Lipton tea and Lipton soup present inner sanctum mysteries. Good evening, fiends. I mean friends of the inner sanctum. This is Raymond, your host, inviting you through the squeaking door. Don't hesitate to come right in. Oh, it's a bit dark. Careful, don't brush up against that skeleton.  He's only the skeleton in our closet. Come out for a bit of air. The idea of a skeleton coming out for air, such nonsense. Oh, you mean because it's already so well ventilated? Oh, how do you do, Mary Bennett? Hello, Mr. Raymond. Now, you tell me truthfully. Is there a family skeleton in your closet? Yes, indeed. And what's more, we make no bones about it.  I need space to store my Lipton's noodle soup.  You know very well that Lipton's noodle soup comes in a tidy little package that takes up hardly any room at all. In fact, this Lipton's is convenient all the way around. It takes hardly any time to make, costs less and makes lots more than canned soups. And when it comes to flavor, nothing can beat Lipton's. It's a grand homemade tasting noodle soup with a chickeny flavor. And folks, Lipton's is just swimming with tender golden egg noodles. It's like I always say, you just don't know how good noodle soup can be till you've tried Lipton's.  It's an original story by Emil Tepperman. And our star tonight is that famous radio actor Les Tremaine who plays the part of Tom Archer. Along the swanky East River Drive all is quiet except for the footsteps of two men who have hurried toward one of the many tall apartment houses. Let me introduce you quickly to these two men for death strikes out at them. The man on the outside, the tall blond man is District Attorney Tom Archer. The other one, the lean, dark-haired fellow is Tom Archer's assistant, John Frane. Tom's really worried about some. I'll walk you to the door of your house, John. I don't like you being out alone this late at night. Whoever's been sending you those threatening letters isn't John. Look out, John, that fellow in the alley with the knife. Look out, John, that man! Oh, you... you've killed him. You've killed John Frane. Don't keep back you dog! I want that knife, you dog! No! Don't stab me! I want that... that devil... killed John Frane. Stabbed me. I'll remember his face if I... I'll never see him again. I'll remember. I began to regain consciousness after that attack. I was lying on the ground at the mouth of the little alley near John Frane's home. The fussy little ambulance in turn had just finished working over me. There was a small crowd around me. And I glimpsed the face of Detective Inspector Lambert just behind the interim. There. Feel better now, Mr. Archer? Yeah. How is he, Doc? How about getting him fixed up in Inspector Lambert? I think he'll be all right. He's conscious now. Can I talk to him? Yeah, but better not move him for a few minutes till the shock wears off. Why are you, Mr. Archer? Well, pretty good. I feel like a mummy with all these bandages. Yeah, both hands. What do they do? Jump you with knives? Oh, we... we were passing the alley. But John and I... John! What happened to John Frane? Speak up, Inspector! What happened to John? Now, take it easy, Mr. Archer. John's dead. They got him in the back. Right through the heart. Oh, merciful heaven! John! Get a look at the killers, Mr. Archer. Could you identify them? Well, there was only one man. He came out of the alley. He stabbed John, and then he swung at me. I didn't have time to go for my gun, so I caught the blade in my bare hands. He ripped the knife away and stabbed at me. I don't know how many times. Six stab wounds, Mr. Archer.  That was a brave thing, grabbing the knife with your bare hands. Probably saved your life. That's the mistake the killer made, leaving me alive. I've seen his face. I'll catch up with him if it takes the rest of my life. A bit shaky on my feet when Inspector Lambert and the intern helped me up, but I insisted on going over to where the body of John Frane lay, covered with a white sheet. And then I saw Susan leaning against the great, covered-in bulk of old Mrs. Hogan, her housekeeper. She was looking down at the shroud that covered her husband's body. It was God's will, Mrs. Frane. Susan. Oh, John. No, I can't believe it. John. Be brave, Susan. John is dead. Nothing I can say will replace him. Have you any idea who the murderer is? No, I saw his face for a moment. That's all. But I'll recognize it again, I'm sure. Mr. Archer, here's something we found in the alley. What is it, Inspector? Looks like the charm of a watch-fab. It's broken off. A charm? You recognize it, Mrs. Frane? Oh, no. No, it can't be. It can't be. No, no, of course not, Susan. There are hundreds of watch charms like this one. What is it, Mrs. Frane? Watch charm it. My younger brother, Peter, wears one just like it. Oh, nonsense, Lambert. You can buy those in any jewelry store. Besides, I saw the killer's face. It wasn't Pete. Mrs. Hogan. Yes, Mr. Archer? Please take Mrs. Frane upstairs now. Bad huddle. Come along, darling. I'll see you later, Susan. Oh, please stay here, Tom. You'll hurt all those wounds. I'll be okay. Right now, I'm going to go downtown with Inspector Lambert and look at pictures while that murderer's face is fresh in my mind. At headquarters, I looked through hundreds of pictures in the rogue's gallery. It was just two hours before I came upon the photograph. Lambert, this is our man. You're sure? Positive. I'll never forget that face. Turn it over. Let's see the name quick. Right. Art Hogan. What heavens? Art Hogan. That would be the son of old Mrs. Hogan, the Frane housekeeper. Lambert and I both remembered the case of Art Hogan. It went back five years before John Flane had married Susan. Art Hogan had lived with his mother, both working for Susan's father. One day, Art Hogan had snatched up a kitchen knife and attacked Susan's father with mad fury. Only John's lucky arrival would save the old man. John subdued Bart Hogan. The mad youngster had been committed to the state of Salem for life. But he had escaped seven months ago. Nobody had heard from him since then. Until tonight. Great Scott. So that murderous kid has come back after all these years to get his revenge. I'm going back to the Frane house. I want to talk to Mrs. Hogan. You think you might know where our son can be found? Who knows. I'll talk to her anyway. Uh, by the way, Mr. Archer. Yes? While you're up there, I suppose you just kind of check on where the brother Pete has lost his watch charm. The Franes occupied a top floor duplex in the riverfront apartment house. I took the elevator up and Mrs. Hogan admitted me. I'll take your hat and coat, Mr. Archer. Thank you. Mrs. Hogan. Where's your son, Bart? Bart? Why'd you ask after Bart? Have you seen or heard from him since he escaped from the state of Salem? What makes you ask that? Mrs. Hogan. There's reason to believe that the person who attacked us in the alley is your son Bart. No, no. Never say that, Mr. Archer. I'm afraid it's true. No, it couldn't be. But you, it couldn't be Bart. Why not? I can't tell you why. But it wasn't Bart, I'm sure. What makes you so sure? You know where he's been hiding since his escape? Do you know where he is now? Heaven help me. If you know where he is, you must give him up. But he didn't do it. He didn't. Believe me, Mrs. Hogan, I understand how you feel. But it'd be far better for Bart to go back to the state of Salem than to be hunted for this new crime. If he didn't do it. Mr. Archer, if I proved to you that Bart couldn't have done it, would you let him be, not make him go back to the Salem? Well, I don't know what to say. You see, I was downtown just now, and I recognized the picture of the man who attacked us. It turned out to be your son. There's very little chance that I was mistaken. But if I prove he couldn't have done it? How can you prove it? Well, I'll show you. Her usually ruddy face was drained of blood as she led me up the stairs to the upper floor of the duplex, and then along the hall to her room. I always keep the door locked. Go inside, please. Oh, I don't see anything in this room, Mrs. Hogan.  Is that you, Ma? Is that you? It's all right, Bart, darling. I brought a good friend. Good heavens. You've been hiding him here in this closet? For seven months now. When he escaped from the asylum he came here.  Just holds the cot. He lies in there night and day. Where's he, Ma? Why'd you bring him? What's he want?  He wants to ask you some questions. Bart, have you been out of this room tonight? Out? Me? Not a chance. He tells the truth, Mr. Archer. Here, I'll pull the blanket back and show you the proof. There. Look at his legs. He was shot in both legs when he escaped from the asylum. I couldn't get medical attention for him in the wounds never healed properly. I see. You must believe me now, Mr. Archer. Bart couldn't be one who attacked you because he'll never be able to walk as long as he lives. Well now, if Bart Hogan didn't do it and mind you, I said yes, then who did kill poor John Frane?  Cheerful indeed. Mr. Raymond, you've always had such gruesome thoughts on your mind. You wouldn't recognize something cheerful if you met right up with it.  No, I'm not. You just don't know what folks like. But you listen to me because I'm going to make a suggestion that'll please everyone. All right. Folks, if you want to give the boys overseas a real taste of home, why not send them a package or two of Lipton's noodle soup? It's so easy to do. You don't even need a request slip. You know, a bowl of hot soup makes a mighty good snack for the boys. And when they receive Lipton's noodle soup mix, they're getting that old-fashioned kind of chickenly tasting noodle soup. So send a package or two of Lipton's to your favorite service man. That's a terrific suggestion. And here's another thing that pleases me. There seems to be plenty of murder ahead in tonight's story. You remember that pretty little girl, Susan? Well, looks like she's next on the murderer's list. How about that, Tom? Come on. Tell us more. And don't despair the door. When I enter the living room on the lower floor, a few minutes later, Susan and Peter were there with Arnold Mattson, the lawyer. I tell you, this is a serious problem, Susan, and we've got to find an answer to it. But there is no answer, Mr. Mattson. Oh, oh, Tom, thank heaven you've come at last. Hello, Susan. Hello, Peter. Hi. You know Mr. Mattson, of course. I understand, Mr. Archer, that you narrowly escaped the same fate as poor John. Well, I was lucky. Those bandages must be a nuisance. I can stand them. Bandages are better than a shroud. By the way, Peter, that looks like a new watch, John, you're wearing. What, this? Oh, I lost the other one someplace, so I bought a new one. What of it? Oh, nothing. Now, Mr. Mattson, when I came in, you were saying something about a serious problem. Oh, exactly. As you know, Susan's father left in the state of a million and a quarter dollars in a trust fund to be paid to Susan on her 23rd birthday. Yes, yes, I know. And she'll be 23 next month. But there's a proviso in the well, Mr. Archer. In order to receive the inheritance, Susan must be married and living with her husband on that date. Please, Mr. Mattson, I don't want to talk about the money. Yes, but don't you see, you'll lose it all. Will distinctly says that you must be living with your husband. If not, then the money goes to eight charities except for $50,000 to Peter. I don't care. I don't care what happens to the money. Without John, it doesn't matter. Well, well, Peter, it'll be a break for you. What do you mean by that, Mattson? Well, there's no need to become enraged, Peter. I only pointed out...  All right, all right, take your hands off me. Why are you looking at me like that? Because if you thought I killed John, we'll save. Why don't you say what you think? Better cool off a little, Pete. This is no time for a scene. Yeah? For that matter, Tom Archer, what about you? You'd like to marry Susan yourself, wouldn't you? Why, you rotten little... Better cool off a little, Tom. This is no time for a scene. I'm sorry. Yes, Peter, you're right. I would like to marry Susan. You know that, don't you? Yes, Tom, I know. You two look at each other like a couple of puppies in love. I'm going to get a drink. And that's to the $50,000. Hey, George, I've got it. What, Mr. Mattson? The solution. The solution to our problem. What are you talking about? That's it. Don't you see, Susan, you can marry Tom Archer here and then you'll be able to legally claim the estate on your birthday. Well, that's a pretty callous thing to suggest, Mattson. Callous? I'm a lawyer. It's my duty to protect my client. I... I couldn't do it. Of course not. Look here, Susan. Is there anyone else in the world who would benefit by John's death? I don't know. I... I can't think. What's the difference? Are you still looking for clues, Archer? You know who the murderer is, young Bart Hogan. I look further. Bart Hogan? Mattson, how did you know about Bart Hogan? What? What do you mean? Well, I just come from Inspector Lambert's office. There was nobody present when we found Hogan's picture. How did you know about it? Well, it's really quite simple. I phoned headquarters a little while ago and Inspector Lambert told me. Archer, Mattson! Hey, Peter! Archer, come quick in the kitchen! Come along, Mattson, quick. Yes. You stay here, Susan. All right, Pete, take it easy. We're coming. Down the hall, the kitchen! Head hall of yourself. You... you open the door. I can't. Look, go ahead, Archer, open it. Good heavens! It's Mrs. Hogan. She lay on the kitchen floor on her back with blood all over her clothes. The blood came from a gaping knife wound in her throat. And the knife lay on the floor alongside her. I found her that way. Her body is warm. She was killed within the last 10 or 15 minutes. And then the killer is running loose somewhere in the house. Susan! She's alone! Good heavens! They are on the floor. Susan! Susan, darling! Is she... is she dead? No, no, she's... she's only fainted. The shock. It's all right, Susan. What happened? Was it... was it Mrs. Hogan? Yes. We don't know. But the killer's in the house. That madman is labored to kill us all one at a time. I have a revolver. Let's search the house. Right.  There may be fingerprints on it. Very well. Peter, you stay here with Susan. Here's my gun. Don't be afraid to use it. Now, wait. Wait just a minute. What is it, Matson? Has it occurred to you... the killer may be one of us? One of us? Okay, me for him. You were out of this room for quite a while.  Look out the gun! That's better. I'll take the gun. He was going to shoot me. I'm sorry. I lost my head. Susan, I'm sorry you have to go through all this. Everybody's on edge. There's a killer loose in the house and we've got to find him. Yes, Tom. I know you'll do whatever's right. I'll try. You two, you can both stay here with Susan. I'll search the house myself. Matson, call the police. Yes, but how can you hold the gun with your hands all bandaged? You can't pull the trigger. I'll use it as a club. All right now, don't move out of this room until I return. Be careful, Tom.  Slowly up the stairs to the upper floor, gripping the gun by the barrel in my bandaged hand. At the end of the hall, I stopped before the door of Mrs. Hogan's room. I opened the door with the keys. Inside the room, the closet door was open. Bart Hogan was still lying on his cot. He must have been expecting me. His eyes were wild with terror. He had a long pencil clutched in his right hand, the only weapon he could find to use against me. His left fist was clutched into a tight ball. He watched me, stiff with fear, as I moved slowly toward him, across the room. Keep away from me. I had no time to waste on him. I swept aside the fist that clutched the pencil. He brought the revolver button down hard on his forehead. I went over to the window, opened it. Then I went back to the bed and pulled the sheet. Pulled it away, lifted him. His weak and withered legs dangled uselessly. I carried him over to the window, rested him against the sill. He opened his eyes. He was recovering from the blow. I didn't wait. I pushed hard. He went toppling out of the window. I leaned over and saw the body strike against the 10th floor setback, then go hurtling into the air and smash down upon the pavement far below. There wasn't enough of him left to perform an autopsy on. They'd never know his legs had been no good, that he hadn't been able to walk. Everything would be easy sailing from here on. Susan would marry me to save the estate. A million and a quarter dollars. Oh, I've been clever enough. When I called out that fake warning at the mouth of the alley, I myself stabbed John in the back. Then I sliced myself up. I'd taken my story of face value, Lambert and the others. I'd guessed that Mrs. Hogan was hiding Bart, but just as a precaution, I'd stolen Peter's watch chain and dropped it at the scene of the crime in case I should need another suspect. But when I found Bart couldn't walk, it became necessary to kill Mrs. Hogan too, for she was the only one who could tell the police that Bart hadn't been able to walk. All I had to do now was go down and say I'd found Bart, we had fought, and he had fallen from the window. The perfect crime. I took one more last look down into the street, where a crowd had gathered around Bart's body. I was able to make out the figure of Inspector Lambert bending over what was left of him. And I saw Lambert force something out of the clenched left fist of the dead body. In a flash I remembered that feeble little pencil with which Bart had tried to defend himself. I pulled in my head from the window and glanced across to the closet. I saw it at once.  I rushed across the room and snatched up the pad. There on the topmost page were the indentations of what Bart Hogan had written on the page and then had torn off. I could read it clearly. I could almost imagine his terrified voicing of the frightened appeal as he wrote it. Archer was here. He means to kill me. He wants them to think I killed John Frank. Bart had written that note, meaning to throw it out the window. But I had come back too soon for him. And I had thrown it out of the window for him. I went back to the window and looked down. I saw Lambert peering up. Then he turned away and hurried toward the entrance of the building. He's coming for me. There's only one thing for me to do now. I've locked the door. It'll take time to break it down. In the meantime, I've taken the bandage off my right hand. I'm writing a full account of tonight's work. I gambled for a fortune. And I lost. Yes, sir. He seemed like such a nice young man. Well, his trouble was he tried to commit the perfect crime without first practicing up on minor crimes. He should have started by stealing watermelons and maybe tried his hand at robbing mail trains. Mr. Raymond, what are you suggesting? And just when I was getting ready to tell people to send a bowl of soup to the boys overseas. Wouldn't the soup get cold by the time it arrived? Of course not. Why, Lipton's noodle soup mix comes in a flat package. You simply send it along to your favorite soldier.  So, and pose a package or two of Lipton's the next time you're right to him. Oh, gosh, I'm sorry. You have to go so soon. But drop in again next Tuesday for another little blood fest.  Others get their satisfaction from listening to... in a sanctum. But what advice? If you've got to commit a murder, please don't get yourself caught. Because if you do, you'll surely get a free ride with the only person never bothered by backseat drivers. I mean that they're... purse drivers. By the way, this month's inner sanctum mystery novel is A Time to Die by Hilda Lawrence. And now I guess it's time to close at their squeaking door until next week when Lipton Tea and Lipton Soup bring you another inner sanctum mystery directed by Hyman Brown. So until then, good night. Pleasant dreams. Folks, here we are outside the squeaking door. And I guess we're all pretty shaken up after hearing about those murders. But I know just the thing that'll put us back to normal again. It's Lipton Tea. Yes, a cup of that brisk Lipton Tea would do just fine. And did you notice that word brisk? B-R-I-S-K. It's a mighty important word in tea language. The tea experts always use it. It means that Lipton Tea has a lively flavor. It's never wishy-washy. That's why most folks prefer Liptons to any other kind. And don't forget, that's Lipton Tea. And don't forget to tune in again next Tuesday night to inner sanctum. This is CBS, the Columbia Broadcasting System. The Columbia Broadcasting System.


Welcome you all for the series of lecture on surface in the metrology. Now we will start module number 5 lecture number 1. In this module we will be covering the following aspects of measurement of surface finish. We will learn about basic basics of surface finish and how the surface finish is indicated on the technical drawings and what are the various parameters used in the measurement of surface finish. And then we will move on to the different kinds of measurement of surface finish like contact method and non-contact method. And we will also learn some offline methods and in process gauging of surface finish. And then we will move to care of instruments. Now let us understand what is the meaning of the surface finish. If you take any engineering component it will have a surface which is open to atmosphere here. And there are some valleys and peaks on the outer boundary of the workpiece. And the sometimes the surface will be very rough and sometimes it will be very smooth. In some cases where there are sliding parts for example machine tool guide ways or bearing surfaces. We need to have very fine and smooth surface so that the frictional forces are reduced. And in some cases we need to have somewhat rough surface for example in the cases of mating parts which are not to be moved. There is no sliding between two mating parts for example parts in interference fit. So in such cases to prevent the relative motion between the two parts we need to have a slightly rough surface. This surface finish is also known as surface texture or surface topography. And in some cases we require very fine surface just to improve a look of the component or the product. And we need to measure the finish of the surface to control the machining process also. Now we can see here we have two mating parts. We can see the finish on the face of this cylindrical part and the roughness on the round cylindrical portion. Also we can see the finish of this flat surface. And here intentionally they are made very rough to have proper gripping. And we have another picture of a flat surface which is face turned component. We can see clearly see the rough surface and we can see the circular the concentric circles made by the cutting tool, cutting action. The surface roughness is very important from the point of view of fundamental problems such as friction and wear, surface contact, lubrication, fatigue strength and tightness of joints. It affects the conduction of heat and electrical current, cleanliness, reflectivity of the surface and sealing action. It definitely affects the positional accuracy of mating parts, load carrying capacity, resistance to corrosion and hydration of paint and coatings. And then the accuracy and surface finish requirements for machine parts in the modern industry are becoming more and more stringent. If the machining imperfections exceed the design specifications, then the functionality of the product is definitely affected. So it is very essential to check whether the design of the workpiece complies with the functional requirements of the product. Hence it is necessary to check the geometry and the surface characteristics of the workpiece. So we have a component like this and then I am just showing the details of this particular surface. So now we can see it appears to be some wavy. That means with respect to this point, what is the height of this point, what is the height of this point like this, the relationship between various points on the same surface will be studying. And then every part surface, every engineering component surface will have a sort of texture. It can be a rough texture or a very smooth texture or it can have a very specific type of surface as shown in the previous picture. And then measurement of surface texture is very essential to understand a component's surface and to control the manufacturing process to the degree required in today's modern world. So surface texture parameters are grouped into many basic categories like roughness parameters, waviness parameters and spacing parameters and also the combination of these termed as hybrid parameters. Now what are the various principle elements of a surface? Now you can see here the general term surface, it is the boundary of any engineering component which is exposed to the atmosphere or other kind of media. And then we say a profile, it is the contour of any specified section through a surface. For example, so we have a component which is turned like this. Now you can see here if you take this particular portion, now it has a taper component maybe because of some error in the machine tool slide movement and also it will have some periodic shape like this which is termed as waviness. If you take, if you consider the small portion of this wavy surface and enlarge it, it will have a surface like this which is termed as roughness. That means profile it consists of all the elements like the form error of the workpiece and then wavy surfaces and then roughness of the surface. It is total contour of the surface is known as the profile. And then the roughness is the closely spaced irregular deviations on a smaller portion of waviness as considered here. And then we have the waviness, it is a recurrent deviation from a flat surface. It is like wave on a surface of water. It is measured and described in terms of space between adjacent crusts and peaks and valleys like this. It looks something like this, this is a peak and then this is the valley. And we measure the distance between peaks and valleys and distance between two peaks and such parameters we study. This waviness is caused due to deflection of tools and workpieces. For example, we have the workpiece mounted between two centers and when we use the cutting tool when we press. So if it is slender, it may bend like this. The workpiece may bend like this because of this waviness may occur. And also the cutting forces will cause the waviness and temperature variations cause the variations. And if the lubrication is not proper, then also the waviness may occur and machine tool vibration, charter of the cutting tool. These are some of the reasons why the waviness occurs on the surface. And then maybe there are some flaws like the maybe a blowhole on the surface. On the component surface maybe there is a blowhole or some scratch maybe there or a crack or some depression. So such things are known as flaws. And lay it is the direction of the predominant surface pattern which is visible to the naked eye. So this appears on the surface because of the tool movement of the surface. It is like a tool mark on the machined component. Now we can see all those terminologies in this diagram. So you can see this is the total profile which consists of waviness of the surface and then micro irregularities, micro asperities, valleys and peaks as also the taper and drum shape or barrel shapes. So that total various parameters are combined in this particular shape and which is termed as profile. And here you can see there is a scratch or depression in the surface. This is known as flaw. And we can also see the direction of tool mark which is termed as lay. Now when we remove this micro irregularities or roughness then we will get the waviness like this. And this is the waviness height that is the distance between peak and valley. And also the distance between two peaks or distance between two valleys is termed as waviness spacing. And if we remove the waviness part of the profile then we will get only the micro irregularities which is termed as roughness. And the distance between peak and valley is termed as roughness height and the pitch that is distance between two peaks is termed as roughness spacing. Now we will have another diagram here which will help us to understand the various terminologies. So this is a flat surface and when we closely observe we can see the unevenness. This is the waviness we can observe and then the direction of tool marks we can observe and the flaw also we can observe. And then when we measure the surface finish we will move the instrument. For example if you take a stylus type instrument we move the stylus or the probe on the surface to a particular length which is termed as traversing length. And this portion traversing length the profile is enlarged here you can see the waviness and the waviness height and waviness spacing. And again if you consider the small portion of the waviness then when we enlarge it we can see the micro irregularities, we can see the peaks and valleys. And the distance between two peaks of roughness is known as roughness spacing and we consider a particular length of the wavy profile and then we go for studying or the measuring the roughness. So this particular length is known as roughness sampling length also it is known as cutoff length. And actually when the mechanical engineer specifies the roughness we actually decide, he specifies to have a desired profile like this which is almost a flat and straight. But when we actually cut the workpiece using machine tool and cutting tool we get the profile like this, when we measure it we get the profile like this. These variations are due to many reasons like the vibration of the machine tool and the shape of the cutting tool and then the use of various parameters, machining parameters like speed and feed etcetera. And then here you can see the surface is tapered like this, this is the surface profile and so this is actually the combination of these three, the error of the form, form error which is the taper in this case and then we have waviness and then we have roughness, all these put together we get the profile like this. And now if we take the machining operation very simple very well known machining operation that is turning operation. Now you can see this is the workpiece and then we have the cutting tool with some round nose, this is nose radius and then the cutting tool is fed in this particular direction, this is the feeding direction. And then because of this radius the tool mark appears on the machine surface like this, we get the shape concave shapes like this. So this gap that is distance between peak and valley is known as the surface roughness, this is actually the radial depth of cut and then this is the feed rate per revolution. So when we vary the feed rate then the roughness will change. So if you have a very fine feed then we get the surface roughness like this. So and if the nose radius is more and then we get the surface roughness like this. So the geometry and the machining conditions do affect the roughness of the workpiece.  And then on the periphery also we see the tool marks. And this is another surface which is face turned, we can see the concentric circles and then burr at the center and then various the flasks burrs on the surface. So when we vary the feed rate this roughness will also vary. Now surface roughness in the machining operation, when we machine the workpiece surface, so we get two kinds of surfaces, one is the ideal surface and another one is natural surface. So ideal roughness is a function of feed and geometry of the tool, we have discussed about this feed and geometry of the tool. When we use a very fine feed, we get a better finish. Also when we have a sharp point, we get a good finish. It represents the best possible finish which can be obtained for a given tool shape and feed rate. It can be achieved only if the built up edge and charter and the inaccuracies in the machine tool movements are eliminated properly. So this diagram shows that from valley to valley, this gap is known as feed per revolution and these are the various angles on the cutting tool. So because of this tool shape and feed rate, we get the surface roughness. This valley to peak distance is the r max, again the parameter used to designate the surface roughness. For a sharp tool without any nose radius, the maximum height of unevenness is given by this expression r max is equal to f is the feed rate divided by these cot phi and cot beta which are the cutting tools on the angles of the cutting tool where f is the feed rate per revolution and surface roughness value is given by r a is equal to r max divided by 4. Practical cutting tools are usually provided with a rounded corner. So if it is very sharp, it will break easily and we get a blunt corner on the tool. The roughness value is closely related to the feed and corner radius by the following expression. We can use this, if you know the radius, corner radius of the tool nose radius and feed rate, we can calculate what is the r a value we are going to get. And then other one is natural roughness. This natural roughness we get because of various inaccuracies in the machine tool and then vibration of the machine tool and cutting tool, charter of the tool and then occurrence of the built up edge of the cutting tool. Because of this we get a surface which is known as natural roughness which will be greater than the ideal surface finish. So if we can eliminate this built up edge and vibration aspects of the machine tool, then we get a better finish. And then what are the factors affecting the surface finish? Say whenever two machine surfaces come in contact with one another, the quality of the mating parts plays an important role in the performance and wear the mating part. That is if two surfaces are very rough, then the frictional force will be more and the more wear will take place. And if the surfaces are very smooth and if we can use some lubricant, then the movement will be very smooth and friction will be less and wear rate will also be less. The height, shape and arrangement and direction of these surface irregularities on the work piece depend on a number of factors such as machining variables which include what is the cutting speed, we hear the cutting speed and finer the feed rate, we get better surface. Also what is the depth of cut? If we give higher depth of cut, then the cutting tool and work piece may vibrate and we get some roughness. And then tool geometry will also affect the surface finish. Some geometric factors which affect the finish or nose radius and then the various angles like crack angle and then side cutting edge angle, cutting edge. These are the cutting tool geometry will definitely affect the surface finish on the work piece. And then the combination of work piece material and tool material and their mechanical properties will also affect the finish of the work piece. And what type of machine tool we use? Very robust and well built machine tool if we use, naturally we get a good finish. And then the use of auxiliary tooling like work trace and then proper loading of the work piece between centers and the use of coolant, those things will also definitely affect the finish what we get. So vibrations between work piece, machine tool and cutting tool, this is also very important factor which will definitely affect the finish. If we reduce these aspects then we get good finish. And then this diagram will show the relative production cost or time necessary to produce surface finish by different processes. We can see here x axis is, it shows the rj value in micrometers. The range is 0.025 micrometer to 50 micrometer and in the y axis we have 1 to 24 that is, it is relative production time or relative production cost. In this picture we have considered various machining operations like the cylindrical grinding, surface grinding and then reaming operation, end milling, turning, peripheral milling operation, shaping and planing operation and very commonly used the machining operations. Now we can understand that whenever we want very fine surfaces naturally we go for grinding and then polishing operations. Now here we have cylindrical grinding and surface grinding which are able to give very fine surfaces with surface finish of less than 0.4 micrometer rj. So naturally the production time is more and production cost is more compared to the other processes. Now whenever we want a roughness value of 0.8 micrometer rj, we can see this is possible to produce by various machining operations. If it is a hole making operation we can use drilling operation. I can see 0.8 micrometer rj value can be obtained by many operations like drilling. If it is a hole making we can get it by drilling operation and then shaping planing also will also give 0.8 micrometer rj value and then peripheral milling operation and it is also possible to have this finish by turning operation by proper usage of machining parameters and end milling also we can use and then reaming also will produce this 0.8 micrometer rj. Now we can compare the relative production time and relative production cost. So when we want 0.8 micrometer rj finish then the cylindrical grinding will easily give that finish and the production time will be very rapidly they will be able to produce that fine finish. Now when compared to the surface grinding and cylindrical grinding other surface other machining operations become very they consume more time. So since grinding machines are basically meant for finishing operations it is better to use cylindrical grinding or surface grinding whenever we require very fine surfaces. Whereas if we require fine finishes lesser than 0.4 micrometer rj and naturally we have to go for the grinding operations. Now this picture shows surface roughness values for common production processes and these are roughness average or rj value in terms of micrometers you can see range is 0.025 micrometer to 50 micrometer rj value and these this row shows the iso grades n1 grade n2 grade up to n12 grade the n1 n2 n3 they are fine they provide fine finishes and then we use n10 n11 n12 grades whenever we want to specify rough surfaces. We have considered the various production processes like sand casting, hot rolling and an extruding operation, planing, drilling, EDM process, milling so and then fine finishing operations like grinding, honing, electro polishing. Now I can see here these finishing processes like grinding, honing, lapping, super finishing they are able to give very fine finishes. I can see here the range is from 0.05 up to 0.8 micrometer rj super finishing can provide even the finer finish of up to 0.025 micrometer rj. Now depending upon the availability whether which facility is available we can appropriately select the machining operation and then for rough surfaces we can always go for these the milling, drilling, planing operations which are able to provide the finish in the range of 0.8 to 6.3 micrometer rj. Now you can see this is sand cast process in the case of sand cast surface the finish will be very rough like 12.5 to 25 micrometer rj. So if machining is required then if finer finish is required because of the movement of other sliding surfaces then we can go for machining operations to produce required finish. Now recently some newer machining processes have come up and one such thing is plain glass cutting by hot air jet. The hot air jet was used to cut the glass plain glass plates. So there are other methods like laser cutting, water jet cutting and then diamond cutting is most commonly used but they provide very rough surface whereas this hot air jet cutting is able to give very fine finish of some 0.3 micrometer rj to 0.8 micrometer rj. Now after understanding these the basics of surface finish and how to produce the finish we will understand how the finish surface texture is indicated on the technical drawings. Now you can see here this we have two lines separated by 60 degree one longer line and one shorter line. This is the basic symbol which is used to indicate the surface roughness on technical drawings and you can see the lines are unequal and they are separated by 60 degree and the symbol must be represented by thin line. This is the basic symbol used to indicate the roughness on the technical drawings. If it is required to machine the surface, if the surface is to be made by some machining operation or by some removal of material then you can see here a bar is added. So this indicates that machining is required that means we have to remove the material by machining operation like maybe turning operation or milling operation or the shaping operation something like that. Now if removal of material is not permitted then a circle is added bar is removed and circle is added. So this indicates that no removal is permitted. It should be left as like cast surface. So no further machining is to be made and then when special surface characteristic are to be indicated for example maybe electroplating or the surface should be electroplating or painting then a bar is added here to the longer line and then what is the how that special characteristic is to be produced should be written on this horizontal line. Now sometimes we specify what is the roughness that is needed. Now you can see here we have three symbols here. So A indicates the surface roughness value. So if no parameter is specified then it is understood that the value represents RA value in terms of micrometer. If other parameters are required then RT value or RP value or max value then that should be clearly mentioned. Now here the symbol number one roughness A is obtained by production some production process which is not mentioned which production method is not mentioned. Like maybe it is cast surface or a forged surface or extruded surface and in the symbol two we have a bar is added it indicates that some machining operation has been done and the symbol three has a circle here it indicates that surface is obtained without the removal of material. Now sometimes it is necessary to mention the two values upper limit of the roughness and then lower limit of the roughness. In that case we use this symbol wherein we have used A1 and A2. A1 indicates the maximum surface finish and A2 indicates the minimum surface finish. You can see here we have used this basic symbol this is the surface on which the symbol is mentioned and then here we have two RA values are mentioned this is a maximum RA value that is A1 and then minimum RA value so 125 and 63. So it is in microns RA value is 125 microns and R it varies from 63 micrometer to 125 micrometer and then you can see there is another symbol mentioned here inverted T. So this is to indicate the lay. So now this is the surface okay surface under question and then now we have used this symbol this indicates that some machining operation is required and it also shows the lay direction that means to the surface that is mentioned to this particular surface lay is perpendicular that means perpendicular to the direction of lay we have to measure the surface roughness and this shows that the lay is it is both angle it is angle lay angular in both directions okay to if the surface is like this then we use x shape here and we can also see on the horizontal line we have mentioned maximum waviness height okay like so distance between peak to valley what is the maximum waviness height that is mentioned here so it is 0.002 micrometer or 0.002 millimeter or 2 micrometer and maximum waviness width is also mentioned here it is 2 millimeter that means so this gap is 2 millimeter and then roughness width cutoff is also mentioned here we will learn about this cutoff in greater detail after sometime and maximum roughness width this is maximum roughness width 0.005 millimeter. Now you can see here if it is required to produce the surface with a particular production method like shaping operation or turning operation or grinding operation then that is mentioned on the horizontal line so you can see here the symbol we have a bar here it indicates that surface is to be machined by some operation what is that operation is mentioned here turning operation and what is the roughness value that is also mentioned here and sometimes what is the allowance machining allowance that is provided on the workpiece is also indicated in the symbol okay this is 5 millimeter machining allowance is provided on the workpiece and these are the some other types of indication as per the ANSI standards so you can see here the removal of material by machining is optional we can remove by machining or otherwise and here it is obligatory since we have this bar and then the machining preparation of the surface is required by machining operation so here grade is mentioned and here the roughness value is mentioned since no parameter is mentioned understood that it is RA value in micrometer and here no machining is required we need N8 grade or 3.2 micrometer surface finish RA without the removal of material and here the limits are mentioned maximum roughness and minimum roughness values are mentioned now these are various kinds of surface texture symbols now you can see here if inverted T is used then the lay is perpendicular to the direction in which the measurement is made and here the cross hatch type texture is there and lay is multidirectional then we say M and if the lay is parallel to the measurement of surface finish and then we use this particular symbol parallel and then if the surface texture is concentric like this then we use this particular symbol this happens when we turn the workpiece in the face turning operation and then we have a particulate non-directional texture then we use this P3 and then when the have the texture like this radial relate to the center of the surface then we use this particular symbol R. Now you can see here these diagrams show how the surface texture of surface finish is indicated on drawings now I can see here we have a hole here machined hole you can see the symbol here so we have this symbol with bar it indicates that the surface is to be produced by machining operation normally drilling operation you can see here drilling operation can provide us with roughness varying from 1.6 to 6.3 1.6 micrometer R8 to 6.3 so here we have mentioned 3.2 micrometer R8 so this hole can be produced by drilling operation and here it is a 3.2 micrometer RA now if required we can go for rimming operation so rimming can provide us the finish of 0.8 to 3.2 micrometer RA so if better drilled hole is required better finish the hole is required then we can go for rimming and here we can see the grades are used this is single triangle and double triangles are used now from this diagram we can understand single triangle means it is a very rough surface maybe it is as cast surface is as cast and no machining is needed and here we have a hole in which two grades as a two triangle grade is used so two triangle grade means we can use machining operations like milling, drilling operation, cleaning operation so such machining operations can be used to produce a two triangle finish okay so like this we can indicate the surface finish on technical drawings now these pictures show some roughness profile when they actually use some measuring instrument and when they measure the surface finish we get the surface profiles like this we should understand that the see this is the workpiece surface and say we have a stylus like this so this stylus is moved so because of the roughness, waviness and form error the stylus will move up and down when we draw the stylus on the surface because of these variations the stylus will move up and down so this up and down movement is amplified and then we get the roughness profiles like this so normally these peaks and valleys high asperity heights are very small in terms of microns so very large magnification is used to amplify this vertical movement and the horizontal magnification is normally less so horizontal magnification may be some 100 times or 200 times whereas the vertical magnification will be a few thousands may be like 1000, 5000, 10,000 so if it is very fine surface produced by grinding, lapping, supermining process then we have to use very high magnification like 50,000 or 1 lakh if it is very surface produced by turning operation or shaping operation or planing operation in that case it will be very rough surface will be very rough and we can use the lesser magnification like 1000, 2000, 3000. Now let us try to understand what are the various parameters used to specify the surface finish so we should understand some of the terminologies like mean line so this is a straight line that is generated on the profile resulting in equal areas above and below the line for example we say we have a profile like this now we have to draw a line a straight line like this such that equal areas above and below the line we get equally so we have area here area above the mean line and then area below the mean line so we should draw the straight line may be by trial and error method so that area above the area between the straight line and the profile above the mean line and area below the mean line they are equal or we can always use some software to establish this straight line so this mean line is also known as center line and then profile we understood it is a combination of form error and then waviness and roughness and roughness parameters non periodic finer irregularities in the surface structure which are inherent in the production process because of various reasons so these are a measure of vertical characteristic of the surface and then we should understand what is the meaning of sampling length this is the area selected or the length selected for assessment and evaluation of roughness parameter having the cutoff wavelength any surface irregularities based further apart than the sampling length are considered as waviness so the sampling length is also known as cutoff length it is something let us say we have some wavy profile like this so we consider we take a small portion of this and then we enlarge this to get the roughness profile so this length that is selected is known as cutoff length so this cutoff length selection depends upon what is the machining process used and yeah depending upon the process that is used a machining process that is used we select the sampling length now this shows a surface profile measurement length so this is the total length which is known as traversing length which traversed by the stylus of the instrument out of this so initially we have some run-up length and then over travel length which is not considered to evaluate the length the surface and this distance is known as evaluation length L and normally the it consists of 5 sampling lengths so evaluation length is divided into 5 lengths each length is called sampling length or cutoff length which is indicated by small L now let me conclude this lecture in this lecture we discussed about the basic aspects of surface roughness we try to understand what is wavyness what is roughness what is form error and what is the meaning of profile and what are the various production processes and what type of the roughness value they are able to give and then what is the meaning of central line mean line and what is the meaning of sampling length cutoff length those things we studied and also we studied how to indicate the surface roughness on technical drawings so with this we will conclude this lecture in the next class we will continue the discussion on measurement of surface finish thank you.


Are these the best woodworking saw horses? I have these saw horses that I built out of hardwood. This is red oak for the legs. Poplar up here on the top, and then I've got maple.  These were built from a set of plans from the Samurai Carpenter website. They were free. I did them as a skill building exercise before I built this, what I consider to be beautiful work bit. Now after doing my own pop-up workbench and my own set of saw horses of a different design, I was thinking I would, and mine are done out of plywood, I was thinking I would rebuild, according to my plans, using hardwood. Then I thought, you know, that's kind of crazy. I've already got this set of beautiful sturdy saw horses made out of hardwood. When I go to several hundred dollars of expense time and effort to rebuild them from scratch, when I can rebuild them or rehab them and essentially achieve the great majority of what I want to achieve, what is it that I want to achieve? There's a little profile here sticking out. And these are kind of aesthetic design things. That profile, so this is not flat with the edge of the legs. There was a design here at an angle for looks only, and that kind of compromises the ability to clamp over here and clamp on the other end. So what I want to do somehow is get the top here wider and level with the outside of the legs so that I can then put some dovetail grooves in the legs and in the top. And then I can attach panels to this or I can put things on here and do planing. So I want the same capabilities that I have in my other saw horses. So anyway, this is where I started. So then let me show you the things that I did to get from here to the end. Working too hard because I plunge it all the way down so I should have run it in two runs. Smelling black walnut like crazy. So I should learn to put on my dust mask. And that was a screaming so I should put on hearing. But other than that, I didn't do anything wrong. I could have used a regular clamp underneath because the beauty of saw horses or saw stallions as compared to trying to do this on the work bench is these saw stallions are flexible. I can move them apart, move them together. So I could get where I can put a regular clamp here but I can use the dovetail too. Now, what about down here? If I wanted to move the whole thing down, I guess it'd be alright. But sometimes you want a clamp and there's a leg right in your way. And so I couldn't put a clamp there anywhere to hold this piece. So it was very convenient to have this alternative available to me. Alright, so we're going to cut this dovetail groove. Of course, it still isn't held by anything so it could move on me even though it can't move left or right. It could move this way. And I want to secure it so a little blue tape wrapped all the way around it and all the way around the base should be enough to hold it. Now we're finished. So as a recap, we took the tops of the legs on both sides of both of the saw horses and we cut them off to get rid of the round over. Then we figured out the size of a black walnut facing here and thinned it down on the thickness planer so that it would be attached against the old top but yet be flush with the legs. So that's primarily what I want to achieve there. Then I've got dovetail grooves everywhere in the legs, in the top, on the side of the top, on the top of the top, everywhere. So I have a lot of clamping flexibility now. I also already had the dog holes in the top so that I can use things like the Veritas platforms. So I'm really happy. I was going to redo these from scratch with hardwood but now I've got a pair of hardwood, match fit dovetail clamp, super saw stallions. And I'm looking forward to using them. Small workshop guy hoping you stay safe in your workshop. Don't be cutting any fingers and heading to the emergency room now. Wrong time, wrong place with this coronavirus to be doing that.


I have read the courses from NPTEL and it helped me visualize many things which I was not able to do from the books and it was very helpful for me to think about how to make the world a better place What's your answer? Cut, cut, cut, man, cut


So again, welcome. My name is Diana Vera Alba. I will be going over our webinar this morning entitled Tips and Tools for Teaching Online. And I want hopefully for you to go away with this with some tools and as well as a way to enjoy teaching online. I'm currently an instructor at San Diego Community College District, as well as I'm an OTAN subject matter expert. And a little bit about myself. I've been an online instructor, teacher, and trainer since 2012. As an educator, I've been a distance education educator, hybrid instructor and a fully online instructor, or a combination of all three of these at the same time. As a student, I have taken many online courses. I've gotten online certifications. I got my multiple subject teaching credential cleared online, and I did a whole master's program online. So put an asterisk there because I think it's really important. If you've ever taken any type of online class, even a webinar like this, you know, think about what you liked and what you didn't like because that's what that's how I created my online courses. So for today, our agenda. I have some resources to help you transition. We're going to start off with a video called Eight Lessons Learned from Teaching Online. We're going to talk about differences of remote teaching, what that means and what it looks like. What does it take to be a great online instructor? What tech skills are needed to be a great online instructor? And where can I find additional help for these maybe new found tips or, or, you know, where can I get this help? So we'll start off with a video. High touch is more important than high tech. When a student is in crisis or a student wants to brainstorm an idea and when they need a question answered, I want to be efficient. And one of the best ways of doing that is using the telephone. And so that's a real high touch way that has been really effective for me. And I had really avoided it for a long time because I thought, no, that's really not the technology of online education, but everything is the technology of online education. Establish social presence using digital storytelling. When you start in a face-to-face classroom, when that professor comes in, you're looking at their clothes, the way they act, the jokes, the stories, all these things, the size up who they are, right? So for me, one of the things I leveraged or relied on was the power of storytelling. And so the power of storytelling, you know, telling stories is a great way to establish your presence and help students get to know each other as real people. Use technology intentionally. I think we get so excited, I know I do, about new tools and new digital communities and social media tools and technologies that we can use to really enhance what we're trying to achieve with students in our courses. But we sometimes let the tool sort of drive our decision making as opposed to going back to our learning objectives and saying, what do we really want to achieve? Does the tool help us achieve that? Just because we get really excited. The power of external resources. There's tons of resources out there that if you just take the time to look, it's amazing what you can use to supplement your online courses. And so you don't have to do all the work yourself. It doesn't always have to be contained in the LMS or in the tech and hopefully through that also help encourage and teach your students that there's great resources out there if you just spend the time. Make your expectations explicit. Being explicit in your directions, in your expectations, in everything that you are trying to achieve with students that so often we keep that secret, we keep that hidden as faculty. We know what it is. Sometimes we don't even know that we're keeping it hidden. Make it really easy for students to find out what is it they have to do that week? When does it do? What are the points? What's at work? Those types of things. Fun and playfulness and the unexpected. Doing something that's different can really jolt them and re-energize them and re-engage them in a way that allows them to express themselves creatively so that it's not just writing an essay, but let's write a screenplay that demonstrates your understanding of these concepts. So anything that adds a little playfulness, I think just re-engages people and makes the online experience not feel so cookie cutter. I have to log in regularly. You probably should plan at least five days a week to be logging in your course. Now that doesn't mean you have to log in, you know, all day, five days a week, right? Sometimes people I think misconstrue that and will say things like online learning is just so much more work than face to face. I don't necessarily buy that, but it's very distributed. The faculty that I know that are the most successful in my own experience has been, they log in regularly to their courses. The power of personal feedback. One of the things that I find that students really value and that they take away from is when they get specific individual feedback that's meaningful. And by not just giving feedback, but giving audio video feedback, I've had students come back to me and really comment on how it was very meaningful to hear that even the inflection in my voice and that they could actually walk away at the positive comments. There's a lot of times when you just type stuff out, they just say the negative just kind of comes through, right? Thank you for focusing on that video that really does give us an introduction to what it is like to teach online. So what are some differences that you know or you think might be included in remote teaching? So I want you to think about those as we go through this next section of the webinar. Think about what some of those differences are in remote teaching. So remote teaching can be different than online teaching. So online teaching just like classroom teaching is built on pedagogical models and that's not necessarily what remote teaching is, but it can be. So remote teaching can be delivered through online on an LMS such as Canvas, Google Classroom, Blackboard, Google Sites, School, Schoolology, or just a website. Remote teaching can also be by email. It can be with apps that you assign students or you ask students to use or it can be on a cell phone. So what does it take to be a great online instructor? Well, first off, it's not going to happen instantly, right? Just like think about it when you first started teaching. You were excited to be in the classroom.  I mean, were you awesome and great on the first day? That is great if you were, but oftentimes it's over time. It's over practice. It's over experience that you do become a great instructor. It's the same thing online. So some of those best practices that online teachers like to focus towards or teachers in general. Well, first off, it was mentioned in the video to be present. Okay, and that means logging in. Again, it doesn't mean that you're going to be online 24 hours a day, seven days a week, but you should log in to your course. I'll give you an example. Like I mentioned earlier, I was an online student before I became an online instructor and that was by choice. I wanted to take some courses online. It was convenient, which is a very good reason that many of our students in a regular online class would take a class, but I had an instructor who had this great syllabus was obviously very organized because she basically dumped her whole curriculum that whole semester week by week in the LMS at that time we were using blackboard and just left it to us. So it was almost like those old transcription mail courses, you know, where you get this work by mail and then you complete it and you turn it back in and no contact with the instructor whatsoever. Well, that's how this class was and it was probably the worst experience I've ever had because if any of the students questions. The instructor was just not online ever. So the students started a little blog amongst ourselves where we were kind of helping each other out. First of all, it was, where's the instructor. Oh my gosh. Where do we ask her questions. And then we just kind of started helping each other on this blog because this instructor was not present at all other than, you know, the curriculum that she left there so be present. I mean that was an extreme case but be present that's definitely important. The second one set expectations in the video it was mentioned to set explicit expectations and that's great. If you want to tell your students, you know, I won't be available after 7pm or I won't be available between one and two. You know, those are clear explicit expectations so make sure you set those expectations with your class.  There are some great tools out there that let you give audio and video feedback if you have an LMS like canvas canvas has embedded in the grading feature but if you don't there are great free tools out there where you can. You know, give students that feedback and and nurture that supportive online community. And then think before you write or send in this case right before you post an announcement before you send out an email. Read it and reread it because, as you know, sometimes when we receive emails or even text messages, the feeling that you had is not does not transpire and somebody might either get offended or really not understand the message you were trying to say so. Think before you you send or post. Okay, and then ask your students for feedback. It's kind of like in the classroom where we ask for or where we have students complete an exit ticket as they're leaving. You know, especially initially asked your students for feedback. What did you think about that assignment. You know, I meet with my students once a week in my online reading class every Monday night and we the first 15 minutes we're discussing how the assignment was from the previous week, what they liked what they didn't like and that helps me support them in their learning. Okay. And then let students do the work. And by this I mean, let them have student led discussions that's one example. You can also just like in this presentation, you can also have students share their PowerPoints with the class and let them lead a portion of that weekly class, and then then then you're creating community within your students and within your class. Okay, so some of the things that I believe that are really important to be a great online instructor is patience and patience with yourself as well. Patience with your students and patience with yourself. And you know if you're honest about that if you're honest about, hey guys look this is my first online class I know I did that before and then all of a sudden the tension. You know was alleviated because it might have been my students first online class so you know be impatient with each other is really important communication as I mentioned already is super, super important. There are many great communication tools I personally use an app called remind you might have heard of that before. You know if you use an LMS some of the LMS have email feature on there but I personally, I like remind because it's an instant message to my cell phone. I can quickly respond to a student if I'm not at my computer, I can give them a timeline hey I'm not on my computer right now, but I'll get back to you within the next two hours or within 24 hours. You know again setting that expectation as part of that communication. And then continuous education on our part on your part, right. You know when I first started off as an online instructor, there weren't as many tools and, and I probably don't use most of the tools that were available to me when I first started. You know, and, and once you get into online teaching I think you're really going to love it.  Facetoface classroom is really important and then be creative. Creativity like was mentioned in the video, you know, to have a fun playful assignment helps reengage students and that's so important in online teaching. Okay, so we're going to take a look at each of these five a little bit further. So communication with your students so what does that look like. Okay, so communication should be continuous. As was mentioned, you know, it's not you're on the computer 24 hours a day but you should be on the computer at least checking in checking to see if students are completing the assignment maybe. Maybe you forgot to post a part portion of the assignment and students are saying hey teacher you forgot this part right so. I'm continuous communication with your student is very important and then think about short communication and long communication so by this I mean a quick email. An announcement or even a webinar like this with products such as zoom or Google sites or something like that. Setting expectations.  And then use apps for communication again I use remind I love it it's a phone app it's a messaging app. But you can use Skype or drop box or zoom. So there's lots of different apps out there and use what's ever comfortable for you right. And not that's not to say that next semester or the next class you're going to use a different app, but you know pick an app or, you know, one or two pieces of communication that you're going to use regularly with your students and that way you're setting that expectation once again. And then again continuous education on your part never stop learning right. I mean we heard that when we're in our teacher education courses that you're getting into a program or you're getting into a career where you're constantly going to be educating yourself and that's the fun part that's that's what keeps me going at least. So do take advantage of any training 10 has great trainings, your district probably has some training, and even YouTube tutorials, there are great YouTube tutorials. And there are some instructors that I like following them online, and they, they're quick, easy they show you the latest and greatest or just maybe one tip for online teaching or some new tool that they're using that they're excited about. And again, don't expect to be an expert. I mean, I have doing been doing this for a while and I certainly don't feel like an expert yet. But I feel that with the continuous learning and continuous education, I've become, you know, somewhat of an expert, at least in my district, and then practice and try it. Okay, so there may be some tools out there that you saw maybe at a presentation and you were like, Wow, that was great but ooh, I don't know it sounds really complex. I don't know if I can do it. Just try it. Okay. And if you fail, get up and try again. We've all done this right. I think we've all failed at some point or another or another or another and we just keep trying right so don't give up on yourself just keep moving. Diana, I'm going to interrupt just for a sec because you mentioned something and someone has a question I don't want to miss it. Sure. Who do you follow online? Who are those teachers that you follow that you think their videos are good because folks not all videos are created equal. Right. I have many. And at the end, if you'd like, I could share some, but yes, I do have several. And sometimes it's just a, if I have a question, for example, I saw somebody using limb for feedback. And I thought, Wow, that sounds really cool, but I still didn't quite understand how to use it. So I just use, I use YouTube the way I use Google and I just kind of in the search box and zoom right how to use Loom to give student feedback and then poof all these, all these videos pop up just like if you Google something on Google, all these things come up and then I just, I typically like to go to the shorter videos I don't want to watch a 30 minute video. You know, that's just me, but I'll, I'll, I'll look for some quick and easy videos and, and maybe I'll watch five or six of them. And then if I, if I see an instructor that I really like, then I just click on subscribe because I'll, I'll, before I click subscribe I look at their other videos and instructors that are on YouTube, usually have a YouTube channel like I have a YouTube channel but it's not my accident because they create screencasts for my students, but I do have a small, you know, YouTube channel, and so many of us on on on YouTube will have this and then you can look at the rest of their videos and that's how I gauge whether Ooh, I want to keep watching this this person and if you'd subscribe if you click on that little subscribe button on YouTube. There's also a little bell and you'll get a reminder every time this instructor posts a new video. So, that's how I do it. And then I created a library so if there's a video that I really like and I save it to my library and then I call it something like how to blah, blah, blah, whatever that is, you know, just like you would a music library on YouTube you could create a music library. I create a video library on on YouTube. All right, but I can share my library at the end if you'd like. Okay, so going to go into organization so organization is really important just like in your face to face class organization. For example, using an agenda like I did at the beginning of this webinar and the agenda. I just kind of walks you through what I'm going to go over. I do the same thing with my students. Like I said, I meet with them once a week on Mondays, and I start with a PowerPoint or Google slide presentation. I post it before the time that we meet so that students know what we're going to discuss ahead of time that way they can come in with questions based on the agenda. So keep it simple. Your organization should be easy to follow. I organize I use canvas with my district so I organize my, my class by week, weekly segments, but you some instructors organized by unit, the units that they're working on for example in a book or something like that. And then use numbers for reference. So this picture on the right hand side is a clip of my organization. So if you look at the top it says seven m zoom so seven m means week seven so this was a week seven zoom meeting at the very top. And then I use it the way you would use an agenda. So right under the seven is 7.1. That's the main topic, you could say. So that's the reading strategy we went over and then I indent and then everything below that is an activity or something they have to do a to do a rig, referring back to that main idea of that reading strategy. So some of them are things they have to read some of them are videos that they have to watch some of them are quizzes they have to take. So the numbering system really helps, because if, if, if I forgot something or if a student has a question about something, instead of them just sending me a message saying, I didn't understand this week's assignment. Well there's like three or four or five different assignments but if they say I didn't quite understand the chart on 7.1.2. Can you please, you know, give me more information. So here, classic Diana, I forget to. I forget, I post the, the item, and I think it looks great. And then I forget to publish it for the students. So they'll send me right away, you didn't publish the quiz please publish the quiz. So these are little things and then they'll they'll give me the number and just instead of just saying that quiz I didn't understand it or I can't open it. They'll tell me exactly the number so that's how I use it kind of like an outline the way you would use the numbers but use whatever makes sense for you and make sense for your students. Again, creativity. Have fun and make your assignments fun and exciting, exciting include videos. I love using TED Talks. You know, having students watch a TED Talk video and then have a discussion about it right after and maybe a quiz or vocabulary you can pull, you know, I teach ESL so prior to them watching the TED Talk video I'll post a quizlet with vocabulary or you can use quizzes or any other type of vocabulary tool prior to them watching the TED Talk and then after the TED Talk or YouTube video or screencast I'll have, you know, a low stakes quiz. And, you know, I don't mean like a, you know, nothing beyond five questions just a quick low stakes for five question quiz just so that I can see if they really understood the gist of the message in the video or the assignment that I gave them. And then there are lots of apps available. You can use Zoom, you can use Kahoot and I just went to this Kahoot just the other day I went on a Kahoot webinar because I was like wow Kahoot online how do you use that. And it was so easy you use it with Zoom, Skype or Hangouts just like you would in class. So then I was like oh duh yeah that makes sense. And it was just a really quick short Kahoot webinar so if you missed it you can find it find it for sure on YouTube or see how other teachers use Kahoot online. USA Learns is great that already has videos and quizzes for students, ESL students, and then ReadWorks is another great one that I use. It's online articles for students and this program ReadWorks has quizzes that students can use. So, you know, this in the video is mentioned that you can use these apps outside of your LMS. So outside for me outside of Canvas, I could create a classroom in ReadWorks and I could create a classroom in Quizlet and it's okay for students to use these programs outside of your S. Okay so what tech skills are needed as far as for myself as an instructor and for my students. So when you think about your skills hone in on your existing skills and embrace your new skills. So what are you good at in the classroom and how can you transfer that into an online environment. So think about that. So maybe you're a good communicator and and you can hone in on those skills and have this great environment where you're communicating constantly with your students and they're able to communicate with each other. Technology literacy is really important. So if you're if you're not real confident in that area start taking webinars and quick trainings and like I said YouTube is full of really quick short trainings on many different types of tools and many different types of things. So start looking for those time management is really important. I know when I get really into whatever it is that I'm doing whether it's an online tool. I tend to spend a lot of time in it and and really dive in. But you know keep track of your time and that'll kind of help you not get really worn out. And then always assess and evaluate your students like they mentioned in the video on personal feedback is really important and meaningful personal feedback. There are some great programs like I mentioned I saw a teacher talk about loom and how she uses this video tool to give feedback to her students and I was really interested in that. So I went on YouTube and started looking for how to use that tool. And then teaching students to apply new concepts with the tools they have. So many of our students have computers or tablets or even cell phones and some of my students have computers tablets and cell phones and they prefer to use their cell phones because they can easily download that app that I'm teaching them. They can you know my students use Canvas they can download Canvas to their cell phones and I mean me personally I want this big giant 17 inch screen but you know students don't mind using the screen on their cell phones so you know work with them see what which apps that's what I always try to do if I'm introducing a new application. What does this work on will it work on cell phone will it work on tablet or is it only for computers and I let students know that so I try to be as communicative as possible on on what features are going to work on their cell phones and what tools are going to work on their cell phones and which tools are best for their for their computer. But I do that research when I'm when I'm on that website or that web tool and where can I find additional help. Well I'm already mentioned YouTube online right but oh 10 oh 10 has some great weekly webinars or you can request a subject matter expert for your staff. You can request a webinar for your staff. There are many great online resources so this is a live link I'm going to go over those in just a moment. Your district you can get help many times your district offers some kind of tech training YouTube tutorials which I love and or you could just Google it right. And when you Google at the very top you can click on videos if you want to watch a video or you can just read about it. So let me go over to this online resource really quick. All right so here we are at the oh 10 website and you have some buttons here at the top so the second button over is training so this is where I was mentioning the face to face or online workshops. But this button here that says resources there are lots and lots and lots of resources and one in particular is called teaching with technology.  And then to the left you have the title of the resource and what technology this resource technology you need for this resource or what's included in this resource and you can scroll down and there are. Many many many many many many resources you could see here at the top there's 353 resources but if you want to filter them. We do have a filter here off to the right you can filter by level you can filter by subject you can filter by standard and then click submit. So if I want intermediate high and I want some writing activities and let's say we're on a topic of employment and I click submit. Then now this narrows it down to 266 results so you can keep filtering to or just start looking through these resources you see that they're highlighted in blue so if you click on one of these resources. It's going to take you to a separate site where it'll show you the website it'll give you a description how to prepare how to use it what levels the standards, some of the different resources have longer description or more information. So you just want to take a look at these and start browsing and see what you like. And I know we have a question while you're getting there. Can we take these activities and or worksheets and put them on our canvas pages. Absolutely. Yes, you can download anything that's there to be downloaded and or you can link to them so either way. Always, always, always practice self care. Okay, so we do these. This is teachers right we put so much into our students and our lessons and our time. The practice self care. So just remember that remote teaching is different or online teaching is different and that's absolutely okay. Be kind to yourself and be kind to your students, you're both learning together and if you communicate with that with your students, I think there will be a bond there that you possibly maybe didn't have before but this learning together environment is and communicating that with your students, I think is really important. You will not recreate your face to face class and that's absolutely okay. Online or remote learning is not face to face and you shouldn't try to put that much pressure on yourself that you're going to recreate that, but it can evolve into something wonderful. Definitely something different and a different, different experience for you and your students and expect to make mistakes and that's absolutely okay just like the mistakes that we all make in our classrooms it's absolutely okay and enjoy what you're doing. I really, really, really love this platform because there's a creativity that I have online that that I don't necessarily have in a face to face environment. So I really, really enjoy that aspect of it, plus I'm kind of techie so I really, really get excited when I have a new tool to share with my class. So for any questions or further training requests, you can contact 010 at support at 010.us. Okay. And Diana, we have a question I didn't want to miss it. I didn't want to miss it. Regarding students limited in tech and ESL I've had a good experience with us learned for lower levels also to connect to students in these times what would you think of Facebook 100% of my current students use it in one class for chats or to help them with each other. So what are your thoughts on the Facebook being used. So I have used Facebook in the past, not my personal Facebook, I create a private Facebook account for my students and this is a good communication tool great communication tool it's a great way to post post things I used to post like job fairs that were coming up. And things like that. The nice thing about it is if you create it. If you're the creator of this page, you can have control over allowing students to post things and I would definitely do that if you do want to allow students to post. I would filter it so that you get to see the item and approve it before they post it. But yes, definitely. If you don't have an LMS Facebook can be a great place for you to post assignments and use it in that format. Okay, what would you use to schedule weekly student appointments for Google Meet I want students to be able to see what time slots have already been signed up for and what's still available. So I use a Google sheet and you can use a Google sheet or you can use because that's. And students as students add to the time slots, you can see it live. So, yeah, I would definitely use a Google document, whether it's a Google doc or Google sheets. And what do you think of Duolingo. I love Duolingo. And I always, I always tell students about it. It is. I would say it's kind of like a beginning to maybe intermediate. I now teach advanced but even my advanced students like the vocabulary in it and just that kind of fun interactive game. The gaming part of it. But yeah, Duolingo is definitely a great tool that they can use very easily on their cell phone. In fact, it's I think it's best used on your cell phone. Diana, do you know where the OTAN resources guide is on the OTAN website. And if you don't, I'm going to hand you over to Anthony Burek. And Anthony, I'm going to go off mic as soon as the OTAN website comes up and you can walk Diana through that. So everyone, Anthony Burek is one of our other project specialists here at OTAN and here we go. So, yeah, I just want to take a couple of minutes with Diana's assistance here just to because I've noticed in the chat. That people are asking about a lot of tools and Melinda will also in a few minutes tell us about some upcoming webinars that we have scheduled to that will that will cover some of the tools in question. But let's just take a look at what we have on our website so far. So the if you go to the OTAN website OTAN.us actually our news story news story which is listed there and we're going to do something similar for next week. This will give you a list of what we have upcoming in terms of webinars and I also had I typed a note in the chat about our open office hours I think Melinda is also going to talk about that in a second. So just in terms of the scheduling of things coming up with OTAN. This would be a good place for all of you to just check in maybe, you know, every day or every couple of days, just to see what we have coming up so that you can go ahead if there's something that that's of interest to you, you can go ahead and register directly from by clicking on the links to the session. So this would be kind of the first place to start then in the upper right hand corner you'll see our COVID-19 field support button. So at OTAN we're trying to centralize a number of resources that we feel will be relevant for all of you in the field to stay, you know, to keep keep knowledgeable on what's coming and what's going on and things like that. So Melinda asked me specifically about the resource guide that we've developed. So at the very top Diana under the OTAN heading. So it says COVID-19 field support. And then the first heading is OTAN and then the first item there is the OTAN resource guide. So if you go ahead and click on that guide. Okay. So we actually this was this came out of a news item that we created and this just gives you a little bit of a sense of how the guide is organized. We really felt it was important not only to just give you a list of items which can be overwhelming and I get that sense from the chat that some of you are just like totally overwhelmed by the number of things that Diana mentioned. But so we've we've created a list but we've also tried to add some support materials so that you know whether it's a video or maybe an article to read so that you at least have a sense of what the tool is and how you might get started with it. So Diana if you go ahead and click on that link that's right in the paragraph there. Thank you. So this is basically for the moment. This is kind of the place where we are trying to list all of the teaching items. Well not all of them but a variety of teaching items that are out there that are you know that you might consider using and then for example like some of you were asking about videos. Some of you were asking about LMS is some of you were asking about you know how do I get started with online teaching things like that. So let's let's scroll down a little bit to people. Yeah let's scroll down maybe to page two because some people for example were asking about like Google class. Right. And did I list. Yeah OK OK so on the guide. Like I say you know we're trying to come up with like a list of what we feel would be you know some of the tools that some of you would use for this you know online learning remote learning distance learning period. So again we we list the item first on the left hand column and then in the right hand column again we're trying to give you some some some materials that you can use to get started. It doesn't matter you don't these are just videos that are either on the our YouTube channel or their articles or other items that are on the website. So you don't need like any kind of Gmail account or anything like that to look at these videos read the materials anything like that. So we would suggest that maybe for some of the questions you've asked you know take a look at our resource guide first see if there are specific videos or articles that you could read to help you get started. And then if you have more specific questions you know please email us or Melinda again is going to come up with sorry is going to give us a list of some of the upcoming webinars that we have. So you know there are a couple of different ways that we're trying to support you all this resource guide is a 24 7 guide it's going to be updated as we get more materials and then you'll also want to look at the website in order to get a sense of what we have upcoming you know over the next week or so. So I made reference to some zoom trainings zoom does its own trainings and we have watched the video so that we understand how to use it. So and yes Diana is going to share names go to the zoom link is up here somewhere in the chat use that or go to zoom.us and click on training and there's a bunch of videos on how to get started how to start a meeting how to invite people. Like I said we don't have to create that training because it's already created for you and it's really a good training. Diana you are going to share a list of your YouTube go to so one of the videos that I just discovered and this was from TDLS I was watching Stephanie Thomas's presentation but PowerPoint school is awesome and this guy is really really fast but he creates these great animated PowerPoints so that's a great one. Here's the how to host a Kahoot live like this video is like one minute 30 seconds that's how easy it is to create this Kahoot live and many of us are familiar with using Kahoot in our classroom and I can believe how easy it was to do this live online so that was you know that's just from Kahoot you can subscribe to Kahoot on YouTube. Here's another one zoom for students and under five minutes. Oh my gosh that was super easy as well. Let's see here's one of mine. I create screencast for my students because like I mentioned I use canvas so in this one minute 58 second video I showed students how to embed an image into their canvas discussion. Let's see. EdTech is also great. Here's one for EdTech. Like Melinda mentioned Zoom has their own YouTube channel so here's another one for Zoom. There's music in here too. Oh here's ESL writing videos so those are really really great as well. So I mean just start using Zoom the way you would Google and you know if I called how to use Zoom with students. Oh there was one on Facebook with Facebook live. Look at that. Somebody asked about Facebook earlier and here are videos on how to do that with Facebook. So that's how I use YouTube as I use it the way I would use Google to Google something or to find an answer for something and then you get all these videos.  A lot of you wanted to know how to use Zoom. OTAN uses Zoom, Zoom's training center. Okay so right here getting started. You get started with Windows or a Mac right you starting the Zoom desktop client how to do all of those things that we're doing right now it's a step by step and they give videos for some of them. It's really a good series and there was no point in us having a Zoom training. We just sent our trainers here as well said hey watch this and you'll learn how to do it so use this if you want to know how to use Zoom.


news update. Current morning, everyone. Basel Chapman here, Tiger Financial News Network, 10 o'clock Eastern Time Stock Market Update. That was up 66. 35,013. Nets to get to 35,052 to start that Leg C. The S&P is exactly the same thing. The S&P is up 13 at 45.27. It has begun that Leg C in the data chart. Remember the objective in the Chapman way methodology? So go from a buy signal to a buy mode, which this is in, like the dial, like the QQQ, S&P, and that should take you to at least a peak D. And then you have to reassess and see what's happening. We get the QQQ. Here we are up 2.23 at 388.25. Also started a Leg C. Very nice. The data actually is broken out in the monthly chart. So that's a new leg. And now I'll talk about this in my show coming up. Is this an E or is it a brand new AA? It's really positive. It means every single dip you've got to buy. E says, well, you've got to be a little careful because you're getting a little bit overboard. We'll talk about that soon. IWM, the Russell 2000, is now up 32 cents. Not been acting all that well. 178.62. Gold is really partly an issue right here. It is down 13 at 1971. Got repels of the Chapman way inside track, repellent zone, but the dollar doesn't seem to be moving in counterpoint. It is down as well. It's down 21 ticks at 13.10364. I have a target of 102 in the 102s, but within a couple of days actually. Looking at the crude oil. It's up very nicely. It's up $1.56 and 77.61. It's a retracement that I'm looking at right now, but most importantly, you're looking at bonds. Those bonds were down earlier. Now they're only down 6.30 seconds at 115 and 7.30 seconds. They're actually holding well, which means that yields are coming down a little bit. Now within this context, let's look at the semiconductors because they made an all-time high the other day. They're at an all-time high right now. 163.43. Very, very good action. All-time high. So I'll be back in a few minutes for the Tiger Technicians Hour and check out what we call my daddy news. Let us see you in a few moments as I'll let you discuss.