Migrated
This commit is contained in:
0
Extracurricular/CANSAT/Initial Meeting.md
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Extracurricular/CANSAT/Initial Meeting.md
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49
Extracurricular/CANSAT/Parts Proposal.md
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Extracurricular/CANSAT/Parts Proposal.md
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## Microcontroller: STM32G071RB
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[Source](https://www.st.com/resource/en/datasheet/stm32g071rb.pdf)
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- 32-bit ARM Cortex-M0+
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- 64 MHz
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- 128 KB of Flash memory
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- 36KB of SRAM
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- I2C, SPI, and UART,
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- Hella low power
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- $3.64
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- 10.51 for a devboard (it has a built-in st-link)
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|
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## Telemetry: HopeRF RFM98W LoRa Module
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- Low-power
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- 0.3 kbps to 37.5 kbps and
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- -148 dBm
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- 10$
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## Custom Flexible PCB
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Why? Mostly because we can, but it also minimizes the weight and makes the whole thing more rigid and not susceptible to fall damage.
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## Sensors
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- BME280 - 5.50
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- Pressure, Humidity, Temperature, Altitude
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- 
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- Accelerometer and Gyroscope: MPU6050 6-axis IMU - €3,75
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- 
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### Estimated** Costs
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| Description | Quantity | Unit Price (EUR) | Source |
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||||
| ------------------------------------- | -------- | ---------------- | ------------------------------------------------------------------------------------------------------------------------------------- |
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| STM32G071RB | 1 | €3.64 | [STMicroelectronics](https://www.st.com/resource/en/datasheet/stm32g071rb.pdf) |
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| 433 MHz Wireless Transceiver (RFM98W) | 1 | €10 | [TinyTronics](https://www.tinytronics.nl/en/communication-and-signals/wireless/lora/modules/hoperf-rfm98w-lora-module-433mhz) |
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| Custom Flexible PCB (5 pcs) | 1 set | €30 (?) | [JLCPCB](https://jlcpcb.com/resources/flexible-pcb) |
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| BME280 Sensor | 1 | €5.50 | [TinyTronics](https://www.tinytronics.nl/en/sensors/air/pressure/bme280-digital-barometer-pressure-and-humidity-sensor-module) |
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| 6-axis IMU (MPU6050) | 1 | €8.50 | [TinyTronics](https://www.tinytronics.nl/en/sensors/acceleration-rotation/mpu-6050-accelerometer-and-gyroscope-3-axis-module-3.3v-5v) |
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| Standard 9V Alkaline Battery | 1 | €2.00 | [Amazon](https://www.amazon.com/) |
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| | | **€57.64** | |
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Extracurricular/Circuitree/Committee Market/assets/puck_it.png
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39
Extracurricular/Circuitree/Committee Market/discussion/CA.md
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Extracurricular/Circuitree/Committee Market/discussion/CA.md
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## Redstone computer
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Do together with people - italic, show and explain in bold
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1. **Basic redstone**
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- Show and explain the basic components' functions and compare them to real-life electrical components (e.g., wires, switches, diodes).
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2. *Logic gates*
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- Build basic logic gates using redstone.
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3. *Latches*
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- simple latches with participants.
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4. *Complex circuit design*
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- design and assemble more complex circuits
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|
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5. **Combinational Logic Circuit Design**
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- Build adder and multiplexer
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|
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6. _Storage circuits and memory_
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|
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- Build flip-flops and registers.
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7. **Cache**
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- how does retrieval work in memory
|
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- the concept of cache with redstone
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8. _Finite State Machines (FSM)_
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|
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- build a finite state machine
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9. **The von Neumann Model of Computing**
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- Idk about this one
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10. **The data paths implementing the ISA of the LC-3 Processor**
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- Build data paths
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11. **Basic Input/Output (Polling); Memory Mapping**
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- I/O redstone
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12. _I/O by Interrupt_
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- pressure plates or some shit
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13. **Making the Leap from Assembly to Higher Level Languages**
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- redstone -> command blocks?
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@ -0,0 +1,42 @@
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## Summary
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| Brief description | Difficulty (/10) | Time needed (h) | Estimated fun index (/10) | Manpower (# of ppl) |
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| ----------------------------------------------------------------- | ---------------- | --------------- | ------------------------- | ------------------- |
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| [[#Platrix]] | 5 | 5 | 9 | 1-2 |
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| [[Committee market ideas#Spectrogram image \| Spectrogram image]] | 3 | 2 | 6 | 1 |
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| [[Committee market ideas#Puck.js bop it \| Puck.js bop it]] | 7 | 5 | 7 | 2 |
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| [[#Random shit]] | 1 | 2 | 4 | 1 |
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---
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## Description of ideas
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### Random shit
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I will bring my radios, MCUs and other shit like that. Also, I suggest we leave the sticker sheets uncut, so that we add **more** interactivity to our stand (by making people cut their own stickers).
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### Puck.js bop it
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Have a server, which could be any BT-enabled MCU, which is connected to an 8x8 matrix which shows the following instructions for the 2 players (2 pucks) involved:
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The game ends if either of the following conditions are met:
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- One of the players does the wrong move - the other one wins
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- One of the players doesn't do the action on time (i.e. takes longer than a second to do it)
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This is going to be really difficult considering:
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- None of us has significant experience with bluetooth (except maybe serial communication but still)
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- Even if we do manage to do it, bluetooth is quite unreliable and overall a pain to deal with
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- We need multiple people to work on this
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### Platrix
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Working on this [already](https://github.com/CircuitReeRUG/platrix). r/place but irl and on one of these:
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### Spectrogram image
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Have people upload images to a simple webserver (controlled by a raspberry pi/laptop) and display the images on a monitor/laptop. We can transmit with a hackrf/raspi and receive with an SDR stick.
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Here's an example using [spectrum_painter](https://github.com/polygon/spectrum_painter)
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- Pin initialization should be left to the attendees
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- Encoder is a bit weird
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- Have people be able to write their keystrokes as an array of keys, define that and put into keymap
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- Functions related to keys
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- `sendKey(key)`
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- `sendKeystroke(*keys, int len)`
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- `getKey`
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|
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- OLED functions
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- provide them the ssd1306.h file in a digestible way
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- Encoder function
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- `getEnc()`
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-
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103
Extracurricular/Circuitree/Committee market ideas.html
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Extracurricular/Circuitree/Committee market ideas.html
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15
Extracurricular/Dutch/Dialoog.md
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Extracurricular/Dutch/Dialoog.md
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- klompen - wooden shoes
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- traditionele kleding - traditional clothing
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- verschillende - different
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- anders - otherwise
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- gelijk - similar
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- geschiedenis - history
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- Bulgaars traditionele kleding hebben meestal bloemen decoraties
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- ze zijn gemaakt van hout en zijn leuk - they are made out of wood
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Omdat alle Balkan-kleding op elkaar lijkt, kun je niet zeggen dat Roemeense kleding is de beste
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heb je die?
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133
Extracurricular/Dutch/Hoofdstuk 1.md
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Extracurricular/Dutch/Hoofdstuk 1.md
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## Recap
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- Learned basic expressions
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- Learned how to count (more or less)
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- Learned how to ask and provide personal information
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- Understood basic conversation (70%)
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## Vocabulary additions
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### Phrases
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- Ik ben -> I am
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- Ik studeen -> I study
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- Ik woon in -> I reside in (country)
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- Mijn naam is -> My name is
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- Ik doe -> I am doing
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- Hoe zeg je ... ? -> How do you say?
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- Hoe spreek je ... **uit**? -> How do you pronounce ...?
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- Herhaal = Repeat
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- Leer = Learn
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- Maak = Make
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- Kijk = Watch
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### Verbs
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- luisteren -> to listen
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- nazeggen -> to repeat
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- lezen -> tor read
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- oefenen -> to practice
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- hebben -> to have
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|
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### Nouns
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- bladzijde -> page
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- klemtoon -> emphasis
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|
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### Numbers
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|
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| English | Dutch |
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| ------------- | ------------------------------- |
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| zero | nul (nuhl) |
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| one | een (e-yn) |
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| two | twee (tvey) |
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| three | drie (dree) |
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| four | vier (fvier) |
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| five | vijf (faeif) |
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| six | zes |
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| seven | zeven (zayfe) |
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| eight | acht |
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| nine | negen (neiche) |
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| ten | tien (teen) |
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| *eleven* | *elf* |
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| *twelve* | *twaalf* (tvaalv) |
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| thir**teen** | der**tien** (dur-teen) |
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| four**teen** | veer**tien** (vierteen) |
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| fif**teen** | vijf**tien** (faif-teen) |
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| six**teen** | zes**tien** (zes-teen) |
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| seven**teen** | zeven**tien** (zayfenteen) |
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| eigh**teen** | acht**tien** (acht-teen) |
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| nine**teen** | negen**tien** (neichenteen) |
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| twenty | twintig (tvintugh) |
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| twenty-one | eenentwintig (e-yn en tvintugh) |
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| thirty | dertig (dur-tugh) |
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| fourty | veertig (fvier-tugh) |
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| fifty | vijftig (faeif-tugh) |
|
||||
| sixty | zestig (zes-tugh) |
|
||||
| seventy | zeventig (zayven-tugh) |
|
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| eighty | **tachtig** (tagh-tugh) |
|
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| ninety | negentig (neighen-tuch) |
|
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| hundred | honderd |
|
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- 10-20 has the same logic as English
|
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- When adding a digit to a 2-digit number (i.e. 21), you say the second digit first (i.e. one) and then the first (amount of 10s, i.e. 20).
|
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- In English, 21 would be one and twenty if the same logic applied
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- 21 - een en twintig
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- 80 (**t**achtig) has an extra **t** in the beginning for some reason
|
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## Personal pronouns
|
||||
|
||||
| Face | Pronoun |
|
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| ------------ | ----------------- |
|
||||
| 1 | ik |
|
||||
| 2 (informal) | jij/je |
|
||||
| 2 (formal) | u |
|
||||
| 3 | hij, zij / ze,het |
|
||||
| 1 | wij/we |
|
||||
| 2 | jullie |
|
||||
| 3 | zij/ze |
|
||||
|
||||
## Grammatical rules
|
||||
### Formal "you"
|
||||
- u -> formal
|
||||
- jij/je -> informal
|
||||
|
||||
### Difference between *jij* & *je*
|
||||
> Jij is used when an emphasis is being put on the word. You cant say "Ik ben Boyan, en je?", you should say "Ik ben Boyan, en jij?"
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||||
|
||||
*jij* - is used for PARTICULAR emphasis on the person. you can always use the stressed form.
|
||||
|
||||
Same goes for *wij*(we) and *zij*(them).
|
||||
These are called [[Linguistic Terms#Emphatic forms |Emphatic forms]].
|
||||
|
||||
|
||||
### Conjugation rules
|
||||
Whenever *jij/je* appears after the verb, the t gets dropped (if the verb doesn't usually end in a t).
|
||||
### Conjugation of regular verbs
|
||||
luisteren - listen
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komen - come
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||||
|
||||
| | luisteren | komen |
|
||||
| ------------------ | --------- | ----- |
|
||||
| ik | luister | kom |
|
||||
| jij/je | luistert | komt |
|
||||
| u | luistert | komt |
|
||||
| hij, zij / ze, het | luistert | komt |
|
||||
| wij / we | luisteren | komen |
|
||||
| jullie | luisteren | komen |
|
||||
| zij / ze | luisteren | komen |
|
||||
|
||||
### Conjugation of irregular verbs
|
||||
heb - have
|
||||
zijn - are
|
||||
|
||||
| | hebben | zijn |
|
||||
| ------------------ | ---------- | ---- |
|
||||
| ik | heb | ben |
|
||||
| jij/je | hebt | bent |
|
||||
| u | hebt/heeft | bent |
|
||||
| hij, zij / ze, het | heeft | is |
|
||||
| wij/we | hebben | zijn |
|
||||
| jullie | hebben | zijn |
|
||||
| zij/ze | hebben | zijn |
|
||||
|
||||
## Homework
|
||||
### Words
|
||||
- jullie - You/Yours (plural)
|
||||
- docent - teacher
|
||||
|
||||
71
Extracurricular/Dutch/Hoofdstuk 2.md
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Extracurricular/Dutch/Hoofdstuk 2.md
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|
||||
## Grammatical rules
|
||||
### Comparison
|
||||
> Grote -> Groter -> Grotst
|
||||
|
||||
|
||||
### Possesion
|
||||
- *van*
|
||||
- Het boek is *van* Felicia.
|
||||
- *'s*
|
||||
- Het is Felicia *'s* boek.
|
||||
- Possesive pronouns
|
||||
- Het is *haar* boek.
|
||||
|
||||
|
||||
|
||||
### Sentence structure
|
||||
|
||||
![[Sentence Structure]]
|
||||
### Possessive pronouns
|
||||
|
||||
| Posessive Pronouns (EN) | Personal Pronouns (NL) | Posessive Pronouns (NL) |
|
||||
| ----------------------- | ---------------------- | --------------------------- |
|
||||
| My | ik | Mijn |
|
||||
| Yours | jij / ze | Jouw/je |
|
||||
| Yours (formal) | u | Uw |
|
||||
| His/Hers | hij, zij / ze | Zijn/Haar |
|
||||
| Ours | wij / we | Ons/Onze |
|
||||
| Yours (plural) | jullie | Jullie (je) if not stressed |
|
||||
| Theirs | zij / ze | Hun |
|
||||
|
||||
#### *Ons* and *onze*
|
||||
- *Ons* for neuter singular nouns - when *het* is the [[Linguistic Terms#Parts of speech|article]] in front
|
||||
> *Ons* boek
|
||||
- *Onze* is used for everything else (e.g. docent)
|
||||
> *Onze* docent
|
||||
|
||||
### [[Linguistic Terms#Interrogative Pronouns|Interrogative pronouns]]
|
||||
|
||||
|
||||
|
||||
| English | Dutch |
|
||||
| -------- | ------------------ |
|
||||
| Who | Wie |
|
||||
| How | Hoe |
|
||||
| How many | Hoeveel |
|
||||
| What | Wat |
|
||||
| Where | Waar |
|
||||
| Which | Welk(neuter)/Welke |
|
||||
| When | Wanneer |
|
||||
| Why | Waarom |
|
||||
|
||||
|
||||
## Pronunciations
|
||||
### [[Linguistic Terms#Emphatic forms |Emphasis]] on *een*
|
||||
Whenever emphasized, *een* is pronounced eihn, while when not emphasized, it is pronounced as eun
|
||||
|
||||
|
||||
|
||||
|
||||
## Vocabulary
|
||||
- invullen -> to fill in (to "infull")
|
||||
- er -> there
|
||||
- dezelfde -> the same (coming from itself)
|
||||
- betekenis -> meaning
|
||||
- begrijpen -> to understand
|
||||
- vragen -> to ask
|
||||
- ander/en -> other(s)
|
||||
- tellen -> to count
|
||||
- blijven -> to stay ([when conjugated, v->f](https://www.verbix.com/webverbix/go.php?D1=24&T1=blijven))
|
||||
-
|
||||
51
Extracurricular/Dutch/Hoofdstuk 3.md
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Extracurricular/Dutch/Hoofdstuk 3.md
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|
||||
|
||||
|
||||
## Vocabulary
|
||||
|
||||
| Dutch | English |
|
||||
| ------------------ | ------------------------------------------------------------- |
|
||||
| al | for |
|
||||
| vind | find/like |
|
||||
| gaan | to go |
|
||||
| Hoe gaat het? | How's it going |
|
||||
| ook | also |
|
||||
| Ik heb geen... | I don't have... |
|
||||
| Hoe oud ben jij | How old are you |
|
||||
| Mag ik ... ? | Can I get a ... ? |
|
||||
| elkaar | each other |
|
||||
| afrekenen/betaalen | to pay |
|
||||
| voorbeld | example |
|
||||
| om | time [preposition](Linguistic%20Terms.md#Parts%20of%20speech) |
|
||||
| eigenlijk | actually |
|
||||
| bijna | almost |
|
||||
|
||||
## Het vs. De (definite articles)
|
||||
1. **"De"** is used for:
|
||||
- Almost all **plural nouns** (e.g., *de kinderen* - the children).
|
||||
- **Masculine** and **feminine** singular nouns, which are the majority of Dutch nouns
|
||||
- **Professions, people, animals, and plants**
|
||||
- **Abstract concepts**
|
||||
|
||||
2. **"Het"** is used for:
|
||||
- Singular **neuter** nouns
|
||||
- **Diminutives** (nouns that are made smaller or cuter, usually ending in *-je*, *-tje*, *-etje*)
|
||||
- Some **languages** and **sports**
|
||||
|
||||
### Common tips:
|
||||
- About **80% of Dutch nouns** use **"de."**
|
||||
- Most diminutives are **"het."**
|
||||
- When in doubt, it is often a good idea to guess "de," though exceptions always exist.
|
||||
|
||||
|
||||
|
||||
## Een (indefinite article)
|
||||
|
||||
The indefinite article in Dutch, _"een"_, translates to "a" or "an" in English. It is used similarly to English when referring to something unspecific or when mentioning something for the first time.
|
||||
|
||||
Examples:
|
||||
|
||||
- Een man (a man)
|
||||
- Een vrouw (a woman)
|
||||
- Een boek (a book)
|
||||
|
||||
In Dutch, unlike English, the indefinite article does not change based on the noun's gender or whether it starts with a vowel or consonant.
|
||||
313
Extracurricular/Dutch/Lesson 1 - Hoofdstuk 1.tex
Normal file
313
Extracurricular/Dutch/Lesson 1 - Hoofdstuk 1.tex
Normal file
@ -0,0 +1,313 @@
|
||||
% Options for packages loaded elsewhere
|
||||
\PassOptionsToPackage{unicode}{hyperref}
|
||||
\PassOptionsToPackage{hyphens}{url}
|
||||
%
|
||||
\documentclass[
|
||||
]{article}
|
||||
\usepackage{amsmath,amssymb}
|
||||
\usepackage{lmodern}
|
||||
\usepackage{iftex}
|
||||
\ifPDFTeX
|
||||
\usepackage[T1]{fontenc}
|
||||
\usepackage[utf8]{inputenc}
|
||||
\usepackage{textcomp} % provide euro and other symbols
|
||||
\else % if luatex or xetex
|
||||
\usepackage{unicode-math}
|
||||
\defaultfontfeatures{Scale=MatchLowercase}
|
||||
\defaultfontfeatures[\rmfamily]{Ligatures=TeX,Scale=1}
|
||||
\fi
|
||||
% Use upquote if available, for straight quotes in verbatim environments
|
||||
\IfFileExists{upquote.sty}{\usepackage{upquote}}{}
|
||||
\IfFileExists{microtype.sty}{% use microtype if available
|
||||
\usepackage[]{microtype}
|
||||
\UseMicrotypeSet[protrusion]{basicmath} % disable protrusion for tt fonts
|
||||
}{}
|
||||
\makeatletter
|
||||
\@ifundefined{KOMAClassName}{% if non-KOMA class
|
||||
\IfFileExists{parskip.sty}{%
|
||||
\usepackage{parskip}
|
||||
}{% else
|
||||
\setlength{\parindent}{0pt}
|
||||
\setlength{\parskip}{6pt plus 2pt minus 1pt}}
|
||||
}{% if KOMA class
|
||||
\KOMAoptions{parskip=half}}
|
||||
\makeatother
|
||||
\usepackage{xcolor}
|
||||
\IfFileExists{xurl.sty}{\usepackage{xurl}}{} % add URL line breaks if available
|
||||
\IfFileExists{bookmark.sty}{\usepackage{bookmark}}{\usepackage{hyperref}}
|
||||
\hypersetup{
|
||||
pdftitle={Lesson 1 - Hoofdstuk 1},
|
||||
hidelinks,
|
||||
pdfcreator={LaTeX via pandoc}}
|
||||
\urlstyle{same} % disable monospaced font for URLs
|
||||
\usepackage{longtable,booktabs,array}
|
||||
\usepackage{calc} % for calculating minipage widths
|
||||
% Correct order of tables after \paragraph or \subparagraph
|
||||
\usepackage{etoolbox}
|
||||
\makeatletter
|
||||
\patchcmd\longtable{\par}{\if@noskipsec\mbox{}\fi\par}{}{}
|
||||
\makeatother
|
||||
% Allow footnotes in longtable head/foot
|
||||
\IfFileExists{footnotehyper.sty}{\usepackage{footnotehyper}}{\usepackage{footnote}}
|
||||
\makesavenoteenv{longtable}
|
||||
\setlength{\emergencystretch}{3em} % prevent overfull lines
|
||||
\providecommand{\tightlist}{%
|
||||
\setlength{\itemsep}{0pt}\setlength{\parskip}{0pt}}
|
||||
\setcounter{secnumdepth}{-\maxdimen} % remove section numbering
|
||||
\ifLuaTeX
|
||||
\usepackage{selnolig} % disable illegal ligatures
|
||||
\fi
|
||||
|
||||
\title{Lesson 1 - Hoofdstuk 1}
|
||||
\author{}
|
||||
\date{}
|
||||
|
||||
\begin{document}
|
||||
\maketitle
|
||||
|
||||
\hypertarget{recap}{%
|
||||
\subsection{Recap}\label{recap}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
Learned basic expressions
|
||||
\item
|
||||
Learned how to count (more or less)
|
||||
\item
|
||||
Understood basic conversation (70\%)
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{vocabulary-additions}{%
|
||||
\subsection{Vocabulary additions}\label{vocabulary-additions}}
|
||||
|
||||
\hypertarget{phrases}{%
|
||||
\subsubsection{Phrases}\label{phrases}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
Ik ben -\textgreater{} I am
|
||||
\item
|
||||
Ik studeen -\textgreater{} I study
|
||||
\item
|
||||
Ik woon in -\textgreater{} I reside in (country)
|
||||
\item
|
||||
Mijn naam is -\textgreater{} My name is
|
||||
\item
|
||||
Ik doe -\textgreater{} I am doing
|
||||
\item
|
||||
Hoe zeg je ... ? -\textgreater{} How do you say?
|
||||
\item
|
||||
Hoe spreek je ... \textbf{uit}? -\textgreater{} How do you pronounce
|
||||
...?
|
||||
\item
|
||||
Herhaal = Repeat
|
||||
\item
|
||||
Leer = Learn
|
||||
\item
|
||||
Maak = Make
|
||||
\item
|
||||
Kijk = Watch
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{verbs}{%
|
||||
\subsubsection{Verbs}\label{verbs}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
luisteren -\textgreater{} to listen
|
||||
\item
|
||||
nazeggen -\textgreater{} to repeat
|
||||
\item
|
||||
lezen -\textgreater{} tor read
|
||||
\item
|
||||
oefenen -\textgreater{} to practice
|
||||
\item
|
||||
hebben -\textgreater{} to have
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{nouns}{%
|
||||
\subsubsection{Nouns}\label{nouns}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
bladzijde -\textgreater{} page
|
||||
\item
|
||||
klemtoon -\textgreater{} emphasis
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{numbers}{%
|
||||
\subsubsection{Numbers}\label{numbers}}
|
||||
|
||||
\begin{longtable}[]{@{}ll@{}}
|
||||
\toprule
|
||||
English & Dutch \\
|
||||
\midrule
|
||||
\endhead
|
||||
zero & nul (nuhl) \\
|
||||
one & een (e-yn) \\
|
||||
two & twee (tvey) \\
|
||||
three & drie (dree) \\
|
||||
four & vier (fvier) \\
|
||||
five & vijf (faeif) \\
|
||||
six & zes \\
|
||||
seven & zeven (zayfe) \\
|
||||
eight & acht \\
|
||||
nine & negen (neiche) \\
|
||||
ten & tien (teen) \\
|
||||
\emph{eleven} & \emph{elf} \\
|
||||
\emph{twelve} & \emph{twaalf} (tvaalv) \\
|
||||
thir\textbf{teen} & der\textbf{tien} (dur-teen) \\
|
||||
four\textbf{teen} & veer\textbf{tien} (vierteen) \\
|
||||
fif\textbf{teen} & vijf\textbf{tien} (faif-teen) \\
|
||||
six\textbf{teen} & zes\textbf{tien} (zes-teen) \\
|
||||
seven\textbf{teen} & zeven\textbf{tien} (zayfenteen) \\
|
||||
eigh\textbf{teen} & acht\textbf{tien} (acht-teen) \\
|
||||
nine\textbf{teen} & negen\textbf{tien} (neichenteen) \\
|
||||
twenty & twintig (tvintugh) \\
|
||||
twenty-one & eenentwintig (e-yn en tvintugh) \\
|
||||
thirty & dertig (dur-tugh) \\
|
||||
fourty & veertig (fvier-tugh) \\
|
||||
fifty & vijftig (faeif-tugh) \\
|
||||
sixty & zestig (zes-tugh) \\
|
||||
seventy & zeventig (zayven-tugh) \\
|
||||
eighty & \textbf{tachtig} (tagh-tugh) \\
|
||||
ninety & negentig (neighen-tuch) \\
|
||||
hundred & honderd \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
10-20 has the same logic as English
|
||||
\item
|
||||
When adding a digit to a 2-digit number (i.e. 21), you say the second
|
||||
digit first (i.e. one) and then the first (amount of 10s, i.e. 20).
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
In English, 21 would be one and twenty if the same logic applied
|
||||
\item
|
||||
21 - een en twintig
|
||||
\end{itemize}
|
||||
\item
|
||||
80 (\textbf{t}achtig) has an extra \textbf{t} in the beginning for
|
||||
some reason
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{personal-pronouns}{%
|
||||
\subsection{Personal pronouns}\label{personal-pronouns}}
|
||||
|
||||
\begin{longtable}[]{@{}ll@{}}
|
||||
\toprule
|
||||
Face & Pronoun \\
|
||||
\midrule
|
||||
\endhead
|
||||
1 & ik \\
|
||||
2 (informal) & jij/je \\
|
||||
2 (formal) & u \\
|
||||
3 & hij, zij / ze,het \\
|
||||
1 & wij/we \\
|
||||
2 & jullie \\
|
||||
3 & zij/ze \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{grammatical-rules}{%
|
||||
\subsection{Grammatical rules}\label{grammatical-rules}}
|
||||
|
||||
\hypertarget{formal-you}{%
|
||||
\subsubsection{Formal "you"}\label{formal-you}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
u -\textgreater{} formal
|
||||
\item
|
||||
jij/je -\textgreater{} informal
|
||||
\end{itemize}
|
||||
|
||||
\hypertarget{difference-between-jij-je}{%
|
||||
\subsubsection{\texorpdfstring{Difference between \texttt{jij} \&
|
||||
\texttt{je}}{Difference between jij \& je}}\label{difference-between-jij-je}}
|
||||
|
||||
\begin{quote}
|
||||
Jij is used when an emphasis is being put on the word. You cant say "Ik
|
||||
ben Boyan, en je?", you should say "Ik ben Boyan, en jij?"
|
||||
\end{quote}
|
||||
|
||||
\texttt{jij} - is used for PARTICULAR emphasis on the person. you can
|
||||
always use the stressed form.
|
||||
|
||||
Same goes for \texttt{wij}(we) and \texttt{zij}(them).
|
||||
|
||||
\hypertarget{conjugation-rules}{%
|
||||
\subsubsection{Conjugation rules}\label{conjugation-rules}}
|
||||
|
||||
Whenever \texttt{jij/je} appears after the verb, the t gets dropped (if
|
||||
the verb doesn't usually end in a t).
|
||||
|
||||
\hypertarget{conjugation-of-regular-verbs}{%
|
||||
\subsubsection{Conjugation of regular
|
||||
verbs}\label{conjugation-of-regular-verbs}}
|
||||
|
||||
luisteren - listen\\
|
||||
komen - come
|
||||
|
||||
\begin{longtable}[]{@{}lll@{}}
|
||||
\toprule
|
||||
& luisteren & komen \\
|
||||
\midrule
|
||||
\endhead
|
||||
ik & luister & kom \\
|
||||
jij/je & luistert & komt \\
|
||||
u & luistert & komt \\
|
||||
hij, zij / ze, het & luistert & komt \\
|
||||
wij / we & luisteren & komen \\
|
||||
jullie & luisteren & komen \\
|
||||
zij / ze & luisteren & komen \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{conjugation-of-irregular-verbs}{%
|
||||
\subsubsection{Conjugation of irregular
|
||||
verbs}\label{conjugation-of-irregular-verbs}}
|
||||
|
||||
heb - have\\
|
||||
zijn - are
|
||||
|
||||
\begin{longtable}[]{@{}lll@{}}
|
||||
\toprule
|
||||
& hebben & zijn \\
|
||||
\midrule
|
||||
\endhead
|
||||
ik & heb & ben \\
|
||||
jij/je & hebt & bent \\
|
||||
u & hebt/heeft & bent \\
|
||||
hij, zij / ze, het & heeft & is \\
|
||||
wij/we & hebben & zijn \\
|
||||
jullie & hebben & zijn \\
|
||||
zij/ze & hebben & zijn \\
|
||||
\bottomrule
|
||||
\end{longtable}
|
||||
|
||||
\hypertarget{homework}{%
|
||||
\subsection{Homework}\label{homework}}
|
||||
|
||||
\hypertarget{words}{%
|
||||
\subsubsection{Words}\label{words}}
|
||||
|
||||
\begin{itemize}
|
||||
\tightlist
|
||||
\item
|
||||
jullie - You/Yours (plural)
|
||||
\item
|
||||
docent - teacher
|
||||
\end{itemize}
|
||||
|
||||
\end{document}
|
||||
26
Extracurricular/Dutch/Linguistic Terms.md
Normal file
26
Extracurricular/Dutch/Linguistic Terms.md
Normal file
@ -0,0 +1,26 @@
|
||||
## Emphatic forms
|
||||
In English:
|
||||
> He *doesn't* work very hard
|
||||
|
||||
as opposed to:
|
||||
>He doesn't work *very* hard
|
||||
|
||||
Same with Dutch, but with the pronouns `jij`, `zij`, `wij`
|
||||
|
||||
|
||||
## Gender
|
||||
- masculine–feminine–neuter in Dutch and English
|
||||
![[Grammatical Gender.png]]
|
||||
## Parts of speech
|
||||
![[parts of speech.png]]
|
||||
## Interrogative Pronouns
|
||||
|
||||
|
||||
![[Interrogative pronouns.png]]
|
||||
|
||||
## Comparison
|
||||
I.e. comparative and superlative adjectives
|
||||
> Great -> Greater -> Greatest
|
||||
|
||||
Of in Nederlands "Large":
|
||||
> Grote -> Groter -> Grots
|
||||
BIN
Extracurricular/Dutch/img/Grammatical Gender.png
Normal file
BIN
Extracurricular/Dutch/img/Grammatical Gender.png
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 349 KiB |
BIN
Extracurricular/Dutch/img/Interrogative pronouns.png
Normal file
BIN
Extracurricular/Dutch/img/Interrogative pronouns.png
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 118 KiB |
1927
Extracurricular/Dutch/img/Sentence Structure.md
Normal file
1927
Extracurricular/Dutch/img/Sentence Structure.md
Normal file
File diff suppressed because it is too large
Load Diff
BIN
Extracurricular/Dutch/img/parts of speech.png
Normal file
BIN
Extracurricular/Dutch/img/parts of speech.png
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 326 KiB |
18
Extracurricular/FCG/Logistics.md
Normal file
18
Extracurricular/FCG/Logistics.md
Normal file
@ -0,0 +1,18 @@
|
||||
---
|
||||
date: 06.10.2024
|
||||
---
|
||||
### Summary
|
||||
|
||||
| Thing | Status | Todo | Deadline |
|
||||
| ------------------------ | ----------------------- | -------------------------------------------------------------------------------------------------------------------------------- | --------- |
|
||||
| T-Shirts | Waiting for quotes | Check if better prices at t-shirt a la minut.<br>Ask if we can do a big batch (195 t-shirts) and a possible second order (20-25) | Wednesday |
|
||||
| Trophy | Waiting for Andrew | 3D print, but try to get an actual trophy | ASAP |
|
||||
| Stickers | Design? | BAPC - 400, FCG - 300 - 200EUR | Thursday |
|
||||
| Mugs | Look into better prices | Full print - make design | Thursdayt |
|
||||
| Ducks | Ready to order | Red, BAPC logo, 250 | ASAP |
|
||||
| Balloons | Ready to order | Finalize design (add FCG logo lol) and orderrrr | ASAP |
|
||||
| Sticks | Order | 600 sticks, aliexpress | ASAP |
|
||||
| Badges | Look into | Personalized:<br> | ASAP |
|
||||
| Cool beers for companies | Look into | | ASAP |
|
||||
| Goodie bags | Order | Perhaps try to get a lower price | ASAP |
|
||||
### Talk to Rutger to make sure how to order
|
||||
7
Extracurricular/FCG/Meeting - BAPC.md
Normal file
7
Extracurricular/FCG/Meeting - BAPC.md
Normal file
@ -0,0 +1,7 @@
|
||||
|
||||
## Prelims
|
||||
No fancy shit
|
||||
|
||||
|
||||
|
||||
## BAPC
|
||||
3
Extracurricular/FCG/Meeting 06-09.md
Normal file
3
Extracurricular/FCG/Meeting 06-09.md
Normal file
@ -0,0 +1,3 @@
|
||||
|
||||
|
||||
### Tasks
|
||||
24
Extracurricular/FCG/Radio reception.md
Normal file
24
Extracurricular/FCG/Radio reception.md
Normal file
@ -0,0 +1,24 @@
|
||||
- 110m, distance from centers EA->BB
|
||||
|
||||
### FSPL
|
||||
$$
|
||||
\begin{gather}
|
||||
FSPL(dB) = 20\log_{10}(d) + 20\log_{10}(f)+20\log_{10}\left( \frac{4\pi}{c} \right) \\
|
||||
FSPL = 20\log_{10}(0.1) + 20\log_{10}(446) + 36.44\\
|
||||
\approx 66 dB
|
||||
\end{gather}
|
||||
$$
|
||||
|
||||
Loss just by transmitting (assuming 0 gain for both transmit and receive). Pretty bad.
|
||||
|
||||
## Wall attenuation
|
||||
- Assuming 1 meter thickness per wall, estimate `15dB` loss, assuming max 4 walls
|
||||
$$
|
||||
66dB+ 60dB = 126dB
|
||||
$$
|
||||
|
||||
## Total Loss
|
||||
$$27 - 126 = -99dBm$$
|
||||
|
||||
## Conclusion
|
||||
Assuming $-100dBm$ is the sensitivity bound, that shit is BARELY above it. Any interference would cause us to not hear each other.
|
||||
BIN
Extracurricular/FCG/assets/Pasted image 20241006132647.png
Normal file
BIN
Extracurricular/FCG/assets/Pasted image 20241006132647.png
Normal file
Binary file not shown.
|
After Width: | Height: | Size: 1.7 MiB |
92
Extracurricular/Misc/Plan.md
Normal file
92
Extracurricular/Misc/Plan.md
Normal file
@ -0,0 +1,92 @@
|
||||
# Approach
|
||||
|
||||
## Routine aspirations
|
||||
|
||||
Inspired by [this post](https://old.reddit.com/r/PhysicsStudents/comments/1e289f4/what_should_be_my_daily_routine_to_be_a_physicist/ "https://old.reddit.com/r/PhysicsStudents/comments/1e289f4/what_should_be_my_daily_routine_to_be_a_physicist/"). Remember to take this step by step, keep going at it from different angles and you **will** succeed. Do **not** try to do this all at once, as you'll burn yourself out real fuckin fast.
|
||||
|
||||
1. Solid sleep schedule
|
||||
- i.e. 8:00 - 11:00 with an hour or 2 wiggle room
|
||||
- This implies **NO** voluntary nightly activities (playing games and minimize staying outside)
|
||||
2. Regular workout routine
|
||||
- Climbing ~2-3 hours, 1-2 days a week
|
||||
- Gym (weights) ~1h, 1-2 days a week
|
||||
3. **Eliminate** bad habits like doom-scrolling, brain-rotting, etc. Take your time and do this in a calculated manner. Seek to replace counter-productivity with pseudo-, then finally, actual productivity
|
||||
4. Read scientific papers on the surface, from abstract straight to conclusion (~2h/week), read fully if interesting, of course
|
||||
5. **Actively enjoy hobbies**. Needless to say, time for hobbies is necessary. Instead of mindlessly watching youtube videos/playing games, try to **pay attention to each hobby and treat it as such**.
|
||||
6. Stick to **one** set of tutorials and labs and **go to each one**, no matter how easy they seem
|
||||
7. Read at least 30 pages of your favorite book each night
|
||||
8. Avoid ordering food as much as possible, try to aim for a protein-rich, balanced (as much as possible) diet. Keep taking your supplements each day.
|
||||
9. Make sure to make time for socializing, whether that'd be with Marty or with friends
|
||||
- When it comes to Marty, be clear and stern about your plans (this requires you to think them through)
|
||||
|
||||
![[Proposed Routine Plan.canvas|Proposed Routine Plan]]
|
||||
|
||||
## Proven studying tactics
|
||||
|
||||
For me of course.
|
||||
|
||||
- Print out mindmaps and other easily digestible forms of information, relevant to current material and stick them to the wall
|
||||
- "Create" videos/explain the content to somebody else
|
||||
- When reading through exercises and/or theory, draw over the pdf with notes while talking
|
||||
- Do not procrastinate solving exercises, no matter how tedious they are
|
||||
|
||||
## Ideas
|
||||
|
||||
- Do not be afraid of deeply technical conversations. At the absolute _very_ least, if you have absolutely nothing to offer to the conversation, your jargon and perception gets an upgrade.
|
||||
- Clean ur desk once in a while
|
||||
- Schedule more social stuff like gatherings and dates with Marty
|
||||
|
||||
## Important concepts
|
||||
|
||||
> There are two things you can consider: **short time slot** and **long time** slots. Your short time slots can be spent on pleasure reading (articles, coding practice, reddit, google searches), and your long time slots should be devoted to HW and research. Things like preparing for your classes/appointments can be done in either depending on priority. Obviously, the two types of time-blocks will not always be disjointed in terms of the type of work you do with each one.
|
||||
|
||||
> "You need to study every moment of every day, sacrifice your life for ~~physics~~ CS, okay, bye".
|
||||
> Politely reject that attitude. You want to study 6 days a week. Seven just isn't sustainable. Each day you study, you want to study ~~at least six hours~~ . This time needs to be productive. Focus on solving problems. When you read theory and math, don't just scan the words, pull out paper and writing implement and follow along.
|
||||
|
||||
> Once you hit this goal, if you don't feel like studying anymore, DON'T. Go relax. Explore your interests. Your central nervous system did a lot of work. It needs to recover.
|
||||
|
||||
> Prioritize your sleep. Staying up all night is a losing wager 9 / 10 times. You're not gaining any real time, you're just borrowing it from your future self.
|
||||
|
||||
# Course timeline
|
||||
|
||||
## Interesting Courses
|
||||
|
||||
| Name (link) | Code | Time |
|
||||
| ------------------------- | -------- | ---- |
|
||||
| Philosophy of Mathematics | FI213BK | 1a |
|
||||
| Spectroscopy | WBCH044 | 2b |
|
||||
| Mechanics and Relativity | WBMA060 | 2a |
|
||||
| Theory of Science | PSBE2-05 | 2b |
|
||||
| Cognitive Psychology | PSBE2-23 | 2b |
|
||||
| Digital Signal Processing | WBPH067 | 2b |
|
||||
|
||||
## Block 1
|
||||
|
||||
- LinAlg - WBMA020
|
||||
- Advanced Algorithms - WBCS052
|
||||
- Advanced Programming - WBCS053
|
||||
- Calculus 2 - WBCS054
|
||||
- Algorithmic Programming Contests - WBCS045-05
|
||||
## Block 2
|
||||
|
||||
- FuncProg - WBCS002
|
||||
- WebEng - WBCS008
|
||||
- DS - WBCS011
|
||||
- Stats - WBCS049
|
||||
- Algorithmic Programming Contests - WBCS045-05
|
||||
|
||||
## Block 3
|
||||
|
||||
- ==Software Engineering - WBCS017==
|
||||
- Operating systems - WBCS023
|
||||
- Intro to ML - WBCS032
|
||||
- Software and Systems Security - ==WMCS034==
|
||||
- Algorithmic Programming Contests - WBCS045-05
|
||||
|
||||
## Block 4
|
||||
|
||||
- ==Software Engineering - WBCS017==
|
||||
- L&M - WBCS027
|
||||
- Intro to CG - WBCS056
|
||||
- Algorithmic Programming Contests - WBCS045-05
|
||||
- Empty!!!
|
||||
38
Extracurricular/Misc/Proposed Routine Plan.canvas
Normal file
38
Extracurricular/Misc/Proposed Routine Plan.canvas
Normal file
@ -0,0 +1,38 @@
|
||||
{
|
||||
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|
||||
{"id":"5159e3993f95efcb","type":"text","text":"Avoid bad habits (3)","x":-138,"y":135,"width":183,"height":60},
|
||||
{"id":"3b1083b1e372d498","type":"text","text":"Reading (4, 7)","x":42,"y":417,"width":170,"height":60},
|
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|
||||
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|
||||
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|
||||
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|
||||
{"id":"c53e69212bf4751a","type":"text","text":"Eating better (8)","x":287,"y":800,"width":181,"height":60},
|
||||
{"id":"2db72cbff0c7ee4d","type":"text","text":"Better communication and reliability","x":101,"y":711,"width":222,"height":60},
|
||||
{"id":"a07ffd84eb97e076","type":"text","text":"Good habits","x":106,"y":264,"width":150,"height":60},
|
||||
{"id":"6dc127fe4098cce8","type":"text","text":"Enjoy hobbies during day (5)","x":256,"y":417,"width":242,"height":60},
|
||||
{"id":"0bc6527818df845c","type":"text","text":"Sticking to schedule (6)","x":660,"y":500,"width":250,"height":60},
|
||||
{"id":"2b76b4366e7d7447","type":"text","text":"Consistency in terms of Uni","x":713,"y":354,"width":280,"height":60},
|
||||
{"id":"7b69dd32a9ff908b","type":"text","text":"Using the same [[Plan#Proven studying tactics | Study tactics]]","x":933,"y":500,"width":283,"height":60},
|
||||
{"id":"37abaca3fa89fb9b","type":"text","text":"Better mental and productivity","x":799,"y":681,"width":294,"height":60}
|
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],
|
||||
"edges":[
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||||
{"id":"abbd6f42e11801dd","fromNode":"f897f4ba690283db","fromSide":"left","toNode":"5159e3993f95efcb","toSide":"left","label":"Feeds into"},
|
||||
{"id":"a54109b27e452e8c","fromNode":"c53e69212bf4751a","fromSide":"bottom","toNode":"8dbfb266e9ae4898","toSide":"right"},
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||||
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||||
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||||
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||||
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||||
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|
||||
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|
||||
41
Extracurricular/TA Training/B1 - Didactics.md
Normal file
41
Extracurricular/TA Training/B1 - Didactics.md
Normal file
@ -0,0 +1,41 @@
|
||||
|
||||
- What is the role of lectures vs tutorials in the course
|
||||
- **Lectures introduce new material, while tutorials help students understand said material by doing exercises, reiterating, etc**.
|
||||
- Which ice-break activity would you consider for your 1st session?
|
||||
- **Pick a person at random, they say a category, everybody else has to say their favorite thing in that category (i.e. food, operating system, animal, etc.)**
|
||||
- **Icebreakers are always awkward, so it's best to not rely on it. The true icebreaker is to break the awkwardness by acting unserious during it.**
|
||||
|
||||
- Select 1-2 objectives for the tutorial and answer the following questions:
|
||||
**Let's choose understanding graph algorithms as an objective.**
|
||||
- What is the verb used in the objective?
|
||||
- **Understanding**
|
||||
- What is the meaning of the verb?-=What must a student actually need to do to achieve the learning objective
|
||||
- **They have to:**
|
||||
- **Understand relations**
|
||||
- **Grasp the visual representation of those relations - graphs**
|
||||
- **Be able to trace the path of an algorithm (mentally)**
|
||||
- What do you think students will struggle with the most?
|
||||
- **Understanding the concept of an algorithm in the context of graphs**
|
||||
- **Memorizing the algorithms**
|
||||
- How can you divide the learning objective =problem in order to work on smaller parts at the time? What would you discuss first and what second to work on the given objective?
|
||||
- **Understanding the use case of a graph, using a top-down exposition to the concept**
|
||||
- **Learning to use specific notation to describe relations and then turn them into a graph, and vice versa**
|
||||
- **Applying previously learned problem solving/programming skills on this newfound representation of data**
|
||||
- **Assigning the terms onto simple algorithms**
|
||||
- **Explain the benefits and advantages of more complex, yet optimized algorithms**
|
||||
|
||||
- Now, think about active learning methods
|
||||
- How do the lectures given in the course prepare your students for tutorials? Will you use some active learning tools to recapture the information from the lectures?
|
||||
- **I would assume that the lectures arm them with a shaky understanding of the current subject. Lectures are usually fast-paced and people who are fully able to follow them usually don't need to go to tutorials :D.**
|
||||
- **It would be great to explain the concepts again. Through rewording them, reinforce the knowledge of students who already grasp them and create an opportunity for the others to analyse them.**
|
||||
- **Solving exercises (i.e. applying the concepts) is very beneficial in most courses.**
|
||||
- What active learning tools do fit your learning objectives the most and why? For what would you like to use them during your tutorial?
|
||||
- **Setting goals in the beginning of the session sets the tone and shows progress**
|
||||
- **Having dialogues is beneficial for both parties involved. Sparks the curiosity of both TA and Student.**
|
||||
- **Providing real world examples and analogies is crucial for the digestibility of the information provided.**
|
||||
- **Group work on more complex problem is great for both the academic process as well as the social one**
|
||||
- How will you monitor the progress of learning: you want to know how your students progress in the course. What active learning tool would you use for that?
|
||||
- **I would encourage them to ask me questions about assignments, exams or quizzes, without revealing the answers of course.**
|
||||
- **I'd ask them about their perceived most confusing part of the material and elaborate on that.**
|
||||
- **Asking them directly should also do the trick, of course avoiding sounding judgmental**
|
||||
- **Making yourself available outside of formal situations (being on whatsapp or when seen on campus) works wonders.**
|
||||
23
Extracurricular/TA Training/B1 - Notes.md
Normal file
23
Extracurricular/TA Training/B1 - Notes.md
Normal file
@ -0,0 +1,23 @@
|
||||
|
||||
### Roles of a TA
|
||||
1. Managing the group
|
||||
- Making sure everyone is included
|
||||
- Individually approach people if necessary
|
||||
2. Managing activities
|
||||
- Dealing with the practicalities of teaching
|
||||
3. Managing learning
|
||||
- Preparing and presenting the information gathered about the subject
|
||||
|
||||
|
||||
### Expectations
|
||||
1. Because it makes people feel more comfortable with one another
|
||||
2. Icebreaker is something that makes people feel engaged and comfortable - even through awkwardness.
|
||||
3. Expectation towards the students:
|
||||
- Relative interest
|
||||
- Eagerness to learn
|
||||
4. Expectations from the students:
|
||||
- Punctuality
|
||||
- Availability
|
||||
- Being approachable
|
||||
|
||||
|
||||
Reference in New Issue
Block a user