OWEN THEATRE SPECIAL LIGHTING EQUIPMENT, ACCESSORIES And Miscellaneous Items

Color Scrollers:

12 – Wybron 7.5” CXI color scrollers for Source Four PAR or 6” Fresnel (Note: also

10” plates for PAR 64 or 8” Fresnel, 6.25” PLATES FOR Source Four)

Require 2 channels (same as above)

Mix Mode: Index Mode:

1) Gel String 1 (front) 1) Both gel strings (preset color mixes)

2) Gel String 2 (back) 2) Gel String time-to-destination

(Following are shared between Albert and Owen Theatres)

(Please check for availability)

Effects:

4 – Apollo Roto Q-DMX gobo rotators, one rotating holder, one indexing holder w/DMX control.

Requires 2 dimmers

Rotating Mode: (Note: Need only one channel – 2^nd dimmer can be unpatched)

1) Speed (both patterns rotating in opposite directions)

2) Set at 0 (or unpatched)

Indexing Mode:

1) Position (of rear holder)

2) Speed of movement to index position

2 – Apollo Smart Move (DMX) gobo rotator

Requires 3 dimmers

Rotating Mode (Note: Need only one channel – 2^nd and 3^rd dimmers can be unpatched)

1) Speed (both patterns rotating in opposite directions)

2) Set at 0 (or unpatched)

3) Set at 0 (or unpatched)

Indexing Mode (Need 2 channels – 3^rd dimmer can be unpatched)

1) Position

2) Speed of movement

3) Set at 0 (or unpatched)

SmartMove Mode (Pre-programmed effects) (Need 3 channels)

1) Selects pre-programmed effect

2) Speed or delay time

3) Set above 0

6 – GAM Film/FX (one channel – speed controlled by stage dimmer)

2 – City Theatrical Beam Bender for Source Four

1 – Great American Scene Machine, 1kw

w/ Effects Disc Machine, OL-4 and OL-8 lenses

Strobes:

2 – High End AF 1000 Dataflash Strobes

Require 3 channels:

1) Intensity

2) Duration

3) Rate

4 – Diversitronics DK-2000 Strobes

Require 2 channels:

1) Intensity

2) Speed

1 - Diversitronics Strobe Cannon – SCM-640-DMX [in PAR 64 can]

Require 2 channels (same as above).

2 - Jauchem and Meeh Xenon “Hot Shot” strobes [in PAR 64 can]

[single flash photographic type]

Require 1 channel (Flash on/off)

1 – Diversitronics StrobeCannon - #0404, ANALOG [in PAR 64 can], w/ remote

1 – Diversitronics Luma-Power Super Strobe, [old disco type], w/ remote

50 – Egg Strobes

Fog/ Haze:

1 – MDG Atmosphere Hazer with DMX remote

Requires 2 channels:

1) On/Off

2) Emmision

4 – LeMaitre G300 fogger with DMX interface (Note: Can NOT be used as a Hazer)

Require 2 channels:

1) Flow rate

2) On/Off

Miscellaneous Lighting Equipment:

Inkies, Birdies, Stik-ups:

24 – 3” Fresnels, Altman [“Inkies”], 150w

12 – 4.5” Fresnel, L&E, 575w

24 – PAR 16, [“Birdies”], 100w, Intermediate screw base, JDR lamp

[wide-40’, medium-25’, narrow-13’]

10 – PAR 16, L&E, 55/75w, Medium screw base, Capsylite PAR 16 lamps

[NFL-30’, NSP-12’]

10 – PAR 16, 150w, 2-pin base, EZK lamp

[flood-42’]

10 – Stik-Up, Great American, 150w

Misc. Fresnels, PAR’S:

1 – 1kw Arri , 5” Fresnel

12 – PAR 38, Altman, 150/300w or any medium screw base lamp

3 – 6 volt, PAR 64, Litelab, 120w [“pin spot” or “rainlight”]

Floods, Cyc units:

10 - Altman 1kw Q-Lite, 1000w [“Mini-ten”]

24 – 14” Altman Scoop flood, 1000w

5 – Strand Coda, 500w [3 cell cyc lights]

BIODYNAMIC FARMING

Tutorial Goals:

• To learn about biodynamic farming and its possible application in developing countries
• To learn about hydroponic and aquaculture systems
• To prepare teachers to implement the Biodynamic Farming instructional module of the SAGE project

Aquaponics is the term used to describe a system that combines hydroponics (growing plants without soil) and aquaculture (fish farming). This tutorial will prepare the teacher to implement the Biodynamic Farming instructional module of the Systems and Global Engineering (SAGE) project

Important Notes: Supplies and Materials

• Recommended Supplies: To prepare for building a model system as a classroom project you should read the article, Build a Mini Aquponic System. This article provides a good introduction to aquaponics and contains a list of recommended supplies for building a small scale system suitable for classroom use: (https://www.aquaponics.com/articles/buildminiaquaponics.php

Part 1

Why Biodynamic Farming?

Both hydroponics and aquaculture are commercially successful today. Many supermarkets sell produce that is labeled “hydroponically grown” and much of the fish served in restaurants comes from fish farms. Combining the technologies of hydroponics and aquaculture into an aquaponic system offers the possibility of creating a new kind of food production system that might be helpful to people living in developing countries. An important advantage of aquaponic systems is that they make efficient use of water, a resource that is in short supply in many locations.

Within the SAGE project, the term, “Biodynamic Farming” refers to the use of aquaponics as an appropriate technology. An appropriate technology approach focuses on understanding the needs of the user and is useful for addressing significant social and technological challenges facing people in developing countries.

Activity 1

In an aquaponic system the fish provide nutrients necessary for plant growth and the plants in turn help to clean the water that the fish live in. Large-scale systems are being successfully used in a number of locations. To learn about setting up and operating an aquaponics system on a scale that is appropriate for classroom use watch the Aquaponics = Hydroponics + Aquaculture video and read the Best of Both Worlds article.

Watch the Video: Aquaponics = Hydroponics + Aquaculture

· http://teachertube.com/viewVideo.php?video_id=50570&title=Aquaponics_Hydroponics_Aquaculture_

Read: The Best of Both Worlds article

· http://www.growingedge.com/magazine/back_issues/view_article.php3?AID=190350

Reflection:

What is needed to construct a model biodynamic farming system? Based on the video and the reading, think about the resources you will need to build a system for your classroom. Make two lists, one for the supplies you have and a second for supplies you will need to obtain.

Activity 2: System Basics

A hydroponic system, as a subsystem of the aquaponic system, can be categorized as being active or passive. The wick system is referred to as a passive hydroponic system because it is simple and does not require the use of a pump or other hardware. Active systems are more complex but they can be combined with an aquarium to make a commercial or model aquaponic system. Common, active hydroponic systems, that have the potential of being part of an aquaponic system include: the drip, ebb-and-flow and nutrient film technique systems.

• Read the article: 4 Simple Systems
• http://www.hydroponics-simplified.com/hydroponic-setups.html

Reflection:

Which system do you think will be most appropriate for your classroom? Why?

Part 2

After an aquaponic system has been set up it needs to be properly maintained. Water quality is important if both the plants and fish are to thrive. Read the three short articles below to learn about the importance of pH, water testing and the nitrogen cycle.

Water pH - About.com: Freshwater Aquariums article: http://freshaquarium.about.com/cs/waterchemsitry/a/waterph.htm

Aquarium Water Testing –About.com Aquarium Water Testing article: http://freshaquarium.about.com/cs/waterchemsitry/a/watertesting.htm

The Nitrogen Cycle - About.com: Freshwater Aquariums article: http://freshaquarium.about.com/cs/biologicalcycle/a/nitrogencycle.htm

Reflection:

Think about the importance of the nitrogen cycle to the system. What are some of the important steps that must be taken to insure good health of the plants and the fish. How can the nitrogen cycle be monitored?

Part 3

• Review the Biodynamic Farming instructional module (http://www.ciese.org/curriculum/aquaponics/index.html). During the module students learn about biodynamic farmimg through hands-on activities that culminate in having multiple schools collaborate to design subsystems that are combined to make a working aquaponic system. During the SAGE project students exchange ideas about the subsystems using Collaboration Central as an advanced communication tool. They review the plans submitted by students in other schools and provide feedback as they work to agree on a final design.

Reflection: After reviewing the web site, think about the challenges and opportunities offered by participating in a collaborative project such as the Biodynamic Farming module.

HOME LIGHTING in DEVELOPING COUNTRIES

This self-paced tutorial will help prepare you to implement the Home Lighting in Developing Countries module of the SAGE project. Teacher tutorials are also available for each of the other three SAGE instructional modules. It’s recommended that students complete the Introduction to the Core Concepts of Systems Engineering module prior to the Home Lighting module.

Tutorial Goals:

• To learn about appropriate technology its possible application in developing countries
• To learn about solar and LED technologies
• To prepare teachers to implement the Home Lighting in Developing

Countries module of the SAGE project

Many of the products and technologies that are of particular interest to today’s students are electronic. To be technologically literate and informed consumers they should develop a working knowledge of the basics of electric circuits such as what is needed to create a circuit, the differences between series and parallel circuits and the application of Ohm’s law. Photovoltaic power generation and LED lighting are two of today’s rapidly advancing technologies. Combining these technologies offers the possibility of providing safe, reliable and affordable lighting for people in developing countries.

Skies

Ok, I've seen a lot of people ask about skies. Its really quite a simple procedure to make a sky. First off you need to set which sky you want to use, for this tutorial we will use default (stars and such) so just hit SHIFT+S to bring up the scene editor. I'll talk more about the importance of this in later tutorials, but for now just go to the 'Sky' tab, and hit the button that says 'Use Default Skies'. it will load a file name into the boxes, and then you save (little button with the disk on it) and exit (button with the X on it, very right). now we're going to cut a window in our room, so we can see some sky! :) create a brush that is 3x6x5, and make it near 128 units (on height). now, move it so it is inside the right most wall, so 1/3 is in the room, 1/3 is in the wall, and 1/3 is outside. Now, with the brush selected, hit the CSG Subtract button (its next to the hollow button) and it will cut out that brush in the wall. now, move the brush so its outside the hole, and is now 1x6x5.

ok, now we just need to make this brush look like the sky! No problem! with the brush selected, hit S to bring up the Surface Inspector. Fine where it says Sky, and check it, hit Apply, hit Ok, and that should finish our map! ;) I'd like to note. This is just how to make a brush a sky, and its pretty simple to make your roof into a sky, to have an opened roof house. Just select the top brush, go into the Surface Inspectors, and check the sky box.

Now I realise there aren’t many fundamentals going on here, but I thought this made a pretty cool lighting effect, and if you are planning on making a modern day map, and want a rave club, this could add some cool looks to it. Also, don’t forget to sector your map. even though this one isn’t very big, its good to get into the habit of doing it!