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Design for the Environment/Energy Storage for Wind Power Generation

Electricity generated through wind turbines is a highly intermittent power source and as a results its relative market penetration is quite low in order to avoid the risk of power shortages. As well, wind power is non dispatchable, meaning that it must be consumed as soon as it is produced and its production cannot be reserved for peak time either nor produced all day such as it can in base load plants. One way that both of these problems can be resolved is by storing the power generated as some other form of energy. Some of the ways this is accomplished are Pumped Storage, Flow Batteries and Compressed Air Energy Storage (CAES). Due to wind power's easy set up and relative availability, increasing its use would be a crucial step towards lowering CO2 emissions and bringing an end to global warming.

Currently, the most commonly used way of storing wind power currently is Pumped Storage. Pumped Storage is a method where excess electrical energy in the electrical grid is used to drive the turbines of a hydroelectric dam backwards so that water is pumped up into the reservoir thus adding hydraulic head and storing the power for future use. When it is needed (i.e. peak hours) the stored water will be brought back down the penstocks and through the turbines this time driving the generator and putting back into the grid. Flow batteries are a type of battery that converts electrical energy into chemical energy that is stored in an electrolyte. The charged electrolyte is stored in tanks and is passed through a reactor to convert the chemical potential into electricity. The most common type of flow battery is the redox flow battery where the electroactive compounds are dissolved in the electrolyte. The Vanadium Redox Battery (VRB) uses vanadium, in four different oxidation states, dissolved in the electrolyte to store the electrical energy and as a result does not require any other species in the electrolyte. CAES uses large, near air-tight geological formations such as salt caverns and aquifers to store compressed air, as is done for natural gas storage. Wind power is either used directly to drive a compressor and pump air into the storage facility or generated electricity is used to drive the compressors to the same effect.

Project Information
Section: 2  Group: B6

 * Christopher Frankowski (C.frankowski)
 * Dennis Ching-Liang Lin (Lindenni)
 * Phillip Shin (YongKyun)
 * Milos Uskokovic (M_uskokovic)

Highlights
Pumped Storage, VRB and CAES all operate by transforming the electrical energy of wind into another form of potential energy; gravitational, chemical or pressure. All of these storage methods can start producing electricity within minutes of demand occurring. The main differences occur in size and location, Pumped Storage and CAES require a suitable natural location but are large enough that only a few are needed. On the other hand the VRB solution does not have any geographical restrictions but is considered a form of distributed power storage where one or two facilities would be present at each wind farm. The main advantages of pumped storage are the large storage capacity and no environmentally hazardous outputs during the use phase. The main disadvantage of pumped storage is that large areas of land need to be flooded. The VRB's main advantages include instantaneous electrical production, small environmental footprint, low maintenance and rapid implementation. However due to the fact that this is new technology, it is still rather expensive. The CAES system uses naturally occurring geological formations that are easy to convert into large compressed air storage tanks, since all of the caverns already exist and are underground there is no destruction of the land. The downside is that the system has to burn natural gas to heat the compressed air, this results in CO2 output. Increasing global warming potential.

Combined SLCA values

(1) Pumped Hydro (2) Vanadium Flow Battery (3) Compressed Air Energy Storage

The ideas presented here are three very different methods of accomplishing the same goal. All three processes are between 70% and 80% efficient and all three are improvements over the current method of fixing the intermittency of wind power which is by adding more natural gas turbines to provide peaking power if the wind is not blowing. All three methods also have quick start up so that short falls or peaks in the grid can be immediately supplemented.

The following matrix shows the results of the different analyses between all of the alternatives.

Comparison of all alternatives, using different analyses

Obviously each method has its advantages. Pumped Hydro is cheapest to implement for the especially in the long run but at great cost to the environment. Pumped hydro also requires a large capital cost. VRB is very environmentally friendly according to the SLCA but quite expensive. However, the EIOLCA results for VRB are significantly better than those for Pumped Hydro for the same energy output, up to four times better in fact. The CAES system scored better than pumped hydro in the SLCA and was between Pumped Hydro and VRB in cost. However, the EIOLCA results appear to be too low for a system that uses natural gas especially for a product with a long life time such as this and especially when compared to a system like the VRB which uses no hydrocarbons for fuel and has no air or toxic emissions.

Recommendation
Therefore the best design is the VRB. A system that can be implemented easily on the wind farm site, is safe to operate and does not displace large groups of people or emit CO2 is not only a logical choice but an economically and commercially viable. As well, the use of any technology will only further its development and thus make large improvements in VRB energy capacity as well as lowering system cost.

Pumped Storage

The storage of energy through pumped hydro is a simple solution that relies on the potential energy that can be gained and lost by moving a mass through a gravitational field. Energy is used to pump water to an upper reservoir, increasing its potential energy. When the energy is needed, it can be dropped to its original position to regain the potential energy. The facilities that perform this function are largely similar to those used in hydroelectric electric power generation. Energy storage is performed when water is pumped to an upper reservoir that could be contained behind a dam, or a large, natural impermeable basin. When the energy is needed, the water is released back to the lower reservoir after passing through a turbine connected to a generator that can turn the kinetic energy of the falling water into an electric current. The advantages of this sort of solution is that it does not have any major impacts on the environment during the use phase, requiring almost no inputs and producing virtually zero outputs. The disadvantages are the massive land requirements and the resulting destruction of wildlife habitat, along with the fact that pumped storage plants are characterized by long construction times and high capital expenditure.

Compressed Air Energy Storage (CAES)
Compressed air energy storage (CAES) technology uses the electricity generated by wind turbines available overnight to run the compressors (electric motors) during off-peak times. The compressors operate by driving air down into a natural aquifer or a cavern, then extracted from the aquifer/cavern when power is needed. The air flowing back up through the pipes must be pre-heated and burnt in the combustion chamber using natural gas in order to turn the expansion turbine.

One of the significant benefits of a CAES plant is its separation of the compression cycle from the combustion cycle, which presents a number of advantages. First of all, it provides high thermal efficiency in the production mode, which is less than 4,500 Btu/kWh for a typical heat rate. This makes CAES one of the most efficient power plants for producing electricity. Another advantage is its high ramp rates(Explain), as it is not restrained by compression requirements. Also, CAES has a stable heat rate at low capacity. In general, it requires the generators to operate lower than 100% output in order to maintain responsive capacity. The heat rate degradation will only occur when CAES plants operates below 50% of the generating capacity. Moreover, high output in high ambient temperatures is another advantage of CAES plants. Since the temperature and pressure of the air flowing into the combustion turbine is constant, there will be no change in the mass flow. Thus, CAES plants can produce as much power as possible regardless of what the temperature is outside, which makes them very versatile. On the other hand, there are a few disadvantages of CAES such as geological structure reliance, loss of the input energy is lost each time the air is pumped into and extracted out of the cavern, and it requires additional heating in the expansion process. Although the consumption of fuel is minimal, its influences in the future cost is still a major concern due to increasing prices of natural gas.

Vanadium Redox Battery (VRB)

A flow battery is a form of rechargeable battery that stores electrical energy by converting it into chemical potential. Flow batteries can increase the usefulness of the wind power plant in that the stored energy can be used to supply consistent power output and to increase the maximum power rating of the wind power plant during peak electricity demand hours.

Vanadium Redox Battery(VRB), a widely used flow battery for wind power application, stores and generates electricity through oxidation and reduction of a Vanadium electrolyte. The system consists of two electrolyte tanks, pumps to circulate the electrolyte and a chemical reactor that converts chemical energy into electricity.

In VRB chemical energy is stored in different ionic forms of vanadium in a dilute sulphuric acid electrolyte. The difference in electric potential creates current flow through the electrode, which is available to an external circuit. The system is designed for unattended operation with minimal maintenance cost. The system has round-trip efficiencies of 65% - 75%.

The advantages that VRB offers over other conventional storage systems are its flexible system layout and the modular design between the maximum power rating and total storage capacity. Increasing the volume of the electrolyte tanks increases the total storage capacity, whereas increasing the number of reactors increases the maximum power rating. Several disadvantages of the VRB are its high cost and the use of large volume of sulphuric acid during its use phase.

Pumped Storage
The information used to score pumped storage for this SLCA is gathered from several implementations of pumped storage around the world. . The data is a compilation of 4 pumped storage solutions: the Seneca plant near Warren, Pennsylvania, the Ludington plant in Ludington, Michigan, the Kruonis plant in Kruonis, Lithuania, and the world’s most powerful pumped storage plant in Bath County, Virginia.

SLCA for Pumped Storage

Site Development
The key factor in determining the environmental responsibility of a societal infrastructure is the choice of site, and minimization of ecosystem disturbance. Alarge amount of land is lost and due to the destruction of the natural habitat of the wildlife in the area of the creation of the upper storage reservoir. The areas that are suitable for use in a pumped storage solution are usually located away from areas of dense human populations, and thus long spanning connections are needed to join the power grid that would not necessarily be needed for the other options. Based on the construction process at Bath County, any earth and rock fill that was removed to facilitate construction was used within the dam structure. Solid, liquid and gaseous residues associated with site development would be minimal.

Materials and Product Delivery
Due to the remoteness of most pumped storage solutions, the choice of materials and delivery methods is of high importance. The majority of the material needed is the concrete needed to produce the reservoir, either dam or pool bed, and all of the associated piping. The rock fill used during construction can be locally excavated, but the concrete and steel need to be delivered. The steel that is used to reinforce the concrete can come from a recycled source, as 75% of steel is recycled. Because of the speciality required to produce the massive turbines and electric generators, these components are manufactured off site, and sometimes internationally. These massive steel components, along with the massive quantity of building materials needed for such large products, require large amounts of energy to deliver to the construction site. The solid shipping materials that package the components are all common and widely reusable and recyclable. The liquid and gaseous emissions related to transport come largely from the emissions of transport vehicles, instead of packing material. The gaseous emissions from all of these vehicles have a large GWP. This option has a much higher amount of transportation and uses a much larger volume of material compared to the other solutions.

Infrastructure Manufacture
The production of the dam and reservoir relies largely on reusable material. The components for the large amount of cement needed for construction must excavated, but are all commonly occurring. The remainder of materials needed for concrete can be excavated locally, and the reinforcing steel can come from a recycled source. The manufacturing of the reservoir is a large energy burden, and the production of the turbine, housing, and connectors are also highly energy intensive.

Infrastructure Use
This category is the highlight of the pumped storage option. The process of hydroelectric generation requires minimal inputs, and produces virtually no outputs. There is a small energy input involved with operating the facility associated with the 70-85 % efficiency of the system. Loses occur due to evaporation of water from the upper reservoir, head loses involved with the penstocks, as well as loses related to the turbine. These efficiencies are comparable or better than the other storage options discussed. There are no solid or liquid wastes associated with the operation of a pumped storage solution.

Refurbishment, Recycling, Disposal
Hydroelectric facilities are rarely designed with disposal in mind, but are usually designed to allow for easy upgrading or refurbishment. With the possibility of upgrading turbines when developments lead to more efficient designs, the high capital cost of construction and the importance of its function to society, the need for destruction of this infrastructure is minimal, as would be true for all options. The removal of the structure would result in millions of cubic meters of concrete to dispose of requiring huge amounts of energy, and if a dam reservoir is used, once again great damage to the surrounding ecology. For these reasons pumped storage had generally low scores but due to the simple and clean operation of the plant, there will be little to no liquid or gaseous residues, so these elements scored highly.

Compressed Air Energy Storage (CAES)
SLCA for Compressed Air Energy Storage Storage

Site Development
Material Choice: If a natural geological formation is used, the infrastructure will be developed with minimal destruction of natural areas.

Energy Use: The infrastructure design requires the use of natural gas. It requires a certain amount of energy to construct the site.

Solid Residue: Since a natural aquifer is used, there will not be much solid residue created by site development.

Liquid Residue: The infrastructure site can be made operational with only minimal production of liquid resides.

Gas Residue: The possible release some left over gasses trapped in the aquifer results in a score of 2.

Materials and Product Delivery:
Material Choice: No scarce materials are acquired from the suppliers, thus there will be minimal ecological impacts. But since not all the materials are recyclable, a score of 2 is given.

Energy Use: The infrastructure design requires the use of natural gas. It requires a certain amount of energy to ship and extract the natural gas.

Solid Residue: Extraction of natural gas creates a certain amount of solid wastes such as mud.

Liquid Residue: Liquid shipping and installation residues are minimized.

Gas Residue: A small amount of greenhouse gases are generated in shipping.

Infrastructure Manufacture:
Material Choice: The main construction requires common materials such as metal and concrete.

Energy Use: Building the CAES plants do not requires lots of energy; therefore a score of 2 is given. Solid Residue: The infrastructure does not require the use of materials whose extraction involves the production of large amounts of solid residues or toxic/radioactive materials. In fact, some of the materials used can be recycled, thus a score of 3 is given.

Liquid Residue: Water is required for the construction of plant. Used water will form liquid residue from combining with dusts.

Gas Residue: A major gas residue created during the construction process is dust. A score of 1 is given.

Infrastructure Use:
Infrastructure use requires natural gas to reheat the cool air before it enters the expansion turbine, but it has been minimized for the CAES system. Also, Natural gas is not renewable; therefore, a score of 2 is given.

Energy Use: Combustion chamber requires some energy to heat up the cool air and to operate the turbines.

Solid & Liquid Residue: The periodic disposal of solid and liquid materials associated with the use and maintenance of the CAES plants has been minimized. Also, the operational impacts on the environment regarding water and soil wastes are not significant, thus given a score of 3.

Gas Residue: The greenhouse gas emission from the combustion turbine leads to global warming which has a significant environmental impact but the amount of emission is minimized.

Refurbishment, Recycling, Disposal:
All the categories are given a score of 3 due to its relatively low disposal impacts on the environment and the following reasons.

Material Choice: The Site and structures can be reused with negligible impact on natural areas or existing ecosystems.

Energy Use: It does not require much energy for the infrastructure closure.

Solid, Liquid, & Gas Residue: A small amount of solid, liquid and gas waste will be produced by infrastructure closure.

Vanadium Redox Battery (VRB)
Streamlined LCA method is used to assess the environmental impacts of VRB during different lifestages according to a generallized scoring guideline. The following result was obtained:

SLCA for VRB Storage

Vanadium is a non-toxic element with availability of greater than 98%. Large construction and site development are not necessary in order to install VRB because the system does not occupy significant amount of land. Most materials used in VRB such as PVC pipes or polypropylene electrolyte tanks can now be made with much less energy than the metal parts. The large volume of sulphuric acid required in the system is one of its disadvantages but the concentration of the sulphuric acid is about 30% lower than the lead acid battery.

During the use phase, operation of VRB is fully automated. There are virtually no residues created during the long use period. Most components of VRB are recyclable or reuseable at the end of its life such as electrolyte tanks.

Pumped Storage
The data that was used to perform the EIO-LCA of pumped storage was based on the Dinorwig pumped storage solution in North Wales. The focus of this assessment is on the impact of initial construction since effects are minimal in the use stage and would be comparable to those of the other options.

Environmental Impact of Pumped Storage

The Results of the EIO-LCA point out areas that are most harmful to the environment, but also show us where the largest improvements can be made. The use of recycled steel as reinforcement in the concrete of the dam, as well as in the piping and turbines would greatly reduce the amount of energy required as well as in the production of solid, liquid, and gaseous releases in the production of steel.

Another point that can be made from the EIO-LCA is that a large amount of pollution stems from the transportation of materials to the work site. Using more locally sourced materials as well as using more efficient modes of transportation for moving raw materials would greatly increase the scores of pumped storage.

Lastly, the production of concrete from cement is a highly developed process, and so developments that would drastically reduce the emissions are unlikely. Pumped storage will always have relatively high gaseous emissions because of the cement manufacturing process and the fact that enormous amounts of concrete are needed to create a pumped storage solution.

Compressed Air Energy Storage (CAES)
 Conventional Air Pollutants

The facility is chosen to have the capacities of 7MW for the amount of power that can be released when in operation and 70MWh for the total storage capacity. The above table and figure illustrate the amount of conventional air pollutants released by different sectors used to manufacture the CAES facility. Based on the results, substantial amounts of NOx are also released in cement manufacturing. This is due to the burning of coal which results in the production and release of NOx. Moreover, the highest level of emission of power generation is SO2, which is produced from fuel combustion. It also shows a moderate level for CO, NOx, and VOC as power generation is closely related to natural gas distribution. Truck transportation has the highest total amount of releasing air pollutants, which is mostly due to the amount of CO emission. However, mining is concluded to be the main factor of the emission of air pollutants, as most activities in the table above are closely related to it.

 Greenhouse Gases

The above table and figure show the greenhouse gas emission for different sectors. First of all, GWP and CO2 emissions are very high for power generation, cement manufacturing, this is due to the fact   that natural gases are burned during combustion in power generation and the process of calcinations and chemical reactions from heating limestone creates about 60% of the CO2 emission in cement production. Furthermore, gas extraction contributes to a moderate amount of CO2 due to the possible leakage during natural gas extraction process. Pipeline and truck transportations are also responsible for total CO2 emission since leakage during transportation is possible plus the emission of greenhouse gas of the truck. Based on the results, it is concluded that natural gas combustion and leakage of gas are the most significant factors to greenhouse gas emission.

 Energy

The energy consumed in each sector is shown in the above table. It is clear that although most of the sectors do not require high energy, power generation is still more energy intensive compared to other activities due to combustion of coal. Therefore, this result indicates that the process during CAES installation is not energy intensive.  Toxic Releases

As the results from above table, cement manufacturing and steel mills contribute to the major amount of toxic releases during the manufacturing stage. Also, it is discovered that the top 10 sectors are mostly related to metal production and mining, as possible use or production of toxic chemicals may occur during the process.

.

Vanadium Redox Battery (VRB)
In order to assess the environmental impact of VRB systems, EIO-LCA tool provided by the Green Design Institute has been used. The analysis is based on a 7MW VRB system with 70MWh capacity.

Environmental Impact of VRB

From the above chart, carbon monoxide output is identified as the greatest among all conventional air pollutant in the VRB manufacturing sector, most of which is from the ferroalloy and related product manufacturing sector. Ferrous alloy manufacturing sectors and power generation sectors are related by energy intensive manufacturing processes. In order to reduce the amount of conventional air pollutants, replacing metal parts with plastic or other materials is necessary. The highest contributor to the green house gas emissions is also ferroalloy and related product manufacturing sector.

The total toxic release caused from manufacturing of 7MW VRB is 189980kg, most of which is solid waste. The mining of copper and other metals is the highest contributor to toxic releases. Since the eio-LCA is heavily based on assumptions of many conditions, the result should not be entirely trusted, but rather be used as a guide for qualitative analysis.

Pumped Storage
The information on the four pumped energy examples used in the SLCA was also used to analyse the initial cost of construction a pumped energy storage solution. To begin with, the initial costs were adjusted based on the US GDP inflation from the years of construction to a present date cost using figures provided by [16]. This information is summarized in the table below.

Capital Cost Estimates

This is a much larger initial cost for construction, but the operational and maintenance costs are much smaller compared to a flow battery solution, and comparable to that of CAES.

Compressed Air Energy Storage (CAES)
Capital Cost Estimates (Using various types of Expansion and compression equipment)

The capital costs of a CAES system construction consist of the expansion and compression equipment, the storage cavern, the surface reservoir, the balance of plant, and the indirect costs. The estimations using different types of expansion and compression equipments are shown in the table above. The total cost of the storage cavern is calculated based on the costs of the cavity, the air and water shafts, development and mobilization, and completion. Also, the motors, recuperator, fuel storage, intercoolers, and the combustors are counted in the total cost of the balance of plant. Based on the results, it is indicated that the total capital cost of CAES is relatively around 300$/kW, which is close to the results from Table 3.

Operating Cost Estimates (Using various types of Expansion and compression equipment)

The operating costs of a CAES plant include the capital charge, fuel costs for the combustors, the off-peak electricity costs required to run the air compressors, and also the operating and maintenance costs as shown in the table above. The total estimations indicate that the operating cost is about 45mills/kWh (4.5 cents/kWh). The capital charge is estimated based on the capital charge rate of 18% a year, assuming the operating time is 2190 hours a year. Also, the cost rate used to calculate the fuel cost $8.53/103kWh, and 1.5cents/kWh for the charge rate of the cost of electricity.

Replacement Assumptions

The CAES system does not require significant replacement costs during a 20-year lifetime based on the table above. The assumption cost is $0/kWh. This indicates that the replacements cost is relatively small due to some salvage and minimal needed cleanup.

Vanadium Redox Battery (VRB)
The direct cost of VRB ranges between $300-650, with approximately $0.008/kWh maintenance cost. The disposal cost of VRB is considered not significant because most parts can be reused or recycled.

In order to be able to compare the cost of the three storage methods, a 7MW VRB storage model with 70MW capacity is analyzed. The direct cost of the VRB infrastructure is evaluated by considering the capital, operating and disposal costs of the infrastructure.

Cost of 7MW VRB with 70MWh storage capacity

Pumped Storage
Because of the similarities between pumped storage and hydroelectric power generation, and the use of both processes in parallel when possible, society’s view of pumped storage mirrors that of its perception of hydroelectric power generation. The ability to create power from minimal inputs and producing minimal outputs is seen as a huge benefit to society, and the structures are seen as marvels of modern engineering where the benefits during the long use period far outweigh the initial environmental damages cause during construction. Because of the settings or pumped storage solutions, the surrounding areas and water bodies are used for general public recreation. The Ludington plant even goes as far as placing a 4km long barrier net surrounding the intakes to ensure that fish species are preserved in the surrounding area. The downside is that large projects have become controversial due to the number of people who are displaced by the rising water that is needed for hydroelectric power.

Compressed Air Energy Storage (CAES)
CAES plants are geographically limited to locations with salt caverns and aquifers. However, even if a population centre were to be found near a CAES site the population would probably be unaware of much going on as the infrastructure is similar to that of gas turbine peaking plants found all over the country. The only social stigma that arises is due to the use of natural gas to heat and expand the air. With more and more emphasis being placed on renewable energy, using any sort of hydrocarbon-combustion based process may be frowned upon by tax payers or investors.

Vanadium Redox Battery (VRB)
Vanadium is a non-toxic element that is highly unlikely to cause a significant damage to human body in case of exposure. The system is relatively easily implemented with little disturbance to the natural habitat. During the use phase, the operation of the storage system is automated and the noise created by the system is expected to be minimal. For the most part VRB is considered an environmentally friendly solution to replace conventional stationary battery application. However, for large VRB applications the volume of the sulphuric acid electrolyte may raise safety concerns of the inhabitants near the area in case of an accident. For this reason VRB storage system may need to undergo public review or government assessment prior to installation in some countries.


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User:Sieradegree

Always Wanted To Schedule

 * Topic

Full Scale Marshmallo/Slingshot War

 * Research Component

 * week 1

 * week 2

 * week 3

Launch Mini Scale War *bought two bags of marshmallos and two slingshots *found an empty field *executed What I found is that between four people, two bags of mallos doesn't go far. A great deal more will be needed if I'm gonna make this big and make it last for five minutes. If i buy six bags every two days till the actual date I should have enough to make it last.

 * week 4

I need to make flyers, an invite list, and find a location. The flyers will have virtually no info; it'll have whats going on, no time, no place... just that there will be texts going out to select few. the invite list will be those who can have fun but not take it overboard. if we get kicked out, i have to have people there who will listen to the authorities. Location should be a field, seeing as my original idea of blocking off an intersection would get us in some serious trouble. I also need to find like two or three people from different groups of friends to help me pull this off. It's a big job and I most definately will need the back up, extra hands, and extra ideas. Begin purchasing some slingshots.

 * week 5

Meet up with my bestie and do some serious brainstorming. Also, I need to buy a prepaid cell to make annonomys texts. In these first texts i will be seeing who is interested and giving out a date. Twelve bags of marshmallos will be bought.

 * week 6

Make a definate decision on location should be made. Maybe make an full cookout event of this war. Check out prices for making it a full cookout.Meet up with some people to check on ideas and how things are progressing. By this point, almost everything should be in place. Next set of texts will be sent out. This text will include updated time/date info and a location. Purchase or borrow a bullhorn

 * week 7

Commense the cook out/war. Welcome all. Let them know what's going on. Explain whee marshmallos and slingshots are. Start war. When all is done... let the cook out begin!

 * week 8

Project finished. Did I succeed> If I did how'd it all pan out. If I didn't... Why not and how could I have?

Will document the whole process!

Why Do I Like What I Like?
Why do i like what i like? that's a difficult question to answer. Thnat is, if you are looking for an unbiased answer. In simplest terms, I like what i like because i do. Huge circle, right? Exactly my point. We were supposed to go to a sculpture park and decide which piece of "modern art" was our least favorite. My least favorite was this eye thing. it had all these rivets that should be our eye ball. Just so everyone knows; My eyeball doesn't have like six rivets. It is smoothe. The whole sculpture just makes me wanna kick it... In the retina. Why do i like what i like? Better question; Why do I dislike hwat I dislike? I believe it simply what we are raise around and are accustomed too. I like smoothe, rivetless things. That sculpture is the opposite, therefore I do not like it. End of story. Wrong. I decided to try and learn more about this art and try to understand it. Truth be told, I found myself bored to sleepy, yawning tears reading about it. The artist didn't excite me anymore. I like what I like and I dislike hwat I dislike. So sorry for the Ms Louise Bourgeois, but her artwork bores me to tears and really repulse my insides. So again, I like what i like and i dislike what i dislike. It's as simple as that. There are many things that could possibly start to make a change in my desicion, unfortunately, i have yet to come across these things.

How Am I Manipulated?
False Delima

http://www.youtube.com/watch?v=8E_dOW_5UzY

Allness "Frito's makes lunch much better" ???really now???

http://www.youtube.com/watch?v=yODJ-FaVFaI

Self-Assessment
This class was a bit difficult for me. The majority of the information covered was a review for me. I learned so much in AP senior composition that it became repetitive. I spaced out and fell asleep on many occasions. I could have and should have paid more attention in class. Not so that i could re-learn things but because it is always a good idea to get someone else's view or definition on or of a situation.

title: User:Sieradegree


text:
User:Richardfoster

Always Wanted To Schedule

 * Topic

To create my own personal web site, for the purpose of creating a customized and personalized online presence; a single go-to place which will act as a jumping off point for all my online endeavors. Since I plan on this being a very open a social concept, I will be working on this project only in public spaces; in parks, in coffee shops, at the beach, etc. Any place that involves people interacting with one another in a public setting.

 * Research Component

This project will push the boundaries of what I know regarding the web and it's intricacies. Consequently, I will have to research the bleeding edge of current site design and development, hopefully combining both in a way that will last and stay relevant for some time. I will have to research the various technologies involved, and explore new technologies that may not have reached a mature and stable state.

 * week 1

Forfeit

 * week 2

This week we researched a pseudo-topic; I chose the topic of HDR photography. Without the clear direction and focus of the nature of this assignment, this topic was chosen in haste, and has been retracted.

 * week 3

I will spend this week developing the 'concept' of the site. What is it's focus? What is it's ultimate goal to communicate? How will it be laid out, and how will the focus be translated into the site's functionality and design? There are a virtual cornucopia of design sites out there, and I will be spending much of this week gaining inspiration through these, while at the same time keeping in mine the actual communication, which is the true point of the site. I will also research the technologies I will be using to create the site, both on a server level and on a graphical "front-end" level.

 * week 4

Once I have a more solid idea of how I want the site to look and function, I will begin creating static, mock-up designs in a graphic layout program. With these prototypes, and the research from the previous week, I will be able to start brainstorming about which technologies I will need to implement to translate from static graphic to interactive website. A couple of mock-up prototypes should be the result at the end of this week, as well as an understanding of the technologies involved in developing it.

 * week 5

By this week, I will be ready to begin construction, and will have selected a design to start turning into "web language". I will start with the basics; creating a template based on this design, in a modular and re-usable manner to prevent having to repeat any steps along the way.

 * week 6

Next, comes creating the interactive functionality; how the site will respond to, for example, page 4 of the Gallery section. Again, this will rely heavily on the research done in the previous weeks.

 * week 7

Now, the site is almost complete. I must now fill it with media content; a virtual resume, if you will. I will scan images I've drawn, select photographs I've taken, record songs I've written, and fulfill the rest of my selected topics for the site. If need be, I will also use this week to tweak the site, making (hopefully) subtle changes here and there to polish and smooth the overall user experience.

 * week 8

This week will be the wrap up; evaluation and reflection.
 * How well was the project executed?
 * How could I have done better?
 * How accurately did I predict the steps involved?
 * Which ones took longer than expected?
 * Which ones took less time than expected?
 * How well did I manage my time in relation to the above?

 * Overall, how successfully did I accomplish my goal?

Why Do I Like What I Like?
I first took a short wander through the sculpture park last Monday after class. My intention was to get a first impression, unbiased by knowledge of each individual artist’s intent as described on the accompanying plaques. Overall, most of the pieces on display invoked a positive reaction, however one piece in particular struck me as somewhat dark and oppressive in mood and tone: “Sky Landscape I” by Louise Nevelson.

I kept this piece in mind as the week progressed, and attempted to determine why I had such a reaction to it. It’s painted a very striking black, and the sharp angles and chaotic placement of elements suggest a sense of danger. These elements contradict what I consider to be aesthetically pleasing, so I took it upon myself to try and understand something of the artist and her motivation, to hopefully gain a new appreciation of the dark mass of twisted metal before me.

According to the information provided with the piece, the artist was Russian born in 1899, yet was an American by the time the piece was constructed some 80 years later. Also included was a quote by the artist:

“I fell in love with black; it contained all color. It wasn't a negation of color...black is the most aristocratic color of all...you can be quiet, and it contains the whole thing.” - Louise Nevelson

This brought to mind all sorts of preconceptions. I visualized this artist growing up in a dark and oppressive world surrounded by horrors of both mind and body, building a distorted perception of the world, perhaps finding comfort in the stillness of absence; absence of sight, of light. After a bit of research, I came to understand that my speculation was somewhat correct.

Louise Nevelson was indeed born in Czarist Russia in 1899, however she immigrated to America when she was very young. Her Mother never accepted her new home in America, rather she felt the intense detachment of being a displaced person; not being able to create a new identity in the new world, and to let go of the identity that she was prior to diaspora. Unfortunately, this meant considerable depression, and this left an impression on her daughter. Louise later described her mother as "a woman who should have been in a palace." Her Father suffered a similar breakdown after going from being somebody in the old country to being nobody in the new world. He went on to being a peddler of junk; wood and scrap metal, rags and bottles. She later developed an acute empathy for objects such as these, describing them as being “accumulations of thought”.

Having a better understanding of the artist’s background and motivation helped me to understand the dichotomy of form within this sculpture. Without any real context or relation, a piece like this may or may not invoke a positive response, and in my case did not. However, by the end of my research, I at least had a better understanding of how the artist developed her motivations and perceptions of the world, and how that translated into her sculpture. More than just an introspective collage of angles and curves, it gives insight into the human mind, both my own and the artist’s. I tend to shy away from expressions evoking dark imagery, and this assignment made me give thought to that. I’ve realized that it’s a conscious choice, and perhaps reflects my own reactions to experiences throughout my life. In essence, for me this sculpture now represents choice, in who we are as individuals. Within that context, I have indeed come to appreciate it, whereas before I was repulsed by it.

Donna Seaman. . "The Empress of In-Between: A Portrait of Louise Nevelson. "

Triquarterly 1 Sep. 2008: 9-31,280. Research Library. ProQuest. 2 May. 2009

http://proquest.umi.com/pqdweb?did=1637143601&sid=2&Fmt=3&clientId=53945&RQT=309&VName=PQD

How Am I Manipulated?
Audi Q5 identity theft nightmare http://www.youtube.com/watch?v=5ggaef4Emik

This commercial plays deeply into Western society’s preprogrammed self-identity and starts out with a crisis – none of the cars she tries to open are hers, and after some increasing frustration and drama, she realizes that all of the vehicles in the parking garage are Lexus SUV’s. “Identity theft can happen to anyone” the caption says, as the intense and dramatic mood noises come to a crescendo… and cease abruptly. Suddenly, out of the confusion and darkness comes a sleek and sexy Audi SUV, roaring to attention, blasting away mediocrity and despair with aggressive abandon. Be free! Speed out of a parking garage! Leave those beige Lexus’ behind!

It also fits the criteria for a number of the listed Logical Fallacies:

Non Sequitor: “If you buy a Lexus SUV, you’ll lose your sense of self-identity, and maybe your economic identity as well”

Oversimplification: If you buy an Audi SUV, you’ll have a guaranteed sense of self-identity, and stand out among the masses of Lexus owners.

Post Hoc Ergo Propter Hoc: This woman purchased a Lexus SUV, and therefore isn’t able to find where she parked it due to everyone else having the exact same vehicle.

Proof by Example: This woman drives a Lexus, so therefore has no self-identity!

Allness: “Identity theft effects everyone”

False Dilema: “Either buy an Audi SUV, or you will suffer from identity theft”

Bandwagon Argument: “Everyone has a Lexus SUV and therefore has no self-identity, so if you don’t buy an Audi you will lose your own sense of self-identity”

Accidental Fallacy:

On a number of occasions, a member of my family has made comments regarding drivers with certain gender and racial stereotypes. I do not agree with these generalizations, both on an intellectual and empathetical level. Pointing this fallacy out leads to unproductive posturing, therefore I've learned to (quietly) agree to disagree.

It's interesting to me how much of this viewpoint is rooted in the concept of critical thinking, or the lack thereof. These types of assertions are rooted in a purely emotional, irrational, and xenophobic hatred of all that is different or misunderstood; it's a very "us vs. them" mentality, which paradoxically reinforces itself with logical fallacy.

The Slippery Slope:

"All Asian women drive like shit" becomes "All Asian women cause accidents on the road" becomes "All Asian women are dangerous" becomes "All Asian women must be feared" etc, etc, etc.

Final Project Presentation
“I’ve Always Wanted To”

1. The Goal

My goal was to create for myself a personal website, where I could establish a centralized online presence. Parts of me, and my interests, are spread out across the internet, with no clear interconnection and through this project I hoped to change that.

2. The Research

There were two specific areas that required research for this project; the design element, as well as the programming element. My intention was to take a good look at web designer portfolio sites to find some inspiration for my own design, and also to look at programmer blog sites relating to the development environment I had chosen (as I was most familiar with it). I have done some work with this framework in the past, doing bug fixes and implementing basic functionality on already established sites, but I had not created a site ‘from scratch’ using these tools and language.

As I researched the aforementioned design sites, I did my best to analyze the structure and layouts, and get an understanding of why the creators built their pieces the way they did. I realized, that there were elements to their designs that I did not understand; I lacked the education and experience that would be necessary to break their works apart into elements that could be translated into something different that I could use. Due to the fact that I was integrating functionality of other websites into my own, I had to research and implement how best to do that. The web framework I have chosen offered a plugin for the Flickr photo gallery site, which I use, and that allowed me to directly access my gallery in an objective way, and provided methods to manipulate the image data they provided. The developers provided only rudimentary documentation and examples, but I was able to take a look at the source code for the plugin, and see how it worked which eliminated the need for more complex documentation.

Some design examples I looked at:

http://www.csszengarden.com/?cssfile=/213/213.css&page=0 http://www.csszengarden.com/?cssfile=/210/210.css&page=0 http://www.webleeddesign.com/

For the programming aspect, I used the online manuals located here:

http://www.rubycentral.com/book/ http://qa.poignantguide.net/

as well as the framework documentation here: http://api.rubyonrails.org/

3. The Accomplishment

After realizing that I wouldn’t be able to create the site that I had intended with my current skill level, I set out to find a design that was simple and effective, yet still conveyed what I was intending. I created the main template successfully in CSS and HTML, as well as basic functionality for my photo gallery.

4. The Post Mortem

This was a somewhat daunting task for me for a variety of reasons, not just technical. I have yet to do this for myself because I have had an aversion to building a website for myself up until this point – I felt that my skills weren’t up to par with my creative vision, and I was afraid of trying in excitement and with enthusiasm and to fail miserably, as has happened every previous time I tried to build a website for myself. So, giving this to myself seemed to be both a just reward for the time and effort I’ve put in learning this stuff, as well as a valid project for this assignment.

I initially laid out a timeline which I felt would be appropriate based on what research I had already done. Everything seemed well paced and doable given the time space available. Along with this confidence, I felt an exultation at the fact that I would be finally doing this for myself, and I believe this enthusiasm somewhat clouded the reality of the situation – that this would be a lot of work, and a heck of a lot of trail and error, since a number of the technologies I was working with did not in fact have proper documentation and would require me to reverse engineer their source code to figure out how they work. In this field, this practice is not uncommon, but it is still time consuming, and to someone being fully self-taught and without a computer science degree can be a major roadblock.

My biggest concern going into this, and what I felt would be the biggest potential hangup was coming up with a good design, and then being able to turn that into templated HTML and CSS code. I made the mistake of looking at and trying to draw inspiration from ‘top of the line’ websites, which are sometimes very specialized and are often created by people with many years of design experience, not only for the web, but in other fields as well. I do not have this experience, so it was often difficult to relate to their motivation, and to objectively see what they had produced as anything familiar. This initially led to some disappointment, as my attempts to construct something complex usually ended with hours upon hours of tweaking in Photoshop and nothing cohesive or polished enough to turn into HTML. I finally settled on a more simple design, one that I was able to turn into an html template successfully.

The programming side faired better, as I was able to use my past experience to help me along. Without it, I would have been doomed to failure, as this stuff has a 90 degree learning curve.

I found that during the course of my project, my trepidation was mostly caused by my own insecurity as well as overconfidence in my ability. I believe that overconfidence was caused by the enthusiasm I felt; finally, I was going to build myself a website. Ultimately I was distracted by both my job and my other school work, and combined with my overconfidence, lead to a final product that isn’t quite as final as I had hoped for.

5. Things you should know…

 * Clearly define every functional aspect of your website before you begin

 * Try and base your design at least in part with that functionality in mind

 * It is never too early to get started on a project mentally, despite the apparent deadline. Create a timeline, and if you’re too inexperienced to know exactly how long something will take, be flexible enough to alter the timeline as the project progresses.

 * Try not to let enthusiasm overwhelm you; it’s great to feel excitement about a project, but that excitement can set a high expectation which might inadvertently cause you to delay.

 * Don’t expect yourself to be perfect when you’re first starting out – don’t compromise or be afraid to push your current ability, but also don’t set out to create a masterpiece as you will most likely fail. Work your way though what you’re trying to do, and make little steps. Little steps make little failures, which are much easier to digest and learn from than big ones.

Self-Assessment
* "What did I learn in this class, and what do I have left to learn?"

This class was quite interesting for me. I've always been prone to think critically; it's a very large part of how I learn about the world. Reading between the lines, so to speak. Without questions, there can't be answers. The proverbial "Why?". Everything is connected, and an understanding of those connections is critical to understanding the world in which we live.

* "What did I do well in this class, and what could I have done better?"

I would like to think that I did well in this class. Every assignment we had was designed to make us really think about our own perspectives, and to take a step back and look at ourselves objectively. If there's anything I could have done better, it would have been to set a more realistic end goal for the final project. What I chose would have been fine if I hadn't been also going to school full time, as well as a mostly full time job, but I suppose that is something I've learn in and of itself. Doing something like creating a web space for myself, or doing anything for myself in that sense, is something that has always been very difficult for me.

* "How do I feel prepared, or unprepared, to continue my studies at this point?"

I feel quite prepared, actually. I'm at a point in my life where the focus and dedication I've applied toward my education is an intrinsic part of my waking reality. I can honestly say that I've never been more motivated or driven about anything else, in a realistic sense, in my entire life. I've gone through the processes of learning many times, and have a fair amount of life experience to apply towards my scholastic career.

* "How did I contribute to the experiences of other students in this class?"

This one is more difficult to express, since we didn't do much interaction besides the in class lectures. In all truth, I had approached my final project with this in mind; how could I take the life experience I have acquired and use it to present my final in a way that would be of the most benefit to other students who may not have gone through the life experiences I have. Ultimately, that was the purpose of my final in my eyes, and I hope I could have helped someone who would otherwise be struggling.

* You are also encouraged to consider any other questions relevant to your experiences.

I really enjoyed this class, believe it or not. I would have liked it to be more hands on and involved, but it was a broken quarter, what with your unfortunate illness and the holiday during week 8. Despite those setbacks, the tools were all there laid out for every student to take and use as effectively as they needed to, to achieve the understanding that is the fundamental purpose of the course. Honestly, a few students may not have realized the importance of this class at this point in their lives, but I believe that further on in their academic careers or life they will remember this class and hopefully something will just 'click' into place.

title: User:Richardfoster


text:
User:Misha~enwikiversity

'''CURRICULUM VITAE PERSONAL DETAILS Name					Michael Neville E-Mail					michaelneville@hotmail.com Date of Birth				6th May 1973 Nationality				Irish'''

EDUCATION & QUALIFICATIONS: Sept 1998 – Sept 1999 	M.Sc. Advertising Dublin Institute of Technology, Aungier Street. Dissertation Subject: Colour in cigarette advertising. Grade 2.1

1995 – 1997	BA (Hons) Business Studies (marketing specialization) Awarded by the University of Glamorgan, U.K. Grade 2.1

1992 – 1994	Certificate in Marketing Awarded by the Marketing Institute of Ireland.

1985 – 1992	Leaving Certificate Terenure College, Dublin.

title: User:Misha~enwikiversity


text:
User talk:Dutchman~enwikiversity

Your account will be renamed
Hello,

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

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

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

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:31, 17 March 2015 (UTC)

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

title: User talk:Dutchman~enwikiversity


text:
User:Wajahat87

wajahat87 famous man cool boy jock wiji

title: User:Wajahat87


text:
Topic talk:Primary Care

Primary care is that area within medicine which is regarded as the point of first contact. It is distinct from secondary and tertiary care. Primary care is community based medicine and is closer geographically to the residence of patients. Secondary care centres (frequently hospitals) sit like the hub of a wheel with many primary care centres providing the spokes and feeding in those patients who need secondary care attention. In the UK, primary care is responsible for some 20million consultations a year with average ten minute appointments. Primary care receives less than 20% of the healthcare budget.

Primary care physicians are generalists and have a unique position in that they often deal with whole families and indeed whole communities in some cases. This places them ideally for healthcare promotion and primary preventative medicine. Nearly half of all doctors in the UK are primary care physicians. There also known as general practitioners or GP's. In the US, they are termed family physicians.

Drbloggs 08:34, 7 April 2009 (UTC)

title: Topic talk:Primary Care


text:
User:Rabarbar~enwikiversity

I'm a Polish student of English language with an interest in linguistcs/history of language. I'd like to learn French and some basics of Spanish and German. My other interest is IT and I'm thinking of learning C programming language.

title: User:Rabarbar~enwikiversity


text:
Portuguese Language/Orthography

This thing is a regular keyboard layout, except that with Alt key on Mac or Alt Gr key on Windows it lets you type all these nice characters seamlessly.

Just type Alt+T, and you get a ™. Everyday things are apostrophe (Alt + '), quotes (Alt + < >), em-dash (Alt + -) and en-dash (Alt + Shift + -). Other stuff is intended to be not so hard to remember if you use it. For example, Alt+v is for ↓, since the letter ‘v’ looks somewhat like arrow pointing down. Alt+A is ≈ for approximately, Alt+S is § for section. Guess why Alt+8 is ∞ and Alt+R is ®. Alt+Shift+A is ⌘. So, you get the idea.

The layout also supports many kinds of diacritics, so you can type words like naïve or café and have fun. On the picture above (see full image for Mac or full image for Windows) the diacritical keys are printed on a beige background, e.g. acute is on / and diaeresis is on :.

To type character é, you first press Alt + Shift + / (this kind of means “enter acute mode”), then press e. To type ï, press Alt + Shift + :, then press i. Not every character has a version with every possible accent. For example, there is no letter v with circumflex. In case you want to use such a character, you need to use combining diacritics. Press v and then Alt + Shift + ^ twice. You can hold Alt + Shift and double press ^.

The best way to understand how it works is to play with it. But please note that many applications do not support combining diacritics, so whether you can use them or not is more or less question of your luck :-)

title: Portuguese Language/Orthography


text:
User talk:Arsalan samdani

 Hello Arsalan samdani, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:00, 7 April 2009 (UTC)

 Hi! Our name is Vicky-Verity. We are twins and are Wikiversity mascots. We think Wikiversity is a great place to learn and make friends (when we aren't sleeping). Leave us a message!

title: User talk:Arsalan samdani


text:
User talk:Ahmedm

 Hello Ahmedm, 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. 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.

 * 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.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 12:02, 7 April 2009 (UTC)

 Hi! My name is WikiversityJack. I am a pumpkin and a Wikiversity mascot. My aunt told me that fun + learning = Wikiversity. Let me know if I can help you out.

title: User talk:Ahmedm


text:
User:Egm6322.s09.xyz/hw6 xyz

Derive the Grad in Polar Coordinates (Method #1)

Recall the translated variables from cartesian to polar coordinates:

$$x = r cos\theta$$

$$y = r sin\theta$$

$$z = z$$

The basis vectors in polar coordinates are:

$$\blacktriangleright \hat r = \frac{\vec r}{r} = \frac{x \hat i + y \hat j}{r} = \frac{x}{r} \hat i + \frac{y}{r} \hat j $$

 * $$= \frac{rcos\theta}{r} \hat i + \frac{rsin\theta}{r} \hat j$$

$$\therefore \hat r = cos\theta \hat i + sin\theta \hat j$$

$$\blacktriangleright \hat \Theta = \hat z \times \hat r$$

 * $$=(\hat k) \times (cos\theta \hat i + sin\theta \hat j)$$

 * $$\therefore \hat \Theta = - sin\theta \hat i + cos\theta \hat j$$

$$\blacktriangleright \hat z = \hat z$$

Assumptions:

 * 1. $$u =u(r, \theta, z)$$ is a scalar field
 * 2. $$du $$is proportional to $$d\hat R$$, where $$\hat R$$ is the the displacement vector

$$\therefore du = \frac{\partial u}{\partial r}dr + \frac{\partial u}{\partial \theta}d\theta + \frac{\partial u}{\partial z}dz$$

and

$$du = \vec \nabla u \cdot d\hat R$$

Equate both expressions for du:

$$\frac{\partial u}{\partial r}dr + \frac{\partial u}{\partial \theta}d\theta + \frac{\partial u}{\partial z}dz = (\vec \nabla u)_r dr + (\vec \nabla u)_{\theta} r d\theta + (\vec \nabla u)_z dz$$

By inspection,

$$\blacktriangleright (\vec \nabla u)_r = \frac{\partial u}{\partial r}$$

$$\blacktriangleright r (\vec \nabla u)_{\theta} = \frac{\partial u}{\partial \theta}$$, or, $$(\vec \nabla u)_{\theta} = \frac{1}{r}\frac{\partial u}{\partial \theta} $$

$$\blacktriangleright (\vec \nabla u)_z = \frac{\partial u}{\partial z} $$

Therefore, the expression for the divergence can be written as a function of the babsis vectors:

$$\therefore \vec \nabla = \frac{\partial}{\partial r} \hat r + \frac{1}{r}\frac{\partial u}{\partial \theta} \hat \theta + \frac{\partial u}{\partial z} \hat z $$

Let $$\hat A = A_r \hat r + A_{\theta} \hat \theta + A_z \hat z$$

Then,

$$\vec \nabla \cdot \vec A =\left[ \frac{\partial}{\partial r} \hat r + \frac{1}{r}\frac{\partial u}{\partial \theta} \hat \theta + \frac{\partial u}{\partial z} \hat z \right] \cdot \left[ A_r \hat r + A_{\theta} \hat \theta + A_z \hat z \right] $$

 * $$= \hat r \left \{

\frac{\partial}{\partial r} [A_r \hat r] +\frac{\partial}{\partial r} [A_{\theta} \hat \theta] +\frac{\partial}{\partial r} [A_z \hat z] \right \}$$

 * $$+ \frac{\hat \theta}{r} \left \{

\frac{\partial}{\partial \theta} [A_r \hat r] +\frac{\partial}{\partial \theta} [A_{\theta} \hat \theta] +\frac{\partial}{\partial \theta} [A_z \hat z] \right \}$$

 * $$+ \hat z \left \{

\frac{\partial}{\partial z} [A_r \hat r] +\frac{\partial}{\partial z} [A_{\theta} \hat \theta] +\frac{\partial}{\partial z} [A_z \hat z] \right \}$$

 * $$=\hat r \left \{ \left( A_r \frac{\partial \hat r}{\partial r} + \hat r \frac{\partial A_r}{\partial r} \right)

+ \left( A_{\theta} \frac{\partial \hat \theta}{\partial r} + \hat \theta \frac{\partial A_{\theta}}{\partial r} \right) + \left( A_z \frac{\partial \hat z}{\partial r} + \hat z \frac{\partial A_z}{\partial r} \right) \right\}$$

 * $$+\frac{\hat \theta}{r} \left \{ \left( A_r \frac{\partial \hat r}{\partial \theta} + \hat r \frac{\partial A_r}{\partial \theta} \right)

+ \left( A_{\theta} \frac{\partial \hat \theta}{\partial \theta} + \hat \theta \frac{\partial A_{\theta}}{\partial \theta} \right) + \left( A_z \frac{\partial \hat z}{\partial \theta} + \hat z \frac{\partial A_z}{\partial \theta} \right) \right\}$$

 * $$+\hat r \left \{ \left( A_r \frac{\partial \hat r}{\partial z} + \hat r \frac{\partial A_r}{\partial z} \right)

+ \left( A_{\theta} \frac{\partial \hat \theta}{\partial z} + \hat \theta \frac{\partial A_{\theta}}{\partial z} \right) + \left( A_z \frac{\partial \hat z}{\partial z} + \hat z \frac{\partial A_z}{\partial z} \right) \right\}$$

The respective derivatives are determined from the basis vectors as follows:

$$\blacktriangleright \frac{\partial{\hat z}}{\partial r} = \frac{\partial{\hat z}}{\partial \theta} = \frac{\partial{\hat z}}{\partial z} = 0$$

$$\blacktriangleright \frac{\partial{\hat r}}{\partial r} = \frac{\partial{\hat r}}{\partial z} = 0$$

$$\blacktriangleright \frac{\partial{\hat r}}{\partial \theta} = -sin \theta \hat i + cos\theta \hat j = \hat \theta$$

$$\blacktriangleright \frac{\partial{\hat \theta}}{\partial r} = \frac{\partial{\hat \theta}}{\partial z} = 0$$

$$\blacktriangleright \frac{\partial{\hat \theta}}{\partial \theta} = -cos \theta \hat i - sin\theta \hat j = \hat r$$

Substituting these values yields:

$$\vec \nabla \cdot \vec A = $$

 * $$=\hat r \left \{ \left( \cancel{A_r (0)} + \hat r \frac{\partial A_r}{\partial r} \right)

+ \left( \cancel{A_{\theta} (0)} + \hat \theta \frac{\partial A_{\theta}}{\partial r} \right) + \left( \cancel{A_z (0)} + \hat z \frac{\partial A_z}{\partial r} \right) \right\}$$

 * $$+\frac{\hat \theta}{r} \left \{ \left( A_r (\hat \theta) + \hat r \frac{\partial A_r}{\partial \theta} \right)

+ \left( A_{\theta} (-\hat r) + \hat \theta \frac{\partial A_{\theta}}{\partial \theta} \right) + \left( \cancel{A_z (0)} + \hat z \frac{\partial A_z}{\partial \theta} \right) \right\}$$

 * $$+\hat z \left \{ \left( \cancel{A_r (0)} + \hat r \frac{\partial A_r}{\partial z} \right)

+ \left( \cancel{A_{\theta} (0)} + \hat \theta \frac{\partial A_{\theta}}{\partial z} \right) + \left( \cancel{A_z (0)} + \hat z \frac{\partial A_z}{\partial z} \right) \right\}$$

Taking the respective dot products of the remaining terms yields:

$$\vec \nabla \cdot \vec A = \frac{\partial A_r}{\partial r} + \frac{1}{r} \left[ A_r + \frac{\partial A_{\theta}}{\partial \theta}\right] + \frac{A_z}{\partial z} $$

or

$$\vec \nabla \cdot \vec A = \frac{1}{r} \frac{\partial }{\partial r}(A_r r) + \frac{1}{r} \frac{\partial A_{\theta}}{\partial \theta} + \frac{A_z}{\partial z} $$

Photos of Student Interaction Using Co-operative Learning

=R6: Photos of Student Interaction Using Co-operative Learning Technique=

A main objective of the co-operative learning scheme is to enhance student interaction.

The following photos were taken during a study session amongst students as they completed the respective assignments given in Report 6.

As shown in the photos, students were able to use the co-operative learning framework as a tool to discuss relevant concepts, share homework solutions, and cultivate a sense of camaraderie with each other.

title: User:Egm6322.s09.xyz/hw6 xyz


text:
User talk:Andrew00

 Hello Andrew00, 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. To get started, you may

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User talk:Huakekang

 Hello Huakekang, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 15:34, 7 April 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

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User talk:Gengxiao

 Hello Gengxiao, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Gbaor 15:34, 7 April 2009 (UTC)

 Hi , I am Percy. Nice to meet you. I love the beach, swimming, fishing, and I am currently doing some research at Wikiversity on oceanography. I am also learning to play piano. What do you like? Can I be your mascot?

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User:Egm6322.s09.bit.sahin/r6

Cauchy Equation

The so-called Cauchy equation or Euler equation

$$x^{2}y''+axy'+by=0$$, (a,b constant)

can also be purely algebraic manipulations. By substituting

$$y=x^{m}$$

and its derivatives into the first equation we find

$$x^{2}m\left ( m-1 \right )x^{m-2}+axmx^{m-1}+bx^{m}=0$$.

By omitting the common power $$x^{m}$$, which is not zero when $$x\neq 0$$, we obtain the auxiliary equation

$$m^{2}+\left ( a-1 \right )m+b=0$$.

If the roots $$m_{1}$$ and $$m_{2}$$ of this equation are different, then the functions

$$y_{1}\left ( x \right )=x^{m_{1}}$$ and $$y_{2}\left ( x \right )=x^{m_{2}}$$

constitute a fundamental system of solutions for all $$x$$ for which these functions are defined. The corresponding general solution is

$$y=c_{1}x^{m_{1}}+c_{2}x^{m_{2}}$$

Gradient in Polar Coordinates
Gradient in cartesian coordinates is

$$grad T=\frac{\partial T}{\partial x}\mathbf{i}+\frac{\partial T}{\partial y}\mathbf{j}$$

Rectangular coordinates and polar coordinates are related as follows

$$x=rcos\theta $$, $$y=rsin\theta $$

and additionally

$$r^{2}=x^{2}+y^{2}$$, $$\theta =tan^{-1}\left ( y/x \right )$$

two polar basis vectors expressed in terms of the rectangular basis vectors as following

$$\mathbf{e_{r}}=cos\theta \mathbf{i}+sin\theta \mathbf{j}$$,

$$\mathbf{e_{\theta }}=-sin\theta \mathbf{i}+cos\theta \mathbf{j}$$

or

$$\mathbf{i}=cos\theta \mathbf{e_{r}}-sin\theta \mathbf{e_{\theta }}$$,

$$\mathbf{j}=sin\theta \mathbf{e_{r}}+cos\theta \mathbf{e_{\theta }}$$

By using the chain rule, it can be written that

$$\frac{\partial T}{\partial x}\mathbf{i}=\left (\frac{\partial T}{\partial r}\frac{\partial r}{\partial x}+\frac{\partial T}{\partial \theta}\frac{\partial \theta}{\partial x} \right )\left ( cos\theta \mathbf{e_{r}}-sin \theta \mathbf{e_{\theta}} \right )$$

$$\frac{\partial T}{\partial x}\mathbf{i}=\left (\frac{\partial T}{\partial r} cos \theta+\frac{\partial T}{\partial \theta} \frac{-sin \theta}{r} \right )\left ( cos\theta \mathbf{e_{r}}-sin \theta \mathbf{e_{\theta}} \right )$$

$$\frac{\partial T}{\partial x}\mathbf{i}=\frac{\partial T}{\partial r}cos^{2}\theta\mathbf{e_{r}}-\frac{\partial T}{\partial r}sin\theta cos\theta \mathbf{e_{\theta }}-\frac{\partial T}{\partial \theta }\frac{1}{r}sin\theta cos\theta \mathbf{e_{r}}+\frac{\partial T}{\partial \theta }\frac{1}{r}sin^{2} \theta \mathbf{e_{\theta}}$$

Similarly

$$\frac{\partial T}{\partial y}\mathbf{j}=\left (\frac{\partial T}{\partial r}\frac{\partial r}{\partial y}+\frac{\partial T}{\partial \theta}\frac{\partial \theta}{\partial y} \right )\left ( sin\theta \mathbf{e_{r}}+cos \theta \mathbf{e_{\theta}} \right )$$

$$\frac{\partial T}{\partial y}\mathbf{j}=\left (\frac{\partial T}{\partial r}sin \theta+ \frac{\partial T}{\partial \theta}\frac{cos \theta}{r} \right )\left ( sin\theta \mathbf{e_{r}}+cos \theta \mathbf{e_{\theta}} \right )$$

$$\frac{\partial T}{\partial y}\mathbf{j}=\frac{\partial T}{\partial r}sin^{2}\theta\mathbf{e_{r}}+\frac{\partial T}{\partial r}sin\theta cos\theta \mathbf{e_{\theta }}+\frac{\partial T}{\partial \theta }\frac{1}{r}sin\theta cos\theta \mathbf{e_{r}}+\frac{\partial T}{\partial \theta }\frac{1}{r}cos^{2} \theta \mathbf{e_{\theta}}$$

Eventually,

$$\frac{\partial T}{\partial x} \mathbf{i}+\frac{\partial T}{\partial y}\mathbf{j}=\frac{\partial T}{\partial r}\mathbf{e_{r}}cos^{2} \theta+\frac{\partial T}{\partial \theta}\frac{sin^{2} \theta \mathbf{e_{\theta}}}{r}+\frac {\partial T}{\partial r}sin^{2} \theta \mathbf{e_{r}}+\frac{\partial T}{\partial \theta}\frac{cos^{2} \theta \mathbf{e_{\theta}}}{r}$$

$$\frac{\partial T}{\partial x} \mathbf{i}+\frac{\partial T}{\partial y}\mathbf{j}=\frac{\partial T}{\partial r}\mathbf{e_{r}}+\frac{1}{r}\frac{\partial T}{\partial \theta}\mathbf{e_{\theta}}$$

title: User:Egm6322.s09.bit.sahin/r6


text:
User:Apswa

I am an English Language & Literature student, first at Gaziantep University, now at Erciyes University. I am a North Caucasian, living in Kayseri, in Turkey. That is all for now :)

title: User:Apswa


text:
User talk:Ginnidorka

 Hello Ginnidorka, 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. To get started, you may

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And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Victuallers 23:03, 7 April 2009 (UTC) Victuallers 23:03, 7 April 2009 (UTC)

title: User talk:Ginnidorka