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Motivation and emotion/Book/2011/Self-efficacy

How our beliefs affect our lives
From the moment we are born, we are told to believe in ourselves, and to have faith in our ability to achieve our goals. But where do these beliefs in oneself come from and what do these beliefs mean when attempting a task?

Beliefs about one's ability can be either enhancing to one's self worth or detrimental (Bandura & Locke, 2003). When a person’s beliefs are enhancing, this person will be more likely to participate in tasks and may even attempt new tasks that challenge their abilities (Bandura & Locke, 2003). However, if these beliefs are detrimental, a person may begin to avoid situations were those abilities are tested for fear of failure (Bandura & Locke, 2003).

As such, beliefs have the ability to affect what decisions are made, what paths are chosen and what effect success or failure will have the individuals’ self-worth (Bandura & Locke, 2003). More so, these beliefs can influence how an individual copes when presented with difficult life events and the emotional repercussions of perceived failure (Bandura & Locke, 2003; Bandura, 1997).

The effect of beliefs, and how an individual reacts to them, becomes a part of a persons self-concept or how they view themselves (Bandura & Locke, 2003). If positive, a person can utilise these beliefs to motivate themselves to attempt and ultimately achieve desired outcomes. However, if there is little belief in one's ability, then a person might see a decline in overall performance and potential lack of motivation due to a perceived lack of capabilities (Bandura & Locke, 2003).

Self-efficacy
Self-beliefs about one’s abilities have been termed self-efficacy, which is defined as an individual’s belief in his or her ability to perform and achieve a task (Neissaar & Raudsepp, 2011; Tschannen-Moran & McMaster, 2009; Maddux, 1995). Self-efficacy is not about an individual’s skill level but a person’s belief in his or her ability to achieve a specific task (Maddox, 1995).

Self-efficacy is a strong predictor for an individual’s behavioural choices and whether certain behaviours will be maintained or altered (Neissaar & Raudsepp, 2011; Wise & Trunnell, 2001). The level of self-efficacy in an person is also indicative of behaviour (Tschannen-Moran & McMaster, 2009; Wise & Trunnell, 2001). An individual with high self-efficacy is often more likely to participate in more challenging tasks, set higher goals and will be more highly motivated (Bandura, 1997; Joet, Usher & Bressoux, 2011; Tschannen-Moran & McMaster, 2009). However, an individual presenting with low perceived self-efficacy will avoid challenging tasks, have less significant goals and be less motivated (Bandura, 1997).

It is not possible for an individual to have a high level of self-efficacy for every part of his or her life (Bandura, 2006). For example, a singer may have strong self-efficacy belief about reaching certain notes in a song but will have lower efficacy beliefs in her ability to play football (Bandura, 2006).

Self-efficacy can be linked to a person's attempt to control life’s circumstances (Bandura, 1997). The stronger the belief in the ability to achieve a desired outcome, the more a person believes they are in control of his or her life (Bandura, 1997). A person will not attempt an activity or push personal abilities when the belief is that failure will follow (Caprara, Scabini & Regalia, 2006). Furthermore, when placed against difficult life situations, an individual will falter without a strong belief in success (Caprara, Scabini & Regalia, 2006).

Human agency

Self-efficacy derives from the theory of human agency (Bandura, 1989, 2011). Self-efficacy beliefs are seen to be an attempt by an individual to control ones circumstances (Bandura, 1997). As such, human agency theorises that a person has a certain amount of control over life’s circumstances and are able to direct and alter behaviour to access this control (Bandura, 2011). Human agency is defined as the perceived control over our circumstances to attain specific outcomes (Bandura, 1997). To become an agent of ones own life, an individual must attempt, through behavioural changes, to achieve a his or her goals (Bandura, 2011).

Human agency theory is conceptualised is three ways; Autonomous agency, Mechanical agency and Emergent Interactive agency.

Autonomous Agency argues that control over behaviour is entirely dependent on the will of an individual (Bandura, 1989). Actions taken by an individual are self-determined and regulated, in an attempt to achieve the desired outcome (Bandura, 1989).

Mechanical Agency sees our behaviour as highly influences by external mechanisms (Bandura, 1989). All internal events of an individual are highly influenced by external mechanisms (Bandura, 1989). All internal events of an individual are affected by circumstances external to that person (Bandura, 1989).

Emergent Interactive Agency is where self-efficacy emerges (Bandura, 1989). Bandura (1989) saw human agency as neither autonomous or mechanical, but a combination of both. This theory of agency states that this combination contributes to an individuals desire to perform certain tasks or avoid them completely (Bandura, 2001).

Characteristics of human agency
Human agency, according to Bandura's theory (1989), comprises of four characteristics which influence a person's choice of behaviour.

Intentionality

Intentionality refers to action that is taken deliberately by a person to achieve an outcome (Bandura 2001). This characteristic of human agency is founded on the idea that an individual will plan actions based on a desired future outcome (Bandura, 2001). By planning an action to achieve a certain outcome in the future, a person attempts to guarantee this outcome without relying on prediction or expectation (Bandura, 2001).

When an individual does not plan for the consequences of a particular action, that often these consequences are both harmful and determinantal to persons self-efficacy beliefs (Bandura, 2001). Intention is based on the idea of planning for the consequences and outcomes of a particular action (Bandura, 2001). If intention is used when making a decision then theoretically, the outcomes of these actions will easier to anticipate and control (Bandura, 2001). Intentionality can be thought of as the saying ‘think before you act’.

Forethought

Forethought is the process of applying thought to an action to achieve desired goals or outcomes. The act of forethought allows an individual to envisage an outcome and attempt to act in ways in which to manifest this (Bandura, 2001).

However, nothing in human experience is predictable or assured, hence forethought can be used by an individual as a motivational tool in which to envisage desired goals and attempt to change behaviours to achieve them (Bandura, 2001). As behaviour is energised by our desired goals, forethought allows for individuals to come to realisation that they are in control of their actions (Bandura, 2001). This realisation then assists individuals in recognising that control can help them achieve desired outcomes (Bandura, 2001).

Self-Reactiveness

Although a person may wish for certain outcomes to just manifest due to their own forethought and intentions, this is not the case (Bandura, 2001). One must also rely on one's elf to motivate and control his or her actions to achieve these outcomes (Bandura, 2001). Once an individual has a plan and intention, he or she needs to motivate and regulate their own behaviour to achieve goals (Bandura, 2001).

To motivate and regulate one's actions, an individual can use the creation of goals to direct behaviour. Goals essentially allow for direction in behaviour and allow for an individual to decide which actions to take to achieve these goals (Bandura, 2001). Through goals, an individual can evaluate actions taken and adjust or maintain them accordingly (Bandura, 2001). Although goals are not indicative of an outcome they do motivate and direct our behaviours (Bandura, 2001). Goals allow for a person to create incentives, which further energise individuals to pursue and engage in behaviours that reap rewards (Bandura, 2001). The more difficult and challenging the goals, are the more incentive and motivated an individual will become, further energising positive behaviours.

Self-Reflectiveness

As an agent of our own circumstances, we also have the ability to reflect upon these actions (Bandura, 2001). By reflecting on his/her behaviours, a person is able to further investigate what motivates and inspires them, and what behaviours resulted in that desired outcomes (Bandura, 2001).

A by product of this reflection is the ability to form beliefs about one's abilities and what they are capable of achieving or not achieving (Bandura, 2001). These beliefs are self-efficacy beliefs and are thought to be the core basis of human agency (Bandura, 2001). Without beliefs of one's ability to achieve goals, control decisions and actions, a person will struggle to cope when confronted with a challenge or task (Bandura, 2001). These beliefs are an important part of a person’s ability to motivate oneself to achieve or peruse a task (Bandura, 2001).

The origins of self-efficacy beliefs
How a person develops self-efficacy beliefs is through four sources of information. These four sources developed by Bandura (1995), illustrate what influences the development of self-efficacy beliefs about our abilities.

*Mastery experiences

Considered the most influential source of efficacy for an individual is mastery experience (Joet, Usher & Bressoux, 2011; Tschannen-Moran & McMaster, 2009; Wise & Trunnell, 2001). Defined mastery experience is seen when a person attempts a new task. By attempting this task an individual is developing a sense of self-efficacy based on his or her performance (Wise & Trunnell, 2001; Joet, Usher & Bressoux, 2011).

When that performance is analysed and interpreted to be successful or unsuccessful, we are participating in mastery experience (Joet, Usher & Bressoux, 2011). Interpretation of successful events will help increase a persons self-efficacy beliefs, whereas unsuccessful events will only undermine such beliefs (Joet, Usher & Bressoux, 2011). However for successful events to effect a persons efficacy, the event itself needs to be deemed significant to an individual and have little influence from external forces such as somebody helping the person to complete the task (Tschannen-Moran & McMaster, 2009). Too much interference by an external factor may be viewed as tainting the success of the performance and therefore the performance will be deemed unworthy to be incorporated into a person's overall efficacy beliefs (Bandura, 1995).

Vicarious experience

Observation of another trusted individual attempting and ultimately succeeding in a task can increase an one's self-efficacy (Wise & Trunnell, 2001). When viewing this individual succeeding in a task, a person is able to model their self-efficacy on the outcome (Tschannen-Moran & McMaster, 2009). For example, if a mother colours inside of the lines, the child will believe they themselves are capable of doing the same. This modelling will be even stronger if an individual and the model are linked more intimately then strangers (Tschannen-Moran & McMaster, 2009). For if the individual knows the model then success or failure of a task will have a greater effect (Tschannen-Moran & McMaster, 2009). For if the individual knows the model then success or failure of a task will have a greater effect (Tschannen-Moran & McMaster, 2009). It has been found that a majority of people will seek out models who are successful in tasks that are important to that individual, increasing the value of the observation (Tschannen-Moran & McMaster, 2009). This source of efficacy can be effective for individual who are unsure or afraid of attempting a new skill, by using a successful model, those individuals can develop efficacy through this observation (Joet, Usher & Bressoux, 2011).

Social persuasion

When an opinion is expressed about our ability to perform in a task by a trusted individual, this can affect our self-efficacy beliefs in our ability to succeed (Wise & Trunnell, 2001). If a trusted experienced individual expresses the belief that a person can achieve in a task then an increase in self-efficacy will occur (Wise & Trunnell, 2001). Alternatively, if that same person expresses doubt in our ability, efficacy will decrease (Wise & Trunnell, 2001). Often feedback from teachers or colleagues is an illustration of persuasive statements and the effect on efficacy beliefs (Tschannen-Moran & McMaster, 2009). The encouragement that these statements elicit can encourage a person to attempt new tasks and hopefully increase his or her overall efficacy beliefs (Tschannen-Moran & McMaster, 2009). However, if the boost to self confidence is not realistic and disbelieved by the individual, this will lead to a decrease in efficacy (Bandura, 1995). Hence, the use of persuasion can lead people to believe that they are able to do a task and that they do have the capabilities to succeed (Bandura, 1995).

Although it has been argued that a person's opinion may not drastically alter our self-efficacy beliefs but may help encourage positive beliefs about our capabilities in certain task, allowing for more opportunity to increase self-efficacy (Tschannen-Moran & McMaster, 2009).

Physiological and emotional state

Our physical and emotional reactions to tasks can also be an indication of our self-efficacy beliefs (Wise & Trunnell, 2001). Physical symptoms that may occur when a person is presented with a task that they have not performed before include, light headiness, sweating and accelerated heart rate (Wise & Trunnell, 2001). Emotionally in this situation, an individual may feel anxiety or stress (Wise & Trunnell, 2001). When approaching a task, an individual will interpret these signs and symptoms as whether or not there is belief in his or her capabilities to achieve the task and may attempt or not attempt the task due to this interpretation (Wise & Trunnell, 2001).

For example, if a person is experiencing anxiety before an exam, it could be interpreted by the person as an indication that s/he does not have the capability to pass and ultimately this will undermine the tasks success (Wise & Trunnell, 2001). Interpretation of the emotional and physical state is more important to self-efficacy beliefs then actual symptoms themselves (Bandura, 1995).

However, it has been noted that some moderate increases in the physical and emotional state can be interpreted by some individuals as a challenge to succeed and behaviours may become more energised, which can potentially increase a person's self-efficacy beliefs (Tschannen-Moran & McMaster, 2009). If a person has high efficacy then any symptoms will be interpreted as an energising experience, however those with low efficacy will view arousal as a debilitating (Bandura, 1995).

How self-efficacy can motivate us
Self-efficacy beliefs can be a significant tool in motivating individuals to achieve desired goals and outcomes. These beliefs have the ability to direct and energise behaviour towards these ambitions (Bandura, 2001). When an individual displays high self-efficacy beliefs, new tasks and challenges will be undertaken with far greater motivation then those with low efficacy (Bandura, 1997; Joet, Usher & Bressoux, 2011; Tschannen-Moran & McMaster, 2009).

Self-efficacy beliefs are considered a significant predictor of human behaviour (Neissaar & Raudsepp, 2011; Wise & Trunnell, 2001). As such, a person who does not believe that he or she is capable of completing or succeeding in a task, will put little effort into the task or may not attempt the task at all (Neissaar & Raudsepp, 2011; Wise & Trunnell, 2001). To attempt to harness the potential of self-efficacy and hence motivation, a person must first address the four sources of these beliefs (Bandura, 1995). For a teacher using self-efficacy in learning situations, will see each source of efficacy as an opportunity to improve grades and overall behaviour in students (Pajares & Tim Urdan, 2006). Similarly, a personal trainer or coach may use one or all sources of these beliefs to motivate an athlete/student to win the race or push themselves further in training (Heissar & Raudsapp, 2011; Welch, Hulley & Beauchamp, 2010).

In recent studies by Heissar and Raudsapp (2011) and Welch et al. (2010), the effect of strong self-efficacy in relation to exercise in woman was investigated. Both studies supported the theory that an individual who holds higher opinions on his or her ability to achieve a task will be more likely to preserve and be more motivated towards said task (Heissar & Raudsapp, 2011; Welch et al., 2010). Furthermore, Welch et al. (2010), suggests that by incorporating self-efficacy into programs such as exercise, individuals will see an increase in motivation and goal achievement.

By presenting an individual with tasks in which to master, a model for which to observe, positive feedback and a clear interpretation of bodily reactions, self-efficacy can be built into a powerful force which can propel an individual towards success.

Summary
Self-efficacy beliefs are an individual’s belief of his or her ability to accomplish a task. It is important to note that self-efficacy beliefs are not about a person’s skill level but about his or her confidence in completing and ultimately succeeding in a task. Developed by Albert Bandura, this premise was developed through the theory of human agency. Human agency sees an individual attempt to control the circumstances of his or her life, in the hopes of achieving a desired outcome or goal.

Characteristics of human agency illustrate how an individual will use the self to monitor, alter and motivate behaviours. Apart of Bandura’s theory of human agency is self-efficacy, which has been said to be about an attempt to control life’s circumstances through beliefs about our personal ability. These beliefs are based on four distinct sources: mastery experience, vicarious experience, social persuasion and physiological and emotional arousal. Each of these sources attempt to explain what influences an individual’s belief in themselves and how these sources when managed can help motivate an individual towards success. As such many organisations, schools and workplaces have used self-efficacy beliefs to motivate individuals to reach their full potential.

Quiz
{What human agency characteristic focuses on intention? - Forethought + Intentionality - Self-Reactiveness - Self-Reflectiveness
 * type=""}

{Self-efficacy is apart of which human agency theory? - Autonomous Agency - Mechanical Agency + Emergent Interactive Theory
 * type=""}

{Who developed the theory of self-efficacy? - Ivan pavlov + Albert Bandura - Sigmud Freud - Carl Rogers
 * type=""}

{Self-Efficacy is about skills not ability? - True + False
 * type=""}

{Self-Efficacy can energise behaviour to achieve a goals? + True - False
 * type=""}

{Vicarious experience is to interanlise feedback and attribute it to self-efficacy beleifs? - True + False
 * type=""}

{When a trusted person tells a person that they can achieve a task, which source of efficacy is being used? + Social Persuasion - Mastery experience - Physiological and emotional state - Vicarious Experience
 * type=""}


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Motivation and emotion/Book/2011/Emotional intelligence

Overview
Emotional intelligence as a concept has come a very long way in a very short time. The term was coined in 1990 by two American psychologists; Peter Salovey and John Mayer (Ugwu, 2011). Within just five years, emotional intelligence as a term had been named the American Dialectic Society’s word or phrase of year, and it appeared on the cover of Time Magazine (Mayer, Salovey & Caruso 1999).

Since then, the business community has embraced the concept enthusiastically on the premise that an emotionally intelligent manager will be a more effective manager and better able to deal with change (Mayer, 2002). The concept has also successfully crossed the scientific/popular culture divide (Mayer et al, 2002) with self help books, magazines and numerous websites extolling the virtues of emotional intelligence and offering instruction to readers on how to acquire it. Complicating this already cluttered scene is the fact that emotional intelligence theory has fragmented into at least three main streams making it hard to precisely define (Zeidner, Roberts & Matthews, 2002) and even harder to measure in a scientific fashion (Cherniss, Exstein, Goleman & Weissberg, 2006). The lack of a clear, unified definition and its broad mainstream popularity has led some to suggest that emotional intelligence may be nothing more than another psychological fad (Matthews, Roberts & Zeidner, 2004).

The purpose of this chapter is to help the reader understand the concept of emotional intelligence by firstly mapping its evolution, and then introducing the four main streams of thought on emotional intelligence. The reader’s evaluation of emotional intelligence will then be assisted by providing answers to the following questions:

 * Is emotional intelligence "really" intelligence?
 * Can emotional intelligence be taught; and
 * How can it be developed?

But first, the following hypothetical situation will illustrate how emotional intelligence might manifest itself in the workplace.

A day at the office
Imagine a large, open plan office. As a manager arrives for work, staff members look up, but the manager heads straight for her office, avoiding any eye contact. During morning tea, she stays in her office, and after 15 minutes emerges to wonder out loud whether people have any work to do. During the course of the day, she calls an employee in for a performance appraisal. She tells the staffer she’s noticed a slackening of his performance and that he’d better pick up his act or his job might be on the line. The staffer tells his manager about a number of serious personal issues which are affecting his concentration. The manager responds that everybody has problems to deal with and that he should seek help from the company’s employee assistance service. She then sets a number of performance targets the staffer will have to meet if he is to avoid dismissal and terminates the meeting.

In another part of the same office, a different manager arrives for work. He offers a general “good morning” to staff, goes into his office to check messages and then strolls around each desk inquiring about the weekend with one person, the wellbeing of another worker’s sick child, or the football results with a known football fan. Later, the manager joins staff for morning tea and takes a genuine interest in the conversation. During the course of the day, he calls an employee into his office for a performance appraisal. He tells the staffer that he’s noticed the staffer seems to have been a little distracted lately and that this seemed to be very much out of character. The manager says he’s worried because these distractions might be affecting the person’s work. He then inquires if everything is alright. The staffer tells him she has a number of personal issues which are affecting her concentration. The manager responds by inquiring whether there might be something he could do to help the situation. Does the worker need to take some leave to resolve the issues? Would some counselling help? The manager concludes by telling the staffer that they can work together to make sure she gets back to firing on all cylinders. Both managers have Masters of Business Administration qualifications, both have high IQs, strong management experience, and a record of delivering results, but they differ markedly in their approaches to the same scenario. The first could be said to have adopted a reasoned approach, in which she has refused to allow emotion to interfere with getting the job done, while the second manager exhibits an emotionally sensitive, or feeling approach to his work (Ciarrochi, Forgas & Mayer, 2001).

A brief history of emotional intelligence
Reason and feeling have traditionally been regarded as separate dimensions of the human psyche, with the ancient Greeks dismissing feelings or emotions as nothing more than 'wind' (Salovey & Mayer, 1990). But attempts have been made to integrate reason and emotion with a concept that has evolved over the last century and become known as emotional intelligence (Ciarrochi, Forgas & Mayer, 2001).

In the early 1900’s Charles Spearman developed his famous two factor theory of “g” or general intelligence which placed task specific abilities alongside of general ability when intelligence was being measured (Spearman, 1904). In the early 1920s, American educationalist E. L. Thorndike (1920) proposed that intelligence could be divided into the abstract, mechanical and social. In a later paper, Robert Thorndike and Saul Stein (1937) posited that ‘social intelligence’ could include economic and political issues, fair-mindedness and honesty, or more generally, an individual’s understanding of, and response to society.

This is similar to a later triarchic theory of intelligence proposed by Robert Sternberg. Sternberg stressed the importance of cognitive processes with his analytic, creative and practical view of intelligence (Hunt,2008). Psychologist Howard Gardner (1998) went on to develop an even broader list that specifically included personal intelligences which entailed the ability to accurately perceive one’s own and other’s moods and feelings and then use that information to inform behaviour. Click the arrow on the right of the following drop down box for more about Gardner's concept.  Gardner's Multiple Intelligences

 * 1) Linguistic: A mastery and love of language
 * 2) Logical- mathematical: Confronting and assessing objects and abstractions
 * 3) Musical: A competance for composing, performing, listening and discerning pieces with pitch, rhythm and timbre
 * 4) Spatial: An ability to perceive the visual world accurately, transform and modify perceptions and re-create visual experiences even without physical stimuli
 * 5) Bodily- kinesthetic: Controlling and orchestrating body motions and handling objects skillfully.
 * 6) Personal Intelligences: Accurately determining moods, feelings and other mental states in oneself (intrapersonal intelligence) and in others (interpersonal) and using the information as a guide for behavior
 * 7) Naturalist: Recognizing and categorizing natural objects.
 * 8) Existential: Possible intelligence involving capturing and pondering the fundamental questions of existence (Gardner,1998)

Peter Salovey and John Mayer (1990) expanded on Gardner's concept of personal intelligences and coined the term "Emotional Intelligence". They saw emotional intelligence as the ability to recognise and use an individual's own emotional states and those of others in order the regulate behaviour and get things done (Salovey & Mayer, 1990). Click the arrow on the right of the drop down box for more about Salovey & Mayer's concept.

 The Salovey and Mayer model of Emotional Intelligence

(Adapted from Salovey & Mayer, 1990)
 * 1) Monitoring : Ability to monitor one's own and other's feelings and emotions
 * 2) Discrimination : Ability to discriminate among one's own feelings and those of others
 * 3) Action : Use the information from monitoring and discriminating to guide thinking and action

The work of Salovey and Mayer subsequently led to an explosion of interest in emotional intelligence from both experts in the field interested in the knowledge for the sake of knowledge, and those interested in it's practical application (Ciarrochi, Forgas & Mayer 2001). Prominent writers and researchers in the field now include Reuven Bar-on and Daniel Goleman. Bar-on's model builds on the Salovey and Mayer concept by defining five characteristics of emotional intelligence (Bar-on, 2006). Click the arrow on the right of the drop down box for more about Bar-on's concept.

 The Bar-on model of Emotional/Social Intelligence

(Adapted from Bar-0n, 2006)
 * 1) Intra-personal : Self awareness and self expression
 * 2) Inter-personal : Social awareness and interaction
 * 3) Stress management : Emotional management and control
 * 4) Adaptability : Change management
 * 5) General mood : Self motivation

The work of Daniel Goleman is an example of one aknowledged expert in the field of emotional intelligence taking the practical application approach described earlier by Ciarrochi et al., (2001). Goleman has published numerous books in the self help category but is also a significant publisher in the business genre. In an interview with an educational periodical, Goleman described emotional intelligence as "another way of being smart" (O'Neil, 1996). This, he said, entailed being on top of your own emotions, being aware of the emtions of those around you and managing the interplay of those emotions while working towards a goal (O'Neil, 1996). According to Goleman, traditional IQ is certainly important, but he believes it only accounts for 20% of a person's chance of success in life. Goleman believes the rest comes from something else (O'Neil, 1996). Click the arrow on the right of the drop down box for more about Goleman's concept.

 The Goleman model of Emotional Intelligence

(Adapted from Goleman, et al,2002)
 * 1) Self awareness :Emotional self awareness, accurate self assessment and self confidence
 * 2) Self management:Emotional self control, trustworthiness, adaptability, achievement orientation
 * 3) Social awareness :Empathy, organisational awareness, service orientation
 * 4) Relationship management:Inspirational leadership, Influence, developing others

Is Emotional Intelligence really intelligence?
Given the similarity of each of the versions of emotional intelligence outlined above, and the limitations of space, this chapter will critically examine the concept as a whole.

The main arguements used by critics of the emotional intelligence concept are firstly that validity can be ruled because of the multiplicity of constructs that exist ( Waterhouse, 2006); secondly, the tools used to measure the construct are not universally definitive (Matthews et al.,2004); and thirdly that Emotional Intelligence has not been differentiated from the Big Five personality traits and IQ (Waterhouse, 2006). Responding to the first criticism, Cherniss et al., (2006) stress that the construct is still in its infancy and the fact that a multiplicity of theories have developed around the original construct demonstrates the idea has vitality. This point has been conceded by critics of Emotional Intelligence (Matthews et al., 2004) who have added that it may yet evolve into a very significant concept.

According to Matthews et al., (2004) the current tools used to determine whether emotional intelligence meets the critera for an intelligence, fall into two basic categories- self report and performance based measures. Matthews et al., (2004) have pointed to a number of limitations of the self report method including the strong possibility that self perception of emotional intelligence can be very inaccurate. The causal factors behind this tendency to inaccuracy include deception and impression management on the part of the self reporter (Matthews et al., 2004).

The response to this criticism has seen the development of performance-based measures with Mayer, Salovey, Caruso and Sitarenios (2001) first developing the Multi-factor Emotional Intelligence Scale (MEIS)which has since been supersceded by the Mayer,Salovey,Caruso Emotional Intelligence Scale (MSCEIT) (Matthews et al., 2004). Reuven Bar- On has also developed a measure of his own model, the EQi (Bar-0n, 2006) as has Daniel Goleman with his Goleman ESCI inventory (Sadri, 2011). A meta anlysis of all of these individual tests has found that while they measure their own specific constructs, each have generally demonstrated internal consistency reliability (Conte, 2005).

The third criticism is that Emotional Intelligence has not been shown to be different from personality traits plus IQ (Waterhouse, 2006). This criticism appears to be at odds with the bulk of research on the question (Cherniss et al., 2006). A meta-analysis of some 58 studies of the Emotional Intelligence construct involving more than 8,000 research particpants has found that Emotional Intelligence is something distinct from cognitive ability or personality traits (VanRooy, Viswesveran & Pluta, 2005).

Notwithstanding the arguements on the need for a unified concept and one measurement for that unified concept, it is clear that the evidence strongly indicates that Emotional Intelligence is a reliable construct in all its current forms (Cherniss et al., 2006; Van Rooy et al., 2005; Conte, 2005). The business community and educationalists were among the first sectors to see the potential of the new concept (Pearman, 2011; Mayer & Cobb, 2000).

Can you learn to be emotionally intelligent?
At first glance, Melrose Primary School in the regional Victorian Centre of Wodonga, might appear to be a fairly typical government-run primary school that can be found anywhere in Australia, but for one important difference. In addition to reading,writing and arithmetic, Melrose teaches its students the Daniel Goleman version of emotional intelligence. According to its webpage, the school believes that learning about empathy, self control, self awareness and managing relationships will help its students to be successful in a changing and uncertain world. This belief echoes those of educationalists around the world who were among the earliest sectors to adopt the Emotional Intelligence construct(Mayer & Cobb, 2000).

Introducing Emotional Intelligence programes into schools has been a highly controversial issue, because schools have traditionally been seen as bastions of rational thinking (Humphrey, Curran, Morris, Farrell & Woods, 2007). Some within the emotional intelligence movement itself expressed concern that the version of emotional intelligence being adopted by educationalists was based more on mass media journalism than rigorous research (Mayer & Cobb, 2000). But research is now beginning to show such programs have had a considerable impact. For example, a recent meta analysis of 213 school-based social and emotional learning programs based on four different practices involving over 270,000 kindergarten children reported an 11 percentile point improvement in emotional skills, attitudes, behavior, and academic performance (Durlak, Weissberg, Dymnicki, Taylor & Schellinger., 2011). Similar results have been reported around the world. For example, a study conducted in Iran shows a significant correlation between Emotional Intelligence programs and academic satisfaction (Sheykholeslami & Ahmadi, 2011) and a study conducted among school students in Spain showed a considerable reduction in stress (Ramos, Hernández & Blanca, 2009).

The outcomes to date clearly indicate that Emotional Intelligence can not only be learned, but it can lead to positive outcomes.

Can I develop my emotional intelligence?
Research indicating that emotional intelligence can be learned in childhood when attitudes are more malleable seems to be building, but can it be developed as an individual matures? This has been a hot topic for occupational psychologists, business managers and human resource professionals since the concept received broad publicity two decades ago (Dulewicz & Higgs, 2004). A study among 224 managers in a large Irish retail organisation found that with hard work, Emotional Intelligence could be learned, developed and improved (Slaski & Cartwright, 2002).

In a separate analysis of three separate studies of managers, team leaders and the skippers and crews from an around-the-world yacht race, Dulewicz and Higgs (2004) also concluded that Emotional Intelligence could be developed, but that some aspects could be more readily developed than others. The authors suggested that elements such as self-awareness, and the interpersonal elements, sensitivity and influence were the most amenable to development, while elements such as intuitiveness and conscientiousness were more problematic in terms of development (Dulewicz & Higgs, 2004).

Kunnanatt (2004) has reminded us that a huge and highly profitable industry has sprung up world-wide offering a variety of intervention schemes to organisations and individuals based on the premise that emotional intelligence is a learned competence (Goleman et al., 2002). The work of Dulewicz and Higgs (2004), Slaski and Cartwright (2002)and Lindebaum (2009) shows that while emotional intelligence can be developed, only certain aspects of it may be able to be acquired. Lindebaum (2009) also adds that organisations that encourage individual initiative in the acquisition of Emotional Intelligence will fare much better than those that seek to impose it.

How emotionally intelligent are you?
Numerous tests have been devised to measure the level of emotional intelligence. Principal among them are the Mayer,Salovey,Caruso Emotional Intelligence Scale; the Bar-on EQi and Daniel Goleman's Emotional and Social Competence Inventory, or ESCI. All of these tests entail a fee and all must be administered by a professional. However a test to assess an individual's standing against Gardner's personality theory and a hybrid measure of Emotional Intelligence are available free on-line for anyone interested in getting at least an indication of their emotional intelligence.
 * A Measure of Intelligence according to Gardner's Theory
 * Emotional Intelligence

Summary- Points to consider
The crystallisation of the concept now universally recognized as emotional intelligence has effectively occurred within the last century with most activity occurring since the late 1990s. The concept took wings when it successfully crossed the popular journalism/scientific divide spawning a new industry in terms of publications and companies offering intervention schemes to introduce Emotional Intelligence into schools and offices all over the world.

Emotional intelligence has had many champions and many critics in its relatively short existence. The main champions all have slightly different but coherent versions of the concept for which they have developed scientifically validating measurement tools. The critics focus on the lack of a unified theory of emotional intelligence and the absence of one universal test to question the true existence of emotional intelligence. Some also claim it is not clear that emotional intelligence is a distinct entity separate from personality traits and IQ. All of these criticisms have been refuted with strong evidence referred to in earlier parts of this chapter.

The evidence emerging after 20 years of experience suggests that emotional intelligence can be learned in school during childhood and aspects of it can also be acquired later through education and training. It’s also been connected with improved motivation and achievement both academically and in a business sense. Whether you see emotional intelligence as child of its time, a zeitgeist,  a collection of particular personality traits or a set of abilities which help individuals negotiate interpersonal relationships (Mayer, Salovey & Caruso, 1999), given time it may just turn out to be a construct that is important, meaningful and above all practically useful (Matthews,et al, 2004).

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


text:
User:Chiche~enwikiversity

Chiche, Spain

title: User:Chiche~enwikiversity


text:
User:Egm6321.f11/WolframAlpha syntax

WolframAlpha (WA) expressions

I take some examples to illustrate the use of WA for symbolic computation. The examples are to explain in detail my lecture in [[media: 2010_10_28_14_54_20.djvu | PEA1 F10 p.31-2]].

1. For $$\displaystyle \frac{d^2}{dx^2} \frac{e^{rx}}{x}$$, use the following expression in WA:

You can use either square brackets [] or parentheses.

Even though the above expression without the brackets also works, it is recommended to keep the brackets for clarity.

2. For $$\displaystyle x \frac{d^2}{dx^2} \frac{e^{rx}}{x} - 2 \frac{d}{dx} \frac{e^{rx}}{x} $$, use the following expression in WA:

Note the square brackets [] surrounding the 2nd term; try to remove the square brackets, then you would get a completely different expression, which is the same as

The reason is because of the confusion in interpreting and

You can also bracket the first term; WA should work for you too, i,e.,

Alternatively, you can also use the "derivative" function:

3. For $$\displaystyle x \frac{d^2}{dx^2} \frac{e^{rx}}{x} - 2 \frac{d}{dx} \frac{e^{rx}}{x} + x \frac{e^{rx}}{x}$$, use the following expression in WA:

Again, note that I bracketed the 3rd term, but you actually don't need to do so, and WA still gives you the same result (you need to bracket ONLY the 2nd term; but bracket only the 1st term did not work).

WolframAlpha uses the syntax of Mathematica; for more details on the role of the square brackets, see FE1 S11 Team 7 HW6.7 Syntax of WolframAlpha.

title: User:Egm6321.f11/WolframAlpha syntax


title: File:CORDIC.VHDL.2.A.20111013.pdf


text:
User:Asatya

User Asatya is an undergraduate student in Howard Community College's Engineering program.

Courses

 * Introduction to Engineering Design

title: User:Asatya


text:
User:Asatya/enes100

I just saw a cool video of a lifter. I want to make a model boat that contains RC car parts, some plastic soda bottles, and some batteries.
 * Lifters
 * Boating

This is project 2. My number one on the list I made.
 * Static Electricity
 * Model Boat

title: User:Asatya/enes100


text:
User:Asatya/enes100/Static electricity

Back to Lifters team page.

Give instructor top 3 project choice list
My top 3 choices for project 2 are static electricity ,bridges, and model boat.

Write problem statement
The problem right now is to find the voltage of some electronic gun-shaped object. We want to know what is the voltage of that thing. Also we want electricity volts 10,000 or more which is dangerous! We need to find an old television set and take it apart to supply voltage for the lifter.

Assign Task1
Right now I am planning to design the lifter by using wooden sticks as supporting structure and alumminum foil at the material for the lifter. Like the one in the following videos. We use alumminum as the electricity conductor.

Compare actual work done to Task1
I just found out that I gave away my old monitor to a goodwill store. So I will search some websites of how to design a high voltage power generator. If possible, I might find some old television sets. Right now the problem throughout the whole project is supplying voltage. The design of the lifter is taken care of. So we decided that the design of the lifter should be a triangular prism structure. We seen it in so many YouTube videos. I say this is the best and only design because if we do another design or make it big, then the mass will get heavy and it's hard for the electricity volts to lift the lifter. SWe want to keep the lifter less mass as possible.

Week1 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.

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
For week 2, my task is to design high voltage power generator.

Compare actual work done to Task2
Right now the problem is to find or build a power voltage supply that can lift the lifter.

Week2 Narrative
I found a high voltage probe in the engineering room manufactured by HP (Hewitt-Packard). I was trying to figure it out what this devices does. Also I wondered if I can take the high voltage probe apart but there are no screws for me to remove. Also the plug looks like rounded-shape. So it's a European high voltage probe because in the United States, the plugs have flat-shaped. I found what the device does. It measures how many volts does a device has. It uses with a voltmeter. I learned from this website.

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 continue of finding and building voltage supply or will take the high voltage probe apart. There's got to be a way of taking apart. I don't see any screws for me to remove.

Compare actual work done to Task3
I will continue of finding a design of high voltage supply.

Week3 Narrative
I searched around Youtube and only I found are designing high voltage supplement that is less than what we need. There were like from 2500V to 5000V. Not enough.

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 transformers in the engineering lab and figure them out of how to use them.

Compare actual work done to Task4
The goal is to connect the high voltage probe to the volmeter to make the lifter go up.

Week4 Narrative
I turned up the voltmeter slowly but the lifter did not go up.

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
I will take one of radio control cars home and take it apart to see what is the part looks like that causes the radio waves to command the car to go to a specific direction.

title: User:Asatya/enes100/Static electricity


text: File:Cbc list 2.png

title: File:Cbc list 2.png


text:
User:Bmart14/enes100/2ndEscher

[Link Back to Team Page]

Give instructor top 3 project choice list
Instructor has assigned me to work on the MC Escher Project for the next four weeks. I am working with two other people on this project.

Write problem statement
Now that the Escher waterfall is built, we have to get pumps and everything almost lined up perfectly so that we can take videos and present to the class our finds and how to improve for future attempts.

Assign Task1
Finish up finalized dimensions for next monday we can attempt to attach hidden pumps for water flow.

Compare actual work done to Task1
Our project has been completely finished with the building aspect. The mission of the illusion has been completed for the first and second level but the third level is off by a little. The mission of last week was to complete the actual hardware of the design, so we could then integrate the water pumps into the waterfall for perpetual motion.

Week1 Narrative
The building is complete for the waterfall so that we could start integrating the pumps. The problem we have is the third floor is not matching up so we must fix that before we can attach the pumps. The project is moving along very well.

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
This weekend, i will be working on the water pumps so that we can incorporate them so that they are not visible. I will study how they work, how i can hide them, and how fast they pump water.

Compare actual work done to Task2
Over the weekend my testing on pumps was successful. I took many pictures of the pumps I received from Mr. Forester and tested all of them. Testing was successful and decided on which pumps to use.

Week2 Narrative
The testing went well and i decided to use the 1/6 HP pump for the project. I will have to figure out how to use the pump so that is doesnt spit water out as fast. We will present this problem to the class and see where we get from there.

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
After the class presentation we got many ideas, the best idea was to use the Siphon idea which we would have another tank that we could siphon water out of tank which is on a higher level than the third floor so that water would flow constantly. I will work on incorporating this over the weekend.

Compare actual work done to Task3
Over the weekend i worked on the siphon idea and almost perfected the system.

Week3 Narrative
Here are some photos of my weekends work of making the siphon and different types of ideas I used.

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
Over this weekend I plan on finishing up the siphon for the third floor to have water and then incorporate the siphon to into the project with Mike Chung.

Compare actual work done to Task4
I worked with all of the tubes and tubs and made a system that the water flows at two cups every 10 seconds. I spoke with mike and we are meeting today to put my part and his part together

Week4 Narrative
[Waterfall in google Sketchup]

[One way I can hook up the waterpumps this weekend]

[The way i plan on using the siphon and hoses this weekend]

Once mike has made the final decisions and edits to the actual waterfall, we can then meet up and hook up my siphon to the waterfall.

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:Bmart14/enes100/2ndEscher


text:
Helicopter/Howard Community College/Fall2011/502 Helicopter 2

Problem Statement

 * Construct a remote operated helicopter from scratch, such as styrofoam, pencils and a PS2 disk tray.
 * Write a sketch from which the helicopter can tilt in any direction using Gyro-5DOF with Arduino.
 * Design a balance system (see-saw) to test the propellers of the helicopter.
 * The previous design has not been returned yet, so we planned to start from the beginning by using new ideas.

Team Members

 * Deep Patel
 * Sunny Patel
 * Damilola Kukoyi
 * Darnelle Kirby

Summary
We tried our best to accomplish our goal and to solve the problem. Here are the main activities we planned to do:

Week0
 * Brainstorm idea for helicopter. Understand the objective and assign jobs.

Week1
 * Bring in supplies and try to build base on the design and the program made.

Week2
 * Start construction based on design and research how to test the helicopter.

Week3
 * Finish construction of the the see-saw gimble. The see-saw gimble is what we will test the helicopter on before we build it.

Week4
 * Understand where we at and how to finish the project. try to finish building the see-saw gimble.

 * Each individual planned to do different tasks during the weekend and stayed after class for building the see-saw gimble.

Posters

 * Accelerometer ADXL335 Poster

 * Gyro-5DOF Poster and Gyro-5DOF Poster 2

Story
Week1 Activities involved the followings:
 * Writing down a code that makes it easier to setup the accelerometer.
 * Testing the accelerometer by using LEDs (just like the one in Video).
 * Determining what happens when I tilt the system over the x,y, and z axis.
 * Expanding the written sketch to accelerate and decelerate each motor also shown in the Video.
 * Using LEDs with each motor that will provide me the direction in which the system is tilted.
 * uploading all pictures and files from older group to the Wikiversity.
 * Repeat the work done from previous projects and update the information to simplest and detailed form.

Week2 Activities involved the followings:
 * Combining two different sketches, 4-motors running at once and accelerometer sensing LEDs, into a sketch that functions both at once.
 * Upload more pictures while explaining the activities performed.
 * Testing the LED sketch and updating information.
 * Writing down new ideas of creating See-saw gimble to balance propellers.
 * Presenting the accelerometer sensing the LEDs and Motors to the class and get new ideas.

Week3 Activities involved the followings:
 * Continue working with accelerometer while getting information about Gyro 5DOF sensor.
 * Staying after class to build the See-Saw gimble and also making the design of the base of helicopter.
 * Using new ideas, such as light material- pencils that defines the base, light propellers attached to each end of pencils.
 * Continue uploading pictures from previous projects and explaining the work done.

Week4 Activities involved the followings:
 * Writing about Gyro-5DOF and rationalize the differences between Gyro and Accelerometer-ADXL335
 * Finish working with the See-Saw gimble and present it to the class.
 * Complete the base of the helicopter.
 * Continue to upload pictures from previous projects and giving ideas about new materials.
 * Presenting everything we accomplished so far and getting ideas about how to continue working as next part of the project.

Part of the project is completed in that we all were engaged in doing something new or changing the materials from previous designs. The previous design of balancing the propellers of helicopter was missing, so everyone had to start from the beginning and think about the possible ways of making it again. We though of using wood materials since they were available in the class. We built the seesaw gimble within two-three weeks, yet we still have some problems with it which will be covered as a next part of the project. We also made the design similar to Drone; however we used really light materials, such as pencils and light propellers. We also have completed writing the accelerometer sketch to run motors and have lights turned on at once. Then, followed by using Gyro-5DOF (5 Degree of Freedom) which measures the acceleration of all dimensions up to 5. The measurements were done using a new software called "Serial Chart." It is similar to Serial Monitor from arduino software but it also plots graph according to your Serial.INPUTS/OUTPUTS in arduino sketch/library.

Decision List
Previous Projects of helicopter involved really heavy materials when building the base of the helicopter and we thought that might not be useful since the propellers couldn't support really heavy objects. Then, We decided to use light materials, such as pencils and even light propellers to decrease the weight as much as possible. We also decided to use Styrofoam to put the arduino system, including the batteries.

Material List
2x4 Blocks of Wood 8x8 Styrofoam Electric Tape 2 Wood Rods. 1 foot long (each). 2 cm diameter (at most) Nails or Screws Drill Electric Saw Clamp Electric Sander PBC Pibe. 3 feet Arduino Computer Printer (extra pieces from) Markers

Software List
Computer- OS=Windows XP Arduino Software Serial Chart Programming Processing Software Serial Monitor from arduino

Time
2 hours Brainstorming 4 hours construction of see -saw gimble 7 hours (at least) for writing arduino sketch 2 hours helicopter construction(without Arduino) = 15 hours (at least)

Tutorials
A lot of the material we found was conviently located in the room. but the 2x4 block we used for the see-saw gimble could be found at home depo. Along with the nails and the tools.

 * Accelerometer vs. Gyro(5DOF)
 * Gyro Video
 * Sketch for Gyro
 * A Guide to Learn Gyro
 * Discussion page
 * Project Details

Next Steps
The whole team is going to continue with this project for our project 3. we should be able to finish the whole project.

The next part of the project will include the following:
 * Completing the Gyro-5DOF sketch to fly helicopter in all dimensions while using the GPS signals sent via remote controller.
 * We still have some problems with see-saw, since the wooden stripe we used to balance propellers is really light and bends when you place the propellers on top of it.
 * We have not made four similar types of propellers/motors - that are almost equal in weight, make less noise, and spin really fast.


text:
Bernoulli Effect/Howard community college/fall2011

Problem Statement
Put the last negotiated problem statement with the instructor or client of the project here.

Team Members
Put each team members name here with links to their personal page here. Real names do not have to be used.

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

Poster
Put a graphic in wikimedia, include the graphic here or link to it here. The graphic should be suitable for creating a traditional project poster.

Story
Tell a story of the project. Describe how split up, what the obstacles were, what testing was done, what informal decisions were made, what assumptions were made, what the results were. This is a longer version of the summary with links to all the details collected associated with the project. These links could be to software, links to videos, links to project pages with pictures, etc. Think of the story as a summary of the team weekly reports on one long page rather than a short paragraph like the summary.

Decision List
List all formal decisions made with links to their documentation such as a decision tree or decision matrix.

Material List
Figuring out what to purchase, what to build, what everything costs is a huge part of engineering. Typically there is a list of materials in stock, materials that are ordered, materials that should be ordered next time there is money, materials that have not been fully justified. These issues are part of healthy management of the engineering lab but are associated with a particular college. The detail needs to be published in this "Done" form. However in the project root, just a list of materials is necessary.

Software List
Installing and learning different software packages is part of most engineering project just like the materials list.

Time
Time estimates and actual time consumed measurements helps justify salaries (grades). The only way to gain respect for estimated project time and costs is to practice.

Tutorials
Most projects consist of making instructions to jump start the next team, shrink the learning of tools and software to the minimum, advice on where to purchase materials, how to assemble, etc. Tutorials modified or created are described here with links.

Next Steps
If this is not filled out, the next team may have to repeat each of your steps just to figure out what the next step is. It is best to write this immediately at the end of the project while creating the summary, poster, presentation, and story.

Subjective Critera
While reading these sections, practicing engineers are building up the following impressions about the document. So the following categories are more subjective:

Repeatablitly
Is there enough detail to repeat the work?

Integrity
Proving something doesn't exist or doesn't work usually requires exhaustion. Simply saying "it can not be done" is like challenging a pro basketball player (engineer) to one-on-one basketball (find a solution). It does not inspire respect. All the different ways respect is created can be found throughout the wikibook General Engineering Introduction.


text:
User:Inmookchung27/escher2

[Link Back to Team Page]

Give instructor top 3 project choice list
Escher project

coanda

treadmill

Write problem statement
Now that the waterfall is built we can try to see if we can use pumps to actually pump the water up from the bottom to the top and create a endless waterfall

Assign Task1
Finalize building the waterfall and paint it black, make sure there are edges or anything, Sand it down.

Compare actual work done to Task1
The escher waterfall was completed, but the illusion of the third floor was not quiet there yet. Everything is sanded down but we need to get working on rebuilding the third floor

Week1 Narrative
escher waterfall drawing :http://www.youtube.com/watch?v=6TJtJEevqQY

waterfall at work: http://www.youtube.com/watch?v=0v2xnl6LwJE

One of the main problem i had was the illusion of the water going up the third floor was not quiet there, therefore i had to break down the third floor and and remeasure and start rebuilding the thried floor to create the illusion of water going upwards.

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
this weekend I will draw out the measurements of the wood pieces needed on the third floor and cut it and rebuild the escher waterfall.

Compare actual work done to Task2
I finished working on the new pieces of the third floor and i put it together. Also, after this I painted the waterfall black to get rid of the visible glue marks and cracks

Week2 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.

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
This week i will make sure the waterfall is nearly perfect by sanding it down and such. Also i will meet up with my teammate Bryan martinelli to find out how to incorporate the pump with the waterfall. I will also try a alternate idea of getting rid of one piece completely to create a illusion.

Compare actual work done to Task3
I tried to cut the piece on the third floor shorter to make the illusion but i believe that completely removing the piece would be the better choice.

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 Task
I am going to actually completely remove the one piece of the third floor and move the bottom 3 poles closer to each other and move all of them to the left, upload pictures

Compare actual work done to Task4
still need to upload pictures, and get it working. moved around some pieces to help create the illusion

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:Inmookchung27/escher2


text:
User:Dpatel5391/enes100/Helicopter 2

Link to project Helicopter 2 team page.

Give instructor top 3 project choice list
My top three project choices are Helicopter, Airplane Float, and Model boat. I chose to continue working on the Helicopter project.

Write problem statement
I was working over the same project since past 4 weeks, and I am close to completing my task for creating a sketch to operate Quadcopter. There're still some problems related to writing a sketch since arduino UNO does not support the motor control shield and prototype shield both at once. We are also missing the design of Quadcopter. We are looking forward to build a simple unique design which supports the entire system, including batteries and still be able to fly in each direction.

Assign Task1
I was assigned to figure out how to write or get a sketch that makes Accelerometer ADXL335 to indicate the direction of motion using LEDs.

Compare actual work done to Task1
The work I completed in Task1 was really helpful to me in figuring out which sketches should I upload to the Arduino UNO that will function Accelerometer ADXL335. I found a similar sketch, which works great and also written in detail.

Week1 Narrative
The accelerometer library is already included in the software, so you may not need to download it. Using the library, I was trying to write a sketch that I can test using LEDs; however I didn't know what variables, setup, and loop to include in the sketch.

Ideas
Over the weekend, I though of writing down some ideas that might be helpful to me in figuring out what should be done in order for accelerometer to function the way I want it to. Here is what I was really interested in.
 * Writing down a code that makes it easier to setup the accelerometer.
 * Testing the accelerometer by using LEDs (just like the one in Video).
 * Determining what happens when I tilt the system over the x,y, and z axis.
 * Expanding the written sketch to accelerate and decelerate each motor also shown in the Video.
 * Using LEDs with each motor that will provide me the direction in which the system is tilted.

The main idea here is to figure out how to write or get a sketch that makes Accelerometer ADXL335 to indicate the direction of motion using LEDs and to accelerate (or decelerate) the motors.

Now I know exactly what I needed to do. I began looking for a sketch that proved accelerometer to be working using LED-test. Here's one of the codes: Then I began to setup the Arduino UNO, Prototype shield (with white breadboard), Accelerometer ADXL335, and LEDs & wires. Here's the picture of how it should look like once you're done. (Note: I only used one LED for the first test.) My video explains the rest of it. The Code is working great. Now, I am going to test using 5 RGB LEDs. So here're the Pictures and My video explaining how everything works. Now, I am going to present it to my class ENES-100.

Besides finding sketches for the accelerometer, I also found a sketch which uses a switch to increase or decrease the brightness of it. Here's My video, and it shows everything.

Week1 Peer Review
My comment was regarding to how Sunny did a great job in uploading the previous works, but missing Week1 Peer Review.

My comment1 was regarding to how Dammy should document as much as possible

My comment2 was regarding to how Darnelle should document his Week1 Narrative and Peer Review.

Assign Task2
Now, I am planning to use a new, complex device, which is 5DOF IMU/Dual axis gyro. The device is way different from Accelerometer ADXL335 and includes many different features and applications.

Compare actual work done to Task2
The work I have completed for Task2 helped me understand how I can actually combine two different codes and have several devices running through arduino at once. Previously, I had two different sketches: 1) Accelerometer sensor using prototype shield, and 2) 4 DC-motors running through motor control shield. For this task, I combined prototype shield and motor control shield to arduino board. Then, I wrote a sketch and made two of the devices work at the same time. After completing my work with accelerometer, I moved onto 5DOF IMU Gyro and learned its basic concept and how it actually differ from accelerometer.

Week2 Narrative
My previous sketch of 4-motors running at once. Here, I am explaining what each variables do.

My previous sketch of Accelerometer sensor using LEDs. Again, I am explaining how to read the following code.

Here's how I combined two of the previous sketches together and have LEDs and motors running at once.

I was also looking for a sketch that will turn a motor on or off using a switch, and I found a similar sketch that brightens an LED when pressing a button for 5 times, then turns off. Here's how to read the following sketch.

Week2 Peer Review
My comment was regarding how Damilola Kukoyi should keep up with the arduino and learn more.

Assign Task3
I am planning to learn more about Gyro 5DOF and also keep on working with the accelerometer adxl335, so that way I can learn the visual differences between the two devices and also learn the differences in writing their codes.

Compare actual work done to Task3
The work I completed in Task3 helped me understand the gyro sketch and also developing a circuit with led's that blink for the gyro.

Week3 Narrative
Here's the code, which I used to test the 5ODF- 5 Degrees of Freedom IDG500/ADXL335. The code was really complex and took me a lot more time to learn while explaining it.

IMU Calculations Demo, by Starlino IMU Guide: http://starlino.com/imu_guide.html Acc_Gyro Board: http://www.gadgetgangster.com/213
 * Tutorials:
 * Convert ADC value for to physical units see http://starlino.com/imu_guide.html for explanation.

 * For accelerometer it will return g  (acceleration), applies when  xyz = 0..2

 * For gyro it will return deg/ms (rate of rotation) , applies when xyz = 3..5

 * Note: This last part is also a part of the sketch, so don't forget to include the code below.
 * Note: I didn't get enough time to record a video or pictures of the work I did, but I will include them in Week4 activities.

I also found a link to "norfolk model helicopter club". This club makes so many different types of helicopters and experiment on each. They have so many pictures of all the work they did so far.

Week3 Peer Review
My comment was regarding to how Darnelle did great job in posting the pictures, but I thought he should also explain the activities related to each picture.

Assign Task4
Now, I am going to work with serial port monitoring software, including processing and arduino serial monitor. By using USB connection with my computer and arduino, I will be able to check if serial readings of the gyro 5DOF works according to the code.

Compare actual work done to Task4
The work I completed in Task4 involved printing of serial data by using arduino with the computer, getting different sketches to have an idea of how the accelerometer differs from Gyro in C++ language. I learned a new library, "import processing.serial" which uses processing software to read the serial output from arduino. I also learned different commands and variables, such as serial Inputs/Outputs- Serial.print{};Serial.analogRead{}, and Serial.list{}.

Week4 Narrative
Here are my videos and they basically explains everything I did this week. -Note: I couldn't talk much because of hoarseness so the videos are without voice; however instead of talking I basically wrote down the notes using Notepad.
 * Arduino Accelerometer ADXL335 Serial Data

 * Arduino Serial Monitor

 * Arduino Serial Chart

Here are my pictures showing how to setup the hardware system:

 * Picture 1

 * Picture 2

 * Picture 3

 * Picture 4

 * Picture 5

 * Picture 6

 * Picture 7

 * Picture 8

Tutorials:
 * Accelerometer vs. Gyro(5DOF)
 * Gyro Video
 * Sketch for Gyro
 * A Guide to Learn Gyro
 * Discussion page

Downloads: To Download Arduino Sketch / To Download .scc file for Serial Chart / To Download Serial Chart Software.

Week4 Peer Review
My comment was about how everyone stayed after class, helped out each other, and performed individual tasks for all four weeks.

Complete Project Page
Part of the project is completed in that we all were engaged in doing something new or changing the materials from previous designs. The previous design of balancing the propellers of helicopter was missing, so everyone had to start from the beginning and think about the possible ways of making it again. We though of using wood materials since they were available in the class. We built the seesaw gimble within two-three weeks, yet we still have some problems with it which will be covered as a next part of the project. We also made the design similar to Drone; however we used really light materials, such as pencils and light propellers. We also have completed writing the accelerometer sketch to run motors and have lights turned on at once. Then, followed by using Gyro-5DOF (5 Degree of Freedom) which measures the acceleration of all dimensions up to 5. The measurements were done using a new software called "Serial Chart." It is similar to Serial Monitor from arduino software but it also plots graph according to your Serial.INPUTS/OUTPUTS in arduino sketch/library.

Start Next Project Week0 activities
The next part of the project will include the following:
 * Completing the Gyro-5DOF sketch to fly helicopter in all dimensions while using the GPS signals sent via remote controller.
 * We still have some problems with see-saw, since the wooden stripe we used to balance propellers is really light and bends when you place the propellers on top of it.
 * We have not made four similar types of propellers/motors - that are almost equal in weight, make less noise, and spin really fast.

title: User:Dpatel5391/enes100/Helicopter 2


text:
User:Dammy125/enes100/Helicopter 2

Link to project Helicopter 2 team page.

Give instructor top 3 project choice list
My top 3 choices were the helicopter project, model boat, and the airplane float.

Write problem statement
Finding a way for the helicopter to fly and able to maintain balance.

Assign Task1
create a design for the helicopter and review the past work on the arduino to make sure it has no mistakes. Also I'm rewriting the work to make it better to understand

Compare actual work done to Task1
Rationalize differences

Week1 Narrative
This was me working with the model helicopter, arduino, and using Deeps arduino as a model

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 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
Reviewing the arduino to make sure it has no problems and rewriting the steps we took to set it up for the helicopter

Compare actual work done to Task2
I have spent a lot of time reviewing the work we have done to the arduino. I also got to learn more about the arduino so it was a big benefit for me. Its very time consuming but seems very interesting. I'm getting a better understanding of it to make easier to understand.

I have not yet finished understanding it, i basically just learned the basics of it. I downloaded the Arduino Software first, then, went to to get a better understanding,

I went to youtube to watch jeremy blum steps in learning the arduino video guide. I have not finished watching all the videos nor have I finished reading the tutorial on the arduino website.

Week2 Narrative
I am still working on the Arduino Duemilanove. I went to the 1st tutorial Jeremy Blums video guide and did my own sketch to get a better understanding When i did my first sketch i got an error which said avr-g++:CreateProcss: No such file or directory

My sketch: /* Dammy's First program It's awesome

int ledPin = 13;

void setup ( //initialize pins as outputs  pinMode(ledPin, OUTPUT); )

void loop ( digitalWrite(ledPin, HIGH);  delay(1000);  digitalWrite(ledPin, LOW);  delay(1000); ) I looked over the video again, used basics blink as an example and found out that i was suppose to put brackets instead of parenthesis.

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 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
I plan on getting a motor for the arduino uploading different sketches to run motors

Compare actual work done to Task3
I haven't finished learning about the video is is very time consuming but i have learned more about anolog and digital signals. I had to learn about the signals before moving to the next step.

Week3 Narrative
For the project I helped with the "see-saw" design. I clamped 2 pieces of wood and put a hole through it half way so the pole can fit in between them. Also i helped made the hole wider so the pole can fit. I had to leave so darnell finished the rest of it.

I read the manual Arduino Hacks: Libraries. Which tells me about different types of libraries which tells me how to use libraries and install it.

I haven't finished watching Jeremy's video video guide
 * in this video you learn about anolog and digital signals
 * describes the difference between analog signal and digital signal

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 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
I plan on working n the arduino breadboard

Compare actual work done to Task4
I did research on the arduino and searched for the things I need

Week4 Narrative
I basically tried to understand the breadboard better before moving on. If i dont understand it first things wont be moving as quickly

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 1sfoerster 13:33, 28 August 2011 (UTC) 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:Dammy125/enes100/Helicopter 2


text:
User:Spatel5040/enes100/Helicopter 2

Link to project Helicopter 2 team page.

Give instructor top 3 project choice list
My top three project choices are Helicopter, Airplane, and Music Project.

Write problem statement
The problem is to find a way to fly the helicopter. Last team didn't really update their page so i couldn't tell what is there problem. Another problem is to get the motor working and find some code and make arduino work.

Assign Task1
My task one is to do some research on what are some of the problems the previous team are having. I will also do some more research on arduio and motors. I am also going to take all the files and pictures from older groups and upload it to wikiversity.

Compare actual work done to Task1
I planned on doing the research on arduino and motors but i wasn't able to do that because i didn't get enough time. I did lots of work on uploading all the old group files to wikiversity. Uploading files took long more time than i expected it will take me.

Week1 Narrative
During this week my job was to upload all pictures and files from older group to the wikiversity. At first i put all the files to my sky drive account since i didn't have the usb so i can upload everything to wikiversity. Here are some of the pictures from one of the older group where they take of the helicopter apart.

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 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task2
My task 2 is to upload some more pictures and files of older group if i find it. If i don't find any files than i will help my partner deep with all the programming.

Compare actual work done to Task2
This week i just found out more information on all the parts of AR.Drone Parrot. I did completely different than what i planned to do last week.

Week2 Narrative
-- Overview of how the AR.Drone looks like with all parts connected. -- Main Board With the vertical camera. -- Other side of Main Board -- Navigation Board inside the body set -- Navigation Board inside the body set -- another view of navigation board inside the body set --Inside View of body set and shows how wires are connected -- Another view of body set -- Navigation Board -- Other side view of navigation board -- Another view of navigation board -- Another view of navigation board -- Another view of navigation board -- Another view of navigation board -- Another view of navigation board -- Main Board inside the body set -- Main Board about to be take off. -- Camera -- Front View of camera -- Gear, Shaft, and Propellers -- Another view of Gear, Shaft, and Propellers -- View of inside body set when everything is connected -- All the Parts of helicopter taken off -- Another view of all the parts of helicopter taken off.

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 1sfoerster 13:32, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task3
Next week I am planning to update more pictures if i find them and if i don't than i will do some more research on how to make this helicopter project that we are working on better.

Compare actual work done to Task3
My plan for this week was to upload some more pictures if i find them and than do some research on how to make this helicopter project better but i ended up finding more information on the Ar. Parrot drone main board.

Week3 Narrative
This week i found out all the individual parts of the MainBoard. I have to do some research so here are some of the websites i went to: Ifixit

Red:     Parrot 6 ARM9 468 MHz processor. Orange:  ROCm Atheros AR6102G-BM2D b/g Wi-Fi module. Yellow:  Micron OGA17 D9HSJ Green:   Vertical camera. Blue:    Micron 29F1G08AAC

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 1sfoerster 13:33, 28 August 2011 (UTC) to create a time and date stamp. Create a new category if another team mate has already commented here.

Assign Task4
My week 4 plan is to research on how to make helicopter project better and try to help my teammates with the designing of the helicopter.

Compare actual work done to Task4
My plan for this week was to upload some more pictures if i find them and than do some research on how to make this helicopter project better but i ended up finding more information on the Ar. Parrot drone main board.

Week4 Narrative
This week i found out all the individual parts of the MainBoard. I have to do some research so here are some of the websites i went to: Ifixit

Red:     Parrot 6 ARM9 468 MHz processor. Orange:  ROCm Atheros AR6102G-BM2D b/g Wi-Fi module. Yellow:  Micron OGA17 D9HSJ Green:   Vertical camera. Blue:    Micron 29F1G08AAC

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 1sfoerster 13:33, 28 August 2011 (UTC) 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:Spatel5040/enes100/Helicopter 2


text:
User:Afayyaz6843/enes100/Bernoulli Effect

Link back to team page.[]

Give instructor top 3 project choice list
My Top priorities were:

Bernoulli Effect

Model Boat

Corn Starch

Write problem statement
Show the differences between Coanda Effect and Bernoulli Effect

Assign Task1
Research about the prototype that we are going to build. Watch some videos to get the idea of how to demonstrate the difference between the coanda effect and Bernoulli effect. Start working on filling the wikiversity pages. Finish creating the user and team page for our team.

Compare actual work done to Task1
The differences were in the way of explaining things to my team mates. Also in the way of deciding what to build to better demonstrate the project and by giving the idea of using a Iomega Zip Drive i really helped to push the project forward.

Week1 Narrative
First of all i had watched a lot of videos on youtube to refresh my knowledge about the difference between Bernoulli and Coanda Effect. Listed are the videos that i got the information from to work on the project. http://www.youtube.com/watch?v=AUyczZ3EiZg&feature=related

http://www.youtube.com/watch?v=mtIo6nWDXnU&feature=related

http://www.youtube.com/watch?v=z7K91H2-ZXA&feature=related

Then I had gotten the Iomega100 Bernoulli Box to demonstrate the Bernoulli Effect in it. After researching about the mechanism of the Bernoulli Effect work,i was able to present that in front of class. I explained how the difference in air pressure pulls the floppy disk towards the heads wit which it remained in contact while spinning. On the other hand, i worked on the Coanda Effect by using the model from our class to show the stickiness of water as it comes in contact with the spoon.

Week1 Peer Review
done comments on the user pages

Assign Task2
My assigned task 2 is to research more on hoe the mechanism of Iomega Zip Drive works. Document the data electronically. look for designing a separate prototype to demonstrate Coanda Effect

Compare actual work done to Task2
I worked on interpreting the difference between the explanations we had already given before. There were the misapplications that i was thinking as a Bernoulli Effect, but it was actually Coanda Effect. I used this link to get a better idea of differentiating the Benoulli and Coanda effect by using the static pressure example. The static pressure cannot be measured in the way most of my videos made of fans and hair dryer videos have in common. The static pressure in examples like hair dryer and blower does not explain the Bernoulli Effect because in that way the static pressure in stream jet stream is equal to the pressure in atmosphere regardless of streaming velocity of the jet.

Week2 Narrative
added the pictures of the experiments that i worked with in order to figure out the misconceptions about the effect of Bernoulli.

I bought the hair dryer from thrift store for four dollars to use in the demonstration with ping pong ball. Ping Pong balls were used from the engineering class to do the demo. First of all i worked with a hair dryer to pull the paper up with the difference of the air pressure. The worked with 2 hair dryers to pull the ping pong ball from one hair dryer to another. It worked pretty well and influenced other team members. Also i worked with one hair dryer and a ping pong ball to show the demo of Coanda Effect.

Week2 Peer Review
added the comments in the team discussion pages, also commented on the individual team pages of the team members. I suggested them to use some valuable videos and link and got some information from them how to interpret the differences between Bernoulli and Coanda Effect

Assign Task3
Do a demonstration of either Bernoulli or Coanda Effect to show the difference between Bernoulli and Coanda Effect

Compare actual work done to Task3
Comparing the interpretation about the wrong explanations about the BErnoulli Effect which was actually Coanda effect in this video http://www.youtube.com/watch?v=bNNfs2P5Gkc Using this video the ball was hung in the air because of the air stream. My misinterpretation was that the ball is placed at the edge of the moving air, the area underneath the ball has rapidly moving airstream and upside is the the quiescent adjacent air. So, the pressure in the air stream is lower, and the difference in air pressure keeps the ball levitating in the air.

So, my correct explanation with that demonstration in the video is that it is actually Coanda Effect not Bernoulli Effect. When the air pressure was released from the hair dryer some of the air air move past the ping pong ball and some of the air flows contour of the ball and leaves after travelling a significant amount of distance around the ball. In effect, the ball is pulling air around its surface.The reaction force comes in the direction of air stream and holds it in upward direction. I used the http://www.physics.umd.edu/deptinfo/facilities/lecdem/services/demos/demosf5/f5-09.htm from University of Maryland physics demonstrations to correct my explanations and helped a lot when i compared my video with it

Week3 Narrative
During this week i worked on researching the mechanism of working of Bernoulli Box. I have a Iomega 100 Box which is the decendant of Bernoulli Box. It came around in 1994 and had a storage of 20 to 25 Mbs. Using this http://www.freeopenbook.com/pc-hardware-nutshell-2/pchardnut2-CHP-7-SECT-1.html helped me understand how is the Bernoulli Effect applies to Iomega Drive. When the Bernoulli disk entered in the Box it spins at a relatively higher speed. Their is low pressure in the bottom of the disk and higher pressure on the top of the disk. Thus, the difference in the air pressure pull the disk towards the heads of the Bernoulli Box, and it remained in contact with the heads while spinning.

I also researched and worked on how the concept Of Bernoulli is used in the air flight. Using this http://www.videojug.com/interview/fun-science-demonstrations helped get a better idea of Bernoulli Effect during the flight. As the airplane is moving in the air their is difference in air in the bottom and top of the wing. The wings are especially designed so that it creates the mechanism of low pressure on the top and higher pressure in the bottom that gives it a lift during the take off and keep it moving in the air during the course of the flight. The demonstration shown in the video with a balloon and a helicopter wing. The balloon was filled with air pressure and the wing was placed on the top of the Balloon. As the low pressure air was released from the balloon it moved on the top of the blades of the wing and that caused it to move. At the end, when there was no air left in the balloon the gravity pulls it back down.

There was another demonstration that i researched which was also claimed as a Coanda Effect demonstration. Using this http://www.physics.umd.edu/deptinfo/facilities/lecdem/services/demos/demosf5/f5-03.htm explains the Coanda Effect that is not Bernoulli Effect. The metal sheets are blown and come together with the reaction force. According to the misinterpreted explanation as a Bernoulli Effect it was explained that their is faster airflow between the regions of the metal plates. Thus the difference between the low pressure inside of the plates and the higher pressure outside the plated bring together. On the other hand, the exact explanation from coanda effect says that air moves along the surface of the metal sheets leaving in a direstion away from th e center of two sheets. The reaction on the sheets causes it to move towards the center line of the two hanging sheets.

Week3 Peer Review
Comments added done

Assign Task4
Make a demo and differentiate the difference in Bernoulli Effect and Coanda Effect using different resources.

Compare actual work done to Task4
I found a lot of differences from the presentation that was done in the class. I was thinking about the effect of air blower with tissue paper was Bernoulli effect,but it was made clear as coanda effect.

Week4 Narrative
During the course of this week 4 worked on the demonstrations of Bernoulli and Coanda effect demonstrations. In this first I used an air blower and toilet paper to demonstrate coanda effect. Using this link http://www.youtube.com/watch?v=Q7psavgw98Q as shown in the demonstration the stickiness of the air keep the toilet paper floating in many different directions. It took me about less than a minute to finish the whole toilet roll. I was also working with the hair dryers and ping pong balls when i took this video http://www.youtube.com/watch?v=bNNfs2P5Gkc of my team members doing the demonstration. This demonstration shows the Coanda Effect as the pressure is exerted from the hair dryer to the ping pong ball. I also worked to finish the team page adding all the information on the amount of work done. I have also added the pictures I had taken while doing the demonstrations. I have started working on my new project by creating the wikiversity team page and user page.

Week4 Peer Review
comments added done

Complete Project Page
done

Start Next Project Week0 activities
I have done the team page and started on the model boat week 0