text:
Elasticity/Sample final 3

Sample Final Exam Problem 3
Consider the curved beam $$a < r < b$$ and $$0 < \theta < \alpha$$, loaded by a bending moment $$M_0$$ (but no forces) shown in the figure below.
 * (a) Using equilibrium and symmetry considerations, write down a stress function for this problem by choosing the appropriate terms from Michell's solution.
 * (b) Find the stress components that correspond to the stress function you have chosen (you do not have to evaluate the constants).
 * (c) Write down the strong form of the boundary conditions for this problem in terms of components of the stress tensor. (You can use your own symbols to represent surface traction distributions that you cannot specify explicitly).
 * (d) Which strong boundary conditions would you have to substitute with weak boundary conditions (in the St. Venant sense) in order to solve this problem. Write down the appropriate weak boundary conditions in terms of components of the stress tensor.

Solution
Consider the equilibrium of a small section of the beam (free-body diagram). It is obvious that any such section will look exactly like the diagram of the whole beam. Thus, the stresses in the beam cannot vary with $$\theta$$ and the beam must be axisymmetric.

Therefore, the appropriate stress function for this problem is (from Michell's solution)

{    \varphi = A~r^2 + B~r^2~\ln(r) + C~\ln(r) + D\theta } $$ The stress components corresponding to this stress function are

{  \sigma_{rr}  = 2A + 2B\ln(r) + B + \frac{C}{r^2} } $$

{  \sigma_{\theta\theta}  = 2A + 2B\ln(r) + 3B - \frac{C}{r^2} } $$

{  \sigma_{r\theta}  = \frac{D}{r^2} } $$ At $$r = a$$, $$\widehat{\mathbf{n}}{} = -\widehat{\mathbf{e}}_{r} = (-1,0)$$ and $$\mathbf{t} = (0,0)$$.\

Therefore,

t_i = n_j \sigma_{ij} \Rightarrow t_r = n_r \sigma_{rr}+ n_\theta \sigma_{r\theta} \Rightarrow \sigma_{rr} = 0 \text{and} t_\theta = n_r \sigma_{\theta r}+ n_\theta \sigma_{\theta \theta} \Rightarrow \sigma_{r \theta} = 0 $$ At $$r = b$$, $$\widehat{\mathbf{n}}{} = \widehat{\mathbf{e}}_{r} = (1,0)$$ and $$\mathbf{t} = (0,0)$$.

Therefore,

t_i = n_j \sigma_{ij} \Rightarrow t_r = n_r \sigma_{rr}+ n_\theta \sigma_{r\theta} \Rightarrow \sigma_{rr} = 0 \text{and} t_\theta = n_r \sigma_{\theta r}+ n_\theta \sigma_{\theta \theta} \Rightarrow \sigma_{r \theta} = 0 $$ At $$\theta = 0$$, $$\widehat{\mathbf{n}}{} = -\widehat{\mathbf{e}}_{\theta} = (0,-1)$$ and $$\mathbf{t}=(-T_r(r),-T_\theta(r))$$, where $$T_r$$ and $$T_\theta$$ are unknown traction distributions that correspond to the applied moments.

Therefore,

t_i = n_j \sigma_{ij} \Rightarrow t_r = n_r \sigma_{rr}+ n_\theta \sigma_{r\theta} \Rightarrow \sigma_{r\theta} = T_r(r) \text{and} t_\theta = n_r \sigma_{\theta r}+ n_\theta \sigma_{\theta \theta} \Rightarrow \sigma_{\theta \theta} = T_\theta(r) $$ At $$\theta = \alpha$$, $$\widehat{\mathbf{n}}{} = \widehat{\mathbf{e}}_{\theta}=(0,1)$$ and $$\mathbf{t}=(T_r(r),T_\theta(r))$$.

t_i = n_j \sigma_{ij} \Rightarrow t_r = n_r \sigma_{rr}+ n_\theta \sigma_{r\theta} \Rightarrow \sigma_{r\theta} = T_r(r) \text{and} t_\theta = n_r \sigma_{\theta r}+ n_\theta \sigma_{\theta \theta} \Rightarrow \sigma_{\theta \theta} = T_\theta(r) $$ Therefore, the strong boundary conditions for this problem are

{  \text{at}~ r = a ~\text{and}~ r = b ; \sigma_{rr} = 0  ~\text{and}~ \sigma_{r \theta} = 0 } $$

{  \text{at}~ \theta = 0 ~\text{and}~ \theta = \alpha ; \sigma_{r\theta} = T_r(r) ~\text{and}~ \sigma_{\theta\theta} = T_\theta(r) } $$ In setting up the weak forms of the boundary conditions, we have to set the average tractions over the boundaries $$\theta = 0$$ and $$\theta = \alpha$$ to zero and the moment due to the traction distribution to $$M_0$$, i.e.,

\int_a^b T_r(r)~dr = 0 ; \int_a^b T_\theta(r)~dr = 0 ; \int_a^b T_\theta(r)~r~dr = M_0 $$ The traction $$T_r(r)$$ acts in the direction of $$r$$ and goes not generate any moments.

Therefore, the weak forms of the traction BCs are

{  \text{at}~ \theta = 0 ~\text{and}~ \theta = \alpha ; \int_a^b \sigma_{r\theta}~dr = 0 ; \int_a^b \sigma_{\theta\theta}~dr = 0 \text{and} \int_a^b \sigma_{\theta\theta}~r~dr = M_0 } $$

title: Elasticity/Sample final 3


text:
Elasticity/Sample final 4

Sample Final Exam Problem 4
Consider the torsion of a prismatic bar having an elliptical cross-section as shown in the figure below. The bar is subjected to equal and opposite torques $$T$$ at the two ends which cause a twist per unit length of $$\alpha$$ in the bar.

The equation of the boundary of the cross section is

\frac{x^2}{a^2} + \frac{y^2}{b^2} - 1 = 0 $$ Since the Prandtl stress function $$\phi$$ is zero on the boundary of the cross-section of a simply connected prismatic bar, we can choose the Prandtl stress function for the bar with an elliptic cross-section to be

\phi = C\left[\frac{x^2}{a^2} + \frac{y^2}{b^2} - 1\right] $$

 * (a) Determine the value of the constant $$C$$.
 * (b) Express the twist per unit length ($$\alpha$$) in terms of the applied torque ($$T$$).
 * You will find the following results useful in evaluating the integral.

\text{If}~f(x)~\text{is an even function of}~x~\text{, then}~ \int_{-a}^a f(x) dx = 2\int_0^a f(x) dx $$

\frac{1}{2}\int_{-a}^a (a^2 - x^2)^{n/2} dx = \frac{1~.~3~.~5~\dots~n}{2~.~4~.~6~\dots~(n+1)}~.~\frac{\pi}{2}~.~a^{(n+1)} \text{if}~ n ~\text{is odd} $$
 * (c) What is the torsion constant of the section?
 * (d) Express the maximum shear stress in the bar in terms of $$T$$, $$a$$ and $$b$$.

Solution
The Prandtl stress function must satisfy the compatibility condition

\nabla^2{\phi} = -2\mu\alpha \Rightarrow \phi_{,11}+\phi_{,22} = -2\mu\alpha $$ Plugging in the stress function, we have,

C\left[\frac{2}{a^2} + \frac{2}{b^2}\right] = -2\mu\alpha $$ or,

{  C = -\frac{\mu\alpha~a^2~b^2}{a^2+b^2} } $$ The torque for a simply connected section is given by

T = 2\int_{\mathcal S} \phi~dA $$ For the elliptical cross-section, we have
 * $$\begin{align}

T & = 2\int_{-a}^a \left[\int_{-b\sqrt{(1-x^2/a^2)}}^{b\sqrt{(1-x^2/a^2)}} C\left(\frac{x^2}{a^2} + \frac{y^2}{b^2} - 1\right)~dy\right]~dx \\ & = 2C\int_{-a}^a \left[ \left|\frac{x^2~y}{a^2} + \frac{y^3}{3b^2} - y    \right|_{-b\sqrt{(1-x^2/a^2)}}^{b\sqrt{(1-x^2/a^2)}} \right]~dx \\ & = 2C\int_{-a}^a \left[ \left|y\left[\frac{y^2}{3b^2} - \left(1-\frac{x^2}{a^2}\right)\right] \right|_{-b\sqrt{(1-x^2/a^2)}}^{b\sqrt{(1-x^2/a^2)}} \right]~dx \\ & = 2C\int_{-a}^a 2b\left(\sqrt{1-\frac{x^2}{a^2}}\right) \left[\frac{1}{3}\left(1-\frac{x^2}{a^2}\right) - \left(1-\frac{x^2}{a^2}\right) \right]~dx \\ & = -\frac{8bC}{3}\int_{-a}^a \left[ \left(1-\frac{x^2}{a^2}\right)^{(3/2)} \right]~dx = -\frac{8bC}{3a^3}\int_{-a}^a \left[ \left(a^2-x^2\right)^{(3/2)} \right]~dx\\ & = -\frac{8bC}{3a^3}\left[(2)\frac{(1)(3)}{(2)(4)}\frac{\pi}{2}a^4\right] = -\pi~a~b~C \end{align}$$ Therefore,

T = \pi a b \frac{\mu\alpha~a^2~b^2}{a^2+b^2} $$ or,

{  \alpha = \frac{T(a^2+b^2)}{\pi\mu a^3 b^3} } $$ The torsion constant $$\tilde{J}$$ is given by

{  \tilde{J} = \frac{T}{\mu\alpha} =  \frac{\pi~a^3~b^3}{a^2+b^2} } $$ The stresses in the section are given by
 * $$\begin{align}

\sigma_{13} = \frac{\partial \phi}{\partial y} = \frac{2Cy}{b^2} \\ \sigma_{23} = -\frac{\partial \phi}{\partial x} = -\frac{2Cx}{a^2} \end{align}$$ The projected shear traction is

\tau = \sqrt{\sigma_{13}^2 + \sigma_{23}^2} = 2|C|\sqrt{\frac{y^2}{b^4} + \frac{x^2}{a^4}} $$ The maximum projected shear traction is at $$(x,y) = (0,\pm b)$$. Hence,

\tau_{\text{max}} = \frac{2|C|}{b} $$ To express the magnitude of the maximum shear stress in terms of $$T$$, $$a$$, and $$b$$, we use

T = -\pi a b C \Rightarrow C = -\frac{T}{\pi a b} $$ Therefore,

{  \tau_{\text{max}} = \frac{2|C|}{b} = \frac{2T}{\pi a b^2} } $$

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

title: Elasticity/Sample final 4


text:
Elasticity/Sample final 5

Sample Final Exam Problem 5
Assuming that plane sections remain plane, it can be shown that the potential energy functional for a beam in bending is expressible as

\Pi[y(x)] = \frac{1}{2}\int_0^L EI(y^{''})^2 - \int_0^L p~y~ dx + M_0~ y^{'}(0) - V_0~ y(0) - M_L~ y^{'}(L) + V_L~ y(L) $$ where $$x$$ is the position along the length of the beam and $$y(x)$$ is the beam's deflection curve.
 * (a) Find the Euler equation for the beam using the principle of minimum potential energy.
 * (b) Find the associated boundary conditions at $$x = 0$$ and $$x = L$$.

Solution:
Taking the first variation of the functional $$\Pi$$, we have

\delta\Pi = \int_0^L EI~y^{}\delta y^{}~dx - \int_0^L p~\delta y~dx + M_0~ \delta y^{'}(0) - V_0~ \delta y(0) - M_L~ \delta y^{'}(L) + V_L~ \delta y(L) $$ Integrating the first terms of the above expression by parts, we have,

\delta\Pi = \left.(EI~y^{''}\delta y^{'})\right|_0^L - \int_0^L (EI~y^{''})^{'}\delta y^{'}~dx - \int_0^L p~\delta y~dx + M_0~ \delta y^{'}(0) - V_0~ \delta y(0) - M_L~ \delta y^{'}(L) + V_L~ \delta y(L) $$ Integrating by parts again,

\delta\Pi = \left.(EI~y^{''}\delta y^{'})\right|_0^L - \left.(EI~y^{''})^{'}\delta y\right|_0^L + \int_0^L (EI~y^{})^{}\delta y~dx - \int_0^L p~\delta y~dx + M_0~ \delta y^{'}(0) - V_0~ \delta y(0) - M_L~ \delta y^{'}(L) + V_L~ \delta y(L) $$ Expanding out,
 * $$\begin{align}

\delta\Pi = & EI~y^{}(L)\delta y^{'}(L) - EI~y^{}(0)\delta y^{'}(0) - (EI~y^{})^{'}(L)\delta y(L) + (EI~y^{})^{'}(0)\delta y(0) \\ & + \int_0^L (EI~y^{})^{}\delta y~dx - \int_0^L p~\delta y~dx + M_0~ \delta y^{'}(0) - V_0~ \delta y(0) - M_L~ \delta y^{'}(L) + V_L~ \delta y(L) \end{align}$$ Rearranging,
 * $$\begin{align}

\delta\Pi = &\int_0^L \left[(EI~y^{})^{} - p\right]\delta y~dx + \left[M_0 - EI~y^{''}(0)\right] \delta y^{'}(0) + \left[EI~y^{''}(L)- M_L\right] \delta y^{'}(L) \\ & + \left[(EI~y^{''})^{'}(0) - V_0\right]~ \delta y(0) + \left[V_L - (EI~y^{''})^{'}(L)\right]~ \delta y(L) \end{align}$$ Using the principle of minimum potential energy, for the functional $$\Pi$$ to have a minimum, we must have $$\delta\Pi = 0$$. Therefore, we have
 * $$\begin{align}

0 = &\int_0^L \left[(EI~y^{})^{} - p\right]\delta y~dx + \left[M_0 - EI~y^{''}(0)\right] \delta y^{'}(0) + \left[EI~y^{''}(L)- M_L\right] \delta y^{'}(L) \\ & + \left[(EI~y^{''})^{'}(0) - V_0\right]~ \delta y(0) + \left[V_L - (EI~y^{''})^{'}(L)\right]~ \delta y(L) \end{align}$$ Since $$\delta y$$ and $$\delta y^{'}$$ are arbitrary, the Euler equation for this problem is

{(EI~y^{})^{} - p = 0} $$ and the associated boundary conditions are

{ \text{at}~x = 0; EI~y^{''} - M_0 = 0 \text{and} (EI~y^{''})^{'} - V_0 = 0 } $$ and

{ \text{at}~x = L; EI~y^{''} - M_L = 0 \text{and} (EI~y^{''})^{'} - V_L = 0 } $$

title: Elasticity/Sample final 5


text:
Elasticity/Sample final6

Sample Final Exam Problem 6
Two long cylinders are in contact as shown in the figure below. Both cylinders are made of the same material which has a Young's modulus of 10 GPa and a Poisson's ratio 0.20. The smaller cylinder has a radius of 4 cm while the outer one has a radius of 10 cm. What is the width of the region of contact of the two cylinders under the action of a force of 1 kN per unit length of the cylinders.

Solution
The area of contact per unit length is given by

a = \sqrt{\frac{P r_1 r_2}{\pi(r_1 + r_2)} \left(\frac{\kappa+1}{\mu}\right)} $$      For plane strain

\kappa = 3 - 4\nu $$     Therefore, for the material of the cylinders

\kappa = 3 - (4)(0.20) = 2.2 ; \mu = \frac{E}{2(1+\nu)} = \frac{10}{2(1+0.20)} = 4.2 ~\text{GPa}     $$ Since the outer cylinder contains the inner one, the radius of curvature can be considered to be negative. Therefore,

r_1 = 4~\text{cm} = 0.04~\text{m} ;        r_2 = -10~\text{cm} = -0.1~\text{m} ;      $$ The area of contact per unit length of the cylinders is

a = \sqrt{\frac{(1)(10^3)(0.04)(-0.1)}{\pi(0.04 - 0.1)}         \left(\frac{2.2+1}{(4.2)(10^9)}\right)} = 0.13~\text{mm} $$      The width of the region of contact is
 * $$        {           a = 0.13~\text{mm}         }

$$

title: Elasticity/Sample final6


text: User:Glenn.dk

title: User:Glenn.dk


text:
User:Remi/Questions

What do they do with the salt that is left over from desalination?

title: User:Remi/Questions


text:
Technical writing/Structure/Descriptions

Back to Structure

What are descriptions?
Descriptions are verbal and visual representations of objects, mechanisms, and processes. (cf. Markel, p. 204)

The purpose of a description is to help your audience understand what a thing is for and how it is related to other things.

This is in contrast to Instructions, which tell the audience what to do with a thing.


text:
Instructions

Back to Structure

What are instructions?
Instructions provide step by step directions for completing a task. This is in contrast to Descriptions, which simply define an object, mechanism, or process.

According to Markel (p. 522), instructions are "process descriptions written to help the reader perform a specific task".

When planning instructions, you must have first completed a thorough audience analysis so that you can readily identify your readers' goals. Then describe the processes needed to achieve these goals.

Introducing an Instruction
Introducing your instruction, you should tell your reader:

 * Who should do the task
 * Why they should do the task
 * When they should do the task
 * What safety measures they should take first
 * What items they will need to do the task

Writing Instructions
When you write the instructions you should use a numbered list. Obviously, put the first step first, and the last step last. Put intermediate stages, or "feedback statements" with the preceding step.

 * 1) Use the imperative mood. Start with a verb.
 * 2) Use the present tense.
 * 3) Use the active voice.

title: Instructions


text:
Film School:Digital Puppets:Character Animation

Beginning 2008

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Step #1
 * style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

Making a movie with Digital Puppets

 * Once you finish the basic introduction to filmmaking course, then you can start to make an animated version of the short motion picture "Seduced by the Dark Side".

 * I will help you with each step. To make this easier for me, we will all work with the same materials.

 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: BlanchedAlmond; 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;" rowspan="2" |

Percy and Son
Here is a single figure from 3D Universe which is ideal for this story.

 * style="width: 50%; background-color: Lavender; 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; height: 10px;" |

Big Croc and Little Croc
Here is a single figure from 3D Universe which is ideal for this story.
 * }

{| cellpadding="20" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: BlanchedAlmond; 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;" rowspan="2" |

DAZ Studio is Free
DAZ Studio is free so that makes it the official program for this project

 * style="width: 50%; background-color: Lavender; 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; height: 10px;" |

Poser
Poser is not free but it is a better animation program than DAZ Studio. But free is free so we will use DAZ Studio.
 * }

{| cellspacing="0" cellpadding="0" style="margin:0em 0em 1em 0em; width:100%" Next build a movie set
 * colspan="2" style="width:100%; vertical-align:top; border:1px solid Sienna; background-color:Cornsilk;" |

The next page

 * Next we look at the program for creating the movie sets Next Lesson Description

 * }


text:
User:Wlodek~enwikiversity

=Wlodzimierz Gontarz=

 * Documentation Team

A member of Documentation Team in hybris

Background
I have been doing several things in my life like:
 * Learning piano at the music highschool
 * Learning kendo and iaido
 * Studying Swedish language and Nordic myths
 * Working as a teacher of the Swedish and German language
 * Working as a translator and interpreter
 * Copywriting (advertisments, catalogues, POS) and article writing for some newspapers
 * Doing marketing for some touroperators (VING/MyTravel, Thomson/TUI, etc.)
 * Creating technical documentation for:
 * Eracent in Warsaw
 * Sitronics in Prague (Technical Writing Training 1 & 2)
 * hybris, an SAP company in Gliwice

Also, I have been traveling around a little bit. I really like to learn something about the places I visit and I like to learn foreign languages as well. For now we can talk in:
 * English
 * German
 * Swedish
 * Polish
 * Russian

title: User:Wlodek~enwikiversity


text:
Technical writing/Project management/Research

Back to Technical Writing PM

Research
Knowing your audience is a vital skill for the successful technical writer. It is of paramount importance to know exactly who it is you are writing for, what are their aspirations and goals in life, as well as the environment in which they will be using the materials which you produce. In order to have a successful piece of technical writing it is important not only to research the product you are writing about but also the person you are writing for.

How can you research potential readers?
It is not important to know the exact person you are writing for, but rather to have in your mind an image of, and an understanding of, your targetr audience.

An obvious starting place to start your research is by observing people from the target audience that you know personally to see what common attributes and attitudes they have. To be more concrete, we are usually writing for an audience of skilled engineers and technicians, who in all likelihood have a far greater understanding of telecommunications than we have or are ever likely to have.

Some of the questions we need to think about at this stage are concerned with finding common factors in their background, for example what they studied at university and to what level they have taken their education?

It is important when considering our target audience that we are not writing for a particular person, however at the same time neither are we writing for the "average" engineer, we need to create in our mind a composite of engineers to give ourselves as broad an audience as possible.

Tools we can use to help us in our research include:

 * surveys and questionnaires
 * personal experience
 * popular opinion and stereotypes

Why is research valuable?
Without knowing who it is we are writing for it is easy to be side-tracked or worse irrelevant.

Knowledge of the target audience allows the writer to stay firmly "on message".


text:
Technical writing/Project management/User Goals

Back to Technical Writing PM

What are goals?
Simply put, goals are the things you want to achieve in both your professional and personal life.

Why are goals useful knowledge?
By knowing what things a user or business persona wants to achieve it is possible to work out the abstract motivations behind those goals. The more abstract the goal, the closer to the core motivation of the persona in question. In many cases a person's goal is simply not to look stupid in front of his peers.

 * Consider the goals of an elderly person when using a mobile device or television.

 * Now consider the goals of a teen using a mobile device or television.

We can use this information in our writing to present the material our audience needs in such a way that their goals are fulfilled. We aim to help both the elderly mobile user, and the teen. We can only do this by understanding and explaining how to reach their goals.


text:
Technical writing/Project management/Environment

Back to Technical Writing PM

What is meant by environment?
The literal meaning of environment is the surroundings in which a person finds himself and environment is an essential question which is to be addressed by the technical writer as it affects not what is written but also in what format it is presented.

Why is environment important?
Take for example an engineer installing a new telecoms server. Consider his work environment, warm, noisy and the fact that during the installation procedure he needs to be in front of a monitor as he does his work.

Therefore we ask ourselves two basic questions:

 * What does he need to know?
 * How can we best get that information to him within his environment?


text:
File:Storyboard- User Mpftmead.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Storyboard- User Mpftmead.png


text:
File:Sample Storyboard- User Mpftmead.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


text:
File:Mpftmead - Seduced by the dark side script.pdf

Used with the WikiU Film School Lesson on how to format a movie script


text:
File:Da-Huntha Seduced Final Draft.pdf

Used with the WikiU Film School Lesson on how to format a movie script

title: File:Da-Huntha Seduced Final Draft.pdf


text:
Technical writing/Making a bad requirement good

Requirements Re-Writing

 * 1) Read the following paragraphs
 * 2) Copy the paragraphs to a new page (in the section below)
 * 3) Separate the chunks and give them UniqueIDs
 * 4) Re-write the chunks in proper requirements style
 * 5) Save your page

A bad requirement example
At the beginning of each month all clients (Customer Alpha, Customer Omega) print invoices for previous month. Customer Alpha uses bulk printing. As an input parameter is a SFBR (session for bill result). Sometimes Customer Alpha needs to print invoices only for particular subscribers. Invoices to be printed are chosen by a list of Personal accounts. Sometimes it is needed to reprint all invoices for a particular period of time (i.e. last year etc.). One customer can have several contracts; each contract can have several personal accounts. So to print invoices of one customer it is necessary to use list of personal accounts. If customer closes contract (usually other day then at date of billing session), then a hot-bill will be created and the regular bill created as well. At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill. At the end of each month Client Alpha needs to print all hot-bills in one bulk procedure.

To fully satisfy these needs, it is necessary to create three new methods, which will extend the actual system. These new methods will be called on DataBase level via DataBase link. Because it is impossible to transmit sys_refcursor via DataBase link, “types” should be used.

Student Pages

 * /FredRequirementExercise/
 * /AlistairRomeoExercise/
 * /JanaPetrExercise/
 * /AdamHanaExercise/
 * /BobrobExercise/
 * /YanaMartinExercise/
 * /WlodekZdenkaExercise/


text:
Technical writing/Making a bad requirement good/FredRequirementExercise

Invoices:

I-010 Clients must print invoices at the beginning of each month

I-020 Invoices contain records for the clients previous month's activity

I-030 The system must allow bulk printing

Parameters:

P-010 The parameters for selecting an invoice include:
 * Session for Bill Result (SFBR)
 * Individual subscribers
 * Personal account list
 * Reprint previously printed invoices
 * Date range

As an input parameter is a SFBR (session for bill result). Sometimes Customer Alpha needs to print invoices only for particular subscribers.

Invoices to be printed are chosen by a list of Personal accounts.

Sometimes it is necessary to reprint all invoices for a particular period of time (i.e. last year etc.).

One customer can have several contracts; each contract can have several personal accounts. So to print invoices of one customer it is necessary to use list of personal accounts.

If customer closes contract (usually other day then at date of billing session), then a hot-bill will be created and the regular bill created as well.

At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill.

At the end of each month Client Alpha needs to print all hot-bills in one bulk procedure.

To fully satisfy these needs, it is necessary to create three new methods, which will extend the actual system.

These new methods will be called on DataBase level via DataBase link. Because it is impossible to transmit sys_refcursor via DataBase link, “types” should be used.


text:
File:Matte painting for tunderboy9.png

Used with the WikiU Film School Lesson on how camera lenses.

title: File:Matte painting for tunderboy9.png


text:
File:Simple matte painting plain.png

Used with the WikiU Film School Lesson on how camera lenses.

title: File:Simple matte painting plain.png


text:
Technical writing/Making a bad requirement good/BobrobExercise

I010 All clients must print invoices for the previous month. I020 Invoices must be printed from a list of Personal accounts. I030 Must have the option to select and print invoices. I040 Must be able to use bulk printing including. I050 Must be able to reprint all invoices from a specified period. I060 Must be able to create a hot-bill. I070 Must be able to vary the billing period. I080 Must be able to flag hot-bills at any time I090 Must have ability to separate hot billing from regular monthly accounts
 * Hot-billing the bill includes
 * date period
 * accounts
 * Selected billing period
 * Selected billing period

At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill. At the end of each month Client Alpha needs to print all hot-bills in one bulk procedure.

To fully satisfy these needs, it is necessary to create three new methods, which will extend the actual system. These new methods will be called on DataBase level via DataBase link. Because it is impossible to transmit sys_refcursor via DataBase link, “types” should be used.


text:
File:Simple matte painting plain alt.png

Used with the WikiU Film School Lesson on how camera lenses.


text:
Technical writing/Making a bad requirement good/JanaPetrExercise

Invoices:

I-010: Customers must print invoices at the beggining of each month for the previous month

I-020: The system must enable bulk invoice printing for:
 * Invoices
 * Hot-bills

I-030: The system prints an invoice or a hot-bill for one date/time range

Parameters:

P-040: The system prints invoices according:
 * Session for bill result (SFBR)
 * Personal accounts
 * Period of time
 * Contracts:
 * All
 * Range of contracts:
 * Date/time range
 * Personal accounts

P-050: The system prints hot-bills according:
 * Session for bill result (SFBR)
 * Personal accounts
 * Period of time
 * Contracts

At the beginning of each month all clients (Customer Alpha, Customer Omega) print invoices for previous month. Customer Alpha uses bulk printing. As an input parameter is a SFBR (session for bill result). Sometimes Customer Alpha needs to print invoices only for particular subscribers. Invoices to be printed are chosen by a list of Personal accounts. Sometimes it is needed to reprint all invoices for a particular period of time (i.e. last year etc.). One customer can have several contracts; each contract can have several personal accounts. So to print invoices of one customer it is necessary to use list of personal accounts. If customer closes contract (usually other day then at date of billing session), then a hot-bill will be created and the regular bill created as well. At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill. At the end of each month Client Alpha needs to print all hot-bills in one bulk procedure.

To fully satisfy these needs, it is necessary to create three new methods, which will extend the actual system. These new methods will be called on DataBase level via DataBase link. Because it is impossible to transmit sys_refcursor via DataBase link, “types” should be used.


text:
Technical writing/Making a bad requirement good/AlistairRomeoExercise

Back to []

System requirements

 * sys 010 Will print invoices based on previous month activity according to each user account
 * sys 020 Must allow bulk printing
 * sys 030 Must allow for customer defined printing
 * sys 040 Must allow printing of invoice based on date
 * sys 050 Must be able to identify which accounts need printing
 * sys 060 Must allow up-to-the-moment invoicing

Parameters

 * p 010 SFBR
 * p 020 personal accounts
 * p 030 date range
 * p 040 previously printed invoices
 * p 050 subscribers


text:
Technical writing/Making a bad requirement good/AdamHanaExercise

Terms and Definitions

 * Billing Session (referred to as a Session for Bill Results, SFBR)
 * Hot-bill
 * Personal Account

Prerequisits: The system shall allow customers to have several contracts that may contain several Personal Accounts each.

Printing Invoices

 * PI 01: The system shall automatically print invoices at the end of a Billing Session, be it a regular Billing Session or a Hot-bill.
 * PI 02: The system shall allow for the following types of invoice printing:
 * Regular
 * Reprint
 * Hot Billing

Regular Printing
input: SFBR (session for bill results)

 * RP 01: The system shall print invoices for the previous month (Billin Session) for all customers at the beginning of the month.
 * RP 02: The system shall print regular invoices in a bulk procedure.
 * RP 03: The system shall allow the user to define for which customers invoices will be printed according to a list of Personal Accounts.

Reprint

 * Re 01: The system shall allow for the reprinting of all invoices for particular periods of time (for example, previous year, previous month and so forth).

Hot Billing

 * HB 01: The system shall allow for the immediate printing of selected customers' invoices at any point before the end of the reqular Billing Session (Hot-bills).
 * HB 02: At the end of each month, the system shall allow the printing all Hot-bills generated in the Billing Session in one-step procedure.

One customer can have several contracts; each contract can have several personal accounts. So to print invoices of one customer it is necessary to use list of personal accounts. If customer closes contract (usually other day then at date of billing session), then a hot-bill will be created and the regular bill created as well. At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill.


text:
Technical writing/Making a bad requirement good/WlodekZdenkaExercise

Invoice requirements I01. The system must print the invoice on the specified date of  the month by default/the date is optional I02. The system must print the invoice for each customer/     optionally 1 customer, default ALL I03. The system must be able to print the invoice for the      particular subscribers/optionally, default ALL I04. The printed period must be changeble/could be set by default

Printing requirements P01. The invoicing period P02. Databases of customers,subsribers inc., accounts database P03. The invoice is printed for the first time or           reprinted/optionally, default 1. P04. The session is regular/hot-billing /optionally, default regular P05. Hot-billing session must be performed after the regular session / flag after the regular session closed

At the beginning of each month all clients (Customer Alpha, Customer Omega) print invoices for previous month. Customer Alpha uses bulk printing. As an input parameter is a SFBR (session for bill result). Sometimes Customer Alpha needs to print invoices only for particular subscribers. Invoices to be printed are chosen by a list of Personal accounts. Sometimes it is needed to reprint all invoices for a particular period of time (i.e. last year etc.). One customer can have several contracts; each contract can have several personal accounts. So to print invoices of one customer it is necessary to use list of personal accounts. If customer closes contract (usually other day then at date of billing session), then a hot-bill will be created and the regular bill created as well. At the billing session close there runs a check-up for any hot-bills. For the personal account with a hot-bill there will be created a new shorter billing period for the regular bill, excluding the period of the hot-bill. At the end of each month Client Alpha needs to print all hot-bills in one bulk procedure.

To fully satisfy these needs, it is necessary to create three new methods, which will extend the actual system. These new methods will be called on DataBase level via DataBase link. Because it is impossible to transmit sys_refcursor via DataBase link, “types” should be used


text:
Technical writing/Making a bad requirement good/YanaMartinExercise

System performance:
 * SP-010: The system must enable bulk printing of invoices for all customers at the beginning of the next month.
 * SP-020: The system shall contain a visible list of accounts.
 * SP-021: Each contract can have several personal accounts.
 * SP-022: One customer can have several contracts.
 * SP-030: The system must enable the authorized person to choose accounts for which the invoices will be printed.
 * SP-040: The system must enable the authorized person to enter date ranges for which the invoices will be printed.
 * SP-050: The system must automacically create a hot-bill and a regular bill when the customer closes the contract.
 * SP-051: The system must display and enable to print all hot-bills at the end of each month.
 * SP-052: The hot bill report must contain these pieces of information:

System administration:
 * SA-010: Only authorized person can maintain the system.
 * SA-020: The authorized person must have his/her personal account.
 * SA-021: The personal account can be accessed through a nick/name and password.


text:
File:Reflection1.png

Summary
I made this image for use at DAZ Studio lighting.

title: File:Reflection1.png


text:
User talk:Zdenka

Hello Zdenka, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 16:10, 7 August 2007 (UTC)

Image copyright problems

 * The images in question are listed below. Please provide a license template and source for them.
 * Image:Zdenkas.image.jpg
 * Image:Adventure.jpg
 * Thanks. – Mike.lifeguard | @en.wb 22:12, 13 February 2008 (UTC)

title: User talk:Zdenka


text: File:Stress components.png

title: File:Stress components.png


text:
DAZ Studio/Lighting

This is a learning project for exploring how to work with lighting in [http://www.daz3d.com/i.x/software/studio/-/? DAZ Studio], a type of 3D computer graphics software. If you are not familiar with the DAZ Studio software, start at Rendering models of living organisms or Bryce.

Reading
Read the chapter on lighting (Chapter 4) and read "About the Surfaces Tab" in Chapter 7 in the DAZ Studio manual.

Introduction
This tutorial covers both the use of light sources and examples of how to alter the surface properties of objects to change how they appear when exposed to light sources. Figure 1 shows an example of a scene that has a single light source, a glowing cube. There are two other types of objects in the scene, those with no "mirror-like" reflectivity and those with "mirror-like" reflectivity. The human figure and cat are from the [http://www.daz3d.com/i.x/software/studio/-/download? 3D Starter Pack].

The human figure and the cat have surfaces for which the reflection channel is set to 0%. For this example, the surfaces of the walls and floor were set to have the reflection channel set to 100%. The name "reflection channel" is somewhat misleading because the "diffuse", "specular" and "ambient" channels also allow objects in the scene to be rendered as they would appear because of reflecting light. In terms of physics, there is a distinction between Diffuse reflection and Specular reflection. The distinction is in the organization of the reflected light that leaves the surface. If there is a large amount of specular reflection then the organization and coherence of the original light falling on the object is retained in the reflected light. If there is mostly diffuse reflection then the directions of reflected photons are not consistent with the original directions of the photons that fell on the surface and it is not possible to obtain an image or coherent view (what we typically call a "reflection") of the original light source from the reflected photons. With diffuse reflection, the surface of the object scatters the reflected light in many different directions.

When we see objects that reflect light, the color of the reflected light depends both on the color of the light falling on the object and the material of the object. Materials can be selective in terms of which colors (wavelengths) of light they reflect. DAZ Studio allows you to control three channels ("diffuse", "specular" and "ambient") allow the rendering process to quickly simulate reflection of light from most surfaces. However, if you want to render a coherent reflection (such as a person's reflection in a mirror) you need to make use of the "reflection" controls in the "Advanced" settings for Surfaces.

Point sources of light
Figure 2 illustrates some results obtained by changing the settings for the "reflection", "diffuse" and "ambient" channels for the surfaces of the walls and floor in the scene. Panel A shows the appearance of a wall and floor made using default settings for panes made using the Create>Primitive command in DAZ Studio. All the light in this scene comes from a point light source positioned at the center of the sphere and set to intensity of 200%. The illumination provided by a point source drops off rapidly with distance from the source. For panels B-D a second point light source was added at the same position to increase the available light. For panels B-D the "reflection" channel of the floor and wall panes was set to 100%.

Activity
Create a simple scene in DAZ Studio and experiment with setting the "reflection" channel for some objects above 0%. Note that when you use "mirror-like" reflections, the rendering time increases significantly. Also note that "mirror-like" reflections can only be rendered using DAZ Studio's software rendering, not the hardware-based rendering options.

Changing the ratio of diffuse and "mirror-like" reflectivity
In Figure 2, panel C, the color for the "ambient" channel was changed from white to black. The ambient channel can often be used to help brighten parts of objects in scenes that do not have good illumination. In panel D the diffuse channel was set to 0%, leaving only the coherent "mirror-like" reflections.

Activity
Experiment with the "diffuse", "specular" and "ambient" channels for some surfaces of objects. Upload some of your results to Wikiversity.

Interesting light sources
Figure 1 shows a similar scene in which the point light source is inside a cube. Unlike the simple sphere in Figure 2, the "diffuse, "ambient", "opacity" and "refraction" settings were altered for the cube. Another view of the same "light cube" is shown in Figure 4. The goal was to make the cube look like a block of glass.
 * diffuse = 21%
 * ambient = 25%
 * opacity = 26%
 * refraction = 54%
 * index of refraction = 1.54

Activity
What is the refractive index for glass?

Changing the shape of light sources
Another spherical light source was used in the DAZ Studio D-Form tool tutorial. That tutorial shows how a light source such as "morphing laser ball" can have its shape changed using a DAZ Studio D-Former. For the sphere:
 * diffuse = 100%, pink
 * specular = 100%, white
 * opacity = 20%
 * reflection = 73%, light pink
 * refraction = 40%, dark pink
 * index of refraction = 2.4

Spot lights
Figure three shows the same scene elements from Figure 1 with some additions. A table was placed under the cube and the human figure is resting on another horizontal surface. The cat is on the table with the cube. In this preview of the scene, the location of the spotlight is indicated by the wire-frame outline above and behind the cat. The goal for the spotlight was to create the illusion of a blue "night light" running along the wall. A long thin cylinder was made using Create>Primitive and sunk into the wall. The spot light was aimed at the cylinder and its spread angle set to 33.

Figure 4 shows the rendered scene corresponding to the preview in Figure 3. You can see blue light from the spotlight illuminating part of the wall and the cylinder. This provides an example of using a spotlight to selectively illuminate a small part of a scene.

Distant lights
The third type of light source in DAZ Studio is the "distant light". Distant lights are used to provide relatively even illumination over large parts of a scene. Figures 3 and 4 made use of a distant light in order to make it easier to see where the objects were in the scene. For Figure 4A the distant light was set to 18%. For Figure 4B the distant light was set to 5%. In this case, the goal was to depict someone resting in a dark room, so very little illumination was used from the distant light source.

Animation
Figure 5 shows a short animation using all three types of light sources. The goal was to depict a resting person in a dark room who then gets up. Note that the cat is close enough to the "light cube" to cast interesting shadows and a fairly clear reflection on the wall. The human figure is not as close to the "light cube" and does not cast as clear of a reflection.

Activity
Create a short animation that shows some experiments with shadows, lighting and reflection. If you have not already done so. see Animation with DAZ Studio.

Where next
Note that in Figure 5 the camera is pulls back during the animation.
 * DAZ Studio camera control

title: DAZ Studio/Lighting


text: File:Spherical shell problem.png

title: File:Spherical shell problem.png


text: File:Aluminum cylinder.png

title: File:Aluminum cylinder.png


text: File:Curved beam.png

title: File:Curved beam.png


text: File:Elliptical cross section.png

title: File:Elliptical cross section.png


text: File:Beam bending final.png

title: File:Beam bending final.png


text: File:Two cylinder contact.png

title: File:Two cylinder contact.png


text:
File:Matte painting error - actors beyond set.png

Used with the WikiU Film School Lesson on how camera lenses.


text:
Category:Ancient texts

Department - Topic:Ancient texts

title: Category:Ancient texts


text:
File:Film school - Matte painting beginning frame.jpg

Used with the WikiU Film School Lesson on how camera lenses.


text:
File:Film school - Matte painting ending frame.jpg

Used with the WikiU Film School Lesson on how camera lenses.


text: Portal:New Testament Greek

title: Portal:New Testament Greek


text:
Electric Circuit Analysis/Resistors in Series

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Lesson 2 : Review
What you need to remember from Simple resistive Circuits. If you ever feel lost, do not be shy to go back to the previous lesson & go through it again. You can learn by repetition.

 * Voltage: (V or v - Volts)The electrical potential between two points in a circuit.
 * Current: (I or i - Amperes)The amount of charge flowing through a part of a circuit.
 * Power: (W - Watts)Simply P = IV. It is the current times the voltage.
 * Source: A voltage or current source is the supplier for the circuit.
 * Resistor: (R measured in Ω - Ohms)A circuit element that "constricts" current flow.

Lesson 3: Preview
This Lesson is about Resistors in Series. The student/User is expected to understand the following at the end of the lesson:

 * Total Series Resistance: ($$R_E = R_1 + R_2\!$$)
 * The total resistance of resistors in series is the sum of all resitors in series.

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Resistors in Series
A Series of resistors means resistors connected end to end in a line.

This means that the resistance for the circuit is different from any one resistor. Take two resistors in series in a circuit with a voltage supply.

To find the overall resistance of the circuit, add up the individual resistances of the each of the resistors. i.e. ($$R = R1 + R2\!$$)

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 2
Equation 3.1

$$R_E = R_1 + R_2\!$$

So what if there were 10 resistors in series? Just add up all the resistances and you have the equvalent overall resistance. In general this can be expressed as:

Equation 3.2

$$R_E = \sum_{k = 1}^n R_k\!$$

Where R equivalent is the sum of all n resistors in series. So it really doesn't matter how many resistors there are. If resistors are set up in series they can be added up into an equivalent resistance.
 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Voltage Divider
There comes a time when the boss or the project demands that you know what the voltage is between these millions of resistors in series. No need to panic though because it isn't too much harder.

Lets take the two-resistor problem first. There is a voltage source with two resistors in series. We know that the overall voltage drop across the two resistors is the same as the voltage the source is supplying in our example world. So the voltage drop across one resistor would be a portion of the overall drop. What proportion would we use to figure out the answer? One resistor over the two added together times the overall voltage drop:

Equation 3.3

$$V_1 = \frac{R_1}{R_1 + R_2} * V_s$$

Remember, this is the voltage drop across the first resistor. If you want the actual voltage there you still need to do some adding or subtracting to get it. Say that you have a 12V source and a drop over the first resistor of 3V. Then you actually need to subtract 3V from 12V to get the actual voltage between the resistors.

At this point it seems that everything isn't quite as simple as it started. With our example and equation for two resistors in series something else can happen. What if the second resistor was set in the first resistor's place in the equation? Well, we would simply get the other side of the proportion:

 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 4
Equation 3.4

$$V_1 = \frac{R_2}{R_1 + R_2} * V_s$$

This is the drop over the second resistor. But if it is dropping to zero, ground, or the negative side of the source then adding it to zero would give us the same answer as above.

For more than two resistors in series it is just a matter of keeping track of which resistor is on which side and summing appropriately.

Equation 3.5

$$V_n = \frac{\sum_{j = 1}^n R_j}{\sum_{k = 1}^m R_k} * V_s$$

Where $$V_n$$ is the voltage drop over n resistors out of a total of m resistors. Remember that the resistors where the voltage drop is being calculated should be continuous. If they aren't all that can be said about the answer derived from the equation is that it is part of the whole voltage drop and somewhat worthless otherwise.

If the resistors are in the middle of the series then it will be necessary to calculate the voltage drop on one of the sides in order to calculate the voltage.

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 50%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

Part 5
It becomes clear, then, that two equal resistors will divide the source voltage into two equal voltages (half of the source's voltage is dropped across each resistor). If the ratio of the resistance values is 3 to 1, there will be 3/4 of the source voltage dropped across the higher resistance, and $$\frac{1}{4}$$ of the source voltage dropped across the lower resistance.

Three equal resistances in a series circuit with a single voltage source would drop 1/3 of the source voltage across each resistor. If the three had 1-2-3 proportionality (100,200,300 ohms for instance) they would drop $$\frac{1}{6},\frac{1}{3}$$, and $$\frac{1}{2}$$ of the source voltage each. That is:

$$\frac{1}{(1+2+3)}$$ × VTotal, $$\frac{2}{(1+2+3)}$$ × VTotal,and $$\frac{3}{(1+2+3)}$$ × VTotal.
 * style="width: 50%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Current
Where does current come into any of this? Current, in this case, plays a similar role to that of the current in the ../Simple Resistive Circuits/. Once the equivalent resistance of all the resistors in a series is found, effectively making a simple circuit again, then the current can be found with:

Equation 3.6

$$V = I * R\!$$

Just as a reminder. But the interesting thing is that the current through all resistors in series is the same. If the resistor is 30Ω it has the same current flow as the resistor with 500Ω, so long as it is in series. Thinking about everything above we are adding up all of the resistors to make a single equivalent resistor. So current isn't different from 30Ω to 500Ω because together the resistance is 530Ω. That resistance is used then to calculate the current.

 * }

{| cellpadding="15" cellspacing="5" style="width: 100%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 60%; background-color: PaleGreen; border: 1px solid Gray; -moz-border-radius-topleft: 8px; -moz-border-radius-bottomleft: 8px; -moz-border-radius-topright: 8px; -moz-border-radius-bottomright: 8px; height: 60px;" colspan="1" |

More Examples
Figure 3.1 shows a Series resistive circuit with the following parameters. Vs=100Volts ; R1=15; R2=30; Find V1 and V2.

Solution: from Equation 3.3 we see that.

$$\begin{matrix}\ V1 &=& \frac{(Vs \times R1)}{(R1+R2)} \\ \ \\ \ &=& \frac{(100V \times 15\Omega)}{(15\Omega + 30\Omega)} \\ \ \\ \ & = & \frac{1500}{45}V \\ \ \\ \ &=&33.33V \\ \ \\ \ V1 &=& \frac{1}{3}Vs \end{matrix}$$.

Similarily:

$$\begin{matrix}\ V2 &=& \frac{(Vs \times R2)}{(R1+R2)} \\ \ \\ \ &=& \frac{(100V \times 30\Omega)}{(15\Omega + 30\Omega)} \\ \ \\ \ & = & \frac{3000}{45}V \\ \ \\ \ &=&66.66V \\ \ \\ \ V2 &=& \frac{2}{3}Vs \end{matrix}$$.

Thus it can be said that The Supply Voltage has been divided between R1 and R2 by $$\frac{1}{3}$$ and $$\frac{2}{3}$$ respectively.

Related Topic(s) in Wikiversity
Please visit the following page to supplement material covered in this lesson.

 * The role of resistors in electrical circuits

 * style="width: 40%; background-color: PaleGreen; border: 1px solid #777777; -moz-border-radius-topleft: 2px; -moz-border-radius-bottomleft: 2px; -moz-border-radius-topright: 2px; -moz-border-radius-bottomright: 2px;" colspan="1"; rowspan="1"|

Part 8: Exercise 3
Here are some questions to test yourself with.

 * 1) Given 2 Resistors: R1 = R2 = 5$$\Omega$$ and Supply Volatage is 20 Volts find The V1; V2 and Current drawn by the Resistors.
 * 2) Given 3 Resistors: R1 = 2$$\Omega$$; R2 = 3$$\Omega$$ and R3 = 7$$\Omega$$ and Supply Voltage is 15 Volts. Find V1; V2 & V3 and Current drawn by these Resistors.
 * 3) Given 3 Resistors: R1 = 2$$\Omega$$ ; R2 = 3$$\Omega$$ and R3 = 7$$\Omega$$ and 3 Batteries with negligible internal resistances connected in series as follows: Vs1 = 3V ; Vs2 = 5V and Vs3 = 1.5V, Find V1; V2 & V3 dropped by individual Resistors.

 * Answers to Exercise 3

Completion list
Once you finish your Exercises you can post your score here! To post your score just e-mail your course co-ordinator, your name, and score @undefined.

 * Ozzimotosan -- 100%
 * Doldham -- 100% & Corrected
 * Sonu rockin -- 100% and corrected

 * }


text:
Portal:New Testament Greek/Intro

Welcome! This tiny department within the Biblical Studies division is here to help the serious New Testament scholar in the special field of learning the New Testament in its original language, Ancient Koine Greek. We feel that learning the language shared by John, Paul, Peter, Mark, Luke, Matthew and Jesus Himself will add a whole new dimension to your trek through the Word.

The main learning resources we hope to tap and help develop begin with Introductory Ancient Greek Language and other resources such as Bible. The department may even evolve to join the effort to finish the wiki version of the New Testament at Wikisource in cooperation with The Wiki Bible Project.

title: Portal:New Testament Greek/Intro


text:
Portal:New Testament Greek/External links

Resources: Bible at Wikisource
 * Greek New Testament Web Directory
 * Interlinear Greek New Testament - Scripture4all Foundation
 * Online Bible Search - OliveTree.com


text:
Template:New Testament Greek/Department news

 * 7 August 2007 - Department Founded!


text:
Elasticity/Vectors

Vectors in Mechanics
Vector notation is ubiquitous in the modern literature on solid mechanics, fluid mechanics, biomechanics, nonlinear finite elements and a host of other subjects in mechanics. A student has to be familiar with the notation in order to be able to read the literature. In this section we introduce the notation that is used, common operations in vector algebra, and some ideas from vector calculus.

Vectors
A vector is an object that has certain properties. What are these properties? We usually say that these properties are:
 * a vector has a magnitude (or length)
 * a vector has a direction.

To make the definition of the vector object more precise we may also say that vectors are objects that satisfy the properties of a vector space.

The standard notation for a vector is lower case bold type (for example $$\mathbf{a}\,$$).

In Figure 1(a) you can see a vector $$\mathbf{a}$$ in red. This vector can be represented in component form with respect to the basis ($$\mathbf{e}_1, \mathbf{e}_2\,$$) as

\mathbf{a} = a_1 \mathbf{e}_1 + a_2 \mathbf{e}_2 \, $$ where $$\mathbf{e}_1\,$$ and $$\mathbf{e}_2\,$$ are orthonormal unit vectors. Recall that unit vectors are vectors of length 1. These vectors are also called basis vectors.

You could also represent the same vector $$\mathbf{a}\,$$ in terms of another set of basis vectors ($$\mathbf{g}_1,\mathbf{g}_2\,$$) as shown in Figure 1(b). In that case, the components of the vector are $$(b_1,b_2)\,$$ and we can write

\mathbf{a} = b_1 \mathbf{g}_1 + b_2 \mathbf{g}_2 \, ~. $$ Note that the basis vectors $$\mathbf{g}_1\,$$ and $$\mathbf{g}_2\,$$ do not necessarily have to be unit vectors. All we need is that they be linearly independent, that is, it should not be possible for us to represent one solely in terms of the others.

In three dimensions, using an orthonormal basis, we can write the vector $$\mathbf{a}\,$$ as

\mathbf{a} = a_1 \mathbf{e}_1 + a_2 \mathbf{e}_2 + a_3 \mathbf{e}_3 \, $$ where $$\mathbf{e}_3\,$$ is perpendicular to both $$\mathbf{e}_1\,$$ and $$\mathbf{e}_2\,$$. This is the usual basis in which we express arbitrary vectors.

Vector algebra
Some vector operations are shown in Figure 2.

Addition and subtraction
If $$\mathbf{a}\,$$ and $$\mathbf{b}\,$$ are vectors, then the sum $$\mathbf{c} = \mathbf{a} + \mathbf{b}\,$$ is also a vector (see Figure 2(a)).

The two vectors can also be subtracted from one another to give another vector $$\mathbf{d} = \mathbf{a} - \mathbf{b}\,$$.

Multiplication by a scalar
Multiplication of a vector $$\mathbf{b}\,$$ by a scalar $$\lambda\,$$ has the effect of stretching or shrinking the vector (see Figure 2(b)).

You can form a unit vector $$\hat{\mathbf{b}}\,$$ that is parallel to $$\mathbf{b}\,$$ by dividing by the length of the vector $$|\mathbf{b}|\,$$. Thus,

\hat\mathbf{b} = \cfrac{\mathbf{b}}{|\mathbf{b}|} ~. $$

Scalar product of two vectors
The scalar product or inner product or dot product of two vectors is defined as

\mathbf{a}\bullet\mathbf{b} = |\mathbf{a}||\mathbf{b}|\cos(\theta) $$ where $$\theta\,$$ is the angle between the two vectors (see Figure 2(b)).

If $$\mathbf{a}\,$$ and $$\mathbf{b}\,$$ are perpendicular to each other, $$\theta = \pi/2\,$$ and $$\cos(\theta) = 0\,$$. Therefore, $${\mathbf{a}}\bullet{\mathbf{b}} = 0$$.

The dot product therefore has the geometric interpretation as the length of the projection of $$\mathbf{a}\,$$ onto the unit vector $$\hat\mathbf{b}\,$$ when the two vectors are placed so that they start from the same point.

The scalar product leads to a scalar quantity and can also be written in component form (with respect to a given basis) as

{\mathbf{a}}\bullet{\mathbf{b}} = a_1 b_1 + a_2 b_2 + a_3 b_3 = \sum_{i=1..3} a_i b_i~. $$

If the vector is $$n$$ dimensional, the dot product is written as

{\mathbf{a}}\bullet{\mathbf{b}} = \sum_{i=1..n} a_i b_i~. $$

Using the Einstein summation convention, we can also write the scalar product as

{\mathbf{a}}\bullet{\mathbf{b}} = a_i b_i~. $$

Also notice that the following also hold for the scalar product
 * 1) $${\mathbf{a}}\bullet{\mathbf{b}} = {\mathbf{b}}\bullet{\mathbf{a}}$$ (commutative law).
 * 2) $${\mathbf{a}}\bullet{(\mathbf{b}+\mathbf{c})} = {\mathbf{a}}\bullet{\mathbf{b}} + {\mathbf{a}}\bullet{\mathbf{c}}$$ (distributive law).

Vector product of two vectors
The vector product (or cross product) of two vectors $$\mathbf{a}\,$$ and $$\mathbf{b}\,$$ is another vector $$\mathbf{c}\,$$ defined as

\mathbf{c} = {\mathbf{a}}\times{\mathbf{b}} = |\mathbf{a}||\mathbf{b}|\sin(\theta) \hat{\mathbf{c}} $$ where $$\theta\,$$ is the angle between $$\mathbf{a}\,$$ and $$\mathbf{b}\,$$, and $$\hat{\mathbf{c}}\,$$ is a unit vector perpendicular to the plane containing $$\mathbf{a}\,$$ and $$\mathbf{b}\,$$ in the right-handed sense (see Figure 3 for a geometric interpretation)

In terms of the orthonormal basis $$(\mathbf{e}_1,\mathbf{e}_2,\mathbf{e}_3)\,$$, the cross product can be written in the form of a determinant

{\mathbf{a}}\times{\mathbf{b}} = \begin{vmatrix} \mathbf{e}_1 & \mathbf{e}_2 & \mathbf{e}_3 \\ a_1 & a_2   & a_3 \\ b_1 & b_2   & b_3 \end{vmatrix}~. $$

In index notation, the cross product can be written as

{\mathbf{a}}\times{\mathbf{b}} \equiv \varepsilon_{ijk} \mathbf{e}_i a_j b_k ~. $$ where $$\varepsilon_{ijk}$$ is the Levi-Civita symbol (also called the permutation symbol, alternating tensor).

Identities from vector algebra
Some useful vector identities are given below. {\mathbf{b}}\bullet{({\mathbf{a}}\times{\mathbf{b}})} = \mathbf{0}$$.
 * 1) $${\mathbf{a}}\times{\mathbf{b}} = - {\mathbf{b}}\times{\mathbf{a}}$$.
 * 2) $${\mathbf{a}}\times{(\mathbf{b}+\mathbf{c}}) = {\mathbf{a}}\times{\mathbf{b}} + {\mathbf{a}}\times{\mathbf{c}}$$.
 * 3) $${\mathbf{a}}\times{({\mathbf{b}}\times{\mathbf{c}})} = \mathbf{b}({\mathbf{a}}\bullet{\mathbf{c}}) - \mathbf{c}({\mathbf{a}}\bullet{\mathbf{b}})$$.
 * 4) $${({\mathbf{a}}\times{\mathbf{b}})}\times{\mathbf{c}} = \mathbf{b}({\mathbf{a}}\bullet{\mathbf{c}}) - \mathbf{a}({\mathbf{b}}\bullet{\mathbf{c}})$$.
 * 5) $${\mathbf{a}}\times{\mathbf{a}} = \mathbf{0}$$.
 * 6) $${\mathbf{a}}\bullet{({\mathbf{a}}\times{\mathbf{b}})} =
 * 1) $${({\mathbf{a}}\times{\mathbf{b}})}\bullet{\mathbf{c}} = {\mathbf{a}}\bullet{({\mathbf{b}}\times{\mathbf{c}})}$$.

Vector calculus
So far we have dealt with constant vectors. It also helps if the vectors are allowed to vary in space. Then we can define derivatives and integrals and deal with vector fields. Some basic ideas of vector calculus are discussed below.

Derivative of a vector valued function
Let $$\mathbf{a}(x)\,$$ be a vector function that can be represented as

\mathbf{a}(x) = a_1(x) \mathbf{e}_1 + a_2(x) \mathbf{e}_2 + a_3(x) \mathbf{e}_3\, $$ where $$x\,$$ is a scalar.

Then the derivative of $$\mathbf{a}(x)\,$$ with respect to $$x\,$$ is

\cfrac{d\mathbf{a}(x)}{dx} = \lim_{\Delta x\rightarrow 0} \cfrac{\mathbf{a}(x+\Delta x) - \mathbf{a}(x)}{\Delta x} = \cfrac{da_1(x)}{dx} \mathbf{e}_1 + \cfrac{da_2(x)}{dx} \mathbf{e}_2 + \cfrac{da_3(x)}{dx} \mathbf{e}_3~. $$

If $$\mathbf{a}(x)\,$$ and $$\mathbf{b}(x)\,$$ are two vector functions, then from the chain rule we get
 * $$\begin{align}

\cfrac{d({\mathbf{a}}\bullet{\mathbf{b}})}{dx} & = {\mathbf{a}}\bullet{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\bullet{\mathbf{b}} \\ \cfrac{d({\mathbf{a}}\times{\mathbf{b}})}{dx} & = {\mathbf{a}}\times{\cfrac{d\mathbf{b}}{dx}} + {\cfrac{d\mathbf{a}}{dx}}\times{\mathbf{b}} \\ \cfrac{d[{\mathbf{a}}\bullet{({\mathbf{b}}\times{\mathbf{c}})}]}{dx} & = {\cfrac{d\mathbf{a}}{dx}}\bullet{({\mathbf{b}}\times{\mathbf{c}})} + {\mathbf{a}}\bullet{\left({\cfrac{d\mathbf{b}}{dx}}\times{\mathbf{c}}\right)} + {\mathbf{a}}\bullet{\left({\mathbf{b}}\times{\cfrac{d\mathbf{c}}{dx}}\right)} \end{align}$$

Scalar and vector fields
Let $$\mathbf{x}\,$$ be the position vector of any point in space. Suppose that there is a scalar function ($$g\,$$) that assigns a value to each point in space. Then

g = g(\mathbf{x})\, $$ represents a scalar field. An example of a scalar field is the temperature. See Figure4(a).

If there is a vector function ($$\mathbf{a}\,$$) that assigns a vector to each point in space, then

\mathbf{a} = \mathbf{a}(\mathbf{x})\, $$ represents a vector field. An example is the displacement field. See Figure 4(b).

Gradient of a scalar field
Let $$\varphi(\mathbf{x})\,$$ be a scalar function. Assume that the partial derivatives of the function are continuous in some region of space. If the point $$\mathbf{x}\,$$ has coordinates ($$x_1, x_2, x_3\,$$) with respect to the basis ($$\mathbf{e}_1, \mathbf{e}_2, \mathbf{e}_3\,$$), the gradient of $$\varphi\,$$ is defined as

\boldsymbol{\nabla}{\varphi} = \frac{\partial \varphi}{\partial x_1}~\mathbf{e}_1 + \frac{\partial \varphi}{\partial x_2}~\mathbf{e}_2 + \frac{\partial \varphi}{\partial x_3}~\mathbf{e}_3 ~. $$ In index notation,

\boldsymbol{\nabla}{\varphi} \equiv \varphi_{,i}~\mathbf{e}_i ~. $$ The gradient is obviously a vector and has a direction. We can think of the gradient at a point being the vector perpendicular to the level contour at that point.

It is often useful to think of the symbol $$\boldsymbol{\nabla}{}$$ as an operator of the form

\boldsymbol{\nabla}{} = \frac{\partial }{\partial x_1} ~\mathbf{e}_1 + \frac{\partial }{\partial x_2} ~\mathbf{e}_2 + \frac{\partial }{\partial x_3} ~\mathbf{e}_3 ~. $$

Divergence of a vector field
If we form a scalar product of a vector field $$\mathbf{u}(\mathbf{x})\,$$ with the $$\boldsymbol{\nabla}{}$$ operator, we get a scalar quantity called the divergence of the vector field. Thus,

\boldsymbol{\nabla}\bullet{\mathbf{u}} = \frac{\partial u_1}{\partial x_1} + \frac{\partial u_2}{\partial x_2} + \frac{\partial u_3}{\partial x_3} ~. $$ In index notation,

\boldsymbol{\nabla}\bullet{\mathbf{u}} \equiv u_{i,i} ~. $$

If $$\boldsymbol{\nabla}\bullet{\mathbf{u}} = 0$$, then $$\mathbf{u}\,$$ is called a divergence-free field.

The physical significance of the divergence of a vector field is the rate at which some density exits a given region of space. In the absence of the creation or destruction of matter, the density within a region of space can change only by having it flow into or out of the region.

Curl of a vector field
The curl of a vector field $$\mathbf{u}(\mathbf{x})\,$$ is a vector defined as

\boldsymbol{\nabla}\times{\mathbf{u}} = \begin{bmatrix} \mathbf{e}_1 & \mathbf{e}_2 & \mathbf{e}_3 \\ \frac{\partial }{\partial x_1} & \frac{\partial }{\partial x_2} & \frac{\partial }{\partial x_3} \\ u_1 & u_2 & u_3 \\ \end{bmatrix} $$

The physical significance of the curl of a vector field is the amount of rotation or angular momentum of the contents of a region of space.

Laplacian of a scalar or vector field
The Laplacian of a scalar field $$\varphi(\mathbf{x})\,$$ is a scalar defined as

\nabla^2{\varphi} := \boldsymbol{\nabla}\bullet{\boldsymbol{\nabla}{\varphi}} = \frac{\partial^2 \varphi}{\partial x_1^2} + \frac{\partial^2 \varphi}{\partial x_2^2} + \frac{\partial^2 \varphi}{\partial x_3^2}~. $$

The Laplacian of a vector field $$\mathbf{u}(\mathbf{x})\,$$ is a vector defined as

\nabla^2{\mathbf{u}} := (\nabla^2{u_1}) \mathbf{e}_1 + (\nabla^2{u_2}) \mathbf{e}_2 + (\nabla^2{u_3}) \mathbf{e}_3 ~. $$

Green-Gauss divergence theorem
Let $$\mathbf{u}(\mathbf{x})\,$$ be a continuous and differentiable vector field on a body $$\Omega\,$$ with boundary $$\Gamma\,$$. The divergence theorem states that

{   \int_{\Omega} \boldsymbol{\nabla}\bullet{\mathbf{u}}~dV = \int_{\Gamma} {\mathbf{n}}\bullet{\mathbf{u}}~dA } $$ where $$\mathbf{n}\,$$ is the outward unit normal to the surface (see Figure 5).

In index notation,

\int_{\Omega} u_{i,i}~dV = \int_{\Gamma} n_i u_i~dA $$

Identities in vector calculus
Some frequently used identities from vector calculus are listed below.
 * 1) $$\boldsymbol{\nabla}\bullet{(\mathbf{a} + \mathbf{b})} = \boldsymbol{\nabla}\bullet{\mathbf{a}} + \boldsymbol{\nabla}\bullet{\mathbf{b}}$$.
 * 2) $$\boldsymbol{\nabla}\times{(\mathbf{a} + \mathbf{b})} = \boldsymbol{\nabla}\times{\mathbf{a}} + \boldsymbol{\nabla}\times{\mathbf{b}}$$.
 * 3) $$\boldsymbol{\nabla}\bullet{(\varphi\mathbf{a})} = (\boldsymbol{\nabla}{\varphi})\bullet\mathbf{a} + \varphi (\boldsymbol{\nabla}\bullet{\mathbf{a}})$$.
 * 4) $$\boldsymbol{\nabla}\times{(\varphi\mathbf{a})} = {(\boldsymbol{\nabla}{\varphi})}\times{\mathbf{a}} + \varphi (\boldsymbol{\nabla}\times{\mathbf{a}})$$.
 * 5) $$\boldsymbol{\nabla}\bullet{({\mathbf{a}}\times{\mathbf{b}})} = {\mathbf{b}}\bullet{(\boldsymbol{\nabla}\times{\mathbf{a}})} -                {\mathbf{a}}\bullet{(\boldsymbol{\nabla}\times{\mathbf{b}})}$$.
 * 6) $$ \boldsymbol{\nabla}(\varphi~\mathbf{a}) = \mathbf{a}\otimes(\boldsymbol{\nabla}\varphi) + \varphi~\boldsymbol{\nabla}\mathbf{a}$$

title: Elasticity/Vectors


text:
Portal:New Testament Greek/Active participants

 * CQ 19:50, 7 August 2007 (UTC)
 * Anthroxous
 * ...you!


text:
Portal:New Testament Greek/Research projects

Wiki Bible - Wikiproject Wiki Bible is a wikiproject to create an original, open content translation of the source text of the Bible that will be in the Public Domain. See Wikisource:WikiProject Wiki Bible for more information and to join the effort.


text: File:Divergence.png

title: File:Divergence.png


text: File:VectorField.png

title: File:VectorField.png


text:
Portal:New Testament Greek/Learning projects

 * Bible - Umbrella category for OT and NT below. Barely begun.
 * Biblical Studies (OT) - Here's your chance to contribute.
 * Biblical Studies (NT) - The content and background of the New Testament documents. Good place to begin your Christian studies.
 * Introductory Ancient Greek Language - Yay!
 * Jesus - Good beginning, but still needs work.
 * Jesus as God - A selection of Biblical passages. Good resource.
 * Christianity - The Church today and throughout history.
 * Eschatology - The study of 'last things': death, the tribulation, the resurrection, the rapture, the second coming, the millennium, the end of the world, the last judgment, the new heaven and earth, etc.


text: File:VectorCross.png

title: File:VectorCross.png


text: File:VectorOperations.png

title: File:VectorOperations.png


text:
Portal:New Testament Greek/Things you can do

 * Ask a question
 * Join a discussion
 * Work on the Lexicon


text: File:VectorBasis.png

title: File:VectorBasis.png


text:
Portal talk:New Testament Greek

Eschatology words
More words to add to the project:

CQ 17:06, 9 July 2009 (UTC)
 * When I first saw those words bluelinked, I was concerned you were simply going to start a wiktionary-like project here. After clicking on one, however, I see that you give them much more in-depth treatment, which is both pertinent to the project here, as well as being very helpful.  Cheers.  The Jade Knight (d'viser) 02:09, 26 August 2009 (UTC)

Difference between language and religion?
I think you've got a great project here, but may I just make the recommendation that you not include purely religious projects into this project? What I mean by this is instead of listing general NT projects as "Learning Projects" under this Topic, instead giving them a header like "Related projects" or "Other New Testament Projects", showing that those are not New Testament Greek learning projects. If I'm to learn NT Greek, I'd like to know what I can click on to learn Greek, and what has no focus on the language. The Jade Knight (d'viser) 02:08, 26 August 2009 (UTC)

Can anyone help me
anyone know what this new spice works is for networking i have a 10 networked pc and i need to restrict them can anyone help

Can anyone help me
anyone know what this new spice works is for networking i have a 10 networked pc and i need to restrict them can anyone help

title: Portal talk:New Testament Greek


title: File:SimpleResistiveCircuitsSimple1.png


text: Category:New Testament Greek

title: Category:New Testament Greek


title: File:SimpleResistiveCircuitsSimple2.png


text:
File:4 frame reflection tests.png

Summary
I made this image as an example for DAZ Studio lighting.

title: File:4 frame reflection tests.png


text:
User:Rafe~enwikiversity

music producer and sound designer, based in brisbane, australia www.rafe.com.au

title: User:Rafe~enwikiversity


text:
User:Arcanwarrior~enwikiversity

His First Years
Arcanwarrior was born on the 17th October,1991, in Launceston, Tasmania.his real name is Aaron Ross. From the age of three he was interested in computer games of all sorts. The first game he ever played was the original Super Mario Bros on the NES. He was 4 when he first completed level 8-4. From then on he turned to better (if only visually,) games.He finished Super Mario Bros. 3 during the next two months since finishing the original.

Arcanwarrior and 3D gaming
Arcanwarrior was 5 when he got his first 3D gaming console- a nintendo 64. He owned a vast collection of N-64 games by the time the console was rendered inferior to the Xbox and PS2. By that time, Arcanwarrior had already recieved an Xbox along with a copy of Halo: Combat Evolved, project Gotham Racing and Rallisport Challenge. for years Arcanwarrior built up his collection of Xbox games with notable titles such as Splinter Cell, Rainbow Six 3, Ghost Recon, Halo 2, Need For Speed, GoldenEye: Rogue Agent, Doom 3 and Doom 3: Resurrection of Evil.

Arcanwarrior first became really interested in PC gaming when he was 14. The first "commercial" game he bought was F.E.A.R. He soon bought Titan Quest and the Unreal Anthology. From there on he mainly played Unreal Tournament 2004 from the anthology using UTRPG, a mutator designed by Linuxgangster for the invasion mode.

Xfire and Co.
Arcanwarrior became interested in Xfire in early january 2007. From there he started a clan; Clan ArcanisSo far there have been eight people who have joined the clan, yet arcanwarrior is always looking for more members. Arcanwarrior had also taken an interest in machinima, and was working on a machinima based on a game he is currently designing.

title: User:Arcanwarrior~enwikiversity


text:
User talk:Arcanwarrior~enwikiversity

Hello Arcanwarrior, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 22:36, 7 August 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Arcanwarrior~enwikiversity


text:
File:Izwah thumbnail storyboard v1.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Izwah thumbnail storyboard v1.png


text:
File:Izwah sample thumbnail storyboard.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding


text:
Sound synthesis

Sound synthesis is the process of using specialised audio synthesising devices to create sounds. Sound synthesis was originally intended to provide a means of recreating acoustic instrumental tones, but the resulting attempts were generally unrealistic and inadequate as a substitute for the original instrument. What resulted was the creation of new sounds, never before heard nor conceived.

There are many different types of synthesis in common use today:
 * Subtractive Synthesis (otherwise knows as Analogue Synthesis)
 * Additive Synthesis
 * Frequency Modulation (FM) Synthesis
 * Phase Distortion Synthesis
 * Granular Synthesis
 * Wavetable Synthesis
 * Physical Modelling Synthesis (a fairly recent development which does enable realistic recreation of acoustic intruments)

External resources
WikiAudio - Encyclopedia & database for all things audio and sound related

title: Sound synthesis


text:
File:Izwah thumbnail storyboard v2.png

Used with the WikiU Film School Lesson on how to do thumbnail storyboarding

title: File:Izwah thumbnail storyboard v2.png


text:
User talk:Rafe~enwikiversity

Hello Rafe, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. When leaving comments for others to read, remember to sign and date; it helps everyone keep track of who is writing messages. The signature icon in the edit window makes it simple. To help you get started:
 * Take a guided tour and learn how to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research pages; and
 * Read and help develop our community policies.

Also, don't forget to experiment with the links to your left. Be bold, and see you around Wikiversity! --JWSchmidt 23:34, 7 August 2007 (UTC)

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:48, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:18, 19 April 2015 (UTC)

title: User talk:Rafe~enwikiversity


text:
File:Spot light example.png

Summary
I made this image as an example for DAZ Studio lighting.

title: File:Spot light example.png