text:
User:Mikehicks/enes100/My Work2

Write problem/project Goal
To create a robot arm and control it with arduinos and have it mimic the movements of and elephant trunk.

My First Task
Im going to run two stepper motor mounts on one arduino.

Summary of actual work over first weekend
This weekend I originally planned to hook up two stepper motor mounts to an arduino and have them run at the same time but was more along the lines of trouble shooting.

Week1 Narrative
Over the weekend mirrored the wiring of the 1st stepper motor mount as you can see in the picture. After properly wiring both stepper mounts, I used theMulti stepper sketch after uploading it the the arduino I ran into an issue with the 2nd motor seen in this video. From there I isolated the 2nd stepper motor and was getting this problem Also when the motor would get jammed at that one point it would make a really high pitched noise and the stepper motor was pretty warm to, along with the arduino. Overall there was an issue with either the power or the stepper motor.

My Second Task
For the second weekend I plan on fixing the issues with my 2nd stepper motor mount and work out the issue with it jamming up, maybe try a different motor shield also another stepper motor.

Summary of actual work over second weekend
I originally planned to figure out how to run two stepper motors simultaneously, but instead I decided to safe proof the wiring.

Week2 Narrative
Over the week I had tried multiple ways to have two stepper motors run at once. First I used a power supply to try and run two motors and using the stepper motor party arduino example i burned out the motor shield because it was to much for the arduino to handle with the fast speeds and the constant change in rotation with out delays. also the wiring was open and may have shorted out the motor shield. first i got some shrink wrap from class to secure the wiring because this may have caused the motor shield to burn out. So i put the shrink wrap on it as you can see here I was thinking maybe about getting some sort of enclosure, and mount the power supply and arduino and all that in there so its not such a mess with all the wires, and to help prevent shorting out the boards with the wiring all messed up.

My Third task
try to create a cleaner looking design for all the wiring and power supply, and also to create a 3rd motor mount.

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
Stayed on task of finding ways to keep motor shield for over heating.

Week4 Narrative
Over the weekend i did some research to find out how to keep the motor shields from over heating. Ran into someone with the same issue on the forums and I think what i will need to do is get some heat sinks which will help keep the motor shield cooler because running two higher powered stepper motors require a lot of power and that heats up the board really fast. I will need to get a heat sink and some thermal paste from staples or some other office supply store.Thermal paste

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Mikehicks/enes100/My Work2


text:
User:J4knee21/enes100/My Work2

Write problem/project Goal
Create an elephant trunk style arm that can pick up nearly anything.

My First Task
My first task will be to devise a plan to increase the suction of the coffee grind hand given some new information I have encountered.

Summary of actual work over first weekend
Over the weekend I stayed directly on track with the original task. I not only devised what I believe will be a much more effective build for the hand. I also began to put thought into how to extend the arm downward to actually pick items up.

Week1 Narrative
I created a new plan for the coffee grind hand that will be use something I stumbled upon. I discovered that when pushing the pvc itself onto the balloon and then turning on the vacuum the balloon actually seals itself and there more a much stronger hold is created. So what I decided to do is put a small piece of pvc that extends outward into the drain so that when pushed up against the balloon it will create a much more effective seal. I also would like to make the drain permanently glued onto the coupling so that it will be much more air tight, allowing for a better vacuum. In addition when this is permanently attached there must be some way to change out the balloons in case one breaks or I feel like trying out another material inside the balloon. To do this I feel the answer lies with the newly placed pipe inside the drain. I am going to need some screen to put up into the pipe so that when the balloon is sucked up in there it does not go to far and eventually burst. So putting screen at a cone shape and cutting a hole in the top so that the knot of the balloon can be pushed through and held up there. Then make this where it can somehow be removed from and replaced very easily. All of this should be somewhat easy to accomplish and very inexpensive also. Also I would like to find some kind of very small hydraulic ram to use for extending the hand downward and back up again. I was thinking maybe an only shaft and casing that you might find of some screen doors. This could be modified to extend when attached to a compressor then using a pressure relief valve to cause it to come back upward again.

My Second Task
My second task is to build the upgraded coffee grind hand previously stated in the week 0 narrative.

Summary of actual work over second weekend
I followed my original task and created my secondary hand. It hasnt had a test run yet, but I hope it should be much better.

Week2 Narrative
I went ahead and build the new robot hand. I shortened the body to try and reduce weight. Also when putting it back together I sealed it with pipe glue so hopefully that will help for a better seal. I used a 2" coupling because it fit perfectly in the drain. Then pipe glued it into place. Afterward I put Spackle around the outer portion of the drain hoping to make the balloon fit better. But the Spackle keeps cracking on me so I have had to make several attempts at completing this portion. Finally I got the spackle dried and then I dropped the hand and all of it crumbled out of it. So now I have made the decision to move on without the spackle and go for it because it is slightly unneccessary and is holding be back greatly. Now when I decided to check for leaks by putting the compressor up to the inlet where the vacuum goes to check for leaks i discovered something very interesting. When the compressor is put up to the hand it inflates it partially and makes it extremely easy to move around. Therefore making it easier to engulf the item desired to be picked up. So the hand can pick up more things with less downward force. This will make the act of picking things up much less complicated. Also I found that the screen is anti productive. Without it the balloon seals itself with the pipe as well as out side of it for a superb seal. But I now feel I have the hand somewhat completed so Here are a few photos and instructive drawings. :

My Third task
think up how to mount the the hand to the strings controlled by the motors and build it.

Summary of actual work over third weekend
Effectively created an interchangeable mounting system for the project.

Week3 Narrative
During my past endeavors over spring break I set out to create an interchangeable mounting system for the coffee grind hand that could also work for the fin ray. So I decided to stick with the pvc theme to make things simple, inexpensive, and consistent. So while at home depot I could not find a piece that would fit over the shape of the cap at the end of the hand. So after searching for a while I found a piece I thought could work. It was simply two threaded couplers: one male, one female. I decided to put the male at the end of the hand. to make this work I had to put the vacuum chamber in the lathe and make the shape at the end circular so that it would fit together. After a while this was completed. I have yet to glue that piece on until I show it to my fellow team members. Then for the piece that holds it up I used the female threaded coupler. For the maker bot wires to hold it up I took a very simple approach. Using a band saw I cut three grooves in the coupler for the wires to rest in and keep them in place. Once they had a resting place I put two large hose clamps around it and tightened them down. It is now secure and ready for action I believe. :

My Fourth task
Create a fin Ray claw of my own.

Summary of actual work over fourth weekend
Spent several days brainstorming possible designs.

Week4 Narrative
This weekend my time was used in creating a design for my own version of a fin ray claw. Now what I originally planned to do is use strictly sheet metal. However, sheet metal can become brittle over a very short period of time and also does not bend and return to regular position well. So what I decided to do was use a series of hinges. Now what It will be is three or four hinges to each side and they will all be connected with another piece of metal connecting each side. This way the hinges can move easily when desired, return to their original position, and be much more sturdy while at the same time more simple to build. Hopefully this works out well. This is a approximate drawing of one side of the claw I am planning on. The circles would be the hinges and the other is the metal.

Complete Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

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

title: User:J4knee21/enes100/My Work2


text:
User:Jsunday9/enes100/My Work2

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 Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Jsunday9/enes100/My Work2


text:
User:Egm6322.s12.TEAM1.WILKS/Term Paper

Division
Since the beginning of time, humans have shared or divided their possessions, food and shelter in order to maintain balance and harmony in their lives. The concept of division of untold bounties is therefore a topic worth repeating due to its importance in our lives. In mathematic terms, division (÷) is a simple arithmetic operation. For instance, 8 ÷ 2 = 4 In other words, if I have 8lbs of fish to divide between two families, each will receive 4 lbs of fish. In formula form, if b is not zero, then a divided by b equals c, can be written as: a ÷ b = c Which can also be expressed as $$ \frac{a}{b}=c \ $$ In the above expression, a is called the dividend, b the divisor and c the quotient. Division leads to the concept of fractions being introduced. Unlike addition, subtraction, and multiplication, the set of all integers is not closed under division. Dividing two integers may result in a remainder. To complete the division of the remainder, the number system is extended to include fractions or rational numbers as they are more generally called. Rational numbers is any number that is an integer or it's remainder either terminates or repeats a sequence of the remainder. A term that satisfies this definition of a rational number may also be called commensurable. If a number does not follow the definition of a rational number, it is defined as irrational. In mathematics, an irrational number is any real number that cannot be expressed as a ratio $$ \frac{a}{b} \ $$, where a and b are integers, with b non-zero, with a terminating and/or a repeating remainder. Irrational numbers are known to incommensurable, i.e. meaning they share no measure in common. Perhaps the best-known irrational numbers are: the ratio of a circle's circumference to its diameter $$ \pi\ \ $$,  Euler's number $$ e \ $$, and the square root of two $$ \sqrt{2} \ $$.

Fractions
Fractions are mathematical formulae used to show a part of a whole number. As shown above, fractions are given by: $$ \frac{a}{b}=c \ $$ where a is called the dividend (i.e. part of the whole number), b the divisor (i.e. the whole number) and c the quotient (i.e. how many times the divisor can be multiplied into the whole number). Fractions are frequently used in engineering due to their usefullness in providing quick and standard units of measurement. English units of length are usually given in 32nds, such as: $$ \frac{8}{32}in = 0.25in \ $$ whereas the International System of Units (SI), also known as the metric system, is in a form of meters and since this sytem has a base untis of ten, these are usually given as tenths, such as: $$ \frac{5}{10}m = 0.5m \ $$.

Continued Fractions
Continued fractions are a special form of fractions that offer a useful means of expressing numbers and functions. Continued fractions are obtained through an iterative process of adding an integer plus a fraction, in which the divisor of the fraction is an integer plus a fraction. This iteration of the divisor may continue infinitely or may be a finite iteration depending on whether the number being represented is rational or irrational. Irrational numbers will have an infinite continued fraction representation, whereas rational numbers will have some finite or limited continued fraction. If the continued fraction expansion terminates after a number k partial quotients, the value of the term is notated as the "kth convergent" of the continued fraction. A periodic continued fraction is a form of the continued fraction expansion that leads to the terms of $$ a_i \ $$ and $$ b_i \ $$ repeatly cyclically. A number is defined as rational if and only if it can expressed as a simple finite continued fraction. A continued fraction may be expressed as: $$ r = a_0+\cfrac{b_1} {a_1+\cfrac{b_2} {a_2+\cfrac{b_3} { a_3+ \ddots } } } \ $$ Where $$ a_i \ $$ and $$ b_i \ $$ may be rational, real or complex numbers. A continued fraction is considered simple if all $$ b_i=1 \ $$. A continued fraction that contains a finite number of terms is known as a finite continued fraction. The terms of $$ a_i \ $$ in the above sample are known as partial quotients. An example of a simple finite continued fraction expansion of a rational number may be given as: $$ \frac{9}{16} = \cfrac{1} {1+\cfrac{1} {1+\cfrac{1} { 3+ \cfrac{1}{2} } } } \ $$ The compact notation for this continued fraction may be expressed as follows: $$ \frac{1}{1+}\frac{1}{1+}\frac{1}{3+}\frac{1}{2} \ $$ Note that the denominators of this compact notation follow the left hand side of the continued fraction expansion. The continued fraction for $$ \tfrac{9}{16} \ $$ as shown above was found using an iterative method. An easy way to view the iterative process that results in the continued fraction expansion is detailed in the following table:
 * {| border="1" cellpadding="5" cellspacing="0" align="none"

! colspan="7" |Find the continued fraction for .5625 (= $$ \tfrac{9}{16}$$) ! colspan="7" | Continued fraction form for $$ \tfrac{9}{16} = 0.5625 \ $$ is [0; 1, 1, 3, 2] As shown in the bottom row of the table above, another compact notation for the continued fraction may be represented as: $$x = [a_0; a_1, a_2, a_3] \;$$ where $$ a_1, a_2 \cdots \ $$ are the quotients of the continued fraction. If $$ a_0 \ $$ is an integer, it is normally separated from the quotients by a semicolon in this notation. Looking back at the table above, it may be noted that the quotients are given in the integer column of the table. The standard expression for a infinite continued fraction is given here: $$ a_0+\cfrac{1}{a_1+\cfrac{1}{a_2+\cfrac{1}{a_3+\cfrac{1}{a_4+\cfrac{1}{\ddots}}}}} \ $$ where $$ a_0 \ $$ is an integer and $$ \left \{a_1, a_2, a_3, a_4 \cdots a_i\right \} \ $$ for $$ \left \{i=1,2, \cdots, n\right \} \ $$ as $$ \left \{ n \rightarrow \infty \ \right \} $$ are positive integers. Every irrational number may be expressed mathematically as an infinite continued fraction. Infinite continued fractions are important due to the approximating power of the initial segments. An infinite continued fraction converges if the sequence of convergents approaches a limit. If the sequence of convergents does not approach a limit, the continued fraction is divergent. A convergent is one of a sequence of values obtained by evaluating successive truncations of a continued fraction. For example, given the fraction $$ \frac{9}{16} \ $$ as calculated above, the first convergent would be the truncation of the continued fraction after one iteration: $$ \frac{9}{16} = \cfrac{1} {1+\cfrac{1}{1}} = 0.5 \ $$ As one can see, this answer is not as accurate as if one had taken two iterations, resulting in the following: $$ \frac{9}{16} = \cfrac{1} {1+\cfrac{1} {1+\cfrac{1} { 3 } } } \approx .571 \ $$ Finally this continued fraction converges as it reaches its terminal decimal point with the following: $$ \frac{9}{16} = \cfrac{1} {1+\cfrac{1} {1+\cfrac{1} { 3+ \cfrac{1}{2} } } } = .5625 \ $$ This nth convergent is also known as the nth approximant of a continued fraction. Each convergent of that continued fraction is in a sense the best possible rational approximation to that real number, for a given number of digits. Such a convergent is usually about as accurate as a finite decimal expansion having as many digits as the total number of digits in the nth numerator and nth denominator. The example of truncating a finite continued fraction as shown above shows how convergence works. The power of convergence becomes much greater whn dealing with an infinite continued fraction. Consider any continued fraction as given by: $$ \left [ a_0;a_1, a_2, \ldots \right ] \ $$ This continued fraction has an ith convergent defined by the continued fraction: $$ \left [ a_0,a_1, a_2, \ldots, a_i \right ] \ $$ The ith convergent for continued fractions is given by $$ \frac{p_i}{q_i} \ $$, where $$ p_i \ $$ and $$ q_i \ $$ can be calculated recursively by the following equations: $$ p_n=a_np_{n-1}+p_{n-2} \ $$ $$ q_n=a_nq_{n-1}+q_{n-2} \ $$ In the equations for $$ p_n \ $$ and $$ q_n \ $$ above, the initial conditions are: $$ p_0=a_0 \ $$, $$ q_0=1 \ $$, $$ p_1=a_0a_1+1 \ $$ and $$ q_1=a_1 \ $$
 * Step
 * Real Number
 * Integer part
 * Fractional part
 * Simplified
 * Reciprocal of $$f$$
 * Simplified
 * $$1$$
 * $$r = \frac{9}{16}\,$$
 * $$i = 0\,$$
 * $$f = 0 \tfrac{9}{16} - 0\,$$
 * $$= \tfrac{9}{16}\,$$
 * $$1/f = \tfrac{16}{9}\,$$
 * $$= 1 \tfrac{7}{9}\,$$
 * $$2$$
 * $$r =1 \tfrac{7}{9}\,$$
 * $$i = 1\,$$
 * $$f = 1 \tfrac{7}{9}- 1\,$$
 * $$= \tfrac{7}{9}\,$$
 * $$1/f = \tfrac{9}{7}\,$$
 * $$= 1 \tfrac{2}{7}\,$$
 * $$3$$
 * $$r = 1 \tfrac{2}{7}\,$$
 * $$i = 1\,$$
 * $$f = 1 \tfrac{2}{7}- 1\,$$
 * $$= \tfrac{2}{7}\,$$
 * $$1/f = \tfrac{7}{2}\,$$
 * $$= 3 \tfrac{1}{2}\,$$
 * $$4$$
 * $$r = 3 \tfrac{1}{2}\,$$
 * $$i = 3\,$$
 * $$f = 3 \tfrac{1}{2}- 3\,$$
 * $$= \tfrac{1}{2}\,$$
 * $$1/f = \tfrac{2}{1}\,$$
 * $$= 2\,$$
 * $$5$$
 * $$r = 2\,$$
 * $$i = 2\,$$
 * $$f = 2 - 2\,$$
 * $$= 0\,$$
 * STOP
 * $$5$$
 * $$r = 2\,$$
 * $$i = 2\,$$
 * $$f = 2 - 2\,$$
 * $$= 0\,$$
 * STOP
 * }

History of Continued Fractions
There are indications that continued fractions may have been used as early as 306 B.C.E.. As early as the fifth century A.D., a Hindu mathematician used a continued fraction to solve a linear equation. Most early continued fraction use was limited to specific examples and not generalized and widely used for more than a thousand years. Several early mathematicians, notably Rafael Bombelli and Pietro Cataldi provided good examples of continued fractions, but stopped short of fully investigating the topic. Continued fractions blossomed into the generalized continued fraction theory through the work of John Wallis (1616-1703). In his book Arithemetica Infinitorium, Wallis developed the identity: $$ \frac{ \pi\ }{4} = \frac{3*3*5*5*7*7*9 \cdots}{2*4*4*6*6*8*9\cdots} \ $$ Which the first president of the Royal Society, Lord Brouncker (1620-1684) transformed into: $$ \frac{ \pi\ }{4} = 1+ \cfrac{1^2} {2+\cfrac{3^2} {2+\cfrac{5^2} { 2+ \cfrac{2}{ \ddots } } } } \ $$ Lord Brouncker did not further develop the theory of continued fractions after this. John Wallis took the first major steps in recording his theory on the subject. In his book Opera Mathematica, Wallis first coined the term "continued fraction". In other mathematicians earlier works, continued fractions were coined as "anthyphairetic ratios". The Dutch mathematician and astronomer Christiaan Huygens was the first to develop a practical application of continued fractions. He wrote a paper explaining how to use the convergents of a continued fraction to find the best approximations for gear ratios. Much of the modern theory of continued fraction was developed by three major contributors to the field of mathematics: Leonard Euler, Johan Lambert and Joseph Louis Lagrange. In Euler's work titled De Fractionbous Continuis, it was shown that every rational number could be expressed as a simple finite continued fraction. Euler's contributions to the continued function of $$ e \ $$ are noted in the section on $$ e \ $$ in this paper. Johan Lambert worked alongside Euler and was able to generalize Euler's work on $$ e \ $$ to prove that both $$ e^x \ $$ and $$ \tan x \ $$ are irrational if $$ x \ $$ is rational. Other known contributors to the field of continued fractions include: Karl Jacobi, Charles Hermite, Karl Friedrich Gauss and Augustin Cauchy, which are common names in the field of mathematics.

Continued Fraction Expansion of pi
Pi also known by the symbol $$ \pi \ $$ is known as the constant ratio of the circumference of a circle to its diameter also given by the fraction: $$ \frac{cirumference}{diameter} \ $$ This ratio's significance and importance in history is difficult to put into words. The ratio for pi has existed as far back as mankind has records. The first recorded approximations for Pi were found in Babylon and Egypt. The ancient Babylonians inscribed their interpretation of Pi=3 on a tablet (circa 1900-1680 BCE) shown here: Over many centuries, more accurate values have been found for $$ \pi \ $$. "One early value was the Greek approximation 3 1-7, found by considering the circle as the limit of a series of regular polygons with an increasing number of sides inscribed in the circle. About the mid-19th cent. its value was figured to 707 decimal places and by the mid-20th cent. an electronic computer had calculated it to 100,000 digits. It would have taken a person working without error eight hours a day on a desk calculator 30,000 years to make this calculation; it took the computer eight hours. Although it has now been calculated to more than 200,000,000,000 digits, the exact value of π cannot be computed" For many common engineering uses, i.e. machining hardware, Pi, approximated to three or four decimal places suffices for many day to day calculations. For more exact usage, "a value of π to 40 digits would be more than enough to compute the circumference of a circle as large as the Milky Way galaxy to an error less than the size of a proton." Because Pi is an irrational number, there is no "exact" fraction that can represent the ratio, thus presented below are the three most commonly known generalized continued fraction expansions for the term Pi: $$ \pi = \cfrac{4}{1+\cfrac{1^2}{2+\cfrac{3^2}{2+\cfrac{5^2}{2+\cfrac{7^2}{2+\cfrac{9^2}{2+\ddots}}}}}} = 3+\cfrac{1^2}{6+\cfrac{3^2}{6+\cfrac{5^2}{6+\cfrac{7^2}{6+\cfrac{9^2}{6+\ddots}}}}} = \cfrac{4}{1+\cfrac{1^2}{3+\cfrac{2^2}{5+\cfrac{3^2}{7+\cfrac{4^2}{9+\ddots}}}}} \approx 3.1416 $$ The first two continued fractions for Pi shown here are generally considered to be slow in terms of convergence. The first term requires $$ 3*10_n \ $$ terms to reach n-decimal precision. This means that for four place decimal precision, Pi=3.1416, the first term would require 120 terms of expansio to reach this precision. The second representation shown is still a very slow convergence, requiring nearly 50 terms for five decimals and nearly 120 for six. The third continued fraction expansion converges almost linearly for Pi. Convergence for this term is at least three terms or decimal places of precision per every four fractional terms calculated. The theory of continued fractions provides the sequence of the best rational approximations for the number $$ \pi \ $$ as given here: $$ \pi = 3+\cfrac{1}{6+\cfrac{9}{6+\cfrac{25}{6+\cfrac{49}{6+\cfrac{81}{6+\cfrac{121}{6+\ddots}}}}}}  $$ Since $$ \pi \ $$ is both irrational and transcendental, there is no integer the author can begin with to perform a calculation as shown in the continued fraction section. Given the limited tools at my disposal to measure a circle's diameter and circumference, the author is unable to accurately take measurements and approximate $$ \pi \ $$ using physical evidence. Using the method of trigonometry, the author calculates $$ \pi \ $$, by first calculating a very tiny piece of the circumference as the opposite side of a circle with radius =1; diameter =2. Length of small piece of circumference = $$ \sin {1*10^{-900}} \approx 1.745 * 10^{-902} \ $$ Given 360 degrees in a circle an having a very small length of the circumference, one calculates the number of small pieces needed to form the circumference. Number of small pieces needed to calculate perimeter = $$ \frac{360}{10^{-900}} \approx 3.6*10^902 \ $$ Circumference then is given by # of pieces required multiplied by Length of pieces = $$ 3.6*10^902 * 1.745 * 10^{-902} \approx 6.283185 \ $$ Given that $$ \pi \ = \frac{cirumference}{diameter} \ $$ then one can find $$ \pi \ $$ with $$ \frac{6.283185}{2} \ $$, where 2 is the diameter of the circle from which the cirumference was calculated. The author was able to calculate (on a Texas Instruments TI-92) $$ \pi = 3.141592654 \ $$, which is accurate to 8 decimal places. Using this solution, the author was able to "back door" a continued fraction solution, which is laid out in the table below:

 * {| border="1" cellpadding="5" cellspacing="0" align="none"

! colspan="7" |Find the continued fraction for $$ \pi $$) This table produces the continued fraction as defined below: $$ \pi\approx 3+ {1\over \displaystyle 7 + {1\over \displaystyle 15 + {1\over \displaystyle 1 + {1\over \displaystyle 293 + {1\over \displaystyle 12.05}}}}} \approx 3.141592654 $$ Which shows the continued fraction's accuracy to 9 decimal places.
 * Step
 * Real Number
 * Integer part
 * Fractional part
 * Simplified
 * Reciprocal of $$f$$
 * Simplified
 * $$1$$
 * $$r = \frac{31415927}{10000000}\,$$
 * $$i = 3\,$$
 * $$f = 3 \tfrac{1415927}{10000000} - 3\,$$
 * $$= \tfrac{1415927}{10000000}\,$$
 * $$1/f = \tfrac{10000000}{1415927}\,$$
 * $$= 7 \tfrac{625133}{1000000000}\,$$
 * $$2$$
 * $$r =7 \tfrac{625133}{1000000000}\,$$
 * $$i = 7\,$$
 * $$f = 7 \tfrac{625133}{1000000000}- 7\,$$
 * $$= \tfrac{625133}{1000000000}\,$$
 * $$1/f = \tfrac{1000000000}{625133}\,$$
 * $$= 15 \tfrac{9966}{10000}\,$$
 * $$3$$
 * $$r = 15 \tfrac{9966}{10000}\,$$
 * $$i = 15\,$$
 * $$f = 15 \tfrac{9966}{10000}- 15\,$$
 * $$= \tfrac{9966}{10000}\,$$
 * $$1/f = \tfrac{100000}{9966}\,$$
 * $$= 1 \tfrac{3412}{1000000}\,$$
 * $$4$$
 * $$r = 1 \tfrac{3412}{1000000}\,$$
 * $$i = 1\,$$
 * $$f = 1 \tfrac{3412}{1000000}- 1\,$$
 * $$= \tfrac{3412}{1000000}\,$$
 * $$1/f = \tfrac{1000000}{3412}\,$$
 * $$= 293 \tfrac{83}{1000}\,$$
 * $$5$$
 * $$r = 293 \tfrac{83}{1000} \,$$
 * $$i = 293\,$$
 * $$f = 293 \tfrac{83}{1000} - 293\,$$
 * $$= \tfrac{83}{1000}\,$$
 * $$1/f = \tfrac{1000}{83}\,$$
 * $$= 12.05\,$$
 * STOP
 * }
 * $$f = 293 \tfrac{83}{1000} - 293\,$$
 * $$= \tfrac{83}{1000}\,$$
 * $$1/f = \tfrac{1000}{83}\,$$
 * $$= 12.05\,$$
 * STOP
 * }
 * }
 * }

Continued Fraction Expansion of e
The constant $$ e \ $$ is mathematics is commonly known as know as Euler's number, so called due mathmetician Leonard Euler's use of the term $$ e \ $$ in his work titled Mechanica published in 1736. It is also sometime called Napier's constant for John Napier who introduced $$ e \ $$ as the base of the natural logarithm function. The constant $$ e \ $$ was first intoduced in Napier's work, but was not called $$ e \ $$ at that time. It was not until 1748 when Euler published Introductio in Analysin infinitorum that he gave a full treatment of the ideas surrounding the term $$ e \ $$. In this writing, Euler showed that: $$ e = a+\frac{1}{1!}+\frac{1}{2!}+\frac{1}{3!}+\ldots \ $$ and that $$ e \ $$ is the limit of $$ \left ( 1+\frac{1}{1} \right )^n \ $$ as n tends towards infinity. When the term $$ e^x \ $$ is brought up in mathematics today, it has several common ways in which it is defined. The first use is as the base 10 logarithm of $$ e \ $$. Many will see the function $$ e^x \ $$ and believe it is referring to the exponential function. The term $$ e \ $$ is an irrational transcendental number, meaning it is not the root of a non-zero polynomial with rational coefficients. The number $$ e \ $$ is roughly equivalent to 2.71828, which is the base of the natural logarithm. The term $$ e \ $$ is arguably the second most important term in mathematics, behind only $$ \pi \ $$. $$ e \ $$ is defined as: $$ e= \lim_{x \to \infty}\left ( 1+\frac{1}{x} \right )^x \ $$ In 1737, Euler proved that $$ e \ $$ is irrational by showing that it has an infinite simple continued fraction: $$ e= \left [ 2, 1, 2, 1, 1, 4, 1, 1, 6, 1, 1, 8, \cdots \right ]  \ $$ Euler also gave us two forms of the continued fraction expansion of $$ e \ $$ with the first as: $$ \frac{e-1}{2} = \cfrac{1}{1+\cfrac{1}{6+\cfrac{1}{10+\cfrac{1}{14+\cfrac{1}{18+\ddots}}}}} $$ and the second continued fraction expansion with the noted pattern of (1,1,2), (1,1,2n) , (1,1,3n)...etc as n tends to infinity thus showing that the pattern will never repeat or converge to a final solution. $$ e-1 = 1+\cfrac{1}{1+\cfrac{1}{2+\cfrac{1}{1+\cfrac{1}{1+\cfrac{1}{4+\cfrac{1}{1+\cfrac{1}{1+\cfrac{1}{6+\ddots}}}}}}}} $$ which can also be shown in compact form as: $$ e =\lim_{n \to \infty}[2;1,\mathbf 2,1,1,\mathbf 4,1,1,\mathbf 6,1,1,\mathbf 8,1,1,...,\mathbf {2n},1,1] = [1;\mathbf 0,1,1,\mathbf 2,1,1,\mathbf 4,1,1,...] $$ In contrast to Euler's wonderful formulas,the beautiful, non-simple continued fraction expansion of $$ e \ $$ is given by: $$ e = 2+\cfrac{1}{1+\cfrac{1}{2+\cfrac{1}{1+\cfrac{1}{1+\cfrac{1}{4+\ddots}}}}} $$ As with $$ \pi \ $$ the author is unable to proof the irrational transcendental number $$ e \ $$ as there is no starting point, just a calculation that would take one to a certain number of decimal places. Euler was able to derive this using a set of formula's given here: How Euler Did It

Trigonometry
Ttrigonometric functions arose from the connection between mathematics and astronomy. The first works of trigonometric related functions were for the chords of a circle. Given a circle of fixed radius, 60 units were often used in early calculations, then the problem was to find the length of the chord subtended by a given angle. For a circle of unit radius the length of the chord subtended by the angle x was: $$ 2 \sin \frac{x}{2} \ $$. The first known table of chords was produced by the Greek mathematician Hipparchus in about 140 B.C.E.. Although these tables did not survive, it is claimed that twelve books of tables of chords were written by Hipparchus. Hipparchus is assumed to be the founder of trigonometry due to theses volumes of tables of chords. The first appearance of the term "sine" of an angle appears in the Hindus work. Aryabhata, in about 500 C.E., gave tables of half chords which now really are sine tables and used the term "jya" for our sin. This same table was reproduced in the work of Brahmagupta (in 628) and a detailed method for constructing a table of sines for any angle were give by Bhaskara in 1150. The Arabs worked with sines and cosines and by 980 Abu'l-Wafa knew that $$ \sin {2x} = 2 \sin x \cos x \ $$ The Hindu word "jya" for the sine was adopted by the Arabs who called the sine "jiba", a meaningless word with the same sound as jya. Now jiba became jaib in later Arab writings and this word does have a meaning, namely a 'fold'. When European authors translated the Arabic mathematical works into Latin they translated jaib into the word sinus meaning fold in Latin. In particular Fibonacci's use of the term "sinus rectus arcus" soon encouraged the universal use of sine. The term sine certainly was not accepted straight away as the standard notation by all authors. In times when mathematical notation was in itself a new idea many used their own notation. Edmund Gunter was the first to use the abbreviation sin in 1624 in a drawing. The first use of sin in a book was in 1634 by the French mathematician Hérigone. The tangent term came from a different path than the sine function. The term "Tangent" developed and was not at first associated with angles. It became important for calculating heights from the length of the shadow that the object cast. The length of shadows was also of importance in the sundial. Thales used the lengths of shadows to calculate the heights of pyramids. The first known tables of shadows were produced by the Arabs around 860 and used two measures translated into Latin as "umbra recta". The name tangent was first used by Thomas Fincke in 1583. Abbreviations for tan followed a similar development to those of the sin and cos. The first occurrence of the abbreviation of "tan" was used by Albert Girard in 1626, but tan was written over the angle.

Continued Fraction Expansion of sin x
The function sin x may be defined in several different manners. The first treatment is usually associated with trigonometry, where sin x is defined as: Given a, b and c as the leg lengths of a triangle with opposite angles defined as A, B and C as shown below: the law of sines is defined as: $$ \frac{a}{ \sin A} = \frac{b}{\sin B} = \frac{c}{\sin C} = 2*R \ $$, where $$ R \ $$ is equal the radius of the circle.

The sine function can also be represented as a generalized continued fraction:

$$ \sin x = \cfrac{x}{1 + \cfrac{x^2}{2\cdot3-x^2 + \cfrac{2\cdot3 x^2}{4\cdot5-x^2 + \cfrac{4\cdot5 x^2}{6\cdot7-x^2 + \ddots}}}} \ $$

The continued fraction representation expresses the real number values, both rational and irrational, of the sine function. Due to minimal amount of material on this topic, the author was unable to expand upon the given continued fraction for $$ \sin x \ $$.

Continued Fraction Expansion of tan x
The tangent function was mentioned in 1583 by T. Fincke who introduced the word "tangens" in Latin. E. Gunter (1624) used the notation "tan", and J. H. Lambert (1770) discovered the continued fraction representation of this function. The most common use in methamatics, particularly trigonometry for the function tan (x) is given by: $$ \tan x = \frac{\sin x}{\cos x} $$ Where, referencing the triangle, as shown in the section Continued Fraction Expansion of sin x $$ \tan A = \frac{a}{c} $$ Another common use for tangency is when a line or plane touches a given curve or solid at a single point. This use of tangency is commonly used in Computer Aided Drafting (CAD). These geometrical objects are called tangent lines or planes. The following continued fraction is known as Gauss's Continued Fraction, so named after the famous mathemetician Carl Friedrich Gauss. Althought Gauss gave this form of the continued fraction, he did not give a proof.

Let $$f_0, f_1, f_2, \dots$$ be a sequence of analytic functions so that
 * $$f_{i-1} - f_i = k_i\,z\,f_{i+1}$$

for all $$i > 0$$, where each $$k_i$$ is a constant.

Then
 * $$\frac{f_{i-1}}{f_i} = 1 + k_i z \frac{f_{i+1}},\, \frac{f_i}{f_{i-1}} = \frac{1}{1 + k_i z \frac{f_{i+1}}}$$.

Setting $$g_i = f_i / f_{i-1}$$,
 * $$g_i = \frac{1}{1 + k_i z g_{i+1}}$$,

So
 * $$g_1 = \frac{f_1}{f_0} = \cfrac{1}{1 + k_1 z g_2} = \cfrac{1}{1 + \cfrac{k_1 z}{1 + k_2 z g_3}}

= \cfrac{1}{1 + \cfrac{k_1 z}{1 + \cfrac{k_2 z}{1 + k_3 z g_4}}} = \dots\ $$.

Repeating this ad infinitum produces the continued fraction expression
 * $$\frac{f_1}{f_0} = \cfrac{1}{1 + \cfrac{k_1 z}{1 + \cfrac{k_2 z}{1 + \cfrac{k_3 z}{1 + {}\ddots}}}}$$

In Gauss's continued fraction, the functions $$f_i$$ are hypergeometric functions of the form $${}_0F_1$$, $${}_1F_1$$, and $${}_2F_1$$, and the equations $$f_{i-1} - f_i = k_i z f_{i+1}$$ arise as identities between functions where the parameters differ by integer amounts. These identities can be proved in several ways, for example by expanding out the series and comparing coefficients, or by taking the derivative in several ways and eliminating it from the equations generated. The simplest case involves the following: $$\,_0F_1(a;z) = 1 + \frac{1}{a\,1!}z + \frac{1}{a(a+1)\,2!}z^2 + \frac{1}{a(a+1)(a+2)\,3!}z^3 + \cdots\ $$. Starting with the identity $$\,_0F_1(a-1;z)-\,_0F_1(a;z) = \frac{z}{a(a-1)}\,_0F_1(a+1;z)$$, we may take
 * $$f_i = {}_0F_1(a+i;z),\,k_i = \tfrac{1}{(a+i)(a+i-1)}$$,

giving $$\frac{\,_0F_1(a+1;z)}{\,_0F_1(a;z)} = \cfrac{1}{1 + \cfrac{\frac{1}{a(a+1)}z} {1 + \cfrac{\frac{1}{(a+1)(a+2)}z}{1 + \cfrac{\frac{1}{(a+2)(a+3)}z}{1 + {}\ddots}}}}$$ or $$\frac{\,_0F_1(a+1;z)}{a\,_0F_1(a;z)} = \cfrac{1}{a + \cfrac{z} {(a+1) + \cfrac{z}{(a+2) + \cfrac{z}{(a+3) + {}\ddots}}}}$$.

We have

$$\cosh(z) = \,_0F_1({\tfrac{1}{2}};{\tfrac{z^2}{4}}),$$ $$\sinh(z) = z\,_0F_1({\tfrac{3}{2}};{\tfrac{z^2}{4}}),$$

so

$$\tanh(z) = \frac{z\,_0F_1({\tfrac{3}{2}};{\tfrac{z^2}{4}})}{\,_0F_1({\tfrac{1}{2}};{\tfrac{z^2}{4}})} = \cfrac{z/2}{\tfrac{1}{2} + \cfrac{\tfrac{z^2}{4}}{\tfrac{3}{2} + \cfrac{\tfrac{z^2}{4}}{\tfrac{5}{2} + \cfrac{\tfrac{z^2}{4}}{\tfrac{7}{2} + {}\ddots}}}} = \cfrac{z}{1 + \cfrac{z^2}{3 + \cfrac{z^2}{5 + \cfrac{z^2}{7 + {}\ddots}}}}.$$

This particular expansion is known as Lambert's continued fraction and dates back to 1768.

It easily follows that

$$\tan(z) = \cfrac{z}{1 - \cfrac{z^2}{3 - \cfrac{z^2}{5 - \cfrac{z^2}{7 - {}\ddots}}}}.$$

The expansion of tanh can be used to prove that en is irrational for every integer n (which is alas not enough to prove that e is transcendental). The expansion of tan was used by both Lambert and Legendre]] to prove that π is irrational.

This expansion converges provided, of course, that a is neither zero nor a negative integer.

title: User:Egm6322.s12.TEAM1.WILKS/Term Paper


text: File:HalogenationOfBenzene.png

title: File:HalogenationOfBenzene.png


text:
Helicopter/Howard Community College/Spring2012/p2502JASS

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

 * Jromanch0088
 * 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
What we did over the project was mostly exploration of the motors and different programs, the lift test was critical to seeing how much each individual motor could lift. Once extensive testing on this was done, we moved the motors to the see saw. This allowed us to see how to change the speeds of the individual motors to change the position of the see saw. We ran into a lot of trouble with keeping the motors powered though. We are still confused but we did fix a floating ground issue. The gyro is almost finished. As well as the accelerometer has finally been figured out to be giving us values we can understand.

Decision List
None

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
53.15 Hours

Tutorials
None

Next Steps
The next steps are to finish constructing a gimbal; get all four motors hooked up to a single arduino; construct the actual frame with motors, batteries, ESCs, and the Arduino; and then go on to testing. Also Build a Better Landing gear for the Parrot Drone.


text:
User:Shatton8111/enes100/my work 2

This is a part of Helicopter Project, Part 2.

Write problem/project Goal
To create an Arduino-based quadcopter that flies itself without a remote control.

My First Task
I'm planning on testing the power supplies and dual-ESC test for reliability, during the engineering club this week. If that goes well, then I'll be putting the gyroscopic sensor and (propeller-less) two motors on the seesaw. I hope to simulate the motors compensating for detected imbalances.

Summary of actual work over first weekend
I worked with Jromanch0088 and Spark93 to test the thrusts of the Zagi 5 Amp ESC's with their motors and the Thunderbird 9 ESC's with the Hacker A10-13L motors.

Week1 Narrative
Testing the Smaller Motors

In class, I worked with Jromanch0088 to test the thrust of the Zagi 5 Amp ESC's and their motors. Initially, the burn-out test wasn't causing the ESC to spin the motor in a controllable way: it would wait for several seconds, increase its speed suddenly, and then stop.

After some experimentation with different servo speeds (which correspond to pulse widths) and millisecond delays in the Arduino code, I remembered that the Zagi 5 Amp ESC's had a limited range of 0 or 60 to less than 160 (for servo speed values). The burn-out test wasn't well suited for this, since it was quickly looping from 0 to 500, 500 to 1,000, then 1,000 to 5,000, and then back to restarting at 0.

So, I changed the test code to gradually (but quickly) increase the motor's speed from 0 to 150, since 160 seemed to put the ESC into its unresponsive fail-safe mode. It would this speed indefinitely, until the program was restarted or the Arduino or ESC lost power.

Using this simple test program, and having the motor mounted on a block of wood with string tethers to keep it from flying far, the motor was able slowly spin the block of wood as if it were producing enough thrust to hover above the table. However, because the block of wood didn't lift itself off of the table, I'm not certain it was producing enough thrust. It's more likely that the block of wood was spinning in response to the angular momentum of the propeller.

Interestingly enough, the test did not last very long. Within seconds, others in the room smelled something like burning grease. The motor quickly stopped, and became unresponsive to further attempts to start it. When moving the propeller manually, it seemed to not spin as freely as it had. However, the ESC still responded to signals with its indicator light. Because of this, it appears that the motor, but not the ESC, had died.

Testing the Larger Motors

The next day in class, I worked with Spark93 to test the thrust of the Thunderbird 9 ESC and Hacker A10-13L motors. After removing the smaller motor from the wooden test mount and replacing it with the larger Hacker motor, the test was started with the Thunderbird 9 ESC burn-out test.

There were some initial problems with wiring, but once they were figured out and the wooden test mount was secured by weighted-down strings, the motor spun rapidly and seemed to move a lot of air. However, the motor didn't appear to raise its platform above the ground.

After comments from another student, the motor was mounted on a narrower platform which would hopefully allow the moving air to push against the floor instead of pushing against the platform. This didn't appear to help though, because the air above the propeller appeared to be moving while the air below it appeared to be mostly still.

At one point before a presentation of the experiment, the motor and ESC were "chirping" and wiggling, but faintly. I'd seen this before with low electrical currents, so I assumed that the power supply wasn't providing enough power to the ESC. Unfortunately, I didn't measure the current. After unplugging the experimental setup, checking the wires, replacing two wires, and plugging it in again, it appeared to work.

However, while the testing platform was able to skid across the floor, it wasn't able to lift off. The direction of the airflow needs to be determined. One possible way of testing this could be to attach two fans on the seesaw. The balance might allow the fans to push in their current directions more easily.

After several tests, the smell of burning grease filled the air. I stopped testing, since I wanted to save the motor, in case it wasn't completely burned-out yet. Both the smaller Zagi 5 Amp motors and the larger Hacker A10-13L motors showed signs of burning-out when they were near their tested maximum speeds and while they had propellers attached.

Conclusions About the Lift and Stress

In previous tests without propellers, the motors never appeared to have this problem. My guess is that without a significant load to stress the motors, they are able to spin for what seems to be indefinitely and without signs of wear or damage. But if the motors are stressed significantly, by using their maximum capacities to attempt to move a volume of slightly viscous air for a duration of time, the motors appear to rapidly accumulate wear, possibly in the form of overheating.

Because of this, the helicopter design might need some fundamental changes. It may have to be very light in order to use the smaller motors. It could to use a number of motors in order to produce enough thrust to lift off the ground. Or, it may require one or more larger motors for a more traditional style of helicopter.

My Second Task
Next, I plan on testing two motors on the seesaw. This should allow me to test the production of thrust by the motors, gyroscopic stabilization, and independent motor/ESC control.

Summary of actual work over second weekend
I worked with my team to set up the seesaw for thrust balancing, and I tested and learned about 5DOF gyro-accelerometer sensors.

Week2 Narrative
Setting up the Seesaw

In class, the team and myself worked on assembling the seesaw apparatus for thrust balancing. I mainly helped by getting parts and giving suggestions. Once finished, several factors, such as the asymmetric tether position and motor distances, were noticed that unbalanced the seesaw or biased its direction.

Videos
 * Finding the Bias of the Seesaw

My Third task
Next, I plan on testing a small-scale version of the seesaw thrust balancing test by using the smaller Zagi 5 amp. ESC's and motors. This will involve gyroscopic balancing.

Summary of actual work over third weekend
This week, I was not yet able to test the gyroscopic sensor with the smaller propellers. Instead, I focused on controlling the Zagi 5 Amp ESC's and their motors with the Arduino Mega 2560. I was able to create a framework in code that allows multiple motors to adjust their speeds in a synchronized way with each other.

Week3 Narrative
At home, I experimented with controlling two Zagi 5 Amp ESC's and their small motors with a single Arduino Mega 2560. At first, I had problems with communication between the ESC's. I would send messages to both ESC's, but they would only chirp and wobble back and forth.

As a sanity test, I ran the burn-out test for the Thunderbird 9 ESC's with only one Zagi ESC. It worked, so I began experimenting with it. I reduced the differences between the new code I had written and burn-out test by removing the speed-ramping code and by making the burn-out test stay within the safe speed/pulsewidth range for the Zagi 5 Amp ESC's.

Eventually, I found that having a delay of at least 15 milliseconds, incrementing or decrementing the pulsewidths (speeds/values for servo.write(speed)), and keeping the pulsewidths within the safe range for the Zagi 5 Amp ESC's (~70 - 158) all appeared to be factors in keeping reliable control over the ESC's, whether a single or multiple ESC was being controlled.

After this, I worked to create a framework of code that would allow multiple ESC's to be controlled easily and simultaneously with the option of either independent or synchronized control. My current code can be seen online. As can be seen in the code, in the "loop" function there is some commented-out code and an uncommented call the the "doStep" function. The commented-out code allows for more direct manipulation of the motors, while the "doStep" function relies on the "steps" array, at the top of the program's code, for synchronized steps.

Videos for Multiple Zagi ESC's:

 * Part 1: Assembling

 * Part 2: Communication Problems

 * Part 3: Still Not Communicating

 * Part 4: Single Motor Works

 * Part 5: Communication Problems Again

 * Part 6: Single Motor Works Again

 * Part 7: Two Servo Objects Controlling One ESC

 * Part 8: Two Synchronized Motors

 * Part 9: Synchronized Steps

 * Part 10: Synchronized Step Feedback

My Fourth task
Next, I plan on working with the gyro-accelerometer sensor to stabilize the system on the seesaw testing apparatus. After that, I would like to also work with the Arduino, motors, and synchronized-stepping code to be able to tell the system to orient itself to given angles, apply specific thrusts, and continue at the setting for a duration of time.

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

Week4 Narrative
During class, I edited my code for coordinating multiple Zagi ESC's, and I ended up with something completely different: code for controlling motors with tilt. I'm now able to control two Zagi 5 Amp ESC's and their motors using the tilting of a 5DOF SparkFun gyro-accelerometer.

Here's a video of this: Controlling Motors with Tilt, Part 1

There are a few issues with this currently. For example, it doesn't respond very quickly to the rotation of the sensor, and I haven't accounted for drift in the readings from the sensor. That's why in the video I have to rotate the sensor to a variety of angles, because the sensor's definition of "up" continually rotates along each axis (X and Y).

title: User:Shatton8111/enes100/my work 2


text:
User:Cpt.Daniel/TAO-Draft

TAO is about engaging older adults in online activities...

 Choose your Entry Point

Tips and Tools

 * Link
 * Link
 * Link

TAO is both a placeholder for the Chinese ideograph 道 (Pinyin: ), meaning way or method, and an acronym for Third Age Online. The main target of the project is to highlight the ways in which the access of older persons to the opportunities offered by online communities can be facilitated. At the same time, the project aims to profit from the growing number of older persons to advance charitable projects of online communities. - Learn more about the project by checking out its official website.

title: User:Cpt.Daniel/TAO-Draft


text:
UCusingwikis/jam

This is a page developed by Shane Nuessler and colleagues to develop e-portfolio discussions at the University of Canberra.

title: UCusingwikis/jam


text: File:SteppermotorArduino.jpg

title: File:SteppermotorArduino.jpg


text: File:SAM 1525.JPG

title: File:SAM 1525.JPG


text:
User:Amirreza Saharkhiz/enes100/my work 2

My work


text:
User:Amirreza Saharkhiz/enes100/mywork2

Helicopter Project, Part 2
My work 2

title: User:Amirreza Saharkhiz/enes100/mywork2


text:
User:Amirreza Saharkhiz/enes100/mysecondwork

/my second work/


text:
User:Touelia/enes100/Weekly report project 2

Link to team page.

Write problem/project Goal
The project goal is to finish building the corecontrol unit and begin the testing phase.

My First Task
I plan to create a list of possible solutions for creating a vacuum seal for the corecontrol.

Summary of actual work over first weekend
This week I searched online for possible materials to provide a vacuum seal for the corecontrol. I also received some possible solutions from other engineering students during our class presentation. I went to Harbor Freight and looked at several gloves that I couldn't find at other hardware stores, but they were either too big or too small to fit on the corecontrol. I found a pair of latex gloves at Walmart and tested it out on the corecontrol and was able to create a vacuum seal.

Week1 Narrative
During our class presentation, I wrote a list of solutions I had and asked the class for other ideas I could look at to create a vacuum seal for the corecontrol. The list I provided included a neoprene arm sleeve, a sleeve of a wetsuit, arm length neoprene gloves, and the sleeves of the a HAZMAT suit. The possible solutions I got from the class included: a inter-tube from a dirt bike, a sleeve from a hot suit, rubber oilers glove, and arm length latex gloves. After writing down the new list, I tested out the corecontrol using a latex glove with a rubber PVC extension and was able to create a small vacuum, however the seal easily broke if I moved my arm around. In addition, it was very uncomfortable, which may draw potential users away from using it. I drove to Harbor Freight Tools and looked for several gloves I could use for a vacuum seal and found Long Rubber Gloves, but they were too wide to fit on the corecontrol without major modification. I also looked at Nitrile Gloves, but they were too short. I finally went to Walmart and found a pair of Latex Gloves that were forearm length and decided to try it out. I tested the new Latex glove and was able to create a vacuum seal.

Here are other possible solutions:

1. Neoprene sleeve

2. Oiler Glove

My Second Task
My second task will be to create a vacuum seal with a pair of oiler gloves, long rubber, gloves, and neoprene gloves. After I have created the seal, I will beginning testing the corecontrol to see if the corecontrol will reduce recovery time and increase strength and endurance.

Summary of actual work over second weekend
This week I tried to create a vacuum seal with a pair of latex gloves. After several failures, I removed the gloves altogether and used a rubber PVC pipe reducer. I adjusted the open end of the pipe reducer with a clamp and was able to create a seal when I inserted my arm.

Week2 Narrative
This week, I attempted several times to create an air seal for the corecontrol using latex gloves. On my first attempt, I cut out the palm area of the glove just enough to create contact between my hand and the brass pipe. I also cut the glove at the mid-palm section, but on both attempts I could not create a seal. On my third attempt, I cut off the hand section of the glove and tried creating the seal from the wrist, but I ended up with the same results as the first, the glove was still too loose. I then tried a different type of latex glove and got the same results.

My Third task
For my third task, I will try to find a user friendly clamp because the current metal clamp requires a screw driver to adjust it.

Summary of actual work over third weekend
Search online for several straps I could use for the corecontrol and found these sites:

Buckle Strap

Buckle Strap 2

buckle Strap website

buckle lever

buckle lever 2

Week3 Narrative
Over the week I searched for possible straps I could use to tighten the opening of the corecontrol around the forearm. I did a google search for buckle strap and found several sites with potential solutions. All of the straps were very simple and would require minimal work to attach them to the corecontrol. I also searched for buckle lever and found more possible solutions

My Fourth task
My next task will be to find an adjustable fastener or strap to attach to the open end of the corecontrol.

Week4 Activities
Went to LOWEs, Home Depot, and Ace Hardware to find a adjustable fastener, but couldn't find one. I did find a couple online that will need to be ordered.

Week4 Narrative
I went to LOWEs, Home Depot, and Ace hardware to find a buckle fastener, but none were sold at any of the locations. I found several lever buckles/fasteners online that will need to be ordered.

buckle Lever Kit

Buckle Lever Kit

Boot Buckle

roller blade buckles

roller blade buckles 2

Complete Project Page
Follow the "project done" format.


text:
Blood cooler

Problem/Finish Description
Avacore is a company selling a product called "CoreControl Glove." It is a commercial product selling for about $1000 that is under patent. It has applications in: Conceivably this could be present in every home, hospital, and athletic facility. And it looks simple enough to build and begin using. The goal is to build one for a school athletic department.
 * sports
 * weight training
 * weight loss, pain reduction, emergency care, firefighting
 * hospitals, anthesia problems
 * Multiple Sclerosis
 * special forces

First of all, you have to determine what causes heat energy to build up. The heat energy a person generates depends on the quality and quantity of their work, not the quality nor quantity of their body. Therefore, how "fit" someone is, is irrelevant, it's the work that matters.

This work is what causes the build up of heat energy - which is what the Blood Cooler is designed to extract; thus begging the question "how much heat energy does the Blood Cooler need to extract?"

The heat energy that a person produces is a range of 70-870 watts, with 70 watts being a resting state. The Blood Cooler would have to remove up to 800 watts of heat energy - this is the equation: (870 - n) - 70 = x "n" would be a range of 0-699, and "x" is the amount of heat energy that the Blood Cooler should extract.

Conceive
When our body overheats, it goes through a thermo regulation process to expel excess core body heat. The palm of our hands is one of the body's "radiators" to expel heat. Why the palm of the hands? The palms have numerous capillaries which cover a large surface area, allowing the removal of excess heat from the body. The vacuum is supposed to draw the blood to your hands to increase the heat transfer rate. The faster you remove the excess body heat, the faster you will recover from exercise. You may have heard about rubbing ice cubes on your wrist to reduce recovery time. However, this method is inefficient because low temperatures cause the blood vessels to constrict, thereby reducing the blood flow. The CoreControl applies a similar concept, however, is more effective because it uses a vacuum to draw the blood quickly to the palms, and the controlled temperature prevents constriction of blood vessels.

The commercial version has gone through several revisions that addressed cost. One way this was done was by replacing a mechanical iris to create a wrist vacuum seal with a consumable/replaceable rubber sleeve. Initial sales were to special forces and pro sports. The goal here is to make one out of parts found at retail stores. The goal is to create a blood cooler for everyone.

 * 1) 1. Air compressor sucks air through air hose creating a vacuum inside the massive "glove"
 * 2) 2. This vacuum pulls the blood from a person's core into the glove by stopping the normal constriction of tissue and skin due to contact with something cold
 * 3) 3. Frigid water is pumped (pump not shown) through a tube. During circulation, water passes through a copper pipe thus cooling the pipe
 * 4) 4. When hand grasps copper pipe inside of glove, it is quickly cooled
 * 5) 5. The blood that had been pulled to hand is now cooled.
 * 6) 6. When this blood is cooled, it then circulates, cooling a person's core

Blood Cooler Requirements:
 * Quick turn around: Swim to edge of pool, stick arm, cool, then swim again
 * Use just one arm
 * Touch nothing but the brass with cold water circulating in it

Design
{| class="wikitable"

Implement
A protein container was attached to the end of the unit using silicone and a lot of tape. The container is attached securely.

Video exploring goanimate.com possibilities

This is a quote: ''.. people sweat sooner at lower body temperatures, they sweat more, and their sweat is more diluted. Training actually changes the sweat glands and causes an increase in plasma volume that is essential in the production of sweat and for other cardiovascular and thermo-regulation demands. All of this allows a trained person to store less heat and therefore have a lower core temperature than an untrained person.''

 * Carrying around a bag
 * Putting plastic glove on that grips the skin ... while sweating
 * Interrupts workout

Mystery Parts versus Reuse ... air matress pump, pvc pipe, aquarium water pump, balloon Convince that works:
 * Science, Truth ... can refer to academic papers, but customers will not read these ... talking heads don't solve the problem
 * Anecdotal, Business, Goodness ... stories from people that it works
 * Short Video, Beauty .. this is what is missing ... this is needed to motivate people to change

Three general media starting points besides news shows: Target specific groups, call news papers
 * Biggest Loser .. look up episode around Oct. 29, 2013
 * Shark Tank .. did not find any references, but look
 * Myth Busters .. found reference but no episode, need to look deeper
 * MS
 * Fire Fighters
 * Anesthesiologists

Yes. But will go off patent eventually. And am not building one to sell/compete with current patent holder.

Collectively the human body has these objectives:
 * maintain 98.6°F
 * store chemical potential energy
 * Convert raw materials (food) into energy
 * Movement (muscular system)
 * Allow us to react with our environment (senses)
 * do battle with invaders .. immune system

Energy comes from intestines, through the blood and is then stored with the following priorities: Our unconscious mind doesn't want us to loose weight.
 * white fat (eating too much, belly fat)
 * brown fat (helps burn, not store calories .. is in neck and shoulders .. good fat .. generated by working out and living cold)
 * muscles
 * brain

What limits our reps? What is the most dangerous thing that can happen during exercising?
 * Lactic Acid
 * Respiratory system
 * overheating
 * hydration
 * Exhaustion
 * Frequency and Volume of workouts
 * Central Nervous System
 * Recovery Ability
 * Health (sickness)
 * Over training
 * Under resting
 * Room Temperature
 * heat stroke
 * pain
 * head ache
 * Dehydration
 * Pulled Muscle
 * Strained muscle
 * Torn Muscle
 * Ect...

What is the best evidence of good exercise? Heat influences every aspect of exercise. Lactic Acid occurs to protect the body and limit over training. Its what causes soreness the next day.
 * Core Temperature rises
 * Controlled rest time
 * sensitivity to air/water temperature
 * Continued progress
 * Feeling better/stronger the next workout

Blood cooling solves all these problems. We want to show you a beauty proof. The beauty proof has to be short, convincing and lead to scientific questions and an appetite for anecdotal stories.

A swimming work out is like any other: Interval swimming, with rest. The Blood cooler aids in recovery time and prevents overheating in warm water (82°F) and above.

Standard workout: Cardio warm up, dynamic warm up, warm up inside of each lift, perform working sets with timed rest intervals, cool down and stretch

In the weight training video, the athlete will first use the blood cooler with hot water to stimulate circulation before preforming a short cardio warm up. The athlete will preform a 15 rep timed set of Clean & Jerks. Only after 15 reps reps are completed will the athlete be allowed to re-hydrate and use the blood cooler. The rest time will be exactly 10 minutes and during that time the athlete will record the sensations of using the blood cooler. Once the rest time is up, the athlete will repeat the workout. At the end of the second set, the recorded finish times recorded will be compared to see the effects of the blood cooler and the athlete will be asked to review the blood cooler.

 * The blood cooler will keep the rest times more consistent, allow the body to retain more water, allow smoother/more working sets and aid in relaxing the body afterwards.

Standard sprinter workout: 6 lap warm up, static stretches, dynamic stretches, mobility work/drills, footwork and stride drills, "working sets" of prescribed distances based on the athletes race with STRICTLY timed rest intervals, cool down an stretch.

In the sprint video, the athlete will use the blood cooler with hot water to stimulate blood flow before warming up. The athlete will then preform a set amount of short distance sprints (10x100m) with a rest time of 2-3 minutes. During the rest time, the athlete would use the blood cooler to regulate their body temperature and then record the feelings and sensations that it creates. This would occur 10 times and then a final recording of feelings at the end of the workout to summarize how the athlete feels.

 * The blood cooler will a in the recovery of the athlete during the workout as well as allow for a more efficient rest/decrease rest time.

Standard Thrower Workout: 6 lap warm up, static stretch, dynamic stretch, foot work drills, technique drills, warm up throws, meet simulated throws, technique work till exhaustion. Along with weekly sprint workouts an core workouts with timed rest intervals.

In the Thrower`s workout video, the athlete would use the blood cooler with hot water to stimulate circulation before preforming a cardio warm up. The athlete would then preform their implement specific warm up routine before starting their workout. The thrower would take about 5 throws (as there isnt as much cardio required) after being thoroughly warmed up and then begin using the blood cooler with cold water to regulate the body system. The athlete would record the sensations of the blood cooler after each use. And then write a overall summary and rating of the blood cooler. The throwing athlete may experience the best and most obvious results during the hammer and javein throws because of the increased time under tension (TUT) when comparing to a shot put or discus throw.

 * The Blood cooler will allow the thrower to relax their body and increase kinesthetic awareness as well as body control. This allows for a more technical throw since throws are mainly timed explosions.

Demo
Presentation

Presentation April 24th, 2014

Next Steps
The next steps would be to:
 * Survey fist size with fingers pointing and touching as if to spread open a hole
 * Survey distance between knuckles and elbow
 * Find min and max arm diameter at certain distance from knuckles
 * Operate with air compressors/vacuum generators and tanks to store the vacuum/compressed air
 * Find solenoid that opens and/or closes valve that can hold vacuum or compressed air
 * Choose a design for a wrist vacuum seal and begin building it .. check out this company's products
 * Shoot video of unit working
 * Practice measuring pressure and temperature
 * Start dialogue with the athletic department about testing (safety, worth investing in ... that it works)
 * Find an IR switch that can detect hand insertion
 * Find the type of clamp used in the picture or use 3D printer to print the clamp.
 * Get new flexible tube since the current one seem to be easily broken.
 * Get everything together and clamp the tubes to the water container.
 * Drill a hole for the water pump power supply cable and seal it so no water can leak.
 * }

title: Blood cooler


text:
User:Blanchon

All my details and interests can be found on my Academia Edu page.

http://unam.academia.edu/PaulBlanchon

title: User:Blanchon


text:
Draft:Reef geomorphology

From Research Vessels
"The circularly-formed Coral Islands in the Pacific occasionally afford excellent land-locked harbours, with a sufficient entrance, and would be well adapted to any nice astronomical observations which might require to be carried on in undisturbed tranquillity. While these are quietly proceeding, and the chronometers rating, a very interesting inquiry might be instituted respecting the formation of these coral reefs .... A modern and very plausible theory has been put forward, that these wonderful formations, instead of ascending from the bottom of the sea, have been raised from the summits of extinct volcanoes ..."

From Orbiting Satellites
"Pale green when viewed through the water of the Persian Gulf, coral reefs fringe the shoreline and islands of the United Arab Emirates in this Landsat satellite image. The reefs are more extensive than the islands they surround in many cases. The natural-color image was made from data collected by the Landsat 7 satellite on July 3 and July 10, 2002."

"The reefs are an oasis of biological diversity, and they are among the most extensive reefs in the Gulf. Starting in January 2005, a division of the World Wildlife Federation in Abu Dhabi used Landsat images such as this one to create the first map of coral reefs off Abu Dhabi in the United Arab Emirates and Qatar. The map will help resource managers assess the quality and quantity of marine resources in the region and to make decisions that protect them."

From Google Earth
Until very recently, a synoptic view of reef geomorphology showing the impact of varying ecological processes has not been possible, and previous attempts to summarize information have had to rely on parochial descriptions of what was accessible or visible at the time (e.g., Hopley, 1982; Guilcher, 1988). Following this approach, vast areas of modern reefs have been inadequately characterized and, with some exceptions, quantitative differences and the similarities between different regions have gone undocumented. This deficient situation is about to change. The recent advent of widely available orthorectified satellite imagery (Google Earth) and rapid development and cost reduction in geographic information systems, multi-beam sonar, LiDAR, and other remote-sensing technologies are making large-scale morphometric quantification of reefs feasible (Naseer and Hatcher, 2001; Andrefouet et al., 2001; Storlazzi et al., 2003; Naseer and Hatcher, 2004). As such, we are on the cusp of being able to provide a more holistic view of modern coral-reef form and a development that will provide timely insight into the resilience and resistance of reefs to human-induced global environmental change. In this entry, satellite imagery from Google Earth is used along with local descriptions of reefs and attempt to summarize what is presently known about the geomorphy of coral reefs, outline their formative processes, and assess their development.

Geomorphic Reef Zonation
The coral reefs of the Atlantic, the Caribbean and the Indo-Pacific do not differ fundamentally in their structural forms, their habitats and the interaction of their species, even though the organisms occupying specific ecological roles vary greatly between oceans and even between individual reefs (Goreau et al. 1979, p. 135). Despite the similarity between the geomorphology of coral reefs noted by the Goreaus and others (Wells, 1957; Stoddart, 1969), much of the emphasis in characterizing coral-reef zonation has been ecological using either statistically defined coral assemblages or more simply, the morphology of the corals themselves (Wells, 1957; Rosen, 1975; Geister, 1977; Pichon, 1978; Chappell, 1980; Done, 1982; Done, 1983). Most of these studies have found that shallow coral assemblages show a distinct zonation as wave energy, and hydrodynamic disturbance varies with depth and margin exposure. For example, Done (1982) found that shallow communities changed with a decreasing cross-shelf wave exposure in the central Great Barrier Reef. Individual reefs also showed the same pattern, with shallow-wave-adapted communities being replaced along leeward margins by upward shifts in the positions of deeper communities. Growth form of corals also show similar zonation patterns in response to depth and exposure-related variation in wave energy (Pichon, 1978; Chappell, 1980; Madin and Connely, 2006). Such zonation patterns have led to a clear distinction between rough-water reefs exposed to trade-wind-, swell-, and storm-generated wave fields and calm-water reefs protected from them (Geister, 1977, 1980).

A comparison of zonation schemes, however, shows that the coral assemblages in each zone can be highly variable on both inter-reefal and regional scale, and there is a significant overlap between the members of each assemblage zone (e.g., Done, 1982). Despite this “coral-scale” variability, the geomorphology of these reefs is very similar. Indeed, equally similar reef structures are produced in areas with order-of-magnitude differences in species abundances, and even where reefs have depauperate species numbers, their basic geomorphology is identical (e.g., Glynn et al., 1996). This consistency implies that gradients in wave exposure not only control the main environmental tolerances of shallow coral assemblages but also the form of the structures they build (Graus et al., 1977; Graus and Macintyre, 1989). It therefore follows that reefs might be better classified according to their geomorphic form (Wells, 1957).

Standard Zonation
Geomorphic zonation of rough-water reefs. Both swell- and trade-wind-dominated reefs develop five standard reef zones: lagoon, reef flat, reef front, reef slope, and fore reef (not shown). These zones are delineated by simple slope breaks: the sand slope between lagoon and reef flat, the reef crest between the reef flat and reef front, the shelf break between the reef front and reef slope, and the break between the subvertical lower slope and the talus cones of the fore-reef sediment. These standard zones are divided into several widely occurring subzones, which vary with respect to margin orientation, area, and region.

A comparison of well-ordered, rough-water reefs shows a remarkable degree of conformity between the size and character of their major morphological features. All of them consist of five first-order or “standard” zones: a calm reef lagoon, with varying number of patch reefs; a largely barren, shallow reef flat strewn with detritus; a narrow, gently sloping reef front exposed to waves and swells; a steeper reef slope bearing corals to as deep as 100 m; and a less steeply inclined fore-reef apron, where coral and reef detritus accumulate (Figure on the right). The boundaries between these standard zones are delineated by simple slope breaks. The break between the lagoon and the reef flat is either a sand slope or a small reef scarp. The break between the level reef flat and the gently sloping reef front occurs at the reef crest. Similarly, the shelf break separates the gently sloping reef front from the steeper reef slope, and the break between the reef slope and fore reef is the transition into slopes that reflects the angle of sediment repose. Each of these standard and easily defined reef zones can in turn be subdivided into commonly recurring second order zones or subzones, which may not be present on all reefs and, if they are present, may vary between margin, area, and region. As a consequence, their boundaries can be more difficult to define.

Reef Lagoons
Patches, Knolls and Pinnacles, Cellular Networks

Reef Flats
Algal Rims, Coralgal Flat, Sediment Flat, Island and Storm deposits

Reef Fronts
Spur and Groove, Mid-shelf Scarp, Sand Terrace

Reef Slopes
Chute and Buttress, Upper Reef Slope, Lower Reef Slope

Fore Reefs
Talus aprons

Platform reefs
Platform reefs, variously called bank or table reefs, can form on the continental shelf, as well as in the open ocean, in fact anywhere where the seabed rises close enough to the surface of the ocean to enable the growth of zooxanthemic, reef-forming corals. Platform reefs are found in the southern Great Barrier Reef, the Swain and Capricorn Group on the continental shelf, about 100–200 km from the coast. Some platform reefs of the northern Mascarenes are several thousand kilometres from the mainland. Unlike fringing and barrier reefs which extend only seaward, platform reefs grow in all directions. They are variable in size, ranging from a few hundred metres to many kilometres across. Their usual shape is oval to elongated. Parts of these reefs can reach the surface and form sandbanks and small islands around which may form fringing reefs. A lagoon may form In the middle of a platform reef. Platform reefs can be found within atolls. There they are called patch reefs and may reach only a few dozen metres in diameter. Where platform reefs form on an elongated structure, e. g. an old, eroded barrier reef, they can form a linear arrangement. This is the case, for example, on the east coast of the Red Sea near Jeddah. In old platform reefs, the inner part can be so heavily eroded that it forms a pseudo-atoll. These can be distinguished from real atolls only by detailed investigation, possibly including core drilling. Some platform reefs of the Laccadives are U-shaped, due to wind and water flow.

Fringing Reefs
A fringing reef, also called a shore reef, is directly attached to a shore, or borders it with an intervening narrow, shallow channel or lagoon. It is the most common reef type. Fringing reefs follow coastlines and can extend for many kilometres. They are usually less than 100 metres wide, but some hundreds of metres wide. Fringing reefs are initially formed on the shore at the low water level and expand seawards as they grow in size. The final width depends on where the sea bed begins to drop steeply. The surface of the fringe reef generally remains at the same height: just below the waterline. In older fringing reefs, whose outer regions pushed far out into the sea, the inner part is deepened by erosion and eventually forms a lagoon. Fringing reef lagoons can become over 100 metres wide and several metres deep. Like the fringing reef itself, they run parallel to the coast. The fringing reefs of the Red Sea are "some of the best developed in the world" and occur along all its shores except off sandy bays.

Def.
 * 1) a "physical confine of a river or slough, consisting of a bed and banks",
 * 2) a "natural or man-made deeper course through a reef, bar, bay, or any shallow body of water",
 * 3) a "navigable part of a river", or
 * 4) a "narrow body of water between two land masses" is called a channel.

Barrier Reefs
The approximately 20,000-year-old Great Barrier Reef offers an example of how coral reefs formed on continental shelves. Sea level was then 120 m lower than in the 21st century. As sea level rose, the water and the corals encroached on what had been hills of the Australian coastal plain. By 13,000 years ago, sea level had risen to 60 m lower than at present, and many hills of the coastal plains had become continental islands. As sea level rise continued, water topped most of the continental islands. The corals could then overgrow the hills, forming cays and reefs. Sea level on the Great Barrier Reef has not changed significantly in the last 6,000 years. The age of living reef structure is estimated to be between 6,000 and 8,000 years. Although the Great Barrier Reef formed along a continental shelf, and not around a volcanic island, Darwin's principles apply. Development stopped at the barrier reef stage, since Australia is not about to submerge. It formed the world's largest barrier reef, 300 – from shore, stretching for 2,000 km.

The Great Barrier Reef is the world's largest coral reef system composed of over 2,900 individual reefs and 900 islands stretching longer than 2,600 kilometers over an area of approximately 344,400 square kilometers. The reef is located in the Coral Sea, off the coast of Queensland, Australia. Identifying individual reefs or the precise boundaries of the reef becomes arbitrary. It is composed of billions of tiny organisms, known as coral polyps. These grow and die as part of the greater ocean ecosystem they are part of. Attempts to identify a definitive boundary between the reef and the sea arbitrarily separate each from the other it depends on.

Atoll Reefs
Atolls or atoll reefs are a more or less circular or continuous barrier reef that extends all the way around a lagoon without a central island. They are usually formed from fringing reefs around volcanic islands. Over time, the island erodes away and sinks below sea level. Atolls may also be formed by the sinking of the seabed or rising of the sea level. A ring of reefs results, which enclose a lagoon. Atolls are numerous in the South Pacific, where they usually occur in mid-ocean, for example, in the Caroline Islands, the Cook Islands, French Polynesia, the Marshall Islands and Micronesia. Atolls are found in the Indian Ocean, for example, in the Maldives, the Chagos Islands, the Seychelles and around Cocos Island. The entire Maldives consist of 26 atolls.

This animation on the left shows the dynamic process of how a coral atoll forms. Corals (represented in tan and purple) begin to settle and grow around an oceanic island forming a fringing reef. It can take as long as 10,000 years for a fringing reef to form. Over the next 100,000 years, if conditions are favorable, the reef will continue to expand. As the reef expands, the interior island usually begins to subside and the fringing reef turns into a barrier reef. When the island completely subsides beneath the water leaving a ring of growing coral with an open lagoon in its center, it is called an atoll. The process of atoll formation may take as long as 30,000,000 years to occur.

North and South Malosmadulu Atols on the right are in the Maldives, an island republic in the northern Indian Ocean, southwest of India. Maldives is made up of a chain of 1192 small coral islands that are grouped into clusters of atolls. It has a total area of 298 sq km and a population of about 330,000. The capital and largest city is Male, with a population of about 80,000. Arguably the lowest-lying country in the world, the average elevation is 1 m above sea level. Waves triggered by the great tsunami of December 2004 spilled over sea walls to flood Male with sand-clouded water and then swept out just as suddenly. Residents fear this was a foreboding of disasters to come from sea-level rise due to global warming. The simulated natural color ASTER image was acquired 22 December 2002, covers an area of 50.8 x 90.4 km, and is centered near 5.3 degrees north latitude, 73.9 degrees west longitude.

Raa Atoll is located at 5°38'N 72°55'E.

The first Maldivians did not leave any archaeological artifacts. Their buildings were probably built of wood, palm fronds and other perishable materials, which would have quickly decayed in the salt and wind of the tropical climate. Moreover, chiefs or headmen did not reside in elaborate stone palaces, nor did their religion require the construction of large temples or compounds.

Comparative studies of Maldivian oral, linguistic and cultural traditions and customs confirm that the first settlers were people from the southern shores of the neighboring Indian subcontinent, including the Giraavaru people mentioned in ancient legends and local folklore about the establishment of the capital and kingly rule in Malé.

A strong underlying layer of Dravidian population and culture survives in Maldivian society, with a clear Tamil-Malayalam substratum in the language, which also appears in place names, kinship terms, poetry, dance, and religious beliefs. Malabari seafaring culture led to the settlement of the Islands by Malayali seafarers.

The earliest written history of the Maldives was marked by the arrival of Sinhalese people in Sri Lanka and the Maldives (Mahiladvipika) circa 543 to 483 BC, as reported in the Mahavansa. Their settlement marks a significant change in demographics and the development of the Indo-Aryan language Dhivehi language.

Submerged Reefs
Roncador Reef is a reef in the Solomon Islands, south of Ontong Java Atoll and north of Santa Isabel Island that is a submerged reef forming a small geographic group together with Nukumanu and Ontong Java, the two nearest atolls located further north.

This reef was first sighted by Europeans at the time of the Spanish expedition of Álvaro de Mendaña and Pedro Sarmiento de Gamboa on 1 February 1658, charted as Bajos de la Candelaria (shoals of Our Lady of Candlemas in Spanish).

Its sighting was also reported by Spanish naval officer Francisco Mourelle de la Rúa on 22 January 1781 on board of frigate La Princesa, charted as Peregrino Roncador (Snoring Pilgrim in Spanish).

Jarvis Island, formerly known as Bunker Island, or Bunker's Shoal is located at 0°22'S 160°01'W in the South Pacific Ocean.

It is an unincorporated, unorganized territory of the United States, administered by the United States Fish and Wildlife Service of the United States Department of the Interior as part of the National Wildlife Refuge system.

The indigenous people who inhabit the islands of Polynesia are termed Polynesians, and share many similar traits including language family, culture, and beliefs.

Reef Zonation
PAR limitation on coral growth forms with depth Biomechanical limitation on coral and algal growth forms and therefore zonation Wave exposure (Trades, extratropical swell) around reefs and with depth Wave-set up (wave pumping) and its impact on reef flats and lagoons Tides and their modulation of waves and currents on reef flats and lagoons Storms and their effects on reef-front and reef-flat zonation Tsunamis.

Reef Types
Wind-wave, swell, storm directions predict reef types

Reef Zonation
relative sea-level changes (coseismic, eustatic)

Reef Types
Darwin Point relative sea-level changes

title: Draft:Reef geomorphology


text:
User:Inh117/enes100/My Fan Wing Work

''This is designed for a person working on a project for 4 weeks as part of a 3 credit class. Please copy this form to your user page. Then delete everything in italics when filling out this form.''

Write problem/project Goal
Construct a functional model of an experiemental aircraft that uses a fan wing concept to provide efficient lift to thrust ratios.

My First Task
I am researching how exactly the Fan Wing concept works. The company who invented this concept, aptly named FanWing, provides an unusually large amount of documentation for viewing by the general public found at the FanWing website.

I know that essential components include a roller cage to provide the trust to generate the lift as well as a cradel to house the roller cage in. The roller cage and the cradle create the profile of an airfoil using in traditional aviation. Weight distribution and power transfer to the roller cages without impacting the airfoil profile are areas of concern.

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 Team Page
Fill out the Team Form (should have already copied the form, created the team page, linked to it and started filling it out).

title: User:Inh117/enes100/My Fan Wing Work


text:
User:Tom.Reding

You can find me at my home wikis: enWiki/User:Tom.Reding Commons/User:Tom.Reding

title: User:Tom.Reding


text:
CIVICS/Capacity building

Spring School
As a first capacity building measure, CIVICS invites for a weeklong capacity building workshop to Tbilisi, Georgia from March 5 to March 10, 2012. We are expecting scientists from all three South Caucasus countries, Germany and Iran to attend. Successful participants of the workshop will be invited to take part in the collaborative research of the project.

 * [[Media:IntroBarkmannKickOff CIVICS.pdf|Introduction to project and German project partners]]
 * Jan Barkmann, Johanna Schott
 * University of Goettingen, Department of Agricultural Economics and Rural Development, Goettingen, Germany

 * [[Media:icfer-12-13 march.pdf|Introduction to Georgian main partner]]
 * Grigol Abramia
 * ICFER, Tbilisi Georgia

 * [[Media:Attitude&BeliefsTalinJB.pdf|Attitude and Beliefs in Qualitative and Quantitative Research]]
 * Talin Kalatas
 * University of Goettingen, Department of Agricultural Economics and Rural Development, Goettingen, Germany

 * [[Media:Quantitative Methods.pdf|Quantitative Research Methods]]
 * Stefan Schwarze
 * University of Goettingen, Department of Agricultural Economics and Rural Development, Goettingen, Germany

 * [[Media:Qualitative Interview Semi-structured Interview guide.pdf|Qualitative Research Methods]]
 * [[Media:Gender2.pdf|Gender in social-cultural context]]
 * Emilia Nercissians
 * Department of Anthropology, Faculty of Social Sciences University of Tehran

 * [[Media:Barkmann et al UphillBattle.pdf|International Perspective on Agriculture-Conservation Conflicts:Capital and Market Influences ]]
 * Jan Barkmann
 * University of Goettingen, Department of Agricultural Economics and Rural Development, Goettingen, Germany

title: CIVICS/Capacity building


title: File:Cordic.vhdl.20120319.pdf


text: File:Cordic tb.vhdl.20120319.pdf

title: File:Cordic tb.vhdl.20120319.pdf


text: File:Cordic pkg.vhdl.20120319.pdf

title: File:Cordic pkg.vhdl.20120319.pdf


text:
Progress and Prospects in Parkinson's Research/Pathogenesis/Current Parkinson's Paradigm/Oxidative Stress

This is a stub which needs elaborating

A general account of the involvement of oxidative stress in Parkinson's from different perspectives including mitochondrial dysfunction, dysfunction of genes such as DJ-1 and the reactive oxygen species generated in the inflammatory response.

Also melatonin as a protective agent: 1. Russel J. Reiter, Lucien C. Manchester, and Dun-Xian Tan, “Neurotoxins: Free Radical Mechanisms and Melatonin Protection” 8, no. 3 (September 2010): 194-210. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3001213/


text:
Progress and Prospects in Parkinson's Research/Pathogenesis/Current Parkinson's Paradigm

< Back to: Pathogenesis This is a stub. Please help expand it.

Recent progress in Parkinson's research has led to the evolution of a new paradigm.

There are various facets to the new model whose features include the role of alpha-synuclein oligomers, mitochondrial disruption, dysfunction of the waste-disposal systems of cells (UPS and autophagy), inflammation and the production of reactive oxygen species (ROS), the interaction of environmental and genetic factors, the spread of the disease from the peripheral to the central nervous system and the relative vulnerability of certain types of neuron. A review in Nature Medicine in 2010 addresses this paradigm.

Crucial to the paradigm shifts that have occurred has been the application of powerful and sophisticated biochemical, pathological, neuroimaging, genetic, anatomic, pharmacologic and neurologic techniques, amongst others.

While it has been been necessary to work at the level of intricate and subtle detail, the Systems Biology approach has provided a top-down view which promises to integrate the progress made in various fields and disciplines and provide a holistic view of the mechanism and processes intrinsic to this disease and raise insights into what might be crucial targets for therapeutic intervention.

There has been much reliance on in vitro investigations and animal models whose relevance to the human condition must always be subject to cautious appraisal.

Features of the Current Parkinson's Paradigm
These features could provide the framework for organising the topics on the Progress and Prospects in Parkinson's Research page

The pathogenic state in Parkinson's and other neurological diseases is complex and involves the disruption of a number of interconnected mechanisms and biochemical pathways. It is worth asking what the normal state of these is for an individual without Parkinson's.

Homeostasis
In an individual without Parkinson's presumably the following situation of homeostasis obtains:
 * Alpha-synuclein molecules are largely in their native state and the few which are misfolded or are oligomerising in a potentially harmful way are detected and removed by the normal garbage collection services of the cell notably the Ubiquitin Proteasome System (UPS) and by autophagy. Chaperone proteins such as the heat shock proteins are also produced to promote and maintain the native configuration.
 * The existence of oxidative and nitrative stress resulting from the production of free radicals, Reactive Oxygen Species and free iron is kept within acceptable limits by a complex variety of mechanisms and biological agents.
 * Inflammation is kept to acceptable levels through the operation of the innate and adaptive immune systems.
 * Damaged and dysfunctional mitochondria are removed and repaired by the normal mitophagy, fission and fusion mitochondrial processes.
 * Many other complex processes cause particular proteins and enzymes to be expressed to maintain homeostasis
 * Add more
 * Note that ageing affects the ability to maintain homeostasis.
 * for all the above.

(Go on to say that perturbations can occur through infection and trauma to disrupt homeostasis and to test the limits of the homeostatic mechanisms. A persistent state where damaging mechanisms are out of control or barely controlled can set in.  Describe the self-perpetuating cycle.  Inadequacies in the homeostatic mechanisms, maybe due to genetic variations, may mean that a disease state occurs more easily than normal.  Give examples e.g. DJ-1, SNCA, Parkin)

Recent significant research
The association of alpha-synuclein with Parkinson's pathology is currently being extensively studied and a hypothesis gaining currency is that some oligomeric forms of the protein are toxic. A recent paper backs this up. Cremades et al report observing that non-toxic oligomers can convert to stable toxic oligomers which themselves can aggregate further to form fibrils. Moreover the fibrils can disaggregate into the toxic oligomers. The oligomers are toxic because they promote the formation of reactive oxygen species (ROS). There are a number of implications from these observations and it would be good to have these explored in the alpha-synuclein sub-page that remains to be written. Droflet (talk) 17:04, 11 July 2012 (UTC)

See 3 hits in understanding_pathogenesis in the Magazine section. See also the Discussion page.


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Pathogenesis > Current Parkinson's Paradigm

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 * Working Hypothesis, Emerging Hypotheses,  Oxidative Stress,  Inflammation, Role of alpha-synuclein

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title: User:Cpt.Daniel/TAO-Handbook-Draft


title: File:VHDL.Signal.1.A.20120319.pdf


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Translating French Drama

Humanities > School of Language and Literature > Department for Literary Studies > Writing Centre

This site is meant for translating theatre plays from French to English. It can be used as a course requirement in drama schools or while learning the French language.

Playwrights of any century may be used, provided the work is not copyrighted in French. Some of their plays have never been translated.

16th century
Robert Garnier

Etienne Jodelle

17th century
Pierre Corneille

Tristan L'Hermite

Molière

Antoine de Montchrestien

Jean Racine

Jean Rotrou

Pierre du Ruyer

18th century
Pierre Beaumarchais

Prosper Jolyot de Crébillon

Claude Prosper Jolyot de Crébillon

Pierre de Marivaux

Voltaire

19th century
Honoré de Balzac

Georges Courteline

François Curel

Georges Feydeau

Victor Hugo

Alfred Jarry

Eugène Labiche

Alfred de Musset

20th century
Henri Berstein

Edouard Bourdet

Eugène Brieux

Paul Claudel

Jean Cocteau

Sacha Guitry

title: Translating French Drama


text:
Translating German Drama

Humanities > School of Language and Literature > Department for Literary Studies > Writing Centre

This site is meant for translating theatre plays from German to English. It can be used as a course requirement in drama schools or while learning the German language.

Playwrights of any century may be used, provided the work is not copyrighted in German.

18th century
Johann Wolfgang von Goethe

Friedrich Schiller

Gotthold Ephraim Lessing

19th century
Georg Büchner

Heinrich von Kleist

Gerhart Hauptmann

Frank Wedekind

20th century
Bertolt Brecht

title: Translating German Drama


text:
Translating Italian Drama

Humanities > School of Language and Literature > Department for Literary Studies > Writing Centre

This site is meant for translating theatre plays from Italian to English. It can be used as a course requirement in drama schools or while learning the Italian language.

Playwrights of any century may be used, provided the work is not copyrighted in Italian.

16th century
Niccolò Machiavelli

18th century
Carlo Goldoni

Carlo Gozzi

19th century
Giovanni Verga

Italo Svevo

20th century
Luigi Pirandello

title: Translating Italian Drama