text:
Talk:Motivation and emotion/Book/2011/Handling stress

Comments
Hi Ellen, Your page is looking good. The layout makes me curious, and it is well set out. It will be interesting to see how it develops as you go. I like the smiley face dice. it is a good graphic that draws you in. It looks like you have gotten the page set up, and have a plan of how to begin, and it seems to be coming along well. Jay-bird 02:10, 17 October 2011 (UTC)

Hi Elle, page plan looks awesome, very well structured and good theories and ideas are stated. I also like the idea of the quiz being a stress scale of some sought, very good idea. (Benk 01:03, 25 October 2011 (UTC))

Thanks for the comments - the feedback is great to know whether or not I am on track. Much appreciated :) (Psych_125

I like the stress scale idea and the layout like others said is great, you have a nice plan to work with. Looks like you may have already considered this through some of the theories you're incorporating (cognitive appraisal?), but I thought I'd mention it anyhow; It would be interesting to see how stress might be beneficial to emotion (- if it is? "good stress" vs "bad stress"). Eg) a wedding or birth may be stressful, but it is not something you would necessarily want to be non-stressful because it is an important emotional event - you would more or less want to interpret and use that stress well. You already have a really good range of theories to cover, so looking forward to reading it Jaybay 09:36, 25 October 2011 (UTC)

Hi Jaybay - that's for the feedback. I am planning on distinguishing between good and bad stress. The "technical" name of these is eustress and distress, and I have included them in my plan. It's great to hear that the eustress section will be useful, especially because I didnt want to just focus on the negatives. Cognitive appraisal is basically the process of evaluating a situation/event.. ie whether you appraise a workload as within your capacity or too big. Hope that makes sense, I will be aiming to articulate a lot better on the book chapter :) Thanks again for the feedback, it really helps Psych_125 13:57, 28 October 2011 (UTC)

Hi, found an article you might be interesting and relevant in today's society. http://www.psychologytoday.com/collections/201110/material-world/how-deal-the-stress-tough-economic-times good luck :). (Benk 04:02, 29 October 2011 (UTC))

Hi Psych, thx for your comments on my page. I have changed the spacing near some of my pics and boxes to make things look a bit less cluttered. Your BC looks so neat and 'pretty' + content is interesting and well structured. I did a check of my stress levels in your quiz & fortunately came out in the 'low risk' category (apart from my hassles with Wiki formatting, Grrrr. Crazydaisy 05:20, 2 November 2011 (UTC)

Hi Elle, your page looks fantastic! Theres so much information and all very interesting. I like the different approaches to stress your including. I would love to see some studies on what stress can do, in terms of mental health etc? Just a suggestion but I think that would make your page even better! Top job :) Courtney.reis 05:33, 2 November 2011 (UTC)

Hi Elle, your page is really good, i like that your quiz isnt about answering questions from your text but a quiz on stress...great feature. Also thought it might be good to have a See also section and you could add my topic Stress and Health. Just a though :) u3032917 - 115.128.19.92WestS115.128.19.92

Hi - thanks for the encouraging comments. CrazyDaisy - I think the page looks much better after you editing, you are a pro at the wiki formatting. Congrats on your score too! Thanks for the imput Courtney. I have thought about what you said and agree that it does need some more research findings about the direct effects of stress and emotion. I think I will include that in the chapter introduction section. I will definitely be putting in hyperlinks, West S, and will gladly have one to your page. I will comment on your page later today :) Thanks again - really appreciate the help :) (Psych 125 22:07, 2 November 2011 (UTC))

Hi Elle, you've written a really interesting chapter. I escpecially like your set up and the concluding quiz shows great application. Relevant chapters that may be relevant for you to link could include stress & health and managing life change. Good work :) AngeM 23:19, 2 November 2011 (UTC)

Hi Elle, great book chapter, love the quote and quiz. Layout also looks good, I didn't see it before the editing.user:u990911 3 November 2011 (UTC)

Hi! The structure of the chapter is shown very well it was easy to follow along and engaging. You went into detail about emotions and stress but the research could have been focused more on them correlating rather than them being separate topics. A lot of effort has been put into this though I think its really good!:) -U3200956

Hello, what an interesting chapter - I feel like you have captured such a broad topic so meticulously and concisely. Just one thing, to enhance the readability of this page, consider pink coloured boxes as it kind of feels crowded, maybe this would make it more user-friendly.--Ishiuc (discuss • contribs) 13:30, 17 October 2023 (GMT-5)

Draft comments
I've had a quick look - here's some comments: Sincerely, James -- Jtneill - Talk - c 00:20, 3 November 2011 (UTC)
 * 1) Overall - Structure, layout, scope, and style are looking good
 * 2) Overview (or Introduction) can be combined with the Focus questions - up to you. It is good to have focus questions. What are the focus questions? (It might just be the two in the subtitle? - if so, that's fine - focus in on these). Also see example added in here for linking key terms to Wikiversity or Wikipedia resources.
 * 3) Figure 1 - well done on getting that up - probably simplest way is just to show this in a wiki table (it is really a table rather than a figure). Or even just a numbered list.
 * 4) Emotion control - could be worth referring to
 * 5) Life stress test - great idea; perhaps give some more background detail about the measure; note one of the coefficients was "vacation"? It's a bit long on the page - have put it into two columns, otherwise we can use a collaspible box
 * 6) Ways to reduce stress - e.g., it's good to see relaxation techniques suggested - but maybe more of this e.g., could add one stress reduction tip per section, based on the related theory/research discussed.
 * 7) Add a Summary or Conclusion - relating back to focus questions
 * 8) See also - add links to related book chapters

Excellent chapter - great pics with interesting information - congratulations - Magnolia

Hi James - just a note that I have done some minor editing since submission. This was mainly to clean up the captions for each of the pictures. I understand that this will not be reflected in the grade but figured I should fix it anyway. Ellen

-- Jtneill - Talk - c 06:49, 26 November 2011 (UTC)

-- Jtneill - Talk - c 06:26, 11 December 2011 (UTC)


text:
Talk:Motivation and emotion/Book/Creativity

Comments
Hi,

Just wanted to say thanks for your layout. I really like the boxes, and have lifted them onto my page. Thanks for your great work!I think our pages are at a similar stage, with some early ideas there and space ready to fill in with content. Your outline looks like it is well thought out. Jay-bird 02:16, 17 October 2011 (UTC)
 * I agree, the boxes work really well to make content clear. Maybe you could discuss personality factors thought to be prominent with creativity?AngeM 07:33, 23 October 2011 (UTC)

At the risk of sounding repetitive, I was also going to comment on the 'creativity' of your page set-up. Look forward to reading content. Crazydaisy 23:55, 24 October 2011 (UTC)Crazydaisy

Page is looking really good boxes are very helpful to highlight areas(Paton3027789 03:57, 6 November 2011 (UTC))

Very creative video - liked the effects you used for the talk on 'Creativity' - really well done - Magnolia28

-- Jtneill - Talk - c 07:20, 28 November 2011 (UTC) -- Jtneill - Talk - c 07:20, 28 November 2011 (UTC)

Aw!! THIS is where we give feedback! I see now. Yes, a couple of lab sessions throughout the unit would have been useful for me, I think. U3043705 04:02, 29 November 2011 (UTC)

-- Jtneill - Talk - c 10:32, 11 December 2011 (UTC)

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


text:
User:Egm6321.f11.team2.kim/PR4

=R*4.2 - Verify the exactness for L2-ODE-VC =

Given
$$\displaystyle \sqrt{x} \, y'' + 2xy' + 3y = 0 $$  (4.2.1)

Find
Verify the exactness of eq (4.2.1)

Solution
Let $$\displaystyle g(x,y,p) = 2xy' + 3y, \, \, f(x,y,p) = \sqrt{x} $$ $$\displaystyle p = y' $$

$$\displaystyle \underbrace {\sqrt{x}}_{f(x,y,p)}\, y'' + \underbrace {2xy' + 3y}_{g(x,y,p)} = 0 $$ It shows that above equation satisfy the first exactness. In order to satisfy 2nd exacntess condition, $$\displaystyle f_{xx} + 2pf_{xy}+p^2f_{yy} = g_{xp} + pg_{yp} - g_{y} $$ (4.2.2) $$\displaystyle f_xp + pf_yp + 2f_y = g_pp$$ (4.2.3) From the eq (4.2.1),

$$\displaystyle f_{xx} = \frac {1}{4}x^{-\frac{3}{2}}, \, \, f_{xy} = 0, \, \, f_{yy} = 0 $$ $$\displaystyle g_{xp} = 2, \, \, g_{yp} = 0, \, \, g_{y} = 3 \, \, f_{xp} = 0, \, \, f_{yp} = 0, \, \, f_{y} = 0, \, \, g_{pp} = 0 $$ From the above values, eq (4.2.2) and eq (4.2.3) is that $$\displaystyle f_{xx} = g_{xp} - g_{y}$$  (4.2.4)

$$\displaystyle f_{xx} = \frac {1}{4}x^{-\frac{3}{2}}, \, \, \, g_{xp} - g_{y} = -1 $$ $$\displaystyle f_{xp} + pf_{yp} + 2f_{y} = g_{pp} = 0 $$ (4.2.5) This shows that although the eq (4.2.5) satisfies the 2nd exactness condition, eq (4.2.4) does not satisfy the 2nd exactness condition. Thus, the eq (4.2.1) is not exact

title: User:Egm6321.f11.team2.kim/PR4


text:
User talk:Palluri9407/enes100/Electric Cars

I hope you are well. Work on your documentation. Criveros0248, 1sfoerster 22:59, 16 October 2011 (UTC).

Great ideas in class. You need to document more. Jeffreycarllloyd 18:25, 23 October 2011 (UTC).

Try documenting the input you provide during class in wikiversity. Criveros0248, 1sfoerster 22:25, 23 October 2011 (UTC).

0/0/0 ... nothing to grade 204.126.132.241 18:05, 24 October 2011 (UTC)

Great depiction of the frame. We should share files in class on Monday.Jeffreycarllloyd 20:00, 30 October 2011 (UTC).

Great design, very similar to mine. This week you could work on the steering system for the go kart. Criveros0248, 1sfoerster 21:29, 30 October 2011 (UTC).

10/10/30 .. good ... now upload the actual 123D file to google+ and link to the google+ drawing .. otherwise points will go down ... want links to all the different versions of the drawing to see how it is evolving 1sfoerster 19:28, 31 October 2011 (UTC)

Great, we now have 5 working batteries that we can use for the ekart. This week you could work on the circuitry for the ekart.Criveros0248, 1sfoerster 21:47, 06 November 2011 (UTC).

Good job, 5 batteries should be sufficient for our energy requirements. Jeffreycarllloyd 21:35 6 November 2011 (UTC).

10/10/100 1sfoerster 20:05, 7 November 2011 (UTC)

Good work with the motor. I hope we finally get that ESC from China this week so we can work on the ekart's circuitry. Criveros0248, 1sfoerster 19:43, 13 November 2011 (UTC).

That's great, good job.Jeffreycarllloyd 23:15 13, November 2011 (UTC).

10/10/100 ... 1sfoerster 21:44, 14 November 2011 (UTC)


text: File:Rotator.jpg

title: File:Rotator.jpg


text:
User talk:Jeffreycarllloyd/enes100/Electric Cars

Week 0
Very good progress so far. I'm glad your pushing our project forward. I'll bring the batteries in as soon as I'm allowed to do so. I might also be able to get you some chargers for those batteries. Criveros0248, 1sfoerster 23:00, 16 October 2011 (UTC).

Good Progress done for week 0. I will bring my research to class on Monday for discussion. Palluri9407 16:48, 22 October 2011

Week 1
Great work. You're really pushing this project forward. I'll be getting you the battery that you need pretty soon. Criveros0248, 1sfoerster 20:00, 23 October 2011 (UTC).

10/10/50 ... great ... loved the spreadsheet .. I can show that to people ... is already justifying a parking spot .. now have a description of it ... The single space (for now)is at the bottom of the East (old) Garage next to the fenced in area. ... doesn[t mean it is approved yet 1sfoerster 18:35, 24 October 2011 (UTC)

Week 2
Great job on the motor mount and the motor shaft. We can share these files in class on Monday. Palluri9407 00:38, 31 October 2011 (UTC) Great research and design. I hope we can get that custom motor mount and shaft built. Criveros0248, 1sfoerster 21:30, 30 October 2011 (UTC).

10/10/50 .. great ... excellent work .. what software did you use ? can you upload the files to google+ and link to them? 1sfoerster 19:30, 31 October 2011 (UTC)

Week 3
Good job on that mount mock-up for the motor. I'll get you the batteries and the right cables on Monday 11/07/2011, so you can test the motor and record some data and observations. Criveros0248, 1sfoerster 21:50, 06 November 2011 (UTC).

Good job! keep it up Palluri9407 03:03, 7 November 2011 (UTC)

10/10/100 ... good job 1sfoerster 00:02, 10 November 2011 (UTC)

Week 4
Great job on the presentation man Palluri9407 22:48, 13 November 2011 (UTC)

That presentation is really helpful. Thanks for your work and support; we'll let you know once the ekart is complete. Criveros0248, 1sfoerster 19:50, 13 November 2011 (UTC).

10/10/30 ... good job holding this team together ...1sfoerster 21:46, 14 November 2011 (UTC)


text: File:Fanwing.jpg

title: File:Fanwing.jpg


text:
Fanwing/Howard Community College/Fall 2011/550 Aviators

Going to Do
Construct a workable Fanwing.

Team Members

 * M
 * W
 * E

Summary
Constructed:
 * 3D Blueprint of Body
 * 3D Blueprint of Squirrel Cage
 * Sides of the Fanwing body (Styrofoam)

Most time consuming part was the sketching it online. The learning curve was great and cost the group a great deal of time. The fanwing sketch include the body and the squirrel cage. \

The construction led up to the attachments of the body to the squirrel cage. The balsa wood was a tough challenge because off its lightness and using a powerful tool would cause the wood to splinter.

Poster
The gap within the squirrel cage will contain a Rotating Fan that propels the air down the top of the wing to assist in lift.

Story
Chose to work on the Fanwing, started the project with just the squirrel cage and no other information or resources to use at that moment. Originally we decided that we would try dividing up responsibilities for the project, and that changed once we realized before building we would need a blueprint. After Learning 123D, we mapped out a couple blueprints of different portion of the plane, and we have cut the side of the plane out of Styrofoam, which is a good material to use due to its lightweight composition and great surface for catching air.

Decision List
Decided to use Styrofoam and balsa wood as main materials to build the Fanwing, they are lightweight and Ideal for a lightweight small plane like ours with a small engine. Decided to use existing squirrel cage made from balsa wood and building around it. Used steering mechanism from old plane project and implemented it into our own.

Material List

 * Motors (Possibly from remote control cars, or dollar store toys.)
 * Engineering Notebook
 * Balsa Wood
 * Styrofoam
 * Hot glue gun

Software List

 * Google sketchup
 * 123D beta

Time
40 hours of work-time, class time inclusive.

Tutorials
123D:
 * When using 123D and attempting to re-create the Squirrel Cage right click,Draw, Form Edit, Edit Edge. From there proceed to edit the desired edge.


text:
User:Egm6321.f11.team3/Hwk4

Find
Provide a different and direct derivation of Reynolds Transport Theorem (4.1.1) by referring to pg.211 of Introduction to the Mechanics of a Continuous Medium by Malvern

Solution
Solved on our own

Let $$\displaystyle f(x,t)$$ denote any arbitrary function, $$\displaystyle\mathcal B_t$$, the material volume and $$\displaystyle\mathcal B_t$$ the control surface.

Then, the rate of change of an arbitrary function $$\displaystyle f(x,t)$$ in the material volume is the sum of the rate of change of the arbitrary function $$\displaystyle f(x,t)$$ inside the control surface $$\displaystyle\mathcal B_t$$ and the net rate of flux of the arbitrary function $$\displaystyle f(x,t)$$ through the control surface..

This can be expressed mathematically as,

$$\frac{D}{Dt}\int_{\mathcal B_t}f(x,t)\,d\mathcal B_t=\int_{\mathcal B_t}\frac{\partial f}{\partial t}\,d\mathcal B_t+\int_{\partial\mathcal B_t}\mathbf n\cdot(f\mathbf u)\,d(\partial\mathcal B_t)$$

Find
Verify the exactness of (4.2.1)

Solution
We solved this problem on our own.

The 1st exactness condition for N2-ODEs is that it has the particular form In this case, we can let Thus, (4,2,1) satisfies the 1st exactness condition for N2-ODEs. The 2nd exactness condition for N2-ODEs is Thus, Replace (4.2.7), (4.2.8) and (4.2.9) into (4.2.5) and (4.2.6). We can get Thus (4.2.1) is not exact

Find
Part 1. Find m,n$$\in \mathbb{R} $$such that 4.3.1 is exact. Part 2. Show that the first integral is the L1-ODE-VC 4.3.2 with 4.3.3.

Part 3. Solve 4.3.3 for y(x).

Solution
We solved this problem on our own.

PART 1.

The first condition for exactness of a N2-ODE is, $$\displaystyle G(x,y,y',y)=g(x,y,p)+f(x,y,p)y=0 $$ The second condition for exactness of a N2-ODE is, To meet the first exactness condition, the two terms must be $$\displaystyle g(x,y,p)= 2xy'+3y$$ $$\displaystyle f(x,y,p)= \sqrt x$$ And now considering distributing the integrating factor and applying 4.3.3, $$\displaystyle \bar{g}(x,y,p)= 2x^{m+1}y^np+3x^my^{n+1}$$ $$\displaystyle \bar{f}(x,y,p)=x^{1/2+m}y^n$$ And therefore, the terms are as follows, $$\displaystyle f_y=nx^{m+1/2}y^{n-1} $$ $$\displaystyle f_{xx}=(m+1/2)(m-1/2)x^{m-3/2}y^n $$ $$\displaystyle f_{xy}=n(m+1/2)x^{m-1/2}y^{n-1} $$ $$\displaystyle f_{yy}=n(n-1)x^{m+1/2}y^{n-2} $$ $$\displaystyle f_{xp}=0 $$ $$\displaystyle f_{yp}=0 $$ $$\displaystyle g_y=2nx^{m+1}y^{n-1}p+3(n+1)x^{m}y^n $$ $$\displaystyle g_{yp}=2nx^{m+1}y^{n-1}+3(n+1)x^{m}y^n $$ $$\displaystyle g_{xp}=2(m+1)x^m y^n+3mx^{m-1}y^{n+1} $$ $$\displaystyle g_{pp}=0 $$ The terms are then put into equation 4.3.4 and 4.3.5, $$\displaystyle (m+1/2)(m-1/2)x^{m-3/2}y^n+2p(n(m+1/2)x^{m-1/2}y^{n-1})+p^2(n(n-1)x^{m+1/2}y^{n-2})$$
 * $$\displaystyle =2(m+1)x^m y^n+3mx^{m-1}y^{n+1}+p(2nx^{m+1}y^{n-1}+3(n+1)x^{m}y^n)-2nx^{m+1}y^{n-1}p-3(n+1)x^{m}y^n $$

$$\displaystyle 2(nx^{m+1/2}y^{n-1})=0 $$ From this we can see that n=0 for 4.3.1 to be exact. This simplifies the equation to $$\displaystyle (m+1/2)(m-1/2)x^{m-3/2} = 2(m+1)x^m+3mx^{m-1}y+3px^{m}-3x^m $$ $$\displaystyle 0 = 2(m+1)x^m-3x^m $$ $$\displaystyle 2(m+1)=3 $$ And therefore m=1/2 for 4.3.1 to be exact.

PART 2.

Now we know that $$\displaystyle \bar{g}(x,y,p)= 2x^{3/2}p+3x^{1/2}y$$ $$\displaystyle \bar{f}(x,y,p)=x$$ And $$\displaystyle \phi{x,y,p}=h(x,y)+\int f(x,y,p)dp +k_2= h(x,y) + xp +k_2$$ $$\displaystyle g(x,y,p)=\phi_x+\phi_yp$$ $$\displaystyle 2x^{3/2}p+3x^{1/2}y=h_x+p+h_yp$$ $$\displaystyle h=(2x^{3/2}-1)y$$ And therefore, $$\displaystyle \phi(x,y,p)=(2x^{3/2}-1)y + xp +k_2$$ $$\displaystyle \phi(x,y,p)=xp+(2x^{3/2}-1)y +k$$

PART 3.

The N1-ODE-VC:

$$\displaystyle \phi(x,y,p)=xp+(2x^{3/2}-1)y = k$$

so we can rewrite,

$$\displaystyle xy'+(2x^{3/2}-1)y=k $$

If we rearrange it, we get

$$\displaystyle y'+(2x^{1/2}-\frac{1}{x})y=\frac{k}{x} $$

$$\displaystyle a_1 y'+a_o y = b $$

We know that $$\displaystyle a_1(x)= 1 $$

From the equation (3) p.11-4, we can solve it by using integrating factor,

$$\displaystyle h(x)=\exp[\int^x a_0(s)ds+k_1] $$

We need to substitute $$\displaystyle a_0(x)=2x^{1/2}-\frac{1}{x} $$ into the h(x)equation

$$\displaystyle h(x)=\exp[\int^x (2s^{1/2}-\frac{1}{s})ds+k1] $$

$$\displaystyle h(x)=\exp[\frac{4}{3}x^{3/2}-\ln{x}+k1] $$

$$\displaystyle h(x)=\frac{1}{x}\exp[{\frac{4}{3}x^{3/2}}+k1] $$

From the equation (1) p. 11-5 to find out $$\displaystyle y(x) $$

$$\displaystyle y(x)=\frac{1}{h(x)}\left[\int^x h(s)b(s)ds + k2\right] $$

We know that $$\displaystyle b(x)=\frac{k}{x} $$

$$\displaystyle y(x)=\frac{1}{\frac{1}{x}\exp\left[{\frac{4}{3}x^{3/2}}+k1\right]}\left[\int^x \left(\frac{1}{s}\exp\left[{\frac{4}{3}s^{3/2}}+k1\right]\right)\left(\frac{k}{s}\right)ds+k2 \right]$$

Find
Show that 4.4.1 and 4.4.2 leads to 4.4.3.

Solution
We solved this problem on our own. By combining 4.4.1 and 4.4.2 we can see that, $$\displaystyle G=\phi_{x}+\phi_{y}y'+\phi_{p}y''=0 $$ This means $$\displaystyle\phi_p=P(x)$$and $$\displaystyle \phi= P(x)p+k_1 $$ Therefore, $$\displaystyle G=P'(x)p+\frac{\partial{k}}{\partial{dx}} + \frac{\partial{k}}{\partial{dy}}y' + P(x)y''=0 $$ And now group the terms by order, $$\displaystyle G=(\frac{\partial{k}}{\partial{dx}}) + (P'(x)+\frac{\partial{k}}{\partial{dy}})y' + P(x)y''=0 $$ By inspection, the terms are, $$\displaystyle R(x)y=\frac{\partial{k}}{\partial{dx}}$$ $$\displaystyle Q(x)=P'(x)+\frac{\partial{k}}{\partial{dy}}$$ And, $$\displaystyle \phi(x,y,p)=P(x)p+Q(x)y+k$$ $$\displaystyle \phi(x,y,p)=P(x)p+T(x)y+k$$

Find
1.Show equation 4.5.1 is exact

2.Find Φ

3.Slove for y(x)

Solution
We solved this problem on our own.

(1)Show equation 4.5.1 is exact:

So,the equation can be written as G=f(x,y,p){y}+g(x,y,p) It satifies 1st exactness condition. So,it satifies 2nd exactness condition. Thus,equation 4.5.1 is exact.

(2)Find Φ: Due to G(x,y,p,p') is exact We can suppose that: (3)Slove for y(x): We know how to slove all the L1-ODE:

Solution
We slove this according to the MTG22-p22-.

From the equation 4.6.1,we know:

= References =

= Contributing Members =

{| cellpadding="10" cellspacing="5" style="width: 95%; background-color: inherit; margin-left: auto; margin-right: auto"
 * style="width: 20%; background-color: wit; border: 1px solid wit; 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" |

 * style="width: 80%; background-color: wit; border: 1px solid wit; 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;" |

title: User:Egm6321.f11.team3/Hwk4


text:
Engineering Projects/HoverCraft/Howard Community College/Fall2011/501 Glorious2

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

Team Members

 * James Morgan
 * Parlette
 * Blomme

Summary
Since we already had the base of the hovercraft and the downward fans glued down, we were able to start the project off by trying to figure out how to get a good amount of power going to the two fans. Our first attempt, we attached two 9 volt batteries together to power the two fans in parallel. We had wires from the batteries going through a switch, so that we could just easily turn the fans on and off. The fans were blowing a decent amount of air, but we did not have enough current going to them. So, later we get this 11.1 volt rechargeable battery, and it had a lot more current going through the circuit to power the fans. It was pretty much perfect. But, the plastic wrap around the Styrofoam was not a good enough skirt. We needed something that had less surface area to reduce the friction. We ended up making a skirt out of duct tape, and it only goes around the outside of the bottom of the hovercraft. In addition to that, we needed some way to push the hover craft forward. We had tried the fans that were available in class, but none of them were good enough. Instead, we decided to try just using a motor with a propeller attached to the end. We have no yet gotten to test it to see if it will work, but that is the next step.

Put an overall, one paragraph summary here with links to the team weekly reports.

Poster

http://www.youtube.com/watch?v=qPR6dG7slQw - Our hovercraft using the two 9 volt batteries with approximately 400 milliamp-hours

http://www.youtube.com/watch?v=gCx19otHe7g - Our Hovercraft using the one 11.1 volt battery with approximately 2100 mAh

Story
The first week of the project was spent on getting the hover craft to move, and to do so smoothly. The problems encountered were having air pushing downward, but the craft not moving smoothly. The thought then was that if weight was evenly added, it would build up the pressure of the air beneath the craft, and provide a smoother movement.

The next week was spent more individually than previous weeks. One job that needed to be worked on was adjusting the hovercraft so that it would slide across the floor more fluidly. The other task was to find alternate power sources and fans in case the ones we were using at that time were not powerful enough. The adjustment task was tackled by attempting to build a better skirt design around the craft rather than using the plastic wrap that the styrofoam block came in. This new design was made out of duct tape and started taking on the shape of a tube structure around the edges. However, it soon became clear that this design was unbalanced and not as efficient as we had hoped. A new design was built, this time just a flat cushion shape around the edges rather than a tube. This turned out to be much more efficient, and the hovercraft slid more smoothly. The other task was gone about by searching stores and online websites for stronger batteries and larger fans. The places searched included Amazon and Radio Shack, to name a few. Several batteries were found, but were waited upon until it was determined whether or not the new skirt design would work well enough to warrant not ordering the new batteries.

The last two weeks on this project were spent trying to get the fans on the back working efficiently. This often proved difficult. The battery we changed to was certainly more powerful, and provided much more lift, and arguably the smoothest movement of the hovercraft so far, and yet, it was dangerous. The battery could explode if overcharged, and when the two connectors were accidentally touched together, a large amount of sparks was produced. This led us to believe that we needed to get a new battery, one that was less dangerous, yet still powerful, or go back to the power source we had used in the beginning to test whether or not the fans actually worked. At the end of four weeks, we have taken the almost finished body we had at the end of project one and have spent our time modifying it and tweaking the design to produce an efficient hover craft. Work still needs to be done to provide thrust and a quality power source needs to be found, but good progress has been made.

Decision List
1. We decided to power the two bottom fans in parallel with two 9 volt batteries that were connected in series.

2. We decided to make a better skirt on our hovercraft, out of duck tape.

3. The skirt was not tight enough and it was not uniform all the way around, so we re-made it tighter and neater with duck tape again.

4. We decided to use an 11.1 volt rechargeable battery to power the two bottom fans instead of the two 9-volt batteries.

5. We decided to give up on using the fans that were available to us in the classroom to propel our hovercraft forward. Instead, we decided to try to use a motor with a propeller attached to the end of it to propel the hovercraft forward.

6. We decided to use a generator to power our motors on the back of the hovercraft until we can determine exactly how much voltage and current we will need and then we will find a battery after we have it all working, because it was too difficult to find a good battery to use and it was taking too much time.

Material List
-rectangle of Styrofoam for our base

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

-2 fans to blow downward

-2 motors with 2 propellers to propel the hovercraft forward.

-epoxy glue to glue down the fans

-wire, to attach the motors to power sources.

-remote controlled car controller and receiver.

- 11.1 volt lithium Polymer rechargeable battery to connect to the two fans in parallel.

-duck tape for the skirt

-Thunder AC6 rechargeable battery device

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

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

Tutorials
To recharge the battery- http://en.wikiversity.org/wiki/User:Drew_Dollas/enes100/Glorious2/Batteryrecharge

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


text:
User:Jamorgan3/enes100/Glorious2

Link back to Glorious2

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

Assign Task1
I will continue working on remote control car receivers and transmitters.

Compare actual work done to Task1
I worked with team members to wire up fans to a circuit board powered by a 9 Volt battery, and get our model working on its own power supply.

Week1 Narrative
Once the fans were wired up to the circuit board, and the power supply was connected, we realized that the 9 Volt battery powering the two fans would not be enough. Each fan needed a 12 Volt current. We noticed that when the system was turned on, only one fan would really turn, and it would only turn slowly. When a second power source was added to the circuit, the fans received much more power, but the craft still had difficulty moving. After experimentation, we determined that if weight was added to the hovercraft, movement would be much more fluid and easy.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature Jamorgan3 00:35, 24 October 2011 (UTC) by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
A stronger power source needs to be found, such as an RC car rechargeable batter from Radio Shack. This sort of battery is more suited for the type of craft being used, and will have a stronger voltage. Also, powerful fans need to be found for the rear of the vehicle, as well as a method for powering them and controlling them so steering is available to the controller.

Compare actual work done to Task2
I looked for more powerful batteries in stores like Radio Shack. However, until the need for these stronger batteries arises, they will not be ordered as the ones being used now may be fine.

Week2 Narrative
I looked for powerful batteries to possibly replace the ones currently used, and tested the fan used for directional propulsion. There are several types of rechargeable batteries used for RC vehicles that provide much more power than the ones used right now on the hovercraft. If efforts to improve skirt system or find a stronger, larger fan don't work, then I will try to buy these batteries to give the craft more power.

I also found several fans in the back room that are larger and more powerful than the one being used right now, such as airplane fans and computer motor fans. The problem with some of these fans is that they will likely be too heavy for the hovercraft. Therefore, before I decide to add one of these stronger fans, I want to see if the skirt system put in place improves the movement of the craft, and then add a stronger batter if needed. After that point, if neither of those changes makes a difference, I will add a stronger fan while trying to keep the weight addition down as much as possible.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
I will work on the skirt with team mates and determine whether or not batteries need to be purchased and new fans attached.

Compare actual work done to Task3
I was unable to meet with team mates over the weekend to work on the skirt, but this week will be about improving the skirt design and attempting to maximize the performance of the craft in fluidity and power.

Week3 Narrative
I worked with team mates to finish the skirt around the craft. It was finally completed and put to the test. The craft moved much more fluidly with the addition of the skirt, much better than when there was no skirt, but still seemed a little slow, as though it was dragging along the floor while it hovered. This meant the craft did not move as smoothly as hoped or as far.

The design was changed to a cleaner, more precise skirt design, so that all sides of the craft had the same amount of tension on the skirt and it would evenly hover. When this design was tested, the craft moved much more smoothly, and traveled a greater distance with the same force applied. The next step was figuring out how to move the craft with the directional fan in the back and how to power that fan.

I determined that while the craft did move slightly more smoothly with a little bit of weight added to it, the fans I had found would certainly provide more thrust but would weigh the craft down significantly. I decided to put the fans aside and work with the power source and craft design instead. I looked back at the more powerful batteries I found earlier on and decided to ask my team about them. My team mates agreed that a stronger power source would likely be necessary to give our craft more thrust. It would also hopefully eliminate the need for a larger fan in the back. However, Andrew found a more powerful battery and tested it with the lift turbines on the craft, and the results were promising. The craft moved more smoothly and easily than ever before. The same procedure needs to be done for the fan in the back so that I can determine whether or not we need a new battery purchased or a larger fan that is light-weight.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
I will look for light-weight fans online and at stores like RadioShack. This will allow me to have fans available for purchase if the need arises, such as if the additional battery on the directional fan is not powerful enough or the fan is not large enough.

Compare actual work done to Task4
I was unable to find any fans that would be helpful to the hovercraft. All the fans that seemed powerful enough were too large and/or heavy to work on the hovercraft, and would have only weighed it down to the point where it would not be able to move. However, I might be able to make do with some of the fans we have in the class, if only a balance can be found between the batteries and the fans.

Week4 Narrative
The team was informed that the battery being used, while more powerful, was more dangerous. I found this out for myself when, while I was hooking the wires on the fan up to the battery, the wires touched, creating lots of sparks. That, plus the fact that if the battery is overcharged, it could very well explode, is cause for concern. Another battery needs to be found or the stationary power source reused.

Also, thought was given to the idea of not using one of the fans found in the back room, but rather attaching a propeller to a motor and directly hooking that up to a power source. The only issue remaining there is getting a powerful enough power source. This is proving difficult to accomplish successfully.

The battery currently being used is an 11.1 V battery. However, this is a dangerous battery as it could explode if overcharged, and will create a large amount of sparks if the two connectors are touched together. For this reason, I believe a new battery needs to be found, one that is still powerful, but not dangerous to the project or the team's health. That, or return the the stationary power source we used at the beginning of the project to test whether or not each fan worked. This would be a temporary option that would allow more time to find a stronger, stabler battery.

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Link back to Glorious2

Start Next Project Week0 activities
Update the hover craft so that there are fans that work and are powered by a strong source that is also stable. Also, continue looking for a good replacement battery.

title: User:Jamorgan3/enes100/Glorious2


text:
Tectonic hazards/Earthquake simulation

Earthquake simulation is a vibrational input that possesses essential features of a real seismic event. The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, static approaches began to give way to dynamic ones.

Dynamic experiments on building and non-building structures may be physical, like shake-table testing, or virtual, or hybrid ones. In all cases, to verify a structure's expected seismic performance, researchers prefer to deal with so called “real time-histories” though the last cannot be “real” for a hypothetical earthquake specified by either a building or by some particular research requirements.

Therefore, there is a strong incentive to engage an earthquake simulation, like, e.g., the earthquake simulating displacement time-history Cone presented on the left.

Earthquake simulations have been widely used in the research supported by The George E. Brown Network for Earthquake Engineering Simulation (NEES).

Sometimes, earthquake simulation is understood as a re-creation of local effects of a strong ground shaking.

title: Tectonic hazards/Earthquake simulation


text:
Literature/1982/Krishnamurti

 * http://www.jkrishnamurti.org/krishnamurti-teachings/view-text.php?tid=42&chid=318

Abstract
A personal journal, that he started in 1973 and kept intermittently until 1975.

Excerpts

 * The word is not the thing.
 * The word is not the thing; the image, the symbol is not the real Reality, truth, is not a word. To put it into words wipes it away and illusion takes its place. -- Brockwood Park 20th Entry 6th October 1973
 * The skill of intelligence is to put knowledge in its right place. Without knowledge it's not possible to live in this technological and almost mechanical civilization but it will not transform the human being and his society. Knowledge is not the excellence of intelligence; intelligence can and does use knowledge and thus transforms man and his society. Intelligence is not the mere cultivation of the intellect and its integrity. It comes out of the understanding of the whole consciousness of man, yourself and not a part, a separate segment, of yourself. The study and the understanding of the movement of your own mind and heart give birth to this intelligence. You are the content of your consciousness; in knowing yourself you will know the universe. This knowing is beyond the word for the word is not the thing. The freedom from the known, every minute, is the essence of intelligence. It's this intelligence that is in operation in the universe if you leave it alone. You are destroying this sacredness of order through the ignorance of yourself. This ignorance is not banished by the studies others have made about you or themselves. You yourself have to study the content of your own consciousness. The studies the others have made of themselves, and so of you, are the descriptions but not the described. The word is not the thing. -- Malibu 37th Entry 2nd April 1975
 * It is only man that brings disorder to the universe. He's ruthless and extremely violent. Wherever he is he brings misery and confusion in himself and in the world about him. He lays waste and destroys and he has no compassion. In himself there is no order and so what he touches becomes soiled and chaotic. His politics have become a refined gangsterism of power, deceit, personal or national, group against group. His economy is restricted and so not universal. His society is immoral, in freedom and under tyranny. He is not religious though he believes, worships and goes through endless, meaningless rituals. Why has he become like this cruel, irresponsible and so utterly self-centred? Why? There are a hundred explanations and those who explain, subtly with words that are born out of knowledge of many books and experiments on animals, are caught in the net of human sorrow, ambition, pride and agony. The description is not the described, the word is not the thing. Is it because he is looking for outward causes, the environment conditioning man, hoping the outer change transforms the inner man? -- Malibu 39th Entry 4th April 1975

Wikimedia

 * Jiddu Krishnamurti

title: Literature/1982/Krishnamurti


text:
Earthquake performance simulation

Earthquake performance simulation is meant to study effect of earthquakes on building structures and is a practical way of seeing a thing to happen without it actually taking place in the same way. There are research institutions just devoted to earthquake performance simulations, like, e.g., The George E. Brown, Jr. Network for Earthquake Engineering Simulation or NEES.

Physical earthquake performance simulation
The best way to do it is to put the structure on a shake-table that simulates the seismic loads and watch what may happen next (if you have no time to stand out in the field and wait for a real earthquake to strike, of course). The earliest experiments like this were performed more than a century ago

Computational earthquake performance simulation
Another way is to evaluate the earthquake performance analytically. The very first earthquake simulations were performed by statically applying some horizontal inertia forces, based on scaled peak ground accelerations, to a mathematical model of a building. With the further development of computational technologies, statics approaches began to give way to dynamics ones.

Earthquake performance animation
GIF animation of a seismic performance of building models at a variety of ground shaking may be an effective means of research and education.

Other websites

 * Network for Earthquake Engineering Simulation (NEES)
 * AEM Earthquake Simulation

title: Earthquake performance simulation


text: Liberté (game)

title: Liberté (game)


text: User:Leutha/Test

title: User:Leutha/Test


text:
User talk:1aeryq

 Hello 1aeryq, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. All users are expected to abide by our Privacy policy, Civility policy, and the Terms of Use while at Wikiversity.

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Ruy Pugliesi ◥ 11:08, 17 October 2011 (UTC)

Thank you for experimenting with the page EuroHiT/Frog on Wikiversity. Your test worked, and it has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing. Ruy Pugliesi ◥ 11:08, 17 October 2011 (UTC)

title: User talk:1aeryq


text:
User talk:Dak.kayode

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Ruy Pugliesi ◥ 12:00, 17 October 2011 (UTC)

title: User talk:Dak.kayode


text: Template:Learning with games

title: Template:Learning with games


text:
Liberté (game)/Theme

The theme of Liberté is the French Revolution from the meeting of the Estates-General in 1789 to the Directory and General Napoleon Bonaparte’s coup d’état in 1799.

Personalities
The game utilises a number of Personality Cards which represent actors in the French Revolution. These people are identified with a specific region and faction, are given a strength between 1 and 3, and may have one or more additional attributes: Sans Culottes, General, Canon.

 * Chart of the personalities

Provinces and Regions
The game board is divided into 6 regions and 27 Provinces. This has been developed for game purposes and does not relate to the geographical areas either used before the Revolution or afterwards. There were 40 provinces. Since 1982 France has been administratively divided into 27 regions, however six of these are outside Metropolitan France

title: Liberté (game)/Theme


text: Liberté (game)/personalities

title: Liberté (game)/personalities


text:
Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2/Week 0 (October 09 - October 15, 2011)

Link back to 501_DAS_2

This is our new team 501_DAS_2 for Spaghetti Bridges Project. The three members of the previous team remain the same, Angele Bynum, Di Zhang and Syed Sami Ahmed. The goal of this phase of the project is to physically build the bridge that we design, document the process (specifically that of putting the bridge together) for the purpose of creating a tutorial and finally load test the bridge to determine its capacity to hold a specified amount of weight.


text:
Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS 2/Week 0 (October 16 - October 22, 2011)

Progress of project for the week of October 16 - October 23 will be added here


text:
Talk:3D Scan/Kinect Makerbot/Howard Community College/Fall2011/501 cupcakes

project 1 grading ... 100/100 points ... good job ! 1sfoerster 14:16, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/Bridges/Howard Community College/fall2011/501 DAS

100/100 points ... looks like all the sections are filled out .. don't see links to the 1 meter long spaghetti or the perfectly round spaghetti 1sfoerster 14:19, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/HoverCraft/Howard Community College/Fall2011/501 Glorious

90/100 ... no poster 1sfoerster 14:23, 17 October 2011 (UTC)


text:
Talk:Helicopter/Howard Community College/Fall2011/501 Flyers

100/100 points project 1 grading 1sfoerster 14:26, 17 October 2011 (UTC)


text:
Talk:HAM/Howard Community College/Fall 2011/501 Veteran Bacon

100/100 points .. great project 1 documentation 1sfoerster 14:28, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/Car Hack/Howard Community College/Fall2011/501 Autoengineers

60/100 ... video is not a poster, there three other sections not filled out ... with instructions left in that I deleted 1sfoerster 14:31, 17 October 2011 (UTC)

90/100 ... still no poster. poster is a collage of multiple photos .. but the other three sections are filled out 1sfoerster 14:48, 5 December 2011 (UTC)


text:
Talk:Engineering Projects/Engines/Howard Community College/Fall2011/501 HEMI

70/100 ... summary has future tense in it ... time contains no numbers ... next steps and tutorials mixed up 1sfoerster 14:34, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/BallBot/Howard Community College/Fall2011/501 BBotz

60/100 ... missing four sections ... I deleted the instructions you should have 1sfoerster 14:37, 17 October 2011 (UTC)


text:
Java Tutorial/Intermediate GUIs/Placing components

Placing components
...

A utility class for placing and grouping components
The following utility class offers some functions for placing and grouping compnents. It supports the with , a use of , adding a component in a and grouping components with one or several components. Of course there are many other useful methods one might want to have and you should expand the class for your own programs.


text:
User talk:Egm6936.s09/Elastic stability

How to create a math operator, e.g., the assembly operator:

 * {| style="width:100%" border="0"

$$  \displaystyle \overset{e=nel} $$     (N)
 * style="width:95%" |
 * style="width:95%" |
 *
 * }

title: User talk:Egm6936.s09/Elastic stability


text:
User:Jkim7610/enes100/BigBlock

Link to project BigBlock team page.

The Problem
We want to create a multi-cylinder Stirling Engine for little to no money at all with the help of a CAD design using free software off the internet. We want the design to be simple but effective and easy for anyone to replicate.

Task1
The goal for week one is to start with a CAD design and then determine the materials needed to create the Stiriling Engine we want.

Week1 Activities
Was absent from class due to surgery, but still got work done. finished first proto-type sterling engine. gather materials for next engine. Rationalize differences

Week1 Narrative
I was out during the first week due to foot surgery. But I was still able to complete the first proto-type engine. It was a failure. so I went back to the drawing board and started to design another engine model. This time instead of using a soda can, I would use a tin can as my compression chamber so it took heat better and instead of soldering rods I'd either use a close hanger or welding rod. The displacer and power piston will be made from styrfoam and wrapped around with aluminum foil.

Week1 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Get the new sterling engine almost complete and drill a hole into the compression chamber to be able to add the pvc piping for the power piston chamber. Also I have to find a way to re-seal the cans so i have the best compression possible. Bend the close hanger and welders rod to work with the displacer and power piston.

Week2 Activities
I came up with a new design for a sterling engine out of tin cans, welders rod, rubber bands, pvc piping, rubber sealant,and styrfoam. building is a challenge because in my last engine the piston and displacer did not move well. In the new engine there is a separate chamber for both components. the hardest part looking at the model right now is putting the power piston chamber into the displacers chamber and making sure it doesn't vibrate out. Rationalize differences

Week2 Narrative
The engine still has not wanted to work. I can see it wants to move. the engine shakes around alot when in motion. This could be the problem why it doesnt want to go all the way. I wont scrap this engine because it was more succesful than the other sterling engine.

Week2 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Bring in a semi working sterling engine and start to build one very good working sterling engine. workout small mistakes in the new engine

Week3 Activities
My teammate brought in a different displacer chamber for me. he made two of them. i filled out my notebook and stated that making the crank shaft and getting the precise measurments would be hard. Rationalize differences

Week3 Narrative
took home the new displacer chamber and tried to create a new sterling engine. the engine is still being built but has so many problems. the crank shaft is to weak and the offset gears are out of whack. getting the power piston and pvc piping will take some time. i started to gather some more materials lying around in the house.

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
Build new sterling engine over the weekend.

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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

title: User:Jkim7610/enes100/BigBlock


text:
User:Drew Dollas/enes100/Glorious2

Link back to Glorious2

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

Assign Task1
I will continue working on remote control car receivers and transmitters.

Compare actual work done to Task1
I got the bottom fans on the hovercraft wired up to a switch with two 9 volt battery running through it, so that we can turn the switch on to have the fans on, and just turn the switch off to turn the fans off. I determined that one 9 volt battery going to each fan was not quite enough, because the fans are supposed to be given 12 volts of power. But I also ran into the problem of the fans draining the batteries very quickly. So I will need to find some way to fix that. Also, it was figured out that if we put weight on the hovercraft while the skirt is lifting up the hovercraft, it builds the pressure in the skirt, and makes it so the hovercraft moves more easily across the ground.

Week1 Narrative
We needed a way to turn on and keep on the bottom fans, so I saudered their wires to a switch, and made it powered by two 9 volt batteries. Also, I was trying to figure out a way to give the two fans enough power from a battery, because the fans should have 12 volts, while I was only giving them 9 volts. So I attached two 9 volt batteries together, and put the wires from the fans in a parallel circuit powered by my new 18 volt battery. And the 18 volts battery gave the fans a lot of power to blow. But even thought the whole hovercraft was being lifted off the ground, it was not sliding very well. And when I put something heavy on it, I noticed that the hovercraft slid on the floor more easily.

Assign Task2
I need to get a good 12 volt battery that will not drain super fast to use for each downward fan, because the two 9 volt batteries that are connected together that I am using right now drain too quickly. Also, we need to find two good fans to put on the back of our hovercraft to propel it forward, and then find a good power source for the fans, and wire it up so that we can control those fans with the remote.

Compare actual work done to Task2
I did not look into finding the perfect battery to power our hovercraft. Instead, my efforts were put towards trying to make the hovercraft be able to slide more easily across the floor. Our hovercraft originally just had the plastic that came wrapped around the styrofoam as our skirt. But the hovercraft needs less surface area touching the ground so that less friction restricts movement. I started making duck tape tubes going just around the outside of the hovercraft. I finished 3 sides of it so far.

Week2 Narrative
Before I wanted to find a better fan to use to propel our hovercraft forward, I wanted to try to give the fan we were using a chance. So I ended up trying to make tubes going around the outside of the bottom of the hovercraft. They are made out of duck tape, and I finished 3 of the 4 sides so far.

Assign Task3
To finish the duck tape tubing around the hovercraft, and to just be able to get the hovercraft moving well on its own.

Compare actual work done to Task3
I finished my duck taping on the hovercraft. I did not make the duck tape into tubes, instead, I just left the flaps open because the amount of air that we have blowing into them is enough to keep it inflated even though it is completely open. And it worked okay, but the flaps were not as tight as they could be. After Austin made the tighter duck tape skirt, I turned on the fans, and it was better, but it was still not sliding across the floor like I wanted it to. So, I took off the two 9 volt batteries that I had going to those two fans blowing downward and I hooked up one of those 11.1 volt rechargeable batteries to the two fans in parallel. When I flipped the switch on, the fans worked much more efficiently than they did with the two 9 volt batteries. And the hovercraft slid across the ground the best it has every slid. It is still not perfect, but I believe that we could not have done much better.

Week3 Narrative

http://www.youtube.com/watch?v=qPR6dG7slQw - Our hovercraft using the two 9 volt batteries with approximately 400 milliamp-hours

http://www.youtube.com/watch?v=gCx19otHe7g - Our Hovercraft using the one 11.1 volt battery with approximately 2100 mAh

As you can see, it slides much more smoothly with the 11.1 volt battery

I read the response from Devilsadvocate1728 on this page http://answers.yahoo.com/question/index?qid=20070613091102AAomE78 to help me understand a little more about how batteries work

Assign Task4
To get some fans on the back of the hovercraft hooked up

Compare actual work done to Task4
I learned about how the Lithium Polymer rechargeable batteries work. I learned that the ones we have can be dangerous. For the 11.1 volt battery that we are using, if you touch the positive and negative wire together, it creates very large sparks. These batteries have a lot of current running through them and very little resistance in them. I hooked up a 9-volt battery to this motor with a propeller on the end of it, and it didn't spin very fast. But when I hooked up that 11.1 volt battery, it spun way too fast. This is not really because the voltage is higher coming from the 11.1 volt battery, it is because there was so much current running through the system. In conclusion, it does not only matter how much voltage the battery can supply, but the amount of amps that can run through the circuit is also a very important factor. Also, for recharging the battery, I learned that I need to monitor the battery and not let it over charge, because it can explode. And I came across this tutorial for charging up a battery on the charger that we have at HCC.

1. Go into the Thunder AC6 settings on the dual power unit, and use the "Batt. Type" button to locate the USB and temperature settings. Turn on USB and turn off Temperature.

2. Load the CP210x USB to UART Bridge VCP Drivers (makes the USB look like a Com Port) https://www.silabs.com/products/mcu/Pages/USBtoUARTBridgeVCPDrivers.aspx

3. Load the logview software http://www.logview.info/cms/e_logview_info.phtml

Power up the charger, plug the USB in the computer and hopefully it will detect the new device and load the USB drivers..

Run the Log View Program select English

Select the DEVICE Bantam E-station BC6 charger.. select in DEVICE Open Port Recording

To start charging batteries using the charger -

1. Use program select to choose your type of battery

2. Change the amp and volt values on the charger to the voltage of the battery, and the recommended charge amps specified on the battery

3. Hold the start button

It should require you to hit start once more, and then it will start charging. It will show you the current voltage of the battery, the charging rate, and the time it has been charging. As it charges, if it is connected to the logview program, you should be able to see a graph forming. If you cannot, try changing the tabs below the graph from "Graph," to "Analog View" or "Digital View."

Aside from the batteries, I determined that it will just be easiest to use a motor with a propeller attached to the end of it instead of an actual fan, because there are not any good fans available for our use. So now I have been trying to get the correct amount of power going to the motor. I have not been able to find a good battery to use for it, So I will just not use remote control methods for now, instead, I will use the machine that can give the exact amount of volts and current that I want and have the hovercraft be attached by cable until we get everything working.

Week4 Narrative
One main problem that I had was determining how I was going to get the hovercraft to move forward. I have been trying to use fans for a while now, but none of the ones we have available in class seem to be doing the trick. So I decided that it was time to try something else. I found a motor with a propeller attached to it, and I starting giving power to this motor to see if the propeller will be enough to push the hovercraft forward. However, I could not find a good battery to power this motor. The general 9-volt battery was not enough, and the rechargeable batteries that I tried were way to strong. So I will be trying to just use the machine that lets me choose how much voltage and current to have running through the wires.

Complete Project Page
Link back to Glorious2

Start Next Project Week0 activities
Use that machine that lets me choose how much voltage and current to having running to the motor to see if the propeller I found will be good enough. and to try to get two motors with two propellers on the back of the hovercraft working to push the hovercraft forward.

title: User:Drew Dollas/enes100/Glorious2


text:
User:Ablomme2125/enes100/Glorious2

Link back to Glorious2

Problem Statement
Can i have a hovercraft that is able to be remote controlled? If so how would it be done and what would i use?

Assign Task1
Find remote control cars that I can take the circuit boards and motors out and reuse on our Hovercraft.

Compare actual work done to Task1
We had gotten some different models of RC cars, and took them apart to see what we could use. I found that the smaller green RC car had a motor for the direct drive, and then for the turning it used an electromagnet to attract and repel an earth magnet. So when ever the car wanted to turn, the circuit board would receive the radio signals from the remote, and it would put current into the electromagnet repelling the magnet.

Week1 Narrative
With the smaller RC car, i found that we could not use the Electromagnet to turn our hovercraft, because the motors would be too heavy for the small magnet. But with the Maisto RC car i found that it used a direct gear to turn the car. So what i did was took out the circuit board and the motor and we used that to control our lift motors.

Week1 Peer Review
My teammates and i have been making great process. Drew bought the foam platform that we are using for the deck of our hovercraft. James soldered all the wires together to make our circuit complete. We are making great progress thus far.

Assign Task2
I noticed upon returning from an absence, that my teammates went ahead and made a skirt for the bottom out of duct tape. I thought it was a great idea, but i noticed once i tested it, that there was just too much surface area of the tape touching the ground causing it to not slide easily. So next class i must come up with a way to make it more efficient.

Compare actual work done to Task2
At this point we have our lift turbines glued onto our platform. We also have a switch that's connected to them and the battery, that way we can turn them on and off when ever we are testing it. I went ahead and removed the duct tape that my teammates had on there, and just refined their idea, so that the air would escape uniformly.

Week2 Narrative
Waiting to Receive pictures.

Week2 Peer Review
I found that my teammates are doing a good job in keeping up with the work. James is doing fantastic keeping our team page up and running. While Drew is our wiring guru, he has soldered all of the wires on the project thus far. We need to keep progressing and pushing forward!

Assign Task3
Complete the Duct tape skirting that i had started previously this week.

Compare actual work done to Task3
Rationalize differences

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

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

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

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and a signature ~ by entering four tildes in a row to create a time and date stamp. Create a new category if another team mate has already commented here.

Complete Project Page
Follow the "project done" format.

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

title: User:Ablomme2125/enes100/Glorious2


text: Template:Background color

title: Template:Background color


text:
Template:Background color/doc

Usage
results in Hello, world! results in Hello, world!

See Web colors for a list of colors.

title: Template:Background color/doc


text: Template:Font color

title: Template:Font color


text:
Template:Font color/doc

Usage
 undefined

Examples of use:
 *  this is about plants : this is about plants:(it appears in blue text).
 *  text in red background : text in red background:(no parameters are used for the text color, only for the background)
 *  red text with yellow background : red text with yellow background

title: Template:Font color/doc


text: File:Signature Hailong Chen.png

title: File:Signature Hailong Chen.png


text:
User:Egm6321.f11.team2.rho/HW4

=R*4.4- Derivation of a class of exact L2-ODE-VC=

Given
The form of general N2-ODE is

The (4.4.1) is considered as follows:

A generated class of exact L2-ODE-VC is

Find
Show that (4.4.2) and (4.4.3) leads to (4.4.4).

Solution
From (4.4.1) and (4.4.2), we can obtain

Integrating the both sides of (4.4.5), the following is obtained.

Using (4.4.6),

whrere

$$ \displaystyle \begin{align} &p = y'(x) \\ &\phi_x = P'(x)p + \frac{\partial k(x,y)}{\partial x} \\ &\phi_y = \frac{\partial k(x,y)}{\partial y} \end{align} $$

Integrating the term of R(x)y in (4.4.7),

With (4.4.8), (4.4.6) can be rewritten as follows:

To find k(y), $$\displaystyle \phi_y $$ is found and compared to Q(x) because $$\displaystyle \phi_y = Q(x) $$ in (4.4.7).

Frrom (4.4.10), we can find the following:

Therefore, k(y) is verified with constant k and (4.4.9) is resulted in

$$ \displaystyle \phi(x,y,p) = P(x)p + T(x)y + k $$

title: User:Egm6321.f11.team2.rho/HW4


text:
User:Moana~enwikiversity

Moana is a lifelong learner and teacher. Among her subjects of interest are mathematics, cognitive science, artificial intelligence, and education. She maintains a blog at www.gettingbetteratthings.com.

title: User:Moana~enwikiversity


text:
NEES

The George E. Brown, Jr. Network for Earthquake Engineering Simulation or NEES is created by the National Science Foundation to give researchers the tools to learn how earthquakes and tsunamis impact buildings, bridges, utility systems and other critical components of civil infrastructure.

NEES is a network of 15 large-scale, experimental sites that incorporate shake-tables, centrifuges that simulate earthquake effects, unique laboratories, a tsunami wave basin and field-testing equipment. All are linked to a centralized data pool and earthquake simulation software, bridged together by the high-speed Internet. The new NEEShub system, a communications web that uses collaborative tools and tele-presence technologies, allows off-site researchers to interact in real time with any of the networked sites.

With these tools, engineers and students from all parts of the country can collaborate on multi-site experiments using simulators that generate earthquake effects strong enough to bring down full-sized buildings.

From that knowledge will come a new set of rules from which engineers can design structures and materials that will better withstand earthquake forces.

title: NEES


text:
User talk:Moana~enwikiversity

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Simone 20:43, 17 October 2011 (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 Moana. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Moana~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 23:43, 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) 06:16, 19 April 2015 (UTC)

title: User talk:Moana~enwikiversity


text:
Talk:Engineering Projects/Engines/Howard Community College/Fall2011/550 ARM

100/100 points 1sfoerster 20:45, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/FanWing/Howard Community College/Fall2011/550 MWE

100/100 points 1sfoerster 20:46, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/StrandBeest/Howard Community College/fall2011/550 Kapachi

100/100 points 1sfoerster 20:49, 17 October 2011 (UTC)


text:
Talk:Engineering Projects/Rube Goldberg/Howard Community College/Fall2011/550 FKJ

50/100 ... there are 5 categories missing software, time, tutorials, decisions, summary 1sfoerster 20:51, 17 October 2011 (UTC)

get all the categories up there and rationalize why they aren't filled out 1sfoerster 20:52, 17 October 2011 (UTC) 90/100 ... time is not filled out, the poster is not good 1sfoerster 21:01, 21 November 2011 (UTC)


text:
User talk:Aiman titiBot

This account has been indefinitely blocked as an unauthorized bot. Please see Bots for information concerning running a bot at Wikiversity, and Bots/Requests to request permission to use a bot. -- Simone 20:55, 17 October 2011 (UTC)

title: User talk:Aiman titiBot


text:
User:CTL~enwikiversity

Quick Intro
Not gonna take too long. This is the first time I am actually using a name, I usually just do small corrections on wiki projects, and leave it at that, but I think it's time to step up and start making real contributions. I'm not at all familiar with the wiki markup, so this is a learning process for me as much as being on the -versity itself. Hopefully, this will change as I get more involved, but for now it is safe to call me a true 'noob'

As well, this page is transposed to all wikis that I am active (or semi-active) in, so some info may be irrelevant to here.

Userboxes
Gonna put some userboxes here to help people who actually take interest in me to understand just what they're dealing with.

title: User:CTL~enwikiversity


text:
User talk:CTL~enwikiversity

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

To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.
 * Explore Wikiversity with the links to your left.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.
 * Follow Wikiversity on twitter (http://twitter.com/Wikiversity) and identi.ca (http://identi.ca/group/wikiversity).

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Simone 21:45, 17 October 2011 (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 CTL. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name CTL~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) 06:04, 19 April 2015 (UTC)

title: User talk:CTL~enwikiversity


text: File:EGM6341.s11.TEAM1.WILKS EC35.vql.svg


text:
National Science Foundation

The National Science Foundation (NSF) is a United States government agency that supports fundamental research and education in all the non-medical fields of science and engineering. Its medical counterpart is the National Institutes of Health. With an annual budget of about US$6.87 billion (fiscal year 2010), the NSF funds approximately 20 percent of all federally supported basic research conducted by the United States' colleges and universities. In some fields, such as mathematics, computer science, economics and the social sciences, the NSF is the major source of federal backing.

The NSF's director, deputy director, and the 24 members of the National Science Board (NSB) are appointed by the President of the United States, and confirmed by the United States Senate. The director and deputy director are responsible for administration, planning, budgeting and day-to-day operations of the foundation, while the NSB meets six times a year to establish its overall policies.

Other websites

 * NASA

Call for essays
Please contribute an essay or article on . Enter title that is not already on the list below and start your draft. If you wish to change your title, or have any other questions, visit us at Colloquium.
 * List of contributions

title: National Science Foundation


text:
Talk:Motivation and emotion/Book/2011/Learned optimism

Comments
Hi there,

I'm writing the Emotional INtelligence page. Just browsing and noticed your nifty drop down box. Might have to call by and pinch the syntax laterU112052 00:17, 18 October 2011 (UTC)
 * Great picture to open the chapter with! AngeM 07:45, 23 October 2011 (UTC)

Hi there, I'm with AngeM, love your opening pic!! Please include a quiz for this chapter - I'd love to take the optimist v pesimist test. I could do with a few tips on how to remain optimistic, particularly just before exam period. Crazydaisy 05:29, 2 November 2011 (UTC)

Hey the plan is looking great. It looks like it will have a lot of flow - and the content sounds interesting. I am with Crazydaisy - I think people will really respond to an optimism vs. pessimism quiz! Keep up the good work, cant wait to read the finished product :) (Psych 125 22:50, 2 November 2011 (UTC))

Hey looks like a great start! Great find with the little train who thought he could !Trinand 11:27, 4 November 2011 (UTC)

I found this: Learned Optimism - it's an article on learned optimism. Could be really useful for you! :) A-bryant 15:11, 5 November 2011 (UTC)

Are you going to cover the negatives of optimism ? might be good....(Paton3027789 04:01, 6 November 2011 (UTC))

Did you know that people that report being highly optimistic correlates with narcissism? Food for thought? Miz.mira 22:55, 17 October 2011 (UTC)

Fantastic chapter - really well done - congratulations - Magnolia

Rfoster 10:32, 11 December 2011 (UTC)

-- Jtneill - Talk - c 11:24, 10 December 2011 (UTC)


text:
User:Egm6321.f11.team1.steele.m/Report4

R*4.4 Question from meeting 21, pages 5-6: Given (2)-(3) from p. 21-4 $$G = \underbrace{\underbrace{R(x)}_{\displaystyle a_0(x)} y}_{\displaystyle \ne \phi_x} + \underbrace{\underbrace{Q(x)}_{\displaystyle a_1(x)} y'}_{\displaystyle \ne \phi_y} + \underbrace{\underbrace{P(x)}_{\displaystyle a_2(x)} y''}_{\displaystyle = \phi_p}$$ $$\displaystyle (Equation\;4.4.1)$$ $$\phi_x(x,y,p) + \phi_y(x,y,p) \,y' = R(x)y + Q(x)y'$$ $$\displaystyle (Equation\;4.4.2)$$  Find that the solution gives (1) from p. 21-5 $$\phi(x,y,p) = P(x)p + T(x)y + k$$  $$\displaystyle (Equation\;4.4.3)$$

From lecture notes [[media:pea1.f11.mtg21.djvu|Mtg 21]]

Solution
The equations (2) and (3) are within the category of L2-ODE-VC. The key is to use the substitution $$p = y'$$ for the derivations and $$p' = y''$$.The first step is to prove the exactness of the equations below. There are two exactness conditions for the N2-ODE. Note that the functions R and Q are of x but not y. This affects the 2nd exactness condition and subsequent derivations and integrations.

$$G = \underbrace{\underbrace{R(x)}_{\displaystyle a_0(x)} y}_{\displaystyle \ne \phi_x} + \underbrace{\underbrace{Q(x)}_{\displaystyle a_1(x)} y'}_{\displaystyle \ne \phi_y} + \underbrace{\underbrace{P(x)}_{\displaystyle a_2(x)} y''}_{\displaystyle = \phi_p}$$ $$\displaystyle (Equation\;4.4.1)$$

$$g(x,y,p) = \phi_x(x,y,p) + \phi_y(x,y,p) \,y' = R(x)y + Q(x)y'$$ $$\displaystyle (Equation\;4.4.2$$  The function with p=y' can be rearranged.  $$g(x,y,p) = \phi_x(x,p) + \phi_y(x,p) \,y' = R(x)y + Q(x)p$$ $$\displaystyle (Equation\;4.4.3)$$

The equations satisfy the following form of the 1st exactness condition. $$G = \frac{d \phi}{dx} = \phi_x + \phi_y \,y'+ \phi_p \,y'' $$ $$\displaystyle (Equation\;4.4.4)$$ The 2nd exactness condition is derived below. First, assume that $$f(x,p) := \phi_p(x,p)= P(x)$$ Then the 2nd exactness condition can be applied satisfactorily. $$f_{xx} + 2pf_{xy} + p^2f_{yy} = g_{xp} + pg_{yp} - g_y$$ $$f_{xp} + pf_{yp} + 2f_y = g_{pp}$$ $$\displaystyle (Equation\;4.4.5)$$ This can be shown by placing the values of R and Q into the equation for 2nd exactness. $$P_{xx} + 0 + 0 = g_{xp} + pg_{yp} - g_y = Q_{x} - R$$ The next step is to find the integration factor h(x) from the equation below. $$g(x,yp) := \phi_x + \phi_y \,y' = \phi_x(x,p) + \phi_y(x,p) \,p = R(x)y + Q(x)p$$ Recall that the integration factor in this case is a function of x, so the following equation from meeting 11 can be used. $$\frac{h_x}{h} = -\frac{1}{N}(N_x - M_y) =: \color{blue}{n(x)}$$ The integration is simple.
$$h(x) = \int \frac{h_x}{h} = -\int \frac{1}{N}(N_x - M_y) = -\int\frac{1}{Q(x)}(Q_x - R)= T(x)y + k$$ Subsequently, the final solution is equated below.
$$\phi(x,y,p) = h(x) + \int(f,x,y,p) \,dp = P(x)p + T(x)y + k$$ References for R4.4 Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 11) [[media:pea1.f11.mtg11.djvu|Mtg 11]] 13 Sep 2011. Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 16) [[media:pea1.f11.mtg16.djvu|Mtg 16]] 22 Sep 2011. Vu-Quoc, L. Class Lecture: Principles of Engineering Analysis. University of Florida, Gainesville, FL, (Meeting 21) [[media:pea1.f11.mtg21.djvu|Mtg 21]] 04 Oct 2011.

title: User:Egm6321.f11.team1.steele.m/Report4


text:
User:TFrancis3580/enes100/Robot Arm

Link to team page. TFCW

Give instructor top 3 project choice list
1.Hovercraft 2.Submarine 3.Cavitation Tube

Write problem statement
Create a functioning robot arm that is light enough to move and be controlled by motors of servos and has a working end effector that is able to pick up objects.

Assign Task1
Research functions of a robot arm. By using online resources and looking through past projects.

Compare actual work done to Task1
Concluded 123D. Exe is to be used in order to create robot arms hand. *Documentation will recorded on how to operate the program.

Week1 Narrative
I am to study Festo Robotic Arm and create sketches using 123D.exe based on that design for group use. Here's a link to the | festo design of the robot arm. | Festo Video 2

Problem: Robot Hand mechanism has a difficult design. It seems a though the structures have a small thin metal tube holding it together along the fingers so to speak.

Solution: The class supplies this material so it will be accomplished.

Week1 Peer Review
Link To Week 1 Peer Review.

Assign Task2
Review Festo Robotic Arm design and draw sketches while learning how to use 123D. exe and record any problems, solutions, accomplishments, discoveries, etc. in notebook.

Compare actual work done to Task2
Utilized 123D.exe and created the finger for the robotic arm (Just the structure of it)the inside components are for week 3 tasks. Also, reviewed the tutorial videos for 123D.exe and have become somewhat experienced in how to utilize also recorded notes on how to use or interpret the icons, applications, etc of 123D.exe in notebook.

Week2 Narrative
Here Are some links to screenshots (.jpg) uploaded to Google docs on are what I have done so far on the finger component of the robotic arm on 123D.exe Click Link to View)

Robotic Arm Finger Component #1

Robotic Arm Finger Component #2

Robotic Arm Finger Component #3

Problem: I had some issues using the "Shell" application of 123D.exe because according to the tutorial videos it would allow me to create a canal through the structure but it would not allow me. ("Stated: Gap cannot be filled").

Solution: Created different components and utilized the "assemble" feature of 123D.exe to combine them and through that a canal was created.

Week2 Peer Review
Link To Week 2 Peer Review

Assign Task3
Plan on utilizing 123D.exe to create the inner components of the finger and palm of the robotic arm while recording any problems, solutions, accomplishments, discoveries, etc. in notebook.

Compare actual work done to Task3
Still utilizing 123D.exe and trying to find some kind of "datum" application and still having trouble locating it although i belive the coordinate plane feature of 123D.exe was very promising so I will still test more ideas.

Week3 Narrative
Problem: Still having trouble locating a "datum" feature on 123D.exe I found numerous similiar applications hoiwever they did qualify so to speak.

Solution: Decided to move on from that and see if I can utilize the "draw" application of 123D.exe and utilize different grids to actually present a 3D presentation next report.

Week3 Peer Review
Link To Week 3 Peer Review.

Assign Task4
Finish utilizing 123D.exe to create a sketch of the robot hand component and work with the group member to finish the robot arm if needed.

Compare actual work done to Task4
After much documentation and learning I Discovered 123D.exe can not be utlized in order to create the robot end effect of the robotic arm however we have decided to explore different soltuions to the robotic arm end effect such as legos, plastic molding, etc.

Week4 Narrative
Links To Videos I Have Taken:

Robotic Arm Video #1 http://www.youtube.com/watch?v=JZa7Lc66-xg&feature=feedu

Robotic Arm Video #2 http://www.youtube.com/watch?v=Z-zSgx0VA98&feature=feedu

Robotic Arm Video #3 http://www.youtube.com/watch?v=3TWI68-86sg]

Links To Photos I Have Taken:

Robotic Arm Photo #1

Robotic Arm Photo #2

Robotic Arm Photo #3

Robotic Arm Photo #4

Robotic Arm Photo #5

Robotic Arm Photo #6

Robotic Arm Photo #7

Robotic Arm Photo #8

Robotic Arm Photo #9

Robotic Arm Photo #10

Robotic Arm Photo #11

Robotic Arm Photo #12

Robotic Arm Photo #13

Robotic Arm Photo #14

Robotic Arm Photo #15

Week4 Peer Review
Week 4 Peer Review

Complete Project Page
Completed

Start Next Project Week0 activities
Completed

title: User:TFrancis3580/enes100/Robot Arm