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With college tuition rising and more and more students taking online courses, it only made sense that  the more renowned schools would give the people what they want. MIT has partnered with Harvard to bring us edX, a "campus-based education" that is completely online. Last year MIT offered up free online classes (MITx) for those who wanted to expand their knowledge, and the faculty over at Harvard took notice.

 

Both prestigious institutions thought it beneficial to combine forces and create edX which provides interested users online classes (again for free) that feature video lessons, embedded quizzes and online laboratories. Those ‘super-interested’ individuals may be eligible for certificates of mastery in certain subjects. EdX is also a research tool for the combined faculty of both colleges in gaining valuable feedback data on how students learn which will improve existing classroom curricula and laboratory exercises through interaction of new technology.

 

The edX platform is open-source, through which other institutions and schools can contribute their material for offering additional courses as well as being an instruction tool. As it stands now only material from MITx and Harvardx will be available when online classes start this fall (2012), but that could change by the end of the school year.

 

Cabe

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4

Denhac.jpgI recently signed up to teach a series of classes at Denhac, the hackerspace in Denver.  It is part of a new movement to get members to teach their specialty, and there is a lot to learn for folks in the area.  Totally free and open to the public!  For those that can come, it's on 4/16/12 with lecture #1 at 1:00pm and #2 at 2:30pm, located at 975 E 58th Ave, Unit N Denver, CO 80216.

 

I spend nearly all of my design time working on analog electronics, and the majority of the Denhac community is digital/software engineers.  So I made a lecture series for anyone with a casual interest in electronics to get their feet wet.   I'm targeting FPGA/Microcontroller/Software engineers that want to know about the hardware that accompanies their digital systems, or anyone that would like to get into electronics tinkering. My goal is to help my fellow engineers and enthusiasts walk away with:

  1. The vocabulary to understand the issues that analog engineers face, and what it might mean.
  2. The ability for a digital designer to look awesome in front of a boss or design team.  I am very impressed when a digital person says something like, “Hey Dave, I had to change the voltage on the microcontroller from 3V to 5V. Could you use that extra signal range in your op amp circuit that feeds the ADC?”
  3. An understanding of difficult constraints that analog engineers are bound to that may not be obvious.  This might prevent asking something like why it is such a big deal to add 50% more current to a power supply rail.
  4. For novices to be able to design their own simple analog systems.  If someone wants to build a weekend project, he or she should not feel hesitant because of a power supply or op amp problem.

 

Each talk is intended to be ~1 hour long with a relaxed, fun approach.  I imagine it will be a bunch of people hanging out on a Saturday afternoon learning stuff, building stuff, and drinking beer.  Since I'm making this stuff up as I go along, I'm posting my plans for the first two lectures here to see if anyone has suggestions to make it better!

 

Lecture 1:  The Basics. A Personified Approach to Voltage, Current, Resistance, Power, Resistors and Capacitors.

The Starting Point: Electrons are everywhere! We just have to motivate them to do what we want.

Voltage: Our way of motivating electrons.  A 1.5V AA battery gets only motivates electrons a little bit.  A 120V wall outlet motivates them much, much more.

DC Voltage: 'Direct Current' which means it applies a consistent voltage level. Things like batteries, USB ports, car outlets are like this.

AC Voltage: 'Alternating Current' which means it applies a voltage that is constantly changing, like a Sine wave.  A wall outlet is 120VAC, and is a sine wave reaching +170V at the top peak, and -170V at the bottom peak (which comes out to 120V RMS).

Current: How many electrons move through a wire.

Resistance: How hard it is for the electrons to move.

Ohm's Law V = I*R: How Voltage, Current, and Resistance are related.  The more resistance in a current path that exists, the more voltage is required to motivate the electrons to move.

Example: Battery with a resistor on the whiteboard.

Power: Consumed by anything with electricity going through it and can be simplified to Voltage * Current.  (P = I*V).

Example: Calculate power consumed by a microcontroller using 200mA from the 3V rail and 150mA from the 5V rail on the whiteboard. 

Resistors: Really just a carefully designed wire that, based on the material, length, and diameter, have a specific resistance value.

Capacitors: Two metal plates positioned very close to each other, but not touching.  The amount of capacitance can change by (1) the size of the plates, (2) How close they are to each other, and (3) the stuff that is between the plates (air, plastic, goop, etc...).

Capacitors in a DC situation: Like a reservoir for electrons.  Great for smoothing out supplies.

Capacitors in an AC situation: They act kind of like a variable resistor.  At low frequencies, they have a very high resistance.  At high frequencies, they have a very low resistance.

Example: Cutting out 60Hz noise from lights with a passive RC filter on the whiteboard.

 

Lecture 2: Silicon Basics: Diodes, BJTs and FETs, and Op Amps

Diode:  Ideally it is a 1-way street for electrons.  Show the I-V curve and chat about zener diodes.

Transistor: A switch that we can control by either putting in a little current or applying a little voltage to the control pin.

NPN BJT: Show a schematic diagram and describe Base, Collector, and Emitter. Show how to turn the current from collector to emitter on and off by applying a current to the base.

Example: Controlling a high power 1W LED from an arduino with a BJT.

PNP BJT: Show a diagram and how to control it.

N-Channel FET: Show a schematic diagram, describe gate, source, and drain.  Show how to turn the current from drain to source on and off by applying a voltage to the gate.

Example: Controlling a high power 1W LED from an arduino with a FET.

P-Channel FET: Show a diagram and how to control it.

Operational Amplifiers: A collection of transistors all in one part. They can make a better op amp for $0.25 than you can by crafting one with your own transistors for months!

Op Amps: Show a schematic diagram and what all the pins are.  Then discuss the rules (1) the output will do what it can to make the + and – pins at the same voltage. (2) The + and – pins are like volt-meters, and no current will go in them.

Op Amps: Show all of the cool stuff you can do with them.  Buffer, amplify, filter, differentiate, integrate.

Op Amps: Why they usually don't work on the first design try and what to check.

 

So what do you think?  Analog people: would you add or subtract anything from this plan?  How about anything you digital people might like to see that is missing?

 

Wish me luck!

1

An overview of the Wind for Schools program (via DOE)

 

An exciting new project in Illinois is looking for middle schools and high schools to partake in an innovative curriculum change. The project is called Illinois Wind for Schools, modeled after the National Renewable Energy Laboratory's (NREL) "Wind for Schools." Illinois has the second largest capacity for wind power in the United States, but it has not received funds from the Department of Energy to participate in NREL’s program.


Instead, the Illinois Institute for Rural Affairs and the Department of Engineering Technology at Western Illinois University along with the Center for Renewable Energy and the College of Education from the Illinois State University are organizing their own program with funding from the Illinois Department of Commerce and Economic Opportunity. The goal is to give students a well rounded idea of how weather and energy systems interact, pique their interest in the wind energy field, and to set the stage for Illinois based wind energy projects.


Applications are being accepted from schools that would like to participate in the program, which will begin in the 2012-2013 school year. Three to five schools will be chosen. These schools will receive all equipment and models necessary to teach the theory of wind energy and also allow the students plenty of hands on with with the projects. Functional model turbines components, model wind tunnels, testing equipment, weather balloons and weather data collection will be implemented in customizable labs and a comprehensive curriculum at each participating school. The ILWFS program will also run training sessions for teachers.


The project is getting a hand from the NREL by being a Wind for Schools Affiliate. These affiliates have access to the NREL’s publications, previous experiences, technical assistance, training programs, informational summits and the Wind for Schools online database.


 

No talk of expanding the program to more schools, but we are sure to learn more when the program has run through some iterations. The chosen schools will be notified April 2. Undoubtedly, this is a necessity of the future, and more schools should follow. Webinars, training classes, and other useful wind energy information is available at the Wind Powering America page.


 

Cabe

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1

mit_dome.jpg

"Great Dome," the Barker Engineering Library on the MIT campus (via MIT)

 

For 10 years, MIT has shared lectures and course materials online of over 2,000 classes free of charge. Using MIT’s OpenCourseWare, over 100 million people have experienced MIT classes through their computer. Now MIT is planning to launch a new site in January 2012 that will be geared towards further computerization of classes. The new system is designed to research and adapt to improved methods of online learning. This project, dubbed MITx,  will give the curious mind achievements along their path of learning.

 

MIT students will see more integration of the MITx platform into their regular classes. Many interactive features, such as and online labs, will be available along with the social interaction of the class. Each person taking the classes have the ability to be individually assessed and possibly awarded certificates of completion through MITx. MIT students will have more access to parts of the site than the public. Through providing the MITx platform as open-source software, teachers or the able-learner can experiment and adapt it to improve the online learning experience.

 

In regard to furthering the development of online educational resources, MIT Provost L. Rafael Reif explained, “Students worldwide are increasingly supplementing their classroom education with a variety of online tools. Many members of the MIT faculty have been experimenting with integrating online tools into the campus education. We will facilitate those efforts, many of which will lead to novel learning technologies… extremely important to the future of high-quality, affordable, accessible education. ”

 

Open-source learning is the reason for many software developments and innovations accomplished by the public. Continuing to explore the possibilities of open-source software, in this scalable platform, will undoubtedly improve the MITx infrastructure as well as the teacher’s capabilities of teaching through a computer medium that is still widely unexplored. OpenCourseWare will keep functioning as before, sharing course material from a wide variety of MIT classes.

 

For those who have barely stomached an online class will undoubtedly welcome any changed MITx brings to remote learning. I sure will.

 

I wonder if MITx certificates will look attractive on a resume.

 

Eavesdropper