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Category:User an-1

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

title: Category:User an-1


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Category:User oc

Users in this category indicate they have knowledge of language Occitan.

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

title: Category:User oc


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Category:User oc-1

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

title: Category:User oc-1


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User:Amirreza Saharkhiz/enes100/My second work

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

I'm wondering to make a helicopter and control the motion and speed of helicopter by the remote. That is my final goal.

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

I want to work on a different type of ESC and motor (Zagi 5C). I want to connect the motor and ESC to the audrino board and then I want to control the speed of motor with audrino programming.

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

I worked On Zagi 5C motor and the correct connection the wires to the motor, Esc, and power supply to start motor working.

Week1 Narrative
Tell a detailed story describing what you did for your team over the weekend. I worked On zagi 5c motor, this kind of motor is faster, lighter and more powerful than the old one. I used three wires to connect the motor to the audrino board. The orange wires goes the pin 9 in audrino board and the green one goes to the 5v pin in audrino board and the yellow one goes to ground. all three wires go to the motor from audrino board and black and red wires go to the power supply. I connected red and black wires to the power supply and also I connected audrino board to the power directly. After uploading the program motor start to work.

I also worked on power supply because I think for specific amount of voltage and amperage motor will work with the highest speed. In those connection actually I had two power sources one of them was connection of motor to the power supply and the other one, I connected audrino board to the power directly.I found actually I don't need to connect the audrino board to the other power supply because the zagi5C motor just need 0.78 V that the connection of motor to the power supply can provide enough energy for motor

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

For the next week I plan to remove the wire that goes to 5V pin(green wire) on audrino board and after removing i want to provide enough energy for motor with just two wires goes to the motor from board.

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

I did bunch of works first,I figured out Esc working with 2 wires and I tested with motors and I worked on sea saw to keep balance after putting stuff on it.

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

Last week I used three wires to connect Esc to the arduino board, in this week I removed the wire that goes to the 5V pin in arduino board and also I removed the wire that connected arduino board to power supply directly and I just use the USB cable to connect the audrino board to the computer for uploading program. I found out I don't need any wire to connect to the pin 5V because this pin for a output power and I connected the ESC to the power supply directly and it could provide Enough power for motor and ESC. I removed the 5V pin wires and the wire connected the arduino board to the power sup ply directly and I just use to wires that one of them goes to the pin 9 and the other one goes to ground on arduino board and motor started working I tested the arduino board with three more motors because I wanted make sure it could be worked with two wires and the main reason was for testing the motors. For quad copter I need 4 motors and for that reason I tested for motors because I wanted to put correct motors on the seesaw.

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

I plan to work on gimbal and I want to make it with cardboard

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

I worked on gimbal and I understood the concept of gimbal and I started to build it with a cardboard. []

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

First, I had to find correct values for radius of circles because I wanted to build a gimbal with two circles that the small circle can turn in a build circle. The arduino board should be attached on the small circle for this reason I need to find a dimensions of board before choosing the radius of small circle. I measured the length of arduino board, it was around 2.7 inches and I need to attach the arduino board in the middle of small circle. I chose 3 inches for radius of small circle and I think it is a reasonable value because if I put the midpoint of arduino board on a center of circle the length of the board from left and right side of center of circles is 1.35 inches for each side and also distance between the edge of board and edge of circle is 1.65 inches.Second, I had to find the radius of bigger circle. The small circle should be solid for attaching board on it but the big circle can't be solid because the small circle can turn in it.I need to find two values for radius of big circle because I have to make it like ring. I chose 6 inches for radius of big circle (outer) and then I chose 5 inches for radius of inner circle and I need to bring out a circle with 5 inches radius from a bigger circle with 6 inches radius. I used compass to draw a circle on a cardboard and first I drew a circle with 3 inches radius after that I used cutter and scissors to cut a cardboard but one layer of cardboard was thick to cut easily and symmetrically. For this reason I cut a cardboard in a small pieces and I made a small hole to the center of circle and I drew a circle with a same radius and center back to the cardboard. I cut the circle on the front of cardboard and I also cut the circle on back of cardboard. Because with cutter the edge of circle it was not soft I used the scissors for make it more symmetric to circle. this circle is a solid circle.I drew two circles with a same center and 5,6 inches radius by compass. First I cut the bigger circle with 6 inches radius and I did same procedure as before for cutting now I have a solid circle with 6 inches radius. For the next step I had to cut a circle with 5 inches radius and bring it out from a solid circle and finally I have a ring with 1 inch wide. For making a gimbal more stronger I cut two circles from each one and I stuck two circles with a glue together and i put some heavy stuff on the circles and I left it for couple hours. I did a same procedure for making ring more stronger. after all I had to attach two circles that a small circle could turn in a ring. I need to find some pin for attaching two circles together. I used wood stick for pin and I need to find the correct length of wood stick for attaching. I put a solid circle in the middle of ring(approximately) so the actual ring radius is 5 inches and a small solid circle has a 3 inches radius so The distance between edge of circle and ring is 2 inches. The wide of ring is 1 inch so 2+1=3 I had to find a correct number that is greater than 3 inches. I chose 4.5 inches for length of wood stick so 1 inches go threw the ring and 2 inches for connecting two circles and 1.5 inches go threw the solid circle. I used a scissors that it is for gardening for cutting a wood stick. After I connected two circles with wood stick the small circle couldn't turn in a ring for this reason I made hole for wood stick a little bigger because when I turn a small circle the pin is also turning.I tested with a solid and long wood stick I mean I used a wood stick with 10 inches length and I threw it between the ring and small circle and the other side of wood stick goes out from the other side of ring. In this test wood stick and small circle couldn't turn because the pin can't turn in a small circle.Finally I painted the gimbal with spray to look better.[video of turning small circle in a ring]

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

'' For the next week I plan to make a base for gimbal and also I want to attach arduino board on the gimbal.

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

I started to build a base for gimbal and I tried to turn a solid circle in a ring smoothly.

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

Last week I built a gimbal with circles that has two axes a solid circle can turn in a ring vertically( around y-axes) and a ring should turn horizontally (x-axes) for this reason I need to make a frame and attach a ring to the base for turning horizontally. I decided to make a simple frame that it has two columns and columns attached the piece of wood like rectangle shape. because of ring turns horizontally, so the height of two columns should be greater than diameter of ring. The diameter of ring is 18 centimeters(external circle) and for this reason I chose 32 centimeters for height of two columns and I cut them with a saw. The next step was measuring the length of rectangle wood and find a midpoint of it.The length of wood was 60 centimeters and width of rectangle was 26 centimeters.I chose 10 centimeters from edge of wood to columns from each side and for width of rectangle I chose 3 centimeters from each sides so the coordinate of midpoint is (25,10). Because the two columns should be symmetric for attaching gimbal on it I tried to assume a hypothetical center for gimbal and put on a midpoint. The radius of gimbal is 9 centimeters so I chose 13 centimeters from left and right sides of gimbal and 4 centimeters is for attaching pin between a gimbal and two columns. I cut the woods for column with saw and I made a hole on each columns, I chose 5 centimeters down from a top of columns to make a hole. I made a big hole that pin can turn in it so smoothly but the problem is, when pin is turning in the hole, pin goes to the left and right and it causes to ring hit the column. I think washers is the best solution because washer can turn with a pin and also it doesn't allow to pin goes left and right.The next step is attaching columns on the rectangle wood. I used screw and drill for this work. I made a small hole on a rectangle wood and I put the screw from back side of wood in to the each columns. In my first try I used a big screw and as a result the bottom of column was broken. Because being symmetric is important I use a long pin for making sure the holes are in front of the each others. For making column more stronger I used wood glue between edge of columns and the base. The final step is putting the gimbal on the base and for connection I used wood stick. The length of wood stick is important because distance from columns and external circle is 4 centimeters and a ring has 2.5 centimeters wide and also I need to pin goes out from the holes for attaching washers on it I used 12 centimeters for the length of pin and I used garden sheer to cut it.I used a longer pin to test that holes are exactly in front of each other and after I make sure a bout that I used wood glue to attach the columns more stronger.One problem that happened when I attached columns was, the bottom of vertical wood was broken because I used a big screw for attachment and I need to replace it. I used a same wood stick as before for attaching a gimbal on the base and i did same procedure as before for cutting pines. Because when pin is turning in hole it is also goes to the left and right and causes to hit gimbal to the columns for this reason, I used caps and I made a hole in each cap and then I thru the pin from caps. Caps can turn with a pin and also they don't allow to the pin goes left and right.

Videos

[[http://www.youtube.com/watch?v=k4jirrVJSIc&feature=youtu.be Explanation of problem before to start building

[[http://www.youtube.com/watch?v=acmvIKxrXk0&feature=youtu.be explain the axes of Gimbal

[[http://www.youtube.com/watch?v=zZH0fhZ3-7I&feature=youtu.be Finally the ring can turn so smoothly on the base

Complete Team Page
Helicopter team page


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Investment Analysis

Real vs. Financial Assets
Real assets: physical, hard

Financial assets: paper, liabilities
 * including bonds, stocks, derivatives, currency (liability of the central bank)
 * think Wall Street
 * The value of financial assets decreases with the increase of the value of real assets.

Taxonomy
The terminology "investment assets" and "investment classes" indicate the same thing.
 * 1) Stocks
 * 2) Bonds
 * 3) Real estate
 * 4) Commodities
 * 5) Currencies

Gold and silver can act both as commodities and currencies. During inflationary periods, the switch from behaving like classical commodities to classical currencies, and during deflation ship periods that change from behaving as currencies to behaving as commodities.

Markets are where different investment assets are traded. Money markets: a market in money market instruments, i.e., short-term instruments (<1 year maturity) Capital markets: a market in long-term instruments (>1 year maturity) Bond market: fixed income market Stock market: equity market, a.k.a., credit market or debt market

Instrument: Default risk: the risk that there will be non-payment, or non-satisfaction, of an obligation when it is due. Derivative: a financial instrument whose value is based on, or derived from, another instrument (the base).
 * E.g. An option is the derivative of a stock (which is in turn the base of the option).

Types of analysis: fundamental, portfolio, technical, cyclical

Financial Markets and the Economy (Purposes of financial markets)

 * 1) Allocation of resources, i.e., financial intermediation
 * 2) Allocation of risk
 * 3) Timing of consumption: if there is an excess of funds this month and next month, rather than save the cash, it can be invested in some sort of instrument
 * 4) Separation of ownership and management (stock owners, or holders, own a corporation, while management runs it)
 * This leads to agency problems: information problems; principal (owner)/agent (management) problems arise because of asymmetric information

Corporate Governments: a subject which studies how to mitigate principal-agent problems by creating proper incentives, monitoring and control of management
 * An investor should avoid companies with management which is not operating with the company's profit in mind, unless they have a mind to short the company.

Forensic accounting: a field of accounting which does not make an analysis but rather looks for evidence of wrongdoing that might be referred to a judicial procedure. "Forensic" means "suitable for use in a court of law". (It is common for companies to circumvent accounting laws. It has been said that accountants are hired based on their skills to manipulate accounting books. )

IPO: initial public offering

Investment Process

 * 1) Portfolio: a collection, or set, of assets (financial or real)
 * 2) Asset allocation: how a portfolio is split between the five asset classes
 * This is primarily determined by the macroeconomic environment, such as whether the environment is inflationary, deflationary, or has stable inflation, or whether there is a booming, weakening, or stagflationary economy.
 * 1) Portfolio construction, to which there are two approaches
 * Top-down: It is first decided what fraction of the portfolio is to be invested where (characteristics of where: country, industry, investment class (gold is diversified by where it is bought and stored))
 * Bottom-up: A company is chosen and evaluated for suitability of investment. This approach risks inappropriate asset allocation and there fore potential overexposure in some characteristic, such as geographical area, country, or investment class
 * 1) Markets are competitive (competitive financial markets)
 * Tradeoff between return and risk: a higher return will carry a higher price, i.e., a higher risk
 * Markets are efficient

Investment strategy/style

 * Active: deliberately selecting vehicles with the hope that they will effectively outperform the market. Note: If a market is efficient, economists claim that it is impossible to beat the market, and therefore only a passive investment strategy is rational; the active strategy implies that the market is not efficient.
 * Passive: buy a fairly large and diversified index, and hold it. The decision-making is over how to allocate risk, or how much risk will be taken, e.g., 50% risky and 50% risk free.

Resources

 * Introductory lecture by Professor Krassimir Petrov on Investment Analysis covering Chapter 1 from Bodie, Kane, Marcus "Essentials of Investments"

title: Investment Analysis


text:
Talk:Helicopter/Howard Community College/Spring2012/p502JASS

project grading
 * 100 points good job


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MLM Cognitive Load

After completing this module on Reducing Cognitive Load in Multimedia Learning, instructional designers will apply instructional methods that can reduce cognitive load when creating multimedia training. The result will be instruction that learners find more efficient, effective, and appealing.

Key Learning Objectives

 * At the completion of this Wikiversity module, you will be able to:
 * Identify the type of learner overload and recommend a solution for reducing overload using the methods described.
 * Provide a definition for the terms Dual Channel, Limited Capacity, and Active Processing.
 * Correctly label each section of the Cognitive Theory of Multimedia Learning model.
 * Give examples of essential processing, incidental processing, and representational holding.

Reducing Cognitive Load in Multimedia Learning Topics

 * 1) Introduction:What’s Wrong With This Picture?
 * 2) Coming to Terms: Defining What Is
 * 3) What’s Going On In There?: How the mind works in multimedia instruction
 * 4) Cognitive Theory of Multimedia Learning
 * 5) Cognitive Theory of MML Continued
 * 6) What’s Your Type of Overload?
 * 7) Find and Fix
 * 8) Find and Fix Answers
 * 9) MML Test Your Understanding

Click Next to continue.

title: MLM Cognitive Load


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Instructional design/Reducing cognitive load in multimedia instruction/Coming to Terms: Defining What Is

Before we continue with our lesson, it is important to define what we mean by "Multimedia Learning" and "Meaningful Learning". Multimedia Learning

It may be more apt to think of multimedia learning as multimodal. When learners learn through more than one sense, in the case of multimedia, sight and hearing, that learner is learning multimodaley. Multimedia instruction is a presentation that uses both words and pictures and intends to produce the outcome of learning. As Richard E. Mayer succinctly puts it “Visual and verbal processing refer to two different sense modalities (seeing;hearing); animation and narration refer to two different presentation media. For example: Using a Powerpoint while verbally explaining the concept of gravity.

Meaningful Learning

Meaningful Learning is a deep understanding of the material and the ability to transfer what was learned to new situations. It requires taking presented material, organizing it, and matching or integrating it with what the learner already knows. Learning outcomes are assessed with problem-solving transfer tests. For example: The learner is learning how to create a formula to average a column of numbers using Excel. The learner already knows what an average means and knows how to enter numbers into Excel. A problem solving test could be to enter the numbers 1,2,3,4,5,and 6 into an Excel spreadsheet and find the average using the formula function.

Now that these terms have been explained,let's look at how the learners' mind works when using multimedia instruction.

Click Next to continue.


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User:MSB/VirtualHWR

= Welcome = This page is a general information and help source for all issues related to the virtual courses being taughed in Second Life® at HWR Berlin. ( Siehe auch hier).

= Second Life =

Download
Download Second Life from the official website. Please use the english version (this makes it easier for me to help you and tell you where to click). https://join.secondlife.com/?lang=en-US

System Requirements
Obviously, a modern computer and a good internet connection is required to use SecondLife. Additionally, you MUST purchase and use a headset. Most modern laptops nowadays have an internal microphone. However, in contrast to Skype, it is not sufficient to only use this microphone, because when communicating in a group this may cause echoes, disturbing everybody. It can be possible to just use headphones, but a proper headset is recommended.

Find the official SecondLife system requirements here.

Known technical issues and solutions
Many students encounter problems with secondlife. So problems are normal and you shouldn't be frustrated about it. Mostly, it helps to restart the client and reconnect. If it doesn't, the following explanations go in further detail.

A good general solution can be to use an alternative client, especially with older computers. A list of alternative clients can be found here. I can recommend Firestorm.

SL does not start
This is a rare problem and usually only happens with very old computers. But if that happens you should update your drivers, especially the graphics card. If that does not help, it can help to use an alternative client (see above).

SL does not connect
If SecondLife does not connect, it's usually a problem with a firewall or a company network, which is blocking required ports. The most common problem is that the user didn't notice that the Windows firewall is blocking the access to SecondLife (and this message can also reappear after an update). Make sure SL (including SL_voice) is not blocked, guide here

SL is very slow
If SL is very slow, it can be because the graphics card/CPU is not fast enough. See this guide

Sound problems
The most common problems in SecondLife are related to sound. Variations:

1) User does not hear anybody, but can hear In-World Sounds (like gesture sounds or clicking sounds).

Reason: You are not connected to the Voice server. This can be seen, when you see the list of users around you, users who are not connected to the voice server do not have a green dot next to them. If you attempt to call them, a "mailbox" is answering, that voice is not available.

Solution: usually it helps to reconnect. If the problem persists, the internet connection is not fast enough.

2) User does hear others but can't speak.

Reason: The microphone is not connected properly, the wrong microphone is selected or the mic is muted in windows/mac osx.

Solutions: 1) Unmute sound, see these screenshots: 2) Make sure the right microphone is selected in Second Life (go to preferences: CTRL+P, "Sound and Media", "Input Devices".
 * Windwows XP
 * Windows 7
 * Mac 10.6

title: User:MSB/VirtualHWR


text:
User talk:Allan Javier Aguilar Castillo

Talk to me on Spanish Wikipedia

title: User talk:Allan Javier Aguilar Castillo


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Instructional design/Digital story

Come and listen to a story ...
Do you want to motivate your students to think critically, reflect deeply and engage their natural creativity? Have them use the growing array of digital tools at their disposal to tell stories. Stories like the tale of Jed Clampett. Click here to watch it. (Ctrl+click or Command+click to open link in a new window)

As the Beverly Hillbillies theme shows, stories are all around us – in history, contemporary culture, literature, songs, everyday life. Stories capture how humans meet the challenge of making sense of their world. They hold the power to teach and to persuade. Harnessing them as a teaching tool can make you a more effective instructor or trainer. Digital storytelling tools give students control over how they express what they’ve learned.

This lesson will show you how to do just that by providing the tools for creating a digital storytelling plan for use in any learning experience. If you’re new to digital storytelling, don’t worry: You’ll be provided plenty of practice.

Learning Objectives
After completion of this Wikiversity, you will be able to:
 * Define digital storytelling.
 * List the elements of a story arc.
 * Create a story map.
 * Choose the proper digital tools for different storytelling scenarios.
 * Create a plan for implementing digital storytelling in a lesson and complete a self-assessment.

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * }

title: Instructional design/Digital story


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Instructional design/DS Learning

What is a story?
Story, in the classic sense, is a tale that contains a narrative arc: A sympathetic character encounters a challenge that he or she must confront and solve.

Notice the elements involved: What is Jed Clampett’s narrative arc? (Watch the video again if you need to.)
 * Character: someone you want to read or hear about
 * A challenge (complication): This is the engine that drives the character’s actions
 * Confronting the challenge: the actions
 * Solving the challenge: the resolution; the end of the journey; the lesson learned.
 * A mountain man struggling to feed his family (character) goes out to hunt.
 * He shoots at food but strikes oil. Next thing you know, he’s a millionaire. (challenge)
 * His relatives tell him: head for California. So he loads the family on the truck (confronting challenge)
 * and moves to Beverly Hills, where the ragged, wide-eyed family finds a strange and fascinating new world (resolution, with promise of plenty of resulting challenges).

What is storytelling?
Storytelling is the act of crafting a tale that presents a character confronting and solving a problem. We encounter it all the time in everyday life, such as: You can find more examples below.
 * A song about a poor man who discovers oil on his property.
 * A movie about how to get a crippled space capsule back to earth (Apollo 13)
 * A novel about surviving the rise of communism in early 20th-century Russia (Dr. Zhivago)

What is digital storytelling?
Digital storytelling is simply the use of digital tools to tell stories. If you want your students to engage in digital storytelling, you need to have them combine true stories about people confronting challenges with digital tools for conveying those stories. Examples of digital storytelling tools:
 * A YouTube video
 * A podcast
 * Soundslides (images plus audio)
 * A Prezi or VoiceThread project (text, audio and/or video)
 * An animated story-building website, such as Storybird
 * A Twitter exchange curated and organized with Storify

So, are these digital storytelling examples?
1. Matthew Hudson's video is good example of digital storytelling, combining narration, still images and music. Watch it here (control-click for a new tab or window) and then return for a quick explanation of its narrative arc. Matt's narrative arc:

 * He wakes each day wondering if the violence in Oakland will claim his life.
 * He mourns the loss of his close friend Tommy.
 * He blames the prevalence of drugs in the community for leaving youth with nowhere to turn.
 * But he decides to lean on his family and his music to help him make the right choices.

2. Jillian Cecchini's curation on Storify qualifies as a digital story. Read about James Cameron's descent to the lowest known point on earth. Cameron's narrative arc:
 * He prepares for seven years, building both the sub and his physical endurance.
 * He succeeds in hitting bottom, and it "never felt so good."
 * He returns with inspiration for his films and a renewed appreciation for his place in the world, and he inspires others.

Application
Before taking the quiz, read Molly McMillan's article, "Dog lovers turn out" here. (Ctrl+click or Command+click to open link in a new window) {What are the essential elements of a narrative arc? + Character - Background - Drama + Challenge - Music - Images + Resolution
 * type="[]"}

{Does Molly McMillan's account of a dog show on Kansas.com qualify as digital storytelling? - Yes + No
 * type=""}
 * Incorrect. It's delivered digitally, but it's a report relating an event, rather than a true story of characters confronting and solving challenges.
 * Correct.

{Does "Dog lovers turn out" have a narrative arc? - Yes + No The lesson for instructors: Watch for students who fall into the trap of telling facts with digital tools without relating a story.
 * type=""}
 * Incorrect. "Dog lovers turn out" does not contain a conflict or resolution.
 * Correct.

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * }

title: Instructional design/DS Learning


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Instructional design/DS Map

Stories Need Roadmaps
If you’re going to create a story, you need to figure out ahead of time where it starts, where it ends and how it gets there. Because a story is a journey, you need to create a map to guide you. To create a map, you need to understand a story’s parts.

The Narrative Arc
Think back to our definition of a story: A sympathetic character encounters a challenge that he or she must confront and solve. That’s the narrative arc. Recall that Jed Clampett’s narrative arc is: a poor mountain man (character) accidentally strikes oil and becomes rich (challenge) and moves the family out of poverty to ritzy Beverly Hills (resolution.) Or take another well-known, simple narrative: Rudolph the Red-Nosed Reindeer. Its arc is: Rudolph (character) has a nose that glows. It’s so bright that other reindeer tease and shun him (challenge). But he saves Christmas when Santa needs a guide through the fog; then everyone loves him (resolution). Yes, reindeer are vain and shallow, but it’s a narrative.

Finally, consider the classic moment from The Adventures of Huckleberry Finn, when Huck wrestles with whether to tell Miss Watson that her runaway slave Jim has been captured. Read it here (Ctrl+click or Command+click to open link in a new window). Then write out your own narrative arc. When you’re done, compare it with this example.

Story Mapping
A story map serves two purposes: Like a roadmap, it gives you a simple visual picture of the story’s beginning, middle and end, providing a shorthand guide for your digital storytelling project. It also adds depth to your analysis by allowing you to chart how the character is transformed by the challenge. This transformation is what makes the story worth listening to.

Here’s how Ohler (2004) depicts it (Ctrl+click or Command+click to open link in a new window). Notice how a story, in the end, is about learning.

Exercise
You should be ready to give this a try. Use the numbered model below to list the major plot points of at least one digital story from the list under Application. Review the Guided Practice example for additional instruction.

Guided Practice

Example: Huck Finn story map
 * 1) Huck learns the escaped slave Jim has been captured.
 * 2) Huck wonders whether to do the “right” and thing tell Jim’s owner. He writes Jim’s owner a note telling where to find him.
 * 3) Huck wrestles with “right” in God’s eyes versus the “wrong” of being loyal to his travel companion and friend.
 * 4) Huck decides that “wrong” is right for him, even if God thinks otherwise. ("All right, then, I'll GO to hell.")
 * 5) Huck tears up the note and decides to help Jim escape.

Application
View the digital storytelling example, click edit for the chosen example and add your list of plot points below "Practice:" (Note: Please sign your name using the signature wikicode.) When you're done, compare your story map with the answer key to see whether your map is complete.

==== 1. Wichita firefighters rescue a dog from a swollen creek (Storify)==== Practice: Answer key

2. Autumn Leaves (YouTube)
Practice: Answer key

3. The Princess and the Flightless Bird (YouTube)
Practice: Answer key

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
 * style="width: 100%; background-color: white; border: 1px solid #777777; vertical-align: top; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px;" |

 * }

title: Instructional design/DS Map


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Instructional design/DS Assessment

Assessment Considerations
Digital Storytelling (DST) expands the ways in which you can assess what your students learn, and in which they assess their own learning. DST projects aligned with course content -- whether used as the core of the course or as a final project -- are created in stages, allowing assessment to be carried out after a student completes each project stage, from mapping through production. It allows social negotiation through peer reviews, discussions and reflections, whether via student blogs, simple storytelling programs such as Storybird, or the use of Twitter hashtags and curation programs.

Rather than present you with a definitive rubric or assessment strategy, we offer 3 key factors to keep in mind while developing your assessment strategy.
 * 1) Define Technology
 * 2) Set Benchmarks
 * 3) Establish Goals & Expectations

Define Technology
As you found in Learning Through Digital Stories, technology offers a dizzying array of avenues for creating stories. Rather than try to support them all, you need to define technologies you deem acceptable for students to use. This will create consistency among student projects, which can be vital for assessment. Second, it can provide structure and focus for non-artistic students.

Set Benchmarks
As you define each DST stage during your planning process, include benchmark assessments. Not only does this scaffold the project, but it provides students with valuable feedback at pivotal points within the project. Your benchmarks can vary greatly, depending on DST projects’ structure and the technologies you allow. For example benchmarks, see the case study presented below. These benchmarks will establish student progress, thus they typically fall at the completion of a project component.

Establish Goals & Expectations
Finally, you need to define your expectations for the quality and complexity of the finished product. These expectations can be set up as holistic or analytic as desired:
 * Holistic Approach: Defines components that should be present, but not specific details. The grading occurs as an overall consideration of the final project and how it relates to final projects presented by classmates. A weakness of this approach is that grading can be subjective, since no specific details are defined.
 * Analytic Approach: Defines all components and specific details that must be present, grading each student's project separately. A weakness of this approach is that the overall quality of the project can be missed during the grading process because of the focus on details.

Once you choose an approach, lay out goals and expectations as clearly as possible. Clearly defined expectations provide students with guidelines for their DST projects. Common places for these to appear are in syllabi, handouts for explanation of the project, and in the form of a rubric. We strongly recommend that assessment rubrics be presented to students in advance, as a way of clearly defining expectations.

Case Study
The instructor for a DST course at DePauw University utilized a number of technologies: Audacity, Soundcloud, Pixlr, Blogger, and Soundslides. The instructor allowed used mastery of the technology to become a benchmark in the DST project students were required to create. Students submitted a completed project for each technology.

Once these benchmarks had been established, the instructor took a holistic assessment approach by providing general guidelines and an overall rubric used for grading. These were presented to the students at the beginning of the course in the course syllabus.

Application
Now that you have a clear understanding of assessment consideration, click edit for the following scenarios and add an assessment strategy that addresses the 3 key factors learned. Please sign your name using the signature wikicode. Once you have completed the exercise, view the Answer Key.

Scenario 1
A 10th grade English teacher would like to introduce their students to DST for the book To Kill a Mockingbird. The students all have Twitter accounts and tweet on a regular basis. How could they best define technology, set benchmarks, and establish goals and expectations for this project?

Practice:

Scenario 2
An Ethics Professor at a four-year University would like to introduce their students to DST as a way for students to express their experience and opinions on ethical topics. The students range in their technology use. How could they best define technology, set benchmarks, and establish goals and expectations for this project?

Practice:

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
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 * }

title: Instructional design/DS Assessment


text:
Instructional design/DS Tools

Storyteller's Toolbox
Digital Stories are created through the use of audio, images, video, and text. The first three categories (audio, images, video) are presented below. A multitude of digital tools exist for creating and manipulating media into stories. With that fact in mind, we have chosen our favorite digital tools that we believe will be useful for a novice or expert storyteller. (Note: Ctrl+click or Command+click to open links in a new window.) If you have time and would like examples of digital stories created with each of the presented tools, click Digital Storytelling Examples. {| border="1" cellpadding="4" cellspacing="0"
 * bgcolor="#e0e0ff" | Format
 * bgcolor="#e0e0ff" | Program
 * bgcolor="#e0e0ff" | Features
 * bgcolor="#e0e0ff" | Link
 * rowspan="3" bgcolor="#e0e0ff"|
 * rowspan="3" bgcolor="#e0e0ff"|

Audio

 * Audacity 2.0
 * Free, open source audio editing program (Note: requires Lamp MP3 plugin for exporting MP3 files)
 * Audacity
 * bgcolor="#ffffe0"|iTunes U
 * bgcolor="#ffffe0"|Platform for students and educators to share audio stories via computer or mobile device
 * bgcolor="#ffffe0"|iTunes
 * Soundcloud
 * Allows users to share audio stories and embed comments for others to view
 * Soundcloud.com
 * rowspan="2" bgcolor="#e0e0ff"|
 * Soundcloud.com
 * rowspan="2" bgcolor="#e0e0ff"|
 * rowspan="2" bgcolor="#e0e0ff"|

Images

 * bgcolor="#ffffe0"|Flickr
 * bgcolor="#ffffe0"|Allows users to create collections of images to tell a story
 * bgcolor="#ffffe0"|Flickr.com
 * Pixlr
 * Free online photo editor
 * Pixlr.com
 * rowspan="4" bgcolor="#e0e0ff"|
 * rowspan="4" bgcolor="#e0e0ff"|
 * rowspan="4" bgcolor="#e0e0ff"|

Video

 * bgcolor="#ffffe0"|YouTube
 * bgcolor="#ffffe0"|Allows users to upload, share, edit, comment, and remix videos
 * bgcolor="#ffffe0"|YouTube.com
 * Vimeo
 * Allows users to upload and comment on videos
 * Vimeo.com
 * bgcolor="#ffffe0"|iMovie
 * bgcolor="#ffffe0"|Free video editor for Mac users
 * bgcolor="#ffffe0"| iMovie
 * windows Live Movie Maker
 * Free video editor for PC users
 * Movie Maker
 * rowspan="6" bgcolor="#e0e0ff"|
 * Free video editor for PC users
 * Movie Maker
 * rowspan="6" bgcolor="#e0e0ff"|
 * rowspan="6" bgcolor="#e0e0ff"|

Social Media

 * bgcolor="#ffffe0"|Twitter
 * bgcolor="#ffffe0"|Microblogging platform that allows users to upload images, link to videos, and link to websites:
 * 1) create a story collaboratively via common hashtag
 * 2) create a story collaboratively via dedicated account
 * bgcolor="#ffffe0"|Twitter.com
 * Facebook
 * Allows users to post images, videos, and text descriptions.
 * Facebook.com
 * bgcolor="#ffffe0"|Storify
 * bgcolor="#ffffe0"|Curates posts from Twitter, Facebook, YouTube videos, and other social media in one cohesive page.
 * bgcolor="#ffffe0"|Storify.com
 * Tumblr
 * Blogging platform that allows users to post images, videos, text, links, and quotes. Users can create individual blogs or collaborate on one blog.
 * Tumblr.com
 * bgcolor="#ffffe0"|Voicethread
 * bgcolor="#ffffe0"|Collaborative slideshow that uses images, documents, videos, and audio; allows comments
 * bgcolor="#ffffe0"|Voicethread.com
 * Prezi
 * Nonlinear presentation program that allows the incorporation of images, videos, text, and audio
 * Prezi.com
 * }
 * Prezi
 * Nonlinear presentation program that allows the incorporation of images, videos, text, and audio
 * Prezi.com
 * }
 * }

Application
Now that you have an understanding of the most common tools used in digital storytelling, test your knowledge with the following quiz. For each question, select all that apply. {Students will collaborate to create a digital story using both text and images. Which of these tools could they use? + Facebook - Audacity + Pixlr + Flickr
 * type="[]"}

{Students will create a digital story using only audio. Which of these tools could they use? + Audacity + Soundcloud - Twitter - Storify
 * type="[]"}

{Students will create a digital story using using text, audio, photos, and video. Which of these tools could they use? - Flickr + Voicethread - Soundcloud + YouTube
 * type="[]"}

{| cellpadding="0" cellspacing="5" style="width: 500px; background-color: #e0e0ff; margin-left: auto; margin-right: auto"
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 * }

title: Instructional design/DS Tools


text:
Instructional design/DS Plan

Creating a Digital Storytelling Plan
Now that you’ve learned the concepts and practiced using them, it’s time to create your own plan for using digital storytelling in a class. Follow these steps to create a lesson that builds from simple to complex examples and concepts, or use the rapid-deployment model below.

Draw students’ attention

 * Use a simple example of digital storytelling.
 * Remember The Ballad of Jed Clampett: short, entertaining, engaging, told with digital tools.
 * Alternate approach: Invite students to bring their own examples or links to examples of simple digital stories. (Impose a time limit on examples to ensure reduced complexity: 2 minutes or less.)

Introduce the definition of story

 * Use the example you provided, or a student example of your choice.
 * Remember: character, challenge, resolution.

 * Present at least one example that lacks one or more of the three story elements, and vary the media used.

 * Invite reflection: How does a story differ from a report? Provide feedback.

Introduce the narrative arc

 * Use the previous simple example.
 * Provide the narrative arc for the example: character, challenge, resolution.
 * Introduce a more complex example, and vary the media used.
 * Invite students to define the more complex example’s narrative arc.
 * Invite students to reflect on a narrative they have seen in everyday life, or in popular media. Provide feedback.
 * Quiz on the narrative arc definition to embed learning.

Introduce story mapping

 * Use the previous more complex example.
 * Provide a story map of the example, explaining each numbered plot point.
 * Call for extensive practice:
 * 1) Provide a model story map with numbered plot points.
 * 2) Provide at least 3 digital stories of varied complexity, or assign students to find three of their own examples.
 * 3) Have students create story maps of the three examples.
 * 4) Provide feedback as students work on their maps.
 * Ask students to share their finished maps.
 * Invite reflection by fellow students.
 * Provide feedback as needed.

Introduce and explain digital tools

 * Provide a list of approved tools for the class.
 * Drawing from the previous examples, invite students to reflect on how any tools on the approved list are employed in the examples.
 * Invite students to discuss which tools they need practice with, and which they feel proficient using. Provide feedback as needed.
 * Establish practice benchmarks for approved digital tools.
 * Have students practice with digital tools, aligning practice with the benchmarks.
 * Assess students' practice and provide feedback at each benchmark.

Introduce an assignment

 * Students must create a digital story using tools on the approved list.
 * Impose a time limit on the finished digital story to ensure low to moderate complexity (between 1 and 3 minutes).

Invite feedback and reflection

 * Have students share their work with one another.
 * Invite students to reflect on others’ work, and on their own.
 * Provide both public and private feedback and grade

Is your plan complete?
Compare your finished plan with this digital storytelling checklist.

Rapid deployment/guided discovery/rapid assessment option
This option can be deployed in a single class session, or in a semester-long class schedule, regardless of class subject matter.

 * Provide the class with a Twitter discussion hashtag.
 * Provide discussion prompts at a minimum of three stages: beginning, middle and end of class (this mirrors beginning, middle and end of story shapes).
 * Have students curate their responses with a digital tool such as Storify, and create your own curation.
 * Have students share their curation with others; share your own curation.
 * Invite reflection.

Assessment-only option: If you simply want to assess learning without teaching digital storytelling skills, eliminate the student curation component. Use comments to gauge changes in students’ learning and/or attitudes as the class progresses.

title: Instructional design/DS Plan


text:
User:Mattski au/Presentations/Introduction to Social Media

   Introduction to Social Media A short introductory presentation given to students at University of Canberra on reasons to use social media, and things to consider in relation to an Online Identity.

Wednesday 28th March, 2012 University of Canberra 15 minute presentation with ~ 5 minute discussion

Matthew Robinson Emerging Academic University of Canberra

=Key Points=
 * Social media is a great way to network, form contacts and receive feedback
 * It is a great way to promote yourself and sell your ideas
 * Social media shouldn’t be disregarded. It is something that needs to be considered when creating a new product, doing business, and throughout your innovative adventures.
 * It is important to be Authentic and mindful when using social media

=Social Media= Note: This presentation is not a “how to” of social media, for that see the links below.

As university students, it is vital to have an understanding on the impact of social media, its uses in both a business and a personal context, and the ways it can be implemented to enhance your educational experience. As a tool which engages with the world openly and publicly, social media can be daunting; the main reasons that people don't use social media has been identified as concerns over privacy, fear and lack of motivation. However, the power of social media can not be denied. In Australia alone, there are currently 1.8 million registered twitter accounts, just under 4 million registered Facebook accounts and more then 200 well-known social media platforms. It is the believe of the presenter that with an understanding on how to create, build and control one's online personal (brand) identity, that these fears can be put to rest and the use of social media will become a beneficial habit and tool.

Understanding Social Media
This process requires the understanding of what content is being placed online (a blog on research versus a "dear diary" blog), the intended audience (particularly in relation to privacy boundaries) and its purpose (brag, gain feedback, build on knowledge, etc.). By taking a step back and analysing the interactions of these three areas, a person is better able to set up an online presence which enables the correct and appropriate information to get to the correct audience. ''For example, a sports journalist may keep a twitter account on his personal adventures travelling around the world, write a blog on his interest of the different ways cultures value sports, and keep a Facebook account to keep in contact with family and friends back home. These three areas of his life (travel, sport and family/friends) all fall under an umbrella of who this journalist is as a person and his interests, but at the same time by using different social media platforms enable him to post and cross post content appropriate for each online environment and audience.''

Authenticity
As important as it is to identify audience and the appropriateness of material, this should not come at the cost of being 'unreal' or 'unauthentic'. Hence, authenticity is the key with sustaining an online social identity. Furthermore as proposed by Levine, Locke, Searls and Weinberger in the Clue Train Manifesto, authenticity is the key for a successful marketing strategy by businesses and corporations. When looking at developing an Online Student Identity (with the aim of moving into a Business/Professional Online Identity) it should not be seen as a 'ego platform', but rather as a place for personal development, to share interests and engage with others who have the same passion. Hence, it is okay to be wrong, to make mistake or to ask for help. Through this method of authenticity, personal values (which will reflect on company values) will naturally be present and people who hold these same views and values will be more likely to interact and engage.

Student's Use Of Social Media
As a student (and in particular as entrepreneurial and business students), three different areas can generally be identified when using social media, these are personal, business (career oriented), and education. The interaction between these three areas would generally (or hopefully in relation to someone doing what they enjoy) see a person's business or career oriented interests align within their realm of education. Both of these will in part cross over with their personal connections and interactions, however there will also be a seperation in regard to private matters, etc. Within each area a person will have a different audience to think of, particularly in relation to privacy and appropriateness of material being posted, which will effect the type of social media platforms used. Personal Reason for use: Keeping up with friends and family, sharing recent events, personal interests and hobbies etc.
 * Example: Facebook, Youtube, Blog

Business Reasons for use: Business (career) - networking, staying in touch with the latest news in your area of interest, promoting yourself
 * Example: Blog, Twitter, Linked-In, RSS

Educational Reasons for use: Educational – looking for feedback, networking, learning the value of social media for future job prospects, personal interests and hobbies
 * Example: Blog, Wikipedia/Wikiversity, Twitter

Business Use of Social Media
"Companies that don't realize their markets are now networked person-to-person, getting smarter as a result and deeply joined in conversation are missing their best opportunity - Number 15, Clue Train Manifesto." For a person in Business the interaction between the three areas will change slightly, as the business becomes the prominent body of work placed online. Though as humans we are always learning and developing our skills, and as such this area can be seen as within a person's business or career focus. See Diagram.

Guiding Principles
Guiding principles are fundamental when using social media. They need to be considered for the reason of privacy and as a person placing information in a public domain. Hence, companies and businesses always have a social media policy which usually identifies the following as fundamental guidelines when using social media:
 * Be Honest (Authentic)
 * Be Respectful
 * Personal Responsibility
 * Personal Judgement
 * If you feel slightly uncomfortable about something that you are about to publish, take a moment to think about the content and any possible consequences. If in doubt do not publish.

 * Privacy
 * Question what information you place online and where. Ie. Phone, Address, Birthday, etc.

 * Legal Obligations
 * Copyright

How to use Social Media Platforms
Social Networking Professional Networking Video Bookmarking Blogs Wiki
 * Facebook
 * Twitter (video)
 * Linked-in
 * Youtube
 * Vimeo
 * Delicious
 * Blogger
 * Wordpress
 * Wikipedia
 * Wikiversity

=See Also=
 * Mind Map of Social Media Platforms used across Personal, Business and Education
 * Using Wikiversity as an Online Personal Learning Environment
 * Clue Train Manifesto

Previous Social Media Campaigns
The following are some examples of successful social media usage and campaigns in business and of social movements.
 * Telstra's Twitter Enagement
 * Buy Nothing New Month
 * 3 Thing Project

=References=


text:
User:Mattski au/Presentations/Tutorial Report on Free Culture

   Tutorial Report on Piracy and Property

Chapter 1 and Chapter 6, Free Culture by  Lawrence Lessig

Friday 13th April 2012 Literature and Law, University of Canberra 8 minute presentation

Matthew Robinson Emerging Academic University of Canberra

Chapter Overviews
Free Culture - How Big Media Uses Technology and the Law to Lock Down Culture and Control Creativity. Chapter 1:
 * This chapter looks at the relationships between copyright and creativity, looking at the development of ...

at the development and change of copyright ... and development of copy

Main Points:
 * Point 1

Chapter 6.
 * This chapter

Main Points:
 * Point 1

Free Culture

 * What is meant by free culture?
 * Why is it important?
 * What are the benefits?
 * What arguments against free culture exist?

Essay
Question: Does copyright help or hinder education?
 * How does 'Free Culture" relate to education?
 * Open Education
 * Building on knowledge
 * Making knowledge accessible - i.e. textbooks, learning courses, etc. / The believe that the products of publically-funded academic research, teaching, and services should be freely and openly available

 * University entities
 * Creativity
 * Educating kids out of creativity

 * Psychology
 * Ego (i.e. academic)

=See Also=
 * Free Culture Website

=References=


text:
Talk:Healthy lifestyle

Suggesting a Resource
The resources at http://www.caseylifeskills.org/ and especially at http://www.casey.org/cls/resourceguides/ResourcestoInspire.docx may be helpful in developing the courses in healthy lifestyle. Thanks! --Lbeaumont (talk) 11:37, 22 March 2012 (UTC)

title: Talk:Healthy lifestyle


title: File:Sampling.2.B.BandPass.20120322.pdf


text:
User talk:JBers/enes100/My Work2

hey you should look at my page at some point. I think that this sensor could work better. 1wPhipps (talk)

week 1 p2 grading 1sfoerster (talk) 19:48, 27 March 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 2 and 3 p2 grading 204.126.132.241 18:45, 11 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 project 2 grading 1sfoerster (talk) 18:24, 17 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

title: User talk:JBers/enes100/My Work2


title: File:Cordic.vhdl.20120322.pdf


text: File:Cordic tb.vhdl.20120322.pdf

title: File:Cordic tb.vhdl.20120322.pdf


text: File:Cordic pkg.vhdl.20120322.pdf

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text:
User:Je7den/enes100/My Work2

Write problem/project Goal
My goal is to help complete the core control as a working unit, and test the device.

My First Task
A decision matrix on the seal is necessary. I will create my own for what i think will work then later combine it with the team members after they create theirs.

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:Je7den/enes100/My Work2


text:
User:Allenad/enes100/Weekly documentation project 2

My Second Task
My second task is to gather as much information as i can about the corecontrol to formulate a testing regimen. Friday i will sign out the corecontrol unit and take it home over the break to perform week 1 of testing and week 2 of testing according to the tests that i set up.

Summary of actual work over second weekend
To sum it all up i made quite a bit of progress this week. First in class i tried to modify one of the gloves so that i could use it to create a seal for the core control. The glove failed even after modifying it two times, it just wasnt air tight enough agains my arm. After all of the shenanigans with the glove, i just started to brainstorm other ideas for a seal. Just messing around even though it was thought that it would be too bulky, i attached the rubber pipe reducer to the end of the corecontrol part with a pvc reducer. After doing this it was possible to create a seal. In fact, i think its better this way because the user can just stick their hand in the unit without worrying about ripping a glove, and also the glove was quite uncomfortable.

Last it was time to think about where i would test the newly completed corecontrol device. I wasnt able to test out my corecontrol in the gym that i usually go to because it was against the rules to do such a thing. So i went to a more private gym, with different equipment. Since there was different equipment i had to test out myself without the corecontrol first to see what type of results i would get.

Week2 Narrative
According to the YouTube Video, i should be able to expect up to triple capacity of certain exercises (dips and pull ups), i highly doubt weight could be tripled (such as bench press) in just 6 weeks.

I ran into a little trouble trying to figure out how to make the corecontrol air tight usinng the latex glove. This site offered some information on how to make it more airtight.

Also i revisited the indestructible site and it stated 'Get the smallest size you can find because we want to have a tight fit around the forearm', my large sized glove that i tried to use was probably a big part in the failure of making a seal

I attempted to Modify My Glove by first cutting out a part where the bottom part of the palm is. This was done to to make it easier to keep the glove airtight. When i attached the glove and tried to create the vacuum with the brake bleeder pump it was hard to achieve an airtight seal.

I then cut part of the glove off just below the where i first cut for the palm hoping that i would be able to create a seal this way. It didnt work either.

First set 10 reps 45 pounds, second set 10 reps at 55 pounds, and last set was 11 reps at 85 pounds.

My Third task
My third task will be to actually test out the corecontrol and report all results to this page.

Summary of actual work over fourth weekend
Over the final weekend of this project i updated the story, and summary on the corecontrol page.

Also before that, i tested the core control for two runs.

Since the seal of the corecontrol was finally functioning i was able to test it.

Week4 Narrative
Since the seal was now working i was able to test out the completed corecontrol. When testing i pumped the pressure gauge to 5hg, and poured a water of cold water in the container to be circulated through the brass tube through the glove part.

First day working out with corecontrol:

Shoulder press: 10 reps 65 lbs 10 reps 75 lbs 7 reps 95 lbs

Lat pull downs: 10 reps 105 lbs 10 reps 115 lbs 4 reps 140 lbs

Leg extensions: 10 reps 45 lbs 10 reps 55 lbs 11 reps 85 lbs

I then waited 3 more days and did the same workout with the corecontrol.

Shoulder press: 10 reps 65 lbs 10 reps 75 lbs 12 reps 115 lbs

Lat pull downs: 10 reps 105 lbs 10 reps 115 lbs 7 reps 140 lbs

Leg extensions: 10 reps 45 lbs 10 reps 55 lbs 17 reps 85 lbs

The results were quite surprising. It is not clear wether it was because of the core control doing its job or my body doing its job and making my muscles stronger over time. This experiment could be better conducted with a mass quantity of test subjects over a much longer period.

Nonetheless, this was a good start, you do kind of get a therapeutic cooling feeling when using the corecontrol. The water that i poured into the water container on the unit wasnt very cold, and i could easily keep my hand in it for an extended period of time. In contrast, when i pumped it through the unit with the seal on it definitely felt colder, which is why i knew it was working correctly. The suction at first felt sort of funny and i definitely felt the blood in my body being pumped into my hand. Each time after i used the device and pulled my arm out it was red, which kind of is more evidence that blood was being pumped into my hand.

Complete Project Page
CoreControl


title: File:VHDL.Signal.1.A.20120322.pdf


title: File:VHDL.Signal.1.A.20120322-2.pdf


text:
Hyperoperations

Hyperoperations are the next step after exponentiation in terms of recursive math. For example, 2 times 3 equals 2 + 2 + 2. The operation after exponentiation, called tetration applies exponentiation repeatedly: 2[tetration]3= 2^2^2

Implementation in Visual Basic:

Function Math(ByVal X, Y, Z) As ULong Dim R As ULong R = X

If Z = 1 Then

R = X + 1 Return R       ElseIf Z = 2 Then For index = 1 To (Y) R = Math(R, X, Z - 1) Next Else For index = 1 To (Y - 1) R = Math(R, X, Z - 1) Next

End If

Return R   End Function

The implementation above does 2[tetration]4(Math(2,4,5)) as (((2^2)^2)^2), working from bottom up. Normally tetration would go the other way, so 2[tetration]4 would give 65536(instead of 256). However if 1 is the increment operation(x[1]y=x+1 for all y) then addition, multiplication and exponentiation hold the following property: (2[n]3) [-(n-1)] 2 = 4 (-z in x[-z]y stands for the opposite operation of z(ie: the opposite of addition is subtraction)) Examples: That property is lost if we choose to evaluate hyperoperations above exponetiation as (x^(y^y)) instead of ((x^y)^y)
 * (2[2]3) [-(2-1)] 2 = (2+3) [-1] 2 = 5[-1]2=4 (-1= decrement)
 * (2[3]3) [-(3-1)] 2= (2*3) [-2] 2 = 6 [-2] 2=4 (-2= subtraction)
 * (2[4]3) [-(4-1)] 2= (2^3) [-3] 2 = 8 [-3] 2=4 (-3= divison)
 * (2[5]3) [-(5-1)] 2= ((2^2)^2) [-4] 2 = 16 [-4] 2=4 (-4= root)
 * (2[6]3) [-(6-1)] 2= (((2^2)^2)^2) [-5] 2 = 256 [-5] 2=4 (-5= root of root)

title: Hyperoperations


text: Template:Linguistics

title: Template:Linguistics


text:
Draft:Original research/Terminology

“[T]he main goal of terminology is not to represent concepts in order to manipulate them (as in artificial intelligence) but to define a common vocabulary we hope is consensual.” Bold added.

It should be possible to take an apparent term, especially a likely cultural, technical or scientific term, and locate its domain, etymology, lexicography, and pragmatics.

Linguistics
Linguistics is the scientific study of human language. Linguistics can be broadly broken into three categories or subfields of study: language form, language meaning, and language in context.

Although linguistics is the scientific study of language, a number of other intellectual disciplines are relevant to language and intersect with it. Semiotics, for example, is the general study of signs and symbols both within language and without. Literary theorists study the use of language in literature. Linguistics additionally draws on and informs work from such diverse fields as acoustics, anthropology, biology, computer science, human anatomy, informatics, neuroscience, philosophy, psychology, sociology, and speech-language pathology.

Words
Def.

 * 1) "[a] distinct unit of language (sounds in speech or written letters) with a particular meaning, composed of one or more morphemes, and also of one or more phonemes that determine its sound pattern",
 * 2) "[a]ny sequence of letters or characters considered as a discrete entity", or
 * 3) "[d]ifferent symbols, written or spoken, arranged together in a unique sequence that approximates a thought in a person's mind"

is called a word.

"In English and other space-delimited languages, it is customary to treat "word" as referring to any sequence of characters delimited by spaces. However, this is not applicable to languages such as Chinese and Japanese, which are normally written without spaces, or to languages such as Vietnamese, which are written with a space between each syllable."

Def. "words which are not found in a dictionary", are called out-of-vocabulary words.

Universals
In philosophy: "When we examine common words, we find that, broadly speaking, proper names stand for particulars, while other substantives, adjectives, prepositions, and verbs stand for universals."

"In a village of the riverine plains of central Laos, a man calls out through thin bamboo walling to a next-door neighbor named Noi: Noi bòò mii sùak vaa Noi (“Noi, do you have any rope Noi?”). She calls back: Haa? (“Huh?”). The man repeats the question: Bòò mii sùak vaa (“Do you have any rope?”)."

"In a hillside hamlet in central Eastern Ghana, two speakers of the minority language Siwu are preparing gunpowder, which will be sold for use at a funeral in another village. One man asks: Ilɛ̀ isɛ̀-ɛ? (“Where is the funeral?”). The other: Hã? (“Huh?”). The first: Ilɛ̀ isɛ̀-ɛ? (“Where is the funeral?”)."

"In the coastal lowlands of northwestern Ecuador, two Cha’palaa speakers exchange information. Motorkaa detisaa (“They say he bought a motor.”). Aa? (“Huh?”). Motorkaa detisaa (“They say he bought a motor.”)."

The "process of requesting clarification from someone else) is found in daily conversation in every household, village, town, and city of the world, regardless of the culture and lifestyle of the people or the language they speak."

"Not only does each of the languages have a way of doing this type of repair initiation, but the word used for doing it sounds almost the same in all corners of the world. It sounds very much like the English word Huh?"

There is "the possibility that Huh? was a universal word in the context of a large cross-language project on repair in conversation—the process of identifying and correcting a misunderstanding."

"To really know for sure whether Huh? was universal, we would have to check every single one of the 6,000 or so languages spoken in the world today. This task is of course required for any of the proposed universals of language that you’ll come across in linguistic research."

A "small set of around 60 word meanings are universal. Every language has a clear way to express simple concepts including good, all, people, and you."

Every "language has adjectives, a class of words that are distinct from nouns and verbs."

Recursion"—taking the output of a process and using it as input for the same process again—is found in the grammatical structure of all languages."

We "are able to state that something is highly likely to be universal, as long as no counterexamples have so far been found. This practice is accepted because linguistics is an inductive science."

"All humans are capable of producing the same wide range of vowel sounds."

If "we are going to claim that something is universal, we had better test languages in a sample that includes as many language families as possible."

"In our study, we had data from 31 languages in total, and these derived from 16 distinct language families. This sample represents only a fraction of the world’s languages, but in practice, a sample of this size and kind is sufficient to falsify many possible claimed universals. If Huh? were not universal in the sense we claim, chances are high that at least one of the 31 languages would lack it."

"Huh? is the product of convergent evolution. This term refers to the independent evolution of similar structures in unrelated species."

"Huh? has a similar form across languages because the same set of conditions leads in all languages to something like the Huh? word being produced. In the flow of conversation, people need to be sure that others know when they have failed to understand. Time runs by quickly in conversation, and there is only a short window in which to signal a comprehension problem. In that situation, one needs a syllable that is fast and easy to pronounce. Huh? does the job. The particular vowels that Huh? is restricted to in all languages happen to be the vowels that are most easily pronounced when a person’s tongue is in a relaxed position."

"Think about the conditions a person is under in conversation. First, not only are people capable of responding to what others say within the time it takes a sprinter to react to the starter’s gun, but there is a social expectation that they will do so. Second, there is a social preference not to hold up the conversation by requiring others to go back and revise. It is better to avoid initiating repair. Third, there is a further preference—which competes with the preceding one—for ensuring that problems in common understanding do not pass by unresolved."

"Huh? does not stand for universal confusion. It stands for universal cooperation. It shows that there is a global need, and willingness, to pause a conversation and sort out a communication problem as it occurs."

"This little word, like the turn-taking system in which it operates, suggests a moral architecture to communication. The word makes sense only when one can assume that the other person will cooperate by backing up and repeating what they said, thus helping the listener stay on track. This cooperation is possible because conversation involves joint commitment, and the interpersonal accountability that goes with it. And it explains why no other species goes Huh? or does anything like it, even when their communication systems are complex."

"Huh? is possible only when an ultraflexible system such as language, with ultracooperative users, demands and supplies a solid and readily available backup mechanism for ensuring intersubjectivity at every step."

Earth-based terminology
Terminology thus denotes a discipline which systematically studies the labelling or designating of concepts particular to one or more subject fields or domains of human activity, through research and analysis of terms in context, for the purpose of documenting and promoting consistent usage.

The statistical significance approach "is to test whether the variation of the relative frequency of a given term t in the document collection is statistically significant." A likely variation of the relative frequency may occur for a term specific to one domain versus other domains.

Theory of terminology
Taking an apparent term, especially a likely technical or scientific term, and locating its domain, etymology, lexicography, and pragmatics is a proof of concept for the science of terminology.

Def. "words which are not found in a dictionary", are called out-of-vocabulary words.

The discipline of terminology consists primarily of the following aspects:

 * analysing the concepts and concept structures used in a field or domain of activity
 * identifying the terms assigned to the concepts
 * in the case of bilingual or multilingual terminology, establishing correspondences between terms in the various languages
 * compiling the terminology, on paper or in databases
 * managing terminology databases
 * creating new terms, as required.

Objects
A terminology can be defined as a set of designations in a subject field.

A simple example could be a list of words describing a category, such as "types of trees", "body parts".

An information science ontology is a special type of terminology that is structured and more suitable for use in computer systems.

Etymology
The discipline Terminology studies among other things how such terms of art come to be and their interrelationships within a culture.

Filtering
"Two-word terms [are] determined not to be of interest in the context of the whole document collection either because they do not occur frequently enough or because they occur in a constant distribution among different documents [deviation-based approach]."

Industry terms
An industry term is a type of technical terminology that has a particular meaning within a specific industry. The phrase industry term implies that a word or phrase is a typical one within a particular industry or business and people within the industry or business will be familiar with and use the term.

Lexicography
Terminology differs from lexicography in studing concepts, conceptual systems, and their labels (terms), whereas lexicography study words and their meanings.

Ontoterminology
“Although in the General Theory of Terminology the meaning of a term is a concept, the main goal of terminology is not to represent concepts in order to manipulate them (as in artificial intelligence) but to define a common vocabulary we hope is consensual.”

Pragmatics
Terminology is the study of terms and their use. Terms are words and compound words that in specific contexts are given specific meanings, meanings that may deviate from the meaning the same words have in other contexts and in everyday language.

Cultures
Mead (1955) said that culture “is an abstraction of the body of learned behaviour which a group of people who share the same tradition transmit entire to their children, and, in part, to adult immigrants who become members of the society.”

Def.
 * 1) "[t]he arts, customs, and habits that characterize a particular society or nation",
 * 2) "[t]he beliefs, values, behaviour and material objects that constitute a people's way of life",
 * 3) "[a]ny knowledge passed from one generation to the next, not necessarily with respect to human beings", or
 * 4) "[t]he language and peculiarities of a geographical location"

is called a culture.

"A culture is the combination of the language that you speak and the geographical location you belong to. It also includes the way you represent dates, times and currencies."

Cultural terms
"The notion of Europe as a geopolitical or cultural term is centered on core Europe (Kerneuropa), the continental territory of the historical Carolingian Empire and the core of Latin Christendom, corresponding to modern France, Italy, Germany (or German-speaking Europe) and the Benelux states (historical Austrasia)."

This historical core of "Carolingian Europe" was consciously invoked in the 1950s as the historical ethno-cultural basis for the prospective European integration (see also[Multi-speed Europe).

Heartland is an American term referring to U.S. states that "don't touch an ocean," whether the Atlantic]] or Pacific]], or to the Midwestern United States.

"The phrase not only refers to a tangible region but is also a cultural term connoting many ideas and values, such as hard work, rustic small town communities, rural heritage, simplicity and honesty."

In a wider sense the broader cultural term "Syro-Hittite" is now applied to all the entities that arose in south-central Anatolia following the Hittite collapse, such as Tabal and Quwê, as well as those of northern and coastal Syria.

Sciences
Terminology science is a branch of linguistics studying special vocabulary.

The main objects of terminological studies are special lexical units (or special lexemes), first of all terms. They are analysed from the point of view of their origin, formal structure, their meanings and also functional features.

Terms are used to denote concepts, therefore terminology science also concerns itself with formation and development of concepts, as well as with the principles of exposing the existing relations between concepts and classifying concepts; also, with the principles of defining concepts and appraising the existing definitions.

Considering the fact that characteristics and functioning of [a] term depend heavily on its lexical surrounding it is common to view as the main object of terminology science not separate terms, but rather the whole terminology used in some particular field of knowledge.

Some main types of special lexical units [are] nomens, terminoids, prototerms, preterms and quasiterms.

Specializations include typology, semasiology, derivatology, comparative terminology science, terminography, functional terminology science, cognitive terminology science, and historical terminology science.

Scientific terms
Two-word scientific terms may be the most common scientific terms.

While studying nature, scientists often encounter or create new material or immaterial objects and concepts and are compelled to name them. Most of those names are known only to professionals. However, due to popularization of science, they gradually become part of common languages. Several categories of scientific terminology can be distinguished.

Technical terms
"[T]wo-word glossary items are the most common technical terms".

"[M]ost technical jargon is not likely to be included in a general-purpose dictionary."

Orismology is a subject that involves the defining or explaining of technical terminology. Many examples of orismology can be found in encyclopedias such as Wikipedia.

Technical terminology is the specialized vocabulary of any field, not just technical fields. The same is true of the synonyms technical terms, terms of art, shop talk and words of art, which do not necessarily refer to technology or art. Within one or more fields, these terms have one or more specific meanings that are not necessarily the same as those in common use. Jargon is similar, but more informal in definition and use. Legal technical terms, often called (legal) terms of art or (legal) words of art, have meanings that are strictly defined by law.

Theory of terms
“[A] theory of terms or terminology should deal with the terminology of a domain in its totality, because it is only with respect to individual domains that the very concept of “term” is consolidated. ... [A] theoretical study of a terminology should be accompanied by the descriptive study of a terminology, for proper descriptive studies are theories of terms.”

Hypotheses

 * 1) Dominant group is a well-defined two-word term.

title: Draft:Original research/Terminology


text:
Talk:3D Scan/Kinect Makerbot/Howard Community College/Spring2012/p21550Kinect Robotic Car

Hey guys,

I saw an article on hack a day.com about using Kinect with Windows. I thought you might like to see it. Here is the link.

--brianwcallaghan (talk) 01:21, 23 March 2012 (UTC)

100 points ... project 2 grading 1sfoerster (talk) 19:22, 17 April 2012 (UTC)


text:
User:Kdelvill4474/enes100/My Work 2

Week0 Activities
My goal is to continue with my old car hack project but now incorporate different techniques in this case being able to read off tire pressures off of different cars.

My First Task
My first task is to find out tutorials and ways to hack tire pressure and how past people were able to do it.

Summary of actual work over first weekend
What I ended up doing was researching and trying to find ways that people have done it before. I came across various articles, but not many tutorials. I searched through different blogs and what I found is listed below.

Week1 Narrative
What I ended up doing was reseaching and trying to find ways that people have done this before. I found different articles such as http://www.networkworld.com/community/blog/defcon-hacking-tire-pressure-monitors-remotel http://www.autoblog.com/2010/08/11/cars-hacked-by-researchers-through-wireless-tire-pressire-monito/. I found out that universities like Rutgers and University of South Carolina were the first in doing this. What they ended up doing was spending 1,500 in materials so my goal is to find the same things that they used such as programmable radio transmitter, a specialized circuit board, and free software, but for much less. I also found it helpful that I can only read off tire pressures from cars made after 2008 since the wireless sensors, are only in new automobiles that the US made since 2008. However I did have many failures in how they exactly went about this. I read through many blogs and different website how to exactly hack into different cars and read off their tire pressures. Most of the articles that I found were very repetitive so my main focus now is to find some type of tutorial and a gateway of how they went about this and the materials that I need to order off of amazon. This is what is going to start me in my right direction.

Here is another article that might be useful.

http://arstechnica.com/security/news/2010/08/cars-hacked-through-wireless-tyre-sensors.ars

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

Summary of actual work over second weekend
What I ended up doing this week is researching case studies and trying to find a list of materials needed for this project and a more in depth analysis.

Week2 Narrative
The case study that I used to find my list of materials, procedure, and diagrams is this one. This was the one of the students from Rutgers and University of South Carolina that first did this project.

The whole TPMS system is built on different components TPM sensors that are on the back of the valve stem of each tire, a TPM ECU, a receiving unit that can be integrated with the ECU or stand-alone, a dashboard TPM warning light, and one to four antennas connected to the receiving unit. How this works is that the TPM sensors periodically check pressure and temperature measurements, from here the ECU receives the information and runs test and does it's operations before it finally displays a message in the TPM warning light. This is the general procedure it follows.

The list of materials with links to purchase: link
 * (1)ATEQ VT55 TPMS trigger tool,
 * (2)Tire pressure sensors, link

Download GNU Radio from this page GNU Radio
 * (1)Laptop
 * (1) Low noise amplifier (LNA)

 * Note: This experiment is fairly costly and will run you just below $2,000

My goal with these list of materials is to show step by step how this project would be done and what someone would need in order to complete this. The first thing mentioned was the TPMS trigger tool which is very similar to the one used in the case study but slightly different. The tire pressure sensors you need two which you will call tire pressure sensor a and tire pressure sensor b. Your own laptop is also needed as well as a low noise amplifier.

My Third task
For my third week I will have a whole list of exact procedures to follow in order to run through with this project since I have the overview and list of materials needed for this.

Summary of actual work over third weekend
What I did was very similar to what I planned to which was to research exact procedures and step to follow in order to get this project to work.

Week3 Narrative
Going into this was very frustrating because I couldn't find directions anywhere on how to do this and everywhere that I was pointed to never gave me any positive results. I would just find small articles on how other students where able to do it before but not how it was done. After many hours I found out interesting information. From my first project I got the hang of how the ECU works in controlling the car with the OBD and the arduino, however for this project what really is important is the TPMS. The TPMS consists of sensors inside a car's tires that measures pressure, and a central wireless antenna(which most people have on their cars) or an antenna in each wheel which is more for expensive cars. However the ECU which is the electrical control unit that I was just mentioning is what picks up the signal to display a warning light on the car's dashboard to warn a driver when tire pressure has dropped. What is important in this project for the ECU is that it calculates pressure changes, and filters out noise from sensors in neighboring cars, and compensates for pressure changes due to temperature. In the process of filtering out noises from other cars it can focus on the one that we need.

Now what we would need to focus on is a process called reverse engineering. The sensors which we would have to purchase which I linked in week 2 would have different Manchester encoding, so their packet formats would differ tremendously. The next step would be to determine the message mappings for the rest of the bits of each sensor (TPS-A & TPS-B). To understand the size and meaning of each bit field, the students at Rutgers manipulated sensor transmissions by varying a single parameter and observed which bits changed in the message. If we wanted to duplicate this project this is what we would have to do the same. What they did was adjusted the temperature using hot guns and refrigerators, or adjusted the pressure. By simultaneously using the ATEQ VT55 (which I linked in week 2),they were also able to observe the actual transmitted values and correlate them with their decoded bits. In this they were able to determine the majority of message fields and their meanings for both TPS-A and TPS-B. These included temperature, pressure, and sensor ID. They also identified the use of a CRC checksum and determined the CRC polynomials through a brute force search. At first they did not understand these bits in the messages but what they ended up doing was just reconstructing these by generating messages with the software radio, changing the bits, and observing the output of the TPMS tool or a real car. What ended up happening was that it turned out that those were parameters just like battery status, in which they had no direct control. Note that it took a PhD-leveled engineer a few days to figure this out while it took the group of students replicating it a few weeks with no prior knowledge of any of this. So this process of just reverse engineering might take a while to get down. What I found most interesting about this part that motivates me to want to do this is that they found out that each message contained a 28 or 32 bit sensor ID depending on which type of sensor they used. Given that there are about 254.4 million cars registered in the U.S just ONE 28-bit Sensor ID can be used to track every single registered car.

Next what is used is a process called Eavesdropping. This is where it becomes even more challenging. The technique of eavesdropping is just filtering out noises however what makes it so difficult is that it only leaves a time gap of 60-90 seconds max for you to hack in and it only reads one tire pressure in each one of these 60 second intervals. For the case study on how the students did it in Rutgers and University of South Carolina they had to decode the two sensors TPS-A and TPS-B. For this project the two sensors which I linked in week 2 to purchase will be called TPS-A and TPS-B. TPS-A would now be decoded to ASK and TPS-B would be FSK.

My Fourth task
For my final week of this project I plan on having everything together and ready to go with diagrams and the rest of the project outlined done so it can be repeatable for the next group.

Summary of actual work over fourth weekend
What I planned to do wasn't that much of a difference of what I actually got done. I finished up all the final steps that needs to get done to get this finished.

Week4 Narrative
What I did for my team the last final week is get the rest of the procedures finished off so it can be done by the next upcoming group.

The next process that we need to bring into this tire pressure hacking project is a process called packet spoofing. The good thing about this is just being able to eavesdrop on TPMS communication from a distance allows us to further explore the feasibility of inserting forged data into safety-critical in-vehicle systems. The way that they did it in the case study was that they had a live eavesdropper that could detect TPMS transmission and decode both ASK modulated TPS-A messages and FSK modulated TPS-B messages in real time. Their packet spoofing system is built on top of their live eavesdropper. The Packet Generator takes two sets of parameters sensor type and sensor ID from the eavesdropper; temperature, pressure, and status flags from users and generates a properly formulated message. It then modulates the message at baseband (using ASK or FSK) while inserting the proper preamble. Finally, the rogue sensor packets are upconverted and transmitted (either continuously or just once) at the desired frequency (315/433MHz) using a customized GNU radio python script.

Next is to determine the logic of ECU filtering. We would want to find out what is the minimum requirement to trigger the TPMS warning light once, what is the minimum requirement to keep the TPMS warning light on for an extended amount of time, and can we permanently illuminate any warning light even after stopping the spoofing attack. For the case study they mostly focused on triggering the TPMS-LPW light which we will too for this experiment.

To understand the minimum requirement of triggering the TPMS-LPW light, they started with transmitting one spoofed packet with the rear-left-tire ID and eavesdropping the entire transmission. They observed that (1) one spoofed packet was not sufficient to trigger the TPMS-LPW light; and (2) as a response to this packet, the TPMS ECU immediately sent two activation signals through the antenna mounted close to the rear left tire, causing the rear left sensor to transmit eight packets. So although a single spoofed packet does not cause the ECU to display any warning, it does open a vulnerability to battery drain attacks. They gradually increased the number of spoofed packets, and found that transmitting four spoofed packets in one second suffices to illuminate the TPMS-LPW light. This is one of the big discoveries that will come in helpful for this project. Also it is good to keep in mind that when the interval between two consecutive spoofed packets is larger than 4 seconds or so, the TPMS-LPW no longer illuminates.

This indicates that TPMS adopts two detection windows with sizes of 240 ms (a packet lasts for 15 ms) and 4 seconds. A 240-ms window is considered positive for low tire pressure if at least one low-pressure packet has been received in that window regardless of the presence of numerous normal packets.

Next is to figure out how to keep the warning light on since the TPMS-LPW light turns off a few seconds if only four forged packets are received. To understand how to sustain the warning light, the students repeatedly transmitted spoofed packets and increased the spoofing period gradually. The TPMS-LPW light remained illuminated when they transmitted the low-pressure packet at a rate higher than one packet per 240 ms, e.g., one packet per detection window. Spoofing at a rate between one packet per 240ms to 4 seconds caused the TPMS-LPW light to toggle between on and off. However, spoofing at a rate slower than 4 seconds could not activate the TPMS-LPW light. As they increased the spoofing period, the TPMS-LPW light remained on for about 6 seconds on average, but the TPMS-LPW light stayed off for the majority of time which was proportional to the spoofing period. Therefore, it was very likely that the TPMS-ECU adopts a timer to control the minimum on-duration and the off-duration of TPMS-LPW light can be modeled as the equation toff = 3:5x + 4, where x is the spoofing period. This equation is possibly the most important part of this part of the experiment.

Complete Team Page
Car Hack 2

title: User:Kdelvill4474/enes100/My Work 2


text:
User talk:Sali6089/FanWing

HA! And you said I couldn't design it by next class! Still need to find a motor, I designed it to an arbitrary 2 diameter motor, 3 inches in length, not including the shaft. Still looking for a spare cordless power drill. Inh117 (talk) 03:15, 23 March 2012 (UTC)

week 1 p2 grading
 * 10/10/20 ... the goal is to build ...

week 2 p2 grading 204.126.132.241 11:31, 11 April 2012 (UTC)
 * 10/10/10 ... the hamster wheel is one solution of many that need to be brainstormed, not pursued

week 3 p2 grading 204.126.132.241 11:31, 11 April 2012 (UTC)
 * 0/0/0 .. nothing to grade

week 4 p2 grading 1sfoerster (talk) 14:49, 18 April 2012 (UTC)
 * 0/10/80 .. good job

title: User talk:Sali6089/FanWing