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Corn Starch/Howard Community College/Fall2011/501 cupcakes

Corn Starch Problem Statement
Develop the non-Newtonian fluid, corn starch, and show how this fluid holds certain properties that other fluids do not.

Team Members

 * Baminnick
 * Alex
 * Z. Hill
 * Epcole

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

Poster
Here is a list of cornstarch youtube videos that were devloped by us: Non-Newtonian Fluid Cornstarch

Here is a list of youtube videos of the various properties of corn starch as a non-newtonian fluid:
 * Faraday Waves
 * FerroFluid
 * Another Cornstarch Video
 * Monsters
 * Corn Starch Pool

Here is a list of links of non-newtonian fluids:
 * QuickSand
 * Oobleck Recipe

The project photos that were taken are distrubeted throughout this wiki page.

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
Here is a list of the formal decisions we decided upon as a team:
 * 1. Purchase corn starch.
 * 2. Develop the corn starch non-newtonian fluid and produce a recipe of this compound.
 * 3. Hook up the sound cone and produce vibrations.
 * 4. Test the properties of corn starch by adding the fluid onto the sound cone.
 * 5. Take photos, videos, and data of this incident.
 * 6. Document the findings and results of the corn starch-sound cone test.
 * 7. Attempt to explain the phenomenon that occurred.
 * 8. Use this knowledge to develop other possible phenomenon using corn starch or other non-newtonian fluid:
 * Ferro Fluid
 * Corn starch in large quantity

Material List
Here is a list of materials that were used to complete this project:
 * Sound Cone, to produce vibrations
 * Corn Starch, a component of the non-Newtonian fluid being studied
 * Water, a component of the non-Newtonian fluid being studied
 * Saran Wrap, to maintain a clean speaker while experimenting with the corn starch.
 * Various Measuring Cups, for measuring the amount of water or cornstarch used in the non-Newtonian fluid.
 * Stirring Rod, for stirring or mixing the cornstarch and water material

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

Time
As a team, we spent two hours in class and three hours outside of class every week on average. Seperately, each individual member spent about five hours every week. So in four weeks, the team spent twenty hours together. And individually, each team member spent about twenty hours in four weeks. Therefore the total time spent on this project is seventy to eighty hours.

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.


text:
User talk:Mitchell.A.King/The growth and development of a once amateur sport: The effects of globalization and the political struggles rugby union faces

Mitch

I like the choice of topic and the way you have structured this article. I am impressed with the details of your research.

I need to clarify with you the role in text referencing and end of text referencing is used.

On a separate note ... I wondered if you had seen Eric Dunning and Kenneth Sheard's book

Postillion 03:42, 26 October 2011 (UTC)

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


text:
Category:Basic English

This category includes all the pages relating to Basic English.

title: Category:Basic English


text:
Basic English

Basic English is an English-based controlled language created by linguist and philosopher Charles Kay Ogden as an international auxiliary language, and as an aid for teaching English as a second language. Basic English is, in essence, a simplified subset of regular English. It was presented in Ogden's book Basic English: A General Introduction with Rules and Grammar (1930).

Ogden's Basic, and the concept of a simplified English, gained its greatest publicity just after the Allied victory in World War II as a means for world peace. More recently, it has influenced the creation of Voice of America's Special English for news broadcasting, and Simplified Technical English, another English-based controlled language designed to write technical manuals. What survives today of Ogden's Basic English is the basic 850-word list used as the beginner's vocabulary of the English language taught worldwide, especially in Asia.

Word lists

 * 850 core words of Basic English
 * 1000 Basic English words
 * Basic English 2000 word list
 * VOA Special English Word Book

Translations

 * /Translations (under construction)
 * /Translationz (under construction)

title: Basic English


text:
Category:Logos

Logos used in articles

title: Category:Logos


text:
Talk:Motivation and emotion/Book/2011/Feedback

Comments
Hey Ange!

Great stuff so far. Nice summary, your writing is clear, concise and engaging. I like your beginning reference to hot and cold, puts it in context right away for readers who are not psychology students.will make some suggestions when i see more :) Looking forward to reading more! Courtney.reis 08:27, 26 October 2011 (UTC)

Hi Ange, your flowing your Paragraphs well so far :). I feel that "praise" page 131 textbook relates to this topic, especially when you are talking about managers,sport and such. Lucas K 23:56, 26 October 2011 (UTC)

Hey Ange, I just did a presentation on reinforcement and I talked about positive feedback as a reinforcement tool in learning situations. You maybe could look at feedback as a positive reinforcement to motivate. EamesA 00:14, 27 October 2011 (UTC)

Hey, great layout, and easy to read. I would be interested to see if there are any negative consequences of feedback, are there some situations where feedback is not beneficial, or certain types of population? Keep up the good work! Tashc 08:54, 31 October 2011 (UTC)

Hey Ange,I just added an 'S' to 'answer' in the "where am i going paragraph Lucas K1 03:52, 2 November 2011 (UTC)

Ange, your page is looking fantastic! You have captured the essence of the whole book really well, the self help steps are fantastic and your links to theories are great. Is there some empirical studies you could include? Feedback case studies may help you make it even better! Great stuff!! Courtney.reis 05:06, 2 November 2011 (UTC)

hey, your chapter is captivating! I really like the lay out, and the 'intro' to the chapter really got my attention. Its great how you've made it so relevant to life in general. Additionally, the way that you've managed to achieve a balance between psychological theory and research yet keeping it applicable to those who don't study psych is brilliant. The diagram of the feedback loop also works really well. The definitions throughout the chapter also add to the overall feel, simple yet competely applicable to anyone who reads this. Well Done! I'll certainly come back to this page once its complete! Overall, I think its fantastic. U3033746 00:59, 3 November 2011 (UTC)

Hi there, thx for the feedback re my Chapter and suggestion re altruism & egoism. I have been thinking about putting some words together on that subject & now u have suggested it, will probably do so. I enjoyed your chapter - so comprehensive. Only suggestion is maybe break up the txt with a photo. Congrats on putting together such an informative chapter. 122.49.201.233 03:16, 3 November 2011 (UTC)

This has WOW factor - congratulations - very well presented - Magnolia

Word count
Just confirming that word count is from first word to last word, including everything (except the side bars/ menu bars) etc. I had a quick look at the Feedback chapter and currently its ~5200 words without references. There's nothing obvious that I think is irrelevant, so options I'd consider:
 * 1) Some of the latter sections could be summarised e.g., Specificity etc.
 * 2) Some of the content could be listed more briefly, with more detailed versions in subpages, e.g, maybe shift detailed version of Tips for receiving feedback into a linked subpage at Motivation and emotion/Book/Feedback/Tips

The content is looking excellent, so just aim to tighten up the word count.

Sincerely, James -- Jtneill - Talk - c 00:57, 6 November 2011 (UTC)

-- Jtneill - Talk - c 03:30, 27 November 2011 (UTC)

-- Jtneill - Talk - c 03:16, 10 December 2011 (UTC)


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Talk:Motivation and emotion/Book/2011/Psychological resilience

Comments
Hey! Guys thankyou so much for the feedback! Yes the BattleSMART article I referenced in the one you are talking about. Although I didn't get it from the same source... I was not entirely sure if we were meant to talk about specific studies as it is a 'self help' book, but if that will help my page I will see what I can do. Thankyou! 124.176.26.94 03:02, 31 October 2011 (UTC)

Hey, I work on the BattleSMART program and the LASER-Resilience program! There's an article that Andrew Cohn wrote with Steph Hodson and Monique Crane (I think last year) that has some pretty good stuff regarding resilience. It might be the one you referenced... was it from inPsych? If not I'm more than happy to send a copy your way if you need it. JayAr 02:11, 29 October 2011 (UTC)

Hi Cat, the chapter is looking good so far! I think some of your ideas tie in well with Jude's chapter on meaning making, particularly the section on resilience and growth after trauma. Maybe you could offer some links to that page? I look forward to reading more as you progress! Shauna ShaunaB 09:36, 26 October 2011 (UTC)

Hey there! great page, you have a fantastic variety of information!! It would be interesting to see some studies on psychological resilience if there are any? great work!! 124.168.208.83 08:12, 29 October 2011 (UTC) Sorry that was Courtney.reis 08:13, 29 October 2011 (UTC)

I love the quote from Dead Letter Circus at the beginning! It's very fitting! :) In your first sentence (The term 'psychological resilience' is a difficultly hard term to define.) you need to take the 'ly' off difficulty! :) Look great!! Nice worrrrrk! A-bryant 14:51, 6 November 2011 (UTC)

Really fantastic information - the ADF have special psychological tests to ascertain if an individual can "take it" - very well done - Magnolia

Heading casing
-- Jtneill - Talk - c 22:09, 26 November 2011 (UTC)

-- Jtneill - Talk - c 03:04, 9 December 2011 (UTC)


text:
User:OpenScientist/Open grant writing

About
This page and its subpages facilitate the public drafting of grant proposals.

title: User:OpenScientist/Open grant writing


text:
User:OpenScientist/Open grant writing/Wissenswert 2011

'''This project is one of five that have been chosen for funding. The bot is now active on Commons.'''

About
This page hosts a grant application for the "Wissenswert" funding scheme run by Wikimedia Germany in late 2011. The proposal was submitted on November 24 and can be accessed here (in German). Comments and suggestions still very welcome.

For a related proposal that had been submitted in 2010, see here (plus interview in German).

Project title
Open-Access media importer for Wikimedia Commons

Basic idea
At the time of writing, there are over 1600 PLoS articles with the terms "movie" or "video" in their supplementary materials. It is estimated that the total number of such Wikimedia-compatibly licensed supplementary videos across all open-access publishers is somewhere between 5000 and 10000. Virtually none of these are available in the open OGG format that is recommended for upload to Wikimedia Commons.

The aim of this project is to write a tool that would
 * regularly spider PubMed Central to locate audio and video files published in the supplementary materials of CC BY-licensed articles in the Open subset
 * convert these files to OGG
 * upload them to Wikimedia Commons, along with the respective metadata
 * provide for easy extension to other CC-BY sources, beyond PubMed Central

 * (possibly) suggest Wikipedia articles for which the video might be relevant

Details

 * See User:OpenScientist/Open grant writing/Wissenswert 2011/Documentation


text:
Gray code permutation powers

The n-bit Gray code Gn is a permutation of the integers from 0 to 2n − 1, whose only fixed points are 0 and 1.

The powers of Gn form the the cyclic group Zn, if n is a power of 2. In general they form the the cyclic group Zm, with $$m = 2 ^ { \lfloor \log_{2} n \rfloor }$$ (which is (n−1)).

Gray matrix
The following sections show the powers for n = 2 .. 5.   (A more readable version for n = 6 can be found here.) Each row has the exponent k on the left, then the vector abbreviating the Walsh permutation, and on the right the permutation itself. It can be seen, that each m×2n matrix is the top left corner of the next one. This leads to the infinite matrix G = whose rows are Gk.

2-bit
0        1   2         0   1   2   3 1         1   3         0   1   3   2

3-bit
0        1   2   4         0   1   2   3   4   5   6   7 1         1   3   6         0   1   3   2   6   7   5   4 2         1   2   5         0   1   2   3   5   4   7   6 3         1   3   7         0   1   3   2   7   6   4   5

4-bit
0        1   2   4   8         0   1   2   3   4   5   6   7   8   9  10  11  12  13  14  15 1         1   3   6  12         0   1   3   2   6   7   5   4  12  13  15  14  10  11   9   8 2         1   2   5  10         0   1   2   3   5   4   7   6  10  11   8   9  15  14  13  12 3         1   3   7  15         0   1   3   2   7   6   4   5  15  14  12  13   8   9  11  10

5-bit
0        1   2   4   8  16         0   1   2   3   4   5   6   7   8   9  10  11  12  13  14  15  16  17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 1         1   3   6  12  24         0   1   3   2   6   7   5   4  12  13  15  14  10  11   9   8  24  25  27  26  30  31  29  28  20  21  23  22  18  19  17  16 2         1   2   5  10  20         0   1   2   3   5   4   7   6  10  11   8   9  15  14  13  12  20  21  22  23  17  16  19  18  30  31  28  29  27  26  25  24 3         1   3   7  15  30         0   1   3   2   7   6   4   5  15  14  12  13   8   9  11  10  30  31  29  28  25  24  26  27  17  16  18  19  22  23  21  20 4         1   2   4   8  17         0   1   2   3   4   5   6   7   8   9  10  11  12  13  14  15  17  16  19  18  21  20  23  22  25  24  27  26  29  28  31  30 5         1   3   6  12  25         0   1   3   2   6   7   5   4  12  13  15  14  10  11   9   8  25  24  26  27  31  30  28  29  21  20  22  23  19  18  16  17 6         1   2   5  10  21         0   1   2   3   5   4   7   6  10  11   8   9  15  14  13  12  21  20  23  22  16  17  18  19  31  30  29  28  26  27  24  25 7         1   3   7  15  31         0   1   3   2   7   6   4   5  15  14  12  13   8   9  11  10  31  30  28  29  24  25  27  26  16  17  19  18  23  22  20  21

The 5×5 matrices can be found on page 48 of Matters Computational by Jörg Arndt (2010), which can be found here: jjj.de/fxt

Zhegalkin matrix

The image on the right shows the four powers of G4. The dual matrix below shows the separated binary digits of the integer entries. It's columns correspond to the entries of Zhegalkin permutation Ж2 (row 2 of ), which is the Walsh permutation corresponding to the 4×4 lower triangular.

The whole integer matrix can be derived from this binary matrix: Each of the other elements of the dual matrix is a stretch of its neighbor with the smaller place value , i.e. the left half is doubled, and the right half vanishes.

The infinite Zhegalkin matrix Ж is the infinite Gray matrix G mod 2.

Let stretchsum be a function that receives a binary matrix whose left column has only zeros, and returns the integer matrix created by adding up its stretches multiplied with binary place values. Then G = stretchsum(Ж).

Let W be the infinite binary Walsh matrix (whose 16×16 top left corner is shown on the right), and Wi the binary Walsh function in row i, and let S = = 1, 3, 5, 15... be the integer sequence corresponding to the Sierpiński triangle, then Ж = WS, i.e. the rows of W whose indices are in S.

That means that the Gray code power Gk = stretchsum(WS(k)).

title: Gray code permutation powers


text:
User talk:DanaKanganaKan

Thank you for experimenting with the page User:DanaKanganaKan on Wikiversity. Your test worked, and it has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing.

title: User talk:DanaKanganaKan


text:
User talk:Fuchsiab

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! --Abd 13:39, 26 October 2011 (UTC)

Speak Math Now!
Hello Fuchsiab! I do apologize for taking so long to respond to your question. My Speak Math Now! course is open for enrollment, however, my laptop is currently being worked on, and thus it may take a little while for us to actually begin. I am very happy that you are interested in the course, but I would like to first ask you these questions that I hope you can respond to:

 * What is your prior experience with math?
 * Is there a specific topic(s) that you would like to improve on?
 * Will you devote yourself to the course? (I do know that this is a very long course, which is why I have the option for all of my students to start in any particular semester that you would like, and end with any semester. However, please know: You cannot quit in the middle of a specific semester.)

If you can answer these questions confidently, then I would love to set up an orientation session with you once my computer is repaired. When this occurs, I will notify you immediately and we can get started. Until then, please bear with me and thank you again for taking interest in my course. I hope to be working with you very soon!

--MrABlair23 19:49, 28 October 2011 (UTC)

title: User talk:Fuchsiab


text:
User talk:Darriiusgraeff

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

To get started, you may

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

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

You don't need to be an educator to edit. You only need to be bold to contribute and to experiment with the sandbox or your userpage. See you around Wikiversity! -- Ruy Pugliesi ◥ 13:40, 26 October 2011 (UTC)

Thank you for experimenting with the page User:Darriiusgraeff on Wikiversity. Your test worked, and it has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing. Ruy Pugliesi ◥ 13:40, 26 October 2011 (UTC)

title: User talk:Darriiusgraeff


text:
Talk:Motivation and emotion/Book/Exercise motivation

Comments
Hey Camo, You could possibly add 'social facilitation' to aid in training exercise as exercise is not such a cognitively taxing task So peer support should enhance performance and increase motivation indirectly by facilitating in a positive experience in the gym, field or track. the more positive the experience, the more likely one is to sustain motivation. Lucas K 13:45, 26 October 2011 (UTC)

I'm looking forward to reading this chapter as me and excerise have a less then satisfactory relationship and if I can learn how to better motivate myself maybe I would go to gym more then once every blue moon :-)EamesA 00:10, 27 October 2011 (UTC)

This is a chapter I will definitely be reading! I really look forward to seeing the reasons related to exercise motivation! As Eames mentioned, for the past 3 years I have joined gym memberships, and only made use of one month! Such a waste of money! I am attempting to join again at the end of this year, hopefully your chapter will give me the strength to motivate myself in a more positive way! Good luck! SKM1501 03:35, 04 November 2011 (UTC)

Well done - I was particularly interested in the theories - My theory - walking on a beach for exercise is much better than walking around the suburbs - more incentive to walk on the beach - Why? the ambience, fresh sea air, sense of freedom, sound of the gulls etc and at the end of the walk, you'll feel great - excellent chapter - Magnolia28

Rfoster 04:38, 7 December 2011 (UTC)

-- Jtneill - Talk - c 21:34, 10 December 2011 (UTC)