Mid-A Epic Random-ness Discussion Thread
04-20-2010, 05:00 PM
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04-20-2010, 05:04 PM
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No....lol
yesterday me and my cousin bought a 1991 Toyota MR2 Turbo just hit 100k.
blown turbo but the seller gave us the turbo to replace it.
goodies HKS SS BOV,3" DP and 3"in single apexi exhaust...for 1800
yesterday me and my cousin bought a 1991 Toyota MR2 Turbo just hit 100k.
blown turbo but the seller gave us the turbo to replace it.
goodies HKS SS BOV,3" DP and 3"in single apexi exhaust...for 1800
04-20-2010, 05:16 PM
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04-20-2010, 06:27 PM
If you follow the steps provided to improve lag-time you should be all right. This allows one to hook up a small turbo for the low-end performance of the vehicle, and a larger turbo for the speeds above fifty miles-per-hour. First, air is taken from the exhaust manifold of the car (which connects the exhaust pipe and muffler) and is fed down a tube to the turbo's turbine, where the flow of the exhaust spins the turbine. So the air is sent from the pistons where the exhaust is held, through a pipe down to a compressor which then sends compressed air through a turbine to the exhaust. To decrease lag-time you can use, ball bearings instead of the standard fluid bearings, and the use of ceramic turbine blades instead of the steel blades. The second turbine takes on the role of the ram-air intake and the air filter of the car. Everyone these days are speed-hungry. The turbocharger is a very simple concept. Soon all cars of the future will have fuel cell powered engines. rbo for an automobile is defined as a forced induction system that compresses air with the use of a turbine to provide more airflow into the cylinders of an engine. Not only are the import cars part of the modification scene, but also the domestic car manufacturers have stepped forward in the use of turbochargers in their automobiles. Basically, the faster the air is moving and how dense the air, the more successful your turbo will work. The intercooler acts as a form of radiator. The heated air going through the turbine from the intake is cooled within the walls of the intercooler and by the engine-cooling fan, which takes outside air and blows it across the fins of the intercooler. When the exhaust spins the turbine the turbine, is connected to a shaft, which is connected to another turbine set up in the opposite direction.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
04-20-2010, 06:31 PM
My comment was that the kit you talked about them custom building sounded like something that is already out there. Only main difference was the manifolds.
I'm not trying to say not to use a custom kit or whatever your guys are trying to do. Was just pointing out it already existed. If your guys are cheaper then it's a no brainer. If not I'd look into the powerlab kit. It fits it works and it has proven #s.
And for the record yes I know a different kit with the same turbo doesn't make it the same..... but I bet the layout ends up being damn near the same =0
Barnie Just because you are getting 2 turbos doesn't make them better. apples and oranges. Besides I like my single turbo's torque curve. =)
I'm not trying to say not to use a custom kit or whatever your guys are trying to do. Was just pointing out it already existed. If your guys are cheaper then it's a no brainer. If not I'd look into the powerlab kit. It fits it works and it has proven #s.
And for the record yes I know a different kit with the same turbo doesn't make it the same..... but I bet the layout ends up being damn near the same =0
Barnie Just because you are getting 2 turbos doesn't make them better. apples and oranges. Besides I like my single turbo's torque curve. =)
04-20-2010, 06:43 PM
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If you follow the steps provided to improve lag-time you should be all right. This allows one to hook up a small turbo for the low-end performance of the vehicle, and a larger turbo for the speeds above fifty miles-per-hour. First, air is taken from the exhaust manifold of the car (which connects the exhaust pipe and muffler) and is fed down a tube to the turbo's turbine, where the flow of the exhaust spins the turbine. So the air is sent from the pistons where the exhaust is held, through a pipe down to a compressor which then sends compressed air through a turbine to the exhaust. To decrease lag-time you can use, ball bearings instead of the standard fluid bearings, and the use of ceramic turbine blades instead of the steel blades. The second turbine takes on the role of the ram-air intake and the air filter of the car. Everyone these days are speed-hungry. The turbocharger is a very simple concept. Soon all cars of the future will have fuel cell powered engines. rbo for an automobile is defined as a forced induction system that compresses air with the use of a turbine to provide more airflow into the cylinders of an engine. Not only are the import cars part of the modification scene, but also the domestic car manufacturers have stepped forward in the use of turbochargers in their automobiles. Basically, the faster the air is moving and how dense the air, the more successful your turbo will work. The intercooler acts as a form of radiator. The heated air going through the turbine from the intake is cooled within the walls of the intercooler and by the engine-cooling fan, which takes outside air and blows it across the fins of the intercooler. When the exhaust spins the turbine the turbine, is connected to a shaft, which is connected to another turbine set up in the opposite direction.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
04-20-2010, 07:02 PM
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If you follow the steps provided to improve lag-time you should be all right. This allows one to hook up a small turbo for the low-end performance of the vehicle, and a larger turbo for the speeds above fifty miles-per-hour. First, air is taken from the exhaust manifold of the car (which connects the exhaust pipe and muffler) and is fed down a tube to the turbo's turbine, where the flow of the exhaust spins the turbine. So the air is sent from the pistons where the exhaust is held, through a pipe down to a compressor which then sends compressed air through a turbine to the exhaust. To decrease lag-time you can use, ball bearings instead of the standard fluid bearings, and the use of ceramic turbine blades instead of the steel blades. The second turbine takes on the role of the ram-air intake and the air filter of the car. Everyone these days are speed-hungry. The turbocharger is a very simple concept. Soon all cars of the future will have fuel cell powered engines. rbo for an automobile is defined as a forced induction system that compresses air with the use of a turbine to provide more airflow into the cylinders of an engine. Not only are the import cars part of the modification scene, but also the domestic car manufacturers have stepped forward in the use of turbochargers in their automobiles. Basically, the faster the air is moving and how dense the air, the more successful your turbo will work. The intercooler acts as a form of radiator. The heated air going through the turbine from the intake is cooled within the walls of the intercooler and by the engine-cooling fan, which takes outside air and blows it across the fins of the intercooler. When the exhaust spins the turbine the turbine, is connected to a shaft, which is connected to another turbine set up in the opposite direction.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
When educators first tried wikis in the classroom, the realities often fell short of expectations. Usually students were disinterested in the topics or were not familiar with the technology, or were not adept with collaborative writing. The results usually consisted of disproportionate work distribution and copy-and-pasting: in other words, very little learning. Even if the work was evenly distributed, it resembled a “quilt,” with each student stitching in their own panel with little regard for what their partners wrote.
What was missing was a sound pedagogy for learning. By infusing structured Cooperative Learning strategies (Johnson and Johnson, University of Minnesota http://www.co-operation.org/) student-generated wikis become a much more productive activity.
Some of the more readily usable wiki interfaces are http://wikispaces.com and http://pbwiki.com. A slick website that evaluates wikis head to head is http://wikimatrix.org. Try it!
First, a teacher must establish a collaborative environment from the beginning of class. A wiki-based project should not be the first time students work together. Collaborative projects work well, but only if an environment of cooperation already exists.
The assignment of the project must possess two qualities. First, it must be an authentic problem or situation which must be solved collaboratively. Second, the final product must be utilized by another audience, preferably classmates to advance the learning of the entire class. In other words, the wiki cannot result in an assignment that is merely "turned in." Also teachers need to remember that the wiki is only the tool to enhance learning; the problem solving is what drives the project.
One example of this is an assignment I have recently given to students. While studying Lord of the Flies, students are placed in small groups (no more than four students) and read the book through a particular "lens" which guides their study and discussion. As they read, they research sources that analyze and support their particular lens. Since they are the ones becoming "experts" in their lens or theme, it becomes their responsibility to share their findings with classmates. To do so, they create a collaborative article analyzing the specifics on the theme complete with links to authoritative sources. The final step is to create two "foundation questions" (Inquiry Research) related to the theme and make them available. As a final class assessment, students read the analysis of themes done by classmates (total of four) and answer the foundation questions using the novel as well as their peers as sources to support their answer.
To make sure this project progresses, teachers need to instill the five components of Cooperative Learning: namely, Positive Interdependence, Individual Accountability, Face to Face Interaction, Group Processing, and teaching small-group social skills. The most important of these are Positive Interdependence and Individual Accountability.These two seem, at first glance, mutually exclusive; a further look reveals that they are two sides of the same coin…somewhat of a “Yin-Yang” philosophy.
Positive interdependence: We are better together than alone. Johnson and Johnson identify twelve types of Positive Interdependence, and further go on to state that for a lesson to succeed, at least three need to be present. A wiki assignment constructed properly can have at least four.Goal interdependence relies on the teacher creating a challenge for the students to create a compelling document. A unified vision of that goal is essential.Role interdependence is achieved by assigning specific, unique roles to individuals in the group. Each may be responsible for drafting a particular section and revising another. Environment interdependence becomes inherent within the wiki itself.If students have a part in creating a unique space they tend to take more ownership; therefore, I encourage student to select color schemes, titles, and images to “dress up” the assignment…that is, after the text is completed. Task interdependence relates closely to “Role.” “Task” is the idea that one portion may not be completed unless another’s task is completed. Veronica cannot edit the segment unless Jonathan drafts it, and so on.
Individual Accountability: EVERYONE learns. One of the common criticisms of “Group Work” is that an unequal distribution of work and learning often results. In order to ensure that everyone participates, contributes, and learns, the teacher must structure several layers of individual accountability. First, wiki groups should contain no more than four members, and two or three is actually more desirable. Identifying roles and assessing is much more realistic in a group of three. Furthermore, “hiding” among three people is very difficult. Also, teachers must assess the project at various times during the project. Teachers need to assess and give feedback at the outlining, drafting, revising, and publishing stages. Also, since most wikis have history features, teachers need to continually view the participation of each member.
In addition, teachers need to supply a structured system of expectations, due dates, and a constant flow of feedback throughout the development of project (Stiggins). Also, teachers must build in time for students to meet during class to negotiate meaning in the planning and revision stages. Assessment must be a collaborative endeavor, with students having input on the rubric criteria prior to the completion of the project, as well as an opportunity to self assess. Adherence to these strategies will ensure greater learning.
WTF
@ Jeffie. I'm reading the story now.
04-21-2010, 04:19 AM
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My comment was that the kit you talked about them custom building sounded like something that is already out there. Only main difference was the manifolds.
I'm not trying to say not to use a custom kit or whatever your guys are trying to do. Was just pointing out it already existed. If your guys are cheaper then it's a no brainer. If not I'd look into the powerlab kit. It fits it works and it has proven #s.
And for the record yes I know a different kit with the same turbo doesn't make it the same..... but I bet the layout ends up being damn near the same =0
Barnie Just because you are getting 2 turbos doesn't make them better. apples and oranges. Besides I like my single turbo's torque curve. =)
I'm not trying to say not to use a custom kit or whatever your guys are trying to do. Was just pointing out it already existed. If your guys are cheaper then it's a no brainer. If not I'd look into the powerlab kit. It fits it works and it has proven #s.
And for the record yes I know a different kit with the same turbo doesn't make it the same..... but I bet the layout ends up being damn near the same =0
Barnie Just because you are getting 2 turbos doesn't make them better. apples and oranges. Besides I like my single turbo's torque curve. =)
I've had 3 turbo kits on my s2000... i've been boosting for years and building cars so this isn't new to me.
This kit is custom now but it's being replicated to sell as a kit to the market. like a full race, or an Inline kit ect ect...
i can guarantee you, this kit that is being built has components that is unlike any other kit out there...When they are finished I can talk about it more, but until then it remains as project X.
04-21-2010, 04:24 AM
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although in General... for the s2000 at first people were just slappin a turbo to a manifold next to the motor and you have your plumbing and they kinda looked all the same because nobody wanted to engineer a better kit...placing the turbo onto the manifold and hooking up the exhaust and routing the charge pipes to the intercooler and into the intake were roughly the same..
THEN whole new designs came out... Top mounted turbo's, turbo's mounted in front of the motor, mounted under the manifold, ect ect ect... so now there are a bunch of kits out there and they are vastly different....
THEN whole new designs came out... Top mounted turbo's, turbo's mounted in front of the motor, mounted under the manifold, ect ect ect... so now there are a bunch of kits out there and they are vastly different....
04-21-2010, 05:02 AM
Oh this is for the s2000 I thought it was for the z yeah you have a bit more room to work with on the s2000 the zs tend to be up front or rear mount with all 3" piping you really have very few options
Hurry up and boost the z
Hurry up and boost the z
04-21-2010, 05:05 AM
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but fricken WOODY got into my head about someone stealing it!!!
I really wouldnt mind boosting the Z, but i gotta buy that ring first...
04-21-2010, 05:25 AM
Ring < Turbo. Too bad linhs ring cost more my Turbo setup =(
If I could redo it and go with any Turbo kit with money being no object I'd still do the powerlab kit it is very well built yes its tight but it is doable I have no rubbing best single Turbo kit on the market IMO
If I could redo it and go with any Turbo kit with money being no object I'd still do the powerlab kit it is very well built yes its tight but it is doable I have no rubbing best single Turbo kit on the market IMO
04-21-2010, 05:31 AM
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Ring < Turbo. Too bad linhs ring cost more my Turbo setup =(
If I could redo it and go with any Turbo kit with money being no object I'd still do the powerlab kit it is very well built yes its tight but it is doable I have no rubbing best single Turbo kit on the market IMO
If I could redo it and go with any Turbo kit with money being no object I'd still do the powerlab kit it is very well built yes its tight but it is doable I have no rubbing best single Turbo kit on the market IMO