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1887

Electronics Education

Volume 1992, Issue 2, Summer 1992

Volumes & issues:

Volume 1992, Issue 2

Summer 1992

Happy accidents
Photodiodes
  • Author(s): Jim Jamieson
  • Source: Electronics Education, Volume 1992, Issue 2, p. 6 –11
  • DOI:  10.1049/ee.1992.0021
  • Type: Article
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  • p. 6 –11 (6)
    The Scottish Higher Grade Physics syllabus has recently been altered to include some detailed work on photodiodes. This article is from the Scottish Schools Equipment Research Centre (SSERC) to assist teachers in Scotland in introducing the topic. We include this article as we feel that it has a wider use for older students. Many of the techniques described would make good (and cheap!) practical investigations for ‘A’ level physics and electronics students. Much of the data described will be invaluable to those doing project work in electronics.
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Electronic badge project
National Power present special award at the British Design Awards
Understanding technological change and its implications for research strategy: an electronics perspective
  • Author(s): Alan Howard
  • Source: Electronics Education, Volume 1992, Issue 2, p. 14 –15
  • DOI:  10.1049/ee.1992.0024
  • Type: Article
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  • p. 14 –15 (2)
    Technological change and innovation can occur either through haphazard discovery or through focused research and development. The occurrence of innovation by chance is particularly apparent in basic research. Oersted discovered the relationship between electricity and magnetism as he happened to hold an electric wire parallel to a needle during the course of a lecture. Galvani, a physiologist, noticed that a frog's legs contracted due to the generation of an electric spark when they were left hanging on a set of different metals. Oersted's observations led to the development of the dynamo. Galvani's observations led to the development of the electric battery. At the present time technological innovation has become increasingly institutionalised through corporate, university and governmental research programmes.
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Control programming on the Acorn Archimedes and A3000
Problem looking for a solution
Useful circuits. Part 2: Circuit assembly
Eat carrots—you'll live longer (a quantum brain-wrapping exercise—designed to perturb your day)
‘Science Box’ is launched at the Science Museum
An electronic metronome with optional accentuation
  • Author(s): Ned Hawes
  • Source: Electronics Education, Volume 1992, Issue 2, p. 23 –24
  • DOI:  10.1049/ee.1992.0030
  • Type: Article
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  • p. 23 –24 (2)
    Many musicians have problems in keeping a regular rhythm or speed when playing their instrument. To help with this, most employ a metronome when practising. Metronomes produce a regularly emitted sound which can be altered in speed (between 40 beats per minute — largo, and 208 beats per minute — prestissimo) according to the speed of the music being played. They help discipline the musician into playing at the correct speed. For my GCSE electronics project earlier this year I decided to design and build an electronic metronome that also had the option of producing an accent every second, third or fourth beat — depending on the particular type of time signature — 2/4, 3/4 (waltz), or 4/4 ‘time’ of the music being played. This added option helps in disciplining the musician's mind into playing rhythmically.Therefore my design brief read: ‘I want to design a device that will give a regular ‘tick’ which can be varied in frequency to keep time for a musical instrument, i.e. a metronome. It will also have the option of giving emphasis on every second, third, or fourth beat.’
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Novel use of network computer facilities for GCSE coursework
I spy a pylon: a unit from SATIS 8 to 14
IEE Faraday Lecture tour 1992/93: ‘7th Sense’
Getting started with satellites
Build your own digital thermometer. Part 2
New top prizes for Young Engineers for Britain competition
Digicounter Link—an interface for the BBC Microcomputer and a digicounter radiation counter
  • Author(s): Derek Noble
  • Source: Electronics Education, Volume 1992, Issue 2, p. 35 –37
  • DOI:  10.1049/ee.1992.0037
  • Type: Article
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  • p. 35 –37 (3)
    Why bother linking a digicounter to a computer? The simple answer is that repeated measurements of the type in radiation experiments are more easily made using a datalogger or computer. The longer and probably more truthful answer is that I had read an article in the SSSERC Bulletin and a letter in Physics Education concerning a method of measuring airborne radon using a hoover and a piece of toilet roll and had been fascinated by the idea.
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Some systems go
  • Author(s): Geoff Pilliner
  • Source: Electronics Education, Volume 1992, Issue 2, page: 38 –38
  • DOI:  10.1049/ee.1992.0038
  • Type: Article
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  • p. 38 (1)
    National Curriculum Design and Technology will be formally assessed at GCSE level for the first time in 1995. However, many schools are looking to introduce their new courses for years 10 and 11 before 1993, either to link with new courses already operating for Key Stage 3 or as part of a revision of the whole curriculum initiated by the introduction of Key Stage 4 English, Mathematics and Science. As a response to these needs, Southern Examining Group has produced a syllabus for Design and Technology which reflects very closely the proposed requirements of National Curriculum Technology. This in turn has provided a framework for evaluating a number of aspects of the proposed new technology curriculum. One such aspect is the place of electronics in the school curriculum.
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Schmitt logic fills a project niche
Link-up
Two key bodies link up to promote engineering in schools
An engineering degree, who would do one of those?
  • Author(s): Richard Lee
  • Source: Electronics Education, Volume 1992, Issue 2, page: 42 –42
  • DOI:  10.1049/ee.1992.0042
  • Type: Article
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  • p. 42 (1)
    When asked to write what it was like to be a first year student on an Electronic Engineering degree course I thought to myself this should not be too hard and switched on the word processor. Unfortunately I was to be proved wrong. ‘Why should this be so?’, you may ask yourself. It was nothing to do with the lack of substance of the degree course that I was undertaking, or a boring life as a student. In fact it was quite the opposite; there was too much for me to write about.
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Sixth formers are ‘making light of networks’: sixth formers present their projects at the finals of the Optoelectronics for All competition at the Royal Society

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