploaded. Every file you upload must have a clear statement of the copyright position. If you took the photos yourself, add PD-self if you are placing it unreservedly in the public domain. If you wish to retain minimal rights, add Cc-by-sa-3.0. If you did not take the photo, please add an explanation of why it can be hosted here. I am afraid that if you do not do this, the file wil be deleted. Let me know if you have any problems.--Collingwood (talk) 13:04, 5 July 2012 (UTC)

title: User talk:Allenad


text:
User:Jromanch0088/enes100

Project #1
Helicopter Project, Part 1

/My work/

Project #2
Helicopter Project, Part 2

/My_Work_Project/

Project #3
Helicopter Project, part 3

My Work Project #3

title: User:Jromanch0088/enes100


text:
User:Amirreza Saharkhiz

about me I'm a engineer student in hcc
 * /enes100/

title: User:Amirreza Saharkhiz


text:
Helicopter/Howard Community College/Spring2012/p502JASS

Problem Statement
Build a helicopter to maneuver autonomously. To this end, create an aircraft structure, control multiple ESC's, balance the structure via a gimbal mechanism, design for a payload and power supply, and develop flight control software.

Team Members

 * josh
 * Spark93
 * Shatton8111
 * Amirrezasaharkhiz

Summary
We're building an autonomous quadcopter. The quadcopter will be a kind of helicopter that is balanced by four equally powered motors. By giving it software to control its movements and act independently, we hope to give it "a mind of its own."

Story
The first task of the helicopter project was to simply get the Arduino's, ESC's, and motors running all on the same connection. This seemed like a very easy task but it was not. We spent the first two weeks of the project just on getting a motor to spin. We first thought it was the wiring of the arduino and ESC. We then found out that this was not the case. After blowing up a lipo and having no success on the power from the boxes on the desks, we tried some PC power supplies that had just been purchased. Using these power supplies we had success. We then began writing programs for the arduino so we could control the speed of the motor from the computer, not from the Knob program. We ran into a few problems with the programing, a few simple mistakes like forgetting to switch the pin from pin 9 to pin 2, but these were overcome fairly easily compared to getting the motors to spin. After the programs were written we got two motors hooked up to one ESC.

Material List
We used the following materials during the course of our project. For materials for which examples could not be found, facsimiles have been substituted.

In order to continue this project and progress to further goals, the following kind of materials are recommended. The specific items are just examples.

Software List

 * Arduino Software Development Kit
 * Processing Software Development Kit
 * WaveForms

Time
58.42 Hours

Tutorials
None

Next Steps
The next steps are to construct a gimbal, get all four motors hooked up to a single arduino, construct the actual frame, add motors, batteries, ESCs, and the arduino onto the frame, then on to testing.


text:
User:Deakin2074/enes100

Wind Turbine Project:

Wind Turbine

/mywork/

-

FanWing Project:
 * /My work/

 * FanWing

title: User:Deakin2074/enes100


text:
User:Inh117/enes100

Project Pages:
 * Wind Turbine

 * Fan Wing

 * Fan Wing 2

-

Project Records:
 * /My work/

 * /My Fan Wing Work/

 * /Fan Wing Work 2/

title: User:Inh117/enes100


text:
User:Spark93/enes100

Helicopter Project

Project #1
Helicopter Project 1
 * My Work 1

Project #2
Helicopter Project 2
 * My Work 2

Project #3
Helicopter Project 3
 * My Work 3

title: User:Spark93/enes100


text:
User:Amirreza Saharkhiz/enes100

helicopter

/my work/

helicopter 2 the new project

My second work

Helicopter Project, part 3

/My Third Work/ For final week

title: User:Amirreza Saharkhiz/enes100


text:
User:Shatton8111

Hi!

This page lists the classes I've participated in that have used this wiki.

Classes
ENES-100

title: User:Shatton8111


text:
User:Inh117/enes100/p1502sid

 * Wind Turbine

title: User:Inh117/enes100/p1502sid


text:
User:Touelia/enes100

CoreControl CoreControl2 Attendance
 * /Weekly Report/
 * /Weekly report project 2/
 * /Weekly Report Project 3/

title: User:Touelia/enes100


text:
User talk:Allenad/ENES100

CoreControl

title: User talk:Allenad/ENES100


text:
User:Deakin2074/enes100/p1502sid

 * Wind Turbine

title: User:Deakin2074/enes100/p1502sid


text:
User:1sfoerster/enes100/My Work

Write problem/project Goal
What is your wording of the overall problem/project goal?

My First Task
What are you going to do for the team this first weekend?

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Project Page
Follow the "project done" format.

title: User:1sfoerster/enes100/My Work


text:
User:Jromanch0088/enes100/My work

Write problem/project Goal
Can not get ESC to work. The goal is to get propeller spinning so we can write a program to autonomously control propeller speed.

My First Task
I am going to bring home an ESC and get the propeller spinning. As well as learn how to fly the quad-copter.

Summary of actual work over first weekend
I accomplished both goals of getting the ESC to spin as well as learning how to fly the quad copter so we could demonstrate it on campus.

Week1 Narrative
I took the ESC home and after fiddling with it for a little bit I got the motor to spin while running the knob program. I flew the quad copter three different times over the weekend and got the hang of it after the second flight. The android control system is sub par and takes a lot of getting used too.

My Second Task
I am going to document the ESC and write a basic tutorial for it so anyone can get the motor to spin at various speeds.

Summary of actual work over second weekend
I have not been able to make too much progress with getting any other motors to work because of the different ESCs, but an order was placed for more and hopefully they will be in by next week so we can get the other three motors up and running.

Week2 Narrative
I have done a large amount of research on making a gyro and working with the accelerometer. I found this site Arduino & Accelerometer that will be very helpful in figuring out how to measure the values and program the arduino with the accelerometer. Once we get the main frame built we can safely test the system out for the different axis control by doing something similar to this video. X & Y axis testing The one nice thing about this is we can have the motors running with propellers and get a feel for just how much we will need for it to turn without crashing. I also have started to learn the basics of 123D in order to have a 3D design of the quad copter so we can visualize it before wasting materials on a design that would not work.

My Third task
I am going to complete the design of the quad copter on 123D. I am going to make a gyro over the weekend as well so we can get the programming finished with the arduino.

Summary of actual work over third weekend
What I planned to do never got finished. This is because I got the helicopter blade spinning with the Thunderbird 9 ESC. The reason why we could not get them spinning was because we did not have enough power running to the ESC. I helped write a program to test how fast we could get the motor to spin. I found that the motor will not spin any faster than 1000 (this is the serial monitor number that we read when we hook up the arduino to a pc, I do not know what it represents.) this is either an indication of the maximum the motor can put out, or we need more power to make the motor spin faster.

Week3 Narrative
I got the Thunderbird 9 ESC running without the pot. After running into some problems with the wiring of the ESC, everything went smoothly. The main problem we were having was one wire that had a break in it and it was causing the ESC to fail intermittently. Everything is working now. The next step is to build a gyro so we can program the arduino. I also did some research on a gyro system for the arduino. Even though this particular example is for a two wheeled robot, we can still apply the same basic idea to our copter. Gyro

My Fourth task
I plan on hooking up two motors to the arduino and placing them on the balance beam to program them so they will level out. I also plan on finishing the design on 123D.

Summary of actual work over fourth weekend
Worked on the wiki pages more than the design in 123D.

Week4 Narrative
I worked on the 123D design for the helicopter, I ran into more problems with constructing the helicopter blade. I haven't been able to find any other tutorials online for any other CAD program which has made trying to make one from scratch very difficult.

Complete Project Page
Helicopter

title: User:Jromanch0088/enes100/My work


text:
User:Spark93/enes100/my work

Write problem/project Goal
What is your wording of the overall problem/project goal? - To create a helicopter that can be controlled and maneuvered.

My First Task
What are you going to do for the team this first weekend? -Research on the concepts of a helicopter and how it works

Summary of actual work over first weekend
So what I did this week was try and get a Dc motor to lift off the ground.

Week1 Narrative
This week I mounted at DC motor on to a block and then hooked it up to an arduino. From the Arduino you want a wire hooked up to the Ground(GND)to the orange wire on the ESC and a wire from the Arduino port 9 to the brown wire on the ESC. After it was hooked up you need to power the ESC with one of the little boxed power supplies and also a cord that powers up an Arduino. First nothing really happened because the bl;ade would just twitch, then later found ou the power souce was the problem. After all that I got the block to hover a bit but not to total flight.

My Second Task
My plan for the second week is to find materials that can be used to build the quad copter.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
Well in this week I go the Thunderbird 9 to spin. There wasnt enough current running through when i first started to try to get it to spin.

Week3 Narrative
Over the weekend I been looking for ideas or blue prints of how we can buil the exactually arudino helicopter. Surfing the net i found couple neat ideas of how some can be build or looked like. Helicopter But i couldnt really find any blue print of how people made the arudino copters. So based on the pictures and older helis, I have a general idea of how it build it like this one. Ardunio Heilcopter

My Fourth task
For the final week I am going to try figure out how to wire up 4 motors to one ardunio.

Summary of actual work over fourth weekend
So I planned to do last week was to got 4 dc motors going but instead have 2 motors running on one arudino.

Week4 Narrative
So I got the 2 motors and wired it to both spin on one ardunio. Once i got everything wired up it took awhile to find out why the motor wasnt spinning. Only one would but on the other. So I got a code that Steve wrote up and ran it through the ardunio program. Then sure enough the motors were spinning but not effeciently. The problem behind this was something was wrong with the power source it was hooked up to. So when it doubt see if there is juice power your machines!!! Here are so picts of the wiring or the 2 motors 1 arduino.....

Complete Project Page
Follow the "project done" format.

title: User:Spark93/enes100/my work


text:
User:Shatton8111/enes100

This page shows what I've done for the ENES-100 class.

Projects
These are my projects for ENES-100.

Helicopter Project, Part 1
This is where I list my work for the first part of the Helicopter Project.

My work

Helicopter Project, Part 2
This is where I list my work for the second part of the Helicopter Project.

My work

Helicopter Project, Part 3
This is where I list my work for the third part of the Helicopter Project.

My work

My Other Stuff
Here are other things that I used for the projects.

My class repository on GitHub: EngineeringClass2012

title: User:Shatton8111/enes100


text:
User:Je7den/enes100/My Work

Write problem/project Goal
First weekend goal is to find all areas where old Core Control projects succeeded and failed. By looking at them on the G-drive.

My First Task
This first weekend, I will become an expert on all previous core control projects at HCC, using the files from the g-drive. I will also research the basic history and science of core control and post my findings to the CoreControl wikiversity page for the world to see.

Summary of actual work over first weekend
My research was not that wide on previous projects because there were only two on the g-drive. They were also both done by the same group over two project times. Both projects failed at the same point, the seal. I felt that more research was nessecarry to find what the background of core control is so I looked at there own page and user testimonials on various websites.

Week1 Narrative
I found all old pictures and previous projects done at HCC on Core Control. I read through all their projects and found differnt ways to build the vacuum chamber. All previous project on the g-drive failed at the same point, the seal.Although I also feel that there is going to be a problem with the constant pressure of a vacuum seal. Going to find if that is the actual way core control works, or if there is a machine that turns on and off, and why it does that.

My Second Task
Find the particular patent and further find what the science is behind the Core Control unit.

Summary of actual work over second weekend
Was able to find the patent related to core control here

However, the images in patents are all in TIFF g4 format and cannot be viewed on a PC until a proper plug in is installed so I had to sway off to installing that and created a tutorial on how to do that.

Week2 Narrative
On Saturday, I called my aunt who is a patent attorney, to be able to access the entire patent I found on core control. Once I was able to read the patent I looked more into the actual science behind it and that the blood flow is affected by vasodialation and vasoconstriction. The widening and narrowing of the blood vessels.

My Third task
Find all the neccesary remaining materials to be able to build the Core Control unit by the last week.

Summary of actual work over third weekend
Wasn't able to attain all items, so the project wasn't fully completed. Plus when I was trying to stretch the rubber glove over the seal it ripped. A different glove is required for sealing the unit. Overall though the majority of the unit is now built. Water pump tested and circulates.

Week3 Narrative
All materials were organized and the core control unit was assembled. I took some pictures of the build.

My Fourth task
Find glove ideas while we wait for our final parts to come in and finish the build of core control.

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Project Page
Follow the "project done" format.

title: User:Je7den/enes100/My Work


text:
User:Touelia/Weekly Report

Link to team page.

Write problem/project Goal
What is your wording of the overall problem/project goal?

My First Task
What are you going to do for the team this first weekend?

Summary of actual work over first weekend
How is what you did different than what you planned?

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Second Task
Record what you are planning on doing for the team during the second weekend.

Summary of actual work over second weekend
How is what you did different than what you planned?

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Third task
Record what you are planning on doing for the team during the third weekend.

Summary of actual work over third weekend
How is what you did different than what you planned?

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

Summary of actual work over fourth weekend
How is what you did different than what you planned?

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

Complete Project Page
Follow the "project done" format.

title: User:Touelia/Weekly Report


text:
User:Allenad

Allen Davis Engineering Student howard community college columbia maryland usa

These are the classes projects I am involved in.
 * /enes100/
 * /enes245/

title: User:Allenad


text:
User:Allenad/enes100

CoreControl
 * /Mywork/

CoreControl2
 * /Weekly documentation project 2/

Attendance
 * /Weekly documentation project 3/

title: User:Allenad/enes100


text:
User:Amirreza Saharkhiz/enes100/my work

Write problem/project Goal
What is your wording of the overall problem/project goal?

The helicopter project have some many prerequisites project. The first problem is figure out the motor motion. the project goal is figure out the pot position that can start the motor and after that with programming arduino board we can regulate the speed of motor.

My First Task
What are you going to do for the team this first weekend?

My first task is reprogramming arduino board for connecting to the motor and entering the programming mode for motor controlling motion.

Summary of actual work over first weekend
How is what you did different than what you planned?

I worked on Esc, becaues that one is a little complex than the old one, I'm looking for map of wires to connect Esc with motor and arduino board. after that i want to find how with Esc and arduino can control the speed of motor. I'm searching with many various kinds of Esc to connect them to motor and control the speed of motor.

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend.

I tried many times to start work of motor, but I could not yet. I found the situation on pot that when I put pot on That situation, then motor starts bibing but it doesn't work. I changed wires many times and put the pot in any situations. I think when I put pot on that situation I have to wait for specific time and then return it to first situation. I want to find that time.

link: []

My Second Task
Record what you are planning on doing for the team during the second weekend.

For the second week I want to programming Esc with arduino board to control the motor speed.

Summary of actual work over second weekend
How is what you did different than what you planned?

I worked on Esc and programming Esc to control the speed of motor and also I worked on arduino board to regulate the delay that connected to Esc to.

Week2 Narrative
Tell a detailed story describing what you did for your team over the weekend. I researched many hours to how I can programming the Esc. After I checked many kinds of websites that related to Esc programming such as [] i found every beep has specific meaning. Esc with many kinds of different beeps that is telling us what is problem or what each beep means. when I connected ESc to power Ecs started beeping for specific period of time when I measured the time between two constant beeping was 5 seconds but according to the above link I had to hear multiple ring after two seconds. After multiple beeps when I turned a put a little before an other multiple beeps i heard single beep every 5 seconds. Last week I was not sure that wires are in correct place but now I'm sure problem isn't result from wires. With changing voltage the sounds of beeps became weak or louder that shows voltage has major effect on ESC. According to the above link we need some specific batteries such as lithium polymer type.i think the problem result from power not wires or Esc programming. video link I also worked audrino board to programing. I chose knob to program audrino this following part of knob program has specific effect on Esc beeping.

val = analogRead(potpin);           // reads the value of the potentiometer (value between 0 and 1023) val = map(val, 0, 1023, 0, 179);    // scale it to use it with the servo (value between 0 and 180) myservo.write(val);                 // sets the servo position according to the scaled value delay(15);                          // waits for the servo to get there }

When I change Val from 179 to any number less than 150 the time between to constant beeping of Esc decreased. The other thing that has obvious effect on Esc beeping is time of delay when I Chose the number less than 15 we had twice beeps instead of single beep but actually I don't know why delay has effect on Esc beeping.

My Third task
Record what you are planning on doing for the team during the third weekend. For the next week I plan to change battery or power resources because now i'm sure wires are correct places and Esc is prepared to get program, the battery is a last thing to test. I want to use lithium polymer battery.

Summary of actual work over third weekend
How is what you did different than what you planned?

I worked on programming audrino board to control the speed of motor and motion of motor and I also worked on Esc programming.

Week3 Narrative
Tell a detailed story describing what you did for your team over the weekend.

I researched to find out how can i programming audrino board to control the speed of motor. I wanted to increase the speed of motor gradually and after specific time decrease the speed of motor until stop. I found some codes on internet for audrino programming. Link[]. I worked on Esc programming, in last week finally we figured out Esc to work the problem was result from amount of current that entered to Esc. This week I worked on Esc and audrino board programming to control the speed of motor. video[]. I can control the speed of motor with turning the pot that shows Esc has a correct program but I don't know how can I control the speed of motor with audrino board and pot. I think if we want to control the speed of motor with audrino and pot we need transistor because adurino can control the speed of motor by itself. video [][ File:Esc 9.jpg|thumb|Add caption here

My Fourth task
Record what you are planning on doing for the team during the final weekend of project work.

I plan to control the speed of motor with Esc and audrino programming in stead of control the speed motor with hand.

Summary of actual work over fourth weekend
How is what you did different than what you planned?

I worked on Esc and I figured out how with Esc and switch control we can control the speed of motor and I uploaded knob motor on audrino board.

Week4 Narrative
Tell a detailed story describing what you did for your team over the weekend.

I accomplished Esc programming to control the speed of motor by switch control but there were many several kinds of problem. The first problem was beeping of Esc and each beep has a specific meaning and I found out in second week.I found the correct places of wires to connect Esc to the audrino and connecting pot to the audrino. I found a exact value of voltage and Amp that Ecs needs. Finally I can control the speed of motor by changing the switch control position. I tested many kinds of power supply and I found out if we have a correct amount of current that entered to ESC, ESc can work with many power supplies.

these pictures show my work step by step.

The problem of power supply result from the amount of current that entered to the ESc. The voltage that it needs is around (0.61 V) and the amount of Amperage that it needs is (0.998 A) and in this Amperage motor can turn with the highest speed. according to audrino soft ware in serial monitor part the highest speed of motor is 169. For starting Esc to work we need the highest level of current. Because ESC has a limit power and when motor turning with the highest speed ESC is going to be hot. For this reason I worked on Zagi 5 motor because this type of motor I think is lighter, faster,and more power full than the dc motor. I worked withSpark93 to complete this project. I also worked withShatton8111 to figure out the power supply problem. he has a nice program to control the speed of two motors and Esc with one audrino board but there were some problems and we thought the problem result from power supply we connected two power supply for providing enough energy for the board but it didn't work. The problem was result from the connection of wires to the motor. some videos link

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title: User:Amirreza Saharkhiz/enes100/my work