<article>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#article09_07_15_2123205</id>
	<title>Low-Budget Electronics Projects For High School?</title>
	<author>timothy</author>
	<datestamp>1247651460000</datestamp>
	<htmltext>SciGuy writes <i>"I am a physics teacher for 9th graders. I really want to teach them modern electronics (something beyond the light bulb and battery). My hope is for a project that: 1) Is fun 2) Teaches about circuits that are relevant to their life. 3) Doesn't rely too heavily on a black box microcontroller. Individual components would probably be better. (I realize that #2 and #3 are probably contradictory. They will already be programming in my class but I want them to understand the circuitry behind modern tech.) 4) It must be as cheap as possible. Yay, public school. Unless some of the parts can be scrounged or found at home, I would probably want to keep the project around $5."</i> What would you build?</htmltext>
<tokenext>SciGuy writes " I am a physics teacher for 9th graders .
I really want to teach them modern electronics ( something beyond the light bulb and battery ) .
My hope is for a project that : 1 ) Is fun 2 ) Teaches about circuits that are relevant to their life .
3 ) Does n't rely too heavily on a black box microcontroller .
Individual components would probably be better .
( I realize that # 2 and # 3 are probably contradictory .
They will already be programming in my class but I want them to understand the circuitry behind modern tech .
) 4 ) It must be as cheap as possible .
Yay , public school .
Unless some of the parts can be scrounged or found at home , I would probably want to keep the project around $ 5 .
" What would you build ?</tokentext>
<sentencetext>SciGuy writes "I am a physics teacher for 9th graders.
I really want to teach them modern electronics (something beyond the light bulb and battery).
My hope is for a project that: 1) Is fun 2) Teaches about circuits that are relevant to their life.
3) Doesn't rely too heavily on a black box microcontroller.
Individual components would probably be better.
(I realize that #2 and #3 are probably contradictory.
They will already be programming in my class but I want them to understand the circuitry behind modern tech.
) 4) It must be as cheap as possible.
Yay, public school.
Unless some of the parts can be scrounged or found at home, I would probably want to keep the project around $5.
" What would you build?</sentencetext>
</article>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709457</id>
	<title>Radio shack project books</title>
	<author>Anonymous</author>
	<datestamp>1247657580000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Radio shack used to sell learning books/pamphlets in their electronics section.</p><p>The large one was by forrest Mims, but might not be sold anymore.</p><p>along with that they sold small 8X5 softback books, with around 40 pages that taught basic electronics theory.<br>they were called "Engineer's Mini-Notebook: "<br>the topics included<br>The complete set includes:</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; * 555 Timer Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Basic Semiconductor Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Communications Projects<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Digital Logic Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Environmental Projects<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Formulas, Tables, and Basic Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Magnet and Sensor Projects<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Op-amp IC Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Optoelectronic Circuits<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Schematic Symbols, Device Packages, Design and Testing<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Science Projects<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Sensor Projects<br>
&nbsp; &nbsp; &nbsp; &nbsp; * Solar Cell Projects</p><p>Search on amazon.com for "Forrest Mims" (note the spelling of the first name)</p><p>Most of the mini-notebooks are less than $5 and are available as used.  He has updated his books and they sell those on amazon as well.</p><p>You should be able to find a simple project for your students to build for less than $5 or $10 bucks.</p><p>good luck</p></htmltext>
<tokenext>Radio shack used to sell learning books/pamphlets in their electronics section.The large one was by forrest Mims , but might not be sold anymore.along with that they sold small 8X5 softback books , with around 40 pages that taught basic electronics theory.they were called " Engineer 's Mini-Notebook : " the topics includedThe complete set includes :         * 555 Timer Circuits         * Basic Semiconductor Circuits         * Communications Projects         * Digital Logic Circuits         * Environmental Projects         * Formulas , Tables , and Basic Circuits         * Magnet and Sensor Projects         * Op-amp IC Circuits         * Optoelectronic Circuits         * Schematic Symbols , Device Packages , Design and Testing         * Science Projects         * Sensor Projects         * Solar Cell ProjectsSearch on amazon.com for " Forrest Mims " ( note the spelling of the first name ) Most of the mini-notebooks are less than $ 5 and are available as used .
He has updated his books and they sell those on amazon as well.You should be able to find a simple project for your students to build for less than $ 5 or $ 10 bucks.good luck</tokentext>
<sentencetext>Radio shack used to sell learning books/pamphlets in their electronics section.The large one was by forrest Mims, but might not be sold anymore.along with that they sold small 8X5 softback books, with around 40 pages that taught basic electronics theory.they were called "Engineer's Mini-Notebook: "the topics includedThe complete set includes:
        * 555 Timer Circuits
        * Basic Semiconductor Circuits
        * Communications Projects
        * Digital Logic Circuits
        * Environmental Projects
        * Formulas, Tables, and Basic Circuits
        * Magnet and Sensor Projects
        * Op-amp IC Circuits
        * Optoelectronic Circuits
        * Schematic Symbols, Device Packages, Design and Testing
        * Science Projects
        * Sensor Projects
        * Solar Cell ProjectsSearch on amazon.com for "Forrest Mims" (note the spelling of the first name)Most of the mini-notebooks are less than $5 and are available as used.
He has updated his books and they sell those on amazon as well.You should be able to find a simple project for your students to build for less than $5 or $10 bucks.good luck</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708985</id>
	<title>Re:Good Luck</title>
	<author>91degrees</author>
	<datestamp>1247655540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Is soldering really a good idea at this level?  I'd have thought a modular breadboard would be better for learning.  It makes correcting mistakes a lot easier.</htmltext>
<tokenext>Is soldering really a good idea at this level ?
I 'd have thought a modular breadboard would be better for learning .
It makes correcting mistakes a lot easier .</tokentext>
<sentencetext>Is soldering really a good idea at this level?
I'd have thought a modular breadboard would be better for learning.
It makes correcting mistakes a lot easier.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708949</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28724303</id>
	<title>High school electronics course.</title>
	<author>ResidentSourcerer</author>
	<datestamp>1247746140000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I was in high school at the time the first medium scale ICs were coming into use.</p><p>We had a optional class in electronics that worked like this:</p><p>Two days a week the teacher would lecture.<br>Three days a week we worked in the lab.</p><p>The lab manual had about 40 projects in it, and a tree of which projects had to be done before other projects.</p><p>So for example: the first project was to build a voltage divider.  Two resistors.</p><p>Another basic project was to determine if a transister was a PNP or NPN.</p><p>A third that depeded on both the above was to build a simple biased transistor amplifier.</p><p>Dr. Ingerson, our teacher, gave us schematics, but didn't put values on them.  We had to work out what the values should be from the content of the lectures.</p><p>By mid term we were making bistable flip flops, multistable flip-flops, one shot flip flops.</p><p>By doing it this way the need for exotic equipment was minimized.  While everyone needed a VOM, we could get by with only a half dozen signal generators, a similar number of oscilloscopes, a single transistor tester, a single high frequency oscilloscope etc.  Of the 40 projects you only needed to do, I think 20.  And after the bottom 10 or so, there was enough scope that not everyone was doing everything in lock step.</p><p>If you needed one of the special pieces of equipment you sat next to it.  In this way, 2-3 people could use the HF oscilliscope, check something, and dig into their circuit to fix things while the next guy used it.</p><p>Some of the projects helped with equipment.  One, for example, was to sort 100 random resistors into the parts bin.  At that time you could get floor sweepings for about a cent each.  By the time you had done a hundred, you knew the resistor color code -- and also NOT to believe the code.</p><p>Another was to sort a batch of 20 transistors by beta using the transistor tester.  You had to sort by PNP/NPN Si/Ge and beta at some nominal voltage above the knee.</p><p>Another project was to make an electret -- the electrical equivalent of a magnet.  And then demonstrate that you had made one by measuring the field with a free gate mosfet.</p><p>Photocell controlled circuits.</p><p>Op amps.</p><p>Now you could easily do a project to transmit  your voice down the hall with an LED and photocell.</p><p>All the projects were breadboarded with spring loaded wire clips.  It meant that quick cut and try circuits were possible.  We were expected to keep a note book.  We had no guarantee that the circuit would be intact at the next class, although usually they were.</p><p>Each project had defined goal:  E.g. We used old car batteries with a circuit breaker for a lot of our power supplies. (A car battery would hold *some* charge long after it's too tired to start a car)  So that first project would have as a defined goal, "Produce a voltage divider uses a car battery as source, and delivers 5 volts.  You should be able to pull 200 mA without droppnig the voltage by more than<nobr> <wbr></nobr>.5 volts."</p><p>Ingerson taught us 'model making'  It was critical to have a mental model of how the circuit worked.  When things didn't work as expected, he would say, "Your model doesn't match reality.  Check your model"  And we'd start measuring voltages and got to quickly find out that the triple orange 33K resistor was actually and infinite ohm resister. (Or as<br>Wally Russell my classmate commented, "It's a dual pack monode")</p><p>It was one of the coolest classes in high school.</p><p>I'm not sure if grade 9's as a group are ready for it.  My experience is that 9's would have trouble with the level of abstraction.  Oh, half would do ok, but the other half would have trouble.</p><p>If I were teaching science to grade 9's and lived in a climate that had more than "winter" and "August" as seasons, I'd do field ecology.  Trap and band mice.  Do population studies.  Migration &amp; territory studies.  Habitat studies.</p></htmltext>
<tokenext>I was in high school at the time the first medium scale ICs were coming into use.We had a optional class in electronics that worked like this : Two days a week the teacher would lecture.Three days a week we worked in the lab.The lab manual had about 40 projects in it , and a tree of which projects had to be done before other projects.So for example : the first project was to build a voltage divider .
Two resistors.Another basic project was to determine if a transister was a PNP or NPN.A third that depeded on both the above was to build a simple biased transistor amplifier.Dr .
Ingerson , our teacher , gave us schematics , but did n't put values on them .
We had to work out what the values should be from the content of the lectures.By mid term we were making bistable flip flops , multistable flip-flops , one shot flip flops.By doing it this way the need for exotic equipment was minimized .
While everyone needed a VOM , we could get by with only a half dozen signal generators , a similar number of oscilloscopes , a single transistor tester , a single high frequency oscilloscope etc .
Of the 40 projects you only needed to do , I think 20 .
And after the bottom 10 or so , there was enough scope that not everyone was doing everything in lock step.If you needed one of the special pieces of equipment you sat next to it .
In this way , 2-3 people could use the HF oscilliscope , check something , and dig into their circuit to fix things while the next guy used it.Some of the projects helped with equipment .
One , for example , was to sort 100 random resistors into the parts bin .
At that time you could get floor sweepings for about a cent each .
By the time you had done a hundred , you knew the resistor color code -- and also NOT to believe the code.Another was to sort a batch of 20 transistors by beta using the transistor tester .
You had to sort by PNP/NPN Si/Ge and beta at some nominal voltage above the knee.Another project was to make an electret -- the electrical equivalent of a magnet .
And then demonstrate that you had made one by measuring the field with a free gate mosfet.Photocell controlled circuits.Op amps.Now you could easily do a project to transmit your voice down the hall with an LED and photocell.All the projects were breadboarded with spring loaded wire clips .
It meant that quick cut and try circuits were possible .
We were expected to keep a note book .
We had no guarantee that the circuit would be intact at the next class , although usually they were.Each project had defined goal : E.g .
We used old car batteries with a circuit breaker for a lot of our power supplies .
( A car battery would hold * some * charge long after it 's too tired to start a car ) So that first project would have as a defined goal , " Produce a voltage divider uses a car battery as source , and delivers 5 volts .
You should be able to pull 200 mA without droppnig the voltage by more than .5 volts .
" Ingerson taught us 'model making ' It was critical to have a mental model of how the circuit worked .
When things did n't work as expected , he would say , " Your model does n't match reality .
Check your model " And we 'd start measuring voltages and got to quickly find out that the triple orange 33K resistor was actually and infinite ohm resister .
( Or asWally Russell my classmate commented , " It 's a dual pack monode " ) It was one of the coolest classes in high school.I 'm not sure if grade 9 's as a group are ready for it .
My experience is that 9 's would have trouble with the level of abstraction .
Oh , half would do ok , but the other half would have trouble.If I were teaching science to grade 9 's and lived in a climate that had more than " winter " and " August " as seasons , I 'd do field ecology .
Trap and band mice .
Do population studies .
Migration &amp; territory studies .
Habitat studies .</tokentext>
<sentencetext>I was in high school at the time the first medium scale ICs were coming into use.We had a optional class in electronics that worked like this:Two days a week the teacher would lecture.Three days a week we worked in the lab.The lab manual had about 40 projects in it, and a tree of which projects had to be done before other projects.So for example: the first project was to build a voltage divider.
Two resistors.Another basic project was to determine if a transister was a PNP or NPN.A third that depeded on both the above was to build a simple biased transistor amplifier.Dr.
Ingerson, our teacher, gave us schematics, but didn't put values on them.
We had to work out what the values should be from the content of the lectures.By mid term we were making bistable flip flops, multistable flip-flops, one shot flip flops.By doing it this way the need for exotic equipment was minimized.
While everyone needed a VOM, we could get by with only a half dozen signal generators, a similar number of oscilloscopes, a single transistor tester, a single high frequency oscilloscope etc.
Of the 40 projects you only needed to do, I think 20.
And after the bottom 10 or so, there was enough scope that not everyone was doing everything in lock step.If you needed one of the special pieces of equipment you sat next to it.
In this way, 2-3 people could use the HF oscilliscope, check something, and dig into their circuit to fix things while the next guy used it.Some of the projects helped with equipment.
One, for example, was to sort 100 random resistors into the parts bin.
At that time you could get floor sweepings for about a cent each.
By the time you had done a hundred, you knew the resistor color code -- and also NOT to believe the code.Another was to sort a batch of 20 transistors by beta using the transistor tester.
You had to sort by PNP/NPN Si/Ge and beta at some nominal voltage above the knee.Another project was to make an electret -- the electrical equivalent of a magnet.
And then demonstrate that you had made one by measuring the field with a free gate mosfet.Photocell controlled circuits.Op amps.Now you could easily do a project to transmit  your voice down the hall with an LED and photocell.All the projects were breadboarded with spring loaded wire clips.
It meant that quick cut and try circuits were possible.
We were expected to keep a note book.
We had no guarantee that the circuit would be intact at the next class, although usually they were.Each project had defined goal:  E.g.
We used old car batteries with a circuit breaker for a lot of our power supplies.
(A car battery would hold *some* charge long after it's too tired to start a car)  So that first project would have as a defined goal, "Produce a voltage divider uses a car battery as source, and delivers 5 volts.
You should be able to pull 200 mA without droppnig the voltage by more than .5 volts.
"Ingerson taught us 'model making'  It was critical to have a mental model of how the circuit worked.
When things didn't work as expected, he would say, "Your model doesn't match reality.
Check your model"  And we'd start measuring voltages and got to quickly find out that the triple orange 33K resistor was actually and infinite ohm resister.
(Or asWally Russell my classmate commented, "It's a dual pack monode")It was one of the coolest classes in high school.I'm not sure if grade 9's as a group are ready for it.
My experience is that 9's would have trouble with the level of abstraction.
Oh, half would do ok, but the other half would have trouble.If I were teaching science to grade 9's and lived in a climate that had more than "winter" and "August" as seasons, I'd do field ecology.
Trap and band mice.
Do population studies.
Migration &amp; territory studies.
Habitat studies.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716905</id>
	<title>Simple transistor audio amp for MP3 players</title>
	<author>plcurechax</author>
	<datestamp>1247759640000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext><p>I would suggest a project that is simple enough to understand, yet has a demonstrable practical circuit that they may choose to use after the class is over. One idea that quickly comes to mind is a simple (2-3-transistor or 2-3-per-channel (stereo)) audio amplifier, suitable to powering a small speaker, with a jack to connect to MP3 player.</p><p>It demonstrates one of two basic modes of operation for transistors, one of the most important semiconductor devices (diodes and ICs are others) that is a building block for analog (and digital) electronics. The other mode is when the transistor acts as a switch BTW.</p><p>You can cover electron and conventional current flow, waves (sound), and feedback as physics topics.</p><p>For the parts, using a mail-order suppler like <a href="http://www.digikey.com/" title="digikey.com">Digi-Key</a> [digikey.com], <a href="http://www.mouser.com/" title="mouser.com">Mouser</a> [mouser.com], or <a href="http://www.jameco.com/" title="jameco.com">Jameco</a> [jameco.com] (US / Canada) you should be able to buy the parts for about $5 including the connector and a small speaker. </p><p>See <a href="http://www.bowdenshobbycircuits.info/page8.htm#amp.gif" title="bowdenshob...cuits.info">Simple 3 Transistor Audio Amp (50 milliwatt)</a> [bowdenshob...cuits.info] from <a href="http://www.bowdenshobbycircuits.info/" title="bowdenshob...cuits.info">Bill Bowden's hobby circuits</a> [bowdenshob...cuits.info] web site. </p></htmltext>
<tokenext>I would suggest a project that is simple enough to understand , yet has a demonstrable practical circuit that they may choose to use after the class is over .
One idea that quickly comes to mind is a simple ( 2-3-transistor or 2-3-per-channel ( stereo ) ) audio amplifier , suitable to powering a small speaker , with a jack to connect to MP3 player.It demonstrates one of two basic modes of operation for transistors , one of the most important semiconductor devices ( diodes and ICs are others ) that is a building block for analog ( and digital ) electronics .
The other mode is when the transistor acts as a switch BTW.You can cover electron and conventional current flow , waves ( sound ) , and feedback as physics topics.For the parts , using a mail-order suppler like Digi-Key [ digikey.com ] , Mouser [ mouser.com ] , or Jameco [ jameco.com ] ( US / Canada ) you should be able to buy the parts for about $ 5 including the connector and a small speaker .
See Simple 3 Transistor Audio Amp ( 50 milliwatt ) [ bowdenshob...cuits.info ] from Bill Bowden 's hobby circuits [ bowdenshob...cuits.info ] web site .</tokentext>
<sentencetext>I would suggest a project that is simple enough to understand, yet has a demonstrable practical circuit that they may choose to use after the class is over.
One idea that quickly comes to mind is a simple (2-3-transistor or 2-3-per-channel (stereo)) audio amplifier, suitable to powering a small speaker, with a jack to connect to MP3 player.It demonstrates one of two basic modes of operation for transistors, one of the most important semiconductor devices (diodes and ICs are others) that is a building block for analog (and digital) electronics.
The other mode is when the transistor acts as a switch BTW.You can cover electron and conventional current flow, waves (sound), and feedback as physics topics.For the parts, using a mail-order suppler like Digi-Key [digikey.com], Mouser [mouser.com], or Jameco [jameco.com] (US / Canada) you should be able to buy the parts for about $5 including the connector and a small speaker.
See Simple 3 Transistor Audio Amp (50 milliwatt) [bowdenshob...cuits.info] from Bill Bowden's hobby circuits [bowdenshob...cuits.info] web site. </sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711303</id>
	<title>Re:Crystal radio</title>
	<author>Anonymous</author>
	<datestamp>1247668740000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Damn,<br>I was going to suggest crystal radio! Great idea as well as the 555 timer. Minimal parts, minimal costs, maximum possibilities. We need more teachers like this guy. Kudos.</p><p>Ps. I'm Dubblej, not Anonymous Coward.</p></htmltext>
<tokenext>Damn,I was going to suggest crystal radio !
Great idea as well as the 555 timer .
Minimal parts , minimal costs , maximum possibilities .
We need more teachers like this guy .
Kudos.Ps. I 'm Dubblej , not Anonymous Coward .</tokentext>
<sentencetext>Damn,I was going to suggest crystal radio!
Great idea as well as the 555 timer.
Minimal parts, minimal costs, maximum possibilities.
We need more teachers like this guy.
Kudos.Ps. I'm Dubblej, not Anonymous Coward.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709063</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710017</id>
	<title>interfacing with a pc is the way to go</title>
	<author>Anonymous</author>
	<datestamp>1247660460000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I did many in my high school electronics class<br>but the parallel port interface was probably about the best one</p><p>I have the schematics and documentation on it may even have one around still<br>we used basic IE Qbasic to program ours at first then self tought moved on to C<br>after finding pascal to crude</p><p>we built them at them begining of my grade 10 year I think and 4 of us used them in<br>many projects after for the remander of high school throught our robotics projects and all<br>grant this was 12 years ago before heavy use of microcontrollers</p><p>the other option would be have them build a knock off adurino and then make it do something<br>it will give those that enjoy it something that they can take and use at home to further themselves</p><p>I'm sure I had 3 interfaces built by the time I was don high school using 2 on one pc some times<br>2 pc's and 3 to control large projects</p></htmltext>
<tokenext>I did many in my high school electronics classbut the parallel port interface was probably about the best oneI have the schematics and documentation on it may even have one around stillwe used basic IE Qbasic to program ours at first then self tought moved on to Cafter finding pascal to crudewe built them at them begining of my grade 10 year I think and 4 of us used them inmany projects after for the remander of high school throught our robotics projects and allgrant this was 12 years ago before heavy use of microcontrollersthe other option would be have them build a knock off adurino and then make it do somethingit will give those that enjoy it something that they can take and use at home to further themselvesI 'm sure I had 3 interfaces built by the time I was don high school using 2 on one pc some times2 pc 's and 3 to control large projects</tokentext>
<sentencetext>I did many in my high school electronics classbut the parallel port interface was probably about the best oneI have the schematics and documentation on it may even have one around stillwe used basic IE Qbasic to program ours at first then self tought moved on to Cafter finding pascal to crudewe built them at them begining of my grade 10 year I think and 4 of us used them inmany projects after for the remander of high school throught our robotics projects and allgrant this was 12 years ago before heavy use of microcontrollersthe other option would be have them build a knock off adurino and then make it do somethingit will give those that enjoy it something that they can take and use at home to further themselvesI'm sure I had 3 interfaces built by the time I was don high school using 2 on one pc some times2 pc's and 3 to control large projects</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709453</id>
	<title>Re:Desoldering old stuff?</title>
	<author>Anonymous</author>
	<datestamp>1247657520000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>Or how about just tearing stuff apart?  We did that with my middle school science class.  There was a bunch of donated/garage sale type electronics, we pulled the shells off and started poking around inside.
<br> <br>
Send out a flyer to the kids asking for broken/dying/ancient electronics they haven't tossed that they want to pull apart in school.
<br> <br>
Not really reusable though and this is high school so parent's aren't as involved as say, elementary school.
<br> <br>
Breadboards might be the best bet.</htmltext>
<tokenext>Or how about just tearing stuff apart ?
We did that with my middle school science class .
There was a bunch of donated/garage sale type electronics , we pulled the shells off and started poking around inside .
Send out a flyer to the kids asking for broken/dying/ancient electronics they have n't tossed that they want to pull apart in school .
Not really reusable though and this is high school so parent 's are n't as involved as say , elementary school .
Breadboards might be the best bet .</tokentext>
<sentencetext>Or how about just tearing stuff apart?
We did that with my middle school science class.
There was a bunch of donated/garage sale type electronics, we pulled the shells off and started poking around inside.
Send out a flyer to the kids asking for broken/dying/ancient electronics they haven't tossed that they want to pull apart in school.
Not really reusable though and this is high school so parent's aren't as involved as say, elementary school.
Breadboards might be the best bet.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709211</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709903</id>
	<title>Re:boo circuits! hooray electronic phenomena!!!11o</title>
	<author>Anonymous</author>
	<datestamp>1247659740000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p><a href="http://www.youtube.com/watch?v=JCknCIN82io" title="youtube.com" rel="nofollow">Ionocraft: Flight Without Movement</a> [youtube.com]</p><p>MythBusters covered this and decided it was not "anti-gravity"<nobr> <wbr></nobr>... but what I can't help but wondering about was the claim that you could do this experiment with DC, reverse the polarity and it supposedly doesn't matter!</p></htmltext>
<tokenext>Ionocraft : Flight Without Movement [ youtube.com ] MythBusters covered this and decided it was not " anti-gravity " ... but what I ca n't help but wondering about was the claim that you could do this experiment with DC , reverse the polarity and it supposedly does n't matter !</tokentext>
<sentencetext>Ionocraft: Flight Without Movement [youtube.com]MythBusters covered this and decided it was not "anti-gravity" ... but what I can't help but wondering about was the claim that you could do this experiment with DC, reverse the polarity and it supposedly doesn't matter!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709447</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715801</id>
	<title>Headphone Amp</title>
	<author>Alexpkeaton1010</author>
	<datestamp>1247755140000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Why not a simple op-amp based headphone amp?

Like this one:

<a href="http://tangentsoft.net/audio/cmoy-tutorial/" title="tangentsoft.net">http://tangentsoft.net/audio/cmoy-tutorial/</a> [tangentsoft.net]

You can present the simple an Op-Amp model since you only really need algebra to understand how an Op-Amp works at a high level.  Plus in the end the kids will have a cool and useful device.</htmltext>
<tokenext>Why not a simple op-amp based headphone amp ?
Like this one : http : //tangentsoft.net/audio/cmoy-tutorial/ [ tangentsoft.net ] You can present the simple an Op-Amp model since you only really need algebra to understand how an Op-Amp works at a high level .
Plus in the end the kids will have a cool and useful device .</tokentext>
<sentencetext>Why not a simple op-amp based headphone amp?
Like this one:

http://tangentsoft.net/audio/cmoy-tutorial/ [tangentsoft.net]

You can present the simple an Op-Amp model since you only really need algebra to understand how an Op-Amp works at a high level.
Plus in the end the kids will have a cool and useful device.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713777</id>
	<title>PN Junctions come first</title>
	<author>Anonymous</author>
	<datestamp>1247734920000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I've been involved in this very topic for quite some time. One of the best idea's we've come up with is building your own solar cell from LEDs.</p><p>So drop the traditional ICs from radioshack etc -- "logic gates", or old-school 555 timers, TTL, etc like previous post suggest (no one uses these in real life -- and they are very uninteresting from an academic standpoint).</p><p>If you want to teach the underlying PHYSICS, why not teach them about PN junction directly?</p><p>How?</p><p>Use A LOT of LEDs.</p><p>One great experiment is to only use LED's + a breadboard + light source (sun?) + NO power source ==&gt; you can create your own solar array with a bunch of LED to power a single one directly with sunlight. how? well, expose a PN to light and suddenly current is generated. simple, but there is a lot of stuff going on here.</p><p>then you can start incorporating other stuff, like a capacitor to store the charge, who knows, maybe an RC element to create a timer, something simple. basically have them design from basic components instead of buying useless ICs from radioshack.</p></htmltext>
<tokenext>I 've been involved in this very topic for quite some time .
One of the best idea 's we 've come up with is building your own solar cell from LEDs.So drop the traditional ICs from radioshack etc -- " logic gates " , or old-school 555 timers , TTL , etc like previous post suggest ( no one uses these in real life -- and they are very uninteresting from an academic standpoint ) .If you want to teach the underlying PHYSICS , why not teach them about PN junction directly ? How ? Use A LOT of LEDs.One great experiment is to only use LED 's + a breadboard + light source ( sun ?
) + NO power source = = &gt; you can create your own solar array with a bunch of LED to power a single one directly with sunlight .
how ? well , expose a PN to light and suddenly current is generated .
simple , but there is a lot of stuff going on here.then you can start incorporating other stuff , like a capacitor to store the charge , who knows , maybe an RC element to create a timer , something simple .
basically have them design from basic components instead of buying useless ICs from radioshack .</tokentext>
<sentencetext>I've been involved in this very topic for quite some time.
One of the best idea's we've come up with is building your own solar cell from LEDs.So drop the traditional ICs from radioshack etc -- "logic gates", or old-school 555 timers, TTL, etc like previous post suggest (no one uses these in real life -- and they are very uninteresting from an academic standpoint).If you want to teach the underlying PHYSICS, why not teach them about PN junction directly?How?Use A LOT of LEDs.One great experiment is to only use LED's + a breadboard + light source (sun?
) + NO power source ==&gt; you can create your own solar array with a bunch of LED to power a single one directly with sunlight.
how? well, expose a PN to light and suddenly current is generated.
simple, but there is a lot of stuff going on here.then you can start incorporating other stuff, like a capacitor to store the charge, who knows, maybe an RC element to create a timer, something simple.
basically have them design from basic components instead of buying useless ICs from radioshack.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714903</id>
	<title>Try search the internet.</title>
	<author>Anonymous</author>
	<datestamp>1247749620000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Try search the internet.</p></htmltext>
<tokenext>Try search the internet .</tokentext>
<sentencetext>Try search the internet.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</id>
	<title>A-stable multivibrator</title>
	<author>Anonymous</author>
	<datestamp>1247655300000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>5</modscore>
	<htmltext>
Astable multivibrator is a simple circuit, useful (flash lights at high RC values, make sounds at higher values), and teaches the basics of transistor, capacitor and resistor in a practical manner</htmltext>
<tokenext>Astable multivibrator is a simple circuit , useful ( flash lights at high RC values , make sounds at higher values ) , and teaches the basics of transistor , capacitor and resistor in a practical manner</tokentext>
<sentencetext>
Astable multivibrator is a simple circuit, useful (flash lights at high RC values, make sounds at higher values), and teaches the basics of transistor, capacitor and resistor in a practical manner</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714985</id>
	<title>Re:555 ICs are God.</title>
	<author>squizzar</author>
	<datestamp>1247750040000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Depending on how far you want to go it may be worth building a fixed input module with a few standard features.  We used something at uni called the digital test bed which provided a load of useful functions to save some legwork (debouncing switches and wiring up displays etc.) to let you get on with your design.</p><p>I'd suggest something like:<br>- 5V supply (or 3.3 maybe, depends on what logic you are using)<br>- A 556 IC to generate two clocks, one at (say) 10 MHz and the other variable (possibly a socket to plug in some Rs and Cs to change it).<br>- Use the 10 MHz clock to provide debounced inputs from some buttons, switches, rotary switches etc.<br>- A load of LEDs, some seven segment hex displays<br>- Some divided down clock outputs (just using a binary counter) to provide some much slower clocks (say down to 1 Hz so you can see things happen)</p><p>This will probably swallow a reasonable amount of budget, but then all you need for a wide variety of projects is a bunch of 74 series ttl chips and a breadboard.  You can start building counters, timers, adders, traffic light controllers etc.</p><p>Keeping to the $5 budget would be tricky with this though, for that you're probably limited to a few, simpler designs.</p><p>Also if you're doing digital logic teach them a bit about debugging it, the number of people I've seen who just ripped out all the wires and started again when their circuit wouldn't work, rather than just hooking up a scope (or LED or something) at different points to see if they were getting the result they expected</p></htmltext>
<tokenext>Depending on how far you want to go it may be worth building a fixed input module with a few standard features .
We used something at uni called the digital test bed which provided a load of useful functions to save some legwork ( debouncing switches and wiring up displays etc .
) to let you get on with your design.I 'd suggest something like : - 5V supply ( or 3.3 maybe , depends on what logic you are using ) - A 556 IC to generate two clocks , one at ( say ) 10 MHz and the other variable ( possibly a socket to plug in some Rs and Cs to change it ) .- Use the 10 MHz clock to provide debounced inputs from some buttons , switches , rotary switches etc.- A load of LEDs , some seven segment hex displays- Some divided down clock outputs ( just using a binary counter ) to provide some much slower clocks ( say down to 1 Hz so you can see things happen ) This will probably swallow a reasonable amount of budget , but then all you need for a wide variety of projects is a bunch of 74 series ttl chips and a breadboard .
You can start building counters , timers , adders , traffic light controllers etc.Keeping to the $ 5 budget would be tricky with this though , for that you 're probably limited to a few , simpler designs.Also if you 're doing digital logic teach them a bit about debugging it , the number of people I 've seen who just ripped out all the wires and started again when their circuit would n't work , rather than just hooking up a scope ( or LED or something ) at different points to see if they were getting the result they expected</tokentext>
<sentencetext>Depending on how far you want to go it may be worth building a fixed input module with a few standard features.
We used something at uni called the digital test bed which provided a load of useful functions to save some legwork (debouncing switches and wiring up displays etc.
) to let you get on with your design.I'd suggest something like:- 5V supply (or 3.3 maybe, depends on what logic you are using)- A 556 IC to generate two clocks, one at (say) 10 MHz and the other variable (possibly a socket to plug in some Rs and Cs to change it).- Use the 10 MHz clock to provide debounced inputs from some buttons, switches, rotary switches etc.- A load of LEDs, some seven segment hex displays- Some divided down clock outputs (just using a binary counter) to provide some much slower clocks (say down to 1 Hz so you can see things happen)This will probably swallow a reasonable amount of budget, but then all you need for a wide variety of projects is a bunch of 74 series ttl chips and a breadboard.
You can start building counters, timers, adders, traffic light controllers etc.Keeping to the $5 budget would be tricky with this though, for that you're probably limited to a few, simpler designs.Also if you're doing digital logic teach them a bit about debugging it, the number of people I've seen who just ripped out all the wires and started again when their circuit wouldn't work, rather than just hooking up a scope (or LED or something) at different points to see if they were getting the result they expected</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709549</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709557</id>
	<title>Re:A-stable multivibrator</title>
	<author>TheGratefulNet</author>
	<datestamp>1247658000000</datestamp>
	<modclass>Funny</modclass>
	<modscore>3</modscore>
	<htmltext><p><i>Astable multivibrator</i></p><p>don't you have to be over 21 to buy those?</p></htmltext>
<tokenext>Astable multivibratordo n't you have to be over 21 to buy those ?</tokentext>
<sentencetext>Astable multivibratordon't you have to be over 21 to buy those?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709079</id>
	<title>Optical Theremin</title>
	<author>micromegas</author>
	<datestamp>1247655840000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>5</modscore>
	<htmltext>I just taught a unit on electronics. We used breadboards and the 555 ic to build optical theremins. I have the entire curriculum done. contact me through<nobr> <wbr></nobr>/.</htmltext>
<tokenext>I just taught a unit on electronics .
We used breadboards and the 555 ic to build optical theremins .
I have the entire curriculum done .
contact me through / .</tokentext>
<sentencetext>I just taught a unit on electronics.
We used breadboards and the 555 ic to build optical theremins.
I have the entire curriculum done.
contact me through /.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715839</id>
	<title>Cheap Parts</title>
	<author>morgauxo</author>
	<datestamp>1247755380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Ok, there are lots of ideas here about what to build.  You still need parts to build it out of.</p><p>Are you a ham radio operator?  If so you probably already know this but if not look for a local Hamfest. <a href="http://www.arrl.org/hamfests.html" title="arrl.org" rel="nofollow">http://www.arrl.org/hamfests.html</a> [arrl.org]  All but the smallest ones usually have vendors selling components at prices very similar to EBay only without the shipping fees.  You might not find every part you need for a specific project but you can usually find the majority of them and then you can order the rest later.  Often vendors will sell large quantities cheap, sometimes buying a vendor out of an item is cheaper than buying just a few because they don't want to haul it all home.  This could work out well for you if you want the whole class to each be able to build their own.</p><p>As for a project... In the back of Getting Started with Electronics (another Forrest M Mims III book) there is a little organ that I am kind of partial to.  The buttons are the only relatively expensive part. you might find someone selling a sack full of push buttons at a hamfest, if not then you an always use tin strips and screws to make buttons at those power levels.  I had an ex-girlfriend some years ago who saw me building stuff and wanted to give it a try.  She was in to music and I remembered seeing that in there so I bought all the parts, taught her to solder and she did it.  It worked the first try.</p></htmltext>
<tokenext>Ok , there are lots of ideas here about what to build .
You still need parts to build it out of.Are you a ham radio operator ?
If so you probably already know this but if not look for a local Hamfest .
http : //www.arrl.org/hamfests.html [ arrl.org ] All but the smallest ones usually have vendors selling components at prices very similar to EBay only without the shipping fees .
You might not find every part you need for a specific project but you can usually find the majority of them and then you can order the rest later .
Often vendors will sell large quantities cheap , sometimes buying a vendor out of an item is cheaper than buying just a few because they do n't want to haul it all home .
This could work out well for you if you want the whole class to each be able to build their own.As for a project... In the back of Getting Started with Electronics ( another Forrest M Mims III book ) there is a little organ that I am kind of partial to .
The buttons are the only relatively expensive part .
you might find someone selling a sack full of push buttons at a hamfest , if not then you an always use tin strips and screws to make buttons at those power levels .
I had an ex-girlfriend some years ago who saw me building stuff and wanted to give it a try .
She was in to music and I remembered seeing that in there so I bought all the parts , taught her to solder and she did it .
It worked the first try .</tokentext>
<sentencetext>Ok, there are lots of ideas here about what to build.
You still need parts to build it out of.Are you a ham radio operator?
If so you probably already know this but if not look for a local Hamfest.
http://www.arrl.org/hamfests.html [arrl.org]  All but the smallest ones usually have vendors selling components at prices very similar to EBay only without the shipping fees.
You might not find every part you need for a specific project but you can usually find the majority of them and then you can order the rest later.
Often vendors will sell large quantities cheap, sometimes buying a vendor out of an item is cheaper than buying just a few because they don't want to haul it all home.
This could work out well for you if you want the whole class to each be able to build their own.As for a project... In the back of Getting Started with Electronics (another Forrest M Mims III book) there is a little organ that I am kind of partial to.
The buttons are the only relatively expensive part.
you might find someone selling a sack full of push buttons at a hamfest, if not then you an always use tin strips and screws to make buttons at those power levels.
I had an ex-girlfriend some years ago who saw me building stuff and wanted to give it a try.
She was in to music and I remembered seeing that in there so I bought all the parts, taught her to solder and she did it.
It worked the first try.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710543</id>
	<title>E-Meter</title>
	<author>Roger W Moore</author>
	<datestamp>1247663220000</datestamp>
	<modclass>Funny</modclass>
	<modscore>2</modscore>
	<htmltext><p><div class="quote"><p>Have them make a theremin [wikipedia.org] (see the "Similar instruments" section as well). It makes spooky music. Great for a late-October/Halloween project.</p></div><p>
Better yet have them build an <a href="http://en.wikipedia.org/wiki/E-meter" title="wikipedia.org">E-Meter</a> [wikipedia.org]. Since it is just a Wheatstone bridge they can learn something about physics. It doesn't produce spooky music but it would be great for scaring their parents at Hallowe'en.... "Mum, Dad look what I got for signing up with the scientologists!".</p></div>
	</htmltext>
<tokenext>Have them make a theremin [ wikipedia.org ] ( see the " Similar instruments " section as well ) .
It makes spooky music .
Great for a late-October/Halloween project .
Better yet have them build an E-Meter [ wikipedia.org ] .
Since it is just a Wheatstone bridge they can learn something about physics .
It does n't produce spooky music but it would be great for scaring their parents at Hallowe'en.... " Mum , Dad look what I got for signing up with the scientologists !
" .</tokentext>
<sentencetext>Have them make a theremin [wikipedia.org] (see the "Similar instruments" section as well).
It makes spooky music.
Great for a late-October/Halloween project.
Better yet have them build an E-Meter [wikipedia.org].
Since it is just a Wheatstone bridge they can learn something about physics.
It doesn't produce spooky music but it would be great for scaring their parents at Hallowe'en.... "Mum, Dad look what I got for signing up with the scientologists!
".
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708973</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709881</id>
	<title>Re:A-stable multivibrator</title>
	<author>Anonymous</author>
	<datestamp>1247659620000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>1</modscore>
	<htmltext><p>Give the kids a 6V  battery, a 7-segment display, and a 7-segment display controller such as the CD4056B.  The kids should work in small groups so that they can share a breadboard.</p><p>Give them the schematic to show them how to put together the display and its controller.  The kids should not have to be responsible for sifting through datasheets and making everything work- that is your job.</p><p>Each display has 4 input pins that accept a 4-digit binary number.  Tell your students to experiment with the four input pins and write down what they see on the display for certain input combinations.  e.g. students enter the number 0010 and the display lights up "2," or they enter 0101 and the display lights up "9."</p><p>You won't need to apply any special signal to the converter to make this work, other than a DC voltage source (the battery).  No resistors, capacitors, inductors are needed for this project.</p><p>When you order the supplies for this project, order them in bulk and do NOT order from Radioshack.  You should order the components from a vendor such as Jameco or Digi-key to avoid paying a 5000\% markup.</p><p>This is one of the cheapest projects that actually teaches your students reasoning skills and gives them practice reporting data.</p><p>Someone probably knows a better 7-segment display driver than my old fuddy-duddy one, so if you have an idea, speak up!</p></htmltext>
<tokenext>Give the kids a 6V battery , a 7-segment display , and a 7-segment display controller such as the CD4056B .
The kids should work in small groups so that they can share a breadboard.Give them the schematic to show them how to put together the display and its controller .
The kids should not have to be responsible for sifting through datasheets and making everything work- that is your job.Each display has 4 input pins that accept a 4-digit binary number .
Tell your students to experiment with the four input pins and write down what they see on the display for certain input combinations .
e.g. students enter the number 0010 and the display lights up " 2 , " or they enter 0101 and the display lights up " 9 .
" You wo n't need to apply any special signal to the converter to make this work , other than a DC voltage source ( the battery ) .
No resistors , capacitors , inductors are needed for this project.When you order the supplies for this project , order them in bulk and do NOT order from Radioshack .
You should order the components from a vendor such as Jameco or Digi-key to avoid paying a 5000 \ % markup.This is one of the cheapest projects that actually teaches your students reasoning skills and gives them practice reporting data.Someone probably knows a better 7-segment display driver than my old fuddy-duddy one , so if you have an idea , speak up !</tokentext>
<sentencetext>Give the kids a 6V  battery, a 7-segment display, and a 7-segment display controller such as the CD4056B.
The kids should work in small groups so that they can share a breadboard.Give them the schematic to show them how to put together the display and its controller.
The kids should not have to be responsible for sifting through datasheets and making everything work- that is your job.Each display has 4 input pins that accept a 4-digit binary number.
Tell your students to experiment with the four input pins and write down what they see on the display for certain input combinations.
e.g. students enter the number 0010 and the display lights up "2," or they enter 0101 and the display lights up "9.
"You won't need to apply any special signal to the converter to make this work, other than a DC voltage source (the battery).
No resistors, capacitors, inductors are needed for this project.When you order the supplies for this project, order them in bulk and do NOT order from Radioshack.
You should order the components from a vendor such as Jameco or Digi-key to avoid paying a 5000\% markup.This is one of the cheapest projects that actually teaches your students reasoning skills and gives them practice reporting data.Someone probably knows a better 7-segment display driver than my old fuddy-duddy one, so if you have an idea, speak up!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709757</id>
	<title>Crystal radio</title>
	<author>kheldan</author>
	<datestamp>1247659020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Why not have them build their own crystal AM radio, totally old-school style? Wind their own coils, use a piece of wood for the base and another for the coil form (piece of hardwood dowel?). You can still find 1N34 or 1N60 germanium diodes to use as the detector, and just about any ceramic disc 0.01uF capacitor for the filter. Most expensive parts would be the 365pF variable capacitor and a crystal headphone; magnet wire of an appropriate gauge would be relatively cheap per unit, coming off a single spool. Antenna can be just another length of the same magnet wire, or if you have some bare solid wire around, so much the better. As the object of lesson(s) in basic electronics, it's still a goldmine, you can teach them about tuned circuits, modulation methods, etc.</htmltext>
<tokenext>Why not have them build their own crystal AM radio , totally old-school style ?
Wind their own coils , use a piece of wood for the base and another for the coil form ( piece of hardwood dowel ? ) .
You can still find 1N34 or 1N60 germanium diodes to use as the detector , and just about any ceramic disc 0.01uF capacitor for the filter .
Most expensive parts would be the 365pF variable capacitor and a crystal headphone ; magnet wire of an appropriate gauge would be relatively cheap per unit , coming off a single spool .
Antenna can be just another length of the same magnet wire , or if you have some bare solid wire around , so much the better .
As the object of lesson ( s ) in basic electronics , it 's still a goldmine , you can teach them about tuned circuits , modulation methods , etc .</tokentext>
<sentencetext>Why not have them build their own crystal AM radio, totally old-school style?
Wind their own coils, use a piece of wood for the base and another for the coil form (piece of hardwood dowel?).
You can still find 1N34 or 1N60 germanium diodes to use as the detector, and just about any ceramic disc 0.01uF capacitor for the filter.
Most expensive parts would be the 365pF variable capacitor and a crystal headphone; magnet wire of an appropriate gauge would be relatively cheap per unit, coming off a single spool.
Antenna can be just another length of the same magnet wire, or if you have some bare solid wire around, so much the better.
As the object of lesson(s) in basic electronics, it's still a goldmine, you can teach them about tuned circuits, modulation methods, etc.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28721115</id>
	<title>Nerdkits?</title>
	<author>Anonymous</author>
	<datestamp>1247775360000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p><a href="http://www.nerdkits.com/" title="nerdkits.com" rel="nofollow">http://www.nerdkits.com/</a> [nerdkits.com]</p><p>Unfortunately meets all the criteria you set forward except for the price one, which I feel may be your greatest limiting factor.</p><p>Perhaps a round-robin approach with one kit.  Pair students into groups, and give each group a time-slot with the kit?</p><p>I really hope you manage to pull this off!  I wish any of the teachers in my high school would have had the ambition to try and teach me and my peers this stuff at such an early stage in the game.</p></htmltext>
<tokenext>http : //www.nerdkits.com/ [ nerdkits.com ] Unfortunately meets all the criteria you set forward except for the price one , which I feel may be your greatest limiting factor.Perhaps a round-robin approach with one kit .
Pair students into groups , and give each group a time-slot with the kit ? I really hope you manage to pull this off !
I wish any of the teachers in my high school would have had the ambition to try and teach me and my peers this stuff at such an early stage in the game .</tokentext>
<sentencetext>http://www.nerdkits.com/ [nerdkits.com]Unfortunately meets all the criteria you set forward except for the price one, which I feel may be your greatest limiting factor.Perhaps a round-robin approach with one kit.
Pair students into groups, and give each group a time-slot with the kit?I really hope you manage to pull this off!
I wish any of the teachers in my high school would have had the ambition to try and teach me and my peers this stuff at such an early stage in the game.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712233</id>
	<title>Options at $5 each</title>
	<author>Animats</author>
	<datestamp>1247676300000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext><p>
At $5 each, there are few options.  <a href="http://www.rainbowkits.com/kits/kits1.html" title="rainbowkits.com">Rainbow Kits</a> [rainbowkits.com] are a possibility.
The "blinking lights" and "1W audio amplifier" kits are both under $5.99.  That's about as low as you can go.</p></htmltext>
<tokenext>At $ 5 each , there are few options .
Rainbow Kits [ rainbowkits.com ] are a possibility .
The " blinking lights " and " 1W audio amplifier " kits are both under $ 5.99 .
That 's about as low as you can go .</tokentext>
<sentencetext>
At $5 each, there are few options.
Rainbow Kits [rainbowkits.com] are a possibility.
The "blinking lights" and "1W audio amplifier" kits are both under $5.99.
That's about as low as you can go.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710289</id>
	<title>Re:A-stable multivibrator</title>
	<author>tylerni7</author>
	<datestamp>1247661900000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>4</modscore>
	<htmltext>There is a great little circuit for something called a "Drawdio" <a href="http://web.media.mit.edu/~silver/drawdio/" title="mit.edu">http://web.media.mit.edu/~silver/drawdio/</a> [mit.edu] that kids really love, basically it's an astable 555 that makes a noises with pitch proportional to how long they draw pencil marks. (it's a bit hard to explain quickly, just try the video on that website)
<br>
I teach middle school aged kids electronics at a local workshop, building things such as that, and I can tell you it's very doable to make projects for cheap that kids can build and understand.
<br>
The main issues that I have found is the board on which you lay out projects. Breadboards are expensive, and not permanent. PCBs don't allow kids to experiment with their own circuit designs, and unless you are going to take the time and money to let them design their own boards that might not work and then etch them, it's more trouble than it is worth. We use a more traditional breadboard concept that is just an actual, wooden board. Then we have kids use copper tacks and strips to lay down the circuitry, and then they solder things directly to that.
<br>
As other people have mentioned, soldering irons are a bit annoying, and a couple kids might get some mild burns, but as long as you don't mind the initial cost, it's totally doable.
<br>
One of the great things about the drawdio project, is it allows you to hook it up to a oscilloscope and show the kids more about sound, or hook the piezo speaker up to a computer and run some FFT software, so they can see and hear how the resistance changes the pitch.
<br> <br>
Other things to look into are basic transistor circuits, things with opamps, counters, or things with binary to decimal or binary to seven segment LCD chips.</htmltext>
<tokenext>There is a great little circuit for something called a " Drawdio " http : //web.media.mit.edu/ ~ silver/drawdio/ [ mit.edu ] that kids really love , basically it 's an astable 555 that makes a noises with pitch proportional to how long they draw pencil marks .
( it 's a bit hard to explain quickly , just try the video on that website ) I teach middle school aged kids electronics at a local workshop , building things such as that , and I can tell you it 's very doable to make projects for cheap that kids can build and understand .
The main issues that I have found is the board on which you lay out projects .
Breadboards are expensive , and not permanent .
PCBs do n't allow kids to experiment with their own circuit designs , and unless you are going to take the time and money to let them design their own boards that might not work and then etch them , it 's more trouble than it is worth .
We use a more traditional breadboard concept that is just an actual , wooden board .
Then we have kids use copper tacks and strips to lay down the circuitry , and then they solder things directly to that .
As other people have mentioned , soldering irons are a bit annoying , and a couple kids might get some mild burns , but as long as you do n't mind the initial cost , it 's totally doable .
One of the great things about the drawdio project , is it allows you to hook it up to a oscilloscope and show the kids more about sound , or hook the piezo speaker up to a computer and run some FFT software , so they can see and hear how the resistance changes the pitch .
Other things to look into are basic transistor circuits , things with opamps , counters , or things with binary to decimal or binary to seven segment LCD chips .</tokentext>
<sentencetext>There is a great little circuit for something called a "Drawdio" http://web.media.mit.edu/~silver/drawdio/ [mit.edu] that kids really love, basically it's an astable 555 that makes a noises with pitch proportional to how long they draw pencil marks.
(it's a bit hard to explain quickly, just try the video on that website)

I teach middle school aged kids electronics at a local workshop, building things such as that, and I can tell you it's very doable to make projects for cheap that kids can build and understand.
The main issues that I have found is the board on which you lay out projects.
Breadboards are expensive, and not permanent.
PCBs don't allow kids to experiment with their own circuit designs, and unless you are going to take the time and money to let them design their own boards that might not work and then etch them, it's more trouble than it is worth.
We use a more traditional breadboard concept that is just an actual, wooden board.
Then we have kids use copper tacks and strips to lay down the circuitry, and then they solder things directly to that.
As other people have mentioned, soldering irons are a bit annoying, and a couple kids might get some mild burns, but as long as you don't mind the initial cost, it's totally doable.
One of the great things about the drawdio project, is it allows you to hook it up to a oscilloscope and show the kids more about sound, or hook the piezo speaker up to a computer and run some FFT software, so they can see and hear how the resistance changes the pitch.
Other things to look into are basic transistor circuits, things with opamps, counters, or things with binary to decimal or binary to seven segment LCD chips.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709405</id>
	<title>ask fatMan and CirutiGril</title>
	<author>shareme</author>
	<datestamp>1247657340000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>ask FatMan and Circuit Girl..

CircuitGirl is the one that di dthe old style game sin one little game controller to run on TV..as one chip..website:

<a href="http://www.fatmanandcircuitgirl.com/" title="fatmanandcircuitgirl.com" rel="nofollow">http://www.fatmanandcircuitgirl.com/</a> [fatmanandcircuitgirl.com]

She also does chip fabrication without caustic chemicals using household chemicals and easy bake ovens..</htmltext>
<tokenext>ask FatMan and Circuit Girl. . CircuitGirl is the one that di dthe old style game sin one little game controller to run on TV..as one chip..website : http : //www.fatmanandcircuitgirl.com/ [ fatmanandcircuitgirl.com ] She also does chip fabrication without caustic chemicals using household chemicals and easy bake ovens. .</tokentext>
<sentencetext>ask FatMan and Circuit Girl..

CircuitGirl is the one that di dthe old style game sin one little game controller to run on TV..as one chip..website:

http://www.fatmanandcircuitgirl.com/ [fatmanandcircuitgirl.com]

She also does chip fabrication without caustic chemicals using household chemicals and easy bake ovens..</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709177</id>
	<title>Audio splitter?</title>
	<author>citylivin</author>
	<datestamp>1247656200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>An audio splitter for, a mp3 player, or just a headphone jack split. Maybe you could put in some circutry to amplify? Or get some kind of custom ipod cable (ive heard that they are popular mp3 players). Maybe some buttons and stuff to switch tracks?</p><p>I am sure if someone made electronics relevant to me in that way when i was growing up, i would have busted out the soldering iron alot sooner than I did.</p></htmltext>
<tokenext>An audio splitter for , a mp3 player , or just a headphone jack split .
Maybe you could put in some circutry to amplify ?
Or get some kind of custom ipod cable ( ive heard that they are popular mp3 players ) .
Maybe some buttons and stuff to switch tracks ? I am sure if someone made electronics relevant to me in that way when i was growing up , i would have busted out the soldering iron alot sooner than I did .</tokentext>
<sentencetext>An audio splitter for, a mp3 player, or just a headphone jack split.
Maybe you could put in some circutry to amplify?
Or get some kind of custom ipod cable (ive heard that they are popular mp3 players).
Maybe some buttons and stuff to switch tracks?I am sure if someone made electronics relevant to me in that way when i was growing up, i would have busted out the soldering iron alot sooner than I did.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709393</id>
	<title>Build a bunch of small circuits.</title>
	<author>Anonymous</author>
	<datestamp>1247657280000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Have everyone build a nand gate.  Combine these nand gates into or and xor gates.  Build a half adder.  Chain the adders together to form a full bit.  Wire up a 555 timer to push in a bit and show that the adder is adding each new bit to the value.  If you want to keep accumulating these small circuits over time you could build a full working computer that is 4 bit and has a few bytes of data storage.</p></htmltext>
<tokenext>Have everyone build a nand gate .
Combine these nand gates into or and xor gates .
Build a half adder .
Chain the adders together to form a full bit .
Wire up a 555 timer to push in a bit and show that the adder is adding each new bit to the value .
If you want to keep accumulating these small circuits over time you could build a full working computer that is 4 bit and has a few bytes of data storage .</tokentext>
<sentencetext>Have everyone build a nand gate.
Combine these nand gates into or and xor gates.
Build a half adder.
Chain the adders together to form a full bit.
Wire up a 555 timer to push in a bit and show that the adder is adding each new bit to the value.
If you want to keep accumulating these small circuits over time you could build a full working computer that is 4 bit and has a few bytes of data storage.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715767</id>
	<title>Gates and Oscillators</title>
	<author>Anonymous</author>
	<datestamp>1247754960000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Logic gates made from transistors (and &amp; or are simple to understand conceptually) would be good projects. If your students can grasp binary numbers, half adders and full adders can be interesting.</p><p>The trick to teaching transistors is to forget the math, different modes of operation, etc, and just treat them like a switch. For that matter, you could use relays to substitute for transistors and teach logic gates that way.</p><p>Oscilators are kind of cool too, and relatively simple.</p></htmltext>
<tokenext>Logic gates made from transistors ( and &amp; or are simple to understand conceptually ) would be good projects .
If your students can grasp binary numbers , half adders and full adders can be interesting.The trick to teaching transistors is to forget the math , different modes of operation , etc , and just treat them like a switch .
For that matter , you could use relays to substitute for transistors and teach logic gates that way.Oscilators are kind of cool too , and relatively simple .</tokentext>
<sentencetext>Logic gates made from transistors (and &amp; or are simple to understand conceptually) would be good projects.
If your students can grasp binary numbers, half adders and full adders can be interesting.The trick to teaching transistors is to forget the math, different modes of operation, etc, and just treat them like a switch.
For that matter, you could use relays to substitute for transistors and teach logic gates that way.Oscilators are kind of cool too, and relatively simple.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717313</id>
	<title>Re:A-stable multivibrator</title>
	<author>AP31R0N</author>
	<datestamp>1247761260000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>i built one of these in electronics school in the Air Force.  We called it a "Pinger detector".  Pingers are tech school students just out of Basic Training.  PINGERS is supposed to mean person in great need of recreation and sex.</p><p>It's an easy project and it gives the kids a cute thing to fiddle with for a few hours.</p></htmltext>
<tokenext>i built one of these in electronics school in the Air Force .
We called it a " Pinger detector " .
Pingers are tech school students just out of Basic Training .
PINGERS is supposed to mean person in great need of recreation and sex.It 's an easy project and it gives the kids a cute thing to fiddle with for a few hours .</tokentext>
<sentencetext>i built one of these in electronics school in the Air Force.
We called it a "Pinger detector".
Pingers are tech school students just out of Basic Training.
PINGERS is supposed to mean person in great need of recreation and sex.It's an easy project and it gives the kids a cute thing to fiddle with for a few hours.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709519</id>
	<title>Tagged 'domyjobforme'? Really?</title>
	<author>neiras</author>
	<datestamp>1247657820000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>5</modscore>
	<htmltext><p>Why is this tagged 'domyjobforme'? There's a negative connotation there.</p><p>This is an (awesome sounding) teacher looking for suggestions on how to expose kids to something worthwhile.</p><p>You aren't doing his job for him until you're working for his salary, on his budget, and care enough about your students to step outside the curriculum once in a while for education's sake.</p><p>What is this, the Hipster Olympics? Do we win by looking down our noses at people?</p></htmltext>
<tokenext>Why is this tagged 'domyjobforme ' ?
There 's a negative connotation there.This is an ( awesome sounding ) teacher looking for suggestions on how to expose kids to something worthwhile.You are n't doing his job for him until you 're working for his salary , on his budget , and care enough about your students to step outside the curriculum once in a while for education 's sake.What is this , the Hipster Olympics ?
Do we win by looking down our noses at people ?</tokentext>
<sentencetext>Why is this tagged 'domyjobforme'?
There's a negative connotation there.This is an (awesome sounding) teacher looking for suggestions on how to expose kids to something worthwhile.You aren't doing his job for him until you're working for his salary, on his budget, and care enough about your students to step outside the curriculum once in a while for education's sake.What is this, the Hipster Olympics?
Do we win by looking down our noses at people?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709505</id>
	<title>Vibrator</title>
	<author>Anonymous</author>
	<datestamp>1247657760000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A vibrator is a simple circuit, useful (He said high school), and teaches the basics of anatomy in a practical manner.</p></htmltext>
<tokenext>A vibrator is a simple circuit , useful ( He said high school ) , and teaches the basics of anatomy in a practical manner .</tokentext>
<sentencetext>A vibrator is a simple circuit, useful (He said high school), and teaches the basics of anatomy in a practical manner.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712505</id>
	<title>Here's an idea...</title>
	<author>cripeon</author>
	<datestamp>1247679420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I've just recently graduated from high school, and just finished co-teaching a grade 10 computer engineering class (it's a cool program, senior students help teachers teach junior courses).</p><p>Anyways, one of the cooler cheap projects we found was building a rudimentary taser from a disposable camera. They cost about $5 (or cheaper if you buy them in bulk), and the ones we used got up to about 300 volts (good zap from that one). Sure, there are concerns of safety (one kid zapped his dad in the neck... and well, things went downhill from there), but it's an easy, quick project that let's you get involved into more interesting electronic components like capacitors and transformers (instead of the standard resistor, diode, and LED). You can even talk about how the amperage becomes minimal as 1.5 volts from a battery is stepped up to 300 volts.</p><p>Plus there's an instant cool factor to building a taser. From personal experience, the grade 10's loved it.</p></htmltext>
<tokenext>I 've just recently graduated from high school , and just finished co-teaching a grade 10 computer engineering class ( it 's a cool program , senior students help teachers teach junior courses ) .Anyways , one of the cooler cheap projects we found was building a rudimentary taser from a disposable camera .
They cost about $ 5 ( or cheaper if you buy them in bulk ) , and the ones we used got up to about 300 volts ( good zap from that one ) .
Sure , there are concerns of safety ( one kid zapped his dad in the neck... and well , things went downhill from there ) , but it 's an easy , quick project that let 's you get involved into more interesting electronic components like capacitors and transformers ( instead of the standard resistor , diode , and LED ) .
You can even talk about how the amperage becomes minimal as 1.5 volts from a battery is stepped up to 300 volts.Plus there 's an instant cool factor to building a taser .
From personal experience , the grade 10 's loved it .</tokentext>
<sentencetext>I've just recently graduated from high school, and just finished co-teaching a grade 10 computer engineering class (it's a cool program, senior students help teachers teach junior courses).Anyways, one of the cooler cheap projects we found was building a rudimentary taser from a disposable camera.
They cost about $5 (or cheaper if you buy them in bulk), and the ones we used got up to about 300 volts (good zap from that one).
Sure, there are concerns of safety (one kid zapped his dad in the neck... and well, things went downhill from there), but it's an easy, quick project that let's you get involved into more interesting electronic components like capacitors and transformers (instead of the standard resistor, diode, and LED).
You can even talk about how the amperage becomes minimal as 1.5 volts from a battery is stepped up to 300 volts.Plus there's an instant cool factor to building a taser.
From personal experience, the grade 10's loved it.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709083</id>
	<title>Laser communicator.</title>
	<author>Anonymous</author>
	<datestamp>1247655840000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>http://blog.makezine.com/archive/2009/01/weekend\_project\_simple\_laser\_commun.html?CMP=OTC-0D6B48984890</p><p>Every kid has headphones....and those laser pointers can be had for like 2$ on ebay</p></htmltext>
<tokenext>http : //blog.makezine.com/archive/2009/01/weekend \ _project \ _simple \ _laser \ _commun.html ? CMP = OTC-0D6B48984890Every kid has headphones....and those laser pointers can be had for like 2 $ on ebay</tokentext>
<sentencetext>http://blog.makezine.com/archive/2009/01/weekend\_project\_simple\_laser\_commun.html?CMP=OTC-0D6B48984890Every kid has headphones....and those laser pointers can be had for like 2$ on ebay</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708967</id>
	<title>555 Timer</title>
	<author>Anonymous</author>
	<datestamp>1247655480000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>I would do something with a 555 timer, there are a ton of applications and although you may consider it a 'microcontroller' all of the support electronics (pots, leds, resistors) will be instructive. Throw in an SCR to drive a high watt light bulb.</p></htmltext>
<tokenext>I would do something with a 555 timer , there are a ton of applications and although you may consider it a 'microcontroller ' all of the support electronics ( pots , leds , resistors ) will be instructive .
Throw in an SCR to drive a high watt light bulb .</tokentext>
<sentencetext>I would do something with a 555 timer, there are a ton of applications and although you may consider it a 'microcontroller' all of the support electronics (pots, leds, resistors) will be instructive.
Throw in an SCR to drive a high watt light bulb.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709439</id>
	<title>obxkcd</title>
	<author>oGMo</author>
	<datestamp>1247657460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p> <a href="http://xkcd.com/603/" title="xkcd.com">#603</a> [xkcd.com] </p><p>The only person who is less smart now is you.</p></htmltext>
<tokenext># 603 [ xkcd.com ] The only person who is less smart now is you .</tokentext>
<sentencetext> #603 [xkcd.com] The only person who is less smart now is you.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709081</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715921</id>
	<title>Logic gates.</title>
	<author>Anonymous</author>
	<datestamp>1247755680000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Switches, wires, and, if you're really fancy, a perfboard.</p></htmltext>
<tokenext>Switches , wires , and , if you 're really fancy , a perfboard .</tokentext>
<sentencetext>Switches, wires, and, if you're really fancy, a perfboard.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</id>
	<title>Do they still Sell 100-in-1 kits?</title>
	<author>JSBiff</author>
	<datestamp>1247655420000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>5</modscore>
	<htmltext><p>When I was middle-school age, I had a *great time* with these kits sold by Radio Shack. They were basically a bunch of cheap electronic components fixed on some sort of board, with connections, and a bunch of wires you could use to connect the components together into different circuits. It even came with a book with like 40 or 100 (I don't remember the number, really) different circuits 'plans' for simple types of things you could do with the kit and discussions about how the circuits worked.</p><p>They cost like $10 or $20 back then (probably be $30 or $40 now, not sure though).</p><p>I would *highly* recommend looking into something like this. They are maybe a bit more expensive than you discussed, but they are re-usable and allow you to create lots of different things. Heck, you could maybe even figure out how to use multiples of the kits and maybe a few additional components to create something a bit more impressive to demonstrate to the class how larger electronics systems are created by configuring each kit into a specific type of circuit, then joining the kits together (that is, each kit becomes one 'components' of a larger system, maybe).</p></htmltext>
<tokenext>When I was middle-school age , I had a * great time * with these kits sold by Radio Shack .
They were basically a bunch of cheap electronic components fixed on some sort of board , with connections , and a bunch of wires you could use to connect the components together into different circuits .
It even came with a book with like 40 or 100 ( I do n't remember the number , really ) different circuits 'plans ' for simple types of things you could do with the kit and discussions about how the circuits worked.They cost like $ 10 or $ 20 back then ( probably be $ 30 or $ 40 now , not sure though ) .I would * highly * recommend looking into something like this .
They are maybe a bit more expensive than you discussed , but they are re-usable and allow you to create lots of different things .
Heck , you could maybe even figure out how to use multiples of the kits and maybe a few additional components to create something a bit more impressive to demonstrate to the class how larger electronics systems are created by configuring each kit into a specific type of circuit , then joining the kits together ( that is , each kit becomes one 'components ' of a larger system , maybe ) .</tokentext>
<sentencetext>When I was middle-school age, I had a *great time* with these kits sold by Radio Shack.
They were basically a bunch of cheap electronic components fixed on some sort of board, with connections, and a bunch of wires you could use to connect the components together into different circuits.
It even came with a book with like 40 or 100 (I don't remember the number, really) different circuits 'plans' for simple types of things you could do with the kit and discussions about how the circuits worked.They cost like $10 or $20 back then (probably be $30 or $40 now, not sure though).I would *highly* recommend looking into something like this.
They are maybe a bit more expensive than you discussed, but they are re-usable and allow you to create lots of different things.
Heck, you could maybe even figure out how to use multiples of the kits and maybe a few additional components to create something a bit more impressive to demonstrate to the class how larger electronics systems are created by configuring each kit into a specific type of circuit, then joining the kits together (that is, each kit becomes one 'components' of a larger system, maybe).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715415</id>
	<title>Motor</title>
	<author>Demonantis</author>
	<datestamp>1247752860000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I have seen some pretty awesome looking(useless) motors built out of paper clips, magnets, and a battery. I'm pretty sure there are tonnes of designs on the internet. I think your going the wrong way to expect a 9th grader to understand circuitry and programming. There isn't a lot of basic physics j that can be taught around it.</htmltext>
<tokenext>I have seen some pretty awesome looking ( useless ) motors built out of paper clips , magnets , and a battery .
I 'm pretty sure there are tonnes of designs on the internet .
I think your going the wrong way to expect a 9th grader to understand circuitry and programming .
There is n't a lot of basic physics j that can be taught around it .</tokentext>
<sentencetext>I have seen some pretty awesome looking(useless) motors built out of paper clips, magnets, and a battery.
I'm pretty sure there are tonnes of designs on the internet.
I think your going the wrong way to expect a 9th grader to understand circuitry and programming.
There isn't a lot of basic physics j that can be taught around it.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711811</id>
	<title>From a real physics teacher</title>
	<author>yes it is</author>
	<datestamp>1247672520000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>My wife (who is a physics teacher who has taught electronics) says the following:
<p>
<a href="http://www.dse.com.au/" title="dse.com.au" rel="nofollow">Dick Smith</a> [dse.com.au] (if they are in the us, maybe something similar) sells kits with full instructions. they need to be soldered, but year 9s should be able to do this - I had year 8s solder successfully. they will need to be reminded of first aid treatment for burns first. they can build light detectors, movement detectors, radio recievers, sirens, simple electric pianos etc.</p></htmltext>
<tokenext>My wife ( who is a physics teacher who has taught electronics ) says the following : Dick Smith [ dse.com.au ] ( if they are in the us , maybe something similar ) sells kits with full instructions .
they need to be soldered , but year 9s should be able to do this - I had year 8s solder successfully .
they will need to be reminded of first aid treatment for burns first .
they can build light detectors , movement detectors , radio recievers , sirens , simple electric pianos etc .</tokentext>
<sentencetext>My wife (who is a physics teacher who has taught electronics) says the following:

Dick Smith [dse.com.au] (if they are in the us, maybe something similar) sells kits with full instructions.
they need to be soldered, but year 9s should be able to do this - I had year 8s solder successfully.
they will need to be reminded of first aid treatment for burns first.
they can build light detectors, movement detectors, radio recievers, sirens, simple electric pianos etc.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709539</id>
	<title>Light + sound + electricity = awesomeness</title>
	<author>Sarten-X</author>
	<datestamp>1247657940000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext><p>Unfortunately, I don't remember the circuit exactly, but one of the most interesting demonstrations I saw was transmitting sound from an iPod using an LED shining on a solar panel, amplified with what I believe was a single transistor and a 9-volt battery, and finally played through a speaker.</p><p>Cheap solar panels are fairly easy to come by, courtesy of Edmund Scientific and the like. The other parts can all be scavenged from various cheap sources and broken things. Incidentally, I'm also in favor of high-schoolers learning how to properly solder, as I didn't do until college.</p></htmltext>
<tokenext>Unfortunately , I do n't remember the circuit exactly , but one of the most interesting demonstrations I saw was transmitting sound from an iPod using an LED shining on a solar panel , amplified with what I believe was a single transistor and a 9-volt battery , and finally played through a speaker.Cheap solar panels are fairly easy to come by , courtesy of Edmund Scientific and the like .
The other parts can all be scavenged from various cheap sources and broken things .
Incidentally , I 'm also in favor of high-schoolers learning how to properly solder , as I did n't do until college .</tokentext>
<sentencetext>Unfortunately, I don't remember the circuit exactly, but one of the most interesting demonstrations I saw was transmitting sound from an iPod using an LED shining on a solar panel, amplified with what I believe was a single transistor and a 9-volt battery, and finally played through a speaker.Cheap solar panels are fairly easy to come by, courtesy of Edmund Scientific and the like.
The other parts can all be scavenged from various cheap sources and broken things.
Incidentally, I'm also in favor of high-schoolers learning how to properly solder, as I didn't do until college.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712289</id>
	<title>I have your solution.</title>
	<author>Jane Q. Public</author>
	<datestamp>1247676960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Find some copies of the "Engineer's Notebooks" and "Mini Notebooks", by Forrest M. Mims III. These used to be available at Radio Shack, but as far as I know they are now out of print.
<br> <br>
(All is not lost, however: they can be found <a href="http://rapidlibrary.com/index.php?q=forrest+mims+engineer+s+notebook" title="rapidlibrary.com">here</a> [rapidlibrary.com]. I have no idea if this source is strictly in conformance with copyright law or not. I make no promises there. I am just pointing out a source I found.)
<br> <br>
Most of the projects shown in his notebooks can be built for a few bucks at most. And once you do a couple of transistor projects, I highly recommend his "Engineer's Notebook II: Handbook of Integrated Circuit Applications". The projects in that book are surprisingly simple and inexpensive, and will give your students a little background in using more modern circuitry, up to and including digital circuits. For example, it shows how you can make two separate oscillators using a few resistors and capacitors, and a CMOS Quad NAND gate chip, which can cost as little as $0.25 in bulk.
<br> <br>
I would like to offer a little advice about the integrated circuit projects, however: (1) Stick with the CMOS circuits. Nobody uses TTL anymore. CMOS is very forgiving of supply voltages (tyically you can supply your projects with anywhere from 3 to 18 volts, a 9V battery works great), and consume very little power. The older TTL uses strictly regulated 5V higher-current power supplies, and get hot. Like I said, nobody uses TTL anymore.  And (2), you might have to order the chips, since many Radio Shack stores do not carry them on the shelf anymore (although you might find some there). But they are not difficult to order. You can probably order them from any Radio Shack. Most of the chips should not cost you more than $0.80 to $1.00 each, and other than the battery, most of the projects in his handbook consist of just a chip, a couple of capacitors and resistors, and maybe an LED. Dirt cheap, all of them, but very instructive.</htmltext>
<tokenext>Find some copies of the " Engineer 's Notebooks " and " Mini Notebooks " , by Forrest M. Mims III .
These used to be available at Radio Shack , but as far as I know they are now out of print .
( All is not lost , however : they can be found here [ rapidlibrary.com ] .
I have no idea if this source is strictly in conformance with copyright law or not .
I make no promises there .
I am just pointing out a source I found .
) Most of the projects shown in his notebooks can be built for a few bucks at most .
And once you do a couple of transistor projects , I highly recommend his " Engineer 's Notebook II : Handbook of Integrated Circuit Applications " .
The projects in that book are surprisingly simple and inexpensive , and will give your students a little background in using more modern circuitry , up to and including digital circuits .
For example , it shows how you can make two separate oscillators using a few resistors and capacitors , and a CMOS Quad NAND gate chip , which can cost as little as $ 0.25 in bulk .
I would like to offer a little advice about the integrated circuit projects , however : ( 1 ) Stick with the CMOS circuits .
Nobody uses TTL anymore .
CMOS is very forgiving of supply voltages ( tyically you can supply your projects with anywhere from 3 to 18 volts , a 9V battery works great ) , and consume very little power .
The older TTL uses strictly regulated 5V higher-current power supplies , and get hot .
Like I said , nobody uses TTL anymore .
And ( 2 ) , you might have to order the chips , since many Radio Shack stores do not carry them on the shelf anymore ( although you might find some there ) .
But they are not difficult to order .
You can probably order them from any Radio Shack .
Most of the chips should not cost you more than $ 0.80 to $ 1.00 each , and other than the battery , most of the projects in his handbook consist of just a chip , a couple of capacitors and resistors , and maybe an LED .
Dirt cheap , all of them , but very instructive .</tokentext>
<sentencetext>Find some copies of the "Engineer's Notebooks" and "Mini Notebooks", by Forrest M. Mims III.
These used to be available at Radio Shack, but as far as I know they are now out of print.
(All is not lost, however: they can be found here [rapidlibrary.com].
I have no idea if this source is strictly in conformance with copyright law or not.
I make no promises there.
I am just pointing out a source I found.
)
 
Most of the projects shown in his notebooks can be built for a few bucks at most.
And once you do a couple of transistor projects, I highly recommend his "Engineer's Notebook II: Handbook of Integrated Circuit Applications".
The projects in that book are surprisingly simple and inexpensive, and will give your students a little background in using more modern circuitry, up to and including digital circuits.
For example, it shows how you can make two separate oscillators using a few resistors and capacitors, and a CMOS Quad NAND gate chip, which can cost as little as $0.25 in bulk.
I would like to offer a little advice about the integrated circuit projects, however: (1) Stick with the CMOS circuits.
Nobody uses TTL anymore.
CMOS is very forgiving of supply voltages (tyically you can supply your projects with anywhere from 3 to 18 volts, a 9V battery works great), and consume very little power.
The older TTL uses strictly regulated 5V higher-current power supplies, and get hot.
Like I said, nobody uses TTL anymore.
And (2), you might have to order the chips, since many Radio Shack stores do not carry them on the shelf anymore (although you might find some there).
But they are not difficult to order.
You can probably order them from any Radio Shack.
Most of the chips should not cost you more than $0.80 to $1.00 each, and other than the battery, most of the projects in his handbook consist of just a chip, a couple of capacitors and resistors, and maybe an LED.
Dirt cheap, all of them, but very instructive.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709715</id>
	<title>Re:Light bulbs and batteries</title>
	<author>teopatl</author>
	<datestamp>1247658780000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Given the nature of the question and the frequency of its ilk, I don't think setting "out on their own" is to be taken lightly, or even expected with such an approach.</p></htmltext>
<tokenext>Given the nature of the question and the frequency of its ilk , I do n't think setting " out on their own " is to be taken lightly , or even expected with such an approach .</tokentext>
<sentencetext>Given the nature of the question and the frequency of its ilk, I don't think setting "out on their own" is to be taken lightly, or even expected with such an approach.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709035</id>
	<title>If it was 2nd grade ...</title>
	<author>Anonymous</author>
	<datestamp>1247655660000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>... I would suggest them building a bristle bot! http://www.evilmadscientist.com/article.php/bristlebot</p></htmltext>
<tokenext>... I would suggest them building a bristle bot !
http : //www.evilmadscientist.com/article.php/bristlebot</tokentext>
<sentencetext>... I would suggest them building a bristle bot!
http://www.evilmadscientist.com/article.php/bristlebot</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709549</id>
	<title>555 ICs are God.</title>
	<author>Anonymous</author>
	<datestamp>1247657940000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>4</modscore>
	<htmltext>There are so many things you can do with an 555 IC that it's not even funny. Digikey has them for 44 cents per unit <a href="http://search.digikey.com/scripts/DkSearch/dksus.dll?Detail&amp;name=LM555CNFS-ND" title="digikey.com">here.</a> [digikey.com] With a handful of descrete components you can create everything from flip flops (with 2 555 ICs) to oscillators to time delay circuits. (<a href="http://home.cogeco.ca/~rpaisley4/LM555.html" title="cogeco.ca">some example circuits.</a> [cogeco.ca])<br>
I suspect with a handful of 555 ICs, descrete circuits, ICs and switches (or just touch wires together), you can easily create a whole host of illustrative experiments that show the idea behind modern gate circuits. And I'm sure you can easily do it all for a few dollars worth of components, though unfortunately breadboards can be quite expensive. (Around $8 for a small breadboard through Digikey, though you may be able to find cheaper.)</htmltext>
<tokenext>There are so many things you can do with an 555 IC that it 's not even funny .
Digikey has them for 44 cents per unit here .
[ digikey.com ] With a handful of descrete components you can create everything from flip flops ( with 2 555 ICs ) to oscillators to time delay circuits .
( some example circuits .
[ cogeco.ca ] ) I suspect with a handful of 555 ICs , descrete circuits , ICs and switches ( or just touch wires together ) , you can easily create a whole host of illustrative experiments that show the idea behind modern gate circuits .
And I 'm sure you can easily do it all for a few dollars worth of components , though unfortunately breadboards can be quite expensive .
( Around $ 8 for a small breadboard through Digikey , though you may be able to find cheaper .
)</tokentext>
<sentencetext>There are so many things you can do with an 555 IC that it's not even funny.
Digikey has them for 44 cents per unit here.
[digikey.com] With a handful of descrete components you can create everything from flip flops (with 2 555 ICs) to oscillators to time delay circuits.
(some example circuits.
[cogeco.ca])
I suspect with a handful of 555 ICs, descrete circuits, ICs and switches (or just touch wires together), you can easily create a whole host of illustrative experiments that show the idea behind modern gate circuits.
And I'm sure you can easily do it all for a few dollars worth of components, though unfortunately breadboards can be quite expensive.
(Around $8 for a small breadboard through Digikey, though you may be able to find cheaper.
)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714247</id>
	<title>Analog vs Digital circuits for teaching Physics</title>
	<author>hashwolf</author>
	<datestamp>1247741100000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext>If you want to teach PHYSICS, I recommend against digital circuits.

There is much more Physics to learn from Analog(ue) circuit design and implementation.

Indeed the first circuit I ever built was an AM radio reciever, according to instructions found on my school Physics textbook: "Physics for Today and Tomorrow" by Tom Duncan (IMHO the best Physics book ever)

The component count is very low, about 10 components... the most expensive and difficult to find? of which are the the ferrite core and the variable capacitor.

An AM radio receiver can be used to teach about electromagnetism, resonance, electronics, etc.

Students wishing to go that extra mile can attempt to also build an AM transmitter (this can be even easier to build.)</htmltext>
<tokenext>If you want to teach PHYSICS , I recommend against digital circuits .
There is much more Physics to learn from Analog ( ue ) circuit design and implementation .
Indeed the first circuit I ever built was an AM radio reciever , according to instructions found on my school Physics textbook : " Physics for Today and Tomorrow " by Tom Duncan ( IMHO the best Physics book ever ) The component count is very low , about 10 components... the most expensive and difficult to find ?
of which are the the ferrite core and the variable capacitor .
An AM radio receiver can be used to teach about electromagnetism , resonance , electronics , etc .
Students wishing to go that extra mile can attempt to also build an AM transmitter ( this can be even easier to build .
)</tokentext>
<sentencetext>If you want to teach PHYSICS, I recommend against digital circuits.
There is much more Physics to learn from Analog(ue) circuit design and implementation.
Indeed the first circuit I ever built was an AM radio reciever, according to instructions found on my school Physics textbook: "Physics for Today and Tomorrow" by Tom Duncan (IMHO the best Physics book ever)

The component count is very low, about 10 components... the most expensive and difficult to find?
of which are the the ferrite core and the variable capacitor.
An AM radio receiver can be used to teach about electromagnetism, resonance, electronics, etc.
Students wishing to go that extra mile can attempt to also build an AM transmitter (this can be even easier to build.
)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709739</id>
	<title>Magnet, AM radio, plus others</title>
	<author>theendlessnow</author>
	<datestamp>1247658900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I think there is a kit out there for just $23,148,855,308,184,500
<p>
Might be a bit too pricey. Have your Visa ready.</p></htmltext>
<tokenext>I think there is a kit out there for just $ 23,148,855,308,184,500 Might be a bit too pricey .
Have your Visa ready .</tokentext>
<sentencetext>I think there is a kit out there for just $23,148,855,308,184,500

Might be a bit too pricey.
Have your Visa ready.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709203</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Zsub</author>
	<datestamp>1247656320000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I agree. I used things like <a href="http://mediatheek.thinkquest.nl/~lld029/elec/sysbrd.jpg" title="thinkquest.nl" rel="nofollow"> these</a> [thinkquest.nl] at my school. They have several ports, like an AND-port, also there is a AD-converter, several inputs (high-low or variable voltage), a counter, and some more. It really is all you need to teach simple circuitery and can be used in (small) groups.
<p>
I just found out those weigh in at &#226; 389,00, which is quite pricey...<nobr> <wbr></nobr>:(</p></htmltext>
<tokenext>I agree .
I used things like these [ thinkquest.nl ] at my school .
They have several ports , like an AND-port , also there is a AD-converter , several inputs ( high-low or variable voltage ) , a counter , and some more .
It really is all you need to teach simple circuitery and can be used in ( small ) groups .
I just found out those weigh in at   389,00 , which is quite pricey... : (</tokentext>
<sentencetext>I agree.
I used things like  these [thinkquest.nl] at my school.
They have several ports, like an AND-port, also there is a AD-converter, several inputs (high-low or variable voltage), a counter, and some more.
It really is all you need to teach simple circuitery and can be used in (small) groups.
I just found out those weigh in at â 389,00, which is quite pricey... :(</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709283</id>
	<title>use an arduino clone</title>
	<author>unix\_geek\_512</author>
	<datestamp>1247656800000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>Use an arduino clone.</p><p><a href="http://www.arduino.cc/" title="arduino.cc" rel="nofollow">http://www.arduino.cc/</a> [arduino.cc]</p><p>Check out the Rock Bottom Freeduino Kit @ <a href="http://wulfden/" title="wulfden" rel="nofollow">http://wulfden/</a> [wulfden] ( dot ) org/TheShoppe/freeduino/rbfk.shtml</p><p>Link has been edited to prevent the site from getting slashdotted.</p></htmltext>
<tokenext>Use an arduino clone.http : //www.arduino.cc/ [ arduino.cc ] Check out the Rock Bottom Freeduino Kit @ http : //wulfden/ [ wulfden ] ( dot ) org/TheShoppe/freeduino/rbfk.shtmlLink has been edited to prevent the site from getting slashdotted .</tokentext>
<sentencetext>Use an arduino clone.http://www.arduino.cc/ [arduino.cc]Check out the Rock Bottom Freeduino Kit @ http://wulfden/ [wulfden] ( dot ) org/TheShoppe/freeduino/rbfk.shtmlLink has been edited to prevent the site from getting slashdotted.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711419</id>
	<title>Re:NO!!!!!</title>
	<author>dsginter</author>
	<datestamp>1247669700000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p>Don't use anything that will automate the work.  Make the students do everything at a low-level if they are to learn anything.  This is my opinion, only.<br>
&nbsp; <br>Start with basic theory - digital logic and <a href="http://en.wikipedia.org/wiki/Karnaugh\_map" title="wikipedia.org">Karnaugh Maps</a> [wikipedia.org].  Introduce the clock and how it can manipulate the states of a digital logic device.  Then pick something simple - like a stoplight controller, for example.  And then create it.<br>
&nbsp; <br>Using the stop light controller as an example, you have a number of states that can be easily reduced with Karnaugh.  Using a basic breadboard and logic gates (not more than a few bucks per head in bulk), the students should be able to design and build the stoplight controller.  Use LEDs for a direct representation of the stoplights.<br>
&nbsp; <br>Extra Credit: put in a cross-walk button, corresponding states, Karnaugh maps, gates and LEDs.</p></htmltext>
<tokenext>Do n't use anything that will automate the work .
Make the students do everything at a low-level if they are to learn anything .
This is my opinion , only .
  Start with basic theory - digital logic and Karnaugh Maps [ wikipedia.org ] .
Introduce the clock and how it can manipulate the states of a digital logic device .
Then pick something simple - like a stoplight controller , for example .
And then create it .
  Using the stop light controller as an example , you have a number of states that can be easily reduced with Karnaugh .
Using a basic breadboard and logic gates ( not more than a few bucks per head in bulk ) , the students should be able to design and build the stoplight controller .
Use LEDs for a direct representation of the stoplights .
  Extra Credit : put in a cross-walk button , corresponding states , Karnaugh maps , gates and LEDs .</tokentext>
<sentencetext>Don't use anything that will automate the work.
Make the students do everything at a low-level if they are to learn anything.
This is my opinion, only.
  Start with basic theory - digital logic and Karnaugh Maps [wikipedia.org].
Introduce the clock and how it can manipulate the states of a digital logic device.
Then pick something simple - like a stoplight controller, for example.
And then create it.
  Using the stop light controller as an example, you have a number of states that can be easily reduced with Karnaugh.
Using a basic breadboard and logic gates (not more than a few bucks per head in bulk), the students should be able to design and build the stoplight controller.
Use LEDs for a direct representation of the stoplights.
  Extra Credit: put in a cross-walk button, corresponding states, Karnaugh maps, gates and LEDs.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708901</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709625</id>
	<title>Telegraph</title>
	<author>downix</author>
	<datestamp>1247658300000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>You could build a rudementary electric telegraph system within your budget.  Press down the button, it causes a "click" by magnetizing a clap-bar.  Very simple circuit.</p></htmltext>
<tokenext>You could build a rudementary electric telegraph system within your budget .
Press down the button , it causes a " click " by magnetizing a clap-bar .
Very simple circuit .</tokentext>
<sentencetext>You could build a rudementary electric telegraph system within your budget.
Press down the button, it causes a "click" by magnetizing a clap-bar.
Very simple circuit.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709361</id>
	<title>Scrounge, Circuit Bend, talk to local Radio Shack</title>
	<author>CommieLib</author>
	<datestamp>1247657160000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext>I think the scrounging idea is a good one...you'll be able to pull resistors off of anything, and everybody will learn the codes quickly. Have them bring in something simple in their house that doesn't work - have them troubleshoot and repair it (permission, obviously...).<br> <br>

Have them bring in an annoying electronic toy and have them wire a volume control into it. For that matter, have them bend circuits on all the electronic crap that surrounds us today.<br> <br>

Finally, talk to your later Radio Shack / Fry's / whatever, and see if you can get them to sponsor the class with some free gear and projects.<br> <br>

If you end up with some more coin, try a TV-B-Gone: <br> <br>

<a href="http://www.adafruit.com/index.php?main\_page=index&amp;cPath=20&amp;sessid=5bf624d376f9c6c44a119200f35c990d" title="adafruit.com">http://www.adafruit.com/index.php?main\_page=index&amp;cPath=20&amp;sessid=5bf624d376f9c6c44a119200f35c990d</a> [adafruit.com] <br> <br>

AdaFruit has a lot of good stuff. One thing I saw at a Make Faire was a project where you quickly build an oscillator using a paper circuit board and a pencil line drawn on a paper to have a quickie musical instrument.</htmltext>
<tokenext>I think the scrounging idea is a good one...you 'll be able to pull resistors off of anything , and everybody will learn the codes quickly .
Have them bring in something simple in their house that does n't work - have them troubleshoot and repair it ( permission , obviously... ) .
Have them bring in an annoying electronic toy and have them wire a volume control into it .
For that matter , have them bend circuits on all the electronic crap that surrounds us today .
Finally , talk to your later Radio Shack / Fry 's / whatever , and see if you can get them to sponsor the class with some free gear and projects .
If you end up with some more coin , try a TV-B-Gone : http : //www.adafruit.com/index.php ? main \ _page = index&amp;cPath = 20&amp;sessid = 5bf624d376f9c6c44a119200f35c990d [ adafruit.com ] AdaFruit has a lot of good stuff .
One thing I saw at a Make Faire was a project where you quickly build an oscillator using a paper circuit board and a pencil line drawn on a paper to have a quickie musical instrument .</tokentext>
<sentencetext>I think the scrounging idea is a good one...you'll be able to pull resistors off of anything, and everybody will learn the codes quickly.
Have them bring in something simple in their house that doesn't work - have them troubleshoot and repair it (permission, obviously...).
Have them bring in an annoying electronic toy and have them wire a volume control into it.
For that matter, have them bend circuits on all the electronic crap that surrounds us today.
Finally, talk to your later Radio Shack / Fry's / whatever, and see if you can get them to sponsor the class with some free gear and projects.
If you end up with some more coin, try a TV-B-Gone:  

http://www.adafruit.com/index.php?main\_page=index&amp;cPath=20&amp;sessid=5bf624d376f9c6c44a119200f35c990d [adafruit.com]  

AdaFruit has a lot of good stuff.
One thing I saw at a Make Faire was a project where you quickly build an oscillator using a paper circuit board and a pencil line drawn on a paper to have a quickie musical instrument.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717975</id>
	<title>Re:Good Luck</title>
	<author>arb phd slp</author>
	<datestamp>1247763720000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I fought this at my school. I fought it all the way to the level of School Board and I won.<br>A whole lot of "college-track" entered into shop classes after I did, too. Turns out I wasn't the only one who wanted to; I was just the only one willing to argue about it (and whose parents weren't afraid to step on toes, I didn't learn about my father's angry rant at the principal's office until I was well into college).</p></htmltext>
<tokenext>I fought this at my school .
I fought it all the way to the level of School Board and I won.A whole lot of " college-track " entered into shop classes after I did , too .
Turns out I was n't the only one who wanted to ; I was just the only one willing to argue about it ( and whose parents were n't afraid to step on toes , I did n't learn about my father 's angry rant at the principal 's office until I was well into college ) .</tokentext>
<sentencetext>I fought this at my school.
I fought it all the way to the level of School Board and I won.A whole lot of "college-track" entered into shop classes after I did, too.
Turns out I wasn't the only one who wanted to; I was just the only one willing to argue about it (and whose parents weren't afraid to step on toes, I didn't learn about my father's angry rant at the principal's office until I was well into college).</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709599</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709293</id>
	<title>electric guitar stompboxes?</title>
	<author>dunkelfalke</author>
	<datestamp>1247656860000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>a small guitar amp or an overdrive stompbox are pretty easy to build from discrete components and you can hear if they work or not.</p></htmltext>
<tokenext>a small guitar amp or an overdrive stompbox are pretty easy to build from discrete components and you can hear if they work or not .</tokentext>
<sentencetext>a small guitar amp or an overdrive stompbox are pretty easy to build from discrete components and you can hear if they work or not.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709319</id>
	<title>Tesla Coil</title>
	<author>downix</author>
	<datestamp>1247656980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>A common Tesla Coil can be made for this budget simply, and would definately get any childs attention.  basic schematics can be found all over the net.</p></htmltext>
<tokenext>A common Tesla Coil can be made for this budget simply , and would definately get any childs attention .
basic schematics can be found all over the net .</tokentext>
<sentencetext>A common Tesla Coil can be made for this budget simply, and would definately get any childs attention.
basic schematics can be found all over the net.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709169</id>
	<title>A few off the top of my head</title>
	<author>smellsofbikes</author>
	<datestamp>1247656200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Wheatstone Bridge-based "lie" detector.  Two resistors, a pot, some wire (you can use paperclips with bends in them to hold people's fingers and reduce slightly the ease with which this can be gamed.)  Either measure directly across the bridge with a voltmeter or amplify with a transistor and drive an LED.  You could use the more traditional galvanometer but that breaks your $5 budget.  But everyone loves something that allows them to ask you rude questions to try and make you sweat.<p>
There's always the good old motor made of a coil of magnet wire, a battery, and a magnet.</p><p>
For a little more than $5, you can buy a bag of cheap laser diodes off ebay, a couple of 1k-to-8ohm audio transformers, and a photodiode or photovoltaic cell (keep it as small as possible) and build something that plugs into an mp3 player phono jack and transmits sound via laser.  <a href="http://markbowers.org/blog/AM-laser-transmitter" title="markbowers.org">Here's one implementation</a> [markbowers.org], and many others exist.  I've built these and they're pretty easy.</p><p>
For that matter, since laser diodes are so cheap, you can also make a pretty good seismometer with a laser diode, some cheap crappy fiber optic cable in a tangle, and a photodiode.  The fiber optic could even be glass you've drawn, if I recall correctly.</p><p>
I've made several coilguns, but those are a little more exciting.  Wind up a good coil of magnet wire, around a core of lots of welding rod cut at different lengths.  Put a hoop of metal, preferably aluminum, around it on top of the coil, and briefly connect the coil to 110v, and watch your metal hoop fly.  With some care in coil inductance and adding some caps for tuning, you can put a ring through a piece of plywood.</p></htmltext>
<tokenext>Wheatstone Bridge-based " lie " detector .
Two resistors , a pot , some wire ( you can use paperclips with bends in them to hold people 's fingers and reduce slightly the ease with which this can be gamed .
) Either measure directly across the bridge with a voltmeter or amplify with a transistor and drive an LED .
You could use the more traditional galvanometer but that breaks your $ 5 budget .
But everyone loves something that allows them to ask you rude questions to try and make you sweat .
There 's always the good old motor made of a coil of magnet wire , a battery , and a magnet .
For a little more than $ 5 , you can buy a bag of cheap laser diodes off ebay , a couple of 1k-to-8ohm audio transformers , and a photodiode or photovoltaic cell ( keep it as small as possible ) and build something that plugs into an mp3 player phono jack and transmits sound via laser .
Here 's one implementation [ markbowers.org ] , and many others exist .
I 've built these and they 're pretty easy .
For that matter , since laser diodes are so cheap , you can also make a pretty good seismometer with a laser diode , some cheap crappy fiber optic cable in a tangle , and a photodiode .
The fiber optic could even be glass you 've drawn , if I recall correctly .
I 've made several coilguns , but those are a little more exciting .
Wind up a good coil of magnet wire , around a core of lots of welding rod cut at different lengths .
Put a hoop of metal , preferably aluminum , around it on top of the coil , and briefly connect the coil to 110v , and watch your metal hoop fly .
With some care in coil inductance and adding some caps for tuning , you can put a ring through a piece of plywood .</tokentext>
<sentencetext>Wheatstone Bridge-based "lie" detector.
Two resistors, a pot, some wire (you can use paperclips with bends in them to hold people's fingers and reduce slightly the ease with which this can be gamed.
)  Either measure directly across the bridge with a voltmeter or amplify with a transistor and drive an LED.
You could use the more traditional galvanometer but that breaks your $5 budget.
But everyone loves something that allows them to ask you rude questions to try and make you sweat.
There's always the good old motor made of a coil of magnet wire, a battery, and a magnet.
For a little more than $5, you can buy a bag of cheap laser diodes off ebay, a couple of 1k-to-8ohm audio transformers, and a photodiode or photovoltaic cell (keep it as small as possible) and build something that plugs into an mp3 player phono jack and transmits sound via laser.
Here's one implementation [markbowers.org], and many others exist.
I've built these and they're pretty easy.
For that matter, since laser diodes are so cheap, you can also make a pretty good seismometer with a laser diode, some cheap crappy fiber optic cable in a tangle, and a photodiode.
The fiber optic could even be glass you've drawn, if I recall correctly.
I've made several coilguns, but those are a little more exciting.
Wind up a good coil of magnet wire, around a core of lots of welding rod cut at different lengths.
Put a hoop of metal, preferably aluminum, around it on top of the coil, and briefly connect the coil to 110v, and watch your metal hoop fly.
With some care in coil inductance and adding some caps for tuning, you can put a ring through a piece of plywood.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709305</id>
	<title>Strobe light</title>
	<author>Anonymous</author>
	<datestamp>1247656920000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A friend of mine made a stobe light in his high school science class. His plugged into the wall, but a safer and lower-cost option would be to use a battery. It had a pot on it, so he could vary the frequency of the strobe. He also made a cool case with a reflector. You could do this with a few RLC components, a couple of transistors, and an LED bulb. A quick google search will provide you with a variety of schematics that will meet your cost and complexity constraints.</p></htmltext>
<tokenext>A friend of mine made a stobe light in his high school science class .
His plugged into the wall , but a safer and lower-cost option would be to use a battery .
It had a pot on it , so he could vary the frequency of the strobe .
He also made a cool case with a reflector .
You could do this with a few RLC components , a couple of transistors , and an LED bulb .
A quick google search will provide you with a variety of schematics that will meet your cost and complexity constraints .</tokentext>
<sentencetext>A friend of mine made a stobe light in his high school science class.
His plugged into the wall, but a safer and lower-cost option would be to use a battery.
It had a pot on it, so he could vary the frequency of the strobe.
He also made a cool case with a reflector.
You could do this with a few RLC components, a couple of transistors, and an LED bulb.
A quick google search will provide you with a variety of schematics that will meet your cost and complexity constraints.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28743929</id>
	<title>Re:NO!!!!!</title>
	<author>Linker3000</author>
	<datestamp>1247916300000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Karnaugh maps as the intro to basic electronics?</p><p>As many people have said, have fun with 555 timers &amp; LEDs etc.</p><p>We once mixed the electronics with the metalwork/woodwork class - the kids had to put their name in a metal sheet either via drilling, punching etc., mount this on the front of a wooden frame and then make it progressively light up using a 555 timer circuit and a 4017 decade counter - first driving just LEDs and then scaling up the project to use SCRs and neon lamps. At the lower end (555+4017+LEDs), this should stay close to the $5 budget and is more fun the Karnaugh mapping!</p><p>Sound-to-light is also fun, cheap, entertaining and fits with the music-driven generation - a few RC filters and some SCRs &amp; Lamps or drive a few sets of high-brightness LEDs to avoid mains stuff.</p></htmltext>
<tokenext>Karnaugh maps as the intro to basic electronics ? As many people have said , have fun with 555 timers &amp; LEDs etc.We once mixed the electronics with the metalwork/woodwork class - the kids had to put their name in a metal sheet either via drilling , punching etc. , mount this on the front of a wooden frame and then make it progressively light up using a 555 timer circuit and a 4017 decade counter - first driving just LEDs and then scaling up the project to use SCRs and neon lamps .
At the lower end ( 555 + 4017 + LEDs ) , this should stay close to the $ 5 budget and is more fun the Karnaugh mapping ! Sound-to-light is also fun , cheap , entertaining and fits with the music-driven generation - a few RC filters and some SCRs &amp; Lamps or drive a few sets of high-brightness LEDs to avoid mains stuff .</tokentext>
<sentencetext>Karnaugh maps as the intro to basic electronics?As many people have said, have fun with 555 timers &amp; LEDs etc.We once mixed the electronics with the metalwork/woodwork class - the kids had to put their name in a metal sheet either via drilling, punching etc., mount this on the front of a wooden frame and then make it progressively light up using a 555 timer circuit and a 4017 decade counter - first driving just LEDs and then scaling up the project to use SCRs and neon lamps.
At the lower end (555+4017+LEDs), this should stay close to the $5 budget and is more fun the Karnaugh mapping!Sound-to-light is also fun, cheap, entertaining and fits with the music-driven generation - a few RC filters and some SCRs &amp; Lamps or drive a few sets of high-brightness LEDs to avoid mains stuff.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711419</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708981</id>
	<title>Oscillator?</title>
	<author>fuzzyfuzzyfungus</author>
	<datestamp>1247655540000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>Virtually anything digital will have one or more oscillators in it. The kiddies might well have fun with a 555 or discrete based oscillator. All the components(with LED or nasty little speaker to output the result, and a potentiometer or resistor selection for playing with frequency) are dirt cheap in even modest quantities and the theory of operation is a step above bulb 'n battery without being super tricky.</htmltext>
<tokenext>Virtually anything digital will have one or more oscillators in it .
The kiddies might well have fun with a 555 or discrete based oscillator .
All the components ( with LED or nasty little speaker to output the result , and a potentiometer or resistor selection for playing with frequency ) are dirt cheap in even modest quantities and the theory of operation is a step above bulb 'n battery without being super tricky .</tokentext>
<sentencetext>Virtually anything digital will have one or more oscillators in it.
The kiddies might well have fun with a 555 or discrete based oscillator.
All the components(with LED or nasty little speaker to output the result, and a potentiometer or resistor selection for playing with frequency) are dirt cheap in even modest quantities and the theory of operation is a step above bulb 'n battery without being super tricky.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710119</id>
	<title>Re:Crystal radio</title>
	<author>mepperpint</author>
	<datestamp>1247660940000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I absolutely agree with a crystal radio. It's a simple, cheap, fun project which could easily be completed within a class period or two. To make the project more fun (and make them do more Physics), let them decide what radio station they want it to tune. They'll have to calculate the appropriate values for the inductor(s) and capacitor(s) for the LC filter and they'll get to tune into their favorite station.</p></htmltext>
<tokenext>I absolutely agree with a crystal radio .
It 's a simple , cheap , fun project which could easily be completed within a class period or two .
To make the project more fun ( and make them do more Physics ) , let them decide what radio station they want it to tune .
They 'll have to calculate the appropriate values for the inductor ( s ) and capacitor ( s ) for the LC filter and they 'll get to tune into their favorite station .</tokentext>
<sentencetext>I absolutely agree with a crystal radio.
It's a simple, cheap, fun project which could easily be completed within a class period or two.
To make the project more fun (and make them do more Physics), let them decide what radio station they want it to tune.
They'll have to calculate the appropriate values for the inductor(s) and capacitor(s) for the LC filter and they'll get to tune into their favorite station.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709063</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710027</id>
	<title>Hmmm, cheap and good for public schools...</title>
	<author>msimm</author>
	<datestamp>1247660460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Have them make healing magnetic bracelets and then have them fight students from an intelligent design class. Which ever group wins is right! So you'll teach them to test their theories and all while teaching them survival of the fittest. Suck it intelligent design!<nobr> <wbr></nobr>:P</htmltext>
<tokenext>Have them make healing magnetic bracelets and then have them fight students from an intelligent design class .
Which ever group wins is right !
So you 'll teach them to test their theories and all while teaching them survival of the fittest .
Suck it intelligent design !
: P</tokentext>
<sentencetext>Have them make healing magnetic bracelets and then have them fight students from an intelligent design class.
Which ever group wins is right!
So you'll teach them to test their theories and all while teaching them survival of the fittest.
Suck it intelligent design!
:P</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709983</id>
	<title>Re:Good Luck</title>
	<author>fridaynightsmoke</author>
	<datestamp>1247660220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>As others have mentioned, do you also propose to ban welding in shop class?  Alcohol burners in chemistry?</p> </div><p>Already happened in the UK, I'm afraid: <a href="http://www.guardian.co.uk/education/2005/nov/15/schools.uk3" title="guardian.co.uk" rel="nofollow">http://www.guardian.co.uk/education/2005/nov/15/schools.uk3</a> [guardian.co.uk] <br>

Yes, I know that this is due to over-cautious schools and staff rather than any kind of top down "ban", but the effect is the same.</p></div>
	</htmltext>
<tokenext>As others have mentioned , do you also propose to ban welding in shop class ?
Alcohol burners in chemistry ?
Already happened in the UK , I 'm afraid : http : //www.guardian.co.uk/education/2005/nov/15/schools.uk3 [ guardian.co.uk ] Yes , I know that this is due to over-cautious schools and staff rather than any kind of top down " ban " , but the effect is the same .</tokentext>
<sentencetext>As others have mentioned, do you also propose to ban welding in shop class?
Alcohol burners in chemistry?
Already happened in the UK, I'm afraid: http://www.guardian.co.uk/education/2005/nov/15/schools.uk3 [guardian.co.uk] 

Yes, I know that this is due to over-cautious schools and staff rather than any kind of top down "ban", but the effect is the same.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709569</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710329</id>
	<title>Taser</title>
	<author>Anonymous</author>
	<datestamp>1247662080000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Public school in the US, and you want them to build something that'll be relevant in their lives? Try a taser (an electrical chair is probably a bit more expensive).</p></htmltext>
<tokenext>Public school in the US , and you want them to build something that 'll be relevant in their lives ?
Try a taser ( an electrical chair is probably a bit more expensive ) .</tokentext>
<sentencetext>Public school in the US, and you want them to build something that'll be relevant in their lives?
Try a taser (an electrical chair is probably a bit more expensive).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709051</id>
	<title>cell phone charger</title>
	<author>Anonymous</author>
	<datestamp>1247655720000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>They like cell phones (you may have noticed).  You can charge current cell phones from usb.  Swipe a USB cable from a pawn shop and get some 7805 regulators from digikey/newark/jameco.  Add a 6 volt lantern battery, and you can charge your cell phone anywhere.  Or grab some cigarette lighter plugs from the pawn shop and you have a car charger.  Total cost should just barely come in under your $5 level, *and actually be useful and relevant to them*.</p></htmltext>
<tokenext>They like cell phones ( you may have noticed ) .
You can charge current cell phones from usb .
Swipe a USB cable from a pawn shop and get some 7805 regulators from digikey/newark/jameco .
Add a 6 volt lantern battery , and you can charge your cell phone anywhere .
Or grab some cigarette lighter plugs from the pawn shop and you have a car charger .
Total cost should just barely come in under your $ 5 level , * and actually be useful and relevant to them * .</tokentext>
<sentencetext>They like cell phones (you may have noticed).
You can charge current cell phones from usb.
Swipe a USB cable from a pawn shop and get some 7805 regulators from digikey/newark/jameco.
Add a 6 volt lantern battery, and you can charge your cell phone anywhere.
Or grab some cigarette lighter plugs from the pawn shop and you have a car charger.
Total cost should just barely come in under your $5 level, *and actually be useful and relevant to them*.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28719429</id>
	<title>Re:Good Luck</title>
	<author>Xoltri</author>
	<datestamp>1247768880000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>In about 1995 we were making toy soldiers out of lead in junior high.  The teacher would supervise as one of us cut lead off of a huge block with an acetylene torch and then we would melt it in a forge and pour it into molds, and then we would paint them.
<br>
<br>
Still can't believe they let us do that in school.</htmltext>
<tokenext>In about 1995 we were making toy soldiers out of lead in junior high .
The teacher would supervise as one of us cut lead off of a huge block with an acetylene torch and then we would melt it in a forge and pour it into molds , and then we would paint them .
Still ca n't believe they let us do that in school .</tokentext>
<sentencetext>In about 1995 we were making toy soldiers out of lead in junior high.
The teacher would supervise as one of us cut lead off of a huge block with an acetylene torch and then we would melt it in a forge and pour it into molds, and then we would paint them.
Still can't believe they let us do that in school.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28723955</id>
	<title>AM Tuner</title>
	<author>Malkin</author>
	<datestamp>1247744460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>When I was in 9th grade, we made AM tuners!  I remember making the coil by very carefully wrapping copper wire around a cardboard toilet paper tube.  That was kind of fun.</p></htmltext>
<tokenext>When I was in 9th grade , we made AM tuners !
I remember making the coil by very carefully wrapping copper wire around a cardboard toilet paper tube .
That was kind of fun .</tokentext>
<sentencetext>When I was in 9th grade, we made AM tuners!
I remember making the coil by very carefully wrapping copper wire around a cardboard toilet paper tube.
That was kind of fun.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709007</id>
	<title>model railroading...</title>
	<author>macbeth66</author>
	<datestamp>1247655600000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Model Railroading offers many opportunities to build things that have an immediate purpose.  Blinking LED projects, sound, electronically controlled motors for crossings.</p><p>I built a small N scale project that needed three voltages; 3, 12 and variable 12 volts.  I used one of those old laptop bricks and a few voltage regulators, diodes, caps and resistors and I was all set. BTW, I knew nothing about electronics, just kept reading as much as I could and it started to make sense.  It really helped to mix something I knew ( modeling ) with something new ( electronics ) with a simple goal, make some trains run.</p><p>As for cheap, most of the parts were free through scavenging and some were bought from Digi Key.</p></htmltext>
<tokenext>Model Railroading offers many opportunities to build things that have an immediate purpose .
Blinking LED projects , sound , electronically controlled motors for crossings.I built a small N scale project that needed three voltages ; 3 , 12 and variable 12 volts .
I used one of those old laptop bricks and a few voltage regulators , diodes , caps and resistors and I was all set .
BTW , I knew nothing about electronics , just kept reading as much as I could and it started to make sense .
It really helped to mix something I knew ( modeling ) with something new ( electronics ) with a simple goal , make some trains run.As for cheap , most of the parts were free through scavenging and some were bought from Digi Key .</tokentext>
<sentencetext>Model Railroading offers many opportunities to build things that have an immediate purpose.
Blinking LED projects, sound, electronically controlled motors for crossings.I built a small N scale project that needed three voltages; 3, 12 and variable 12 volts.
I used one of those old laptop bricks and a few voltage regulators, diodes, caps and resistors and I was all set.
BTW, I knew nothing about electronics, just kept reading as much as I could and it started to make sense.
It really helped to mix something I knew ( modeling ) with something new ( electronics ) with a simple goal, make some trains run.As for cheap, most of the parts were free through scavenging and some were bought from Digi Key.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711257</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Locklin</author>
	<datestamp>1247668380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Half a century of IQ testing disagree with you.</p></htmltext>
<tokenext>Half a century of IQ testing disagree with you .</tokentext>
<sentencetext>Half a century of IQ testing disagree with you.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709081</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709089</id>
	<title>PIC's are fun</title>
	<author>Anonymous</author>
	<datestamp>1247655900000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Once you get past the sunk cost of a programmer, a PIC is a great way to go. You can get free samples on any of them. Beyond that:</p><p>Solderless Breadboard<br>LED<br>Resistor<br>Capacitor<br>Battery Source</p><p>Should be had for around $5</p></htmltext>
<tokenext>Once you get past the sunk cost of a programmer , a PIC is a great way to go .
You can get free samples on any of them .
Beyond that : Solderless BreadboardLEDResistorCapacitorBattery SourceShould be had for around $ 5</tokentext>
<sentencetext>Once you get past the sunk cost of a programmer, a PIC is a great way to go.
You can get free samples on any of them.
Beyond that:Solderless BreadboardLEDResistorCapacitorBattery SourceShould be had for around $5</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708991</id>
	<title>Crystal Radio</title>
	<author>typosquatting</author>
	<datestamp>1247655540000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>3</modscore>
	<htmltext>Crystal radio - tons of fun, relevant to kids (music), super cheap.  There are kits online, but a little more expensive than your budget ($12 - $15).  I'll bet you could get the cost down by buying the raw parts in bulk instead of individual kits.</htmltext>
<tokenext>Crystal radio - tons of fun , relevant to kids ( music ) , super cheap .
There are kits online , but a little more expensive than your budget ( $ 12 - $ 15 ) .
I 'll bet you could get the cost down by buying the raw parts in bulk instead of individual kits .</tokentext>
<sentencetext>Crystal radio - tons of fun, relevant to kids (music), super cheap.
There are kits online, but a little more expensive than your budget ($12 - $15).
I'll bet you could get the cost down by buying the raw parts in bulk instead of individual kits.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28727061</id>
	<title>Re:Good Luck</title>
	<author>ByteSlicer</author>
	<datestamp>1247824020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><blockquote><div><p> Besides, I've soldered with leaded solder since I was about tennnnnnn, and I'm just fine I'm just fine.</p></div></blockquote><p>
Yeah, but for all we know you're eleven now<nobr> <wbr></nobr>;-)</p></div>
	</htmltext>
<tokenext>Besides , I 've soldered with leaded solder since I was about tennnnnnn , and I 'm just fine I 'm just fine .
Yeah , but for all we know you 're eleven now ; - )</tokentext>
<sentencetext> Besides, I've soldered with leaded solder since I was about tennnnnnn, and I'm just fine I'm just fine.
Yeah, but for all we know you're eleven now ;-)
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709569</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709107</id>
	<title>Have them build things</title>
	<author>geekoid</author>
	<datestamp>1247655960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>the next class can use to build more things.</p><p>VOlt meters, O-Scopes cards for a computer.</p><p>You could also go to the local place that people donate there crap computers, get a coupkld of those and build a cprogramable PCI card. Possible get one donated for a local electronics corporation.<br>For example, if you are in Oregon, contact Intel and see if you can get donations from them. They, and Mentor Graphics, were very helpful to our school when they did the robotics tournaments.</p></htmltext>
<tokenext>the next class can use to build more things.VOlt meters , O-Scopes cards for a computer.You could also go to the local place that people donate there crap computers , get a coupkld of those and build a cprogramable PCI card .
Possible get one donated for a local electronics corporation.For example , if you are in Oregon , contact Intel and see if you can get donations from them .
They , and Mentor Graphics , were very helpful to our school when they did the robotics tournaments .</tokentext>
<sentencetext>the next class can use to build more things.VOlt meters, O-Scopes cards for a computer.You could also go to the local place that people donate there crap computers, get a coupkld of those and build a cprogramable PCI card.
Possible get one donated for a local electronics corporation.For example, if you are in Oregon, contact Intel and see if you can get donations from them.
They, and Mentor Graphics, were very helpful to our school when they did the robotics tournaments.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709777</id>
	<title>RC circuits to make high/low pass filter</title>
	<author>Anonymous</author>
	<datestamp>1247659080000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I am taking a collage level physics lab right now, and we just did a lab on RC circuits; I thought it was cool to learn how the RC circuits could be used as high-pass or low-pass filter for a speaker(It was cool to remember seeing an RC circuit in the sub woofer I had installed in my car years ago(but did not know what it was at the time). I was like wow. I know how that works now<nobr> <wbr></nobr>:) ).  Any ways I would suggest looking at what is being done in some university physics labs and 'borrow' there good ideas.  yea a lot the labs are kinda boring but there are some good ones.</htmltext>
<tokenext>I am taking a collage level physics lab right now , and we just did a lab on RC circuits ; I thought it was cool to learn how the RC circuits could be used as high-pass or low-pass filter for a speaker ( It was cool to remember seeing an RC circuit in the sub woofer I had installed in my car years ago ( but did not know what it was at the time ) .
I was like wow .
I know how that works now : ) ) .
Any ways I would suggest looking at what is being done in some university physics labs and 'borrow ' there good ideas .
yea a lot the labs are kinda boring but there are some good ones .</tokentext>
<sentencetext>I am taking a collage level physics lab right now, and we just did a lab on RC circuits; I thought it was cool to learn how the RC circuits could be used as high-pass or low-pass filter for a speaker(It was cool to remember seeing an RC circuit in the sub woofer I had installed in my car years ago(but did not know what it was at the time).
I was like wow.
I know how that works now :) ).
Any ways I would suggest looking at what is being done in some university physics labs and 'borrow' there good ideas.
yea a lot the labs are kinda boring but there are some good ones.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712893</id>
	<title>wireless microphone.</title>
	<author>Pence128</author>
	<datestamp>1247682660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>A small FM transmitter could be done for $5. google for FM transmitter/microphone/bug for schematic. Stick some nails in a wooden board a few cm square to solder components to. Use trimmer capacitors with cardboard knobs glued on instead of large tuning capacitors. If you are in the US, Jameco is a good supplier: microphone is about $1, trimmer cap about $0.50, everything else probably less than $0.50. Get batteries wherever you normally get them. Cheap generic 9V batteries are about $1.50. Crystal radios are great, put the problem is the piezo earphones, I don't think I've ever seen them for less than $5, but if you can find them for less, a crystal radio is a great project.</htmltext>
<tokenext>A small FM transmitter could be done for $ 5 .
google for FM transmitter/microphone/bug for schematic .
Stick some nails in a wooden board a few cm square to solder components to .
Use trimmer capacitors with cardboard knobs glued on instead of large tuning capacitors .
If you are in the US , Jameco is a good supplier : microphone is about $ 1 , trimmer cap about $ 0.50 , everything else probably less than $ 0.50 .
Get batteries wherever you normally get them .
Cheap generic 9V batteries are about $ 1.50 .
Crystal radios are great , put the problem is the piezo earphones , I do n't think I 've ever seen them for less than $ 5 , but if you can find them for less , a crystal radio is a great project .</tokentext>
<sentencetext>A small FM transmitter could be done for $5.
google for FM transmitter/microphone/bug for schematic.
Stick some nails in a wooden board a few cm square to solder components to.
Use trimmer capacitors with cardboard knobs glued on instead of large tuning capacitors.
If you are in the US, Jameco is a good supplier: microphone is about $1, trimmer cap about $0.50, everything else probably less than $0.50.
Get batteries wherever you normally get them.
Cheap generic 9V batteries are about $1.50.
Crystal radios are great, put the problem is the piezo earphones, I don't think I've ever seen them for less than $5, but if you can find them for less, a crystal radio is a great project.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28722503</id>
	<title>Re:Start with the oldies then move up.</title>
	<author>rif42</author>
	<datestamp>1247737620000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>Get the chemistry teacher to help you and make a trench(foxhole) radio. Then build a crystal radio. Then an audio amplifier circuit.</p></div><p>This is getting far out, but why stop with the chemistry teacher? They should go dig out the ore of the rare metals out of the ground, that will teach them...</p><p>The point here was to learn electronics. It already takes enough time, trouble and errors for children to learn to put ready made components together and understand how they interact. It is important for the future interest that they can actually achieve to make it work.</p></div>
	</htmltext>
<tokenext>Get the chemistry teacher to help you and make a trench ( foxhole ) radio .
Then build a crystal radio .
Then an audio amplifier circuit.This is getting far out , but why stop with the chemistry teacher ?
They should go dig out the ore of the rare metals out of the ground , that will teach them...The point here was to learn electronics .
It already takes enough time , trouble and errors for children to learn to put ready made components together and understand how they interact .
It is important for the future interest that they can actually achieve to make it work .</tokentext>
<sentencetext>Get the chemistry teacher to help you and make a trench(foxhole) radio.
Then build a crystal radio.
Then an audio amplifier circuit.This is getting far out, but why stop with the chemistry teacher?
They should go dig out the ore of the rare metals out of the ground, that will teach them...The point here was to learn electronics.
It already takes enough time, trouble and errors for children to learn to put ready made components together and understand how they interact.
It is important for the future interest that they can actually achieve to make it work.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709459</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712345</id>
	<title>Re:Crystal Radio</title>
	<author>Dean Edmonds</author>
	<datestamp>1247677680000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I was going to make the same suggestion. One of the nice things about building a crystal radio is that you can then move easily into transistor circuitry by adding an amplifier to it.</p></htmltext>
<tokenext>I was going to make the same suggestion .
One of the nice things about building a crystal radio is that you can then move easily into transistor circuitry by adding an amplifier to it .</tokentext>
<sentencetext>I was going to make the same suggestion.
One of the nice things about building a crystal radio is that you can then move easily into transistor circuitry by adding an amplifier to it.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708991</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709081</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Grishnakh</author>
	<datestamp>1247655840000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>I disagree.  Back when you were a kid, kids were not only smarter than kids now, but more inquisitive and interested in things like this.</p><p>This whole project is just a big waste of time, assuming it's in America.  Instead, stick with teaching kids about boring things like law and marketing or advertising, since that's what they're going to be doing when they grow up anyway (either that or working in fast-food).</p></htmltext>
<tokenext>I disagree .
Back when you were a kid , kids were not only smarter than kids now , but more inquisitive and interested in things like this.This whole project is just a big waste of time , assuming it 's in America .
Instead , stick with teaching kids about boring things like law and marketing or advertising , since that 's what they 're going to be doing when they grow up anyway ( either that or working in fast-food ) .</tokentext>
<sentencetext>I disagree.
Back when you were a kid, kids were not only smarter than kids now, but more inquisitive and interested in things like this.This whole project is just a big waste of time, assuming it's in America.
Instead, stick with teaching kids about boring things like law and marketing or advertising, since that's what they're going to be doing when they grow up anyway (either that or working in fast-food).</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709251</id>
	<title>Literally thousands of projects</title>
	<author>digitalhermit</author>
	<datestamp>1247656560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>With a couple junk telephones you can build a radio. There are even some guides here and there that show you how to make a variable potentiometer, switches, batteries, etc., from tin and aluminum cans and a few sheets of acetate (such as in a clear plastic report cover).</p><p>Old remote controls, busted transistor radios, old calculators are a goldmine. With them you can make some very simple circuits. For example, with a few transistors and diodes you can make a binary adding machine. It can demonstrate how a computer does a shift or an add, AND, ORs, etc..</p><p>There's a page online somewhere with instructions on how to build a car that drives around. When it approaches a wall it will turn around. It uses pieces scrounged from motherboards and CDROM drives.</p></htmltext>
<tokenext>With a couple junk telephones you can build a radio .
There are even some guides here and there that show you how to make a variable potentiometer , switches , batteries , etc. , from tin and aluminum cans and a few sheets of acetate ( such as in a clear plastic report cover ) .Old remote controls , busted transistor radios , old calculators are a goldmine .
With them you can make some very simple circuits .
For example , with a few transistors and diodes you can make a binary adding machine .
It can demonstrate how a computer does a shift or an add , AND , ORs , etc..There 's a page online somewhere with instructions on how to build a car that drives around .
When it approaches a wall it will turn around .
It uses pieces scrounged from motherboards and CDROM drives .</tokentext>
<sentencetext>With a couple junk telephones you can build a radio.
There are even some guides here and there that show you how to make a variable potentiometer, switches, batteries, etc., from tin and aluminum cans and a few sheets of acetate (such as in a clear plastic report cover).Old remote controls, busted transistor radios, old calculators are a goldmine.
With them you can make some very simple circuits.
For example, with a few transistors and diodes you can make a binary adding machine.
It can demonstrate how a computer does a shift or an add, AND, ORs, etc..There's a page online somewhere with instructions on how to build a car that drives around.
When it approaches a wall it will turn around.
It uses pieces scrounged from motherboards and CDROM drives.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715565</id>
	<title>Dusk to Dawn circuit</title>
	<author>Y Ddraig Goch</author>
	<datestamp>1247753880000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Dusk to Dawn circuits are simple, you don't have to use 120VAC, and demonstrate several electronic principles.  The Thyristors, triac and diac, aren't the most simple to understand but you could substitute a transistor and use it for DC.</htmltext>
<tokenext>Dusk to Dawn circuits are simple , you do n't have to use 120VAC , and demonstrate several electronic principles .
The Thyristors , triac and diac , are n't the most simple to understand but you could substitute a transistor and use it for DC .</tokentext>
<sentencetext>Dusk to Dawn circuits are simple, you don't have to use 120VAC, and demonstrate several electronic principles.
The Thyristors, triac and diac, aren't the most simple to understand but you could substitute a transistor and use it for DC.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709501</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Anonymous</author>
	<datestamp>1247657760000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Like this one:</p><p>http://www.evg2000.com/html/project\_kit.htm</p><p>I too had a lot of fun. I made a burgler alarm to stop my brother<br>from entering my room.</p><p>---537</p></htmltext>
<tokenext>Like this one : http : //www.evg2000.com/html/project \ _kit.htmI too had a lot of fun .
I made a burgler alarm to stop my brotherfrom entering my room.---537</tokentext>
<sentencetext>Like this one:http://www.evg2000.com/html/project\_kit.htmI too had a lot of fun.
I made a burgler alarm to stop my brotherfrom entering my room.---537</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712515</id>
	<title>Cheap online store</title>
	<author>Niubi</author>
	<datestamp>1247679420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Why not go to <a href="http://www.dubli.com/" title="dubli.com" rel="nofollow">http://www.dubli.com/</a> [dubli.com] and buy the parts there? The shopping mall is full of cheap bargains. Buy something, rip the motor out, buy something else, use the frame... the list goes on. Or even better, just buy something new and fiddle about with it and then claim it as your own. With DubLi, it's all possible. Why? Cos it's cheap<nobr> <wbr></nobr>:)</htmltext>
<tokenext>Why not go to http : //www.dubli.com/ [ dubli.com ] and buy the parts there ?
The shopping mall is full of cheap bargains .
Buy something , rip the motor out , buy something else , use the frame... the list goes on .
Or even better , just buy something new and fiddle about with it and then claim it as your own .
With DubLi , it 's all possible .
Why ? Cos it 's cheap : )</tokentext>
<sentencetext>Why not go to http://www.dubli.com/ [dubli.com] and buy the parts there?
The shopping mall is full of cheap bargains.
Buy something, rip the motor out, buy something else, use the frame... the list goes on.
Or even better, just buy something new and fiddle about with it and then claim it as your own.
With DubLi, it's all possible.
Why? Cos it's cheap :)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712435</id>
	<title>Re:Tagged 'domyjobforme'? Really?</title>
	<author>Morkano</author>
	<datestamp>1247678640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Seriously, this is one of the best Ask Slashdots in a while. People are throwing up tonnes of neat, low-cost electronics projects. This is exactly the sort of thing you should ask a group of geeks.</p></htmltext>
<tokenext>Seriously , this is one of the best Ask Slashdots in a while .
People are throwing up tonnes of neat , low-cost electronics projects .
This is exactly the sort of thing you should ask a group of geeks .</tokentext>
<sentencetext>Seriously, this is one of the best Ask Slashdots in a while.
People are throwing up tonnes of neat, low-cost electronics projects.
This is exactly the sort of thing you should ask a group of geeks.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709519</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710291</id>
	<title>Try Opamps</title>
	<author>ee-guy</author>
	<datestamp>1247661960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>555 is a good idea, but opamps may be better. You have the option of building oscillators, amplfiers, active filters, and even analog computing circuits.  If your 9th graders are proficient with algebra, they can even predict the output of most of these circuits. This can provide a window into the practical application of mathematics and might even intice the more motivated students to learn how and why the circuit models and math allow predictions to be made. A decent performance opamp (TL074, quad FET input) can be had for less than a dollar at Digikey. Resistors and capacitors are inexpensive if bought in reasonable bulk (1\% resistors are $8.12 for 200, at Digikey, less at surplus places like All Electronics, though selection will be spotty). The big cost will be in the prototyping board for wiring all of this together, although they are very reusable (about $8.00 at Digikey, $4.00 at All Electronics). $5.00 per student is doable for the consumables, but figure about $15.00 to get started.</htmltext>
<tokenext>555 is a good idea , but opamps may be better .
You have the option of building oscillators , amplfiers , active filters , and even analog computing circuits .
If your 9th graders are proficient with algebra , they can even predict the output of most of these circuits .
This can provide a window into the practical application of mathematics and might even intice the more motivated students to learn how and why the circuit models and math allow predictions to be made .
A decent performance opamp ( TL074 , quad FET input ) can be had for less than a dollar at Digikey .
Resistors and capacitors are inexpensive if bought in reasonable bulk ( 1 \ % resistors are $ 8.12 for 200 , at Digikey , less at surplus places like All Electronics , though selection will be spotty ) .
The big cost will be in the prototyping board for wiring all of this together , although they are very reusable ( about $ 8.00 at Digikey , $ 4.00 at All Electronics ) .
$ 5.00 per student is doable for the consumables , but figure about $ 15.00 to get started .</tokentext>
<sentencetext>555 is a good idea, but opamps may be better.
You have the option of building oscillators, amplfiers, active filters, and even analog computing circuits.
If your 9th graders are proficient with algebra, they can even predict the output of most of these circuits.
This can provide a window into the practical application of mathematics and might even intice the more motivated students to learn how and why the circuit models and math allow predictions to be made.
A decent performance opamp (TL074, quad FET input) can be had for less than a dollar at Digikey.
Resistors and capacitors are inexpensive if bought in reasonable bulk (1\% resistors are $8.12 for 200, at Digikey, less at surplus places like All Electronics, though selection will be spotty).
The big cost will be in the prototyping board for wiring all of this together, although they are very reusable (about $8.00 at Digikey, $4.00 at All Electronics).
$5.00 per student is doable for the consumables, but figure about $15.00 to get started.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709091</id>
	<title>Opportunity</title>
	<author>Anonymous</author>
	<datestamp>1247655900000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Hey,</p><p>I agree that this type of opportunity should be seen more even in college. I would take a look at the SparkFun website. You can also contact them, I know they hold events in various places to up electronics interest. They may have a program to purchase simple projects in bulk at a discount rate for schools. I have purchased many items from them for various electronic projects I have worked on.</p><p>www.sparkfun.com</p></htmltext>
<tokenext>Hey,I agree that this type of opportunity should be seen more even in college .
I would take a look at the SparkFun website .
You can also contact them , I know they hold events in various places to up electronics interest .
They may have a program to purchase simple projects in bulk at a discount rate for schools .
I have purchased many items from them for various electronic projects I have worked on.www.sparkfun.com</tokentext>
<sentencetext>Hey,I agree that this type of opportunity should be seen more even in college.
I would take a look at the SparkFun website.
You can also contact them, I know they hold events in various places to up electronics interest.
They may have a program to purchase simple projects in bulk at a discount rate for schools.
I have purchased many items from them for various electronic projects I have worked on.www.sparkfun.com</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708887</id>
	<title>$5?</title>
	<author>Anonymous</author>
	<datestamp>1247655240000</datestamp>
	<modclass>Troll</modclass>
	<modscore>-1</modscore>
	<htmltext><p>Just take them to Subway and buy them lunch.  They'll be better off.</p></htmltext>
<tokenext>Just take them to Subway and buy them lunch .
They 'll be better off .</tokentext>
<sentencetext>Just take them to Subway and buy them lunch.
They'll be better off.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717189</id>
	<title>Logic chips</title>
	<author>SparkleMotion88</author>
	<datestamp>1247760720000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>You can teach some of the basics of digital electronics using logic chips like adders, decoders, flip-flops, etc.  For example, hook a 4-bit adder up to some switches (on the input side) and LEDs (on the output) to demonstrate how it works.  I think this is a great experiment because it can help explain how math and numbers are related to electrical signals in a computer.  <br> <br>

For more advanced projects:
<ul>
<li>Combine 2 4-bit adders to make an 8-bit adder</li><li>Add some flip-flops and a "clock" switch to save the results of an addition operation</li><li>Make a simple "ALU" by combining the adder with some and gates.  Throw in a switch to control which operation is performed.</li><li>Build a 4-bit adder out of and/or/not gates.</li><li>Build a flip-flop out of and/or/not gates.</li></ul><p>

I highly recommend that you give each student (or team of students) a bread board and a reliable power supply and multimeter to work with.  These things don't have to be too expensive (e.g. scrounge for unused wall-wart power supplies and tack on a 5V regulator), and they will help the experiments go smoothly.</p></htmltext>
<tokenext>You can teach some of the basics of digital electronics using logic chips like adders , decoders , flip-flops , etc .
For example , hook a 4-bit adder up to some switches ( on the input side ) and LEDs ( on the output ) to demonstrate how it works .
I think this is a great experiment because it can help explain how math and numbers are related to electrical signals in a computer .
For more advanced projects : Combine 2 4-bit adders to make an 8-bit adderAdd some flip-flops and a " clock " switch to save the results of an addition operationMake a simple " ALU " by combining the adder with some and gates .
Throw in a switch to control which operation is performed.Build a 4-bit adder out of and/or/not gates.Build a flip-flop out of and/or/not gates .
I highly recommend that you give each student ( or team of students ) a bread board and a reliable power supply and multimeter to work with .
These things do n't have to be too expensive ( e.g .
scrounge for unused wall-wart power supplies and tack on a 5V regulator ) , and they will help the experiments go smoothly .</tokentext>
<sentencetext>You can teach some of the basics of digital electronics using logic chips like adders, decoders, flip-flops, etc.
For example, hook a 4-bit adder up to some switches (on the input side) and LEDs (on the output) to demonstrate how it works.
I think this is a great experiment because it can help explain how math and numbers are related to electrical signals in a computer.
For more advanced projects:

Combine 2 4-bit adders to make an 8-bit adderAdd some flip-flops and a "clock" switch to save the results of an addition operationMake a simple "ALU" by combining the adder with some and gates.
Throw in a switch to control which operation is performed.Build a 4-bit adder out of and/or/not gates.Build a flip-flop out of and/or/not gates.
I highly recommend that you give each student (or team of students) a bread board and a reliable power supply and multimeter to work with.
These things don't have to be too expensive (e.g.
scrounge for unused wall-wart power supplies and tack on a 5V regulator), and they will help the experiments go smoothly.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712459</id>
	<title>Why Keep It Cheap? Get Corporate Sponsorship</title>
	<author>Anonymous</author>
	<datestamp>1247679000000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Join an organization like FIRST (http://www.usfirst.org/) and get corporate sponsorship to improve your budget.</p></htmltext>
<tokenext>Join an organization like FIRST ( http : //www.usfirst.org/ ) and get corporate sponsorship to improve your budget .</tokentext>
<sentencetext>Join an organization like FIRST (http://www.usfirst.org/) and get corporate sponsorship to improve your budget.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711985</id>
	<title>Engineering Outreach Projects</title>
	<author>frogcm</author>
	<datestamp>1247673960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Dr. Betty Lise Anderson at The Ohio State University has used her senior design class to develop projects aimed at that exact age group:

<a href="http://www.ece.osu.edu/~anderson/outreach.html" title="osu.edu" rel="nofollow">http://www.ece.osu.edu/~anderson/outreach.html</a> [osu.edu]</htmltext>
<tokenext>Dr. Betty Lise Anderson at The Ohio State University has used her senior design class to develop projects aimed at that exact age group : http : //www.ece.osu.edu/ ~ anderson/outreach.html [ osu.edu ]</tokentext>
<sentencetext>Dr. Betty Lise Anderson at The Ohio State University has used her senior design class to develop projects aimed at that exact age group:

http://www.ece.osu.edu/~anderson/outreach.html [osu.edu]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714301</id>
	<title>SPICE simulation</title>
	<author>ubersparky</author>
	<datestamp>1247741760000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>download the freeby graphical spice simulator from here:
<a href="http://www.simetrix.co.uk/" title="simetrix.co.uk" rel="nofollow">http://www.simetrix.co.uk/</a> [simetrix.co.uk]

I use this at home and I use the licensed version professionally at work. Its pretty easy to use and its great for teaching them fundamentals of electronics. While its no substitute for building circuits in hardware, its a great tool professionally for trying out circuits before prototyping and then optimising them afterwards. In a school environment, this would be a good way of teaching them some basics of current, voltage, frequency etc etc, without spending lots of money on things like oscilloscopes, spectrum analysers etc.

That said, being able to drive a scope is a useful skill in itself.. just wish the manufacturers would get together and standardise the controls!<nobr> <wbr></nobr>:-p</htmltext>
<tokenext>download the freeby graphical spice simulator from here : http : //www.simetrix.co.uk/ [ simetrix.co.uk ] I use this at home and I use the licensed version professionally at work .
Its pretty easy to use and its great for teaching them fundamentals of electronics .
While its no substitute for building circuits in hardware , its a great tool professionally for trying out circuits before prototyping and then optimising them afterwards .
In a school environment , this would be a good way of teaching them some basics of current , voltage , frequency etc etc , without spending lots of money on things like oscilloscopes , spectrum analysers etc .
That said , being able to drive a scope is a useful skill in itself.. just wish the manufacturers would get together and standardise the controls !
: -p</tokentext>
<sentencetext>download the freeby graphical spice simulator from here:
http://www.simetrix.co.uk/ [simetrix.co.uk]

I use this at home and I use the licensed version professionally at work.
Its pretty easy to use and its great for teaching them fundamentals of electronics.
While its no substitute for building circuits in hardware, its a great tool professionally for trying out circuits before prototyping and then optimising them afterwards.
In a school environment, this would be a good way of teaching them some basics of current, voltage, frequency etc etc, without spending lots of money on things like oscilloscopes, spectrum analysers etc.
That said, being able to drive a scope is a useful skill in itself.. just wish the manufacturers would get together and standardise the controls!
:-p</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717433</id>
	<title>Don't confuse them</title>
	<author>ab0mb88</author>
	<datestamp>1247761740000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Just give them a regular vibrator and some chicken wire, and wait and see who comes up with a working CD player...</htmltext>
<tokenext>Just give them a regular vibrator and some chicken wire , and wait and see who comes up with a working CD player.. .</tokentext>
<sentencetext>Just give them a regular vibrator and some chicken wire, and wait and see who comes up with a working CD player...</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709431</id>
	<title>War Criminal Tracker:</title>
	<author>Anonymous</author>
	<datestamp>1247657400000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>To find <a href="http://www.vivelecanada.ca/article/235930578-prosecution-for-alleged-crimes-of-george-w-bush-and-richard-cheney" title="vivelecanada.ca" rel="nofollow">Richard B. Cheney et al.</a> [vivelecanada.ca]</p><p>Thanks for your efforts in crime fighting.</p><p>Yours ELECTRONically,<br>Kilgore Trout</p></htmltext>
<tokenext>To find Richard B. Cheney et al .
[ vivelecanada.ca ] Thanks for your efforts in crime fighting.Yours ELECTRONically,Kilgore Trout</tokentext>
<sentencetext>To find Richard B. Cheney et al.
[vivelecanada.ca]Thanks for your efforts in crime fighting.Yours ELECTRONically,Kilgore Trout</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710153</id>
	<title>Bedini School Girl Motor</title>
	<author>Anonymous</author>
	<datestamp>1247661240000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>So easy and cheap to build, a school girl can build one! Hence the name of the motor...<br>http://peswiki.com/energy/Directory:Bedini\_SG</p><p>You can use junk or buy most of the parts at radioshack. Not only is it easy to build, but, it will entice the student to learn more. When a person really gets to know this simple circuit they soon starts to realize that physics, chemistry, math, etc. are also subjects of study to fully understand what exactly the circuit is doing. Best yet, it's open source!</p></htmltext>
<tokenext>So easy and cheap to build , a school girl can build one !
Hence the name of the motor...http : //peswiki.com/energy/Directory : Bedini \ _SGYou can use junk or buy most of the parts at radioshack .
Not only is it easy to build , but , it will entice the student to learn more .
When a person really gets to know this simple circuit they soon starts to realize that physics , chemistry , math , etc .
are also subjects of study to fully understand what exactly the circuit is doing .
Best yet , it 's open source !</tokentext>
<sentencetext>So easy and cheap to build, a school girl can build one!
Hence the name of the motor...http://peswiki.com/energy/Directory:Bedini\_SGYou can use junk or buy most of the parts at radioshack.
Not only is it easy to build, but, it will entice the student to learn more.
When a person really gets to know this simple circuit they soon starts to realize that physics, chemistry, math, etc.
are also subjects of study to fully understand what exactly the circuit is doing.
Best yet, it's open source!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709459</id>
	<title>Start with the oldies then move up.</title>
	<author>random coward</author>
	<datestamp>1247657580000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>Get the chemistry teacher to help you and make a trench(foxhole) radio.

Then build a crystal radio.
Then an audio amplifier circuit.

Or build the crysal radio then the audio amplifier then the foxhole radio. But actually building a radio with parts they've made and not bought, making the diode, will teach them a lot.</htmltext>
<tokenext>Get the chemistry teacher to help you and make a trench ( foxhole ) radio .
Then build a crystal radio .
Then an audio amplifier circuit .
Or build the crysal radio then the audio amplifier then the foxhole radio .
But actually building a radio with parts they 've made and not bought , making the diode , will teach them a lot .</tokentext>
<sentencetext>Get the chemistry teacher to help you and make a trench(foxhole) radio.
Then build a crystal radio.
Then an audio amplifier circuit.
Or build the crysal radio then the audio amplifier then the foxhole radio.
But actually building a radio with parts they've made and not bought, making the diode, will teach them a lot.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709989</id>
	<title>simple radio</title>
	<author>caeled</author>
	<datestamp>1247660280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>What about a simple FM radio?

I found this project a lot of fun
<a href="http://sci-toys.com/scitoys/scitoys/radio/three\_penny/three\_penny.html" title="sci-toys.com" rel="nofollow">http://sci-toys.com/scitoys/scitoys/radio/three\_penny/three\_penny.html</a> [sci-toys.com]

and after building it with my nephew is started a whole series of experiments and visits to Radio Shackk for them.</htmltext>
<tokenext>What about a simple FM radio ?
I found this project a lot of fun http : //sci-toys.com/scitoys/scitoys/radio/three \ _penny/three \ _penny.html [ sci-toys.com ] and after building it with my nephew is started a whole series of experiments and visits to Radio Shackk for them .</tokentext>
<sentencetext>What about a simple FM radio?
I found this project a lot of fun
http://sci-toys.com/scitoys/scitoys/radio/three\_penny/three\_penny.html [sci-toys.com]

and after building it with my nephew is started a whole series of experiments and visits to Radio Shackk for them.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715105</id>
	<title>Discreet Logic</title>
	<author>Anonymous</author>
	<datestamp>1247751180000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>How about circuits that explain the principles behind the black box microcontrollers that you speak of.</p><p>Flip Flops, for SRAM.</p><p>Counters, Adding and Subtracting all using either gates or more interesting with discreet components.</p></htmltext>
<tokenext>How about circuits that explain the principles behind the black box microcontrollers that you speak of.Flip Flops , for SRAM.Counters , Adding and Subtracting all using either gates or more interesting with discreet components .</tokentext>
<sentencetext>How about circuits that explain the principles behind the black box microcontrollers that you speak of.Flip Flops, for SRAM.Counters, Adding and Subtracting all using either gates or more interesting with discreet components.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715321</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Anonymous</author>
	<datestamp>1247752260000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Oh my, that brings back memories.<br>Many years ago, I had the 20-in-1 kit. One day, I connected a crystal radio kit to the 20-in-1 kit setup as an amplifier. It worked! Pretty good work for an 8 year old, isn't it? Still, it was good start on my E.E.</p></htmltext>
<tokenext>Oh my , that brings back memories.Many years ago , I had the 20-in-1 kit .
One day , I connected a crystal radio kit to the 20-in-1 kit setup as an amplifier .
It worked !
Pretty good work for an 8 year old , is n't it ?
Still , it was good start on my E.E .</tokentext>
<sentencetext>Oh my, that brings back memories.Many years ago, I had the 20-in-1 kit.
One day, I connected a crystal radio kit to the 20-in-1 kit setup as an amplifier.
It worked!
Pretty good work for an 8 year old, isn't it?
Still, it was good start on my E.E.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712095</id>
	<title>Re:Light bulbs and batteries</title>
	<author>Anonymous</author>
	<datestamp>1247674860000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>No offence, but adding bulbs in parallel and series is a bit, well a bit basic. I'm not expert on the American education system, currently only being  educated in the Scottish one, but my first year class (10-11), did that sort of thing - and that was science i.e. we hadn't decided on whether to take physics, biology or chemistry. And then when we were in 3rd year we learned the formulas that related to simple circuits and were expected to be able to describe electronics circuits (potential dividers, transistors, relays, light/heat dependent resistors etc.) and how different changes affected them and a basic description of how they worked.(e.g. light up, resistance down, more voltage across R2, high enough voltage for transistor to switch on, allowing current to relay, completing the motors circuit and switching the motor on) Then in 5th year, which I did when I was still 15(last year) - which I believe is about 9th grade - the higher physics course taught what semiconductors were, how they were used and the theory of how MOSFETS worked.  So I don't know who moded you insightful, I'd say you were being down right condescending.</p><p>P.S. SciGuy asked about electronics, in first year we were taught that electronics were different to electrical circuits which you proposed teaching.</p><p>Also even though I was in first year only 5 years ago, the course has changed and they are expected to know even more by the end of 2nd year when they start Standard Grades.</p></htmltext>
<tokenext>No offence , but adding bulbs in parallel and series is a bit , well a bit basic .
I 'm not expert on the American education system , currently only being educated in the Scottish one , but my first year class ( 10-11 ) , did that sort of thing - and that was science i.e .
we had n't decided on whether to take physics , biology or chemistry .
And then when we were in 3rd year we learned the formulas that related to simple circuits and were expected to be able to describe electronics circuits ( potential dividers , transistors , relays , light/heat dependent resistors etc .
) and how different changes affected them and a basic description of how they worked. ( e.g .
light up , resistance down , more voltage across R2 , high enough voltage for transistor to switch on , allowing current to relay , completing the motors circuit and switching the motor on ) Then in 5th year , which I did when I was still 15 ( last year ) - which I believe is about 9th grade - the higher physics course taught what semiconductors were , how they were used and the theory of how MOSFETS worked .
So I do n't know who moded you insightful , I 'd say you were being down right condescending.P.S .
SciGuy asked about electronics , in first year we were taught that electronics were different to electrical circuits which you proposed teaching.Also even though I was in first year only 5 years ago , the course has changed and they are expected to know even more by the end of 2nd year when they start Standard Grades .</tokentext>
<sentencetext>No offence, but adding bulbs in parallel and series is a bit, well a bit basic.
I'm not expert on the American education system, currently only being  educated in the Scottish one, but my first year class (10-11), did that sort of thing - and that was science i.e.
we hadn't decided on whether to take physics, biology or chemistry.
And then when we were in 3rd year we learned the formulas that related to simple circuits and were expected to be able to describe electronics circuits (potential dividers, transistors, relays, light/heat dependent resistors etc.
) and how different changes affected them and a basic description of how they worked.(e.g.
light up, resistance down, more voltage across R2, high enough voltage for transistor to switch on, allowing current to relay, completing the motors circuit and switching the motor on) Then in 5th year, which I did when I was still 15(last year) - which I believe is about 9th grade - the higher physics course taught what semiconductors were, how they were used and the theory of how MOSFETS worked.
So I don't know who moded you insightful, I'd say you were being down right condescending.P.S.
SciGuy asked about electronics, in first year we were taught that electronics were different to electrical circuits which you proposed teaching.Also even though I was in first year only 5 years ago, the course has changed and they are expected to know even more by the end of 2nd year when they start Standard Grades.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715267</id>
	<title>Re:A-stable multivibrator</title>
	<author>shervinemami</author>
	<datestamp>1247751960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I disagree that you should teach them about an oscillator circuit. When I first learn about electronics in 8th grade at school, our 1st project was to simply turn an LED on with a battery, and the 2nd one was to solder an astable multivibrator that flashes an LED. There was just so much more complexity between the 1st project and the 2nd project that almost no-one managed to get the flashing circuit to work, and definitely no-one could understand how it worked, no matter how many times the teacher tried to explain it to us. Also, because it was so hard for us to make such a complex circuit (obviously its a very simple circuit for an engineer, but for someone who has spent just a few hours learning about electronics, it feels like it takes forever to build), it was hard to see why it was such a big deal.<br><br>I think its a much better idea to get them to work with something simpler to understand, build, modify, and view something useful. Sure its hard to find such a simple circuit that would suit this, but I think there are better options than trying to understand an astable multivibrator or 555 timer IC.<br><br>I think making batteries out of house-hold items like potatoes or coca-cola is going to impress a lot of students, like the potato powered clock here: "http://www.kidzworld.com/article/4726-how-potato-batteries-work"<br><br>Maybe you could get the students to power their mobile phones using 2 or 3 potatoes in series, which they might remember for example if they sleep at a friend's house and their mobile phone runs out of batteries so they try solving their actual problem with things in the kitchen.<br><br>Another idea is a Crystal radio (that makes a very soft sounding radio that doesn't even need a battery!) or a simple AM radio out of a few parts, as explained in this website with a lot of really cool science projects, including some different ways to make an AM radio:<br>"http://sci-toys.com/scitoys/scitoys/radio/ten\_minute\_radio.html"<br><br>Sure, its also hard to understand how an AM radio works, but its very satisfying to see a human voice come out of something using just 3 or 4 components simple components!</htmltext>
<tokenext>I disagree that you should teach them about an oscillator circuit .
When I first learn about electronics in 8th grade at school , our 1st project was to simply turn an LED on with a battery , and the 2nd one was to solder an astable multivibrator that flashes an LED .
There was just so much more complexity between the 1st project and the 2nd project that almost no-one managed to get the flashing circuit to work , and definitely no-one could understand how it worked , no matter how many times the teacher tried to explain it to us .
Also , because it was so hard for us to make such a complex circuit ( obviously its a very simple circuit for an engineer , but for someone who has spent just a few hours learning about electronics , it feels like it takes forever to build ) , it was hard to see why it was such a big deal.I think its a much better idea to get them to work with something simpler to understand , build , modify , and view something useful .
Sure its hard to find such a simple circuit that would suit this , but I think there are better options than trying to understand an astable multivibrator or 555 timer IC.I think making batteries out of house-hold items like potatoes or coca-cola is going to impress a lot of students , like the potato powered clock here : " http : //www.kidzworld.com/article/4726-how-potato-batteries-work " Maybe you could get the students to power their mobile phones using 2 or 3 potatoes in series , which they might remember for example if they sleep at a friend 's house and their mobile phone runs out of batteries so they try solving their actual problem with things in the kitchen.Another idea is a Crystal radio ( that makes a very soft sounding radio that does n't even need a battery !
) or a simple AM radio out of a few parts , as explained in this website with a lot of really cool science projects , including some different ways to make an AM radio : " http : //sci-toys.com/scitoys/scitoys/radio/ten \ _minute \ _radio.html " Sure , its also hard to understand how an AM radio works , but its very satisfying to see a human voice come out of something using just 3 or 4 components simple components !</tokentext>
<sentencetext>I disagree that you should teach them about an oscillator circuit.
When I first learn about electronics in 8th grade at school, our 1st project was to simply turn an LED on with a battery, and the 2nd one was to solder an astable multivibrator that flashes an LED.
There was just so much more complexity between the 1st project and the 2nd project that almost no-one managed to get the flashing circuit to work, and definitely no-one could understand how it worked, no matter how many times the teacher tried to explain it to us.
Also, because it was so hard for us to make such a complex circuit (obviously its a very simple circuit for an engineer, but for someone who has spent just a few hours learning about electronics, it feels like it takes forever to build), it was hard to see why it was such a big deal.I think its a much better idea to get them to work with something simpler to understand, build, modify, and view something useful.
Sure its hard to find such a simple circuit that would suit this, but I think there are better options than trying to understand an astable multivibrator or 555 timer IC.I think making batteries out of house-hold items like potatoes or coca-cola is going to impress a lot of students, like the potato powered clock here: "http://www.kidzworld.com/article/4726-how-potato-batteries-work"Maybe you could get the students to power their mobile phones using 2 or 3 potatoes in series, which they might remember for example if they sleep at a friend's house and their mobile phone runs out of batteries so they try solving their actual problem with things in the kitchen.Another idea is a Crystal radio (that makes a very soft sounding radio that doesn't even need a battery!
) or a simple AM radio out of a few parts, as explained in this website with a lot of really cool science projects, including some different ways to make an AM radio:"http://sci-toys.com/scitoys/scitoys/radio/ten\_minute\_radio.html"Sure, its also hard to understand how an AM radio works, but its very satisfying to see a human voice come out of something using just 3 or 4 components simple components!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708973</id>
	<title>A Theremin</title>
	<author>davidwr</author>
	<datestamp>1247655480000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>4</modscore>
	<htmltext><p>Have them make a <a href="http://en.wikipedia.org/wiki/Theremin" title="wikipedia.org" rel="nofollow">theremin</a> [wikipedia.org] (see the "Similar instruments" section as well). It makes spooky music.  Great for a late-October/Halloween project.</p><p>You can even make this inter-disciplinary with the music teacher, the English teacher, the history teacher, and the Russian teacher as appropriate.</p></htmltext>
<tokenext>Have them make a theremin [ wikipedia.org ] ( see the " Similar instruments " section as well ) .
It makes spooky music .
Great for a late-October/Halloween project.You can even make this inter-disciplinary with the music teacher , the English teacher , the history teacher , and the Russian teacher as appropriate .</tokentext>
<sentencetext>Have them make a theremin [wikipedia.org] (see the "Similar instruments" section as well).
It makes spooky music.
Great for a late-October/Halloween project.You can even make this inter-disciplinary with the music teacher, the English teacher, the history teacher, and the Russian teacher as appropriate.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</id>
	<title>Re:Good Luck</title>
	<author>Grishnakh</author>
	<datestamp>1247655720000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>1</modscore>
	<htmltext><p>Soldering has no place in a public school. 1) Someone will burn themself, and sue.  2) Someone will sue because of exposure to hazardous materials, or some government agency will get involved.</p><p>Besides, soldering assumes you have PC boards to solder to.  Solderless breadboards are easier and safer, as long as you stick with thru-hole components.</p></htmltext>
<tokenext>Soldering has no place in a public school .
1 ) Someone will burn themself , and sue .
2 ) Someone will sue because of exposure to hazardous materials , or some government agency will get involved.Besides , soldering assumes you have PC boards to solder to .
Solderless breadboards are easier and safer , as long as you stick with thru-hole components .</tokentext>
<sentencetext>Soldering has no place in a public school.
1) Someone will burn themself, and sue.
2) Someone will sue because of exposure to hazardous materials, or some government agency will get involved.Besides, soldering assumes you have PC boards to solder to.
Solderless breadboards are easier and safer, as long as you stick with thru-hole components.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708949</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714919</id>
	<title>Do you live near a technology company?</title>
	<author>rickyars</author>
	<datestamp>1247749680000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>When I worked at Micron Technology in Boise, ID, we had a volunteer program that would go into the classroom to teach about basic circuits. Using a breadboard, transistors and a few LEDs the kids received a fun, hands-on introduction to electronics. I participated a few times and had a lot of fun, especially since the company was paying for a day out of the office. And, as far as I know, the teacher just had to call up and request the electronics lab. Worth a shot?</htmltext>
<tokenext>When I worked at Micron Technology in Boise , ID , we had a volunteer program that would go into the classroom to teach about basic circuits .
Using a breadboard , transistors and a few LEDs the kids received a fun , hands-on introduction to electronics .
I participated a few times and had a lot of fun , especially since the company was paying for a day out of the office .
And , as far as I know , the teacher just had to call up and request the electronics lab .
Worth a shot ?</tokentext>
<sentencetext>When I worked at Micron Technology in Boise, ID, we had a volunteer program that would go into the classroom to teach about basic circuits.
Using a breadboard, transistors and a few LEDs the kids received a fun, hands-on introduction to electronics.
I participated a few times and had a lot of fun, especially since the company was paying for a day out of the office.
And, as far as I know, the teacher just had to call up and request the electronics lab.
Worth a shot?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711631</id>
	<title>Motion-sensing sprinklers</title>
	<author>peacefinder</author>
	<datestamp>1247671200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>With which to annoy friends, parents, and younger siblings.</p></htmltext>
<tokenext>With which to annoy friends , parents , and younger siblings .</tokentext>
<sentencetext>With which to annoy friends, parents, and younger siblings.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708997</id>
	<title>Consider some simple transistor circuits</title>
	<author>richardkelleher</author>
	<datestamp>1247655540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Consider simple transistor circuits.  There is a book out there called The Encyclopedia of Electronic Circuits that has hundreds of simple circuits. </p><p>Look at circuit design software like AutoTrax (Kovac Software).  He has some great education pricing.  They can design circuits, run SPICE analysis and then build them and verify the results.</p></htmltext>
<tokenext>Consider simple transistor circuits .
There is a book out there called The Encyclopedia of Electronic Circuits that has hundreds of simple circuits .
Look at circuit design software like AutoTrax ( Kovac Software ) .
He has some great education pricing .
They can design circuits , run SPICE analysis and then build them and verify the results .</tokentext>
<sentencetext>Consider simple transistor circuits.
There is a book out there called The Encyclopedia of Electronic Circuits that has hundreds of simple circuits.
Look at circuit design software like AutoTrax (Kovac Software).
He has some great education pricing.
They can design circuits, run SPICE analysis and then build them and verify the results.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711291</id>
	<title>Re:A-stable multivibrator</title>
	<author>Anonymous</author>
	<datestamp>1247668680000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>You mean like a Sybian?</p></htmltext>
<tokenext>You mean like a Sybian ?</tokentext>
<sentencetext>You mean like a Sybian?</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709227</id>
	<title>Keep it simple and relevant to course material</title>
	<author>Anonymous</author>
	<datestamp>1247656440000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>1</modscore>
	<htmltext><p>You're going to have a tough time building anything practical for a $5 budget. I'm going to assume you mean $5 per student with a class of around 30 - you can't usually buy resistors or the like in quantities of "1", and just a (decent) breadboard can't be had for less than $5 unless you're buying in bulk. It would be best to have each student (or small teams) build it themselves. If you're at the front building and describing, they'll just tune out.</p><p>I would build some simple resistor ladders, which is probably all the course material covers. Have them put several LEDs in different parts of the circuit, and then play with the number and size of resistors in each leg of the ladder to show them, visually, that the voltage and current are changing.</p><p>You can show them capacitors by putting the battery in parallel with a big-ish cap, then have them remove the battery and watch the LED slowly dim and die.</p><p>If you want to bring transistors into the mix for sub-$5, it'd probably have to be a single transistor switching the power supply, with a pull-up wire to turn it on and off. You could maybe move it to different legs of the ladder. But I'd actually advise against transistors unless you want to go all-out and have them build an AND / OR gate. If you just show them transistor == switch, without showing them all the useful stuff it can do, they won't be very impressed.</p><p>If you have a digital multimeter, it would also be very instructive to build one demo circuit at the front of the class and measure the voltage at different points, to show them the values and prove something really is happening in there.</p><p>Anything more complicated than this, like RC oscillators or inductance, is going to be both expensive and way way over the heads of a 9th-grade class. At least, if you actually want to teach the physics of what's happening. If you just want to say "connect thingy A to jigamabob B and watch the light blink!" then sure, go for it!</p></htmltext>
<tokenext>You 're going to have a tough time building anything practical for a $ 5 budget .
I 'm going to assume you mean $ 5 per student with a class of around 30 - you ca n't usually buy resistors or the like in quantities of " 1 " , and just a ( decent ) breadboard ca n't be had for less than $ 5 unless you 're buying in bulk .
It would be best to have each student ( or small teams ) build it themselves .
If you 're at the front building and describing , they 'll just tune out.I would build some simple resistor ladders , which is probably all the course material covers .
Have them put several LEDs in different parts of the circuit , and then play with the number and size of resistors in each leg of the ladder to show them , visually , that the voltage and current are changing.You can show them capacitors by putting the battery in parallel with a big-ish cap , then have them remove the battery and watch the LED slowly dim and die.If you want to bring transistors into the mix for sub- $ 5 , it 'd probably have to be a single transistor switching the power supply , with a pull-up wire to turn it on and off .
You could maybe move it to different legs of the ladder .
But I 'd actually advise against transistors unless you want to go all-out and have them build an AND / OR gate .
If you just show them transistor = = switch , without showing them all the useful stuff it can do , they wo n't be very impressed.If you have a digital multimeter , it would also be very instructive to build one demo circuit at the front of the class and measure the voltage at different points , to show them the values and prove something really is happening in there.Anything more complicated than this , like RC oscillators or inductance , is going to be both expensive and way way over the heads of a 9th-grade class .
At least , if you actually want to teach the physics of what 's happening .
If you just want to say " connect thingy A to jigamabob B and watch the light blink !
" then sure , go for it !</tokentext>
<sentencetext>You're going to have a tough time building anything practical for a $5 budget.
I'm going to assume you mean $5 per student with a class of around 30 - you can't usually buy resistors or the like in quantities of "1", and just a (decent) breadboard can't be had for less than $5 unless you're buying in bulk.
It would be best to have each student (or small teams) build it themselves.
If you're at the front building and describing, they'll just tune out.I would build some simple resistor ladders, which is probably all the course material covers.
Have them put several LEDs in different parts of the circuit, and then play with the number and size of resistors in each leg of the ladder to show them, visually, that the voltage and current are changing.You can show them capacitors by putting the battery in parallel with a big-ish cap, then have them remove the battery and watch the LED slowly dim and die.If you want to bring transistors into the mix for sub-$5, it'd probably have to be a single transistor switching the power supply, with a pull-up wire to turn it on and off.
You could maybe move it to different legs of the ladder.
But I'd actually advise against transistors unless you want to go all-out and have them build an AND / OR gate.
If you just show them transistor == switch, without showing them all the useful stuff it can do, they won't be very impressed.If you have a digital multimeter, it would also be very instructive to build one demo circuit at the front of the class and measure the voltage at different points, to show them the values and prove something really is happening in there.Anything more complicated than this, like RC oscillators or inductance, is going to be both expensive and way way over the heads of a 9th-grade class.
At least, if you actually want to teach the physics of what's happening.
If you just want to say "connect thingy A to jigamabob B and watch the light blink!
" then sure, go for it!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710163</id>
	<title>Light bulbs and batteries</title>
	<author>LinuxFan</author>
	<datestamp>1247661240000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Firstly, don't knock light bulbs and batteries as they teach the basic concepts of series, parallel, and series-parallel circuits and digital logic (AND, OR, NOR, etc), secondly for $5 dollars you won't be doing much with modern electronics as they require FPGAs, ASICs, DSPs, etc. A silicon diode has a 1V/degree celsius response and as such makes a handy temperature gauge. I have used this as a college lab where students take a temperature reading, apply heat and then take a reading with the diode thermometer and calculate the change in temperature. This helps the students understand the role of components as well as the effect of temperature on electronic components.</p></htmltext>
<tokenext>Firstly , do n't knock light bulbs and batteries as they teach the basic concepts of series , parallel , and series-parallel circuits and digital logic ( AND , OR , NOR , etc ) , secondly for $ 5 dollars you wo n't be doing much with modern electronics as they require FPGAs , ASICs , DSPs , etc .
A silicon diode has a 1V/degree celsius response and as such makes a handy temperature gauge .
I have used this as a college lab where students take a temperature reading , apply heat and then take a reading with the diode thermometer and calculate the change in temperature .
This helps the students understand the role of components as well as the effect of temperature on electronic components .</tokentext>
<sentencetext>Firstly, don't knock light bulbs and batteries as they teach the basic concepts of series, parallel, and series-parallel circuits and digital logic (AND, OR, NOR, etc), secondly for $5 dollars you won't be doing much with modern electronics as they require FPGAs, ASICs, DSPs, etc.
A silicon diode has a 1V/degree celsius response and as such makes a handy temperature gauge.
I have used this as a college lab where students take a temperature reading, apply heat and then take a reading with the diode thermometer and calculate the change in temperature.
This helps the students understand the role of components as well as the effect of temperature on electronic components.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28718443</id>
	<title>Empowering...</title>
	<author>electron\_plumber</author>
	<datestamp>1247765340000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Way too any intro electronic "experiments" are either underwhelming (I lit an LED!) or black box magic (Build a radio transmitter by following these 37 simple steps! The following paragraph explains how the circuit works...). So I sympathize with the original request. Personally, I think the trick is to use a low end microcontroller and some cool I/O, and get the kids doing some simple, minimal programming so that they feel ownership. The best answer to this used to be a Basic Stamp, but the cost is prohibitive. Doing this on a budget today, I'd probably get some low-end 8-pin PIC, some switches and lights, and a cheap servo motor (one of the sub $4 HXT ones from HobbyCity). Then I'd have the kids share a few PC's loaded with MPLAB (free) and maybe a cheap Basic or C compiler (there are free ones). Finally, you'll need a cheap programmer (a PICKIT 2 or a third party one). It's a bit more work, but that's enough for the kids to do some really cool stuff. The goal here should be to give the kids tools so that they can be confident enough to go off and make their own cool stuff.

To get the flavor of some of these ideas, check out: <a href="http://aggregate.org/hankd/piaee12.pdf" title="aggregate.org" rel="nofollow">http://aggregate.org/hankd/piaee12.pdf</a> [aggregate.org]</htmltext>
<tokenext>Way too any intro electronic " experiments " are either underwhelming ( I lit an LED !
) or black box magic ( Build a radio transmitter by following these 37 simple steps !
The following paragraph explains how the circuit works... ) .
So I sympathize with the original request .
Personally , I think the trick is to use a low end microcontroller and some cool I/O , and get the kids doing some simple , minimal programming so that they feel ownership .
The best answer to this used to be a Basic Stamp , but the cost is prohibitive .
Doing this on a budget today , I 'd probably get some low-end 8-pin PIC , some switches and lights , and a cheap servo motor ( one of the sub $ 4 HXT ones from HobbyCity ) .
Then I 'd have the kids share a few PC 's loaded with MPLAB ( free ) and maybe a cheap Basic or C compiler ( there are free ones ) .
Finally , you 'll need a cheap programmer ( a PICKIT 2 or a third party one ) .
It 's a bit more work , but that 's enough for the kids to do some really cool stuff .
The goal here should be to give the kids tools so that they can be confident enough to go off and make their own cool stuff .
To get the flavor of some of these ideas , check out : http : //aggregate.org/hankd/piaee12.pdf [ aggregate.org ]</tokentext>
<sentencetext>Way too any intro electronic "experiments" are either underwhelming (I lit an LED!
) or black box magic (Build a radio transmitter by following these 37 simple steps!
The following paragraph explains how the circuit works...).
So I sympathize with the original request.
Personally, I think the trick is to use a low end microcontroller and some cool I/O, and get the kids doing some simple, minimal programming so that they feel ownership.
The best answer to this used to be a Basic Stamp, but the cost is prohibitive.
Doing this on a budget today, I'd probably get some low-end 8-pin PIC, some switches and lights, and a cheap servo motor (one of the sub $4 HXT ones from HobbyCity).
Then I'd have the kids share a few PC's loaded with MPLAB (free) and maybe a cheap Basic or C compiler (there are free ones).
Finally, you'll need a cheap programmer (a PICKIT 2 or a third party one).
It's a bit more work, but that's enough for the kids to do some really cool stuff.
The goal here should be to give the kids tools so that they can be confident enough to go off and make their own cool stuff.
To get the flavor of some of these ideas, check out: http://aggregate.org/hankd/piaee12.pdf [aggregate.org]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709735</id>
	<title>Metal Detector</title>
	<author>shbazjinkens</author>
	<datestamp>1247658900000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Get creative with parts.  Use cardboard or sheet plastic for the circuit board material (careful not to melt the plastic with soldering irons).  Use a cereal box, or some other small box, or PVC for the project box.  Get the kids to bring creative parts from home.  <br>
&nbsp; <br>
&nbsp; <a href="http://www.easytreasure.co.uk/bfo.htm" title="easytreasure.co.uk">Build a metal detector.</a> [easytreasure.co.uk] <br>
&nbsp; <br>
&nbsp; <a href="http://www.goldmine-elec.com/" title="goldmine-elec.com">The Electronic Goldmine</a> [goldmine-elec.com] and others offer assorted parts in an unsorted box for cheap.  You could buy bulk parts like this and have the kids sort them (make them learn how to measure components in the process).  As a warning, sometimes you get a lot of what you don't need and very little of what you do.  Resistors and capacitors can be combined to get  what you need most of the time, but not always the case with the ICs.  Get those from Mouser or Digikey.  Read <a href="http://blog.makezine.com/" title="makezine.com">Make Blog</a> [makezine.com] for ideas, they're good.  Recently they linked to a guy using a sponge and ferric chloride to etch circuit boards cheap, easy and fast.</p></htmltext>
<tokenext>Get creative with parts .
Use cardboard or sheet plastic for the circuit board material ( careful not to melt the plastic with soldering irons ) .
Use a cereal box , or some other small box , or PVC for the project box .
Get the kids to bring creative parts from home .
    Build a metal detector .
[ easytreasure.co.uk ]     The Electronic Goldmine [ goldmine-elec.com ] and others offer assorted parts in an unsorted box for cheap .
You could buy bulk parts like this and have the kids sort them ( make them learn how to measure components in the process ) .
As a warning , sometimes you get a lot of what you do n't need and very little of what you do .
Resistors and capacitors can be combined to get what you need most of the time , but not always the case with the ICs .
Get those from Mouser or Digikey .
Read Make Blog [ makezine.com ] for ideas , they 're good .
Recently they linked to a guy using a sponge and ferric chloride to etch circuit boards cheap , easy and fast .</tokentext>
<sentencetext>Get creative with parts.
Use cardboard or sheet plastic for the circuit board material (careful not to melt the plastic with soldering irons).
Use a cereal box, or some other small box, or PVC for the project box.
Get the kids to bring creative parts from home.
  
  Build a metal detector.
[easytreasure.co.uk] 
  
  The Electronic Goldmine [goldmine-elec.com] and others offer assorted parts in an unsorted box for cheap.
You could buy bulk parts like this and have the kids sort them (make them learn how to measure components in the process).
As a warning, sometimes you get a lot of what you don't need and very little of what you do.
Resistors and capacitors can be combined to get  what you need most of the time, but not always the case with the ICs.
Get those from Mouser or Digikey.
Read Make Blog [makezine.com] for ideas, they're good.
Recently they linked to a guy using a sponge and ferric chloride to etch circuit boards cheap, easy and fast.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709929</id>
	<title>Re:Good Luck</title>
	<author>Spacehog320</author>
	<datestamp>1247659920000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>Soldering is a good skill to teach. In my High School i took a class specifically dedicated to audio electronics and a good part of that class was soldering. 9th graders are mature enough to comprehend the concept of "Don't touch that it will burn you" and be careful, and not a single person in my class injured themselves or anyone else with a soldering iron.

One of the projects we had to work on was a simple 120VAC to 1-10VDC power converter. I ended up having to pay about $5 for the kit we used. The kit itself would show real world applications for many physics concepts and came with a very well documented explanation of the circuit and the concepts involved.</htmltext>
<tokenext>Soldering is a good skill to teach .
In my High School i took a class specifically dedicated to audio electronics and a good part of that class was soldering .
9th graders are mature enough to comprehend the concept of " Do n't touch that it will burn you " and be careful , and not a single person in my class injured themselves or anyone else with a soldering iron .
One of the projects we had to work on was a simple 120VAC to 1-10VDC power converter .
I ended up having to pay about $ 5 for the kit we used .
The kit itself would show real world applications for many physics concepts and came with a very well documented explanation of the circuit and the concepts involved .</tokentext>
<sentencetext>Soldering is a good skill to teach.
In my High School i took a class specifically dedicated to audio electronics and a good part of that class was soldering.
9th graders are mature enough to comprehend the concept of "Don't touch that it will burn you" and be careful, and not a single person in my class injured themselves or anyone else with a soldering iron.
One of the projects we had to work on was a simple 120VAC to 1-10VDC power converter.
I ended up having to pay about $5 for the kit we used.
The kit itself would show real world applications for many physics concepts and came with a very well documented explanation of the circuit and the concepts involved.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711947</id>
	<title>Refocus around physics</title>
	<author>beachdog</author>
	<datestamp>1247673600000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I agree with previous posters: the Arduino, opamps, and 555 timers are a good entry point into the art and technology of electronics.</p><p>But the really fascinating physical phenomena are buried inside a plastic capsule.</p><p>How about refocus the goal around working with a fundamental physical phenomenon and then deploy some simple instrumentation?</p><p>PN junction electronics:</p><p>I have some metal can transistors where I sawed the can off and looked at the junctions with a 10x hand lens.</p><p>Photo transistors are really neat gadgets. I have played with them and wished I could get a little closer to the junction physics. Is one incoming photon actually releasing one electron at the junction?</p><p>How about playing with the copper-copper oxide junction? It is the original electrical mystery phenomena that led to solid state physics.</p><p>I learned a lot by hanging a transistor and some current limiting resistors and using a voltmeter to develop an understanding of what is a "current amplifier".</p><p>There was a lady at MakeFair who demonstrated making FET transistors and photo cells with a tabletop ceramics kiln, some $4 wafers bought online.</p><p>Bridges and revisiting the problem of finding the first fundamental units.</p><p>How about a Whetstone bridge? It is the classic device for measuring things. As an extra credit project: see if any of the kids can solve for the exact current through the cross leg when the bridge is unbalanced.</p><p>Projects built around interference rings. I have tried building an inferometer using a solid state LED laser and I couldn't convince myself I was seeing diffraction bands nor interference patterns. So I didn't try to do a Michaelson inferometer.</p><p>How about see if you can use a monochrome LED with microscope slides to make interference bands? Measure or weigh something with the resulting device.</p><p>I used the Tab Book "Electronics Self Taught" which suggested a 4" x 8" plywood board with 4 nails and two strands of bus bar wire to make a prototype board. Tack solder pieces and let everything hang in the air.</p></htmltext>
<tokenext>I agree with previous posters : the Arduino , opamps , and 555 timers are a good entry point into the art and technology of electronics.But the really fascinating physical phenomena are buried inside a plastic capsule.How about refocus the goal around working with a fundamental physical phenomenon and then deploy some simple instrumentation ? PN junction electronics : I have some metal can transistors where I sawed the can off and looked at the junctions with a 10x hand lens.Photo transistors are really neat gadgets .
I have played with them and wished I could get a little closer to the junction physics .
Is one incoming photon actually releasing one electron at the junction ? How about playing with the copper-copper oxide junction ?
It is the original electrical mystery phenomena that led to solid state physics.I learned a lot by hanging a transistor and some current limiting resistors and using a voltmeter to develop an understanding of what is a " current amplifier " .There was a lady at MakeFair who demonstrated making FET transistors and photo cells with a tabletop ceramics kiln , some $ 4 wafers bought online.Bridges and revisiting the problem of finding the first fundamental units.How about a Whetstone bridge ?
It is the classic device for measuring things .
As an extra credit project : see if any of the kids can solve for the exact current through the cross leg when the bridge is unbalanced.Projects built around interference rings .
I have tried building an inferometer using a solid state LED laser and I could n't convince myself I was seeing diffraction bands nor interference patterns .
So I did n't try to do a Michaelson inferometer.How about see if you can use a monochrome LED with microscope slides to make interference bands ?
Measure or weigh something with the resulting device.I used the Tab Book " Electronics Self Taught " which suggested a 4 " x 8 " plywood board with 4 nails and two strands of bus bar wire to make a prototype board .
Tack solder pieces and let everything hang in the air .</tokentext>
<sentencetext>I agree with previous posters: the Arduino, opamps, and 555 timers are a good entry point into the art and technology of electronics.But the really fascinating physical phenomena are buried inside a plastic capsule.How about refocus the goal around working with a fundamental physical phenomenon and then deploy some simple instrumentation?PN junction electronics:I have some metal can transistors where I sawed the can off and looked at the junctions with a 10x hand lens.Photo transistors are really neat gadgets.
I have played with them and wished I could get a little closer to the junction physics.
Is one incoming photon actually releasing one electron at the junction?How about playing with the copper-copper oxide junction?
It is the original electrical mystery phenomena that led to solid state physics.I learned a lot by hanging a transistor and some current limiting resistors and using a voltmeter to develop an understanding of what is a "current amplifier".There was a lady at MakeFair who demonstrated making FET transistors and photo cells with a tabletop ceramics kiln, some $4 wafers bought online.Bridges and revisiting the problem of finding the first fundamental units.How about a Whetstone bridge?
It is the classic device for measuring things.
As an extra credit project: see if any of the kids can solve for the exact current through the cross leg when the bridge is unbalanced.Projects built around interference rings.
I have tried building an inferometer using a solid state LED laser and I couldn't convince myself I was seeing diffraction bands nor interference patterns.
So I didn't try to do a Michaelson inferometer.How about see if you can use a monochrome LED with microscope slides to make interference bands?
Measure or weigh something with the resulting device.I used the Tab Book "Electronics Self Taught" which suggested a 4" x 8" plywood board with 4 nails and two strands of bus bar wire to make a prototype board.
Tack solder pieces and let everything hang in the air.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709131</id>
	<title>Cost effective?</title>
	<author>girlintraining</author>
	<datestamp>1247656020000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p>$5 won't buy you much if you buy the components individually. You need to buy them in lots -- in which case you can afford a <i>lot</i> more room to experiment. Also, some equipment can be re-used, like breadboards, multi-meters, etc. When considering the project's costs, don't neglect economy of scale. It might be cheaper for everyone to simply have a "lab fee" and buy enough to last a few years.</p></htmltext>
<tokenext>$ 5 wo n't buy you much if you buy the components individually .
You need to buy them in lots -- in which case you can afford a lot more room to experiment .
Also , some equipment can be re-used , like breadboards , multi-meters , etc .
When considering the project 's costs , do n't neglect economy of scale .
It might be cheaper for everyone to simply have a " lab fee " and buy enough to last a few years .</tokentext>
<sentencetext>$5 won't buy you much if you buy the components individually.
You need to buy them in lots -- in which case you can afford a lot more room to experiment.
Also, some equipment can be re-used, like breadboards, multi-meters, etc.
When considering the project's costs, don't neglect economy of scale.
It might be cheaper for everyone to simply have a "lab fee" and buy enough to last a few years.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709569</id>
	<title>Re:Good Luck</title>
	<author>element-o.p.</author>
	<datestamp>1247658060000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>4</modscore>
	<htmltext><p><div class="quote"><p>Soldering has no place in a public school.</p></div><p>
Yeah.  No one should be learning useful skills in public school!!!</p><p><div class="quote"><p>Someone will burn themself, and sue.</p></div><p>
As others have mentioned, do you also propose to ban welding in shop class?  Alcohol burners in chemistry?  Sheesh, you can get a rug burn if you fall down in basketweaving class.  A little pain is good for you; pain is a sign of stupidity leaving your body.  If nothing else, you learn to be careful with potentially dangerous tools.  That is a (TM) Good Thing.  Just accept the fact that you can't even get out of bed without accepting some risk and get over it.<nobr> <wbr></nobr>:rolleyes:</p><p><div class="quote"><p>Someone will sue because of exposure to hazardous materials...</p></div><p>
RoHS.  Use lead-free solder.  Problem solved.  Besides, I've soldered with leaded solder since I was about tennnnnnn, and I'm just fine I'm just fine.</p><p><nobr> <wbr></nobr></p><div class="quote"><p>...or some government agency will get involved.</p></div><p>
It's <b>public</b> school -- methinks that, by definition, a government agency is <i>already</i> involved.</p></div>
	</htmltext>
<tokenext>Soldering has no place in a public school .
Yeah. No one should be learning useful skills in public school ! !
! Someone will burn themself , and sue .
As others have mentioned , do you also propose to ban welding in shop class ?
Alcohol burners in chemistry ?
Sheesh , you can get a rug burn if you fall down in basketweaving class .
A little pain is good for you ; pain is a sign of stupidity leaving your body .
If nothing else , you learn to be careful with potentially dangerous tools .
That is a ( TM ) Good Thing .
Just accept the fact that you ca n't even get out of bed without accepting some risk and get over it .
: rolleyes : Someone will sue because of exposure to hazardous materials.. . RoHS. Use lead-free solder .
Problem solved .
Besides , I 've soldered with leaded solder since I was about tennnnnnn , and I 'm just fine I 'm just fine .
...or some government agency will get involved .
It 's public school -- methinks that , by definition , a government agency is already involved .</tokentext>
<sentencetext>Soldering has no place in a public school.
Yeah.  No one should be learning useful skills in public school!!
!Someone will burn themself, and sue.
As others have mentioned, do you also propose to ban welding in shop class?
Alcohol burners in chemistry?
Sheesh, you can get a rug burn if you fall down in basketweaving class.
A little pain is good for you; pain is a sign of stupidity leaving your body.
If nothing else, you learn to be careful with potentially dangerous tools.
That is a (TM) Good Thing.
Just accept the fact that you can't even get out of bed without accepting some risk and get over it.
:rolleyes:Someone will sue because of exposure to hazardous materials...
RoHS.  Use lead-free solder.
Problem solved.
Besides, I've soldered with leaded solder since I was about tennnnnnn, and I'm just fine I'm just fine.
...or some government agency will get involved.
It's public school -- methinks that, by definition, a government agency is already involved.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711641</id>
	<title>a regenerative receiver for a HF Broadcast</title>
	<author>Anonymous</author>
	<datestamp>1247671320000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Circuits for this abound on the web and in ham literature.  The project should be well under $5 with a bit of home scrounging (medicine bottles), and they could provide their own headphones.  BG Micro or All Electronics are just two surplus parts companies with cheap stuff.</p><p>they could tune in to international broadcast, and it would be lots of fun, something they would keep, and something they could show off to their friends.</p></htmltext>
<tokenext>Circuits for this abound on the web and in ham literature .
The project should be well under $ 5 with a bit of home scrounging ( medicine bottles ) , and they could provide their own headphones .
BG Micro or All Electronics are just two surplus parts companies with cheap stuff.they could tune in to international broadcast , and it would be lots of fun , something they would keep , and something they could show off to their friends .</tokentext>
<sentencetext>Circuits for this abound on the web and in ham literature.
The project should be well under $5 with a bit of home scrounging (medicine bottles), and they could provide their own headphones.
BG Micro or All Electronics are just two surplus parts companies with cheap stuff.they could tune in to international broadcast, and it would be lots of fun, something they would keep, and something they could show off to their friends.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710569</id>
	<title>Get a 100-in-1 for ideas</title>
	<author>az-saguaro</author>
	<datestamp>1247663400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Lot's of good suggestions here.  Here's what I would do.  Get yourself one of those 100-in-one project kits, or 400-in-1, work through it, and from there, pick a handful that would work with your students.  You can then buy the parts you need in bulk - a 1000 resistors here, a 100 caps, 50 transistors, 100 diodes, etc - all cheap.  Put together a parts box with all that stuff, including wire, solder, bulbs, led's, battery clips, alligator leads, etc.  Then get a few basic durable goods - soldering irons, a multimeter, etc.  You will also need some breadboards and solder boards.  Each year, you can add a few projects and components, and soon enough you will have a real electronics workshop.<br>-<br>Whatever specific projects you choose, they should represent the basics:  basic circuits, basic components, r-c, basic logic, gates, timing, oscillators and mv's, mux-demux, comparators, etc.  Five or ten basic building block IC's should be able to cover hundreds of projects in these basic categories.  There is nothing like a good ol' 555 for timing projects, 7400's for starter digital logic, and a 741 for introduction to analog concepts.  Almost any project you will find in a 100-in-1 kit will be easy enough to build for under $5 once you have the basic lab or shop equipment.</p></htmltext>
<tokenext>Lot 's of good suggestions here .
Here 's what I would do .
Get yourself one of those 100-in-one project kits , or 400-in-1 , work through it , and from there , pick a handful that would work with your students .
You can then buy the parts you need in bulk - a 1000 resistors here , a 100 caps , 50 transistors , 100 diodes , etc - all cheap .
Put together a parts box with all that stuff , including wire , solder , bulbs , led 's , battery clips , alligator leads , etc .
Then get a few basic durable goods - soldering irons , a multimeter , etc .
You will also need some breadboards and solder boards .
Each year , you can add a few projects and components , and soon enough you will have a real electronics workshop.-Whatever specific projects you choose , they should represent the basics : basic circuits , basic components , r-c , basic logic , gates , timing , oscillators and mv 's , mux-demux , comparators , etc .
Five or ten basic building block IC 's should be able to cover hundreds of projects in these basic categories .
There is nothing like a good ol ' 555 for timing projects , 7400 's for starter digital logic , and a 741 for introduction to analog concepts .
Almost any project you will find in a 100-in-1 kit will be easy enough to build for under $ 5 once you have the basic lab or shop equipment .</tokentext>
<sentencetext>Lot's of good suggestions here.
Here's what I would do.
Get yourself one of those 100-in-one project kits, or 400-in-1, work through it, and from there, pick a handful that would work with your students.
You can then buy the parts you need in bulk - a 1000 resistors here, a 100 caps, 50 transistors, 100 diodes, etc - all cheap.
Put together a parts box with all that stuff, including wire, solder, bulbs, led's, battery clips, alligator leads, etc.
Then get a few basic durable goods - soldering irons, a multimeter, etc.
You will also need some breadboards and solder boards.
Each year, you can add a few projects and components, and soon enough you will have a real electronics workshop.-Whatever specific projects you choose, they should represent the basics:  basic circuits, basic components, r-c, basic logic, gates, timing, oscillators and mv's, mux-demux, comparators, etc.
Five or ten basic building block IC's should be able to cover hundreds of projects in these basic categories.
There is nothing like a good ol' 555 for timing projects, 7400's for starter digital logic, and a 741 for introduction to analog concepts.
Almost any project you will find in a 100-in-1 kit will be easy enough to build for under $5 once you have the basic lab or shop equipment.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709621</id>
	<title>Re:Desoldering old stuff?</title>
	<author>Hammer79</author>
	<datestamp>1247658300000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?</p></div><p>That would pretty much be a waste of time. Your time is more valuable to you than you would save by salvaging components. Finding the resistor value that you need for example would be like finding a needle in a haystack. However, stuff like stepper motors are worth salvaging off old printers...</p></div>
	</htmltext>
<tokenext>What about getting junked electronics ( thinking Goodwill here , or possibly even donated ) and desoldering components to build other projects with ? That would pretty much be a waste of time .
Your time is more valuable to you than you would save by salvaging components .
Finding the resistor value that you need for example would be like finding a needle in a haystack .
However , stuff like stepper motors are worth salvaging off old printers.. .</tokentext>
<sentencetext>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?That would pretty much be a waste of time.
Your time is more valuable to you than you would save by salvaging components.
Finding the resistor value that you need for example would be like finding a needle in a haystack.
However, stuff like stepper motors are worth salvaging off old printers...
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709211</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</id>
	<title>Light bulbs and batteries</title>
	<author>PleaseFearMe</author>
	<datestamp>1247656560000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>3</modscore>
	<htmltext><p>Both items are familiar to the students, so they can be tricked into learning something new.  Have them connect light bulbs in series, then in parallel, to see how the brightness changes.  Add batteries in series.  Add batteries in parallel.  Once they are familiar, have them connect ammeters and voltmeters for numerical interpretation.  This would give them a solid intuitive feel for how circuits work.</p><p>I would not teach them anything about transistors and capacitors until later, because that would require too many advanced concepts.  Make sure the students do not feel overwhelmed by the material.  If the students feel confident about what they are doing, ie. it makes sense that adding in more batteries makes it brighter, then they will be inquisitive to learn more, and confident enough to set out on their own.</p></htmltext>
<tokenext>Both items are familiar to the students , so they can be tricked into learning something new .
Have them connect light bulbs in series , then in parallel , to see how the brightness changes .
Add batteries in series .
Add batteries in parallel .
Once they are familiar , have them connect ammeters and voltmeters for numerical interpretation .
This would give them a solid intuitive feel for how circuits work.I would not teach them anything about transistors and capacitors until later , because that would require too many advanced concepts .
Make sure the students do not feel overwhelmed by the material .
If the students feel confident about what they are doing , ie .
it makes sense that adding in more batteries makes it brighter , then they will be inquisitive to learn more , and confident enough to set out on their own .</tokentext>
<sentencetext>Both items are familiar to the students, so they can be tricked into learning something new.
Have them connect light bulbs in series, then in parallel, to see how the brightness changes.
Add batteries in series.
Add batteries in parallel.
Once they are familiar, have them connect ammeters and voltmeters for numerical interpretation.
This would give them a solid intuitive feel for how circuits work.I would not teach them anything about transistors and capacitors until later, because that would require too many advanced concepts.
Make sure the students do not feel overwhelmed by the material.
If the students feel confident about what they are doing, ie.
it makes sense that adding in more batteries makes it brighter, then they will be inquisitive to learn more, and confident enough to set out on their own.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709233</id>
	<title>Simple LED Lights!</title>
	<author>millisa</author>
	<datestamp>1247656500000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>LED lights are a cheap fun way to teach some basics.  All you need is a battery (or even better, several different batteries with different voltages), an LED (or several LED's with different voltages), and a bunch of resistors.</p><p>You can get packs of green, red, and yellow LED's for less than 50 cents an LED.  resistors are a buck for packs of 10.  And batteries are batteries.  Figuring out the resistor needed to light up an LED based on the voltage from a single battery or series of batteries can be neat.</p><p>If you want to take it a step further, bring in some 50 cent USB a-b cables.  Slash them and toss out the B side, find the 5V and ground line, and have them figure out the resistor needed to light an LED for USB voltage (like a woot light!).  USB power = 5V 100ma usually (it goes up to 500ma, but the driver usually has to negotiate it up; it should be 100ma; buy a cheap powered hub if you want to keep it safe from the computer).  There are lots of links on how to figure out the voltage of an LED,<a href="http://www.llamma.com/xbox360/mods/How\%20to\%20use\%20an\%20LED.htm" title="llamma.com"> this one is ok.</a> [llamma.com]</p></htmltext>
<tokenext>LED lights are a cheap fun way to teach some basics .
All you need is a battery ( or even better , several different batteries with different voltages ) , an LED ( or several LED 's with different voltages ) , and a bunch of resistors.You can get packs of green , red , and yellow LED 's for less than 50 cents an LED .
resistors are a buck for packs of 10 .
And batteries are batteries .
Figuring out the resistor needed to light up an LED based on the voltage from a single battery or series of batteries can be neat.If you want to take it a step further , bring in some 50 cent USB a-b cables .
Slash them and toss out the B side , find the 5V and ground line , and have them figure out the resistor needed to light an LED for USB voltage ( like a woot light ! ) .
USB power = 5V 100ma usually ( it goes up to 500ma , but the driver usually has to negotiate it up ; it should be 100ma ; buy a cheap powered hub if you want to keep it safe from the computer ) .
There are lots of links on how to figure out the voltage of an LED , this one is ok. [ llamma.com ]</tokentext>
<sentencetext>LED lights are a cheap fun way to teach some basics.
All you need is a battery (or even better, several different batteries with different voltages), an LED (or several LED's with different voltages), and a bunch of resistors.You can get packs of green, red, and yellow LED's for less than 50 cents an LED.
resistors are a buck for packs of 10.
And batteries are batteries.
Figuring out the resistor needed to light up an LED based on the voltage from a single battery or series of batteries can be neat.If you want to take it a step further, bring in some 50 cent USB a-b cables.
Slash them and toss out the B side, find the 5V and ground line, and have them figure out the resistor needed to light an LED for USB voltage (like a woot light!).
USB power = 5V 100ma usually (it goes up to 500ma, but the driver usually has to negotiate it up; it should be 100ma; buy a cheap powered hub if you want to keep it safe from the computer).
There are lots of links on how to figure out the voltage of an LED, this one is ok. [llamma.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712057</id>
	<title>How about a different approach?</title>
	<author>Jane Q. Public</author>
	<datestamp>1247674500000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Many years ago (and I hope the articles can be found), Scientific American had an article or short series on how to make some fun projects out of a simple and cheap (especially cheap these days) transistor radio.
<br> <br>
While not at all in-depth about the electronics (the radio is basically treated as a black-box amplifier), the article(s) showed how to solder two wires to the volume control, in order to access the input stage of the amplifier. Just about any sort of input can then be amplified.
<br> <br>
A simple capacitor (combined with the variable resistance of the volume control) can make a variable tone generator.
<br> <br>
Adding a series capacitor to the input allows connecting to (tapping) a telephone line without destroying the radio, by filtering out the DC component present on the telephone line. (Ringing signal is ~60 volts, and IIRC the voice signal is around 12 or 24 volts.) This is not a practical "telephone tap" of course, no worries there, because it places a load (and a bit of noise) on the line and so its presence is easily detectable.
<br> <br>
Connecting the input wires to a solar cell (especially if placed at the focus of a parabolic mirror), allows you to listen to voices in a (relatively) distant building by catching sunlight reflected off of a window. The light is modulated by the vibrating glass.
<br> <br>
Alternatively, connect a dynamic microphone to the input wires, put it at the focus of the same mirror, and listen to birds chirp at a considerable distance.
<br> <br>
<br> <br>
As I mentioned, these experiments do not focus much on the electrical circuits per se, but they do teach some basics, they are lots of fun, and they include some other scientific principles as well. If they raise an interest, perhaps the goal is accomplished.</htmltext>
<tokenext>Many years ago ( and I hope the articles can be found ) , Scientific American had an article or short series on how to make some fun projects out of a simple and cheap ( especially cheap these days ) transistor radio .
While not at all in-depth about the electronics ( the radio is basically treated as a black-box amplifier ) , the article ( s ) showed how to solder two wires to the volume control , in order to access the input stage of the amplifier .
Just about any sort of input can then be amplified .
A simple capacitor ( combined with the variable resistance of the volume control ) can make a variable tone generator .
Adding a series capacitor to the input allows connecting to ( tapping ) a telephone line without destroying the radio , by filtering out the DC component present on the telephone line .
( Ringing signal is ~ 60 volts , and IIRC the voice signal is around 12 or 24 volts .
) This is not a practical " telephone tap " of course , no worries there , because it places a load ( and a bit of noise ) on the line and so its presence is easily detectable .
Connecting the input wires to a solar cell ( especially if placed at the focus of a parabolic mirror ) , allows you to listen to voices in a ( relatively ) distant building by catching sunlight reflected off of a window .
The light is modulated by the vibrating glass .
Alternatively , connect a dynamic microphone to the input wires , put it at the focus of the same mirror , and listen to birds chirp at a considerable distance .
As I mentioned , these experiments do not focus much on the electrical circuits per se , but they do teach some basics , they are lots of fun , and they include some other scientific principles as well .
If they raise an interest , perhaps the goal is accomplished .</tokentext>
<sentencetext>Many years ago (and I hope the articles can be found), Scientific American had an article or short series on how to make some fun projects out of a simple and cheap (especially cheap these days) transistor radio.
While not at all in-depth about the electronics (the radio is basically treated as a black-box amplifier), the article(s) showed how to solder two wires to the volume control, in order to access the input stage of the amplifier.
Just about any sort of input can then be amplified.
A simple capacitor (combined with the variable resistance of the volume control) can make a variable tone generator.
Adding a series capacitor to the input allows connecting to (tapping) a telephone line without destroying the radio, by filtering out the DC component present on the telephone line.
(Ringing signal is ~60 volts, and IIRC the voice signal is around 12 or 24 volts.
) This is not a practical "telephone tap" of course, no worries there, because it places a load (and a bit of noise) on the line and so its presence is easily detectable.
Connecting the input wires to a solar cell (especially if placed at the focus of a parabolic mirror), allows you to listen to voices in a (relatively) distant building by catching sunlight reflected off of a window.
The light is modulated by the vibrating glass.
Alternatively, connect a dynamic microphone to the input wires, put it at the focus of the same mirror, and listen to birds chirp at a considerable distance.
As I mentioned, these experiments do not focus much on the electrical circuits per se, but they do teach some basics, they are lots of fun, and they include some other scientific principles as well.
If they raise an interest, perhaps the goal is accomplished.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709407</id>
	<title>Lewin Edwards</title>
	<author>larwe</author>
	<datestamp>1247657340000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>5</modscore>
	<htmltext>I am working on some similar projects for 11-12th graders though my budget is more in the $10 per student range. There are challenges with doing this without (a) soldering - and the risks, and (b) lead exposure. Anything intended for kids younger than 13 needs to be Pb-free to meet CPSC guidelines and avoid liability issues. For 9th graders you might need to check ASTM regs also regarding choking, entanglement, etc. It's a bit of a bear and it becomes harder the younger the kids get.

I am using largely recycled components from junk cellphones and other sources (TDMA cellphones in particular are available dirt cheap and have lots of interesting projects) - <a href="http://www.larwe.com/technical/2260lcd.html" title="larwe.com" rel="nofollow">http://www.larwe.com/technical/2260lcd.html</a> [larwe.com] documents some of my reverse-engineering though it doesn't explain why I'm doing it).

A couple of interesting projects that can be made without soldering (just twisting wires)

- Use a Hall effect sensor or reed switch, in combination with a light (LED, bulb, whatever) and a handful of small magnets to demonstrate making a "recording". Glue the magnets onto a strip of paper, or just use a piece of tape sticky-side up. Pull the tape past the sensor and watch the bits as they're read out on the bulb. Works best if you color say all the north poles red, so they can work out what is 0 and what is 1.

- Make a light-following robot with two pager motors. There are a load of designs around, this one is not the simplest but is illustrative <a href="http://www.geocities.com/SouthBeach/6897/photovore.html" title="geocities.com" rel="nofollow">http://www.geocities.com/SouthBeach/6897/photovore.html</a> [geocities.com]

If you want to liaise further, feel free to contact me using that website.</htmltext>
<tokenext>I am working on some similar projects for 11-12th graders though my budget is more in the $ 10 per student range .
There are challenges with doing this without ( a ) soldering - and the risks , and ( b ) lead exposure .
Anything intended for kids younger than 13 needs to be Pb-free to meet CPSC guidelines and avoid liability issues .
For 9th graders you might need to check ASTM regs also regarding choking , entanglement , etc .
It 's a bit of a bear and it becomes harder the younger the kids get .
I am using largely recycled components from junk cellphones and other sources ( TDMA cellphones in particular are available dirt cheap and have lots of interesting projects ) - http : //www.larwe.com/technical/2260lcd.html [ larwe.com ] documents some of my reverse-engineering though it does n't explain why I 'm doing it ) .
A couple of interesting projects that can be made without soldering ( just twisting wires ) - Use a Hall effect sensor or reed switch , in combination with a light ( LED , bulb , whatever ) and a handful of small magnets to demonstrate making a " recording " .
Glue the magnets onto a strip of paper , or just use a piece of tape sticky-side up .
Pull the tape past the sensor and watch the bits as they 're read out on the bulb .
Works best if you color say all the north poles red , so they can work out what is 0 and what is 1 .
- Make a light-following robot with two pager motors .
There are a load of designs around , this one is not the simplest but is illustrative http : //www.geocities.com/SouthBeach/6897/photovore.html [ geocities.com ] If you want to liaise further , feel free to contact me using that website .</tokentext>
<sentencetext>I am working on some similar projects for 11-12th graders though my budget is more in the $10 per student range.
There are challenges with doing this without (a) soldering - and the risks, and (b) lead exposure.
Anything intended for kids younger than 13 needs to be Pb-free to meet CPSC guidelines and avoid liability issues.
For 9th graders you might need to check ASTM regs also regarding choking, entanglement, etc.
It's a bit of a bear and it becomes harder the younger the kids get.
I am using largely recycled components from junk cellphones and other sources (TDMA cellphones in particular are available dirt cheap and have lots of interesting projects) - http://www.larwe.com/technical/2260lcd.html [larwe.com] documents some of my reverse-engineering though it doesn't explain why I'm doing it).
A couple of interesting projects that can be made without soldering (just twisting wires)

- Use a Hall effect sensor or reed switch, in combination with a light (LED, bulb, whatever) and a handful of small magnets to demonstrate making a "recording".
Glue the magnets onto a strip of paper, or just use a piece of tape sticky-side up.
Pull the tape past the sensor and watch the bits as they're read out on the bulb.
Works best if you color say all the north poles red, so they can work out what is 0 and what is 1.
- Make a light-following robot with two pager motors.
There are a load of designs around, this one is not the simplest but is illustrative http://www.geocities.com/SouthBeach/6897/photovore.html [geocities.com]

If you want to liaise further, feel free to contact me using that website.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709315</id>
	<title>A few ideas</title>
	<author>CopaceticOpus</author>
	<datestamp>1247656980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I played a lot with these sorts of projects when I was young. I really enjoyed the little books by Forrest M. Mims III at Radio Shack. <a href="http://www.amazon.com/Getting-Started-Electronics-Forrest-Mims/dp/0945053282/" title="amazon.com">This book</a> [amazon.com] is probably stocked with good ideas.</p><p>Using a <a href="http://www.radioshack.com/product/index.jsp?productId=2103243" title="radioshack.com">wire wrapping tool</a> [radioshack.com] could be a good way to construct circuits without using solder. You can also use <a href="http://www.radioshack.com/product/index.jsp?productId=2734155" title="radioshack.com">breadboards</a> [radioshack.com]. The breadboards are easier to work with, and can be reused by several classes. However, with the wire wrapping approach, you may be able to make the project cheap enough for the students to keep what they build.</p><p>I once made a "darkness detector" or night light which would light up an LED when a room was dark. It was kind of cool because it all fit inside a little plastic film canister. All it needs is an LED, a photoresistor, a watch battery, an on/off switch, and a transistor. (And perhaps a simple resistor.) It can all be wired up using the wire wrapping tool. It's more of a toy than a useful item, but it's so cheap that it could be something they can take home to keep.</p></htmltext>
<tokenext>I played a lot with these sorts of projects when I was young .
I really enjoyed the little books by Forrest M. Mims III at Radio Shack .
This book [ amazon.com ] is probably stocked with good ideas.Using a wire wrapping tool [ radioshack.com ] could be a good way to construct circuits without using solder .
You can also use breadboards [ radioshack.com ] .
The breadboards are easier to work with , and can be reused by several classes .
However , with the wire wrapping approach , you may be able to make the project cheap enough for the students to keep what they build.I once made a " darkness detector " or night light which would light up an LED when a room was dark .
It was kind of cool because it all fit inside a little plastic film canister .
All it needs is an LED , a photoresistor , a watch battery , an on/off switch , and a transistor .
( And perhaps a simple resistor .
) It can all be wired up using the wire wrapping tool .
It 's more of a toy than a useful item , but it 's so cheap that it could be something they can take home to keep .</tokentext>
<sentencetext>I played a lot with these sorts of projects when I was young.
I really enjoyed the little books by Forrest M. Mims III at Radio Shack.
This book [amazon.com] is probably stocked with good ideas.Using a wire wrapping tool [radioshack.com] could be a good way to construct circuits without using solder.
You can also use breadboards [radioshack.com].
The breadboards are easier to work with, and can be reused by several classes.
However, with the wire wrapping approach, you may be able to make the project cheap enough for the students to keep what they build.I once made a "darkness detector" or night light which would light up an LED when a room was dark.
It was kind of cool because it all fit inside a little plastic film canister.
All it needs is an LED, a photoresistor, a watch battery, an on/off switch, and a transistor.
(And perhaps a simple resistor.
) It can all be wired up using the wire wrapping tool.
It's more of a toy than a useful item, but it's so cheap that it could be something they can take home to keep.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710395</id>
	<title>Re:555 Timer</title>
	<author>teklob</author>
	<datestamp>1247662440000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>How bout an alarm clock that lights up a bulb slowly over a half hour. I've been looking for a good schem for one of those for like a month now.</htmltext>
<tokenext>How bout an alarm clock that lights up a bulb slowly over a half hour .
I 've been looking for a good schem for one of those for like a month now .</tokentext>
<sentencetext>How bout an alarm clock that lights up a bulb slowly over a half hour.
I've been looking for a good schem for one of those for like a month now.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708967</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709381</id>
	<title>Kronecker\_Delta</title>
	<author>Anonymous</author>
	<datestamp>1247657280000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I don't think I could suggest anything as low as $5, but have you looked into Arduino boards? They are fun, cheap and easy and would be perfect for high schoolers. I am using them in my own high school level education program teaching rocketry and using arduino to design the science payloads they carry. If you could get a little startup money you could buy the boards and easily spend $5/year per student on the jumpers and devices to do the experiments and learn the physics.</p></htmltext>
<tokenext>I do n't think I could suggest anything as low as $ 5 , but have you looked into Arduino boards ?
They are fun , cheap and easy and would be perfect for high schoolers .
I am using them in my own high school level education program teaching rocketry and using arduino to design the science payloads they carry .
If you could get a little startup money you could buy the boards and easily spend $ 5/year per student on the jumpers and devices to do the experiments and learn the physics .</tokentext>
<sentencetext>I don't think I could suggest anything as low as $5, but have you looked into Arduino boards?
They are fun, cheap and easy and would be perfect for high schoolers.
I am using them in my own high school level education program teaching rocketry and using arduino to design the science payloads they carry.
If you could get a little startup money you could buy the boards and easily spend $5/year per student on the jumpers and devices to do the experiments and learn the physics.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709417</id>
	<title>DC Permanent Magnet Motor</title>
	<author>Anonymous</author>
	<datestamp>1247657400000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Made one of these in a college power systems class.  All you'd need is a magnet, some wire, and a D battery.  Teach your kids about electricity and magnetism at the same time.</p><p>Want to add more electronics?  Spin the motor and measure the voltage across the terminals, use the micro controller to convert the voltage to rpm display.</p></htmltext>
<tokenext>Made one of these in a college power systems class .
All you 'd need is a magnet , some wire , and a D battery .
Teach your kids about electricity and magnetism at the same time.Want to add more electronics ?
Spin the motor and measure the voltage across the terminals , use the micro controller to convert the voltage to rpm display .</tokentext>
<sentencetext>Made one of these in a college power systems class.
All you'd need is a magnet, some wire, and a D battery.
Teach your kids about electricity and magnetism at the same time.Want to add more electronics?
Spin the motor and measure the voltage across the terminals, use the micro controller to convert the voltage to rpm display.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714843</id>
	<title>Re:Lewin Edwards</title>
	<author>squizzar</author>
	<datestamp>1247748960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>We did one at a university intro course that was a very simple AM radio receiver.  Battery, small coil, variable cap, few transistors and passives and a headphone socket.  The variable cap is probably the most expensive bit, alongside headphones.  If you're making loads then you could probably get a bunch of PCBs made up.  Something like: <a href="http://www.zen22142.zen.co.uk/Circuits/rf/amrec.html" title="zen.co.uk">http://www.zen22142.zen.co.uk/Circuits/rf/amrec.html</a> [zen.co.uk]</p><p><a href="http://www.elecfree.com/electronic/fm-receiver-4-transistor-by-bf184/" title="elecfree.com">http://www.elecfree.com/electronic/fm-receiver-4-transistor-by-bf184/</a> [elecfree.com] has a similarly uncomplicated FM receiver.  Bit more complex but probably more likely to pick something up you will recognise.</p></htmltext>
<tokenext>We did one at a university intro course that was a very simple AM radio receiver .
Battery , small coil , variable cap , few transistors and passives and a headphone socket .
The variable cap is probably the most expensive bit , alongside headphones .
If you 're making loads then you could probably get a bunch of PCBs made up .
Something like : http : //www.zen22142.zen.co.uk/Circuits/rf/amrec.html [ zen.co.uk ] http : //www.elecfree.com/electronic/fm-receiver-4-transistor-by-bf184/ [ elecfree.com ] has a similarly uncomplicated FM receiver .
Bit more complex but probably more likely to pick something up you will recognise .</tokentext>
<sentencetext>We did one at a university intro course that was a very simple AM radio receiver.
Battery, small coil, variable cap, few transistors and passives and a headphone socket.
The variable cap is probably the most expensive bit, alongside headphones.
If you're making loads then you could probably get a bunch of PCBs made up.
Something like: http://www.zen22142.zen.co.uk/Circuits/rf/amrec.html [zen.co.uk]http://www.elecfree.com/electronic/fm-receiver-4-transistor-by-bf184/ [elecfree.com] has a similarly uncomplicated FM receiver.
Bit more complex but probably more likely to pick something up you will recognise.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709407</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709061</id>
	<title>Rectifier/transformer</title>
	<author>telomerewhythere</author>
	<datestamp>1247655780000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext>I know it would be more than $5, but a project that would power their cell phone... (5 volt usb from 120 volt source)
<p>
It's related to something they're interested in already.  Some will like, others will electrocute themselves.
</p><p>
And then we will find you under the bridge, transformed to a oscillating hunchback.</p></htmltext>
<tokenext>I know it would be more than $ 5 , but a project that would power their cell phone... ( 5 volt usb from 120 volt source ) It 's related to something they 're interested in already .
Some will like , others will electrocute themselves .
And then we will find you under the bridge , transformed to a oscillating hunchback .</tokentext>
<sentencetext>I know it would be more than $5, but a project that would power their cell phone... (5 volt usb from 120 volt source)

It's related to something they're interested in already.
Some will like, others will electrocute themselves.
And then we will find you under the bridge, transformed to a oscillating hunchback.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716431</id>
	<title>simple temperature sensing array</title>
	<author>theguywhorunspetesbr</author>
	<datestamp>1247757960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>here's one that we're actually looking to use at the office.  jeroen hoppenbrouwers has a great little write up (http://www.hoppie.nl/tempsens/) on building a temperature sensing array.  students can build individual sensors for well within your $5 ballpark and the group can assemble the rs232 interface and whatever housing you decide to go with for just a little bit more.  everything rolls back through the serial connector to an antiquated chunk of x86 hardware that you get from it department is getting ready to throw out.  pick your favorite linux distro, install digitemp (http://www.digitemp.com/) and you're ready to start gathering scads of data for use with nagios (http://www.nagios.org/), cacti (http://www.cacti.net/) or your favorite rrd (http://oss.oetiker.ch/rrdtool/) based tool.

<br> <br>kids get to learn about:
  <br>-simple circuits
  <br>-open source and standards
  <br>-the power of cheap, effective systems
  <br>-how badly the building needs hvac work
  <br>-start to finish application of multiple layers of technology</htmltext>
<tokenext>here 's one that we 're actually looking to use at the office .
jeroen hoppenbrouwers has a great little write up ( http : //www.hoppie.nl/tempsens/ ) on building a temperature sensing array .
students can build individual sensors for well within your $ 5 ballpark and the group can assemble the rs232 interface and whatever housing you decide to go with for just a little bit more .
everything rolls back through the serial connector to an antiquated chunk of x86 hardware that you get from it department is getting ready to throw out .
pick your favorite linux distro , install digitemp ( http : //www.digitemp.com/ ) and you 're ready to start gathering scads of data for use with nagios ( http : //www.nagios.org/ ) , cacti ( http : //www.cacti.net/ ) or your favorite rrd ( http : //oss.oetiker.ch/rrdtool/ ) based tool .
kids get to learn about : -simple circuits -open source and standards -the power of cheap , effective systems -how badly the building needs hvac work -start to finish application of multiple layers of technology</tokentext>
<sentencetext>here's one that we're actually looking to use at the office.
jeroen hoppenbrouwers has a great little write up (http://www.hoppie.nl/tempsens/) on building a temperature sensing array.
students can build individual sensors for well within your $5 ballpark and the group can assemble the rs232 interface and whatever housing you decide to go with for just a little bit more.
everything rolls back through the serial connector to an antiquated chunk of x86 hardware that you get from it department is getting ready to throw out.
pick your favorite linux distro, install digitemp (http://www.digitemp.com/) and you're ready to start gathering scads of data for use with nagios (http://www.nagios.org/), cacti (http://www.cacti.net/) or your favorite rrd (http://oss.oetiker.ch/rrdtool/) based tool.
kids get to learn about:
  -simple circuits
  -open source and standards
  -the power of cheap, effective systems
  -how badly the building needs hvac work
  -start to finish application of multiple layers of technology</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717393</id>
	<title>Start/Stop timer</title>
	<author>Anonymous</author>
	<datestamp>1247761560000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A simple timer. Crystal with frequency divider using sequential logic (a few flip-flops) for the time base. Some combinational logic using buttons to control the timer. You could consider buying FPGA dev kits and make teams (so the cost is lower), to have more advanced features.</p><p>Personally, I started understanding computers when I saw how an adder worked, at the gate level.</p></htmltext>
<tokenext>A simple timer .
Crystal with frequency divider using sequential logic ( a few flip-flops ) for the time base .
Some combinational logic using buttons to control the timer .
You could consider buying FPGA dev kits and make teams ( so the cost is lower ) , to have more advanced features.Personally , I started understanding computers when I saw how an adder worked , at the gate level .</tokentext>
<sentencetext>A simple timer.
Crystal with frequency divider using sequential logic (a few flip-flops) for the time base.
Some combinational logic using buttons to control the timer.
You could consider buying FPGA dev kits and make teams (so the cost is lower), to have more advanced features.Personally, I started understanding computers when I saw how an adder worked, at the gate level.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709325</id>
	<title>DSE</title>
	<author>labnet</author>
	<datestamp>1247656980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Knock yourself out<br><a href="http://search.dse.com.au/nav/cat2/electronicsandkitsets\_kitsets/cat1/electronicsandkitsets/0" title="dse.com.au">http://search.dse.com.au/nav/cat2/electronicsandkitsets\_kitsets/cat1/electronicsandkitsets/0</a> [dse.com.au]</p><p>As an aside, 25 years ago I won a competition in high school with dick smith with a prize of $50 worth of electronic components.<br>I was thinking beauty, the things I'll be able to make!<br>What did I get?<br>just what every kid wants... a box of 5000 22pF NPO capacitors...</p></htmltext>
<tokenext>Knock yourself outhttp : //search.dse.com.au/nav/cat2/electronicsandkitsets \ _kitsets/cat1/electronicsandkitsets/0 [ dse.com.au ] As an aside , 25 years ago I won a competition in high school with dick smith with a prize of $ 50 worth of electronic components.I was thinking beauty , the things I 'll be able to make ! What did I get ? just what every kid wants... a box of 5000 22pF NPO capacitors.. .</tokentext>
<sentencetext>Knock yourself outhttp://search.dse.com.au/nav/cat2/electronicsandkitsets\_kitsets/cat1/electronicsandkitsets/0 [dse.com.au]As an aside, 25 years ago I won a competition in high school with dick smith with a prize of $50 worth of electronic components.I was thinking beauty, the things I'll be able to make!What did I get?just what every kid wants... a box of 5000 22pF NPO capacitors...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713803</id>
	<title>Compare an RC reset to a dedicated supervisor.</title>
	<author>Ihlosi</author>
	<datestamp>1247735220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Seriously. Compare the performance of an RC reset circuit to that of a supervisor chip, especially in conditions where the power supply is shaky.<p>
You wouldn't believe how many "problems" posted in microcontroller forums can be narrowed down to the OP using an RC reset "like shown in the datasheet".</p></htmltext>
<tokenext>Seriously .
Compare the performance of an RC reset circuit to that of a supervisor chip , especially in conditions where the power supply is shaky .
You would n't believe how many " problems " posted in microcontroller forums can be narrowed down to the OP using an RC reset " like shown in the datasheet " .</tokentext>
<sentencetext>Seriously.
Compare the performance of an RC reset circuit to that of a supervisor chip, especially in conditions where the power supply is shaky.
You wouldn't believe how many "problems" posted in microcontroller forums can be narrowed down to the OP using an RC reset "like shown in the datasheet".</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709027</id>
	<title>Astable</title>
	<author>Anonymous</author>
	<datestamp>1247655660000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A-stable multi-vibrator.</p><p>Attach an of LED and bam, cheap way to teach rudimentary capacitor/transistor theory.</p></htmltext>
<tokenext>A-stable multi-vibrator.Attach an of LED and bam , cheap way to teach rudimentary capacitor/transistor theory .</tokentext>
<sentencetext>A-stable multi-vibrator.Attach an of LED and bam, cheap way to teach rudimentary capacitor/transistor theory.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711111</id>
	<title>Analog or digital, DYI or buy the components.</title>
	<author>bored</author>
	<datestamp>1247667300000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>There are a lot of simple passive circuits, but no one is impressed by the switch and lightbulb, or the 1000 variations using solar cells or LEDs.</p><p>So, It seems to me that as a physics teacher, your probably better off focusing on the analog side of things and sticking with simple R/C/L type circuits. That stuff is fairly basic and matches up with basic physics. It helps to have some calculus to understand capacitors and inductors, but I understood basically how capacitors and inductors worked, long before I took a formal calculus class. Any good teacher should be able to impart a basic knowledge, its like computing the distance/speed/acceleration without doing the calculus, you just give the students the final formulas and an explanation of how to work them. Making the parts may or may not save some money, but it imparts a hands on kind of knowledge that isn't often taught in school.</p><p>Some ideas,</p><ul><li>Butterworth filters- Do them in the audio range, all you need are a handful of capacitors and inductors, a shared audio source (PC, Radio, etc), a couple speakers. Bonus points if you make the inductors and capacitors in class using wire/tinfoil/paper towels etc.</li><li>RLC resonators -  Design them to be in the audio range, or slow enough to be optically interesting. These can be tricky, especially if your trying to actually drive a load (speaker instead of an inductor, lamp instead of resistor). It might be better to have a few pre-built amplifiers with bulbs or speakers that you use as the load. Also, ignore the majority of the math and just focus on the w=1/sqrt(LC). The mistakes are often times the most fun and the fact that the results can be changed by moving you hand over them adds to it.</li><li>AM Crystal radios - These require a sensitive earphone. <a href="http://sci-toys.com/scitoys/scitoys/radio/homemade\_radio.html" title="sci-toys.com">This site</a> [sci-toys.com] sells them, and has instructions for building radios with nothing else but the earphone and stuff every student should be able to find at home. Be prepared, the earphone is fairly expensive ($3.85 in quantities of 100). Since they are small they will probably walk off. The alternative is to build an amplifier and let them plug their radios into it.</li></ul><p>The real problem is that the excitement level is going to be fairly limited, unless you add a BJT or FET. If you add those, the sky is the limit. Again the math can get pretty ugly, but running a BJT as a switch between saturation and cutoff is easy to understand and opens up the possibility of building simple and/or gates. From that you can build a bunch of digital stuff. Radio shack sold 100 packs of 2N2222 BJTs for just a few $ back when they sold such things. I'm sure you can find similar deals if you hunt around.</p><p>That said, again your probably better off sticking with the analog, the results tend to be more impressive due to the limited parts count. I would stay away from IC's. I don't think they are appropriate for a basic physics class as they are just black boxes. Plus, they can be expensive in the quantities you will need.</p><ul><li>Gates - Build simple and/or gates for voting machines, etc.</li><li>Small signal amplifiers - You can build an amplifier that can drive a speaker with a single BJT (it just needs to be fairly beefy) and you need high impedance speakers. Again, bonus points if you build the speakers! This goes well with the crystal radio.</li><li>Colpitts/Hartley Oscillators - Again you can build simple ones with just a single BJT, these can often drive small loads without an amplifier as well, and they won't die like the resonators.</li></ul><p>Finally, if your making the components, its going to be very helpful to be able to measure their capacitance, resistance or inductance. An inexpensive meter can provide R/C measurements, and you can build circuits that a part can be dropped in, that counts frequency or measures inductance.</p></htmltext>
<tokenext>There are a lot of simple passive circuits , but no one is impressed by the switch and lightbulb , or the 1000 variations using solar cells or LEDs.So , It seems to me that as a physics teacher , your probably better off focusing on the analog side of things and sticking with simple R/C/L type circuits .
That stuff is fairly basic and matches up with basic physics .
It helps to have some calculus to understand capacitors and inductors , but I understood basically how capacitors and inductors worked , long before I took a formal calculus class .
Any good teacher should be able to impart a basic knowledge , its like computing the distance/speed/acceleration without doing the calculus , you just give the students the final formulas and an explanation of how to work them .
Making the parts may or may not save some money , but it imparts a hands on kind of knowledge that is n't often taught in school.Some ideas,Butterworth filters- Do them in the audio range , all you need are a handful of capacitors and inductors , a shared audio source ( PC , Radio , etc ) , a couple speakers .
Bonus points if you make the inductors and capacitors in class using wire/tinfoil/paper towels etc.RLC resonators - Design them to be in the audio range , or slow enough to be optically interesting .
These can be tricky , especially if your trying to actually drive a load ( speaker instead of an inductor , lamp instead of resistor ) .
It might be better to have a few pre-built amplifiers with bulbs or speakers that you use as the load .
Also , ignore the majority of the math and just focus on the w = 1/sqrt ( LC ) .
The mistakes are often times the most fun and the fact that the results can be changed by moving you hand over them adds to it.AM Crystal radios - These require a sensitive earphone .
This site [ sci-toys.com ] sells them , and has instructions for building radios with nothing else but the earphone and stuff every student should be able to find at home .
Be prepared , the earphone is fairly expensive ( $ 3.85 in quantities of 100 ) .
Since they are small they will probably walk off .
The alternative is to build an amplifier and let them plug their radios into it.The real problem is that the excitement level is going to be fairly limited , unless you add a BJT or FET .
If you add those , the sky is the limit .
Again the math can get pretty ugly , but running a BJT as a switch between saturation and cutoff is easy to understand and opens up the possibility of building simple and/or gates .
From that you can build a bunch of digital stuff .
Radio shack sold 100 packs of 2N2222 BJTs for just a few $ back when they sold such things .
I 'm sure you can find similar deals if you hunt around.That said , again your probably better off sticking with the analog , the results tend to be more impressive due to the limited parts count .
I would stay away from IC 's .
I do n't think they are appropriate for a basic physics class as they are just black boxes .
Plus , they can be expensive in the quantities you will need.Gates - Build simple and/or gates for voting machines , etc.Small signal amplifiers - You can build an amplifier that can drive a speaker with a single BJT ( it just needs to be fairly beefy ) and you need high impedance speakers .
Again , bonus points if you build the speakers !
This goes well with the crystal radio.Colpitts/Hartley Oscillators - Again you can build simple ones with just a single BJT , these can often drive small loads without an amplifier as well , and they wo n't die like the resonators.Finally , if your making the components , its going to be very helpful to be able to measure their capacitance , resistance or inductance .
An inexpensive meter can provide R/C measurements , and you can build circuits that a part can be dropped in , that counts frequency or measures inductance .</tokentext>
<sentencetext>There are a lot of simple passive circuits, but no one is impressed by the switch and lightbulb, or the 1000 variations using solar cells or LEDs.So, It seems to me that as a physics teacher, your probably better off focusing on the analog side of things and sticking with simple R/C/L type circuits.
That stuff is fairly basic and matches up with basic physics.
It helps to have some calculus to understand capacitors and inductors, but I understood basically how capacitors and inductors worked, long before I took a formal calculus class.
Any good teacher should be able to impart a basic knowledge, its like computing the distance/speed/acceleration without doing the calculus, you just give the students the final formulas and an explanation of how to work them.
Making the parts may or may not save some money, but it imparts a hands on kind of knowledge that isn't often taught in school.Some ideas,Butterworth filters- Do them in the audio range, all you need are a handful of capacitors and inductors, a shared audio source (PC, Radio, etc), a couple speakers.
Bonus points if you make the inductors and capacitors in class using wire/tinfoil/paper towels etc.RLC resonators -  Design them to be in the audio range, or slow enough to be optically interesting.
These can be tricky, especially if your trying to actually drive a load (speaker instead of an inductor, lamp instead of resistor).
It might be better to have a few pre-built amplifiers with bulbs or speakers that you use as the load.
Also, ignore the majority of the math and just focus on the w=1/sqrt(LC).
The mistakes are often times the most fun and the fact that the results can be changed by moving you hand over them adds to it.AM Crystal radios - These require a sensitive earphone.
This site [sci-toys.com] sells them, and has instructions for building radios with nothing else but the earphone and stuff every student should be able to find at home.
Be prepared, the earphone is fairly expensive ($3.85 in quantities of 100).
Since they are small they will probably walk off.
The alternative is to build an amplifier and let them plug their radios into it.The real problem is that the excitement level is going to be fairly limited, unless you add a BJT or FET.
If you add those, the sky is the limit.
Again the math can get pretty ugly, but running a BJT as a switch between saturation and cutoff is easy to understand and opens up the possibility of building simple and/or gates.
From that you can build a bunch of digital stuff.
Radio shack sold 100 packs of 2N2222 BJTs for just a few $ back when they sold such things.
I'm sure you can find similar deals if you hunt around.That said, again your probably better off sticking with the analog, the results tend to be more impressive due to the limited parts count.
I would stay away from IC's.
I don't think they are appropriate for a basic physics class as they are just black boxes.
Plus, they can be expensive in the quantities you will need.Gates - Build simple and/or gates for voting machines, etc.Small signal amplifiers - You can build an amplifier that can drive a speaker with a single BJT (it just needs to be fairly beefy) and you need high impedance speakers.
Again, bonus points if you build the speakers!
This goes well with the crystal radio.Colpitts/Hartley Oscillators - Again you can build simple ones with just a single BJT, these can often drive small loads without an amplifier as well, and they won't die like the resonators.Finally, if your making the components, its going to be very helpful to be able to measure their capacitance, resistance or inductance.
An inexpensive meter can provide R/C measurements, and you can build circuits that a part can be dropped in, that counts frequency or measures inductance.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710491</id>
	<title>I remember...</title>
	<author>Anonymous</author>
	<datestamp>1247662860000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I remember building an processor back in early high school.</p><p>The whole class worked together to build small units that, when combined, formed a simple binary calculator. It was a lot of fun, and used basic components plus some wood to put the components on. In the end, it was a huge device, but it worked.<br>It really helped me understand the amazingly fine work on modern processors, and having actually built a computer was quite cool.</p></htmltext>
<tokenext>I remember building an processor back in early high school.The whole class worked together to build small units that , when combined , formed a simple binary calculator .
It was a lot of fun , and used basic components plus some wood to put the components on .
In the end , it was a huge device , but it worked.It really helped me understand the amazingly fine work on modern processors , and having actually built a computer was quite cool .</tokentext>
<sentencetext>I remember building an processor back in early high school.The whole class worked together to build small units that, when combined, formed a simple binary calculator.
It was a lot of fun, and used basic components plus some wood to put the components on.
In the end, it was a huge device, but it worked.It really helped me understand the amazingly fine work on modern processors, and having actually built a computer was quite cool.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710573</id>
	<title>Build your own very simple integrated circuit</title>
	<author>Anonymous</author>
	<datestamp>1247663460000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Jeri Ellsworth has been building very simple integrated circuits by hand in her kitchen.  See http://vimeo.com/channels/26257 for a tour of her home chip lab.</p></htmltext>
<tokenext>Jeri Ellsworth has been building very simple integrated circuits by hand in her kitchen .
See http : //vimeo.com/channels/26257 for a tour of her home chip lab .</tokentext>
<sentencetext>Jeri Ellsworth has been building very simple integrated circuits by hand in her kitchen.
See http://vimeo.com/channels/26257 for a tour of her home chip lab.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709957</id>
	<title>Multimeter</title>
	<author>camperdave</author>
	<datestamp>1247660100000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>Have them build a multimeter.  They'll wind up with a useful gadget, one they can use on future projects.</htmltext>
<tokenext>Have them build a multimeter .
They 'll wind up with a useful gadget , one they can use on future projects .</tokentext>
<sentencetext>Have them build a multimeter.
They'll wind up with a useful gadget, one they can use on future projects.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708979</id>
	<title>A simple oscillator</title>
	<author>Zaphod-AVA</author>
	<datestamp>1247655480000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>3</modscore>
	<htmltext><p>I'd recommend a simple oscillator project. You can use it to either flash two LEDs or create tones for a speaker. It covers the use of transistors, resistors, and capacitors. The cost should be very low, and the project can be put together without solder in several different ways. Here is one article with an example.</p><p><a href="http://www.arrl.org/news/features/2003/10/30/1/" title="arrl.org">http://www.arrl.org/news/features/2003/10/30/1/</a> [arrl.org]</p></htmltext>
<tokenext>I 'd recommend a simple oscillator project .
You can use it to either flash two LEDs or create tones for a speaker .
It covers the use of transistors , resistors , and capacitors .
The cost should be very low , and the project can be put together without solder in several different ways .
Here is one article with an example.http : //www.arrl.org/news/features/2003/10/30/1/ [ arrl.org ]</tokentext>
<sentencetext>I'd recommend a simple oscillator project.
You can use it to either flash two LEDs or create tones for a speaker.
It covers the use of transistors, resistors, and capacitors.
The cost should be very low, and the project can be put together without solder in several different ways.
Here is one article with an example.http://www.arrl.org/news/features/2003/10/30/1/ [arrl.org]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716101</id>
	<title>Audio Amplifier</title>
	<author>imgod2u</author>
	<datestamp>1247756340000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Cheap, relatively easy to design, and practical to what kids are interested in (loud music). Might even allow them to appreciate clean audio sounds instead of "dude! it's got a lot of bass!"</p></htmltext>
<tokenext>Cheap , relatively easy to design , and practical to what kids are interested in ( loud music ) .
Might even allow them to appreciate clean audio sounds instead of " dude !
it 's got a lot of bass !
"</tokentext>
<sentencetext>Cheap, relatively easy to design, and practical to what kids are interested in (loud music).
Might even allow them to appreciate clean audio sounds instead of "dude!
it's got a lot of bass!
"</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715601</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>dyingtolive</author>
	<datestamp>1247754120000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p> 2) Teaches about circuits that are relevant to their life.</p></div><p>The first thing I thought was, "What do electric circuits have to do with MTV?"  Most kids wouldn't care about this stuff.  You might get the one introverted, awkward kid in the back of the class to be interested in it, which would be enough for me.  <br> <br>

At any rate, you're looking for insight on how to do this, not for people to shit all over your project.  My advice is to make it a group based contest.  Make it semester long if you can and tie it to their grades.</p></div>
	</htmltext>
<tokenext>2 ) Teaches about circuits that are relevant to their life.The first thing I thought was , " What do electric circuits have to do with MTV ?
" Most kids would n't care about this stuff .
You might get the one introverted , awkward kid in the back of the class to be interested in it , which would be enough for me .
At any rate , you 're looking for insight on how to do this , not for people to shit all over your project .
My advice is to make it a group based contest .
Make it semester long if you can and tie it to their grades .</tokentext>
<sentencetext> 2) Teaches about circuits that are relevant to their life.The first thing I thought was, "What do electric circuits have to do with MTV?
"  Most kids wouldn't care about this stuff.
You might get the one introverted, awkward kid in the back of the class to be interested in it, which would be enough for me.
At any rate, you're looking for insight on how to do this, not for people to shit all over your project.
My advice is to make it a group based contest.
Make it semester long if you can and tie it to their grades.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709081</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709113</id>
	<title>Try the Heath Corporation</title>
	<author>Anonymous</author>
	<datestamp>1247655960000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>If they are still in business or you can find somebody who still has their old texts.</p><p>Heath had a dozen continuing education courses in core electronics with over a hundred interesting projects from 555 timers to Digital Techniques and Logic.</p><p>All you need is a breadboard with low voltage power, the discrete components (most of witch have a price in the pennies. A multimeter, and in some cases access to an oscilloscope.</p><p>The courses were not expensive, may be still available, and I bet somebody in the community still has them tucked away in their attic.</p><p>Tom</p></htmltext>
<tokenext>If they are still in business or you can find somebody who still has their old texts.Heath had a dozen continuing education courses in core electronics with over a hundred interesting projects from 555 timers to Digital Techniques and Logic.All you need is a breadboard with low voltage power , the discrete components ( most of witch have a price in the pennies .
A multimeter , and in some cases access to an oscilloscope.The courses were not expensive , may be still available , and I bet somebody in the community still has them tucked away in their attic.Tom</tokentext>
<sentencetext>If they are still in business or you can find somebody who still has their old texts.Heath had a dozen continuing education courses in core electronics with over a hundred interesting projects from 555 timers to Digital Techniques and Logic.All you need is a breadboard with low voltage power, the discrete components (most of witch have a price in the pennies.
A multimeter, and in some cases access to an oscilloscope.The courses were not expensive, may be still available, and I bet somebody in the community still has them tucked away in their attic.Tom</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709773</id>
	<title>Re:555 Timer</title>
	<author>Bakkster</author>
	<datestamp>1247659080000</datestamp>
	<modclass>Troll</modclass>
	<modscore>0</modscore>
	<htmltext><p>The 555 timer is deader than dead.  Might as well teach them how to use a vacuum tube, at least those are still used in some high-end audio amplifiers.  The 555 died with the microcontroller, and will never come back.

</p><p>A simple transistor circuit seems much better, as it would use modern technology, and is useful.  An amplifier would be nice, and could be as simple as 1-2 transistors, a potentiometer, and some resistors.  If the kids chip in $2-3 each they could get 1/8" audio plugs and play their iPod through it to speakers.  As a bonus project, the kids could make their own paper-cone speakers.

</p><p>http://en.wikipedia.org/wiki/Electronic\_amplifier<br>
<a href="http://www.ecircuitcenter.com/Circuits/pushpull/pushpull.htm" title="ecircuitcenter.com">http://www.ecircuitcenter.com/Circuits/pushpull/pushpull.htm</a> [ecircuitcenter.com]</p></htmltext>
<tokenext>The 555 timer is deader than dead .
Might as well teach them how to use a vacuum tube , at least those are still used in some high-end audio amplifiers .
The 555 died with the microcontroller , and will never come back .
A simple transistor circuit seems much better , as it would use modern technology , and is useful .
An amplifier would be nice , and could be as simple as 1-2 transistors , a potentiometer , and some resistors .
If the kids chip in $ 2-3 each they could get 1/8 " audio plugs and play their iPod through it to speakers .
As a bonus project , the kids could make their own paper-cone speakers .
http : //en.wikipedia.org/wiki/Electronic \ _amplifier http : //www.ecircuitcenter.com/Circuits/pushpull/pushpull.htm [ ecircuitcenter.com ]</tokentext>
<sentencetext>The 555 timer is deader than dead.
Might as well teach them how to use a vacuum tube, at least those are still used in some high-end audio amplifiers.
The 555 died with the microcontroller, and will never come back.
A simple transistor circuit seems much better, as it would use modern technology, and is useful.
An amplifier would be nice, and could be as simple as 1-2 transistors, a potentiometer, and some resistors.
If the kids chip in $2-3 each they could get 1/8" audio plugs and play their iPod through it to speakers.
As a bonus project, the kids could make their own paper-cone speakers.
http://en.wikipedia.org/wiki/Electronic\_amplifier
http://www.ecircuitcenter.com/Circuits/pushpull/pushpull.htm [ecircuitcenter.com]</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708967</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712177</id>
	<title>Re:Light bulbs are old, make a Joule thief...</title>
	<author>Joce640k</author>
	<datestamp>1247675640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I found a youtube video on how to make one:  <a href="http://www.youtube.com/watch?v=gTAqGKt64WM" title="youtube.com">http://www.youtube.com/watch?v=gTAqGKt64WM</a> [youtube.com]</p></htmltext>
<tokenext>I found a youtube video on how to make one : http : //www.youtube.com/watch ? v = gTAqGKt64WM [ youtube.com ]</tokentext>
<sentencetext>I found a youtube video on how to make one:  http://www.youtube.com/watch?v=gTAqGKt64WM [youtube.com]</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711125</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28718435</id>
	<title>Crystal radio</title>
	<author>Anonymous</author>
	<datestamp>1247765280000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Crystal radios are amazing, use cheap parts, and can teach you a lot. Add a single transistor amplifier if you want more volume.</p></htmltext>
<tokenext>Crystal radios are amazing , use cheap parts , and can teach you a lot .
Add a single transistor amplifier if you want more volume .</tokentext>
<sentencetext>Crystal radios are amazing, use cheap parts, and can teach you a lot.
Add a single transistor amplifier if you want more volume.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714897</id>
	<title>Measure Planck's constant</title>
	<author>Ronin441</author>
	<datestamp>1247749560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>It turns out that you can measure Planck's constant, one of the fundamental numbers that define the universe, with a few LEDs and resistors and a small voltage source.</p><p><a href="http://www.google.com/search?hl=en&amp;q=led+planck's+constant" title="google.com">http://www.google.com/search?hl=en&amp;q=led+planck's+constant</a> [google.com]</p><p>(Although the physics is really a little tough for 9th graders.<nobr> <wbr></nobr>:-)</p></htmltext>
<tokenext>It turns out that you can measure Planck 's constant , one of the fundamental numbers that define the universe , with a few LEDs and resistors and a small voltage source.http : //www.google.com/search ? hl = en&amp;q = led + planck 's + constant [ google.com ] ( Although the physics is really a little tough for 9th graders .
: - )</tokentext>
<sentencetext>It turns out that you can measure Planck's constant, one of the fundamental numbers that define the universe, with a few LEDs and resistors and a small voltage source.http://www.google.com/search?hl=en&amp;q=led+planck's+constant [google.com](Although the physics is really a little tough for 9th graders.
:-)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28726117</id>
	<title>Sound or Motors....</title>
	<author>QuestionsNotAnswers</author>
	<datestamp>1247765460000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>I know you said you were looking for something more electronics, but for Physics there is no reason not to just stick with stuff that is the most fun and engaging: real hardware, and things that do something physical or make a sound. A lot of electronics projects are just tedious whereas movement or sounds give great feedback!</p><p>Everyone loves taking old CDROMs apart. Connect a LED to the motor and pull the drive in and out - very satisfying, cheap, simple and easily leads to discussion of physics. This video has some fun things to try with a small motor: <a href="http://www.youtube.com/v/WnWJki-zwsE" title="youtube.com" rel="nofollow">http://www.youtube.com/v/WnWJki-zwsE</a> [youtube.com]. The most consistent positive response I have had is playing with the tray on old CDROMs using a battery to make it go in and out - kids and adults get a real kick out of it! They love the gear mechanisms too!</p><p>Personally I feel more can be learnt by pulling something familiar apart - many people have never had the opportunity to pull apart something and understand the workings. Even better if you can use the parts in some simple manner (for some reason using a *real* part from something else is more exciting!). Making something from new components is often simplified to the point where it is too detached from obvious real world usage, and loses the interest of students.</p><p>I would hope you can find a suitable source for recycled bits; we have a local computer recycler with cheap stuff - boxes of old speakers from PCs, or boxes of old CDROMs, etc. But small motors and speakers can be bought cheaply.</p><p>I also love self-made bolt+wire electromagnets (a favorite classic), speakers + sound sources, switches, relays, and potentiometers.</p><p>Anything to do with sound just engages. I have just had play with a speaker and 12V - fun sound with metal surfaces! Sparks are awesome if you can supply them - votage and a speaker (or motor inductance) is enough<nobr> <wbr></nobr>;) The pencil line and speaker idea in another post was interesting, but probably needs to be amplified (I just measured an HB pencil line as 10's of kOhms for a multiply overdrawn dark line) - beautiful example of resistance though.</p></htmltext>
<tokenext>I know you said you were looking for something more electronics , but for Physics there is no reason not to just stick with stuff that is the most fun and engaging : real hardware , and things that do something physical or make a sound .
A lot of electronics projects are just tedious whereas movement or sounds give great feedback ! Everyone loves taking old CDROMs apart .
Connect a LED to the motor and pull the drive in and out - very satisfying , cheap , simple and easily leads to discussion of physics .
This video has some fun things to try with a small motor : http : //www.youtube.com/v/WnWJki-zwsE [ youtube.com ] .
The most consistent positive response I have had is playing with the tray on old CDROMs using a battery to make it go in and out - kids and adults get a real kick out of it !
They love the gear mechanisms too ! Personally I feel more can be learnt by pulling something familiar apart - many people have never had the opportunity to pull apart something and understand the workings .
Even better if you can use the parts in some simple manner ( for some reason using a * real * part from something else is more exciting ! ) .
Making something from new components is often simplified to the point where it is too detached from obvious real world usage , and loses the interest of students.I would hope you can find a suitable source for recycled bits ; we have a local computer recycler with cheap stuff - boxes of old speakers from PCs , or boxes of old CDROMs , etc .
But small motors and speakers can be bought cheaply.I also love self-made bolt + wire electromagnets ( a favorite classic ) , speakers + sound sources , switches , relays , and potentiometers.Anything to do with sound just engages .
I have just had play with a speaker and 12V - fun sound with metal surfaces !
Sparks are awesome if you can supply them - votage and a speaker ( or motor inductance ) is enough ; ) The pencil line and speaker idea in another post was interesting , but probably needs to be amplified ( I just measured an HB pencil line as 10 's of kOhms for a multiply overdrawn dark line ) - beautiful example of resistance though .</tokentext>
<sentencetext>I know you said you were looking for something more electronics, but for Physics there is no reason not to just stick with stuff that is the most fun and engaging: real hardware, and things that do something physical or make a sound.
A lot of electronics projects are just tedious whereas movement or sounds give great feedback!Everyone loves taking old CDROMs apart.
Connect a LED to the motor and pull the drive in and out - very satisfying, cheap, simple and easily leads to discussion of physics.
This video has some fun things to try with a small motor: http://www.youtube.com/v/WnWJki-zwsE [youtube.com].
The most consistent positive response I have had is playing with the tray on old CDROMs using a battery to make it go in and out - kids and adults get a real kick out of it!
They love the gear mechanisms too!Personally I feel more can be learnt by pulling something familiar apart - many people have never had the opportunity to pull apart something and understand the workings.
Even better if you can use the parts in some simple manner (for some reason using a *real* part from something else is more exciting!).
Making something from new components is often simplified to the point where it is too detached from obvious real world usage, and loses the interest of students.I would hope you can find a suitable source for recycled bits; we have a local computer recycler with cheap stuff - boxes of old speakers from PCs, or boxes of old CDROMs, etc.
But small motors and speakers can be bought cheaply.I also love self-made bolt+wire electromagnets (a favorite classic), speakers + sound sources, switches, relays, and potentiometers.Anything to do with sound just engages.
I have just had play with a speaker and 12V - fun sound with metal surfaces!
Sparks are awesome if you can supply them - votage and a speaker (or motor inductance) is enough ;) The pencil line and speaker idea in another post was interesting, but probably needs to be amplified (I just measured an HB pencil line as 10's of kOhms for a multiply overdrawn dark line) - beautiful example of resistance though.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715625</id>
	<title>Headgear</title>
	<author>NealBScott</author>
	<datestamp>1247754240000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Make a really simple headgear doo dad that tracks head movement.   Use in race car games/flight sims to simulate looking left and right.  The tie in to a game might be really exciting.

<a href="http://www.free-track.net/english/" title="free-track.net" rel="nofollow">http://www.free-track.net/english/</a> [free-track.net]</htmltext>
<tokenext>Make a really simple headgear doo dad that tracks head movement .
Use in race car games/flight sims to simulate looking left and right .
The tie in to a game might be really exciting .
http : //www.free-track.net/english/ [ free-track.net ]</tokentext>
<sentencetext>Make a really simple headgear doo dad that tracks head movement.
Use in race car games/flight sims to simulate looking left and right.
The tie in to a game might be really exciting.
http://www.free-track.net/english/ [free-track.net]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713983</id>
	<title>Re:Crystal radio</title>
	<author>dkf</author>
	<datestamp>1247737860000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>All of these are low power, low cost, and produce a visible or audible result for immediate gratification.</p></div><p>You have excellent suggestions that have brought back many memories of when I was at school. The only component I'd add to that list is a cheap op-amp. They're great when you start to build circuits with sensors that are more sophisticated and sensitive than a simple switch. (Get them to build an amplifier out of transistors first though; like that they'll have at least some knowledge of what that op-amp is doing for them.)</p><p>The other thing that it would be nice to have is a bit more of a big-ticket item: an oscilloscope. If you have access to an oscilloscope, that makes showing what different components do much easier, especially with reactive loads. You might have to share one between everyone, but most students will be able to handle that.</p></div>
	</htmltext>
<tokenext>All of these are low power , low cost , and produce a visible or audible result for immediate gratification.You have excellent suggestions that have brought back many memories of when I was at school .
The only component I 'd add to that list is a cheap op-amp .
They 're great when you start to build circuits with sensors that are more sophisticated and sensitive than a simple switch .
( Get them to build an amplifier out of transistors first though ; like that they 'll have at least some knowledge of what that op-amp is doing for them .
) The other thing that it would be nice to have is a bit more of a big-ticket item : an oscilloscope .
If you have access to an oscilloscope , that makes showing what different components do much easier , especially with reactive loads .
You might have to share one between everyone , but most students will be able to handle that .</tokentext>
<sentencetext>All of these are low power, low cost, and produce a visible or audible result for immediate gratification.You have excellent suggestions that have brought back many memories of when I was at school.
The only component I'd add to that list is a cheap op-amp.
They're great when you start to build circuits with sensors that are more sophisticated and sensitive than a simple switch.
(Get them to build an amplifier out of transistors first though; like that they'll have at least some knowledge of what that op-amp is doing for them.
)The other thing that it would be nice to have is a bit more of a big-ticket item: an oscilloscope.
If you have access to an oscilloscope, that makes showing what different components do much easier, especially with reactive loads.
You might have to share one between everyone, but most students will be able to handle that.
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709063</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709271</id>
	<title>scitoys.com</title>
	<author>steveha</author>
	<datestamp>1247656740000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Check out <a href="http://scitoys.com/" title="scitoys.com">scitoys.com</a> [scitoys.com] for some ideas.  The section with a radio is pretty darn cool, and he does have a few simple projects like a 1-Watt amplifier and a laser audio transmitter.  No soldering needed, which is a plus for a school setting with 9th graders.</p><p>steveha</p></htmltext>
<tokenext>Check out scitoys.com [ scitoys.com ] for some ideas .
The section with a radio is pretty darn cool , and he does have a few simple projects like a 1-Watt amplifier and a laser audio transmitter .
No soldering needed , which is a plus for a school setting with 9th graders.steveha</tokentext>
<sentencetext>Check out scitoys.com [scitoys.com] for some ideas.
The section with a radio is pretty darn cool, and he does have a few simple projects like a 1-Watt amplifier and a laser audio transmitter.
No soldering needed, which is a plus for a school setting with 9th graders.steveha</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28722387</id>
	<title>Keep it Simple</title>
	<author>jerunamuck</author>
	<datestamp>1247737080000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>You should be able to pick up basic components on the cheep or free if you scrounge, I'm talking old can transistors, LEDs and resistors.  You may also be able to lay hands on some project boards by asking around for donations.</p><p>With this box and some batteries each student should be able to make basic logic circuits. That is, Have them actually make a flip-flop.  Have them get together and hook up their individual flip-flop circuits into gates.  This gives them an appreciation for what digital logic does and how to combine it to make more complex circuits. You also get an opportunity to discuss state logic and have them make simple state machines other than flip flops. (adder, counter, timer...)</p><p>What they're learning for this physics module:<br>
&nbsp; &nbsp; Ohms law (biasing the transistors)<br>
&nbsp; &nbsp; Semi-Conductor materials science<br>
&nbsp; &nbsp; &nbsp; &nbsp; Why different kinds of transistors need to be<br>
&nbsp; &nbsp; &nbsp; &nbsp; hooked up in different ways to do the same thing.<br>
&nbsp; &nbsp; Interface Design (how to make it so their circuits work together)<br>
&nbsp; &nbsp; Digital vs Analog logic (review of pre-digital systems)</p><p>It's cool, re-usable, relevant to their world, and you can complete the module in less than a week.</p></htmltext>
<tokenext>You should be able to pick up basic components on the cheep or free if you scrounge , I 'm talking old can transistors , LEDs and resistors .
You may also be able to lay hands on some project boards by asking around for donations.With this box and some batteries each student should be able to make basic logic circuits .
That is , Have them actually make a flip-flop .
Have them get together and hook up their individual flip-flop circuits into gates .
This gives them an appreciation for what digital logic does and how to combine it to make more complex circuits .
You also get an opportunity to discuss state logic and have them make simple state machines other than flip flops .
( adder , counter , timer... ) What they 're learning for this physics module :     Ohms law ( biasing the transistors )     Semi-Conductor materials science         Why different kinds of transistors need to be         hooked up in different ways to do the same thing .
    Interface Design ( how to make it so their circuits work together )     Digital vs Analog logic ( review of pre-digital systems ) It 's cool , re-usable , relevant to their world , and you can complete the module in less than a week .</tokentext>
<sentencetext>You should be able to pick up basic components on the cheep or free if you scrounge, I'm talking old can transistors, LEDs and resistors.
You may also be able to lay hands on some project boards by asking around for donations.With this box and some batteries each student should be able to make basic logic circuits.
That is, Have them actually make a flip-flop.
Have them get together and hook up their individual flip-flop circuits into gates.
This gives them an appreciation for what digital logic does and how to combine it to make more complex circuits.
You also get an opportunity to discuss state logic and have them make simple state machines other than flip flops.
(adder, counter, timer...)What they're learning for this physics module:
    Ohms law (biasing the transistors)
    Semi-Conductor materials science
        Why different kinds of transistors need to be
        hooked up in different ways to do the same thing.
    Interface Design (how to make it so their circuits work together)
    Digital vs Analog logic (review of pre-digital systems)It's cool, re-usable, relevant to their world, and you can complete the module in less than a week.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709201</id>
	<title>Virtual Reality</title>
	<author>macragge</author>
	<datestamp>1247656320000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>2</modscore>
	<htmltext>I know how fun it can be to get your hands dirty, and its amazing how empowering it feels once you realize that you can build your own circuts, but if you're on a tight budget, why not turn to simulated circuts.  There are plenty of flash apps and games like <a href="http://www.quinndunki.com/gate/" title="quinndunki.com" rel="nofollow">Gate</a> [quinndunki.com] out there.</htmltext>
<tokenext>I know how fun it can be to get your hands dirty , and its amazing how empowering it feels once you realize that you can build your own circuts , but if you 're on a tight budget , why not turn to simulated circuts .
There are plenty of flash apps and games like Gate [ quinndunki.com ] out there .</tokentext>
<sentencetext>I know how fun it can be to get your hands dirty, and its amazing how empowering it feels once you realize that you can build your own circuts, but if you're on a tight budget, why not turn to simulated circuts.
There are plenty of flash apps and games like Gate [quinndunki.com] out there.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710751</id>
	<title>Build a $5 Van de Graaff generator</title>
	<author>cyberfunkr</author>
	<datestamp>1247664600000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>I did this one with my daughter for a science fair project. For me, the parts DID cost more than $5, but there were a lot of things I bought singly, but would have the cost lowered spread out over multiple applications; bag of rubber bands, one long piece of PVC, wood, nails, etc...Also many pieces can be brought from home to lower the cost.</p><p>While the results were never that spectacular, given more time, and less baling wire construction, it might be fun and educational. You can throw in lessons about resistors and capacitors then use it to power something bigger.While it won't help much for logic gates, you gotta start somewhere.</p><p> <a href="http://scitoys.com/scitoys/scitoys/electro/electro6.html" title="scitoys.com" rel="nofollow">How to build a generator</a> [scitoys.com] </p></htmltext>
<tokenext>I did this one with my daughter for a science fair project .
For me , the parts DID cost more than $ 5 , but there were a lot of things I bought singly , but would have the cost lowered spread out over multiple applications ; bag of rubber bands , one long piece of PVC , wood , nails , etc...Also many pieces can be brought from home to lower the cost.While the results were never that spectacular , given more time , and less baling wire construction , it might be fun and educational .
You can throw in lessons about resistors and capacitors then use it to power something bigger.While it wo n't help much for logic gates , you got ta start somewhere .
How to build a generator [ scitoys.com ]</tokentext>
<sentencetext>I did this one with my daughter for a science fair project.
For me, the parts DID cost more than $5, but there were a lot of things I bought singly, but would have the cost lowered spread out over multiple applications; bag of rubber bands, one long piece of PVC, wood, nails, etc...Also many pieces can be brought from home to lower the cost.While the results were never that spectacular, given more time, and less baling wire construction, it might be fun and educational.
You can throw in lessons about resistors and capacitors then use it to power something bigger.While it won't help much for logic gates, you gotta start somewhere.
How to build a generator [scitoys.com] </sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28725229</id>
	<title>Middle Schoolers can add</title>
	<author>clarkbrooks</author>
	<datestamp>1247753640000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>When I volunteer-taught middle schoolers electronics, we used 74-series small-scale-integrated circuit chips with breadboards and colored jumper wire from Radio Shack. <a href="http://en.wikipedia.org/wiki/Breadboard" title="wikipedia.org" rel="nofollow">http://en.wikipedia.org/wiki/Breadboard</a> [wikipedia.org]
The 7447 binary-7-segment decoder gives a lot of bang for the buck, but is tricky to hook up.
The circuit we made was 4 bit ripple-carry binary adders, which we daisy chained together at the end of the term.</htmltext>
<tokenext>When I volunteer-taught middle schoolers electronics , we used 74-series small-scale-integrated circuit chips with breadboards and colored jumper wire from Radio Shack .
http : //en.wikipedia.org/wiki/Breadboard [ wikipedia.org ] The 7447 binary-7-segment decoder gives a lot of bang for the buck , but is tricky to hook up .
The circuit we made was 4 bit ripple-carry binary adders , which we daisy chained together at the end of the term .</tokentext>
<sentencetext>When I volunteer-taught middle schoolers electronics, we used 74-series small-scale-integrated circuit chips with breadboards and colored jumper wire from Radio Shack.
http://en.wikipedia.org/wiki/Breadboard [wikipedia.org]
The 7447 binary-7-segment decoder gives a lot of bang for the buck, but is tricky to hook up.
The circuit we made was 4 bit ripple-carry binary adders, which we daisy chained together at the end of the term.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709445</id>
	<title>parallax</title>
	<author>inerlogic</author>
	<datestamp>1247657520000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>http://www.parallax.com/tabid/182/List/0/CategoryID/67/Level/a/SortField/0/Default.aspx<br><br>parallax has all kinds of kits on electronics and microcontrollers.... and they do volume discounts for educators....<br><br>blah blah black box microcontroller.....<br>what are they learning programming with?<br><br>check out the "what is a microcontroller?" kit...<br>it's based on a BASIC Stamp, and yes, bloack box, etc etc.... but... the kit has a proto board and many "basic components"<br><br>it;s better than going to adio shack and buying a bunch of parts they won't be able to use for anything else...</htmltext>
<tokenext>http : //www.parallax.com/tabid/182/List/0/CategoryID/67/Level/a/SortField/0/Default.aspxparallax has all kinds of kits on electronics and microcontrollers.... and they do volume discounts for educators....blah blah black box microcontroller.....what are they learning programming with ? check out the " what is a microcontroller ?
" kit...it 's based on a BASIC Stamp , and yes , bloack box , etc etc.... but... the kit has a proto board and many " basic components " it ; s better than going to adio shack and buying a bunch of parts they wo n't be able to use for anything else.. .</tokentext>
<sentencetext>http://www.parallax.com/tabid/182/List/0/CategoryID/67/Level/a/SortField/0/Default.aspxparallax has all kinds of kits on electronics and microcontrollers.... and they do volume discounts for educators....blah blah black box microcontroller.....what are they learning programming with?check out the "what is a microcontroller?
" kit...it's based on a BASIC Stamp, and yes, bloack box, etc etc.... but... the kit has a proto board and many "basic components"it;s better than going to adio shack and buying a bunch of parts they won't be able to use for anything else...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709215</id>
	<title>7segment display is everywhere!</title>
	<author>Anonymous</author>
	<datestamp>1247656380000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>7 switches to turn on different segments.<br>Then you can introduce the decoder and binary (BCD) numbers translated to decimal display.</p></htmltext>
<tokenext>7 switches to turn on different segments.Then you can introduce the decoder and binary ( BCD ) numbers translated to decimal display .</tokentext>
<sentencetext>7 switches to turn on different segments.Then you can introduce the decoder and binary (BCD) numbers translated to decimal display.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709295</id>
	<title>Analog electronics components are cheap and fun</title>
	<author>DUdsen</author>
	<datestamp>1247656860000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>You can make all sorts of feedback curcuits with a few transistors(act as termostats) some swicthes, a few resitors a few LM324 ot similar amplifies and maybe some more advanced sensors, this kind of stuff is a few doller a set at a bulk retailer, you can make oscilating lights controled by stuff happening in the room with some diodes again dirt cheap and som RC(resistor capacitor) circuits.<br><br>"AND" gates are also avaliable cheaply so you could do all sorts of digital fun aswell.</htmltext>
<tokenext>You can make all sorts of feedback curcuits with a few transistors ( act as termostats ) some swicthes , a few resitors a few LM324 ot similar amplifies and maybe some more advanced sensors , this kind of stuff is a few doller a set at a bulk retailer , you can make oscilating lights controled by stuff happening in the room with some diodes again dirt cheap and som RC ( resistor capacitor ) circuits .
" AND " gates are also avaliable cheaply so you could do all sorts of digital fun aswell .</tokentext>
<sentencetext>You can make all sorts of feedback curcuits with a few transistors(act as termostats) some swicthes, a few resitors a few LM324 ot similar amplifies and maybe some more advanced sensors, this kind of stuff is a few doller a set at a bulk retailer, you can make oscilating lights controled by stuff happening in the room with some diodes again dirt cheap and som RC(resistor capacitor) circuits.
"AND" gates are also avaliable cheaply so you could do all sorts of digital fun aswell.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709225</id>
	<title>Simple circuits</title>
	<author>djl4570</author>
	<datestamp>1247656440000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>A simple transistor oscillator is a good place to start.
A simple class A voltage amplifier can be built with one PNP or NPN transistor, a few resistors and capacitors.  It's a good way to demonstrate how small changes in the base current regulate the current flow across the junction.
Old fashion TTL chips are still available.   Five dollars worth of TTL chips, some LEDs for output indicators, some breadboard sockets can help students understand how logic gates such as AND, OR, NAND, NOR work.   Ambitious students might cobble together a four bit ALU.   It would give them an appreciation of the computer in their cellphone.
Frequency splitter circuits such as those used in speaker crossover networks might be of interest.  These can show how capacitors block low frequency.   All of these can run on low voltage</htmltext>
<tokenext>A simple transistor oscillator is a good place to start .
A simple class A voltage amplifier can be built with one PNP or NPN transistor , a few resistors and capacitors .
It 's a good way to demonstrate how small changes in the base current regulate the current flow across the junction .
Old fashion TTL chips are still available .
Five dollars worth of TTL chips , some LEDs for output indicators , some breadboard sockets can help students understand how logic gates such as AND , OR , NAND , NOR work .
Ambitious students might cobble together a four bit ALU .
It would give them an appreciation of the computer in their cellphone .
Frequency splitter circuits such as those used in speaker crossover networks might be of interest .
These can show how capacitors block low frequency .
All of these can run on low voltage</tokentext>
<sentencetext>A simple transistor oscillator is a good place to start.
A simple class A voltage amplifier can be built with one PNP or NPN transistor, a few resistors and capacitors.
It's a good way to demonstrate how small changes in the base current regulate the current flow across the junction.
Old fashion TTL chips are still available.
Five dollars worth of TTL chips, some LEDs for output indicators, some breadboard sockets can help students understand how logic gates such as AND, OR, NAND, NOR work.
Ambitious students might cobble together a four bit ALU.
It would give them an appreciation of the computer in their cellphone.
Frequency splitter circuits such as those used in speaker crossover networks might be of interest.
These can show how capacitors block low frequency.
All of these can run on low voltage</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28731099</id>
	<title>Arduino</title>
	<author>arkarumba</author>
	<datestamp>1247850780000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><a href="http://arduino.cc/" title="arduino.cc" rel="nofollow">http://arduino.cc/</a> [arduino.cc]<br>Multiple variations and suppliers</p><p>Arduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software. It's intended for artists, designers, hobbyists, and anyone interested in creating interactive objects or environments.</p><p>Arduino can sense the environment by receiving input from a variety of sensors and can affect its surroundings by controlling lights, motors, and other actuators. The microcontroller on the board is programmed using the Arduino programming language (based on Wiring) and the Arduino development environment (based on Processing). Arduino projects can be stand-alone or they can communicate with software on running on a computer (e.g. Flash, Processing, MaxMSP).</p></htmltext>
<tokenext>http : //arduino.cc/ [ arduino.cc ] Multiple variations and suppliersArduino is an open-source electronics prototyping platform based on flexible , easy-to-use hardware and software .
It 's intended for artists , designers , hobbyists , and anyone interested in creating interactive objects or environments.Arduino can sense the environment by receiving input from a variety of sensors and can affect its surroundings by controlling lights , motors , and other actuators .
The microcontroller on the board is programmed using the Arduino programming language ( based on Wiring ) and the Arduino development environment ( based on Processing ) .
Arduino projects can be stand-alone or they can communicate with software on running on a computer ( e.g .
Flash , Processing , MaxMSP ) .</tokentext>
<sentencetext>http://arduino.cc/ [arduino.cc]Multiple variations and suppliersArduino is an open-source electronics prototyping platform based on flexible, easy-to-use hardware and software.
It's intended for artists, designers, hobbyists, and anyone interested in creating interactive objects or environments.Arduino can sense the environment by receiving input from a variety of sensors and can affect its surroundings by controlling lights, motors, and other actuators.
The microcontroller on the board is programmed using the Arduino programming language (based on Wiring) and the Arduino development environment (based on Processing).
Arduino projects can be stand-alone or they can communicate with software on running on a computer (e.g.
Flash, Processing, MaxMSP).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709211</id>
	<title>Desoldering old stuff?</title>
	<author>Anonymous</author>
	<datestamp>1247656380000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?</p></htmltext>
<tokenext>What about getting junked electronics ( thinking Goodwill here , or possibly even donated ) and desoldering components to build other projects with ?</tokentext>
<sentencetext>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708901</id>
	<title>use spice</title>
	<author>Anonymous</author>
	<datestamp>1247655240000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>http://bwrc.eecs.berkeley.edu/Classes/icbook/SPICE/</p></htmltext>
<tokenext>http : //bwrc.eecs.berkeley.edu/Classes/icbook/SPICE/</tokentext>
<sentencetext>http://bwrc.eecs.berkeley.edu/Classes/icbook/SPICE/</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711579</id>
	<title>Power Supply/Small BJT Amplifier</title>
	<author>sabrex15</author>
	<datestamp>1247670840000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext>How about a power supply they can use to charge their small devices? All you need for a basic power supply are a transformer, some diodes, resistors and capacitors.

Or a small voltage divider bias BJT amplifier? a couple capacitors, an NPN transistor, and some resistors. Could be used to amplify music coming from an iPod and show the principals of amplification.</htmltext>
<tokenext>How about a power supply they can use to charge their small devices ?
All you need for a basic power supply are a transformer , some diodes , resistors and capacitors .
Or a small voltage divider bias BJT amplifier ?
a couple capacitors , an NPN transistor , and some resistors .
Could be used to amplify music coming from an iPod and show the principals of amplification .</tokentext>
<sentencetext>How about a power supply they can use to charge their small devices?
All you need for a basic power supply are a transformer, some diodes, resistors and capacitors.
Or a small voltage divider bias BJT amplifier?
a couple capacitors, an NPN transistor, and some resistors.
Could be used to amplify music coming from an iPod and show the principals of amplification.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714973</id>
	<title>Re:555 Timer</title>
	<author>Bandman</author>
	<datestamp>1247749980000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Just so you know, reading your post made me flash back to somewhere around 9 years ago.</p><p>I was in a Radioshack Training Course, and I didn't fit in. At all. I wasn't a salesman, I was a techie/hacker kid who just wanted to work there for a discount.</p><p>So at one point in the training, the guy teaching the class asked the question, "what kinds of things does Radio Shack sell that can be used illegally?"</p><p>My hand shot up, and he called on my. 30 seconds later, after listing things like 555 timers, phone dialers, crystals, phone recorders, radio antennas, radio scanners, etc etc, the room got really quiet. He shook his head, and he just said "You know, you scare me a little", and moved in a different line of questions.</p><p>I look back on that with much amusement<nobr> <wbr></nobr>:-)</p></htmltext>
<tokenext>Just so you know , reading your post made me flash back to somewhere around 9 years ago.I was in a Radioshack Training Course , and I did n't fit in .
At all .
I was n't a salesman , I was a techie/hacker kid who just wanted to work there for a discount.So at one point in the training , the guy teaching the class asked the question , " what kinds of things does Radio Shack sell that can be used illegally ?
" My hand shot up , and he called on my .
30 seconds later , after listing things like 555 timers , phone dialers , crystals , phone recorders , radio antennas , radio scanners , etc etc , the room got really quiet .
He shook his head , and he just said " You know , you scare me a little " , and moved in a different line of questions.I look back on that with much amusement : - )</tokentext>
<sentencetext>Just so you know, reading your post made me flash back to somewhere around 9 years ago.I was in a Radioshack Training Course, and I didn't fit in.
At all.
I wasn't a salesman, I was a techie/hacker kid who just wanted to work there for a discount.So at one point in the training, the guy teaching the class asked the question, "what kinds of things does Radio Shack sell that can be used illegally?
"My hand shot up, and he called on my.
30 seconds later, after listing things like 555 timers, phone dialers, crystals, phone recorders, radio antennas, radio scanners, etc etc, the room got really quiet.
He shook his head, and he just said "You know, you scare me a little", and moved in a different line of questions.I look back on that with much amusement :-)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708967</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28722681</id>
	<title>Stirling Engine</title>
	<author>LuminaireX</author>
	<datestamp>1247738400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Useful, practical, and educational. It's more of a power source, though technically I suppose it is a circuit.</p><p><a href="http://en.wikipedia.org/wiki/Stirling\_engine" title="wikipedia.org" rel="nofollow">http://en.wikipedia.org/wiki/Stirling\_engine</a> [wikipedia.org]</p></htmltext>
<tokenext>Useful , practical , and educational .
It 's more of a power source , though technically I suppose it is a circuit.http : //en.wikipedia.org/wiki/Stirling \ _engine [ wikipedia.org ]</tokentext>
<sentencetext>Useful, practical, and educational.
It's more of a power source, though technically I suppose it is a circuit.http://en.wikipedia.org/wiki/Stirling\_engine [wikipedia.org]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713933</id>
	<title>Re:A-stable multivibrator</title>
	<author>pfafrich</author>
	<datestamp>1247737380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>A slight modification of this makes a memory cell. Very useful as the basis of computers which are basically memory cells and gates. You could have quite a bit of fun with <a href="http://en.wikipedia.org/wiki/7400" title="wikipedia.org">7400</a> [wikipedia.org] series logic gate and some breadboard.</htmltext>
<tokenext>A slight modification of this makes a memory cell .
Very useful as the basis of computers which are basically memory cells and gates .
You could have quite a bit of fun with 7400 [ wikipedia.org ] series logic gate and some breadboard .</tokentext>
<sentencetext>A slight modification of this makes a memory cell.
Very useful as the basis of computers which are basically memory cells and gates.
You could have quite a bit of fun with 7400 [wikipedia.org] series logic gate and some breadboard.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28717149</id>
	<title>simple AM emitter and receiver</title>
	<author>werfu</author>
	<datestamp>1247760540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Make them build some simple AM emitter and receiver. It's always fun to ear some pals voice on the other side of the wall using radio<nobr> <wbr></nobr>:)</htmltext>
<tokenext>Make them build some simple AM emitter and receiver .
It 's always fun to ear some pals voice on the other side of the wall using radio : )</tokentext>
<sentencetext>Make them build some simple AM emitter and receiver.
It's always fun to ear some pals voice on the other side of the wall using radio :)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709541</id>
	<title>small electronic organ</title>
	<author>petes\_PoV</author>
	<datestamp>1247657940000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Your budget limits you to a couple of ICs a stripboard and a few other components. Use something like a 555 with an LM386 audio amp and various C / R combinations for the tones. However, before you start them on electronics, you'll have to buy some soldering irons and teach them to solder - provided your health and safety regulations allow such hazardous activities.</htmltext>
<tokenext>Your budget limits you to a couple of ICs a stripboard and a few other components .
Use something like a 555 with an LM386 audio amp and various C / R combinations for the tones .
However , before you start them on electronics , you 'll have to buy some soldering irons and teach them to solder - provided your health and safety regulations allow such hazardous activities .</tokentext>
<sentencetext>Your budget limits you to a couple of ICs a stripboard and a few other components.
Use something like a 555 with an LM386 audio amp and various C / R combinations for the tones.
However, before you start them on electronics, you'll have to buy some soldering irons and teach them to solder - provided your health and safety regulations allow such hazardous activities.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708949</id>
	<title>Good Luck</title>
	<author>aitikin</author>
	<datestamp>1247655420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The only thing I can think of is to have an additional fee for this project, unless you're looking at something like the light bulb that you were referencing.  The other key thing is, do you have enough irons to go around.  Not everyone solders or even knows how to at all, so you need to make sure that you have enough soldering irons for the students either to work individually or as small groups.</htmltext>
<tokenext>The only thing I can think of is to have an additional fee for this project , unless you 're looking at something like the light bulb that you were referencing .
The other key thing is , do you have enough irons to go around .
Not everyone solders or even knows how to at all , so you need to make sure that you have enough soldering irons for the students either to work individually or as small groups .</tokentext>
<sentencetext>The only thing I can think of is to have an additional fee for this project, unless you're looking at something like the light bulb that you were referencing.
The other key thing is, do you have enough irons to go around.
Not everyone solders or even knows how to at all, so you need to make sure that you have enough soldering irons for the students either to work individually or as small groups.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716097</id>
	<title>sticky LEDs</title>
	<author>jefowler4th</author>
	<datestamp>1247756340000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I think these would be fun, techie, and an art installation at your school. <a href="http://www.metacafe.com/watch/502285/how\_to\_magnetic\_led\_sticky\_lights/" title="metacafe.com" rel="nofollow">http://www.metacafe.com/watch/502285/how\_to\_magnetic\_led\_sticky\_lights/</a> [metacafe.com]</htmltext>
<tokenext>I think these would be fun , techie , and an art installation at your school .
http : //www.metacafe.com/watch/502285/how \ _to \ _magnetic \ _led \ _sticky \ _lights/ [ metacafe.com ]</tokentext>
<sentencetext>I think these would be fun, techie, and an art installation at your school.
http://www.metacafe.com/watch/502285/how\_to\_magnetic\_led\_sticky\_lights/ [metacafe.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710871</id>
	<title>Nand-gate traffic light controller</title>
	<author>SpinyNorman</author>
	<datestamp>1247665380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Teach them about basic NAND/NOT/NOT logic gates</p><p>Show them how to build a two state flip-flop out of two NAND (or NOR) gates, then how to combine flip-flops into a larger state machine</p><p>A nice demo is then to build a toggle-switch driven state machine using the states to power a few different color LEDs (e.g. red/yellow/green traffic light sequence)</p><p>This is a very low cost project other than a breadboard/power supply (or battery) you just need some 7400 NAND gates, LEDs and toggle switches. It's a good basic and fun introduction to digital logic.</p></htmltext>
<tokenext>Teach them about basic NAND/NOT/NOT logic gatesShow them how to build a two state flip-flop out of two NAND ( or NOR ) gates , then how to combine flip-flops into a larger state machineA nice demo is then to build a toggle-switch driven state machine using the states to power a few different color LEDs ( e.g .
red/yellow/green traffic light sequence ) This is a very low cost project other than a breadboard/power supply ( or battery ) you just need some 7400 NAND gates , LEDs and toggle switches .
It 's a good basic and fun introduction to digital logic .</tokentext>
<sentencetext>Teach them about basic NAND/NOT/NOT logic gatesShow them how to build a two state flip-flop out of two NAND (or NOR) gates, then how to combine flip-flops into a larger state machineA nice demo is then to build a toggle-switch driven state machine using the states to power a few different color LEDs (e.g.
red/yellow/green traffic light sequence)This is a very low cost project other than a breadboard/power supply (or battery) you just need some 7400 NAND gates, LEDs and toggle switches.
It's a good basic and fun introduction to digital logic.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711689</id>
	<title>Re:Light bulbs and batteries</title>
	<author>fractoid</author>
	<datestamp>1247671560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Your thread title reminded me of <a href="http://www.theweeweb.co.uk/public/upclose.php?id=1655" title="theweeweb.co.uk">this book</a> [theweeweb.co.uk] which I had when I was a kid. For something slightly more advanced, there was a great book I had that I can't remember the name of now, but it started with simple light circuits and worked up to building a metal detector and a toy version of an aircraft's instrument landing system. I'll see if I can find it when I get home, it must be around somewhere...</htmltext>
<tokenext>Your thread title reminded me of this book [ theweeweb.co.uk ] which I had when I was a kid .
For something slightly more advanced , there was a great book I had that I ca n't remember the name of now , but it started with simple light circuits and worked up to building a metal detector and a toy version of an aircraft 's instrument landing system .
I 'll see if I can find it when I get home , it must be around somewhere.. .</tokentext>
<sentencetext>Your thread title reminded me of this book [theweeweb.co.uk] which I had when I was a kid.
For something slightly more advanced, there was a great book I had that I can't remember the name of now, but it started with simple light circuits and worked up to building a metal detector and a toy version of an aircraft's instrument landing system.
I'll see if I can find it when I get home, it must be around somewhere...</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709575</id>
	<title>Good old 555</title>
	<author>fishbowl</author>
	<datestamp>1247658120000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>There are lots and lots of interesting things you can do with a humble 555.</p></htmltext>
<tokenext>There are lots and lots of interesting things you can do with a humble 555 .</tokentext>
<sentencetext>There are lots and lots of interesting things you can do with a humble 555.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711049</id>
	<title>Two experiments. and contact the "Physics Force"</title>
	<author>Anonymous</author>
	<datestamp>1247666940000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Make an electric motor out of a board, coil of 7 turns of wire, two paper clips, two screws, and a battery.  Scrape the insulation off of one side of the wire where the brushes contact it.</p><p>Make an electro-magnet (hanger wire core, coil of wire around core, with battery), blow gun (metal tube), dart (cone of paper around a nail).  Complete the electo-magnet circuit by way of a wire crossing a flap of paper at the end of the blow gun.  Hang a target (stuffed Monkey) from the electro-magnet.  Ask the students where you must aim. Above, at, below the monkey?  Blow hard and then soft through the blow gun to hit the monkey.  Jack Netland did this in my High School physics course.</p><p>You might also talk to the "Physics Force"<br>http://www.imdb.com/name/nm2679312/<br>http://www.mrsec.umn.edu/ehr/pforce.shtml<br>http://adsabs.harvard.edu/abs/2005ASAJ..118Q1863L<br>http://www.physics.umn.edu/outreach/pforce/meettheforce.html</p><p>Disclaimer:  Jack Netland of the "Physics Force" was my high school physics teacher.</p></htmltext>
<tokenext>Make an electric motor out of a board , coil of 7 turns of wire , two paper clips , two screws , and a battery .
Scrape the insulation off of one side of the wire where the brushes contact it.Make an electro-magnet ( hanger wire core , coil of wire around core , with battery ) , blow gun ( metal tube ) , dart ( cone of paper around a nail ) .
Complete the electo-magnet circuit by way of a wire crossing a flap of paper at the end of the blow gun .
Hang a target ( stuffed Monkey ) from the electro-magnet .
Ask the students where you must aim .
Above , at , below the monkey ?
Blow hard and then soft through the blow gun to hit the monkey .
Jack Netland did this in my High School physics course.You might also talk to the " Physics Force " http : //www.imdb.com/name/nm2679312/http : //www.mrsec.umn.edu/ehr/pforce.shtmlhttp : //adsabs.harvard.edu/abs/2005ASAJ..118Q1863Lhttp : //www.physics.umn.edu/outreach/pforce/meettheforce.htmlDisclaimer : Jack Netland of the " Physics Force " was my high school physics teacher .</tokentext>
<sentencetext>Make an electric motor out of a board, coil of 7 turns of wire, two paper clips, two screws, and a battery.
Scrape the insulation off of one side of the wire where the brushes contact it.Make an electro-magnet (hanger wire core, coil of wire around core, with battery), blow gun (metal tube), dart (cone of paper around a nail).
Complete the electo-magnet circuit by way of a wire crossing a flap of paper at the end of the blow gun.
Hang a target (stuffed Monkey) from the electro-magnet.
Ask the students where you must aim.
Above, at, below the monkey?
Blow hard and then soft through the blow gun to hit the monkey.
Jack Netland did this in my High School physics course.You might also talk to the "Physics Force"http://www.imdb.com/name/nm2679312/http://www.mrsec.umn.edu/ehr/pforce.shtmlhttp://adsabs.harvard.edu/abs/2005ASAJ..118Q1863Lhttp://www.physics.umn.edu/outreach/pforce/meettheforce.htmlDisclaimer:  Jack Netland of the "Physics Force" was my high school physics teacher.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711967</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>sydbarrett74</author>
	<datestamp>1247673780000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Mod up. I second your suggestion. For basic circuit design, these kits are more than sufficient, and I disagree with the child comment about them not being able to survive the ravages of teenagers. They're meant for pre-teens -- why wouldn't they survive the hands of more mature individuals? As far as cost, I'm sure your school district can work out some deal with Radio Shack for a huge educational discount, or even a donation by RS in exchange for a tax write-off.</htmltext>
<tokenext>Mod up .
I second your suggestion .
For basic circuit design , these kits are more than sufficient , and I disagree with the child comment about them not being able to survive the ravages of teenagers .
They 're meant for pre-teens -- why would n't they survive the hands of more mature individuals ?
As far as cost , I 'm sure your school district can work out some deal with Radio Shack for a huge educational discount , or even a donation by RS in exchange for a tax write-off .</tokentext>
<sentencetext>Mod up.
I second your suggestion.
For basic circuit design, these kits are more than sufficient, and I disagree with the child comment about them not being able to survive the ravages of teenagers.
They're meant for pre-teens -- why wouldn't they survive the hands of more mature individuals?
As far as cost, I'm sure your school district can work out some deal with Radio Shack for a huge educational discount, or even a donation by RS in exchange for a tax write-off.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714671</id>
	<title>Re:A-stable multivibrator</title>
	<author>pjt33</author>
	<datestamp>1247746560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I remember some PCBs specifically designed for 555s which were flexible enough for a number of different projects. Copper strip board should be fairly cheap until you factor in the cost of the lab technician to chop it into sections and drill each strip into two halves so you can mount chips.</p></htmltext>
<tokenext>I remember some PCBs specifically designed for 555s which were flexible enough for a number of different projects .
Copper strip board should be fairly cheap until you factor in the cost of the lab technician to chop it into sections and drill each strip into two halves so you can mount chips .</tokentext>
<sentencetext>I remember some PCBs specifically designed for 555s which were flexible enough for a number of different projects.
Copper strip board should be fairly cheap until you factor in the cost of the lab technician to chop it into sections and drill each strip into two halves so you can mount chips.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710289</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709175</id>
	<title>I'd go for the AM radio</title>
	<author>cats-paw</author>
	<datestamp>1247656200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>diode, resistor and capacitor.  It will drive a \_very\_ high impedance earphone.</p><p>antenna is a \_long\_ piece of wire, or get the ferrite version from a junker radio.</p><p>it's modern electronics and is wireless ?</p><p>add a little pizazz with an op-amp as an audio amplifier.</p></htmltext>
<tokenext>diode , resistor and capacitor .
It will drive a \ _very \ _ high impedance earphone.antenna is a \ _long \ _ piece of wire , or get the ferrite version from a junker radio.it 's modern electronics and is wireless ? add a little pizazz with an op-amp as an audio amplifier .</tokentext>
<sentencetext>diode, resistor and capacitor.
It will drive a \_very\_ high impedance earphone.antenna is a \_long\_ piece of wire, or get the ferrite version from a junker radio.it's modern electronics and is wireless ?add a little pizazz with an op-amp as an audio amplifier.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716309</id>
	<title>Re:A-stable multivibrator</title>
	<author>Anonymous</author>
	<datestamp>1247757300000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>This is lame... don't do this one. Do something interesting that doesn't just flash. Like they can really understand why this is cooler than an Ipod.</p><p>I would suggest doing something digital, since many modern microcontrollers can run on almost no current, have them hook up something like lemons and power these controllers to do a simple job. This will show that things can be low power, energy doesn't just come from wall sockets, and it just cool</p></htmltext>
<tokenext>This is lame... do n't do this one .
Do something interesting that does n't just flash .
Like they can really understand why this is cooler than an Ipod.I would suggest doing something digital , since many modern microcontrollers can run on almost no current , have them hook up something like lemons and power these controllers to do a simple job .
This will show that things can be low power , energy does n't just come from wall sockets , and it just cool</tokentext>
<sentencetext>This is lame... don't do this one.
Do something interesting that doesn't just flash.
Like they can really understand why this is cooler than an Ipod.I would suggest doing something digital, since many modern microcontrollers can run on almost no current, have them hook up something like lemons and power these controllers to do a simple job.
This will show that things can be low power, energy doesn't just come from wall sockets, and it just cool</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709599</id>
	<title>Re:Good Luck</title>
	<author>Anonymous</author>
	<datestamp>1247658180000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>No, while we had a "vocational" curriculum including electronics, drafting, automotive work, etc. (I don't remember if they had metal shop), we weren't allowed to take those classes if we were college-bound.  Only the non-college kids were allowed to take the vocational stuff.</p></htmltext>
<tokenext>No , while we had a " vocational " curriculum including electronics , drafting , automotive work , etc .
( I do n't remember if they had metal shop ) , we were n't allowed to take those classes if we were college-bound .
Only the non-college kids were allowed to take the vocational stuff .</tokentext>
<sentencetext>No, while we had a "vocational" curriculum including electronics, drafting, automotive work, etc.
(I don't remember if they had metal shop), we weren't allowed to take those classes if we were college-bound.
Only the non-college kids were allowed to take the vocational stuff.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709297</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709403</id>
	<title>Try Tanner Electronics</title>
	<author>Anonymous</author>
	<datestamp>1247657340000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Tanner Electronics in Dallas http://www.tannerelectronics.com/ has a bunch of low cost kits for beginners. Give them a call and see if they have anything you might be looking for.</p></htmltext>
<tokenext>Tanner Electronics in Dallas http : //www.tannerelectronics.com/ has a bunch of low cost kits for beginners .
Give them a call and see if they have anything you might be looking for .</tokentext>
<sentencetext>Tanner Electronics in Dallas http://www.tannerelectronics.com/ has a bunch of low cost kits for beginners.
Give them a call and see if they have anything you might be looking for.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709187</id>
	<title>Re:A Theremin</title>
	<author>fm6</author>
	<datestamp>1247656320000</datestamp>
	<modclass>Funny</modclass>
	<modscore>2</modscore>
	<htmltext><p>Now that's a good suggestion. The only risk is that all the students will become fans of <a href="http://www.avclub.com/articles/inventory-14-movies-from-two-ages-of-theremin-musi,1582/" title="avclub.com">really weird movies</a> [avclub.com]!</p></htmltext>
<tokenext>Now that 's a good suggestion .
The only risk is that all the students will become fans of really weird movies [ avclub.com ] !</tokentext>
<sentencetext>Now that's a good suggestion.
The only risk is that all the students will become fans of really weird movies [avclub.com]!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708973</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709391</id>
	<title>a crossover for a speaker</title>
	<author>Anonymous</author>
	<datestamp>1247657280000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>cheap because it uses passive components and demonstrates the attenuation concept.  Filters can be applied to all kinds of signals.  Selective tuning, notch filters, lot's of fun can be had with a fewelements!</p></htmltext>
<tokenext>cheap because it uses passive components and demonstrates the attenuation concept .
Filters can be applied to all kinds of signals .
Selective tuning , notch filters , lot 's of fun can be had with a fewelements !</tokentext>
<sentencetext>cheap because it uses passive components and demonstrates the attenuation concept.
Filters can be applied to all kinds of signals.
Selective tuning, notch filters, lot's of fun can be had with a fewelements!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709161</id>
	<title>Batteryless Flashlights</title>
	<author>Anonymous</author>
	<datestamp>1247656140000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I would work with the kids on batteryless flashlights.  Build off the concepts of a dynamo and capacitance system and you end up with not only a good project for low cost, but a useful household item with a "green" solution.</p></htmltext>
<tokenext>I would work with the kids on batteryless flashlights .
Build off the concepts of a dynamo and capacitance system and you end up with not only a good project for low cost , but a useful household item with a " green " solution .</tokentext>
<sentencetext>I would work with the kids on batteryless flashlights.
Build off the concepts of a dynamo and capacitance system and you end up with not only a good project for low cost, but a useful household item with a "green" solution.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709253</id>
	<title>Re:Good Luck</title>
	<author>Chabo</author>
	<datestamp>1247656560000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I had a high school chemistry class just a few years ago where we cut open pennies, melted the zinc inside them, and flung the molten zinc out onto the counter. Only one kid burned his hand.</p><p>Compared to that experiment, soldering is safe. I would say "as safe as bowling", but bowling causes a fair number of injuries annually.</p></htmltext>
<tokenext>I had a high school chemistry class just a few years ago where we cut open pennies , melted the zinc inside them , and flung the molten zinc out onto the counter .
Only one kid burned his hand.Compared to that experiment , soldering is safe .
I would say " as safe as bowling " , but bowling causes a fair number of injuries annually .</tokentext>
<sentencetext>I had a high school chemistry class just a few years ago where we cut open pennies, melted the zinc inside them, and flung the molten zinc out onto the counter.
Only one kid burned his hand.Compared to that experiment, soldering is safe.
I would say "as safe as bowling", but bowling causes a fair number of injuries annually.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712973</id>
	<title>How about digital?</title>
	<author>Anonymous</author>
	<datestamp>1247683620000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Just set up a bunch of simple logic gates.  Use a bunch of ANDs and ORs and LEDs.  You can get all these for under $5 and while it is simple, you can introduce some advanced concepts.</p></htmltext>
<tokenext>Just set up a bunch of simple logic gates .
Use a bunch of ANDs and ORs and LEDs .
You can get all these for under $ 5 and while it is simple , you can introduce some advanced concepts .</tokentext>
<sentencetext>Just set up a bunch of simple logic gates.
Use a bunch of ANDs and ORs and LEDs.
You can get all these for under $5 and while it is simple, you can introduce some advanced concepts.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709527</id>
	<title>frost 41st</title>
	<author>Anonymous</author>
	<datestamp>1247657880000</datestamp>
	<modclass>Flamebait</modclass>
	<modscore>-1</modscore>
	<htmltext><A HREF="http://goat.cx/" title="goat.cx" rel="nofollow">of the old Goi8g yes, I work for</a> [goat.cx]</htmltext>
<tokenext>of the old Goi8g yes , I work for [ goat.cx ]</tokentext>
<sentencetext>of the old Goi8g yes, I work for [goat.cx]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711125</id>
	<title>Light bulbs are old, make a Joule thief...</title>
	<author>Joce640k</author>
	<datestamp>1247667360000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>5</modscore>
	<htmltext><p>Make all those 'dead' batteries run little torches:</p><p>
&nbsp; </p><p><a href="http://www.emanator.demon.co.uk/bigclive/joule.htm" title="demon.co.uk">http://www.emanator.demon.co.uk/bigclive/joule.htm</a> [demon.co.uk]</p></htmltext>
<tokenext>Make all those 'dead ' batteries run little torches :   http : //www.emanator.demon.co.uk/bigclive/joule.htm [ demon.co.uk ]</tokentext>
<sentencetext>Make all those 'dead' batteries run little torches:
  http://www.emanator.demon.co.uk/bigclive/joule.htm [demon.co.uk]</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711523</id>
	<title>IEEE Teachers In Service Program</title>
	<author>fractalVisionz</author>
	<datestamp>1247670420000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I have recently put on a <a href="http://www.ieee.org/web/education/preuniversity/tispt/" title="ieee.org">IEEE Teachers In Service Program (TISP)</a> [ieee.org], where engineering students, usually grad and undergrad, go to local elementary through high school class rooms to inform teachers about lesson plans, such as ones you are asking for.
<br> <br>The best news for you is that it is almost fully subsidized!
<br> <br>
Here are the some of the <a href="http://www.ieee.org/web/education/preuniversity/tispt/lessons.html" title="ieee.org">lesson plans</a> [ieee.org].

I would greatly recommend you look into the program, as I really enjoyed being able to bring teachers new material that got their classes excited about engineering and science.</htmltext>
<tokenext>I have recently put on a IEEE Teachers In Service Program ( TISP ) [ ieee.org ] , where engineering students , usually grad and undergrad , go to local elementary through high school class rooms to inform teachers about lesson plans , such as ones you are asking for .
The best news for you is that it is almost fully subsidized !
Here are the some of the lesson plans [ ieee.org ] .
I would greatly recommend you look into the program , as I really enjoyed being able to bring teachers new material that got their classes excited about engineering and science .</tokentext>
<sentencetext>I have recently put on a IEEE Teachers In Service Program (TISP) [ieee.org], where engineering students, usually grad and undergrad, go to local elementary through high school class rooms to inform teachers about lesson plans, such as ones you are asking for.
The best news for you is that it is almost fully subsidized!
Here are the some of the lesson plans [ieee.org].
I would greatly recommend you look into the program, as I really enjoyed being able to bring teachers new material that got their classes excited about engineering and science.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708965</id>
	<title>Nand Gate or Power Supply</title>
	<author>Dysan2k</author>
	<datestamp>1247655480000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>A nand gate would be good to build with transistors since those are used in RAM and modern circuits.  Also power supplies can't go wrong either (for charging a cell phone or something.)</p></htmltext>
<tokenext>A nand gate would be good to build with transistors since those are used in RAM and modern circuits .
Also power supplies ca n't go wrong either ( for charging a cell phone or something .
)</tokentext>
<sentencetext>A nand gate would be good to build with transistors since those are used in RAM and modern circuits.
Also power supplies can't go wrong either (for charging a cell phone or something.
)</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709023</id>
	<title>Photovore Robot</title>
	<author>Anonymous</author>
	<datestamp>1247655600000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A couple of photo-resistors and transistors to drive simple gear motors (http://www.sparkfun.com/commerce/product\_info.php?products\_id=319). Wire everything to a proto-board for easy rewiring and reconfiguration. Hook the photo cells to drive the motors on the same side of the bot (R-R, L-L) for light avoiding behavior, and cross the wires (R-L, L-R) for light seeking. Bumpers could also be added which kills power to the motors with only switches and no other components.</p><p>This would probably run more like $20 but would get a base ready if they wanted to pursue microcontroller based robotics in the future. Also things that move have a tendency to grab kids attention.</p></htmltext>
<tokenext>A couple of photo-resistors and transistors to drive simple gear motors ( http : //www.sparkfun.com/commerce/product \ _info.php ? products \ _id = 319 ) .
Wire everything to a proto-board for easy rewiring and reconfiguration .
Hook the photo cells to drive the motors on the same side of the bot ( R-R , L-L ) for light avoiding behavior , and cross the wires ( R-L , L-R ) for light seeking .
Bumpers could also be added which kills power to the motors with only switches and no other components.This would probably run more like $ 20 but would get a base ready if they wanted to pursue microcontroller based robotics in the future .
Also things that move have a tendency to grab kids attention .</tokentext>
<sentencetext>A couple of photo-resistors and transistors to drive simple gear motors (http://www.sparkfun.com/commerce/product\_info.php?products\_id=319).
Wire everything to a proto-board for easy rewiring and reconfiguration.
Hook the photo cells to drive the motors on the same side of the bot (R-R, L-L) for light avoiding behavior, and cross the wires (R-L, L-R) for light seeking.
Bumpers could also be added which kills power to the motors with only switches and no other components.This would probably run more like $20 but would get a base ready if they wanted to pursue microcontroller based robotics in the future.
Also things that move have a tendency to grab kids attention.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709341</id>
	<title>old computer stuff</title>
	<author>Anonymous</author>
	<datestamp>1247657040000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>A computer power supply will give you 5 volts and 12 volts.  They are completely enclosed and safe.</p><p>A CRT monitor will give you a bunch of parts.  In particular, the horizontal oscillator transistor is virtually bullet proof.  The de-gaussing coil is a good source of magnet wire.  You have to find a way to get rid of the CRT tubes safely.  Don't leave any of the circuitry together, especially the power supply.  A monitor power supply isn't protected and has totally dangerous voltages.</p><p>Old floppy drives are good for stepper motors.  The controller board takes only a couple of signals, step and direction.  You can drive the controller board signals with the parallel port.</p><p>I used to epoxy stepper motors and microswitches to lego blocks for student robotic projects.  Another favorite project was a class A audio amp using the aforementioned horz. output transistor.</p><p>You can teach electronics for just about nothing.  For an oscilloscope, you can use a computer sound card.</p></htmltext>
<tokenext>A computer power supply will give you 5 volts and 12 volts .
They are completely enclosed and safe.A CRT monitor will give you a bunch of parts .
In particular , the horizontal oscillator transistor is virtually bullet proof .
The de-gaussing coil is a good source of magnet wire .
You have to find a way to get rid of the CRT tubes safely .
Do n't leave any of the circuitry together , especially the power supply .
A monitor power supply is n't protected and has totally dangerous voltages.Old floppy drives are good for stepper motors .
The controller board takes only a couple of signals , step and direction .
You can drive the controller board signals with the parallel port.I used to epoxy stepper motors and microswitches to lego blocks for student robotic projects .
Another favorite project was a class A audio amp using the aforementioned horz .
output transistor.You can teach electronics for just about nothing .
For an oscilloscope , you can use a computer sound card .</tokentext>
<sentencetext>A computer power supply will give you 5 volts and 12 volts.
They are completely enclosed and safe.A CRT monitor will give you a bunch of parts.
In particular, the horizontal oscillator transistor is virtually bullet proof.
The de-gaussing coil is a good source of magnet wire.
You have to find a way to get rid of the CRT tubes safely.
Don't leave any of the circuitry together, especially the power supply.
A monitor power supply isn't protected and has totally dangerous voltages.Old floppy drives are good for stepper motors.
The controller board takes only a couple of signals, step and direction.
You can drive the controller board signals with the parallel port.I used to epoxy stepper motors and microswitches to lego blocks for student robotic projects.
Another favorite project was a class A audio amp using the aforementioned horz.
output transistor.You can teach electronics for just about nothing.
For an oscilloscope, you can use a computer sound card.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708975</id>
	<title>Nice book</title>
	<author>Anonymous</author>
	<datestamp>1247655480000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>3</modscore>
	<htmltext><p>SIMPLE, LOW-COST ELECTRONICS PROJECTS<br><a href="http://www.elsevier.com/wps/find/bookdescription.cws\_home/677563/description#description" title="elsevier.com">http://www.elsevier.com/wps/find/bookdescription.cws\_home/677563/description#description</a> [elsevier.com]</p></htmltext>
<tokenext>SIMPLE , LOW-COST ELECTRONICS PROJECTShttp : //www.elsevier.com/wps/find/bookdescription.cws \ _home/677563/description # description [ elsevier.com ]</tokentext>
<sentencetext>SIMPLE, LOW-COST ELECTRONICS PROJECTShttp://www.elsevier.com/wps/find/bookdescription.cws\_home/677563/description#description [elsevier.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709047</id>
	<title>Two suggestions</title>
	<author>dlakelan</author>
	<datestamp>1247655720000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Hardware random number generator using a couple of resistors, a potentiometer, and a zener diode. For additional points, use a comparator to amplify the noise. You can then talk about the physics of electron transfer across the diode junction and thermal agitation to describe why the noise occurs.</p><p>Another interesting project is a feedback controller that levitates a ball hanging below an electro-magnet. You use an LED and a phototransistor to set up a circuit that tries to keep the reflected light intensity constant, which makes the steel ball hang a certain small distance below the magnet.</p><p>Neither of these is too terribly expensive, and both have physics content, but neither is what I'd call "modern". Almost all of modern electronics involves digital integrated circuits.</p></htmltext>
<tokenext>Hardware random number generator using a couple of resistors , a potentiometer , and a zener diode .
For additional points , use a comparator to amplify the noise .
You can then talk about the physics of electron transfer across the diode junction and thermal agitation to describe why the noise occurs.Another interesting project is a feedback controller that levitates a ball hanging below an electro-magnet .
You use an LED and a phototransistor to set up a circuit that tries to keep the reflected light intensity constant , which makes the steel ball hang a certain small distance below the magnet.Neither of these is too terribly expensive , and both have physics content , but neither is what I 'd call " modern " .
Almost all of modern electronics involves digital integrated circuits .</tokentext>
<sentencetext>Hardware random number generator using a couple of resistors, a potentiometer, and a zener diode.
For additional points, use a comparator to amplify the noise.
You can then talk about the physics of electron transfer across the diode junction and thermal agitation to describe why the noise occurs.Another interesting project is a feedback controller that levitates a ball hanging below an electro-magnet.
You use an LED and a phototransistor to set up a circuit that tries to keep the reflected light intensity constant, which makes the steel ball hang a certain small distance below the magnet.Neither of these is too terribly expensive, and both have physics content, but neither is what I'd call "modern".
Almost all of modern electronics involves digital integrated circuits.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713661</id>
	<title>simple projects with quick impact</title>
	<author>ei4anb</author>
	<datestamp>1247776920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Show them simple projects that have an immediate result like thse simple motors which my kids loved: <a href="http://www.evilmadscientist.com/article.php/HomopolarMotor" title="evilmadscientist.com">http://www.evilmadscientist.com/article.php/HomopolarMotor</a> [evilmadscientist.com] and <a href="http://www.youtube.com/watch?v=it\_Z7NdKgmY" title="youtube.com">http://www.youtube.com/watch?v=it\_Z7NdKgmY</a> [youtube.com] <p>Then move on to a crystal radio. Show them the math behind the design of the inductor, how you calculate the number of turns to make the circuit resonate at the required frequency.</p></htmltext>
<tokenext>Show them simple projects that have an immediate result like thse simple motors which my kids loved : http : //www.evilmadscientist.com/article.php/HomopolarMotor [ evilmadscientist.com ] and http : //www.youtube.com/watch ? v = it \ _Z7NdKgmY [ youtube.com ] Then move on to a crystal radio .
Show them the math behind the design of the inductor , how you calculate the number of turns to make the circuit resonate at the required frequency .</tokentext>
<sentencetext>Show them simple projects that have an immediate result like thse simple motors which my kids loved: http://www.evilmadscientist.com/article.php/HomopolarMotor [evilmadscientist.com] and http://www.youtube.com/watch?v=it\_Z7NdKgmY [youtube.com] Then move on to a crystal radio.
Show them the math behind the design of the inductor, how you calculate the number of turns to make the circuit resonate at the required frequency.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709033</id>
	<title>You should teach them how to use 555 timers</title>
	<author>Anonymous</author>
	<datestamp>1247655660000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>the 555 timer is a great IC and there's lots of cool things you can do with it.</p><p>That and a few proto boards would make a fun project</p></htmltext>
<tokenext>the 555 timer is a great IC and there 's lots of cool things you can do with it.That and a few proto boards would make a fun project</tokentext>
<sentencetext>the 555 timer is a great IC and there's lots of cool things you can do with it.That and a few proto boards would make a fun project</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710931</id>
	<title>Re:Crystal Radio</title>
	<author>zoomshorts</author>
	<datestamp>1247665860000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>crystal radio's are easy and cheap, the components, cheap too.<br>you can make a crystal radio out a number of things, Galena<br>crystals, a razor blade(careful, these are sharp) all you have is<br>a crude tuner and an antenna and the radio from the ether provides<br>the power. Go for it !</p></htmltext>
<tokenext>crystal radio 's are easy and cheap , the components , cheap too.you can make a crystal radio out a number of things , Galenacrystals , a razor blade ( careful , these are sharp ) all you have isa crude tuner and an antenna and the radio from the ether providesthe power .
Go for it !</tokentext>
<sentencetext>crystal radio's are easy and cheap, the components, cheap too.you can make a crystal radio out a number of things, Galenacrystals, a razor blade(careful, these are sharp) all you have isa crude tuner and an antenna and the radio from the ether providesthe power.
Go for it !</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708991</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710877</id>
	<title>Anonymous Coward</title>
	<author>Anonymous</author>
	<datestamp>1247665440000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Circuits based on the 555 or 556 timer are good to start with, and 555's can be found in numerous old electronic devices, as it was one of the most popular chips ever made.  RatShack used to sell an engineers guide to 555 circuits, and was very useful in teaching the fundamentals of what could be done with one (or 2 in the case of the 556), along with some more complicated designs (including a simple oscilloscope that used some sort of multiplexer IC to display waveforms on a panel of LED's - very cool).</p></htmltext>
<tokenext>Circuits based on the 555 or 556 timer are good to start with , and 555 's can be found in numerous old electronic devices , as it was one of the most popular chips ever made .
RatShack used to sell an engineers guide to 555 circuits , and was very useful in teaching the fundamentals of what could be done with one ( or 2 in the case of the 556 ) , along with some more complicated designs ( including a simple oscilloscope that used some sort of multiplexer IC to display waveforms on a panel of LED 's - very cool ) .</tokentext>
<sentencetext>Circuits based on the 555 or 556 timer are good to start with, and 555's can be found in numerous old electronic devices, as it was one of the most popular chips ever made.
RatShack used to sell an engineers guide to 555 circuits, and was very useful in teaching the fundamentals of what could be done with one (or 2 in the case of the 556), along with some more complicated designs (including a simple oscilloscope that used some sort of multiplexer IC to display waveforms on a panel of LED's - very cool).</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709885</id>
	<title>Night-light with timer</title>
	<author>Michael Woodhams</author>
	<datestamp>1247659680000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>You could make an LED night light with a timer shut-off. This would be about as simple as you can get with active components. Probably best to use a potentiometer to adjust the time delay - in real use, you'd want &gt;30 minutes, but the kids will want to try it out with 30 seconds.</p></htmltext>
<tokenext>You could make an LED night light with a timer shut-off .
This would be about as simple as you can get with active components .
Probably best to use a potentiometer to adjust the time delay - in real use , you 'd want &gt; 30 minutes , but the kids will want to try it out with 30 seconds .</tokentext>
<sentencetext>You could make an LED night light with a timer shut-off.
This would be about as simple as you can get with active components.
Probably best to use a potentiometer to adjust the time delay - in real use, you'd want &gt;30 minutes, but the kids will want to try it out with 30 seconds.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712035</id>
	<title>Re:A-stable multivibrator</title>
	<author>Savior\_on\_a\_Stick</author>
	<datestamp>1247674320000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>That was my first thought as well.</p><p>Way back when the Navy was teaching me basic electronics, they had us design and build these from compoonents.</p><p>They were then used in further labs demonstrating basic logic circuits.</p><p>It was very useful conceptually, and I still remember the exercise fondly.</p><p>I was less fond of the analog relay computers we used for missile testing, but that's another story.</p></htmltext>
<tokenext>That was my first thought as well.Way back when the Navy was teaching me basic electronics , they had us design and build these from compoonents.They were then used in further labs demonstrating basic logic circuits.It was very useful conceptually , and I still remember the exercise fondly.I was less fond of the analog relay computers we used for missile testing , but that 's another story .</tokentext>
<sentencetext>That was my first thought as well.Way back when the Navy was teaching me basic electronics, they had us design and build these from compoonents.They were then used in further labs demonstrating basic logic circuits.It was very useful conceptually, and I still remember the exercise fondly.I was less fond of the analog relay computers we used for missile testing, but that's another story.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710787</id>
	<title>Have to keep it simple, try RELAYS</title>
	<author>rMortyH</author>
	<datestamp>1247664840000</datestamp>
	<modclass>Insightful</modclass>
	<modscore>2</modscore>
	<htmltext><p>Hello-<br>
&nbsp; &nbsp; I have some experience with this problem. You're right that microcontrollers are too advanced, everyone gets bogged down in the development tools. I also find that most types of IC and transistor circuits where you can't SEE what is happening don't really work out for most kids.</p><p>
&nbsp; &nbsp; A few kids will get really into it. The next group will 'sort of' get things to work by following the directions, but not understanding what is actually happening. The rest will just sit there while everybody else plays around. They won't even try.</p><p>
&nbsp; &nbsp; I have found that the basics like lightbulbs, batteries, and switches really get kids excited. They can see what's going on and they understand it and start building on it. Flipping a switch or pressing a button to make something happen is very empowering.</p><p>
&nbsp; &nbsp; Next, if you can get a hold of some nice relays, especially ones with clear housings, they are really useful for this. It's a switch that turns on another switch. They understand it. (especially with a DPDT knife switch to explain things) Try a reed switch and a magnet, controlling a bulb through a relay. (small switch controls big switch... They learn about current)  Let them try the NC contacts. Show them a relay LATCH. Connect the coil through the NC contacts for a relay buzzer. Add a speaker across the coil for a louder buzz. Can you combine these and make a burgler alarm? Show them that a mechanical bell or buzzer is the same as the NC relay buzzer. Next, put a capacitor on the relay coil for a delay. They will UNDERSTAND all this and get into it. And they like the clicking.</p><p>
&nbsp; &nbsp; This lets them learn by using things they understand like switches and bulbs which are all doing things they can actually see. There are no black boxes at all. Also, a lot of kids want to ignore you and just play. With these parts, they can still make things happen and learn just by messing around. Can they get the relay to click? Make the bulb light up?</p><p>
&nbsp; &nbsp; I've taught a lot of workshops to beginners and most breadboard type stuff really just confuses them. It seems they have made up their minds in advance that this is something they can't do, it's too hard. With the knife switches, batteries, bulbs and relays, they got really excited. When we added the capacitor they really understood what those did. It seems that this is a necessary first step before you move on to 'black box' parts.</p><p>
&nbsp; &nbsp; Once you've gotten them there, the next thing is an optoisolator, which is really just a relay. Then they're comfortable with a DIP package, and you can proceed to the 555 and such with the ones you haven't lost. In the meantime, skip all semiconductors completely, except the rectifier diode, which they understand, and maybe the LED (with resistor already soldered on).</p><p>
&nbsp; &nbsp; As we get better at electronics it becomes more and more difficult to understand what it was like to not know anything about electronics. You try to explain a 555 or op amp and there are a thousand details that you're taking for granted without knowing it. The other person really can't get it without the details, which makes it very hard to teach the subject without losing people. This is why you should go for the basics as much as you can. Let them play in that safe zone and master it and build a foundation before moving on.</p><p>
&nbsp; &nbsp; Skip Ohm's law and the RC circuits and the math stuff for now. Let 'em turn things on and off. They'll get it.</p><p>
&nbsp; &nbsp; List: Knife switch, lever switch with roller, button. Reed switch and magnet. Buzzer, bulb, rectifier diode. Clear relays, at least SPDT, DPDT better. Capacitor that can hold the relay on for 1 sec. LED with resistor installed. Speaker with resistor inline (so it can go across the battery without blowing up) . Batteries to match all these (9V or 12V is easiest)</p><p>
&nbsp; &nbsp; Show them some examples and let 'em go nuts!</p></htmltext>
<tokenext>Hello-     I have some experience with this problem .
You 're right that microcontrollers are too advanced , everyone gets bogged down in the development tools .
I also find that most types of IC and transistor circuits where you ca n't SEE what is happening do n't really work out for most kids .
    A few kids will get really into it .
The next group will 'sort of ' get things to work by following the directions , but not understanding what is actually happening .
The rest will just sit there while everybody else plays around .
They wo n't even try .
    I have found that the basics like lightbulbs , batteries , and switches really get kids excited .
They can see what 's going on and they understand it and start building on it .
Flipping a switch or pressing a button to make something happen is very empowering .
    Next , if you can get a hold of some nice relays , especially ones with clear housings , they are really useful for this .
It 's a switch that turns on another switch .
They understand it .
( especially with a DPDT knife switch to explain things ) Try a reed switch and a magnet , controlling a bulb through a relay .
( small switch controls big switch... They learn about current ) Let them try the NC contacts .
Show them a relay LATCH .
Connect the coil through the NC contacts for a relay buzzer .
Add a speaker across the coil for a louder buzz .
Can you combine these and make a burgler alarm ?
Show them that a mechanical bell or buzzer is the same as the NC relay buzzer .
Next , put a capacitor on the relay coil for a delay .
They will UNDERSTAND all this and get into it .
And they like the clicking .
    This lets them learn by using things they understand like switches and bulbs which are all doing things they can actually see .
There are no black boxes at all .
Also , a lot of kids want to ignore you and just play .
With these parts , they can still make things happen and learn just by messing around .
Can they get the relay to click ?
Make the bulb light up ?
    I 've taught a lot of workshops to beginners and most breadboard type stuff really just confuses them .
It seems they have made up their minds in advance that this is something they ca n't do , it 's too hard .
With the knife switches , batteries , bulbs and relays , they got really excited .
When we added the capacitor they really understood what those did .
It seems that this is a necessary first step before you move on to 'black box ' parts .
    Once you 've gotten them there , the next thing is an optoisolator , which is really just a relay .
Then they 're comfortable with a DIP package , and you can proceed to the 555 and such with the ones you have n't lost .
In the meantime , skip all semiconductors completely , except the rectifier diode , which they understand , and maybe the LED ( with resistor already soldered on ) .
    As we get better at electronics it becomes more and more difficult to understand what it was like to not know anything about electronics .
You try to explain a 555 or op amp and there are a thousand details that you 're taking for granted without knowing it .
The other person really ca n't get it without the details , which makes it very hard to teach the subject without losing people .
This is why you should go for the basics as much as you can .
Let them play in that safe zone and master it and build a foundation before moving on .
    Skip Ohm 's law and the RC circuits and the math stuff for now .
Let 'em turn things on and off .
They 'll get it .
    List : Knife switch , lever switch with roller , button .
Reed switch and magnet .
Buzzer , bulb , rectifier diode .
Clear relays , at least SPDT , DPDT better .
Capacitor that can hold the relay on for 1 sec .
LED with resistor installed .
Speaker with resistor inline ( so it can go across the battery without blowing up ) .
Batteries to match all these ( 9V or 12V is easiest )     Show them some examples and let 'em go nuts !</tokentext>
<sentencetext>Hello-
    I have some experience with this problem.
You're right that microcontrollers are too advanced, everyone gets bogged down in the development tools.
I also find that most types of IC and transistor circuits where you can't SEE what is happening don't really work out for most kids.
    A few kids will get really into it.
The next group will 'sort of' get things to work by following the directions, but not understanding what is actually happening.
The rest will just sit there while everybody else plays around.
They won't even try.
    I have found that the basics like lightbulbs, batteries, and switches really get kids excited.
They can see what's going on and they understand it and start building on it.
Flipping a switch or pressing a button to make something happen is very empowering.
    Next, if you can get a hold of some nice relays, especially ones with clear housings, they are really useful for this.
It's a switch that turns on another switch.
They understand it.
(especially with a DPDT knife switch to explain things) Try a reed switch and a magnet, controlling a bulb through a relay.
(small switch controls big switch... They learn about current)  Let them try the NC contacts.
Show them a relay LATCH.
Connect the coil through the NC contacts for a relay buzzer.
Add a speaker across the coil for a louder buzz.
Can you combine these and make a burgler alarm?
Show them that a mechanical bell or buzzer is the same as the NC relay buzzer.
Next, put a capacitor on the relay coil for a delay.
They will UNDERSTAND all this and get into it.
And they like the clicking.
    This lets them learn by using things they understand like switches and bulbs which are all doing things they can actually see.
There are no black boxes at all.
Also, a lot of kids want to ignore you and just play.
With these parts, they can still make things happen and learn just by messing around.
Can they get the relay to click?
Make the bulb light up?
    I've taught a lot of workshops to beginners and most breadboard type stuff really just confuses them.
It seems they have made up their minds in advance that this is something they can't do, it's too hard.
With the knife switches, batteries, bulbs and relays, they got really excited.
When we added the capacitor they really understood what those did.
It seems that this is a necessary first step before you move on to 'black box' parts.
    Once you've gotten them there, the next thing is an optoisolator, which is really just a relay.
Then they're comfortable with a DIP package, and you can proceed to the 555 and such with the ones you haven't lost.
In the meantime, skip all semiconductors completely, except the rectifier diode, which they understand, and maybe the LED (with resistor already soldered on).
    As we get better at electronics it becomes more and more difficult to understand what it was like to not know anything about electronics.
You try to explain a 555 or op amp and there are a thousand details that you're taking for granted without knowing it.
The other person really can't get it without the details, which makes it very hard to teach the subject without losing people.
This is why you should go for the basics as much as you can.
Let them play in that safe zone and master it and build a foundation before moving on.
    Skip Ohm's law and the RC circuits and the math stuff for now.
Let 'em turn things on and off.
They'll get it.
    List: Knife switch, lever switch with roller, button.
Reed switch and magnet.
Buzzer, bulb, rectifier diode.
Clear relays, at least SPDT, DPDT better.
Capacitor that can hold the relay on for 1 sec.
LED with resistor installed.
Speaker with resistor inline (so it can go across the battery without blowing up) .
Batteries to match all these (9V or 12V is easiest)
    Show them some examples and let 'em go nuts!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712877</id>
	<title>Re:Crystal radio</title>
	<author>huckda</author>
	<datestamp>1247682600000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><a href="http://www.crunchgear.com/2008/11/20/the-diy-3-penny-radio/" title="crunchgear.com">http://www.crunchgear.com/2008/11/20/the-diy-3-penny-radio/</a> [crunchgear.com]</p><p>the 3 penny radio<nobr> <wbr></nobr>;)</p></htmltext>
<tokenext>http : //www.crunchgear.com/2008/11/20/the-diy-3-penny-radio/ [ crunchgear.com ] the 3 penny radio ; )</tokentext>
<sentencetext>http://www.crunchgear.com/2008/11/20/the-diy-3-penny-radio/ [crunchgear.com]the 3 penny radio ;)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709063</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28719239</id>
	<title>Adafruit Industries has some wonderful kits/plans</title>
	<author>kjcole</author>
	<datestamp>1247768220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I attended the Microcontroller Monday classes at the local hackerspace, HacDC (<a href="http://hacdc.org/" title="hacdc.org" rel="nofollow">http://hacdc.org/</a> [hacdc.org]) where we worked from plans found on Lady Ada's sites (<a href="http://www.ladyada.net/make/usbtinyisp/" title="ladyada.net" rel="nofollow">http://www.ladyada.net/make/usbtinyisp/</a> [ladyada.net] and <a href="http://www.adafruit.com/" title="adafruit.com" rel="nofollow">http://www.adafruit.com/</a> [adafruit.com]).</p><p>The other thing to do is get started with US FIRST Robotics (<a href="http://www.usfirst.org/" title="usfirst.org" rel="nofollow">http://www.usfirst.org/</a> [usfirst.org]) established by the inventor of the Segway, Dean Kamen to "inspire young people to be science and technology leaders, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership." according to the web site.</p></htmltext>
<tokenext>I attended the Microcontroller Monday classes at the local hackerspace , HacDC ( http : //hacdc.org/ [ hacdc.org ] ) where we worked from plans found on Lady Ada 's sites ( http : //www.ladyada.net/make/usbtinyisp/ [ ladyada.net ] and http : //www.adafruit.com/ [ adafruit.com ] ) .The other thing to do is get started with US FIRST Robotics ( http : //www.usfirst.org/ [ usfirst.org ] ) established by the inventor of the Segway , Dean Kamen to " inspire young people to be science and technology leaders , by engaging them in exciting mentor-based programs that build science , engineering and technology skills , that inspire innovation , and that foster well-rounded life capabilities including self-confidence , communication , and leadership .
" according to the web site .</tokentext>
<sentencetext>I attended the Microcontroller Monday classes at the local hackerspace, HacDC (http://hacdc.org/ [hacdc.org]) where we worked from plans found on Lady Ada's sites (http://www.ladyada.net/make/usbtinyisp/ [ladyada.net] and http://www.adafruit.com/ [adafruit.com]).The other thing to do is get started with US FIRST Robotics (http://www.usfirst.org/ [usfirst.org]) established by the inventor of the Segway, Dean Kamen to "inspire young people to be science and technology leaders, by engaging them in exciting mentor-based programs that build science, engineering and technology skills, that inspire innovation, and that foster well-rounded life capabilities including self-confidence, communication, and leadership.
" according to the web site.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709249</id>
	<title>Keep it simple</title>
	<author>Anonymous</author>
	<datestamp>1247656560000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>You need to keep it simple, but fun.</p><p>I used a photo sensor, small transistor, power transistor, and 1Amp 12Volt light bulb.<br>Wired to when sensor sees light, bulb goes out.</p><p>If it sees itself, it makes an oscillator.</p><p>If multiple folks in the class make them, they interact.</p><p>You maybe able arrange them into gates and flipflops if you have enough.<br>
&nbsp; &nbsp; (Also an opportunity to try fibers.)</p><p>
&nbsp; &nbsp; (I also tried a smaller bulb for the bias resistor so you can see what is going on in the circuit, but that was too much for the kids.)</p><p>The circuits were built on a 2 by 6 inch pcb with the copper cut in half length wise.<br>
&nbsp; &nbsp; One side was ground, the other side +12.<br>
&nbsp; &nbsp; Parts soldered in 3d above the copper.</p><p>Power from a gel cell with a series ballast to prevent fires.<br>
&nbsp; &nbsp; Ballast was 4 tail light bulbs in parallel.<br>
&nbsp; &nbsp; This lights up nicely when you short something out.</p></htmltext>
<tokenext>You need to keep it simple , but fun.I used a photo sensor , small transistor , power transistor , and 1Amp 12Volt light bulb.Wired to when sensor sees light , bulb goes out.If it sees itself , it makes an oscillator.If multiple folks in the class make them , they interact.You maybe able arrange them into gates and flipflops if you have enough .
    ( Also an opportunity to try fibers .
)     ( I also tried a smaller bulb for the bias resistor so you can see what is going on in the circuit , but that was too much for the kids .
) The circuits were built on a 2 by 6 inch pcb with the copper cut in half length wise .
    One side was ground , the other side + 12 .
    Parts soldered in 3d above the copper.Power from a gel cell with a series ballast to prevent fires .
    Ballast was 4 tail light bulbs in parallel .
    This lights up nicely when you short something out .</tokentext>
<sentencetext>You need to keep it simple, but fun.I used a photo sensor, small transistor, power transistor, and 1Amp 12Volt light bulb.Wired to when sensor sees light, bulb goes out.If it sees itself, it makes an oscillator.If multiple folks in the class make them, they interact.You maybe able arrange them into gates and flipflops if you have enough.
    (Also an opportunity to try fibers.
)
    (I also tried a smaller bulb for the bias resistor so you can see what is going on in the circuit, but that was too much for the kids.
)The circuits were built on a 2 by 6 inch pcb with the copper cut in half length wise.
    One side was ground, the other side +12.
    Parts soldered in 3d above the copper.Power from a gel cell with a series ballast to prevent fires.
    Ballast was 4 tail light bulbs in parallel.
    This lights up nicely when you short something out.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712807</id>
	<title>Re:A Theremin</title>
	<author>bitrex</author>
	<datestamp>1247681940000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>3</modscore>
	<htmltext><p>The problem with the Theremin is that to make a working example based on the principle of the original (capacitive coupling between the hands and antennas changing the frequency of an LC oscillator) is actually a fairly complex project - you have to understand about how LC oscillators work, the superheterodyne principle (the pitch oscillator is the difference frequency between a fixed and variable RF oscillator), transistor amplifier principles, etc.  Of course, they can be built from kits, but just building from a kit doesn't really provide any insight into the functioning of the circuit.</p><p>A project that maintains the spirit of the original but might be easier for 9th graders to get a handle on might be the <a href="http://www.instructables.com/id/How-To-Build-An-Optical-Theremin/" title="instructables.com">optical theremin</a> [instructables.com].  It only uses a few parts, and the basic operation of the 555 timer and light dependent resistance should be approachable for newcomers to electronics.</p></htmltext>
<tokenext>The problem with the Theremin is that to make a working example based on the principle of the original ( capacitive coupling between the hands and antennas changing the frequency of an LC oscillator ) is actually a fairly complex project - you have to understand about how LC oscillators work , the superheterodyne principle ( the pitch oscillator is the difference frequency between a fixed and variable RF oscillator ) , transistor amplifier principles , etc .
Of course , they can be built from kits , but just building from a kit does n't really provide any insight into the functioning of the circuit.A project that maintains the spirit of the original but might be easier for 9th graders to get a handle on might be the optical theremin [ instructables.com ] .
It only uses a few parts , and the basic operation of the 555 timer and light dependent resistance should be approachable for newcomers to electronics .</tokentext>
<sentencetext>The problem with the Theremin is that to make a working example based on the principle of the original (capacitive coupling between the hands and antennas changing the frequency of an LC oscillator) is actually a fairly complex project - you have to understand about how LC oscillators work, the superheterodyne principle (the pitch oscillator is the difference frequency between a fixed and variable RF oscillator), transistor amplifier principles, etc.
Of course, they can be built from kits, but just building from a kit doesn't really provide any insight into the functioning of the circuit.A project that maintains the spirit of the original but might be easier for 9th graders to get a handle on might be the optical theremin [instructables.com].
It only uses a few parts, and the basic operation of the 555 timer and light dependent resistance should be approachable for newcomers to electronics.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708973</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709373</id>
	<title>Static Electricity</title>
	<author>Sponge Bath</author>
	<datestamp>1247657220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Bring out the carpet and sneakers, then *pop*.<br>Combine the exercise with theory.</p><p> <i>1) Is fun</i> <br>For the aggressor</p><p> <i>2) Teaches about circuits that are relevant to their life.</i> <br>Everyday relevance</p><p> <i>3) Doesn't rely too heavily on a black box microcontroller.</i> <br>Done</p><p> <i>4)It must be as cheap as possible</i> <br>It does not get any cheaper.</p></htmltext>
<tokenext>Bring out the carpet and sneakers , then * pop * .Combine the exercise with theory .
1 ) Is fun For the aggressor 2 ) Teaches about circuits that are relevant to their life .
Everyday relevance 3 ) Does n't rely too heavily on a black box microcontroller .
Done 4 ) It must be as cheap as possible It does not get any cheaper .</tokentext>
<sentencetext>Bring out the carpet and sneakers, then *pop*.Combine the exercise with theory.
1) Is fun For the aggressor 2) Teaches about circuits that are relevant to their life.
Everyday relevance 3) Doesn't rely too heavily on a black box microcontroller.
Done 4)It must be as cheap as possible It does not get any cheaper.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28763263</id>
	<title>Courtesy Light Extender</title>
	<author>JustMeHere</author>
	<datestamp>1248090840000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Try the Interior light extender. Fun, simple and actually useful, I used it for years on my older cars (Modern ones tend to have one already).

You don`t need the PCB, the 2N3055 is robust enough in the TO3 package to mount the other components directly on the transistor (Or use a breadboard).

Wrap it in electrical tape, connect it to the door switch and leave it in the kick panel.

This one is funky as other types of this actually draw power when not in use, this one does not due to the discharging cap.

<a href="http://cdselectronics.com/Kits/light\_ext.htm" title="cdselectronics.com" rel="nofollow">http://cdselectronics.com/Kits/light\_ext.htm</a> [cdselectronics.com]</htmltext>
<tokenext>Try the Interior light extender .
Fun , simple and actually useful , I used it for years on my older cars ( Modern ones tend to have one already ) .
You don ` t need the PCB , the 2N3055 is robust enough in the TO3 package to mount the other components directly on the transistor ( Or use a breadboard ) .
Wrap it in electrical tape , connect it to the door switch and leave it in the kick panel .
This one is funky as other types of this actually draw power when not in use , this one does not due to the discharging cap .
http : //cdselectronics.com/Kits/light \ _ext.htm [ cdselectronics.com ]</tokentext>
<sentencetext>Try the Interior light extender.
Fun, simple and actually useful, I used it for years on my older cars (Modern ones tend to have one already).
You don`t need the PCB, the 2N3055 is robust enough in the TO3 package to mount the other components directly on the transistor (Or use a breadboard).
Wrap it in electrical tape, connect it to the door switch and leave it in the kick panel.
This one is funky as other types of this actually draw power when not in use, this one does not due to the discharging cap.
http://cdselectronics.com/Kits/light\_ext.htm [cdselectronics.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715199</id>
	<title>Hand wound motor</title>
	<author>stewbee</author>
	<datestamp>1247751720000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext>This would be pretty easy and cheap to do.
<br> <br>
It would require two magnets, some magnetic wire, a battery, two paper clips which are the 'brushes', some copper tape for the commutator, some sort wooden/metal rod to mount the rotor onto, and bigger piece of cylindrical wood for your commutator. This might blow your budget the first year, but i would see the only recurring expense be the copper tape, batteries and the magnetic wire.
<br>
Here is a website on how some of the assembly should look <br>
<a href="http://hades.mech.northwestern.edu/wiki/index.php/Brushed\_DC\_Motor\_Theory" title="northwestern.edu" rel="nofollow">http://hades.mech.northwestern.edu/wiki/index.php/Brushed\_DC\_Motor\_Theory</a> [northwestern.edu]
<br>
Look about halfway down the page when describing the theory.<br> <br>
My only pointers would be to make a multi-turn coil of wire instead of a single single. Obviously you will need to add a rotor and commutator, so that is what the various wooden pieces are. Make the copper tape cover as much of the circumference of the commutator, as it will work better.
<br> <br>
I found another, simpler DC motor, but it didn't look to exciting. You can search google to find other types of projects.</htmltext>
<tokenext>This would be pretty easy and cheap to do .
It would require two magnets , some magnetic wire , a battery , two paper clips which are the 'brushes ' , some copper tape for the commutator , some sort wooden/metal rod to mount the rotor onto , and bigger piece of cylindrical wood for your commutator .
This might blow your budget the first year , but i would see the only recurring expense be the copper tape , batteries and the magnetic wire .
Here is a website on how some of the assembly should look http : //hades.mech.northwestern.edu/wiki/index.php/Brushed \ _DC \ _Motor \ _Theory [ northwestern.edu ] Look about halfway down the page when describing the theory .
My only pointers would be to make a multi-turn coil of wire instead of a single single .
Obviously you will need to add a rotor and commutator , so that is what the various wooden pieces are .
Make the copper tape cover as much of the circumference of the commutator , as it will work better .
I found another , simpler DC motor , but it did n't look to exciting .
You can search google to find other types of projects .</tokentext>
<sentencetext>This would be pretty easy and cheap to do.
It would require two magnets, some magnetic wire, a battery, two paper clips which are the 'brushes', some copper tape for the commutator, some sort wooden/metal rod to mount the rotor onto, and bigger piece of cylindrical wood for your commutator.
This might blow your budget the first year, but i would see the only recurring expense be the copper tape, batteries and the magnetic wire.
Here is a website on how some of the assembly should look 
http://hades.mech.northwestern.edu/wiki/index.php/Brushed\_DC\_Motor\_Theory [northwestern.edu]

Look about halfway down the page when describing the theory.
My only pointers would be to make a multi-turn coil of wire instead of a single single.
Obviously you will need to add a rotor and commutator, so that is what the various wooden pieces are.
Make the copper tape cover as much of the circumference of the commutator, as it will work better.
I found another, simpler DC motor, but it didn't look to exciting.
You can search google to find other types of projects.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710809</id>
	<title>Re:Desoldering old stuff?</title>
	<author>DoofusOfDeath</author>
	<datestamp>1247664960000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p><div class="quote"><p>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?</p></div><p>Any significant risk of lead exposure in doing that?</p></div>
	</htmltext>
<tokenext>What about getting junked electronics ( thinking Goodwill here , or possibly even donated ) and desoldering components to build other projects with ? Any significant risk of lead exposure in doing that ?</tokentext>
<sentencetext>What about getting junked electronics (thinking Goodwill here, or possibly even donated) and desoldering components to build other projects with?Any significant risk of lead exposure in doing that?
	</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709211</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28720137</id>
	<title>Have them touch a 9-volt battery with their tongue</title>
	<author>danielpauldavis</author>
	<datestamp>1247771460000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The logic engine here wants me to say more. I've no more to say.</htmltext>
<tokenext>The logic engine here wants me to say more .
I 've no more to say .</tokentext>
<sentencetext>The logic engine here wants me to say more.
I've no more to say.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712941</id>
	<title>Some ideas.</title>
	<author>Anonymous</author>
	<datestamp>1247683140000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I'd suggest building some things that are "useful" or "fun" as assembled units, not just "useful" from the standpoint of learning electronics theory and "fun" as a craft construction project.</p><p>There are several types of radio receivers you could build as others have suggested, anywhere from a crystal set to a heterodyne AM receiver.  It wouldn't be impossible to use some "radio on a chip" integrated circuits and even make a functional advanced AM/FM type of unit -- often they need very few external components to work.</p><p>There are radio transmitter options too -- you can inexpensively buy the sort of devices which are used to lock/unlock cars or open garage doors, and use them as a remote control sort of device.  You could also build a simple morse code transmitter / receiver -- look at the "pixie" [google] type of projects on many amateur radio web sites; you could build one for cents worth of components with a little improvisation for the enclosure (tin can, altoids tin,<nobr> <wbr></nobr>...).</p><p>Consider getting a little microphone and speaker and LED and photo transistor and make a little op-amp infrared beam voice transmitter radio.  With the prices of cheap surplus microphones and speakers, the total cost should be under $3/unit easily.</p><p>Try an op-amp and microphone and speaker and make a little mixer / oscillator based pitch shifter.. you could shift the pitch of your own voice up or down or you could shift the frequency of ultrasonic frequencies you could not normally hear into audible frequency ranges and be able to hear bird calls, bats, moths, crickets, air hissing, running water, etc. producing sounds that you'd never normally hear.</p><p>Make a digital compass using a fluxgate magnetometer type of circuit, can be done very cheaply with mostly surplus parts, a transistor, maybe a small microcontroller to assist with the waveform generation and measurement.</p><p>Use a microphone and a sound cup and an op-amp and a speaker to make a digital stethoscope and use it to listen to things like breathing, heart beats, sounds of machinery, etc.</p><p>Find a new use for an old stereo amp and maybe a little microcontroller and make a proton precession magnetometer.</p><p>Take apart a "body heat" type of infrared security detector (very cheap as junk/surplus), contrive a simple mechanical scanner system for it, and hook the output to a PC for image display and take some crude thermogram pictures.. I think I saw an article like this in makezine or one of those sorts of places lately.  Trivial circuitry, mostly just needs a little ingenuity at making a radial-theta type of "turntable" scanning mechanism.  I bet the shop teacher would make a few as a combination project with you.</p><p>Use some junked / cheap aluminium salad bowls or similar and put a microphone in them acting as a dish, hook up an op-amp and speaker and make some directional high gain microphones... see if you can hear a whisper at the end of the school hallway or the ticking of a clock across the room or point it out the window to listen to traffic, birds, airplanes, whatever.  Very low total cost / complexity here, lots of fun going around listening to environmental sounds.</p><p>Take a microphone, op-amp, 3.5mm stereo headphone cable/plug and connect an microphone audio amplifier to the sound card input of the class PC.  Use free software to show oscilloscope and spectrogram (fft/waterfall type of display) types of displays.  Identify bird calls by their spectrogram.  Look at different people's "voice prints" in spectral display as well as the o-scope style wave form of their voices in the time domain.  Look at a heart beat waveform spectrogram from the stethoscope type of microphone pickup placement.</p><p>Use a microcontroller with an ADC built in in addition to a serial port or USB type of output and hook up some simple low cost op-amp circuits to electrodes and show how you can capture EKG or EEG waveforms of the heart / brain waves from electrodes on the skin.</p><p>For parts, check places like goldmine electronics surplus "the</p></htmltext>
<tokenext>I 'd suggest building some things that are " useful " or " fun " as assembled units , not just " useful " from the standpoint of learning electronics theory and " fun " as a craft construction project.There are several types of radio receivers you could build as others have suggested , anywhere from a crystal set to a heterodyne AM receiver .
It would n't be impossible to use some " radio on a chip " integrated circuits and even make a functional advanced AM/FM type of unit -- often they need very few external components to work.There are radio transmitter options too -- you can inexpensively buy the sort of devices which are used to lock/unlock cars or open garage doors , and use them as a remote control sort of device .
You could also build a simple morse code transmitter / receiver -- look at the " pixie " [ google ] type of projects on many amateur radio web sites ; you could build one for cents worth of components with a little improvisation for the enclosure ( tin can , altoids tin , ... ) .Consider getting a little microphone and speaker and LED and photo transistor and make a little op-amp infrared beam voice transmitter radio .
With the prices of cheap surplus microphones and speakers , the total cost should be under $ 3/unit easily.Try an op-amp and microphone and speaker and make a little mixer / oscillator based pitch shifter.. you could shift the pitch of your own voice up or down or you could shift the frequency of ultrasonic frequencies you could not normally hear into audible frequency ranges and be able to hear bird calls , bats , moths , crickets , air hissing , running water , etc .
producing sounds that you 'd never normally hear.Make a digital compass using a fluxgate magnetometer type of circuit , can be done very cheaply with mostly surplus parts , a transistor , maybe a small microcontroller to assist with the waveform generation and measurement.Use a microphone and a sound cup and an op-amp and a speaker to make a digital stethoscope and use it to listen to things like breathing , heart beats , sounds of machinery , etc.Find a new use for an old stereo amp and maybe a little microcontroller and make a proton precession magnetometer.Take apart a " body heat " type of infrared security detector ( very cheap as junk/surplus ) , contrive a simple mechanical scanner system for it , and hook the output to a PC for image display and take some crude thermogram pictures.. I think I saw an article like this in makezine or one of those sorts of places lately .
Trivial circuitry , mostly just needs a little ingenuity at making a radial-theta type of " turntable " scanning mechanism .
I bet the shop teacher would make a few as a combination project with you.Use some junked / cheap aluminium salad bowls or similar and put a microphone in them acting as a dish , hook up an op-amp and speaker and make some directional high gain microphones... see if you can hear a whisper at the end of the school hallway or the ticking of a clock across the room or point it out the window to listen to traffic , birds , airplanes , whatever .
Very low total cost / complexity here , lots of fun going around listening to environmental sounds.Take a microphone , op-amp , 3.5mm stereo headphone cable/plug and connect an microphone audio amplifier to the sound card input of the class PC .
Use free software to show oscilloscope and spectrogram ( fft/waterfall type of display ) types of displays .
Identify bird calls by their spectrogram .
Look at different people 's " voice prints " in spectral display as well as the o-scope style wave form of their voices in the time domain .
Look at a heart beat waveform spectrogram from the stethoscope type of microphone pickup placement.Use a microcontroller with an ADC built in in addition to a serial port or USB type of output and hook up some simple low cost op-amp circuits to electrodes and show how you can capture EKG or EEG waveforms of the heart / brain waves from electrodes on the skin.For parts , check places like goldmine electronics surplus " the</tokentext>
<sentencetext>I'd suggest building some things that are "useful" or "fun" as assembled units, not just "useful" from the standpoint of learning electronics theory and "fun" as a craft construction project.There are several types of radio receivers you could build as others have suggested, anywhere from a crystal set to a heterodyne AM receiver.
It wouldn't be impossible to use some "radio on a chip" integrated circuits and even make a functional advanced AM/FM type of unit -- often they need very few external components to work.There are radio transmitter options too -- you can inexpensively buy the sort of devices which are used to lock/unlock cars or open garage doors, and use them as a remote control sort of device.
You could also build a simple morse code transmitter / receiver -- look at the "pixie" [google] type of projects on many amateur radio web sites; you could build one for cents worth of components with a little improvisation for the enclosure (tin can, altoids tin, ...).Consider getting a little microphone and speaker and LED and photo transistor and make a little op-amp infrared beam voice transmitter radio.
With the prices of cheap surplus microphones and speakers, the total cost should be under $3/unit easily.Try an op-amp and microphone and speaker and make a little mixer / oscillator based pitch shifter.. you could shift the pitch of your own voice up or down or you could shift the frequency of ultrasonic frequencies you could not normally hear into audible frequency ranges and be able to hear bird calls, bats, moths, crickets, air hissing, running water, etc.
producing sounds that you'd never normally hear.Make a digital compass using a fluxgate magnetometer type of circuit, can be done very cheaply with mostly surplus parts, a transistor, maybe a small microcontroller to assist with the waveform generation and measurement.Use a microphone and a sound cup and an op-amp and a speaker to make a digital stethoscope and use it to listen to things like breathing, heart beats, sounds of machinery, etc.Find a new use for an old stereo amp and maybe a little microcontroller and make a proton precession magnetometer.Take apart a "body heat" type of infrared security detector (very cheap as junk/surplus), contrive a simple mechanical scanner system for it, and hook the output to a PC for image display and take some crude thermogram pictures.. I think I saw an article like this in makezine or one of those sorts of places lately.
Trivial circuitry, mostly just needs a little ingenuity at making a radial-theta type of "turntable" scanning mechanism.
I bet the shop teacher would make a few as a combination project with you.Use some junked / cheap aluminium salad bowls or similar and put a microphone in them acting as a dish, hook up an op-amp and speaker and make some directional high gain microphones... see if you can hear a whisper at the end of the school hallway or the ticking of a clock across the room or point it out the window to listen to traffic, birds, airplanes, whatever.
Very low total cost / complexity here, lots of fun going around listening to environmental sounds.Take a microphone, op-amp, 3.5mm stereo headphone cable/plug and connect an microphone audio amplifier to the sound card input of the class PC.
Use free software to show oscilloscope and spectrogram (fft/waterfall type of display) types of displays.
Identify bird calls by their spectrogram.
Look at different people's "voice prints" in spectral display as well as the o-scope style wave form of their voices in the time domain.
Look at a heart beat waveform spectrogram from the stethoscope type of microphone pickup placement.Use a microcontroller with an ADC built in in addition to a serial port or USB type of output and hook up some simple low cost op-amp circuits to electrodes and show how you can capture EKG or EEG waveforms of the heart / brain waves from electrodes on the skin.For parts, check places like goldmine electronics surplus "the</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709825</id>
	<title>LEGO Mindstorms</title>
	<author>scerruti</author>
	<datestamp>1247659380000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Yes, yes, you have $5 to spend. How many students? What about a grant?</p><p>Look, if you are teaching physics then you can integrate a full robotics platform into the entire course. Your labs will come alive and be compelling. Most of the answers to this point are geek answers and you don't need to teach geeks physics, they will learn it even if you took the books away. No theremin or oscillator is going to be any more interesting to the average 9th grader than a flashlight bulb.</p><p>The fact is that you can't teach them modern electronics in a 9th grade classroom. Modern electronics is software assisted IC design, it involved expensive diagnostic tools or chip programming tools. Electronics is taught the way it is because the fundamentals are easy to understand and useful as you move forward.</p><p>However, if you are still convinced that you should go down this path then at least turn it around. In biology we learn how a frog works in a book and then we take it apart to see it for ourselves. Have your students bring in an inexpensive electronic device and take it apart. They may be worthless for there original function after that, but it might be interesting to see how the parts could be combined.</p><p>Finally, "The Dangerous Book for Boys" has a couple of easy projects in it.</p></htmltext>
<tokenext>Yes , yes , you have $ 5 to spend .
How many students ?
What about a grant ? Look , if you are teaching physics then you can integrate a full robotics platform into the entire course .
Your labs will come alive and be compelling .
Most of the answers to this point are geek answers and you do n't need to teach geeks physics , they will learn it even if you took the books away .
No theremin or oscillator is going to be any more interesting to the average 9th grader than a flashlight bulb.The fact is that you ca n't teach them modern electronics in a 9th grade classroom .
Modern electronics is software assisted IC design , it involved expensive diagnostic tools or chip programming tools .
Electronics is taught the way it is because the fundamentals are easy to understand and useful as you move forward.However , if you are still convinced that you should go down this path then at least turn it around .
In biology we learn how a frog works in a book and then we take it apart to see it for ourselves .
Have your students bring in an inexpensive electronic device and take it apart .
They may be worthless for there original function after that , but it might be interesting to see how the parts could be combined.Finally , " The Dangerous Book for Boys " has a couple of easy projects in it .</tokentext>
<sentencetext>Yes, yes, you have $5 to spend.
How many students?
What about a grant?Look, if you are teaching physics then you can integrate a full robotics platform into the entire course.
Your labs will come alive and be compelling.
Most of the answers to this point are geek answers and you don't need to teach geeks physics, they will learn it even if you took the books away.
No theremin or oscillator is going to be any more interesting to the average 9th grader than a flashlight bulb.The fact is that you can't teach them modern electronics in a 9th grade classroom.
Modern electronics is software assisted IC design, it involved expensive diagnostic tools or chip programming tools.
Electronics is taught the way it is because the fundamentals are easy to understand and useful as you move forward.However, if you are still convinced that you should go down this path then at least turn it around.
In biology we learn how a frog works in a book and then we take it apart to see it for ourselves.
Have your students bring in an inexpensive electronic device and take it apart.
They may be worthless for there original function after that, but it might be interesting to see how the parts could be combined.Finally, "The Dangerous Book for Boys" has a couple of easy projects in it.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709291</id>
	<title>Razor-blade Radio</title>
	<author>Anonymous</author>
	<datestamp>1247656800000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>I built one of these when I was a kid.  Talk about low-cost.  And you can skip the tuner part.  The combination of pencil lead and a razor-blade acts like the diode.  So, if you have a strong enough signal, you can get by without the fancy tuner.</p><p>http://bizarrelabs.com/foxhole.htm</p></htmltext>
<tokenext>I built one of these when I was a kid .
Talk about low-cost .
And you can skip the tuner part .
The combination of pencil lead and a razor-blade acts like the diode .
So , if you have a strong enough signal , you can get by without the fancy tuner.http : //bizarrelabs.com/foxhole.htm</tokentext>
<sentencetext>I built one of these when I was a kid.
Talk about low-cost.
And you can skip the tuner part.
The combination of pencil lead and a razor-blade acts like the diode.
So, if you have a strong enough signal, you can get by without the fancy tuner.http://bizarrelabs.com/foxhole.htm</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710657</id>
	<title>points/rules</title>
	<author>Anonymous</author>
	<datestamp>1247663880000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>ok, some good points and rules for fun high school electronics</p><p>1) Relays are cool, they make a sound, you can see how they work and you can get a mild shock when they deenergises if you don&#226;(TM)t have a diode in circuit. You can also build almost anything with them. (binary adder, combination lock, etc..)</p><p>2) LED are cool (kind of goes without saying really)</p><p>3) reed switches + magnets are interesting (you can have objects rotating and triggering the reed once per rev)</p><p>4) avoid buzzers/speakers (unless you want to be deafened by 25 going off at once)</p><p>5) everyone likes seeing a capacitor explode</p><p>6) as mentioned before, unsoldering and reusing old components off old boards is a good idea. Teaches soldering skills, saves money and if the student damages the board it doesn&#226;(TM)t really matter. You can even ask the students to bring in any old electronic devices they don&#226;(TM)t want, and then take them apart for parts.</p><p>7) ask for ideas for what to build from the students, they will know what they find interesting better than you.</p><p>Some other project ideas are:</p><p>- Red, Green and Blue leds wired up to pots that allow the student to mix the colours to create any colour. (very simple but still interesting)<br>- IR diode + sensor showing how shop door sensors detect when you break the beam<br>- PWM demonstration using a 555. showing how switching a light on/off fast can control its brightness with no power loss</p></htmltext>
<tokenext>ok , some good points and rules for fun high school electronics1 ) Relays are cool , they make a sound , you can see how they work and you can get a mild shock when they deenergises if you don   ( TM ) t have a diode in circuit .
You can also build almost anything with them .
( binary adder , combination lock , etc.. ) 2 ) LED are cool ( kind of goes without saying really ) 3 ) reed switches + magnets are interesting ( you can have objects rotating and triggering the reed once per rev ) 4 ) avoid buzzers/speakers ( unless you want to be deafened by 25 going off at once ) 5 ) everyone likes seeing a capacitor explode6 ) as mentioned before , unsoldering and reusing old components off old boards is a good idea .
Teaches soldering skills , saves money and if the student damages the board it doesn   ( TM ) t really matter .
You can even ask the students to bring in any old electronic devices they don   ( TM ) t want , and then take them apart for parts.7 ) ask for ideas for what to build from the students , they will know what they find interesting better than you.Some other project ideas are : - Red , Green and Blue leds wired up to pots that allow the student to mix the colours to create any colour .
( very simple but still interesting ) - IR diode + sensor showing how shop door sensors detect when you break the beam- PWM demonstration using a 555. showing how switching a light on/off fast can control its brightness with no power loss</tokentext>
<sentencetext>ok, some good points and rules for fun high school electronics1) Relays are cool, they make a sound, you can see how they work and you can get a mild shock when they deenergises if you donâ(TM)t have a diode in circuit.
You can also build almost anything with them.
(binary adder, combination lock, etc..)2) LED are cool (kind of goes without saying really)3) reed switches + magnets are interesting (you can have objects rotating and triggering the reed once per rev)4) avoid buzzers/speakers (unless you want to be deafened by 25 going off at once)5) everyone likes seeing a capacitor explode6) as mentioned before, unsoldering and reusing old components off old boards is a good idea.
Teaches soldering skills, saves money and if the student damages the board it doesnâ(TM)t really matter.
You can even ask the students to bring in any old electronic devices they donâ(TM)t want, and then take them apart for parts.7) ask for ideas for what to build from the students, they will know what they find interesting better than you.Some other project ideas are:- Red, Green and Blue leds wired up to pots that allow the student to mix the colours to create any colour.
(very simple but still interesting)- IR diode + sensor showing how shop door sensors detect when you break the beam- PWM demonstration using a 555. showing how switching a light on/off fast can control its brightness with no power loss</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710771</id>
	<title>Re:A-stable multivibrator</title>
	<author>Lumpy</author>
	<datestamp>1247664660000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Hell a pair of op amps, transistor, and an LEd and a photo transistor and you can make a "light" communicator.</p><p>Less than $3.00 to build it on a piece of wood with nails.  he expensive parts are the microphone and earphone.</p><p>Make one half of the class build the transmitter, the other half build the reciever.</p><p>Brass nails solder to very easily.  Hell I built my first AM and FM radio on the nails in a board setup.</p></htmltext>
<tokenext>Hell a pair of op amps , transistor , and an LEd and a photo transistor and you can make a " light " communicator.Less than $ 3.00 to build it on a piece of wood with nails .
he expensive parts are the microphone and earphone.Make one half of the class build the transmitter , the other half build the reciever.Brass nails solder to very easily .
Hell I built my first AM and FM radio on the nails in a board setup .</tokentext>
<sentencetext>Hell a pair of op amps, transistor, and an LEd and a photo transistor and you can make a "light" communicator.Less than $3.00 to build it on a piece of wood with nails.
he expensive parts are the microphone and earphone.Make one half of the class build the transmitter, the other half build the reciever.Brass nails solder to very easily.
Hell I built my first AM and FM radio on the nails in a board setup.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708913</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709303</id>
	<title>BEAM robots</title>
	<author>euxneks</author>
	<datestamp>1247656920000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Make little moving junkbots, examples: <a href="http://www.beam-online.com/Robots/Galleria\_other/tilden.html" title="beam-online.com">Mark Tilden's</a> [beam-online.com].<br>
Most equipment can be scrounged from old parts that a University would gladly donate to get rid of (for instance, Capacitors, resistors, etc.etc.) There are also parts in old electronics just thrown out at the dump, and the kids get to learn how to read information on the electrical components.<br>
<a href="http://en.wikipedia.org/wiki/BEAM\_robotics" title="wikipedia.org">Oblig. Wikipedia Article</a> [wikipedia.org]</htmltext>
<tokenext>Make little moving junkbots , examples : Mark Tilden 's [ beam-online.com ] .
Most equipment can be scrounged from old parts that a University would gladly donate to get rid of ( for instance , Capacitors , resistors , etc.etc .
) There are also parts in old electronics just thrown out at the dump , and the kids get to learn how to read information on the electrical components .
Oblig. Wikipedia Article [ wikipedia.org ]</tokentext>
<sentencetext>Make little moving junkbots, examples: Mark Tilden's [beam-online.com].
Most equipment can be scrounged from old parts that a University would gladly donate to get rid of (for instance, Capacitors, resistors, etc.etc.
) There are also parts in old electronics just thrown out at the dump, and the kids get to learn how to read information on the electrical components.
Oblig. Wikipedia Article [wikipedia.org]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715069</id>
	<title>Simple.</title>
	<author>Sj0</author>
	<datestamp>1247750880000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Go with a simple transistor audio amplifier. It doesn't have to be anything special, it doesn't even have to sound great. It will, however, teach the basics of how semiconductors work.</p></htmltext>
<tokenext>Go with a simple transistor audio amplifier .
It does n't have to be anything special , it does n't even have to sound great .
It will , however , teach the basics of how semiconductors work .</tokentext>
<sentencetext>Go with a simple transistor audio amplifier.
It doesn't have to be anything special, it doesn't even have to sound great.
It will, however, teach the basics of how semiconductors work.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709509</id>
	<title>Re:555 Timer</title>
	<author>JackHoffman</author>
	<datestamp>1247657820000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>Seconded. I have a very simple circuit for an IR repeater which uses a 556 (that's two 555s in one IC), three resistors, one capacitor, an IR LED and a TSOP 1736 IR receiver. Total cost is less than $5 with a small breadboard, the latter being the most expensive component. One of the 555s is (ab-)used as an inverter. If you don't care too much about protocol, you can do away with that and just have a 50\% duty cycle on the output instead of the usual 25\%. The IR repeater works with almost all IR remotes (those which don't work use different modulations and are really uncommon).</p><p>If you're looking for something more digital, building a counter from flip-flops is always instructive and provides the blinkenlights.</p></htmltext>
<tokenext>Seconded .
I have a very simple circuit for an IR repeater which uses a 556 ( that 's two 555s in one IC ) , three resistors , one capacitor , an IR LED and a TSOP 1736 IR receiver .
Total cost is less than $ 5 with a small breadboard , the latter being the most expensive component .
One of the 555s is ( ab- ) used as an inverter .
If you do n't care too much about protocol , you can do away with that and just have a 50 \ % duty cycle on the output instead of the usual 25 \ % .
The IR repeater works with almost all IR remotes ( those which do n't work use different modulations and are really uncommon ) .If you 're looking for something more digital , building a counter from flip-flops is always instructive and provides the blinkenlights .</tokentext>
<sentencetext>Seconded.
I have a very simple circuit for an IR repeater which uses a 556 (that's two 555s in one IC), three resistors, one capacitor, an IR LED and a TSOP 1736 IR receiver.
Total cost is less than $5 with a small breadboard, the latter being the most expensive component.
One of the 555s is (ab-)used as an inverter.
If you don't care too much about protocol, you can do away with that and just have a 50\% duty cycle on the output instead of the usual 25\%.
The IR repeater works with almost all IR remotes (those which don't work use different modulations and are really uncommon).If you're looking for something more digital, building a counter from flip-flops is always instructive and provides the blinkenlights.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708967</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709995</id>
	<title>Wind Generator</title>
	<author>Anonymous</author>
	<datestamp>1247660340000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>1</modscore>
	<htmltext><p>a whole plethora of electronic and physics principles:<br>Weather; torque; electromagnetic force; volts; amps; ac; Phase the list is endless.</p><p>Its VERY relevant to all kids (green energy etc)... you can even roll it into "how to conserve energy" process etc..<br>and easy to teach how it works to make some very easy-to-build wood items out of scrap.</p><p>Strip a few hard disks and you get the magnets (be careful - they can be more dangerous... might want to use less powerful ones for kids);<br>strip an old TV for the copper wire stock. Stators made out of wood; props from wood...<br>or Look up VAWT (vertical)... and you can get some ideas of some basic designs (like a couple of coffee tins cut in half and put in 180o phase.</p><p>There are even whole teaching manuals on the 'net that will help you design the teaching program....<br>its all there for you..</p></htmltext>
<tokenext>a whole plethora of electronic and physics principles : Weather ; torque ; electromagnetic force ; volts ; amps ; ac ; Phase the list is endless.Its VERY relevant to all kids ( green energy etc ) ... you can even roll it into " how to conserve energy " process etc..and easy to teach how it works to make some very easy-to-build wood items out of scrap.Strip a few hard disks and you get the magnets ( be careful - they can be more dangerous... might want to use less powerful ones for kids ) ; strip an old TV for the copper wire stock .
Stators made out of wood ; props from wood...or Look up VAWT ( vertical ) ... and you can get some ideas of some basic designs ( like a couple of coffee tins cut in half and put in 180o phase.There are even whole teaching manuals on the 'net that will help you design the teaching program....its all there for you. .</tokentext>
<sentencetext>a whole plethora of electronic and physics principles:Weather; torque; electromagnetic force; volts; amps; ac; Phase the list is endless.Its VERY relevant to all kids (green energy etc)... you can even roll it into "how to conserve energy" process etc..and easy to teach how it works to make some very easy-to-build wood items out of scrap.Strip a few hard disks and you get the magnets (be careful - they can be more dangerous... might want to use less powerful ones for kids);strip an old TV for the copper wire stock.
Stators made out of wood; props from wood...or Look up VAWT (vertical)... and you can get some ideas of some basic designs (like a couple of coffee tins cut in half and put in 180o phase.There are even whole teaching manuals on the 'net that will help you design the teaching program....its all there for you..</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709063</id>
	<title>Crystal radio</title>
	<author>Anonymous</author>
	<datestamp>1247655780000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>5</modscore>
	<htmltext><p>I'd start with a <a href="http://en.wikipedia.org/wiki/Crystal\_radio" title="wikipedia.org">crystal radio</a> [wikipedia.org], although there are designs far more compact than the one on Wikipedia. Next, perhaps a simple transistor amplifier (for which you can use the crystal radio as an audio source), then it might be time to move on to the thousand and one projects you can build around a <a href="http://www.uoguelph.ca/~antoon/gadgets/555/555.html" title="uoguelph.ca">555 timer chip</a> [uoguelph.ca] and some LEDs.</p><p>All of these are low power, low cost, and produce a visible or audible result for immediate gratification.</p><p>Mal-2</p></htmltext>
<tokenext>I 'd start with a crystal radio [ wikipedia.org ] , although there are designs far more compact than the one on Wikipedia .
Next , perhaps a simple transistor amplifier ( for which you can use the crystal radio as an audio source ) , then it might be time to move on to the thousand and one projects you can build around a 555 timer chip [ uoguelph.ca ] and some LEDs.All of these are low power , low cost , and produce a visible or audible result for immediate gratification.Mal-2</tokentext>
<sentencetext>I'd start with a crystal radio [wikipedia.org], although there are designs far more compact than the one on Wikipedia.
Next, perhaps a simple transistor amplifier (for which you can use the crystal radio as an audio source), then it might be time to move on to the thousand and one projects you can build around a 555 timer chip [uoguelph.ca] and some LEDs.All of these are low power, low cost, and produce a visible or audible result for immediate gratification.Mal-2</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709009</id>
	<title>circuit simulation.</title>
	<author>Anonymous</author>
	<datestamp>1247655600000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>I woudl imagine with cost being the driving factor you are very limited. As most modern circuits would require a resonable power supply, ocilloscope, plus components. This being said since you sound like you already have computers look into getting a simulation program that will allow you to build circuits virtually and test them. just a though.</p><p>(random google search)<br><a href="http://www.electronickits.com/kit/complete/kita/ck800.htm" title="electronickits.com">http://www.electronickits.com/kit/complete/kita/ck800.htm</a> [electronickits.com]</p></htmltext>
<tokenext>I woudl imagine with cost being the driving factor you are very limited .
As most modern circuits would require a resonable power supply , ocilloscope , plus components .
This being said since you sound like you already have computers look into getting a simulation program that will allow you to build circuits virtually and test them .
just a though .
( random google search ) http : //www.electronickits.com/kit/complete/kita/ck800.htm [ electronickits.com ]</tokentext>
<sentencetext>I woudl imagine with cost being the driving factor you are very limited.
As most modern circuits would require a resonable power supply, ocilloscope, plus components.
This being said since you sound like you already have computers look into getting a simulation program that will allow you to build circuits virtually and test them.
just a though.
(random google search)http://www.electronickits.com/kit/complete/kita/ck800.htm [electronickits.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709327</id>
	<title>Re:Crystal Radio</title>
	<author>16384</author>
	<datestamp>1247657040000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>The hardest part of building a crystal radio is finding a suitable headset. But you can build a simple "radio" with just a 741 or two. A simple amplifier with a wire as an antenna will pick up some transmissions, no need for a tuner.</htmltext>
<tokenext>The hardest part of building a crystal radio is finding a suitable headset .
But you can build a simple " radio " with just a 741 or two .
A simple amplifier with a wire as an antenna will pick up some transmissions , no need for a tuner .</tokentext>
<sentencetext>The hardest part of building a crystal radio is finding a suitable headset.
But you can build a simple "radio" with just a 741 or two.
A simple amplifier with a wire as an antenna will pick up some transmissions, no need for a tuner.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708991</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709499</id>
	<title>555 timer</title>
	<author>anish1411</author>
	<datestamp>1247657760000</datestamp>
	<modclass>Funny</modclass>
	<modscore>2</modscore>
	<htmltext>At school in 10th grade we had to build a diorama based around a 555 timer.  I was playing half-life at the time so I wanted to incorporate the alarm sound from the 'resonance cascade' at the beginning.  I asked my teacher if I could do that and he went mental. Apparently he had just given a 15 minute lecture about why we wouldn't be able to do that and I wasn't listening...<nobr> <wbr></nobr>:-\</htmltext>
<tokenext>At school in 10th grade we had to build a diorama based around a 555 timer .
I was playing half-life at the time so I wanted to incorporate the alarm sound from the 'resonance cascade ' at the beginning .
I asked my teacher if I could do that and he went mental .
Apparently he had just given a 15 minute lecture about why we would n't be able to do that and I was n't listening... : - \</tokentext>
<sentencetext>At school in 10th grade we had to build a diorama based around a 555 timer.
I was playing half-life at the time so I wanted to incorporate the alarm sound from the 'resonance cascade' at the beginning.
I asked my teacher if I could do that and he went mental.
Apparently he had just given a 15 minute lecture about why we wouldn't be able to do that and I wasn't listening... :-\</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28714341</id>
	<title>Re:555 ICs are God.</title>
	<author>ubersparky</author>
	<datestamp>1247742360000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I used 555s at school whilst learning electronics.. never used them since (never needed to)

PIC microcontrollers are just as cheap and you can do MUCH more with them. You don't even need an external oscillator for them, they have 'em built in.

CPLDs (cut down FPGAs) are almost as cheap, and probably more fun to use than PICs, although you can't do quite as much with them

while you can do a lot with 555s, in the real world they're rarely used (in new designs), and teaching kids something they're never likely to use should they ever take up electronics is something I see as making little sense..</htmltext>
<tokenext>I used 555s at school whilst learning electronics.. never used them since ( never needed to ) PIC microcontrollers are just as cheap and you can do MUCH more with them .
You do n't even need an external oscillator for them , they have 'em built in .
CPLDs ( cut down FPGAs ) are almost as cheap , and probably more fun to use than PICs , although you ca n't do quite as much with them while you can do a lot with 555s , in the real world they 're rarely used ( in new designs ) , and teaching kids something they 're never likely to use should they ever take up electronics is something I see as making little sense. .</tokentext>
<sentencetext>I used 555s at school whilst learning electronics.. never used them since (never needed to)

PIC microcontrollers are just as cheap and you can do MUCH more with them.
You don't even need an external oscillator for them, they have 'em built in.
CPLDs (cut down FPGAs) are almost as cheap, and probably more fun to use than PICs, although you can't do quite as much with them

while you can do a lot with 555s, in the real world they're rarely used (in new designs), and teaching kids something they're never likely to use should they ever take up electronics is something I see as making little sense..</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709549</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712333</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Anonymous</author>
	<datestamp>1247677560000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Recycled PC stores are excellent places to start as well as government surplus sales.</p><p>I bought 8 old pentium II's for a $1 each, a big router, bootstrapped Gentoo and got them to work together as a final project when I was in high school. It was an excellent way to learn about distributing computing and got me an A<nobr> <wbr></nobr>:)</p></htmltext>
<tokenext>Recycled PC stores are excellent places to start as well as government surplus sales.I bought 8 old pentium II 's for a $ 1 each , a big router , bootstrapped Gentoo and got them to work together as a final project when I was in high school .
It was an excellent way to learn about distributing computing and got me an A : )</tokentext>
<sentencetext>Recycled PC stores are excellent places to start as well as government surplus sales.I bought 8 old pentium II's for a $1 each, a big router, bootstrapped Gentoo and got them to work together as a final project when I was in high school.
It was an excellent way to learn about distributing computing and got me an A :)</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709677</id>
	<title>Don't bother</title>
	<author>Grishnakh</author>
	<datestamp>1247658540000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Kids in America not only have no interest in things like science and electronics, but there's not going to be any jobs in it when they finish college.  So teaching this stuff to them is a waste of time.  Stick to teaching them things like marketing and law, since that's what they'll all want to go into in college anyway.</p></htmltext>
<tokenext>Kids in America not only have no interest in things like science and electronics , but there 's not going to be any jobs in it when they finish college .
So teaching this stuff to them is a waste of time .
Stick to teaching them things like marketing and law , since that 's what they 'll all want to go into in college anyway .</tokentext>
<sentencetext>Kids in America not only have no interest in things like science and electronics, but there's not going to be any jobs in it when they finish college.
So teaching this stuff to them is a waste of time.
Stick to teaching them things like marketing and law, since that's what they'll all want to go into in college anyway.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711365</id>
	<title>Good Start But...</title>
	<author>Kneo24</author>
	<datestamp>1247669280000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Starting out with series and parallel circuits with simple resistors and lightbulbs are a good start, but they're pretty easy to pick up on and notice. It all really depends on how in depth the teacher needs to get or wants to get. If it's just to get them to better understand the complex workings of the equipment they're going to be programming with, it's not going to be necessary to get to the fine details. Besides, why deprive them the joy of transistors (analog) and logic gates (digital)? That's where a lot of the fun (and headaches) begin!</htmltext>
<tokenext>Starting out with series and parallel circuits with simple resistors and lightbulbs are a good start , but they 're pretty easy to pick up on and notice .
It all really depends on how in depth the teacher needs to get or wants to get .
If it 's just to get them to better understand the complex workings of the equipment they 're going to be programming with , it 's not going to be necessary to get to the fine details .
Besides , why deprive them the joy of transistors ( analog ) and logic gates ( digital ) ?
That 's where a lot of the fun ( and headaches ) begin !</tokentext>
<sentencetext>Starting out with series and parallel circuits with simple resistors and lightbulbs are a good start, but they're pretty easy to pick up on and notice.
It all really depends on how in depth the teacher needs to get or wants to get.
If it's just to get them to better understand the complex workings of the equipment they're going to be programming with, it's not going to be necessary to get to the fine details.
Besides, why deprive them the joy of transistors (analog) and logic gates (digital)?
That's where a lot of the fun (and headaches) begin!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709247</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28711215</id>
	<title>Joule Thief</title>
	<author>slashgimp</author>
	<datestamp>1247668080000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Two words:<br>Joule Thief<br>-The kids get to play with electromagnetics (wind their own transformer) and see how very simple swichmode converters work. All for a very small outlay of parts, esp in quantity from someplace like digikey. Plus it's a way to drain some more joules out of batteries that are prob too dead to do anything else with<nobr> <wbr></nobr>:)</p><p>Whee!</p></htmltext>
<tokenext>Two words : Joule Thief-The kids get to play with electromagnetics ( wind their own transformer ) and see how very simple swichmode converters work .
All for a very small outlay of parts , esp in quantity from someplace like digikey .
Plus it 's a way to drain some more joules out of batteries that are prob too dead to do anything else with : ) Whee !</tokentext>
<sentencetext>Two words:Joule Thief-The kids get to play with electromagnetics (wind their own transformer) and see how very simple swichmode converters work.
All for a very small outlay of parts, esp in quantity from someplace like digikey.
Plus it's a way to drain some more joules out of batteries that are prob too dead to do anything else with :)Whee!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709263</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Chabo</author>
	<datestamp>1247656680000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Are you just bitter? I know plenty of young kids who are really interested in science, even more than I was at their age.</p><p>This may be the age of emo, but keep in mind that Generation X was the age of "Whatever."</p></htmltext>
<tokenext>Are you just bitter ?
I know plenty of young kids who are really interested in science , even more than I was at their age.This may be the age of emo , but keep in mind that Generation X was the age of " Whatever .
"</tokentext>
<sentencetext>Are you just bitter?
I know plenty of young kids who are really interested in science, even more than I was at their age.This may be the age of emo, but keep in mind that Generation X was the age of "Whatever.
"</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709081</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709171</id>
	<title>Re:$5?</title>
	<author>linuxisashittyos</author>
	<datestamp>1247656200000</datestamp>
	<modclass>None</modclass>
	<modscore>-1</modscore>
	<htmltext>5 dollar foot looooooooooooooooooooooooooooooooooooooooooooooooooooong!</htmltext>
<tokenext>5 dollar foot looooooooooooooooooooooooooooooooooooooooooooooooooooong !</tokentext>
<sentencetext>5 dollar foot looooooooooooooooooooooooooooooooooooooooooooooooooooong!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708887</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28712343</id>
	<title>Re:Good Luck</title>
	<author>0100010001010011</author>
	<datestamp>1247677680000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>2</modscore>
	<htmltext><p>I still want to give a swift cockpunch to my school for that same policy. I'm looking at paying to take a welding class at the local community college so I can work on my car.</p><p>Instead I had to sit around and take a Study Hall because god forbid smart people learn to do two things.</p></htmltext>
<tokenext>I still want to give a swift cockpunch to my school for that same policy .
I 'm looking at paying to take a welding class at the local community college so I can work on my car.Instead I had to sit around and take a Study Hall because god forbid smart people learn to do two things .</tokentext>
<sentencetext>I still want to give a swift cockpunch to my school for that same policy.
I'm looking at paying to take a welding class at the local community college so I can work on my car.Instead I had to sit around and take a Study Hall because god forbid smart people learn to do two things.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709599</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28716489</id>
	<title>Build a clock radio!</title>
	<author>DrLudicrous</author>
	<datestamp>1247758200000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Have them build a clock radio, with alarm.  Lots of digital logic, cheap.  A breadboard is useful so as to avoid soldering, and some kits to go with the breadboard (little wire segments).  If you make them run it off of wall current, they'll have to learn how to go from AC to DC.  Might take a few months of working in groups to do, but you can learn a lot that way.</htmltext>
<tokenext>Have them build a clock radio , with alarm .
Lots of digital logic , cheap .
A breadboard is useful so as to avoid soldering , and some kits to go with the breadboard ( little wire segments ) .
If you make them run it off of wall current , they 'll have to learn how to go from AC to DC .
Might take a few months of working in groups to do , but you can learn a lot that way .</tokentext>
<sentencetext>Have them build a clock radio, with alarm.
Lots of digital logic, cheap.
A breadboard is useful so as to avoid soldering, and some kits to go with the breadboard (little wire segments).
If you make them run it off of wall current, they'll have to learn how to go from AC to DC.
Might take a few months of working in groups to do, but you can learn a lot that way.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709125</id>
	<title>Solar Engine cars?</title>
	<author>Subverted</author>
	<datestamp>1247656020000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>I would recommend something like a solar engine car or something similar. These are both cheap and easy for kids to make. Plus, you can have the kids race them.<nobr> <wbr></nobr>;)

Something like this, perhaps they could work out a deal with you to get it down to a more reasonable price: <a href="http://www.solarbotics.com/products/make06solarroller/" title="solarbotics.com" rel="nofollow">http://www.solarbotics.com/products/make06solarroller/</a> [solarbotics.com]</htmltext>
<tokenext>I would recommend something like a solar engine car or something similar .
These are both cheap and easy for kids to make .
Plus , you can have the kids race them .
; ) Something like this , perhaps they could work out a deal with you to get it down to a more reasonable price : http : //www.solarbotics.com/products/make06solarroller/ [ solarbotics.com ]</tokentext>
<sentencetext>I would recommend something like a solar engine car or something similar.
These are both cheap and easy for kids to make.
Plus, you can have the kids race them.
;)

Something like this, perhaps they could work out a deal with you to get it down to a more reasonable price: http://www.solarbotics.com/products/make06solarroller/ [solarbotics.com]</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709207</id>
	<title>$5?  Back in my day....</title>
	<author>Anonymous</author>
	<datestamp>1247656320000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>1</modscore>
	<htmltext><p>Assuming you have the proto boards already, $5 is not out of line for a number of fun little projects.</p><p>If they are programming already though, you're closing a whole world of fun by not letting them interface to them e.g. a thermistor temperature sensor is pretty boring, a temp sensor that records the last 24 hours to ram and lets you dump it to your computer is a "tool of discovery."</p><p>I think an ATtiny2313, with it's 2k of ram, 128 bytes of SRAM, 128 bytes of flash and hardware UART makes a great interface to whatever electronics they are working on, and is not so much a "computer" that this becomes a software project.  So with $2 per project tied up with that chip....</p><p>Start with the "transistor based" port-powered RS-232 interface instead of the max232.  They'll learn about using transistors as switches, and it's easy to t-shoot when it's done wrong.</p><p>Now any analog circuit you want to show them is the cost of the components and hooking it to the 2313's analog comparator, one leg of that comparitor can be tied to a voltage divider, letting them set the cut-offs in "analog world."</p><p>A couple seven segment LED displays or an 8 segment bargraph can make for instant feedback.</p><p>It makes it easy to:</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; *  Check the optimal angle of a solar cell over 24 hour period.</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; *  Wire up 8 output leads power-of-two resistors to make an analog output that they can use to tweak analog circuits like audio warblers.</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; *  Use the PWM output, a capacitor and inductor to drive a motor and illustrate (I trust you own a scope) power smoothing and switched power supply operation.</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; *  Use an old floppy head-positioner leadscrew to adjust a solar panel's angle based on it's output</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; *  For advanced kids:<br>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 1. Creates 10khz RC oscillator, use transistors (or cheat and use an LM386) to amplify it to a small speaker, gate it with an output from your microcontroller....</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; &nbsp; 2. Put an simple pair of high-pass and low-pass filters on your mic. input (centering on 10khz), rectify it, and have it trigger a debounced input to the micro, and with a little help from the onboard timer, you have cheap sonar, which is very very fun.</p><p>
&nbsp; &nbsp; &nbsp; &nbsp; &nbsp; I think the analog world is best discovered with the help of digital recording and determinism, but it's your $5...</p></htmltext>
<tokenext>Assuming you have the proto boards already , $ 5 is not out of line for a number of fun little projects.If they are programming already though , you 're closing a whole world of fun by not letting them interface to them e.g .
a thermistor temperature sensor is pretty boring , a temp sensor that records the last 24 hours to ram and lets you dump it to your computer is a " tool of discovery .
" I think an ATtiny2313 , with it 's 2k of ram , 128 bytes of SRAM , 128 bytes of flash and hardware UART makes a great interface to whatever electronics they are working on , and is not so much a " computer " that this becomes a software project .
So with $ 2 per project tied up with that chip....Start with the " transistor based " port-powered RS-232 interface instead of the max232 .
They 'll learn about using transistors as switches , and it 's easy to t-shoot when it 's done wrong.Now any analog circuit you want to show them is the cost of the components and hooking it to the 2313 's analog comparator , one leg of that comparitor can be tied to a voltage divider , letting them set the cut-offs in " analog world .
" A couple seven segment LED displays or an 8 segment bargraph can make for instant feedback.It makes it easy to :         * Check the optimal angle of a solar cell over 24 hour period .
        * Wire up 8 output leads power-of-two resistors to make an analog output that they can use to tweak analog circuits like audio warblers .
        * Use the PWM output , a capacitor and inductor to drive a motor and illustrate ( I trust you own a scope ) power smoothing and switched power supply operation .
        * Use an old floppy head-positioner leadscrew to adjust a solar panel 's angle based on it 's output         * For advanced kids :               1 .
Creates 10khz RC oscillator , use transistors ( or cheat and use an LM386 ) to amplify it to a small speaker , gate it with an output from your microcontroller... .               2 .
Put an simple pair of high-pass and low-pass filters on your mic .
input ( centering on 10khz ) , rectify it , and have it trigger a debounced input to the micro , and with a little help from the onboard timer , you have cheap sonar , which is very very fun .
          I think the analog world is best discovered with the help of digital recording and determinism , but it 's your $ 5.. .</tokentext>
<sentencetext>Assuming you have the proto boards already, $5 is not out of line for a number of fun little projects.If they are programming already though, you're closing a whole world of fun by not letting them interface to them e.g.
a thermistor temperature sensor is pretty boring, a temp sensor that records the last 24 hours to ram and lets you dump it to your computer is a "tool of discovery.
"I think an ATtiny2313, with it's 2k of ram, 128 bytes of SRAM, 128 bytes of flash and hardware UART makes a great interface to whatever electronics they are working on, and is not so much a "computer" that this becomes a software project.
So with $2 per project tied up with that chip....Start with the "transistor based" port-powered RS-232 interface instead of the max232.
They'll learn about using transistors as switches, and it's easy to t-shoot when it's done wrong.Now any analog circuit you want to show them is the cost of the components and hooking it to the 2313's analog comparator, one leg of that comparitor can be tied to a voltage divider, letting them set the cut-offs in "analog world.
"A couple seven segment LED displays or an 8 segment bargraph can make for instant feedback.It makes it easy to:
        *  Check the optimal angle of a solar cell over 24 hour period.
        *  Wire up 8 output leads power-of-two resistors to make an analog output that they can use to tweak analog circuits like audio warblers.
        *  Use the PWM output, a capacitor and inductor to drive a motor and illustrate (I trust you own a scope) power smoothing and switched power supply operation.
        *  Use an old floppy head-positioner leadscrew to adjust a solar panel's angle based on it's output
        *  For advanced kids:
              1.
Creates 10khz RC oscillator, use transistors (or cheat and use an LM386) to amplify it to a small speaker, gate it with an output from your microcontroller....
              2.
Put an simple pair of high-pass and low-pass filters on your mic.
input (centering on 10khz), rectify it, and have it trigger a debounced input to the micro, and with a little help from the onboard timer, you have cheap sonar, which is very very fun.
          I think the analog world is best discovered with the help of digital recording and determinism, but it's your $5...</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709423</id>
	<title>I have hundreds of ideas</title>
	<author>Anonymous</author>
	<datestamp>1247657400000</datestamp>
	<modclass>Offtopic</modclass>
	<modscore>0</modscore>
	<htmltext>Since (along with 99\% of the world's population) I can't covert "9th graders" to meaningful SI units, I'll keep my suggestions to myself and you can whistle Dixie for all I fucking care.</htmltext>
<tokenext>Since ( along with 99 \ % of the world 's population ) I ca n't covert " 9th graders " to meaningful SI units , I 'll keep my suggestions to myself and you can whistle Dixie for all I fucking care .</tokentext>
<sentencetext>Since (along with 99\% of the world's population) I can't covert "9th graders" to meaningful SI units, I'll keep my suggestions to myself and you can whistle Dixie for all I fucking care.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28713901</id>
	<title>Power of a transistor</title>
	<author>Anonymous</author>
	<datestamp>1247736840000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>According to similar experiences that I've had with tween/teen students, I'd strongly advocate by starting off with the anology based explaination of the two most wonderful things(or perhaps one) out there, the Diode &amp; the Transistor.</p><p>Tell them about the various uses they can put these for, and build a simple circuit or two. Wont cost you a lot, and probably everything else mentioned above would be an extension of it.</p></htmltext>
<tokenext>According to similar experiences that I 've had with tween/teen students , I 'd strongly advocate by starting off with the anology based explaination of the two most wonderful things ( or perhaps one ) out there , the Diode &amp; the Transistor.Tell them about the various uses they can put these for , and build a simple circuit or two .
Wont cost you a lot , and probably everything else mentioned above would be an extension of it .</tokentext>
<sentencetext>According to similar experiences that I've had with tween/teen students, I'd strongly advocate by starting off with the anology based explaination of the two most wonderful things(or perhaps one) out there, the Diode &amp; the Transistor.Tell them about the various uses they can put these for, and build a simple circuit or two.
Wont cost you a lot, and probably everything else mentioned above would be an extension of it.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28720357</id>
	<title>Speed of sound and a rusty old oscilloscope</title>
	<author>Anonymous</author>
	<datestamp>1247772240000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>Worth mentioning a TED talk that's spot-on.  Cliff Stoll (well known to older Slashdot readers) teaches physics to 8th graders, and his students used an old oscilloscope to measure the speed of sound.</p><p>Check out the talk at <a href="http://www.ted.com/talks/clifford\_stoll\_on\_everything.html" title="ted.com" rel="nofollow">http://www.ted.com/talks/clifford\_stoll\_on\_everything.html</a> [ted.com]</p><p>Wish I'd had a teacher like that.</p></htmltext>
<tokenext>Worth mentioning a TED talk that 's spot-on .
Cliff Stoll ( well known to older Slashdot readers ) teaches physics to 8th graders , and his students used an old oscilloscope to measure the speed of sound.Check out the talk at http : //www.ted.com/talks/clifford \ _stoll \ _on \ _everything.html [ ted.com ] Wish I 'd had a teacher like that .</tokentext>
<sentencetext>Worth mentioning a TED talk that's spot-on.
Cliff Stoll (well known to older Slashdot readers) teaches physics to 8th graders, and his students used an old oscilloscope to measure the speed of sound.Check out the talk at http://www.ted.com/talks/clifford\_stoll\_on\_everything.html [ted.com]Wish I'd had a teacher like that.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709523</id>
	<title>anything arduino</title>
	<author>TheGratefulNet</author>
	<datestamp>1247657880000</datestamp>
	<modclass>Interestin</modclass>
	<modscore>3</modscore>
	<htmltext><p>its very simple.  it gets you results FAST.  very little learning curve.</p><p>I went from zero (or near zero) to a full running real-world program in a few days (talking to lcd displays, reading from an IR led and handheld AVR remote control, relays, leds, buzzers, etc).</p><p>the source code is all out there and its simple.  you can find a lot of thru-hole chips that you can 'talk to'.  chips are in the $5 range and need only a 50cent ceramic resonator (not even a crystal) and you're up and running.</p><p>at this point, anyone exiting school who CANNOT program microcontrollers (not computers, but the smaller controllers) will be left out in the cold.  I think the next big thing is small controllers, not 'big' pc systems.  get into this early, it will pay back and the ideas/knowledge gained map well to 'pro' level controllers.</p></htmltext>
<tokenext>its very simple .
it gets you results FAST .
very little learning curve.I went from zero ( or near zero ) to a full running real-world program in a few days ( talking to lcd displays , reading from an IR led and handheld AVR remote control , relays , leds , buzzers , etc ) .the source code is all out there and its simple .
you can find a lot of thru-hole chips that you can 'talk to' .
chips are in the $ 5 range and need only a 50cent ceramic resonator ( not even a crystal ) and you 're up and running.at this point , anyone exiting school who CAN NOT program microcontrollers ( not computers , but the smaller controllers ) will be left out in the cold .
I think the next big thing is small controllers , not 'big ' pc systems .
get into this early , it will pay back and the ideas/knowledge gained map well to 'pro ' level controllers .</tokentext>
<sentencetext>its very simple.
it gets you results FAST.
very little learning curve.I went from zero (or near zero) to a full running real-world program in a few days (talking to lcd displays, reading from an IR led and handheld AVR remote control, relays, leds, buzzers, etc).the source code is all out there and its simple.
you can find a lot of thru-hole chips that you can 'talk to'.
chips are in the $5 range and need only a 50cent ceramic resonator (not even a crystal) and you're up and running.at this point, anyone exiting school who CANNOT program microcontrollers (not computers, but the smaller controllers) will be left out in the cold.
I think the next big thing is small controllers, not 'big' pc systems.
get into this early, it will pay back and the ideas/knowledge gained map well to 'pro' level controllers.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709447</id>
	<title>boo circuits! hooray electronic phenomena!!!11one</title>
	<author>Anonymous</author>
	<datestamp>1247657520000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>You're a *physics* teacher<nobr> <wbr></nobr>... show them "lifter", "swimming LEDs", "neon life" or that experiment that MIT professor does where he generated high voltages with nothing but buckets of water a buckets<nobr> <wbr></nobr>..!</p></htmltext>
<tokenext>You 're a * physics * teacher ... show them " lifter " , " swimming LEDs " , " neon life " or that experiment that MIT professor does where he generated high voltages with nothing but buckets of water a buckets .. !</tokentext>
<sentencetext>You're a *physics* teacher ... show them "lifter", "swimming LEDs", "neon life" or that experiment that MIT professor does where he generated high voltages with nothing but buckets of water a buckets ..!</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28715573</id>
	<title>Cue Cat</title>
	<author>NealBScott</author>
	<datestamp>1247753940000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>On the really simple side..  modify a Cue Cat bar code reader.</htmltext>
<tokenext>On the really simple side.. modify a Cue Cat bar code reader .</tokentext>
<sentencetext>On the really simple side..  modify a Cue Cat bar code reader.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709433</id>
	<title>Page of suggestions and Old School option</title>
	<author>Anonymous</author>
	<datestamp>1247657460000</datestamp>
	<modclass>None</modclass>
	<modscore>0</modscore>
	<htmltext><p>This MeFi entry has a bunch of suggestions:<br><a href="http://ask.metafilter.com/74958/Where-are-the-beginnerlevel-electronic-kits-to-be-found" title="metafilter.com" rel="nofollow">Where are the beginner-level electronic kits to be found? </a> [metafilter.com]</p><p>Not the safest option, but could always go old school and  have them build their own capacitors, inductors, batteries and make basic circuits...  Just need pvc tube, copper sheet, copper wire, lead sheet, etc.</p></htmltext>
<tokenext>This MeFi entry has a bunch of suggestions : Where are the beginner-level electronic kits to be found ?
[ metafilter.com ] Not the safest option , but could always go old school and have them build their own capacitors , inductors , batteries and make basic circuits... Just need pvc tube , copper sheet , copper wire , lead sheet , etc .</tokentext>
<sentencetext>This MeFi entry has a bunch of suggestions:Where are the beginner-level electronic kits to be found?
[metafilter.com]Not the safest option, but could always go old school and  have them build their own capacitors, inductors, batteries and make basic circuits...  Just need pvc tube, copper sheet, copper wire, lead sheet, etc.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709977</id>
	<title>Two quick projects: Data readers.</title>
	<author>Stridar</author>
	<datestamp>1247660220000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>There are two projects I think are well suited for this purpose.  A CC stripe reader or a SIM card reader.  Both are very simple circuits, both require exactly one specialized piece of hardware (the SIM reader or the tape reader--and old cassette player head works fine).  Both can provide data to the COM port to any computer, and need only very simple software to manipulate.</p></htmltext>
<tokenext>There are two projects I think are well suited for this purpose .
A CC stripe reader or a SIM card reader .
Both are very simple circuits , both require exactly one specialized piece of hardware ( the SIM reader or the tape reader--and old cassette player head works fine ) .
Both can provide data to the COM port to any computer , and need only very simple software to manipulate .</tokentext>
<sentencetext>There are two projects I think are well suited for this purpose.
A CC stripe reader or a SIM card reader.
Both are very simple circuits, both require exactly one specialized piece of hardware (the SIM reader or the tape reader--and old cassette player head works fine).
Both can provide data to the COM port to any computer, and need only very simple software to manipulate.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709297</id>
	<title>Re:Good Luck</title>
	<author>tattood</author>
	<datestamp>1247656860000</datestamp>
	<modclass>Informativ</modclass>
	<modscore>3</modscore>
	<htmltext>You didnt have a shop class in high school?  I took metal shop and got to play with welding torches.  That had a much higher potential for getting seriously hurt than a soldering iron.</htmltext>
<tokenext>You didnt have a shop class in high school ?
I took metal shop and got to play with welding torches .
That had a much higher potential for getting seriously hurt than a soldering iron .</tokentext>
<sentencetext>You didnt have a shop class in high school?
I took metal shop and got to play with welding torches.
That had a much higher potential for getting seriously hurt than a soldering iron.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709045</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28710007</id>
	<title>Re:obxkcd</title>
	<author>clampolo</author>
	<datestamp>1247660400000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Thanks for this.  I base all my political opinions on the comics section of the newspaper.</htmltext>
<tokenext>Thanks for this .
I base all my political opinions on the comics section of the newspaper .</tokentext>
<sentencetext>Thanks for this.
I base all my political opinions on the comics section of the newspaper.</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709439</parent>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709351</id>
	<title>LED lighting circuits</title>
	<author>mauriceh</author>
	<datestamp>1247657100000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext><p>Calculations involving current, voltage, resistance, and parallel circuits.<br>LED lighting strikes me as useful, fun, and certainly a range of skills to build.<br>Cheap too.</p></htmltext>
<tokenext>Calculations involving current , voltage , resistance , and parallel circuits.LED lighting strikes me as useful , fun , and certainly a range of skills to build.Cheap too .</tokentext>
<sentencetext>Calculations involving current, voltage, resistance, and parallel circuits.LED lighting strikes me as useful, fun, and certainly a range of skills to build.Cheap too.</sentencetext>
</comment>
<comment>
	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28721321</id>
	<title>Re:Do they still Sell 100-in-1 kits?</title>
	<author>Rizzen</author>
	<datestamp>1247776260000</datestamp>
	<modclass>None</modclass>
	<modscore>1</modscore>
	<htmltext>Radio Shack does indeed still sell these kits, however, I have not seen them in the actual brick and mortar stores, as such one needs to order them online.  The cost of such kits will vary depending on how many different components you want to buy.  E.g. the 40-n-1 will be cheaper than the 100-n-1.

These kits are excellent starters for kids as they can be reused as long as you take decent care of them, and comes with a book which talks about the components in detail and explains how they function in the circuit.

Good luck!</htmltext>
<tokenext>Radio Shack does indeed still sell these kits , however , I have not seen them in the actual brick and mortar stores , as such one needs to order them online .
The cost of such kits will vary depending on how many different components you want to buy .
E.g. the 40-n-1 will be cheaper than the 100-n-1 .
These kits are excellent starters for kids as they can be reused as long as you take decent care of them , and comes with a book which talks about the components in detail and explains how they function in the circuit .
Good luck !</tokentext>
<sentencetext>Radio Shack does indeed still sell these kits, however, I have not seen them in the actual brick and mortar stores, as such one needs to order them online.
The cost of such kits will vary depending on how many different components you want to buy.
E.g. the 40-n-1 will be cheaper than the 100-n-1.
These kits are excellent starters for kids as they can be reused as long as you take decent care of them, and comes with a book which talks about the components in detail and explains how they function in the circuit.
Good luck!</sentencetext>
	<parent>http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28708953</parent>
</comment>
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	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_07_15_2123205_30</id>
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http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709569
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	<id>http://www.semanticweb.org/ontologies/ConversationInstances.owl#thread_09_07_15_2123205_53</id>
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http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709297
http://www.semanticweb.org/ontologies/ConversationInstances.owl#comment09_07_15_2123205.28709599
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