hi,
In a current thread its been suggested that a pedagogic approach is better than helping an OP with the problems directly associated with his project.
The idea proposed was that making the original circuit more complex would lead to exponential learning by the OP.
My contrary argument is to make the circuits as simple as possible, so the OP understands and completes the original assignment and then takes the next step.
No, there is several wrong points in all this.
Exactly what is the No' referring too.??
Distinguish should be done in few steps:
1. OP's level of knowledge
2. What he want to make
3. What he did so far
This is exactly what I did.
If somebody says: "I'm a high school student just started with electronic and I want to do this - here is what I done. Is it good? Can it be better?"
What could to say to him?
1. "This is a completely garbage - you are an idiot! Just give up from this!"
No, I would never say that.!
2. "I'm an experience EE, this could be done much simplest using <using some parts OP probably never hear about>"
I have only posted about the existing parts on his diagram, no new parts suggested.
3. "This is fine for beginning, just consider using another approach using parts you are familiar with or involve some new usually used" Etc. then OP will not get lost in experience way of solving the problem.
I did suggest in a number of posted circuits a new way of using the existing parts.
ericgibbs said: ↑
The idea proposed was that making the original circuit more complex would lead to exponential learning by the OP.
That is not true.
Go re-read your post.
And you overcome it greatly, with exponential learning rate!
If OP is willing to learn and showing it's improving in existed circuit adding more parts he is familiar with extending complexity, eventually will see that more and more problems are created and start all over. This is important part of learning process, learning exactly why that approach is not good and what actually get wrong, in which case will never make that mistake again - ever! Period.
But the whole point the OP is NOT is familiar with the existing parts
Instead, it will carefully see what is the assignment, what is the best approach based on what he already know and learn more about parts he is not familiar with, research further to completely understand all happens behind the circuit, what can go wrong if replace or missing some part, etc.
Again, he was not familiar with his existing circuit, so why make it more complex.???
My contrary argument is to make the circuits as simple as possible, so the OP understands and completes the original assignment and then takes the next step.
OP which is the student from beginning ask you: "How I can do this?".
If you gave him circuit 100% solve the problem, it will return with the same question again and again, learning nothing, except that other can make his own home work.
I have not given him the FULL circuits, only simple step changes to simplify his original circuit.
If you are retired EE, you are full of experience someone just beginning may hardly understand why that is just the simplest approach to do. Otherwise, you will lost a lot of time explaining cascade theories of operation.
The fact that I am Retired Chartered Electronics & Radio engineer, with many years of practical experience, IMHO is not a draw back, it is an advantage.
That is simply why experimenting and learning on it's own mistakes is invaluable experience.
Who ever said is was not.???
And that is the whole point.
Why is my age, qualifications and experience giving you such a problem.?
Get over it.
You should have easily found the differences yourself.!
You are a time waster or worse.
If you are not able to discuss the topic of this thread in a meaningful manner, then there is no point me replying to your posts.
The whole thread is pointless anyway, as the main assumption about "tutoring OP" is absolutely wrong.
Some of moderators may lock it.
The only thing wrong I'm seeing with this thread is that you appear to be trying to pick a fight when nobody said anything to insult or provoke you..
I'm quite disappointed a moderator saying this.
Please start reading from here and conclude further:
https://www.electro-tech-online.com/threads/clock-timer-school-project.145459/page-5#post-1230163
You may delete my account after all. Thank you.
I'm quite disappointed a moderator saying this.
Would be interesting to hear your opinions.
If you are retired EE, you are full of experience someone just beginning may hardly understand why that is just the simplest approach to do. Otherwise, you will lost a lot of time explaining cascade theories of operation.
That is simply why experimenting and learning on it's own mistakes is invaluable experience.
And that is the whole point.
Morning Guys
As more adding complexity to encourage further development .. .. I can tell you from bitter experience that unless factual information is targeted and linked to a specific objective it is rarely retained in useful context and so is to be considered an unhelpful element. After all, if you were teaching an Australian Aborigine or a Bedouin Nomad to understand the English language, would you really suggest they read, mark, learn and inwardly digest the 1st 4 pages of Collin's Dictionary of English Quotations .... ?? Would it really encourage further research or simply serve to underline the enormity of the task they are undertaking ??
Well done Eric, I would have been proud to have delivered such a constructive lesson .. .. and in more general terms, as I've said before ... the generosity of the folk in this forum with their expertise, experience and above all patience is simply amazing and in my view, elevates this forum to another outstanding rating of which the members should be very proud.
Here ends the sermon, we shall now sing hymn number ..... Oh, No ... that's not this .. .. .. ..
S
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