Teaching electronics

I

Ivan Vegvary

Guest
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
 
On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
Click to expand...
number system.

Tom
 
On 07/26/2012 06:31 AM, Tom Biasi wrote:
On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18
gifted high school seniors this fall. Total of about 60 hours. While
the main emphasis will be on manufacturing and good professional
practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some
very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated.
I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.

Tom
Click to expand...
Is there any reason explaining why he should do it?

Pere
 
On 7/26/2012 3:26 AM, o pere o wrote:
On 07/26/2012 06:31 AM, Tom Biasi wrote:
On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18
gifted high school seniors this fall. Total of about 60 hours. While
the main emphasis will be on manufacturing and good professional
practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some
very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated.
I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.

Tom

Is there any reason explaining why he should do it?

Pere
Well because it's the basis of digital logic.
Click to expand...
 
On Thu, 26 Jul 2012 00:31:51 -0400, Tom Biasi <tombiasi@optonline.net> wrote:

On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.
Click to expand...
If these really are "gifted" students, they've probably already had
significant exposure to Boolean logic and number systems (at least binary).

BTW, why manufacturing and what are "good professional practices"? I wouldn't
leave out a bit of economics, either, though you have a *lot* to cover
already! ;-)
 
On 7/26/2012 9:25 AM, krw@att.bizzzzzzzzzzzz wrote:
On Thu, 26 Jul 2012 00:31:51 -0400, Tom Biasi <tombiasi@optonline.net> wrote:

On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.
If these really are "gifted" students, they've probably already had
significant exposure to Boolean logic and number systems (at least binary).

BTW, why manufacturing and what are "good professional practices"? I wouldn't
leave out a bit of economics, either, though you have a *lot* to cover
already! ;-)
You are correct. I overlooked the "gifted" part. I would see what they
Click to expand...
know anyway.

Tom
 
On 07/26/2012 02:55 PM, Tom Biasi wrote:
On 7/26/2012 3:26 AM, o pere o wrote:
On 07/26/2012 06:31 AM, Tom Biasi wrote:
On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18
gifted high school seniors this fall. Total of about 60 hours. While
the main emphasis will be on manufacturing and good professional
practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some
very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated.
I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.

Tom

Is there any reason explaining why he should do it?

Pere
Well because it's the basis of digital logic.
Click to expand...
There are tons of logic designs that have nothing to do with numbers.
And if you have 6-8 hours it would be a waste of time talking about
binary number systems.

Pere
 
On 7/26/2012 2:33 PM, o pere o wrote:
On 07/26/2012 02:55 PM, Tom Biasi wrote:
On 7/26/2012 3:26 AM, o pere o wrote:
On 07/26/2012 06:31 AM, Tom Biasi wrote:
On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18
gifted high school seniors this fall. Total of about 60 hours. While
the main emphasis will be on manufacturing and good professional
practices, it would be nice to sneak in about 6-8 hours of
electronics.
I'm thinking about digital logic, boolean functions and maybe some
very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated.
I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the
binary
number system.

Tom

Is there any reason explaining why he should do it?

Pere
Well because it's the basis of digital logic.

There are tons of logic designs that have nothing to do with numbers.
And if you have 6-8 hours it would be a waste of time talking about
binary number systems.

Pere
Really?
Click to expand...
 
On Thu, 26 Jul 2012 13:33:15 -0400, Tom Biasi <tombiasi@optonline.net> wrote:

On 7/26/2012 9:25 AM, krw@att.bizzzzzzzzzzzz wrote:
On Thu, 26 Jul 2012 00:31:51 -0400, Tom Biasi <tombiasi@optonline.net> wrote:

On 7/26/2012 12:15 AM, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
If you are going into digital electronics spend some time on the binary
number system.
If these really are "gifted" students, they've probably already had
significant exposure to Boolean logic and number systems (at least binary).

BTW, why manufacturing and what are "good professional practices"? I wouldn't
leave out a bit of economics, either, though you have a *lot* to cover
already! ;-)
You are correct. I overlooked the "gifted" part. I would see what they
know anyway.
Click to expand...
Well, we did arithmetic and base conversions in all bases up to 32 (where we
sorta ran out of characters to represent the digits ;-) when we were in grade
school. Of course, that was in 1962-3, so perhaps it is a college course now.
;-)

Seriously, if there is a "gifted" program, they should already have this
stuff. You're absolutely right, though, the OP really needs to find out where
they are and what knowledge can be assumed. With a time budget that limited,
it'll be essential to fit right in. There won't be much time to go back and
teach fundamentals if he wants to get any "electronics" in there. If he
starts with fundamentals, there isn't time to get to the fun parts.
 
On Wed, 25 Jul 2012 21:15:59 -0700, Ivan Vegvary wrote:

I'm thinking
about digital logic, boolean functions and maybe some very light circuit
analysis.
Click to expand...
A good grounding in basic electrical theory is most important, IMHO.
People who get their heads stuffed with digital early on never do fully
understand electronics, IME.

--
"For a successful technology, reality must take precedence
over public relations, for nature cannot be fooled."
(Richard Feynman)
 
On 7/26/2012 4:02 PM, Fred Abse wrote:
On Wed, 25 Jul 2012 21:15:59 -0700, Ivan Vegvary wrote:

I'm thinking
about digital logic, boolean functions and maybe some very light circuit
analysis.
A good grounding in basic electrical theory is most important, IMHO.
People who get their heads stuffed with digital early on never do fully
understand electronics, IME.

I tend to agree with this.
Click to expand...
I spent time with basic electricity DC before even discussing AC and
then Digital way after the time the OP has.

Tom
 
On Wednesday, July 25, 2012 9:15:59 PM UTC-7, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
Click to expand...
I guess by gifted, I meant that they all get good grades and have had trig and are taking pre calculus.

Judging by the comments below, I'll spend 1/2 to one hour on the binary system and the other 7 hours on DC electricity and simple circuits. In addition to field trips (Boeing, Precision Cast Parts, Freighliner etc.) and bringing in lecturers from different engineering disciplines, we will be having a bridge-building contest, the passe egg-drop contests, learning about significant figures, tolerances, mechanical devices (gearing, geneva motions, torque etc.) and proper engineering documentation and note keeping. Most of this stuff will be Solidworks based. They have already had one full year of Solidworks (3D modeling program).

BTW, this is a charter school.

Ivan Vegvary
 
On 7/26/2012 11:35 PM, Ivan Vegvary wrote:
On Wednesday, July 25, 2012 9:15:59 PM UTC-7, Ivan Vegvary wrote:
Will be teaching an "Intro to Engineering" class to a group of 18 gifted high school seniors this fall. Total of about 60 hours. While the main emphasis will be on manufacturing and good professional practices, it would be nice to sneak in about 6-8 hours of electronics.
I'm thinking about digital logic, boolean functions and maybe some very light circuit analysis.
The students have already had a small exposure to robotics.

Any thoughts and pointers to packaged curricula would be appreciated. I know 6-8 hours is laughable, but otherwise it would be 0 hours.

Thanks for all comments, suggestions.

Ivan Vegvary
I guess by gifted, I meant that they all get good grades and have had trig and are taking pre calculus.

Judging by the comments below, I'll spend 1/2 to one hour on the binary system and the other 7 hours on DC electricity and simple circuits. In addition to field trips (Boeing, Precision Cast Parts, Freighliner etc.) and bringing in lecturers from different engineering disciplines, we will be having a bridge-building contest, the passe egg-drop contests, learning about significant figures, tolerances, mechanical devices (gearing, geneva motions, torque etc.) and proper engineering documentation and note keeping. Most of this stuff will be Solidworks based. They have already had one full year of Solidworks (3D modeling program).

BTW, this is a charter school.

Ivan Vegvary
Try not to let the 7 hours of DC theory get boring by just going over
Click to expand...
diagrams and calculations. If possible have a demo for each theory
presented. Something they can see work.
Have them build things and take measurements and compare the results to
their calculations.
Good luck.

Tom
 
Try not to let the 7 hours of DC theory get boring by just going over
diagrams and calculations. If possible have a demo for each theory
presented. Something they can see work.
Have them build things and take measurements and compare the results to
their calculations.
Good luck.

Tom
Click to expand...
Great idea. Thanks for the suggestion.

Ivan Vegvary
 
On Fri, 27 Jul 2012 09:07:10 -0700 (PDT), Ivan Vegvary
<ivanvegvary@gmail.com> wrote:

Great idea. Thanks for the suggestion.

Ivan Vegvary
Click to expand...
I see that you live pretty close to me (I'm in Boring.) If
there is room to consider some help, let me know what you are
thinking of and perhaps I can help out.

Jon
 
On Friday, July 27, 2012 12:07:11 PM UTC-7, Jon Kirwan wrote:
On Fri, 27 Jul 2012 09:07:10 -0700 (PDT), Ivan Vegvary





Great idea. Thanks for the suggestion.



Ivan Vegvary



I see that you live pretty close to me (I'm in Boring.) If

there is room to consider some help, let me know what you are

thinking of and perhaps I can help out.



Jon
Click to expand...
Hi Jon,
YES we are neighbors. I live in Sandy, OR. My phone number is five oh three, seven three seven, nine nine three one. Please give me a call. I need all the advice available.

Ivan Vegvary
 
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