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Motivation and emotion/Book/2011/Emotional development

Introduction
Emotion is an important and prominent feature of life; it is seen in practically every facet of human behaviour from watching a sporting match to meeting up with friends for a coffee. Emotion plays a central role in development, particularly in social development. The ability to express, recognise and understand emotion in ourselves and others allows us to behave and interact in a socially accepted way. There are many aspects to emotion, including recognition, regulation and expression. Humans can express emotion by smiling when happy, regulate emotion by calming down when angry and recognise emotions by concluding a friend is happy when they are smiling (White, Hayes & Livesey, 2005). Emotion is apparent very early in life; even within the first few seconds of life infants communicate distress by crying. Just a few months’ later infants are smiling and laughing to express joy and happiness (Kalat & Shiota, 2007). From now, development of emotions is very rapid and important. This chapter will look at how these different aspects of emotion develop, change and remain stable throughout the life span. And several theoretical approaches to emotional development will be evaluated, from the notion that emotions are determined by biological and evolutionary forces (Ekman, 1970) to theories that claim emotions are a product of environmental influences, can be learnt and are often controllable (Watson & Rayner, 1920).

Definition of Emotional Development
Emotional development is the way emotions develop and then change or remain stable over the lifetime. When comparing the emotions of infants, children, adolescents and adults it is often found that there are many differences. Essentially most of these differences are in the way emotions are expressed and experienced. Emotional development is made up of periods of rapid change which alternates with periods of consolidation and stability (White, Hayes & Livesey, 2005).

Psychoanalytic Approach
In his early work Freud viewed emotion as a mental energy that drove a person’s behaviour, but in his later work he viewed emotion as a sign of anxiety (Freud, 1933). Freud could not consider emotion without anxiety and its relation to repression. While Freud is considered influential in most areas of psychology, he is not as significant in the field of emotional development and it is often argued that this is a one-affect theory, a theory of anxiety not emotion (White, Hayes & Livesey, 2005).

Spitz (1959), a post Freudian, addressed Freud’s limitations in his genetic field theory. Spitz emphasised the significance of the bond and relationship between mother and infant and reported that there were important milestones in a child’s emotional development. An absent or lacking mother-infant bond had consequences on the two of the three milestones and would lead to abnormal emotional development (Spitz, 1959). (See table 1 for descriptions of three milestones and abnormalities when mother-infant bond is absent). Although Spitz’s work influenced many other theorists, in particular Bowlby’s attachment theory, his theory work is often critised for providing a very narrow view of emotional development as its focus is on infancy and childhood (White, Hayes & Livesey, 2005).

Table 1 (Spitz, 1959).

Biological/Evolutionary Approach
The biological/evolutionary approach is currently one of the leading approaches in the field of emotional development. The differential emotions theory (DET) as proposed by Izard (1991) looks at the biological structure of emotions in human beings and can be traced back to Charles Darwin and his suggestion that basic human emotions are a result of evolution and serve a specific function (Shaffer, 2005). For example, babies cry and are clearly distressed when hungry, tired or have a dirty nappy this is to alert their caregivers and to promote their health and well-being (Shaffer, 2005).

The core principle of the DET is that emotions are adaptive and motivational functions for a lifetime, but different emotions may become more prominent in different stages of life and serve phase-related developmental functions (Abe & Izard, 1993). The innate structure for each of the discrete emotions has been pre-determined over the course of evolution to provide a structure for dealing with life tasks and issues – including caring for others, escaping danger, dealing with grief and forming social and personal relationships. While pre-determined they can be influenced by environment and experience. The DET emphasises how emotions play a central role in social-cognitive development to help individual’s achieve developmental milestones in four broad stages of life: infancy, preschool years, middle to late childhood and adolescence. For example, Izard et al (1995) found that 95% of infants’ facial expressions are of interest, joy, sadness and anger. All these emotions serve important functions throughout life, but they have a considerable role in early development. In a time of helplessness and dependency these four emotions allow infants to foster social bonds and attachment, facilitate cognitive development and protest against discomfort. The prominent emotion/s in each stage of life and their functionality are summarised below.

Table 2 (Table 2 based on information provided by Abe & Izard, 1999).

Environmental Approach
Behaviourists, such as Watson & Morgan (1971), viewed emotion as habits that could be conditioned by environmental stimuli. That is, fear, rage or love could be conditioned by environmental circumstances and events, including social interactions (as cited in White, Hayes & Livesey, 2005). The Little Albert B. Study is a classic example of the environmental theoretical approach to emotional development (See box 1). While the Little Albert B. study provided an interesting result it is often criticised for suggesting that all emotions are learnt, for example if a person fears spiders they may not be able to accurately pin point the moment this fear was born. They may not be unable to describe the environmental experience which caused the fear in the first place. This is a significant limitation in the environmental approach to emotional development (White, Hayes & Livesey, 2005).

Emotional Expression
Emotional expression is verbal and non-verbal behaviour which communicates emotion, it can occur consciously or unconsciously. To facilitate interaction and relationships that are valuable, individuals must learn when, where and how emotions should be displayed. Emotionally competent individuals understand the importance of context appropriate emotional expression and sending the message in a convincing manner (White, Hayes & Livesey, 2005).

Charles Darwin believed that emotional expression evolved and has an important communicative function, protecting the individual. Darwin had little doubt that expressive behaviour was part of an underlying emotional state that was vital to human welfare (Hess & Thibault, 2009).

Infants
In line with Darwin’s notion, babies are able to express emotions even before they can speak a single word. For example, when hungry or distressed infants will cry to let their caregivers know. Facial expressions are the most important source of communicating and recognising emotions in all stages of life, but are especially significant during the first few years of development when babies are unable to verbally express themselves (Szekely, et al 2011).

Crying and smiling are the two main resources newborns use to express emotion. Babies have two types of smiles: the reflexive and the social smile. The reflexive smile is partially an unconscious reflex, it occurs when the baby is not fully alert and during irregular patterns of sleep. The reflexive smile develops within the first month of life. On the other hand, the social smile develops at around two to three months of age and is generally in reaction to external stimuli, i.e. a caregiver’s or sibling’s face(White, Hayes & Livesey, 2005).

Malatesta & Haviland (1982) suggest in response to a mother’s less favourable response to negative emotions, at around three months of age, babies soon learn to conceal negative emotions and display positive emotions more frequently. Esinbery & McNally (1993) support this view and through their research found that when upon hearing an infant cry most kindergarten students will display clear facial distress.

Childhood
During middle childhood (8-12 years of age) is when children learn most about emotional expression, in particular expressing their most intense feelings do not always get them what they want. Children begin to learn to regulate anger for fear of consequence and do not express emotion as clearly and directly (White, Hayes & Livesey, 2005). Research has found that females are more likely to be encouraged to express negative emotions more so than their male counterparts, this indicates that there appears to be a sex differences in children’s emotional expression and this could affect emotional development which may last over the lifetime (Stoneman & Brody, 1993 as cited in White, Hayes & Livesey, 2005).

Adulthood
By adulthood, emotional expression is completely manageable and can be inhibited, except for under extreme conditions. This suggests that emotional expression is somewhat influenced and controlled by biological factors. According to DET the facial display aspect of emotional expression changes over the lifetime, starting in infancy. Emotional expression is described as transitioning from fewer, pure to complex and mixed expressions. Adulthood is characterised by hiding, splintering and blending emotional expression (Izard, et al 1995).

Emotional Understanding and Recognition
The ability to recognise emotions in others and one’s self is vital for the growth of successful social interactions and relationships. Slow or abnormal development in recognising emotions can lead to long-lasting impairments in social functioning (Szekely, et al 2011). Walker-Andrews, Krogh-Jespersen, Mayhew, Coffield (2011) found in their study on the development of emotional recognition that infants as young as 3 months of age are able to differentiate emotional expressions as displayed by familiar persons. As babies are unable to understand language they must rely on facial expressions to understand and convey to others emotion. However, non-verbal cues, such as posture, movement, direction of gaze, are also important in recognising emotions. It is often suggested that adults are better at using non-verbal cues to recognise emotion compared to younger individuals, and this may be due to experience and knowledge (Castellano, Villalba, Camurri, 2007). By early childhood most children can name and recognise the most basic emotions and can also identify the most common emotion-producing circumstances. And during middle childhood, children become increasingly aware of events and circumstances that elicit certain emotions and that people can experience different emotions in the same circumstances. From here, emotional understand and recognition appears to continue developing through adolescence into adulthood, with some studies suggesting that recognitions decreases with age. A 1987 study found that recognition of anger, fear and sadness facial expressions decreased with age (Malatesta, Izard, Culver & Nicolich, 1987). A more recent study found slightly different results – it was found that age affects the recognition of fear, and to a lesser degree, anger. However, in disagreement with the 1987 study it was found that the recognition of disgust remained stable over time (Calder et al, 2003).

Emotional Self-Regulation
While there has been much debate and lack of a clear definition of emotional regulation it is often referred to as the intrinsic and extrinsic processes in charge of monitoring, evaluating and modifying emotional reactions to emotionally arousing events (Thompson, 1994). However, before an individual is able to regulate their emotions they must learn to experience emotions. Emotional experience is the ability to be aware of one’s own emotions. Emotional experience tends to be stable over the lifetime, whereas some research has suggested that emotional regulation changes over time with elderly people able to regulate emotions better than their younger counterparts (Mather & Carstensen, 2005 & Samanez-Larkin et al 2009). Regulation of emotion is important and essential to the success of emotional development. But why is it so important? Regulation of emotion is important as it allows people to demonstrate their emotional Reponses (and subsequent behaviour) in adaptive and socially acceptable ways, which in turn leads to productive and healthy social interactions and relationships. Experience and regulation of emotion first begins in infant, with the first occurrence of this being when infants cry or are distressed their parents will comfort them. This interaction helps infants learn and understand that their emotion can be regulated. With age, cognitive and social skills develop and so does a child’s ability to regulate their emotions. How do we regulate emotions and does it change over time?

Self-Regulation Strategy: Attention
The attention process often associated with emotional regulation involves managing the intake of emotionally arousing information and this begins from very early in life (Thompson, 1994). And generally, the complexity of this process increase as people age. Rothbart, Ziaie & O'Boyle(1992) found that infants from as young as three months of age where able to shift their attention between stimuli and events voluntarily. While children younger who are three months of age are unable to do this due to “obligatory attention” but it does allow parents to use visual distraction as an emotional regulation tactic. Cummings (1986) found that attention strategies are among the earliest found in young children, and have been observed in four and five year olds. Younger children tend to take a physical approach, for example covering their eyes or ears when seeing or hearing something distressing, while older children start to use internal cognitive redirection. For example, thinking about happy things during a distressing situation. Research suggests that compared to their younger counterparts older people are able to regulate their emotions better (see Charles & Carstensen, 2007 & Tsai, Levenson & Carstensen, 2000). Carstensen (2006) suggested through the Socioemotional selectivity theory that as people get older they tend prioritise well-being and are more motivated to maintain emotional balance. Studies(for example: Mather & Carstensen, 2005) support this theory and found that older adults will focus their attention on positive stimuli and are more likely to remember positive experiences. Samanez-Larkin et al (2009) also supported this theory, coining the term positivity effect, which suggests there is a shift from focusing on negative information in younger years to positive information in later years.


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User:KYPark/Contrast

Contrast effect

 * Contrast effect

Overview
Judging from the man-made contrast effect, we are probably destined (or born and grown) to exaggerate the reality as far as we are to make it clearer in sight. This destiny of antinomy may be the primary seat or start of our cognitive biases and prejudices.

We may not directly access but indirectly assess the exact reality in itself, by virtue of science that goes beyond common sense and everyday language. Thus, the exact reality after assessment, hence not immediately mediated to  the "symbol" (project, text or narration)  may not be an adequate level of abstraction for  the "reference" (subject, thought or ideation) and  the "referent" (object, reality or situation)  in the triangle of reference (Ogden & Richards 1923).

The object or scene is seen not fully truthful but faithful to the subject. That is, the seer sees the seen more or less positively or subjectively rather than just passively or objectively. Simply speaking, the seer is the seen, the observer is the observed, or the "reference" (subject) is the "referent" (object).

So selfish is the self or Cartesian ego in viewing the world. Then, so ignorant is science or "objective knowledge" that is "knowledge without a knowing subject" (Popper 1972) that would logically positively ignore or exclude such selfishness or subjectivity varying from context to context. The scene may not so much match with the design of the scenario as with the subject basically making sense of the sign of the object, making a sharper contrast of the seen scene than the reality.

The "Metaphysics of Quality" (Pirsig 1974) was proposed as: "a better lens through which to view reality than the traditional dualistic subjective/objective mindset found in the West."  Pirsig notes that  "the subject-object metaphysics have distanced subjects from objects in places where they are inexorably linked."

The dictum "Meanings just ain't in the head" (Putnam 1975) was to argue for objectivity and against subjectivity, along the axis of Word and Object (Quine 1960).

Meanwhile, Sociobiology (Wilson 1975) was a breakthrough, The Selfish Gene (Dawkins 1976) was another, and Person and Object (Chisholm 1976) was still another.

Logic
"Snow is white" is true, if and only if snow is white.

"The left quadrants are lighter" is true, if and only if the left quadrants are lighter.

"The left quadrants are lighter" is true, if and only if not only they look lighter but also they are lighter indeed.

But the left quadrants are not lighter than the right indeed, however light they may look.

Simple contrast
{| align=center cellpadding=0 cellspacing=0 style="border:1px solid silver; padding:3px; font-size:11px; line-height: 1.3em;" ! bgcolor=black height=100 width=100 | ! bgcolor=silver height=100 width=100 |

! bgcolor=#f0f0f0 height=100 width=100 |
 * colspan=3 align=center | Images in HTML
 * colspan=3 | The gray square within the black looks lighter than that within the silver, while both gray shades measure exactly the same.
 * }
 * colspan=3 | The gray square within the black looks lighter than that within the silver, while both gray shades measure exactly the same.
 * }

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

title: User:KYPark/Contrast


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User:Egm6321.f11.team2.Xia/RP2.15

=Problem 2.15- Commutative partial derivations=

Given
Since $$\displaystyle P(x)y'+Q(x)y=R(x)$$ (2.15.1)

$$\displaystyle y'+\frac {Q(x)}{P(x)}y=\frac{R(x)}{P(x)}$$ (2.15.2)

is an L1-ODE_VC, there should be only one integration constant, not two.

Find
Show that the integration constant $$\displaystyle k_{1} $$ in $$\displaystyle h(x)=exp[\int^{x}a_{0}(s)ds+k_{1}]  $$ (2.15.3)

is not necessary, i.e., only $$ \displaystyle k_{2} $$ in $$ \displaystyle y(x)=\frac{1}{h(x)}[\int^{x}h(s)b(s)ds+k_{2}] $$ (2.15.4)

is necessary.

Solution
Substituting the eqn (2.15.3) to eqn (2.15.4), we obtain the following expression $$\displaystyle y(x)=\frac{1}{e^{k_{1}}\cdot e^{\int^{x}a_{0}(s)ds}}[e^{k_{1}}\cdot\int^{x}e^{\int^{x}a_{0}(s)ds}b(s)ds+k_{2}]$$ $$\displaystyle y(x)=\frac{1}{e^{\int^{x}a_{0}(s)ds}}[\int^{x}e^{\int^{x}a_{0}(s)ds}b(s)ds+\frac{k_{2}}{e^{k_{1}}}]$$ Then, we can define a new constant $$\displaystyle \bar{k}_{2} $$ such that $$\displaystyle \bar{k}_{2}=\frac{k_{2}}{e^{k_{1}}} $$ hence, this new constant contains $$\displaystyle k_{1} $$. In other words, $$\displaystyle k_{1} $$ is unnecessary.

title: User:Egm6321.f11.team2.Xia/RP2.15


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User talk:Anirudhbhardwaj

Welcome
Hello Anirudhbhardwaj, 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 with " "; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may
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And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Mathonius 14:12, 18 September 2011 (UTC)

title: User talk:Anirudhbhardwaj


text:
User talk:Cwoo4792/enes100/poppit

I liked some of your chunking ideas, such as starting from the bottom row and working your way up. Too bad we didn't have enough time to work on this further.Zblaha2768 14:19, 18 September 2011 (UTC)
 * Zack, please consider the idea that you may, as Wikiversitans, continue to work on projects beyond the closing of your formal school project.

 * Just for fun and for the benefit of future generations of users.

 * Projects won't be deleted, but may be cleaned up. Individual students may decide to request deletion of material that they don't want to leave, there is no other significant contributor. Teachers may request deletion, but won't make that decision, generally. All this material has been released under a license that allows free re-use. We welcome open usage of Wikiversity for class projects, such as yours, because not only does this help you pursue your educational goals, but it also can build resources for others. So I hope you will consider it, and if you need any administrative or other help, please let me know on User talk:Abd. Thanks --Abd 17:33, 18 September 2011 (UTC)

10/10/10 ... good chunking descriptions 1sfoerster 19:46, 19 September 2011 (UTC)

title: User talk:Cwoo4792/enes100/poppit


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User:Tonydqian

Contact info
  E-mail address:  E-mail address:  Postal address:  Tel: Fax:

title: User:Tonydqian


text:
User talk:Tonydqian

Hello, this is my first message!

title: User talk:Tonydqian


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User talk:Egm6321.f11.team2.Xia

 Hello Egm6321.f11.team2.Xia, 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.
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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 16:08, 18 September 2011 (UTC)

title: User talk:Egm6321.f11.team2.Xia


text:
User talk:Afayyaz6843

 Hello Afayyaz6843, 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 16:10, 18 September 2011 (UTC)

title: User talk:Afayyaz6843


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History of Scotland/Admin subpage

This page is for administration of the main History of Scotland page.

Interest
If you are interested in this topic, please register below by signing with four tildes ( ~ ).

 * The Jade Knight 19:00, 14 July 2007 (UTC)
 * AlistairReece 13:58, 7 August 2007 (UTC)
 * Ipuki 23:49, 11 October 2007 (UTC)
 * Dani.warrior88 03:13, 19 February 2008 (UTC)
 * CsikosLo 03:53, 31 October 2008 (UTC)
 * Lewismith3 14:06, 16 December 2008 (UTC)
 * Thaum1el
 * 222.152.16.239 03:57, 22 July 2009 (UTC)
 * Berek 22:15, 22 September 2009 (UTC)
 * thirsty sponge 14:40, 19 May 2011 (UTC)

Contributors
If you are knowledgeable about this subject and interested in contributing to this project, please sign below.

 * AlistairReece 14:42, 28 August 2007 (UTC) I will start developing a few pages on the topics mentioned in the discussion page.
 * Berek 22:15, 22 September 2009 (UTC)

Possible course overview

 * Pre-Celtic Scotland
 * Dalriada
 * The Picts
 * Origins of Christianity in Scotland
 * Wars of Independence
 * Stuarts
 * Reformation
 * Run up to the Union
 * Improvers
 * Clearances
 * Scotland in the Empire
 * Modern Scotland
 * Devolution

Available Wikipedia articles on above topics

 * Main article:History of Scotland
 * Dalriada/Dalriata:Dalriada/Dal Riata
 * The Picts: Picts
 * Origins of Christianity in Scotland: History of Christianity in Scotland
 * Wars of Independence: Scottish Wars of Independence
 * Stuarts: Stuarts
 * Reformation: Reformation in Scotland
 * Run up to the Union: Act of Union 1707
 * Clearances: Clearances
 * Modern Scotland: Modern Scotland
 * Devolution: History of Scottish devolution

Wikibook resources

 * Scottish Gaelic

Wikiquote resources

 * Scotland

Wikimedia commons resources

 * Scotland

Other resources

 * BBC - Scotland's History
 * BBC - Scottish History
 * Learning and Teaching Scotland - Scotland's History
 * Heritage of Scotland - History of Scotland

title: History of Scotland/Admin subpage


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Engineering Projects/FanWing/Howard Community College/Fall2011

 * /550_MWE/
 * /550_Aviators/


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

Going to Do
Construct a workable Fanwing.

Team Members

 * M
 * W
 * E

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

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

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

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

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

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

Material List

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

Software List

 * Google sketchup
 * 123D beta

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

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


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User:Esmith1993/enes100/poppit/untouchablechunking

Link back to esmith1993

Poppit Chunking
The game Poppit is an example html5, free, google application that is a game. The game's goal is to pop balloons, win prizes and score points. The goal is to write software that can play the game better than a person. "Better" is defined as not using the pushpin, or the weight. Can use UNDO. Here the goal is to count the number of ballons left. The ideal score is zero. The goal is not to replicate, record or maximize the poppit score. [wikipedia:Lexical_analysis|Chunking]] is an artificial intellengence term. The goal is to play the game and figure out strategies (pop all horizontal balloon pairs in the top row first) and chunk them .. write functions to detect them in screen shots. And then start combining the chunks in various ways. Don't think you need to know how to program in order to be part of this project.

Untouchable Chunking
Untouchable Chunking is when you begin the game by selecting a color you will not pop until you are forced to. By following through with this method you end the game with a big super pop of the one color you decided to leave alone, and your average score is 15 balloons or less on most occasions. Another tip to using this chunking method would be to select the color that you see the most of at the beginning of the game; therefore, the resulting backup of that color will be bigger in numbers and you will be closer to popping every balloon on the screen.


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User talk:Ayapici/enes100/cupcakes

0/0/0 points ... blank form not loaded 1sfoerster 19:46, 18 September 2011 (UTC)

Week 1 Review
Alex, I am glad to see you added content to the week 0 section, but you need to also add content to the week 1 section. I know that you accomplished quite a bit of work regarding how to use lasers and cameras in the 3D-Scan project, but you need to record your findings. Baminnick 23:34, 23 September 2011 (UTC)

0/0/0 points ... I know you are working hard, but you need to document as you are doing things. 1sfoerster 17:26, 26 September 2011 (UTC)

Week 2 Review
Just some advice, use what you wrote in your engineering notebook for your wiki pages. Baminnick 23:28, 30 September 2011 (UTC)

10/10/50 ... excellent .. keep up the good work !! 1sfoerster 14:07, 3 October 2011 (UTC)

Week 3 Review
Great work regarding Week 1 and Week 2! Can't say the same for week 3 yet, but I'm sure you'll post something soon. Baminnick 00:58, 9 October 2011 (UTC)

10/10/20 .. communicating disappointment does not push a project forward ... in class you said that the object was partically captured .. don't see that ... need example as to what you were expecting ... need an analysis of your set up to see what could be done better ... how is the kinect going to help? Problems should create a fountain of words and documentation, not depression. 1sfoerster 17:04, 11 October 2011 (UTC)

Week 4 Review
Looks good Alex, as a team we completed a lot of work on this project. And a good protion of your work was documented on wikiversity. Baminnick 10:19, 14 October 2011 (UTC)

10/10/10 .. good summary for week 4, but can not see work done 1sfoerster 14:13, 17 October 2011 (UTC)

title: User talk:Ayapici/enes100/cupcakes


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User talk:Baminnick/enes100/cupcakes

10/10/0 perfect week 0 score 10/10/30 .. good job 204.126.132.241 15:00, 26 September 2011 (UTC)

Week1 Peer Review
Ben, you have really done a very well job on Wikiversity, and all of the other work.I was reading on your individual site, it is really awesome buddy. Great job.. by the way thank you so much reminding me to fill in here.Ayapici 2 October 2011, at 12:13 (UTC)

Week 2 Peer Review
Ben, your second week task was really hard to make it work, I mean not how to connect the Kinect, it's the next step that going to be hard, like how can you capture a video or image and save it as an "stl" file right? I think you work hard on this, I was able to make the Kinect work too in class..it was fun.Ayapici 2 October 2011, at 14:58 (UTC)

10/10/10 ... good job ... would have received more push points if you had provided links to the web sites where you downloaded the software ... 1sfoerster 14:06, 3 October 2011 (UTC)

Week3 Peer Review
Hey Ben, you have really done a great job on week 3, especially the videos that you uploaded. I will be putting my week 3 and week 4 on wiki probably tonight or tomorrow...by the way we have a presentation on Wednesday too.Week3 Peer Review 10 October 2011, at 12:00 (UTC)

10/10/70 ... good job 1sfoerster 16:56, 11 October 2011 (UTC)

Week4 Peer Review
I would like to say that it is been a very productive and very busy project, and also it was a pleasure to work with in 3D project,, thank you for your effort and time buddy...Ayapici 16 October 2011, at 17:58 (UTC)

10/10/10 ... not pushing project forward 1sfoerster 14:12, 17 October 2011 (UTC)

title: User talk:Baminnick/enes100/cupcakes


text:
User talk:Asatya/enes100/cupcakes

5/0/0 ... have blank form up, link back to the wrong project, user id is not registered, no committments made over the weekend 1sfoerster 19:47, 18 September 2011 (UTC)

0/0/0 .. I see no work here 1sfoerster 17:34, 26 September 2011 (UTC)

Week 2 Peer Review
Just some advice, use what you wrote in your engineering notebook for your wiki pages. Baminnick 23:37, 30 September 2011 (UTC)

Ahmed, I hope I call your name right? Just wanted tell you that we have to spend a little bit of time on wikiversity and type it in as much as you can, just a little advise.Ayapici 2 October 2011, at 14:10 (UTC)

You used the future tense when you wrote down what you did .. not sure what this means .. the rest was not filled out ... 0/0/0 1sfoerster 14:08, 3 October 2011 (UTC)

Week 3 Peer Review
It's great to see some work on the wiki page! However, the story should go under the Narrative section. Baminnick 01:03, 9 October 2011 (UTC)

Week 4 Peer Review
I wanted to say that, we are almost done with the project and I want you to type what you have done more on wikiversity and get more points, you are losing points every time you don't write on wiki. I hope you enjoyed this project with us.Ayapici 10 October 2011, at 22.12 (UTC)

10/5/30 ... good job with the video .... need to understand what you are expecting ... I found the lazy susan .. I would narrow beam .. it is too spread out I think ... based upon how I understand the system to work .. also the beam may be need to be sideways ... is this an option in the software ? .. need to comment on team mates discussion pages 1sfoerster 17:10, 11 October 2011 (UTC)

0/0/0 ... don't see any documentation ... 1sfoerster 14:15, 17 October 2011 (UTC)

title: User talk:Asatya/enes100/cupcakes


text:
User:Toğrul

A Junior Science University
We are explore for intrsting world ivents.Example cosmos.

Araştırmalarım ve keşiflerim Wikipediada
Araştırmalarımı ve keşiflerimi Wikipe

title: User:Toğrul


text:
User talk:Gpforty2/enes100/3dscan

5/0/0 ... link back to the wrong project, no committments made over weekend 1sfoerster 19:49, 18 September 2011 (UTC)

title: User talk:Gpforty2/enes100/3dscan


text:
User talk:Ckpress/enes100/Ballbot

10/0/0 ... no commitments over the weekend to the team 1sfoerster 19:59, 18 September 2011 (UTC)

9/19/2011, good job on helping with naming the parts of the Ballbot Kang 20:32, 19 September 2011 (UTC)

9/21/2011, Your management of the wiki page is very helpful and adds to the transparency of our project Teddy Hanson 21 September 2011, at 16:10 (UTC)

10/10/30 ... good pushing project forward with pictures of the stuff 1sfoerster 14:53, 26 September 2011 (UTC)

9/26/2011, good job on the pictures Kang 20:32, 19 September 2011 (UTC)

10/10/10 ... the robots ordered came in, they are minatures with one motor that goes at one speed when a switch is turned on ... I ordered a big robot .. 1sfoerster 13:58, 3 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 16:49, 11 October 2011 (UTC)

10/10/0 ... did push project forward ... good job with electronic pages 1sfoerster 14:06, 17 October 2011 (UTC)

title: User talk:Ckpress/enes100/Ballbot


text:
User talk:Hkang0839/enes100/Ballbot

10/0/0 ... no commitment to the team over the weekend 1sfoerster 20:00, 18 September 2011 (UTC)

9/20/2011, great job figuring out how to post the pictures on the team page Corey 01:00, 21 September 2011 (UTC) 10/5/10 ... there is no point in uploading pictures if there are no links excuses for not giving yourself work don't get any credit 1sfoerster 14:55, 26 September 2011 (UTC)

9/28/11, great with finding out how the part are and what part were missing. Corey 16:51, 28 September 2011 (UTC)

10/10/0 ... do not use the term "we" on your individual page, it confuses the reader, transparency is lost, can not tell who did what 1sfoerster 13:59, 3 October 2011 (UTC)

10/10/10 ... still using the term "we" as if this is a report ... the goal is to do stuff independently 1sfoerster 16:51, 11 October 2011 (UTC)

10/12/11, great job uploading the mini ballbot pictures with out any problems. Corey 16:11, 12 October 2011 (UTC)

0/5/0 ... nothing on this page .. did get on another team page but didn't commit to doing something over the week end 1sfoerster 14:07, 17 October 2011 (UTC)

title: User talk:Hkang0839/enes100/Ballbot


text:
User talk:Thanson2045/enes100/Ballbot

10/0/0, no week0 commitments to the team over the weekend 1sfoerster 20:02, 18 September 2011 (UTC)

9/19/2011, good job on helping with naming the parts of the Ballbot Kang 20:32, 19 September 2011 (UTC)

9/20/2011, great job on learning more about the parts and how to use the ardunio Corey 1:05, 21 September 2011 (UTC)

10/10/10, what arduino scripts? don't write a report, brag about what you did ..

9/28/11, Good job with comming up with a solotion for how the ballbot will balance on its head. Corey 16:47, 28 September 2011 (UTC)

10/5/10 .. comment on your team mates discuss pages ... if you had posted pictures of everything you took home, what you tried to do and the associated failure you would have received a lot of push points ... still will if you document later 1sfoerster 14:02, 3 October 2011 (UTC)

0/0/0 ... nothing to grade

10/10/0, Good job taking apart and figuring out the parts in the mini ballbot are useless. Corey 16:13, 12 October 2011 (UTC)

10/10/0, still just reporting, now instructions to follow, nothing pushing project forward 1sfoerster 14:10, 17 October 2011 (UTC)

title: User talk:Thanson2045/enes100/Ballbot


text:
Talk:Engineering Projects/Electric Cars/Howard Community College/Fall2011/550 ecars

10/0/0 .. no commitments made over the weekend to the team 1sfoerster 20:15, 18 September 2011 (UTC)

Here are couple sites that were helpful;   Looking around, it seems their is quite a culture developed around the idea. Jeffreycarllloyd 00:45, 21 September 2011 (UTC)

Here is a good video about the safety considerations concerning hybrid vehicles and their batteries.  Jeffreycarllloyd 14:20, 21 September 2011 (UTC)

Here is the site concerning the EPA regulations for converting a car:  OJ 15:34, 21 September 2011 (UTC)

Found this, it is called a Quasiturbine. Might be a little out of our league though. Jeffreycarllloyd 17:25, 24 September 2011 (UTC) You tube video with a LEGO pneumatic motor. Offers no practical application but it is fun to watch.Jeffreycarllloyd 14:55, 25 September 2011 (UTC)

You tube video of a generator made out of hair dryer fan[] Jeffreycarllloyd 15:10, 25 September 2011 (UTC)

Quasiturbine Go Cart Jeffreycarllloyd 15:30, 25 September 2011 (UTC)

Homemade Compressed Air powered engine OJ 15:51, 28 September 2011 (UTC)

This will be useful for us if we can figure out how these are made. They use compressed air as fuel also OJ 15:54, 28 September 2011 (UTC)

This is a custom air hogs engine powering a wheel. We should investigate this for our engine. Also an engine that has a very high rev OJ 15:58, 28 September 2011 (UTC)

I experimented with the turbine and it outperformed the original battery pack. I put the links on the team page. The experiment was less than scientific but I feel it was accurate enough.Jeffreycarllloyd 18:30, 2 October 2011 (UTC)

We should go for a hybrid consisting of electricity and compressed air as it will be easy and effective for our car --Kjaved373 23:43, 2 October 2011 (UTC)

I dissected the Power Wheel transmission. The loss of rear-wheel torque is related to the gear ratio between Gear 2 and 3 if we somehow eliminate these two gears and attach Gear 1 to an axle I think we will have the torque we were looking for. If you look at the video | (My Daughter's Power Wheel's Transmission In Operation At Speed) you can directly see the loss of power in the third gear.Jeffreycarllloyd 15:45, 9 October 2011 (UTC)

I think I have working model of the twin turbine system. I have to work out a few bugs but I should have some video posted later. Jeffreycarllloyd 16:50,16 October 2011 (UTC)

The tandem turbine system did not increase output. It could be related to the overall set up but tried many different set ups with very similar results. Jeffreycarllloyd 19:55, 16 October 2011 (UTC)

100/100 project 1

sketching and experimental videos
Please draw sketches of project and upload experimental videos Bophelo dimapo (discuss • contribs) 06:07, 9 December 2016 (UTC)

 * These projects are now five years old. You could try contacting the professor, User:1sfoerster, but even he hasn't been active for more than a year now. -- Dave Braunschweig (discuss • contribs) 13:58, 9 December 2016 (UTC)

 * These projects can be deleted .. we have moved to google drive .. for privacy .. and yes .. we have switched to videos ..

--1sfoerster (discuss • contribs) 13:41, 19 June 2017 (UTC)


text:
User talk:Jeffreycarllloyd/enes100/electric cars

Week 0 Peer Review
10/0/0 .. no commitments made to team members over the weekend 1sfoerster 20:17, 18 September 2011 (UTC)

Week 1 Peer Review
It is really helpful having you in the group, you seem to have a general knowledge of how cars work and helped me understand how we are going to do this project.

OJ 12:55, 25 September 2011 (UTC)

10/10/10 ... good job .. need to push this forward ... I need safety rationalization, how to differentiate our work from gypsies that try to conduct a for profit business on HCC parking lots, etc. 1sfoerster 19:20, 26 September 2011 (UTC)

Week 2 Peer Review
It's good to see that you got the motor running using the hair dryer. We need to get a motor similar to the power wheel to use on our car if we are to make this work. --Kjaved373 23:01, 2 October 2011 (UTC)

10/10/80 ... document the system, where the parts came from, link to data , need clear objectives ... wow 1sfoerster 19:31, 3 October 2011 (UTC)

Week 3 Peer Review
10/10/80 ... good video ... please make a presentation 1sfoerster 18:19, 11 October 2011 (UTC)

The videos that you posted on YouTube are going to be really helpful when actually designing the model car. --Kjaved373 16:30, 12 October 2011 (UTC)

Week 4 Peer Review
10/10/80 ... good job ... 1sfoerster 20:37, 17 October 2011 (UTC)


text:
User talk:Kjaved373/enes100/electric cars

10/0/0 ... no commitments made to the team over the weekend 1sfoerster 20:17, 18 September 2011 (UTC)

Week 1 Peer Review
Good work on the presentation. Your additions to the team page work well. We still need to narrow the goal to something achievable. We should be able to narrow the scale this week. Once we do that, things will of fall into place. Jeffreycarllloyd 16:52, 24 September 2011 (UTC)

10/10/10 .. list potential donors, keep pushing forward .. good presentation .. need to learn to chop large problems into smaller problems ... 1sfoerster 19:14, 26 September 2011 (UTC)

Week 2 Peer Review
The idea of a pneumatic/mechanic power pack is very interesting. It makes easier to develop a much larger scaled version of our project, possible a go-cart. I am all for it, make lists of resources you will think we will need to get something going if only in the abstract. The local landfills will provide ample ideas. Jeffreycarllloyd 20:30, 2 October 2011 (UTC)

10/10/10 ... need lots more practical work .. drawing, building, so can get more points, ideas are fun, but .... 1sfoerster 19:29, 3 October 2011 (UTC)

Week 3 Peer Review
The drawing you did in class was a good example of where we need to be. Once you finalize it I am certain it will be approved for construction. Jeffreycarllloyd 22:00, 9 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 18:21, 11 October 2011 (UTC)

Week 4 Peer Review
You're computer model was excellent. We may have to move a few things due to better weight distribution, but now that we have this model, we have a base to go by and can now move forward into the construction phase. Jeffreycarllloyd 16:48, 16 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 20:36, 17 October 2011 (UTC)


text:
User talk:Jkim7610/enes100/Hemi

5/0/0 no link back to project, no commitments made to team members for work over the weekend 1sfoerster 20:22, 18 September 2011 (UTC)

0/0/0 nothing 1sfoerster 14:52, 26 September 2011 (UTC)

You should start putting a little more effort into the web page. Cdiffendal 18:29, 2 October 2011 (UTC)

0/0/0 ... nothing 1sfoerster 13:54, 3 October 2011 (UTC)

0/0/0 .... nothing to grade 1sfoerster 16:47, 11 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 14:04, 17 October 2011 (UTC)

title: User talk:Jkim7610/enes100/Hemi


text:
User talk:Cdiffendal7527/enes100/HEMI

5/0/0 no link back to project, no commitments made to team members for work over the weekend 1sfoerster 20:22, 18 September 2011 (UTC)

5/0/5 no discussion on other team mates pages, did not delete the form ... makes reading confusing ... 1sfoerster 14:51, 26 September 2011 (UTC)

10/10/30 ... excellent video post .. love it .. should be able to hold it down and reduce vibration and hear the RPM go up .. see if you can capture that in a video ... and then explain what a vibration class is (upper division junior and senior year) 1sfoerster 13:54, 3 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 16:46, 11 October 2011 (UTC)

10/10/30 .. good picture of displacer ... displacer is usually over half the volume of the can ... looks less than that in the pictures ... is this deal clear on the instructions you are following? 1sfoerster 14:03, 17 October 2011 (UTC)

title: User talk:Cdiffendal7527/enes100/HEMI


text:
User talk:ARoberts/enes100/HEMI

5/0/0 no link back to project, no commitments made to team members for work over the weekend 1sfoerster 20:22, 18 September 2011 (UTC)

0/0/0 .. nothing 1sfoerster 14:49, 26 September 2011 (UTC)

The page could use a picture or two. We also need to get some videos on youtube and show progress. Cdiffendal 18:15, 2 October 2011 (UTC)

0/0/0 ... nothing 1sfoerster 13:51, 3 October 2011 (UTC)

0/0/0 ... nothing 1sfoerster 16:46, 11 October 2011 (UTC)

0/10/0 ... nothing 1sfoerster 14:01, 17 October 2011 (UTC)

title: User talk:ARoberts/enes100/HEMI


text:
User talk:Criveros0248/enes100/Engines

Week Zero
10/0/0 no commitments made to teammates for work over the weekend 1sfoerster 20:28, 18 September 2011 (UTC)

Week One
Good work on the internal combustion engine. Try taking a picture to show off your work.

BobFK 20:20, 25 September 2011 (EDT/EST)

10/10/20 ... need to document the engine you are putting together, create an improved manual, list what needs to be done to improve it, otherwise will not get many points ... 1sfoerster 19:33, 26 September 2011 (UTC)

Week Two
10/10/30 ... good youtube video .. keep working! 1sfoerster 18:34, 3 October 2011 (UTC)

Week Three
10/10/40 .. good job ... 1sfoerster 17:29, 11 October 2011 (UTC)

Week Four
10/10/40 ... good job .. 1sfoerster 19:59, 17 October 2011 (UTC)

title: User talk:Criveros0248/enes100/Engines


text:
User talk:BobFK/enes100/ARM

10/0/0 no commitments made to teammates for work over the weekend 1sfoerster 20:28, 18 September 2011 (UTC)

Initially, you contributed interesting ideas for the project. You vast knowledge of Stirling engines definitely aided my personal progress. You know how to explain and communicate well to others. A pleasure working with you. Criveros0248, 1sfoerster 18:26, 24 September 2011 (UTC).

10/10/10 .. good to focus on Stirling engines .. they are the most fun, start building and redoing the instructions you are following. Try to follow them as precisely as possible. 1sfoerster 19:31, 26 September 2011 (UTC)

Your help with the internal combustion engine model was great. Work on updating your individual page. Criveros0248, 1sfoerster 22:55, 2 October 2011 (UTC).

0/0/0 ... nothing to grade 1sfoerster 18:31, 3 October 2011 (UTC)

I hope you are well. Work on your documentation. Criveros0248, 1sfoerster 22:16, 9 October 2011 (UTC).

0/0/0 ... nothing to grade 1sfoerster 17:25, 11 October 2011 (UTC)

I hope you are well. Work on your documentation. Criveros0248, 1sfoerster 22:37, 16 October 2011 (UTC).

0/0/0 ... nothing to grade 1sfoerster 19:58, 17 October 2011 (UTC)

title: User talk:BobFK/enes100/ARM


text:
User talk:Jhasslinger/enes100/Ham

10/0/0 ... no commitments made to team members over the weekend 1sfoerster 20:38, 18 September 2011 (UTC)

 * Jon is definitely critical to our success in this project. He is researching the reason why the radio should work or not.  The research he has done has allowed us to set reasonable goals.  When he was absent the team adjusted, but his presence was definitely missed. Fab4187 02:34, 26 September 2011 (UTC)

10/10/5 ... looks like you found some excellent instructions to follow, maybe each of you should try to build a different one. It is important for everyone to share in the editing of these wiki pages, there are not a lot of points for doing all the editing yourself 1sfoerster 19:00, 26 September 2011 (UTC)

Week2

 * Had a good time setting up the HAMFest. Thanks for bringing the radios in to dissemble. Look forward to taking apart the equipment we will receive this Wednesday.  Great work on the foxhole radio.Fab4187 02:16, 3 October 2011 (UTC)

10/10/80 ... more points if hand listed the radios, their cost, took pictures of capacitor that blew up, documented the blow up in more detail ??? paper everywhere? ... popping noise ??? maybe practice blowing capacitors up in class ? 1sfoerster 18:53, 3 October 2011 (UTC)

Week 3
Incredible work this week. I think the instructor should give you double max points. You've earned your "A" in my opinion. Good job with the presentation this week. Plan on presenting every day until we are finished. I look forward to seeing the crystal radio this Wednesday.Fab4187 15:51, 10 October 2011 (UTC)

10/10/80 ... great job ... 1sfoerster 17:41, 11 October 2011 (UTC)

Week 4
The work on the FHR was great. Hopefully with proper grounding you will get better reception. This is a great proof of concept for the class and a good foundation for more complex radio builds. Rhorton4549 03:53, 16 October 2011 (UTC)

Our team would not have achieved the goals we set at the beginning of this project without the work you've done. What you've accomplished individually made a big difference at the end. Your work on the team page is outstanding. I recommend that you do more of your project work in class so others can learn from you and share in your success. I look forward to working with you over the next few weeks.Fab4187 08:29, 16 October 2011 (UTC)

10/10/60 ... the donation is great .. should not have used mylar to cover the cart .. but it stimulated me to order butcher paper and a butcher paper dispenser ... which we need for a variety of reasons ... 1sfoerster 20:12, 17 October 2011 (UTC)

title: User talk:Jhasslinger/enes100/Ham


text:
User talk:Rhorton4549/enes100/HAM

10/0/0 ... no commitments made to team members over the weekend 1sfoerster 20:38, 18 September 2011 (UTC)

Week 1
Great work this week. You've collected quite a bit of information on the various products available. Let's see if we can lock down the exact radio we want to build by the end of class. Fab4187 02:56, 26 September 2011 (UTC)
 * Personal page looks good. great job researching this week Jhasslinger 00:14, 26 September 2011 (UTC)

10/5/50 .. good job ... pick one of the designs you found .. start simple, build! the fox hole is simple, but hard to get working .. write on team mates discuss pages 1sfoerster 18:56, 26 September 2011 (UTC)

Week 2
I like the way you linked the pictures to an external site. PDF File gives the necessary details to build the foxhole radio. Look forward to seeing one in action.Fab4187 02:16, 3 October 2011 (UTC)

Good work this week. It was unfortunate you missed the ham fest this weekend, Jhasslinger 02:25, 3 October 2011 (UTC)

10/10/20 ... good foxhole radio video 1sfoerster 18:51, 3 October 2011 (UTC)

Week 3
Good job presenting this week. Glad you made it to setup day at the CARA fest. Our team needs to present everyday until the final week. We have a lot to share with the class. I am looking forward to starting the team done page this week.Fab4187 15:52, 10 October 2011 (UTC)

good job with the presentation this week.Jhasslinger 02:18, 10 October 2011 (UTC)

10/0/0 .. no commitments no comments on team mates pages ... nothing done pushing the project forward 1sfoerster 17:40, 11 October 2011 (UTC)

Week 4
Thanks for starting the team page. We're going to miss your contributions. I wish you well with your next project.Fab4187 08:15, 16 October 2011 (UTC)

Good job on the team page. It has been a great experience working with you during this project. Jhasslinger 17:50, 16 October 2011 (UTC)

10/10/0 .. can not see anything specifically you have done ... "we" is not transparent 1sfoerster 20:10, 17 October 2011 (UTC)

title: User talk:Rhorton4549/enes100/HAM


text:
User talk:Fab4187/enes100/Ham

10/0/0 ... no commitments made to team members over the weekend 1sfoerster 20:38, 18 September 2011 (UTC)

Week 1
Its been great working with you so far Keep up the good work. Jhasslinger 00:19, 26 September 2011 (UTC)

10/5/70 ... keep this work up every week! .. need to write something on teammates discuss page 204.126.132.241 18:53, 26 September 2011 (UTC)

Week 2
While I wasn't able to go to CARAfest on Sunday, meeting Dave on Saturday was great and makes me more interested in getting a license. Telling everyone about this event was a great way to get morepeople into HAM radio. Rhorton4549 01:11, 3 October 2011 (UTC)

There is a lot of good information on your page this week. Also great job setting up and coordinating HAM fest. Jhasslinger 02:20, 3 October 2011 (UTC)

10/10/70 .. keep pushing, fantastic job 1sfoerster 18:46, 3 October 2011 (UTC)

Week 3
Good job putting together the presentation this week. Look forward to pushing forward with the transceiver build Jhasslinger 02:06, 10 October 2011 (UTC)

10/10/70 ... everyone needs to celebrate success and describe problem details ... both will result in lots of points 1sfoerster 17:38, 11 October 2011 (UTC)

Week 4
Good job on creating talking points for our presentation and for future ones. Rhorton4549 03:49, 16 October 2011 (UTC)

Its been great working with you. Lets get building that transceiver. Look forward to continuing HAM Jhasslinger 17:53, 16 October 2011 (UTC)

10/10/70 ... great job ... 1sfoerster 20:07, 17 October 2011 (UTC)

title: User talk:Fab4187/enes100/Ham


text:
User:Egm6321.f11.team2.rho/HW1

=Problem 1.6 - Nonlinear 2nd-Order Term in Nonlinear 2nd-Order ODE (N2-ODE)=

Given
In the equation of motion (EOM) of wheel/magnet, (1) p.3-3,

$$\displaystyle c_3(Y^1,t)= M[1-\bar {R}u^2_{,SS}(Y^1,t)] $$

Find
Show $$\displaystyle c_3(Y^1,t)\ddot Y^1$$ is nonlinear with respect to $$\displaystyle Y^1$$

Solution
 EGM 6341 Fall 2011 (PEA1 F11) Team 2 HW1.6 (solved on my own)

Linearty has to satisfy the following condition:

Nonlinearty is the condition not satisfing the above statement.

In the given equation, the linearity of $$\displaystyle u^2_{,SS}(Y^1,t)$$ is assumed.

The results show:

Thus,

This proves that $$\displaystyle c_3(Y^1,t)\ddot Y^1$$ is nonlinear wiht respect to $$\displaystyle Y^1.$$

title: User:Egm6321.f11.team2.rho/HW1


text:
User talk:Ndelaney9295/ENES100/Ham

10/0/0 no commitments made to team members over the weekend 1sfoerster 20:41, 18 September 2011 (UTC)

10/5/10 .. good job with the links, need to spend more time .. no comments on team members pages 1sfoerster 14:40, 26 September 2011 (UTC)

10/5/30 ... good push finding ham tests in the area, an antenna that is big will collect more energy ... more channels .. antennas that receive more are considered better .. I think your analysis of the current antenna is wrong ... need to comment on team mates discuss pages 1sfoerster 13:38, 3 October 2011 (UTC)

10/5/20 ... good link to google docs to the power point .. need list of materials you "collected" .. need to see how the material gathering was split up .. not a lot of detail .. no comments on team mates discuss pages 1sfoerster 16:33, 11 October 2011 (UTC)

10/10/0 ... can see working the electronic pages, but nothing pushing project forward 1sfoerster 13:51, 17 October 2011 (UTC)

title: User talk:Ndelaney9295/ENES100/Ham


text:
User talk:Dkromer1996/enes100/flyers

5/0/0 no link back on user page, no commitment to team members for work over the weekend 1sfoerster 20:45, 18 September 2011 (UTC)

Saw the page Chaagii 16:26, 23 September 2011 (UTC)

0/0/0 ... nothing 204.126.132.241 14:34, 26 September 2011 (UTC)

Saw the page Chaagii 22:11, 30 September 2011 (UTC)

Hey man, i know you've done a lot with the group and you should write about it on your page. if you would i know it would be interesting being that your using a PC to fly the drone. Dcaldero8983 23:30, 30 September 2011

0/0/0 .. nothing 204.126.132.241 13:35, 3 October 2011 (UTC)

I like the photo that you linked on your page keep working Chaagii 14:00, 7 October 2011 (UTC)

Hey you should put up the information about the drone and the problems we surfaced week 3. add good content that you have to your page i know you got a lot of content you can put up and your page would look great. Dcaldero8983 18:52, 8 October 2011

0/0/0 ... nothing to grade ... 1sfoerster 16:27, 11 October 2011 (UTC)

The video you shared on your wiki page is very clear shown how fix propeller. Nice job Chaagii 14:40, 14 October 2011 (UTC)

10/10/10 ... good link to pc flying drone ... transparency not clear .. who figured this out ? 1sfoerster 13:47, 17 October 2011 (UTC)

Hey whats up man i would like to congradulate you with the team page it looks really nice. i know you had the toughest part of the project trying to fly the drone through a PC Dcaldero8983 15:28, 16 October 2011

title: User talk:Dkromer1996/enes100/flyers


text:
User talk:Chaagii 0817/enes100/flyers

5/0/0 no link back on user page, no commitment to team members for work over the weekend 1sfoerster 20:46, 18 September 2011 (UTC)

10/10/10 ... good, put pictures from previous teams on wikiversity, link to them .. earn points that way ... good commenting on other teammates pages even though there was nothing there

Hey your page is looking nice. I saw the video that you have listed up on youtube of the drone being flown. its awesome. keep up the good work. Dcaldero8983 23:18, 30 September 2011 (UTC)

10/10/30 .. excellent work getting the parrot to work with the android and finding a variety of software packages that work with it ... windows starting with NT has had unzip and zip built into the operating system. It is a file icon with a zipper down it. Right mouse click on the desktop to create zipped file. Click on the expand button to unzip. No need to download anything. 204.126.132.241 13:34, 3 October 2011 (UTC)

Hey i honestly have to say those are some really good videos. You have even the video showing the drone that wasn't working well due to the problem it had. Congratulation with the good work. I like it a lot. Dcaldero8983 18:48, 8 October 2011

Too much we, not enough I ... not enough transparency ... height it flies, problem and fix videos don't convey any information that I can use in the future. How High? Pictures of the gears and screws that you adjusted would be good. 10/10/20 ... 1sfoerster 16:25, 11 October 2011 (UTC)

Hey good photos and videos that you posted on the page. Our progress with the project was alright, but these ideas will help in the 2nd project. Dkromer1996 17:12, 16 October 2011

10/10/50 .. good photos, good links, good job 1sfoerster 13:46, 17 October 2011 (UTC)

title: User talk:Chaagii 0817/enes100/flyers


text:
User talk:Dcaldero8983/enes100/flyers

5/0/0 no link back on user page, no commitment to team members for work over the weekend 1sfoerster 20:46, 18 September 2011 (UTC)

Saw the page Chaagii 0817 16:26, 23 September 2011 (UTC)

0/0/0 don't see any work 1sfoerster 14:27, 26 September 2011 (UTC)

I like how you put your pictures. I tried to make it different, but i didn't work out anyway keep going. Chaagii 0817 22:09, 30 September 2011 (UTC)

10/10/30 ... good job uploading the youtube video and linking to it ... getting the drone to work with the android pushed the project forward ...keep going 204.126.132.241 13:30, 3 October 2011 (UTC)

You did great job by rushing the project out of class. Chaagii 0817 13:50, 7 October 2011 (UTC)

10/10/30 ... good job ... need better harness so the weight doesn't swing ... need to find what weight it can not lift ... need external video of the swinging ... video from the camera doesn't convey what is going on ... so have two really good problems to solve .. need to separate I out of We .. not enough transparency 1sfoerster 16:20, 11 October 2011 (UTC)

This is the first time i found this page. Good work with the pictures and the ideas for the drone. Dkromer1996 15:16, 12 October 2011 (UTC)

Saw the page Chaagii 14:49, 14 October 2011 (UTC)

Good ideas for weight control and weight distribution Dkromer1996 17:20 15 October 2011 (UTC)

title: User talk:Dcaldero8983/enes100/flyers


text:
User talk:Jamorgan3/enes100/glorious

5/0/0 ... no form at user page, no commitment to teammates over the weekend 1sfoerster 20:49, 18 September 2011 (UTC)

I see that nothing has been done yet, so I have nothing to peer review at the moment Parlette 0:00, 24 September 2011 (UTC)

10/5/5 ... need picture of what you built, need design of what you built (drawing), need list of motors with enough detail to find them and order more on the internet ... lots of work may have been done, but need more time spent documenting what is going on. Don't see you commenting on team mates discuss pages. 1sfoerster 17:47, 26 September 2011 (UTC)

0/0/0 .. don't see any work 1sfoerster 14:11, 3 October 2011 (UTC)

10/5/0 .. research usually results in something .. no commitments for next week 1sfoerster 17:13, 11 October 2011 (UTC)

You need to do your week 4 still... Parlette 23:08, 16 October 2011 (UTC)

title: User talk:Jamorgan3/enes100/glorious


text:
User talk:Drew Dollas/enes100/glorious

0/0/0 .. no link back, no form on user page, no commitments to teammates over the weekend 1sfoerster 20:50, 18 September 2011 (UTC)

10/10/5 ... good job with the wiki page, weekend task was very weak, vague, need design (drawing), objectives (goals) of this hovercraft 1sfoerster 17:51, 26 September 2011 (UTC)

10/5/10 ... you did not comment on your team mates pages, you did not document your failure or frustration ... just mentioned it ... what about the ATI remote was a problem ??? massive points if you describe every detail that went through your mind .. 1sfoerster 14:13, 3 October 2011 (UTC)

You've done a good job with your page so far. Be sure to include more information in your week two discussion.Jamorgan3 12:00, 3 October 2011 (UTC)

0/0/0 ... don't see anything to grade 1sfoerster 17:14, 11 October 2011 (UTC)

Well done on your page. Maybe a little more information in some sections. You put forth great effort! Jamorgan3 13:10, 17 October 2011 (UTC)

10/10/10 ... good job ... should work on the remote arduino connection at home ... keep going 1sfoerster 13:39, 17 October 2011 (UTC)

title: User talk:Drew Dollas/enes100/glorious


text:
User talk:Truongdat120891/enes100/illuminate clothing

10/0/0 .. no commitment to teammates about work over the weekend 1sfoerster 20:58, 18 September 2011 (UTC)

Dat made that lily pad work, that was the most challenging part of the project. As without passing that obstacle it would be impossible to go to electronics and material designing part of Illuminating clothing. project Tfalak 10:11 9/25/2011 (UTC)

10/10/50 .. excellent .. check out this type of solution 1sfoerster 19:39, 26 September 2011 (UTC)

Dat is the working really hard on the technical side of the project and he is doing great job in pushing the project forward as he always comes up with new innovative ideas. Tfalak 10:21 10/01/2011 (UTC)

Dat continues to make progress in his programming and he is getting very good working with the arduino. Epcole 18:14, 02 September 2011 (UTC)

10/10/50 ... good work .. stuff you ordered is in 1sfoerster 19:20, 3 October 2011 (UTC)

10/10/50 ... good work ... video is good .. 1sfoerster 18:10, 11 October 2011 (UTC)

10/10/30 ... good work .. more points if uploaded the arduino program you wrote (called a sketch) ... rename as a text file and upload to google docs or something like that and link to it 1sfoerster 20:30, 17 October 2011 (UTC)


text:
User talk:Epcole/enes100/illuminate clothing

10/0/0 .. no commitment to teammates about work over the weekend 1sfoerster 20:59, 18 September 2011 (UTC) well done on the research about LEDGATETruongdat120891 03:20, 25 September 2011 (UTC)

Emmanuel did really good job in designing power supply part of this project, he has very deep knowledge of how binary coding works and how to utilize it to push this project forward. Tfalak 10:13 9/25/2011 (UTC)

10/5/40 ... good job .. did not put down week 2 commitments to team mates .. 1sfoerster 19:41, 26 September 2011 (UTC)

Emmanuel comes up with great ideas on the customizing the power generating part of the project.Tfalak 10:23 10/01/2011 (UTC)

Emmanuel has done really well in this project, his ideal really solve our problem Truongdat120891 03:47, 3 October 2011 (UTC)

10/10/20 .. try a decoder chip .. have one where three lines can control 8 led's .. with 13 lines, should be able to control 4096 led's (in theory) .. see me .. need drawing or reference (link) to the pair of transistors you are trying ... 1sfoerster 19:17, 3 October 2011 (UTC) good job on the decoder. It helped alot when you figured out a way to increase the number of ledsTruongdat120891 02:54, 10 October 2011 (UTC)

10/10/50 ... great job 1sfoerster 18:11, 11 October 2011 (UTC)

10/0/10 .. see some pictures, nothing written, need story or narrative talking about them .. 1sfoerster 20:29, 17 October 2011 (UTC)


text:
User:Egm6321.f11.team2.rho/HW2

=R*2.4- Verification of Nonlinearity in a Particular First-Order ODE=

Find
Verify that (2.4.1) is a N1-ODE.

Solution
[[media:pea1.f11.mtg8.djvu|General nonlinear ODE of order 1 (N1-ODE)]] is

(2.4.1) is a statement of (2.4.2) showing that the highest order is one. Thus, (2.4.1) is a fist order differential equation.

[[media:pea1.f11.mtg4.djvu|Linearty]] has to satisfy the following condition:

[[media:pea1.f11.mtg5.djvu|Nonlinearty ]] is the condition not satisfing the above statement as follows:

(2.4.1) can be rewritten as follows:

And then, the nonlinearity can be checked with the following two functions:

From (2.4.6) and (2.4.7), $$\displaystyle F(\alpha y)\neq\alpha F(y)$$ is found so that (2.4.1) is verified to be a nonlinear equation.

Finally it is concluded that (2.4.1) is a N1-ODE (Nonlinear First Oder Differential Equation).

=R*2.10- Verification of solution for N1-ODE=

Given
where $$\displaystyle M(x,y)=75x^4$$ and $$\displaystyle N(x,y)=cos y$$

Find
Verify that (2.10.1) is the solution for the (2.10.2).

Solution
(2.10.1) would be rewritten as follows:

Differentiating the both sides of (2.10.3), (2.10.3) results in

Thus, (2.10.1) is verified to be the solution for (2.10.2.)

=R*2.16-Solution of L1-ODE-VC=

Given
Integrating factor is

The derivated result in King 2003 p.512 is

Find
Show that (2.16.1) agrees with (2.16.3).

Solution
General L1-ODE-VC is

In King 2003 p.512, the L1-ODE-VC is presented as follows:

From (2.16.3) and (2.164), the following relations can be derived.

From the relations, in King 2003 P512, the integrating factor is shwon as follows:

When (2.16.1) is substituted by (2.16.9), (2.16.1) becomes

$$\displaystyle \Rightarrow y(x)= k_2\exp\left(-\int^x P(t)dt\right)+\exp\left(-\int^x P(t)dt\right)\int^x \exp\left(\int^x P(t)dt\right)b(s)ds$$

Substituting the relation (2.16.8) for (2.16.10), (2.16.10) can be rewritten as follows:

(2.16.10) is the solution presented in King 2003 p.512 identifying A, $$\displaystyle y_H(x)$$ and $$\displaystyle y_p(x)$$ as follows:

Thus, it is verified that (2.16.1) agrees with (2.16.3).

title: User:Egm6321.f11.team2.rho/HW2


text:
UTPA STEM/CBI Courses/Calculus/Integration

Course Title: Calculus I

Lecture Topic: Integration

Instructor: Dr. Dumitru Caruntu

Institution: UTPA

Backwards Design
Course Objectives

 * Primary Objectives- By the next class period students will be able to:

At the end of the course students should be able to:
 * 1) Understand and use the concept of function through analytical expressions and graphs
 * 2) Formulate problems in terms of differential calculus
 * 3) Solve problems involving differential calculus and analyze the results in terms of their physical meaning
 * 4) Formulate problems in terms of integral calculus
 * 5) Solve problems involving integral calculus and analyze the results in terms of their physical meaning

 * Sub Objectives- The objectives will require that students be able to:

Accomplishing these objectives will require students to be able to:
 * 1) Represent, graph and analyze functions
 * 2) Understand and use the concept of limit
 * 3) Understand the definition and various interpretations of derivative
 * 4) Understand and use all the differentiation rules
 * 5) Use differentiation to model, graph, and analyze different applications
 * 6) Understand the definition of definite integral
 * 7) Understand and use the fundamental theorem of calculus
 * 8) Understand and use the method of substitution
 * 9) Use integration to model, graph, and analyze different engineering applications

 * Difficulties- Students may have difficulty:

Possible, typical instructional difficulties that I predict may occur in, and/or understanding and use of
 * 1) Mathematical modeling of word problems (in particular engineering applications)
 * 2) Inverse functions
 * 3) Evaluate limits to infinity – direct applications are asymptotes
 * 4) Chain rule of differentiation
 * 5) Implicit differentiation
 * 6) Curve sketching
 * 7) Method of Substitution
 * 8) Work and volumes
 * 9) Understanding the physical meaning of the mathematical concepts

 * Real-World Contexts- There are many ways that students can use this material in the real-world, such as:

Real-world situation in which students would use the learning objectives include:
 * 1) Mechanical design
 * 2) Constructions
 * 3) Medical
 * 4) Aerospace
 * 5) Criminal justice
 * 6) Business

Model of Knowledge

 * Concept Map
 * identify numerical methods to be used for integration
 * evaluate approximately the integrals
 * reduce the error of numerical integration by reducing the step size
 * use the method of substitution for evaluating definite integrals
 * use the method of integration by parts for evaluating definite integrals

 * Content Priorities
 * Enduring Understanding
 * 1) Graphing functions
 * 2) Inverse functions
 * 3) Limits at infinity
 * 4) Rate of change
 * 5) Derivative interpretation
 * 6) Derivatives of elementary functions
 * 7) Differentiation rules
 * 8) Implicit differentiation
 * 9) Fundamental theorem of calculus
 * 10) Antiderivatives
 * 11) Method of substitution

 * Important to Do and Know
 * 1) Function representation
 * 2) Definition of limits
 * 3) Definition of continuity
 * 4) Relative rates
 * 5) Optimization
 * 6) Areas
 * 7) Volumes
 * 8) Work

other application of integral calculus beyond the ones already mentioned
 * Worth Being Familiar with

Assessment of Learning

 * Formative Assessment
 * In Class (groups)
 * quizzes
 * exams
 * Homework (individual)
 * assigned review problems
 * assigned textbook problems
 * Summative Assessment
 * class discussion of integration concepts and applications

Legacy Cycle
OBJECTIVE

By the next class period, students will be able to: numerically integrate use the method of substitution use the method of integration by parts The objectives will require that students be able to: know and use rectangle area formula for numerical integration know derivatives, and antiderivatives, for evaluating integrals know the fundamental theorem of calculus identify the method to be used for a given integral

THE CHALLENGE

You are the CEO of a car company and you have to decide on the car model to be manufactured next. There are two car models you have to choose from. Car market is highly competitive, and the right decision will result in billions of dollars profit. The performance criterion is the distance covered by the car in 10 seconds. The maximum acceleration provided by the engines of the two models are a1=25(1-exp(-2t)), and a2=25(t^2+2t)/(t+1)^2.

GENERATE IDEAS

Students will be asked to brainstorm on

-	what do you know to solve the challenge -	what else do you need to solve the challenge -	how relevant is the given information to the challenge -	is the information sufficient

We anticipate that students will come up with

 * 1) very practical things like direct measurements or testing
 * 2) using a calculator to integrate
 * 3) their experience from physics and differential calculus in terms of velocity and acceleration
 * 4) seeing this as an inverse problem of differentiating
 * 5) numerical approach
 * 6) graphing the curves

MULTIPLE PERSPECTIVES

The student is asked to explore ideas about the challenge from experts, and he should be

 * 1) shown a car racing video
 * 2) seeking references regarding simple methods of numerical integration
 * 3) seeking references regarding more complicated methods of integration (rules, chain, substitution)

RESEARCH & REVISE

Materials to help the student exploring the challenge and amend their original ideas will be introduced. Also, lectures will be provided and they will include

 * 1) the area problem (including numerical methods and Riemann sums
 * 2) the distance problem
 * 3) definite integral
 * 4) the fundamental theorem of calculus
 * 5) the substitution rule

TEST YOUR METTLE

Check students understanding by using

 * 1) quizzes
 * 2) structured response – clicker response
 * 3) dialog

GO PUBLIC

 * 1) exams
 * 2) presentations to the class
 * 3) projects
 * 4) posters

Pre-Lesson Quiz

 * 1) what is the definition of velocity?
 * 2) what is the definition of acceleration
 * 3) can you find the area under y=x^2 for x between 1 and 3 through geometrical approximation
 * 4) would it be possible to find the total distance traveled by a car if the velocity is given? If yes, how?

Test Your Mettle Quiz

 * 1) Find the total distance traveled by a car in 10 sec if its velocity is given by v=3(1+t)
 * 2) Find the total distance traveled by a car in 10 sec if its velocity is given by v=3(1+t)/(1+t^2)
 * 3) Find the area between y=x(ln(x)) and x axis for x between 1 and 2.


text:
User talk:ZThompso7635/enes100

Great start at a portfolio, but I don't need to be force through it to grade ... please set up tighter link structure between the team and user page. 1sfoerster 21:07, 18 September 2011 (UTC)

0/0/0 .. can see no poppit user page to comment on, only a link to the team page .. please create the proper page for your next team and link directly to it and from it without going through this page 1sfoerster 12:42, 20 September 2011 (UTC)

title: User talk:ZThompso7635/enes100


text:
User talk:Dammy125/enes100/Model Boat

10/0/0 ... no commitment to teammates describing the work you are doing this weekend 1sfoerster 21:11, 18 September 2011 (UTC)

0/0/0 .. don't see any changes to this page 1sfoerster 20:16, 26 September 2011 (UTC)

10/5/0 ... don't see any links to boat hull designs, no comments on team mates pages 1sfoerster 18:13, 3 October 2011 (UTC)

0/0/0 ... don't see any work 1sfoerster 13:52, 11 October 2011 (UTC)

0/0/0 ... don't see anything to grade 1sfoerster 13:23, 18 October 2011 (UTC)

title: User talk:Dammy125/enes100/Model Boat


text:
User talk:ZThompso7635/enes100/Model Boat

10/0/0 ... no commitment to teammates describing the work you are doing over the weekend 1sfoerster 21:14, 18 September 2011 (UTC)

10/5/5 ... no comments on teammates discuss page, pushing project forward a little with hull stuff, but the motors are more important to figure out, good job focusing on this .. need lots more work .. 1sfoerster 20:16, 26 September 2011 (UTC)

10/5/10 ... we have lots of those motors .. and variable resistors .. see me .. still no comments on team mates pages, need to push the project forward .. 1sfoerster 18:11, 3 October 2011 (UTC)

10/10/0 ... document the circuit ... take pictures of it .. this would push the project forward ... just using wikiversity pages as a report ... nothing here that would help me do this project ... I would have to start from scratch 1sfoerster 13:51, 11 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 13:24, 18 October 2011 (UTC)


text:
User talk:WesleyRodriguez/enes100/Model Boat

10/0/0 ... no commitments to team mates describing the work you are doing over the weekend 1sfoerster 21:15, 18 September 2011 (UTC)

10/5/0 ... no comments on team mates discussion pages, work on RC motors is not specific enough to know what to expect .. last weeks work did not push the project forward 1sfoerster 20:14, 26 September 2011 (UTC) 0/0/0 .. don't see any work 1sfoerster 18:10, 3 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 13:49, 11 October 2011 (UTC)

0/0/0 ... nothing to grade 1sfoerster 13:24, 18 October 2011 (UTC)


text:
User talk:Syoon9484/enes100/Rubberband gun

10/0/0 .. no commitment to teammates describing what you are doing over the weekend 1sfoerster 21:20, 18 September 2011 (UTC)

Noticed you weren't in class on Thursday,that's too bad. I was wondering, are you were doing/ going to do anything to help this project over the weekend? Honestly though, we've agreed on the design and are doing some proof in concept prototyping, so unless you've had new ideas most of our work will be in the lab.Zblaha2768 18:07, 25 September 2011 (UTC)

10/5/10 .. good youtube link, did not post on discuss pages of your team mates 1sfoerster 19:26, 26 September 2011 (UTC)

Good work on the cardboard connector pieces for the original prototype, you guys have been doing good work on the new design too.Zblaha2768 16:38, 2 October 2011 (UTC)

10/5/10 ... still not posting on discuss pages of your team mates ... week 2 writing is full of "we" ... no transparency ... I can not tell who is doing what ... this is why the 10 push points are low 1sfoerster 17:36, 3 October 2011 (UTC)

please fix the back link so it says something associated with your team 1sfoerster 17:37, 3 October 2011 (UTC)

Good job with the barrel assembly, hopefully we can get this completely done by the end of this week. Zblaha2768 17:54, 9 October 2011 (UTC)

0/0/0 . don't see any work 1sfoerster 13:24, 11 October 2011 (UTC)

Too bad it didn't come together, but I am glad to see the base came together quite quickly with your help. Zblaha2768 19:01, 15 October 2011 (UTC)

0/0/0 .. don't see any work 1sfoerster 13:11, 18 October 2011 (UTC)


text:
User talk:Zblaha2768/enes100/Rubberband gun

5/0/0 ... no link back to team on user page, no commitment to teammates describing what you are doing over the weekend 1sfoerster 21:21, 18 September 2011 (UTC)

10/10/5 ... would have been more points if a link to your youtube video was created 1sfoerster 19:24, 26 September 2011 (UTC)

10/10/10 ... lots of good work, but no transparency .. use the phrase "I", written generally as if everything was done as a team 1sfoerster 17:35, 3 October 2011 (UTC)

10/10/10... lots of work, no documentation, merely using these web pages to report what is happening, rather than documenting the process so others can repeat your work ... 1sfoerster 13:23, 11 October 2011 (UTC)

10/16/11...Thanks for telling me about the discuss page I forgot about it. Good job finishing up the team page. I added some more pictures and added some small thing. User:npsweet

10/10/30 .. more detail is needed ... such as the cord thickening, such as the rubber bands stacking on top of each other causing the pins to be different lengths .. if this was done would have received a lot more points 1sfoerster 13:12, 18 October 2011 (UTC)


text:
User talk:K.saunders/enes100/Goldberg

5/0/0 no link back to project page, no commitment to teammates describing work being done over the weekend 1sfoerster 21:25, 18 September 2011 (UTC)

10/5/10 .. need pictures of what you took apart, names of what you took apart, story of what it was originally for, need to comment on teammates work on their discussion pages 1sfoerster 19:48, 26 September 2011 (UTC)

You've done well disassembling the printers and picking out certain parts that we may be able to use. I have not seen any of your sketches; however I'm sure they will be a set of good ideas. JaeHaynes 19:10, 29 September 2011 (UTC)

Great idea for task number 2. I am sure that as we keep dissembling the printer, we will find more parts that can be used in our completed product Felhariri 12:48, September 26th 2011 (UTC)

10/10/30 .. I can see you have taken apart some stuff, have you figured out their original names? What is the design you are talking about. I am expecting a drawing 1sfoerster 19:23, 3 October 2011 (UTC)

0/0/0 nothing to grade 1sfoerster 18:14, 11 October 2011 (UTC)

0/0/0 .. nothing to grade 1sfoerster 20:32, 17 October 2011 (UTC)

title: User talk:K.saunders/enes100/Goldberg


text:
User:JaeHaynes/enes100/RGoldberg

Link to team FKJ page

Write problem statement
Is there a way to make a Rube Goldburg Machine out of old printers and scanners?

Assign Task1
Take home a laser printer and dismantle it; looking for pieces that can be incorporated while building the Rube Goldberg.

Compare actual work done to Task1
Printer was dismantled. I found parts that can be used to create the model.

Week1 Narrative
Over the weekend, I took apart a laser printer. I also came up with a couple of drawings this week, depicting what my team and I could build/parts (from the disassembled printer) that can be used in the beginning portion of the machine we are creating.

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
Over the weekend, I am going to continue to sketch more ideas that can be incorporated into the machine we are creating and be able to present solutions to small issues we have already uncovered.

Compare actual work done to Task2
Rationalize differences

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 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
Record what you are planning on doing for the team during the weekend between week2 and week3 of the project here.

Compare actual work done to Task3
Rationalize differences

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

Week3 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 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
Record what you are planning on doing for the team during the weekend between week3 and week4 of the project here.

Compare actual work done to Task4
Rationalize differences

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

Week4 Peer Review
Go to each team mates weekly summary wiki page. Read their activities and narrative. Then go the associated discussion page. Say something positive on this page. Try some constructive criticism. Add your name and 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:JaeHaynes/enes100/RGoldberg


text:
User talk:RyanPak/enes100/StrandBeest

5/0/0 .. no user form, no commitment to teammates describing what you are doing over the weekend 1sfoerster 21:36, 18 September 2011 (UTC)

 * Ryan helped a lot with gathering vital informations and resources. The informations and resources such as videos, pictures, and materials that Ryan has found and contributed to this project acted in vital parts for this week's work. And he was willing to communicate with the team members along with pushing forward with the project. Gun Kang 1sfoerster 9:16PM, 21 September 2011.
 * 0/0/0 ... nothing to grade 1sfoerster 19:09, 26 September 2011 (UTC)
 * Ryan pushed to replicate and improve the design that was chosen to be built upon. He fixed the trouble within the model and suggested the pieces that can be used to bolster the model of the strandbeest. Gun Kang 1sfoerster 8:00PM, 2 October 2011.

 * Ryan did put in a lot of energy into the production of the strandbeest design showing that he did put in a lot of thought into the project.he also brought up many ideas for the future designs we are still to work on.qchi

10/10/5 ... what ideas? don't see anything documented here .. narrative is deleted .. batteries ??? need lots more words ... getting really fragmented picture of what is going on ... need lots more communication 1sfoerster 18:59, 3 October 2011 (UTC)

 * Ryan allowed the team to have the required parts and motors be in by necessary time and possessed many resources we need to finalize the project. But, he acted bit lazy this week with not cleaning up the station and leaving early before I could even start the ending discussion with the team members. Gun Kang 1sfoerster 11:18PM, 9 October 2011
 * Ryan was very instrumental as far as acquiring the parts was concerned. He did a lot of research into the parts required too, but he was not too helpful when it came to cleaning after work and providing ideas necessary for the design to progress.qchi

10/10/10 ... this really confusing .. team summary on a personal page? 1sfoerster 20:24, 17 October 2011 (UTC)

10/0/0 .. no transparency, can not tell what you did versus what others did ... no work over the weekend described ... no comments on other team mates pages 1sfoerster 18:00, 11 October 2011 (UTC)
 * Ryan put in a lot of thought when we had to come up with a perfect arrangement for the cogs which had to be run by the motor.qchi

 * Ryan kept us informed with information we need for constructing the strandbeest. Without him, we would've had a difficult time deciding what motor to get and what pieces we need to build the structure. The project could've beat all the previous projects if he sent the order for the motors and the missing pieces right after when asked. Gun Kang 1sfoerster 7:48PM, 16 Oct 2011

title: User talk:RyanPak/enes100/StrandBeest


text:
User talk:Anton1102/enes100/strandbeest

10/0/0 1sfoerster 21:37, 18 September 2011 (UTC)

10/10/20 ... write on your teammates discuss page rather than their actual project page, don't scan your notebook, redraw with somekind of software and link to an uploaded screen shot or the actual file created by the software, learn to use a drawing program if you don't have one, leverage the electronic files of previous teams 1sfoerster 19:07, 26 September 2011 (UTC)

Anotonio completed another pair of legs for the Strandbeest, 3 pairs of legs now completed. He works hard and strives to improve the design of the Strandbeest.RyanPak 19:47, 2 October 2011 (UTC)

 * Antonio did help very much with the strandbeest design we finally decided to use representing our team. He is a hard worker.qchi

10/10/40 .. good job with photos .. perhaps control it with an arduino controlling the ntx motor? That would be fun 1sfoerster 18:57, 3 October 2011 (UTC)

 * Antonio did help a lot with coordination of the project and his designs for the strandbeest did help alot but he is often headstrong when it comes to listening to the voice of reason when it comes to preparing for the future as far as the project is concerned.qchi

10/10/80 ... the two motor links appear to be the same ... has been ordered 1sfoerster 17:58, 11 October 2011 (UTC)

 * Anotnio worked hard on the motor application and placement. He nearly completed the insertion, but the motor was too heavy to be supported. The system he created for the motor to work was very effective. RyanPak 14:45, 16 October 2011 (UTC)
 * Antonio helped alot as far as the motor design was concerned . He also contributed good input when it was time for the design for the cogs to run the engine.qchi19:18 16 October 2011(UTC)

10/10/80 ... great use of ntx parts, great pictures ... keep going !!! 1sfoerster 20:23, 17 October 2011 (UTC)

title: User talk:Anton1102/enes100/strandbeest


text:
User talk:Qchi8375/enes100/strandbeest

10/0/0 .. no commitments to teammates describing work over the weekend 1sfoerster 21:38, 18 September 2011 (UTC)

10/10/20 .. video is excellent .. build it! ... use any parts you can find in the engineering rooms 1sfoerster 19:11, 26 September 2011 (UTC)

Chi helped a lot with design and construction. He was brainstorming ways to incorporate the motor on the Strandbeest. RyanPak 19:48, 2 October 2011 (UTC)

Chi found the troubles that are within and will be in when we are going to attach the motor. He pushed to create the pieces of strandbeest that will get together with the motor and the strandbeest itself so that our goal can be achieved. Gun Kang 1sfoerster 8:03PM, 2 October 2011.

10/5/5 .. what fan engine are you talking about? pictures? cost? description of where it came from? too much "We", not enough I in the narrative, not commitments to team mates over the weekend 1sfoerster 19:01, 3 October 2011 (UTC)

 * Constantly gave needed feedbacks and pushed to create the parts to join the strandbeest and the motor. He gave out many ideas and many ways to approach to the problems. But, he left without cleaning the stations and the glues he used for the bridges and he glued the bridges wrong when clear instruction was given. Gun Kang 1sfoerster 11:22PM, 9 October 2011

10/10/0 ... bright ideas ?? what were they ... need words besides pictures ... what was the arrangement of the setting of the motor .. need drawing of this ... good description of the cog/feet problem, but not the solution you came up with ... from the 123D designs ... what designs ?? lots of talk but nothing I could leverage .. I would still have to start from scratch to do what you just claimed ... this is a report, not instructions to the next team 1sfoerster 18:04, 11 October 2011 (UTC)

Chi worked hard on improving mobility of the Strandbeest and applying the motor to the Strandbeest. RyanPak 14:46, 16 October 2011 (UTC)

 * Chi always double checked and looked to any alternative way to approach many problems we faced during this project. Many improvements in the design were from his help. Gun Kang

10/10/30 ... the motor is in ... need narrative with the pictures .. otherwise don't know what am looking at, what you did, etc. 1sfoerster 20:26, 17 October 2011 (UTC)

title: User talk:Qchi8375/enes100/strandbeest


text:
User talk:BobFK/enes100/poppit

Nice job on figuring out the possibilities in the game of Poppit. It will be useful when designing a program to play Poppit automatically.

Omair: Kjaved373 18:40, 18 September 2011 (UTC)

10/10/30 .. talking about distance between balloon groups ..very good 1sfoerster 20:10, 19 September 2011 (UTC)

title: User talk:BobFK/enes100/poppit


text:
Talk:Engineering Projects/Poppit/Howard Community College/Fall2011/501 EME

 * Problem Statement can not be understood.
 * First sentence says "We used statistics to try and figure out how to beat poppit."
 * Second sentence can not be understood.
 * 5/10 points

 * Summary
 * There appear to be a list of chunking strategies, but no discussion of success or failure/future testing of each.
 * Under team averages there appear to be some individual averages, but the source of this information is not described.
 * Can not find links to the raw data. Can not relate to the problem statement.

0/10 points

 * Poster
 * 0/10 points ... there isn't one

 * Story
 * 0/10 points ... there isn't one

 * Decision List
 * There is an attempt at linking statistics to games played, but other than recording the average, can not find anything of value. 5/10

 * Materials
 * 10/10

 * Software
 * 10/10

 * Time
 * 10/10

 * Tutorials
 * 0/10

 * Next Steps
 * these are week .. too vague

5/10

45/100 1sfoerster 22:47, 18 September 2011 (UTC)
 * total


text:
User talk:Ckpress/enes100/poppit

10/0/0 ... can not see any peer reviews, don't see any commitments to team mates and actual work done would have given 4 points to the person that made the list of chunks, but since both you and roberts created the same list, there is no transparency .. I can not tell who did what ... thus no points to anybody. 1sfoerster 22:13, 18 September 2011 (UTC)

title: User talk:Ckpress/enes100/poppit


text:
User talk:ARoberts/enes100/poppit

10/0/0 ... see discussion on pressley's discuss 1sfoerster 22:17, 18 September 2011 (UTC)

title: User talk:ARoberts/enes100/poppit