\(>w

I learned how to use multiple layers in coloring my drawings. By having just the lines be the very first layer when you color, you won’t paint over the lines accidentally. But first, thanks to my friend, I finally figured out how to use the magic wand tool properly so that it selects all of the white pixels. Without this I wouldn’t have even been able to start coloring my “line art.” I also learned how to view the different brush types and experimented with those.

One problem I ran into was when I scanned my drawings onto the computer the ink from the other side of the page was visible enough to be also scanned along with the drawing. This showed up as light gray splotches that I couldn’t paint over normally because it was part of the “line art” layer, which was set as the top layer. But I figured out that if I create another layer and place it above the “line art” layer, I could cover up these light gray splotches that couldn’t be painted over by the layers beneath the lines. This way I could make small touch ups to the coloring.

Critical Issue: Giant oil plume found in Gulf of Mexico. Although there is a lot of effort in cleaning the oil on the surface of the water, an unseen phenomenon occurs where potentially more hazardous oil could be lurking beneath the surface.

IT Component: satellite images are used to help determine how big the oil plumes are, and radios broadcast the information nationwide. Special instruments were also used to detect the plumes by dropping them over the sides of research vessels.

Potential Solution: According to Bob Dudley, BP’s managing director for the Americas and Asia, “Oil by nature, in its own specific gravity, isn’t going to stay in a plume like that,” and ”should rise to the surface” by itself. Once it does, the oil can be cleaned. Also many scientists are researching the oil plumes to understand them better, and will hopefully find some sort of solution.

http://www.cnn.com/2010/US/05/17/oil.spill.plumes/index.html?hpt=T2

Description:

I plan to use either Photoshop or Illustraror, or both, to color in the line drawings I created for my culminating project. Through my work I will learn about Photoshop, and/or Illustrator and learn how to use them. I will also learn how to color, or attempt to because I am very bad at coloring. My product will be a colored version of my culminating project.

Timeline:

• Scan line drawings onto the computer
• learn how to use Photoshop/Illustrator
• explore different coloring techniques using Photoshop/Illustrator
• color line drawings
• edit line drawings
• make a file to put all of the newly colored line drawings.

Resources:

http://tv.adobe.com/channel/how-to/cs4-tutorials/

• This site has many tutorials on how to use Photoshop/Illustrator.

Youtube. . .

• Using this site I can search for even more tutorials, and other videos where I can get different ideas of how to color the line drawings.

Mr. LeDuc

• He is a very smart man.

computer chip- IC-integrated circuit, made up of transistors

30×50=1,500

=750,000

Bunny suit-clothing you wear in a fab(fabrication facility). It looks like an astronaut suit. It is worn so that the chip is not contaminated, because chips cannot even tolerate being breathed on.

fab(fabrication facility) is where computer chips are made.

“clean room” is in the fab and is where the actual computer chips/microprocessor is made. It is cleaner than the fab or the hospital.

transistors are made by layers of chemicals being etched

wafers are made of silicon(a crystal)

active area-where you want to put the transistor, or the space between the transistors?

• gate
• source
• drain
• n-silicon
• p-silicon

SiO2 -silicon dioxide, glass

mask- one layer of a microprocessor, kind of like its blueprint. . . ? (there are multiple layers)

scribe lane-a line scratched in between the chips on the wafer.

Moore’s law states that every two years the number of transistors on an integrated circuit doubles.

Instruction cycle- fetch, decode, and execute. This is done by the CPU(central processing unit), the microprocessor chip.

Information processing cycle- input output processing and storage.

Aperture-  ires, a hole, an opening.

Exposure- is the relationship between the amount of light and time.

Shutter/shutter speed- controls how fast (in seconds) shutter closes and opens.

Stop- is a measurement  of adjustment of the shutter speed. Example: 1/2 shutter speed or 2x shutter speed

ISO- film speed, fast(1600)-low light, Slow(50)-Daylight, medium(400)-general use

Depth of Field- distance/area infront of and behind the person that seems to be in focus (actually only one point can be in focus)

short/long

Focal Length- measurement of how strongly it focuses , distance between camera lens to the object camera is taking a picture of. How much stuff is in the photo outside what you want in the photo. . .

• wide lens-  <35mm
• normal lens- 35mm-65mm
• telephoto lens- >65mm

Field of view- the degree or angle of what the camera sees.

• wide-90 degrees
• normal- 45 degrees
• telephoto- less

The first beta-tester was the Capital High School Gymnastics’ Coach, Karen McQuiston. She made sure all the skills were correct and helped explain what each skill is or looks like. I choose her as my first tester because she would be very knowledgeable in gymnastics and would know if I had any mistakes in the information put on the website that dealt with gymnastics(which is everything). She also corrected my misunderstanding that a line from the table (that lists gymnastic skills) is not just a single skill, but are actually multiple skills because the same number is assigned to multiple skills in the same category. For example, the first line on the level A mount on the uneven bars says “1.101 Kip LB/Reverse Grip/Glide 1/2t. Kip.” This does not mean a kip on the lower bar followed by a reverse grip pullover followed by a glide with a half a turn to a kip. This is much too difficult for just an A level mount(the lowest level). Instead these are three separate skills that all have the number 1.101 assigned to them, one being a kip on the low bar, another being a reverse grip pullover, and the last being a glide with a half turn to a kip.

I kept working on putting information on my website, and linking related videos at the top of each page for the vaults, the mounts and dismounts for bars and beam. I also searched around and found some really awesome videos of full beam routines, and the progression of the uneven bars from the 50′s to the present. These are also linked at the top the page for people to enjoy.

Plan

1. Verbally survey the end users (CHS gymnasts) on which solution would be best.
2. Gather the information from the Gymnastics skill book on different types of skills etc.
3. Ask the gymnastics coach about what each skill looks like if it is outside of my own knowledge.
4. Gather visual descriptions of each skill, whether it is off of other sources or by taking pictures of how the skill looks like using “flexy-girl” (a doll!? that can move all its joints). Videos are good too.
5. Learn how to create a website using Google sites, and any other skill that will be needed to complete this product.
6. Make a website, add information, visual descriptions or links to visual descriptions/videos, and make the whole thing look appealing.