My responses are italicized. I sometimes edit slightly, truncate, or abridge the submissions. Listed in reverse chronological order.
I have been asked to clarify the homework due date issue. I have recently been cited as having stated that homework can be turned in up to the time I start the Wednesday evening review session. I sort of recall saying that, so by all means prepare for your exam and catch up with your homework later tomorrow. See you in class and good luck on your exam. [11/16 10:06pm]
Sounds like you may be having troulble with the set or clear function of the flip-flop. Generally every input of a flip-flop has to be tied to either +Vcc or ground. [11/12]
I don't exactly understand what to do with the clear input. We don't have it on our Karnaugh maps, and its not used in the example on the Internet for the 2-bit IC counter. And if you mean everything has to be tied to ground or Vcc, does that mean I have to hardwire each input, or can't I just hook them up through the IC chip, which has a Vcc input and group recepticle? [11/12]
Check the online data sheets! [11/12]
I actually had a suggestion about the switching-OR-to-NAND predicament. When I did the lab, I finished the entire first part with ANDs and ORs. I then copied it and dragged it down to start the second part. I just dragged down some NANDs and placed them right next to the ORs and ANDs. I clicked at the input terminals of the old gates, where the wiring was already "right," and one-by-one I connected the wires to the same input of the NAND by dragging the heads of the wires. After I had filled the NAND with the inputs from the OR (this works for ANDs also), I just deleted the old gate and plugged the new one into the gap the old one left. If I messed up somewhere and was unsure what to hook up, I still had the original above as a reference. Simple, painless, no need for nodes (which can be a pain hooking up to sometimes), and although it took some time, was error-free! What more could you ask? All right, a Solve-the-entire-problem gate would be nice too... [11/12]
Thanks for the suggestion! [11/12]
Thanks! I added it to the bottom of the recent class page on that topic. [11/12]
I accept this recommendation. I will continue to accept homework submissions up to the review session Wednesday at 6pm. You may place them in my mailbox or bring them to my office. [11/10]
The last lecture on binary was great, that was a nice pace with all the basics outlined, leaving room for us to do some learning on our own and feel confident in our basics. [10/26]
Sorry about the confusion regarding amplifiers. I have added a summary diagram called Amplifiers in Use that may serve as a guide to understanding the bulk of Ch.8. I will approach the material differently next time. I aspire to have all classes be as effective as the class on binary, but it doesn't always happen, especially the first time a course is taught. Not that I'm making excuses... [10/30]
I am reluctant to begin assigning a higher load of problems at this point in the semester, even if they are simpler. In future semesters I may modify the homework schedule along your suggesion.
The so-called drill problems in our textbook (designated by D at the end of the chapter) are available with answers. I would recommend that you scan through those problems and attempt a few that incorporate the new or troubling concepts. I am happy to review any such work with you during office hours or in the Wednesday evening review session. [10/23]
I held this note a week before deciding to post a truncated version of it. I do not wish these recent notes to turn into a point-counterpoint escalation, but I have not refrained from posting any submissions yet this semester (that I recall), so here they are... [10/23]
It has gotten hard to grasp some of the concepts. I come to class all of the time and even spend an extra amount of time reading the material over 3 or 4 times. It's just that class is a great time to get you to do problems so that we can understand what these concepts mean. We know that it is not always chug and plug.
It's just that some students are always answering your questions, and not giving any of us a chance to let things sink in. I know that classes can not necessarily go slow, but it would be nice to give some of us a chance. It would be nice to see you finish a problem without a student blurting out the answers for you. Some of us need to see things worked out before we can fully understand it.
The problem session on Wednesday is great, but some of us have other activities (sports, clubs, et al.) that take up our evenings and meeting at [that] time is impossible. Thank you. [10/15]
I'll take it under advisement, as they say... [10/15]
OK, I hear your frustration with the process. I may have overestimated the extent to which students were using Maple from their experience in the calculus program here. To be honest, I assigned these 3 problems to check your resourcefulness and facility in using software plotting programs. I now have the information that I was looking for, that the student access to and use of plotting programs is still very mixed.
The availability of powerful computers and software is changing the practice of engineering. My goal is to bring this power into the classroom. What I will most likely do next time this course is offered is to order student versions of MathCAD (and Electronics Workbench) for student purchase at the bookstore and schedule separate training sessions for those interested or inexperienced. The days of pencil and paper problems should have ended ten years ago -- note that I am not still using my sliderule... [10/14]
I do not post answers to the concept checks for several reasons. One reason is that a good concept check is sometimes hard to develop; I would like to continue to use the questions in future years and ready availability of answers on the web might subvert my intentions.
A second reason to keep the availability of answers to concept checks limited to the classroom is that it serves as a small incentive to have good attendance habits. This is not a problem at all this semester, but you never know...
Finally, the concept check questions stay available as a ready resource to check your thinking. If you really understand the concept, your confidence in your own answer should grow as a result. I am pleased to discuss any of the concept checks individually or at exam reviews. [10/8]
I do have exam archives for those two courses: SCEN103, PHYS208. However I am not sure how helpful they will be given that this is a seriously different course. But it would not be a bad idea to look over a few of those exams, especially for the concept check type of question! [10/5]
I will definitely be re-evaluating my selection of textbook for the next offering of PHYS345. I was also surprised that there are so many typographical errors, given that the text is in its second edition. There is a list of errata available; please let me know of additional errors that you discover.
Glad to hear that the website is useful! Let me know if there are additional features that would be beneficial to your learning.
Re: D3.9, you should be able to replace everything except the 6.0 A current source with a Thevenin generator. Not sure exactly what you mean by simplify other than that, so I am not sure I have helped... [9/21]
I am a big advocate of testing your understanding of the concepts with problems that send you to previously unexplored areas. I realize that you face frustation when this is the case, but these are the real learning opportunities as you engage the material. That having been said, I will try to incorporate more current sources into my examples. I will start class today with a circuit involving mixed sources to make it up to you... (See the text's P3.8) [9/17]
I plan on continuing to make as many notes available at the course website as time permits. The adjustment that I have made is how often and to what degree I present web pages during class time. Thanks for your encouragement. [9/14]
As I announced in class, I have adjusted the homework policy so that all homework solutions are due on Tuesday, giving you the weekend to catch up and the midweek to focus on the laboratory exercise. I will still be associating problem assignments with each class, but assignments will no longer be due on Thursdays. [9/11]
You have a good textbook that will give us much practical knowledge, what we need, instead of theoretical crud we'll forget. You should use the book more. The book explains things better. [9/7]
I hope the modifications that I have made in class presentations has alleviated some of your concern. [9/11]
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Last updated Nov. 17, 1998.
Copyright George Watson, Univ. of Delaware, 1998.