Electrical Engineering 101: Everything You Should Have Learned in School but Probably Didn't Review

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Electrical Engineering 101: Everything You Should Have Learned in School but Probably Didn't ReviewIf Horowitz and Hill have got your perplexed [ISBN: 0521370957], you need to read Ashby first. Without a firm grasp of the fundamentals delved by Ashby, a reader could be very lost. This is a book you can read BEFORE an electronics course, to guide you through what could be a confusing maze. This book is not focused on design, but on a faster way to understand fundamentals in electronics by developing intuition and removing as much math jumble as possible. Included are chapters for dealing with EE management and other EE related companies.
This book is also exceedingly helpful for those in a non-Engineering track electronics courses, who maybe overwhelmed by the depth and audacity of a non-Engineering text like Horowitz and Hill.
Here are its key points:
Pros
Very easy to read, user friendly;
Easy to comprehend;
Key concepts summed as rules of thumb on a side bar [ I use all regularly since I graduated in 1980 to this very day];
Superb editing, I noticed but one typo p. 166 "Let'ss";
Helps EE students focus on the essentials of key fundamental component function;
Broad audience, applicable to the technician level versus EE;
Touchy feely chapter works in many fields beyond EE;
Helpful tidbits in the EMI chapter were superb!Cons
Not enough material to get a design together, some assumption one has tried design and knows some in-outs;
Need examples of a "putting it all together" using rules in sample design problems;
No surface mount tips for a book written for the 21st Century EE?
No catalog of manufacturers for construction?
No tips on free samples?
No tips on free evaluation boards?
In my view, the hallmark of a good electronics student is the capacity to design a working electronic device. True design skills gives students the insight to fix, alter, salvage or improve most anything made in electronics even if a student never ever builds a device from scratch ever, after graduation. However, the reverse is not true, a student raised on "fix-it" can not necessarily design.
Comments:
While praise is heaped on the LM324 as an historical op amp, I believe it was the LM741 that clearly made op amps the workhorse of analog design. Much has improved since in op amps, but understanding the 741 is to understand them all. The 324 was a popular chip due to single rail supply but the 741 set the specs to beat. No mention is made about the 555 timer, although one can always build a RC oscillator with just an op amp.
The CD:
The enclosed software is extremely useful, to me. However, its enclosed PCB123, a routing PC board designer, is more likely for EE 202 than 101. I think students need to learn to do layout by hand at least once, just as they need to know how to do math +/-*
functions by hand even if they use a calculator throughout life.
Filter Pro is also in the same vein, EE 202. Very useful software but not discussed much in the text. At least one type of each has to be designed by hand: hi, lo, bandpass, band reject from all passive, then to active, before contemplating automation.
Conclusion:
Although passive components and isolated op amp designs are less practical these days, it absolutely necessary to grasp the fundamentals of RLC to make any electronics as easy as 1-2-3, from Course 101 to 999. One must not be lost in details.
Ergo: Crawl before walk, even if running is all we really do in the real world ;) we walk a lot too, and we can always crawl if we need to.Electrical Engineering 101: Everything You Should Have Learned in School but Probably Didn't Overview

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Summer Bridge Middle School Grades 6-7 (Summer Bridge Activities) Review

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Summer Bridge Middle School Grades 6-7 (Summer Bridge Activities) ReviewThis book is a great way to avoid your child feeling as though they have fallen behind or forgotten everything at the beginning of a new school year. My son has attention deficit disorder, and needed something over the summer to keep his skills and knowledge fresh. Other workbooks we have tried over summer breaks have been too overwhelming for him, but this seems to be a perfect fit. He is actually excited about working on this book over this summer. The only negative thing I would say is in comparison to "Summer Bridge" books for younger children, which to me are organized a little more logically. In those books, the child works through each page sequentially (Day 1 has a couple pages on each of the topics of math, spelling, etc.), while this book has you skip around a little more between each subject area. I really feel my son will be better equipped when the new school year starts, and not have so much catching up to do.Summer Bridge Middle School Grades 6-7 (Summer Bridge Activities) OverviewHelp children maintain skills while away from school with this award-winning series and original summer learning program! Daily activities in reading, writing, mathematics, and language arts with bonus activities in science and geography. Also included are full-color flash cards, incentive contract calendars, a certificate of completion, and the Summer Bridge Kids who guide children though their daily exercises.

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Cultural Boundaries of Science: Credibility on the Line Review

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Cultural Boundaries of Science: Credibility on the Line ReviewIn modern cultures, science holds undisputed tenure over the adjudication of knowledge and pseudo-knowledge. Given its epistemological authority, it would seem that the demarcation of the scientific domain from less credible areas of knowledge would follow a universally defined set of criteria. Not so, says Thomas Gieryn in "Cultural Boundaries of Science." To be sure, Gieryn investigates several "credibility contests" wherein precise boundaries of science are needed. In one particular case, for example, "scientific knowledge [was] empirical when contrasted with the metaphysics of religion, but it [was] theoretically abstract when contrasted with the commonsense, hands-on observations of mechanicians."(63) His subsequent case studies are meticulously researched and his arguments cogently made.
But Gieryn is no postmodern critic of the objectivity of knowledge, nor does he reduce its value to paradigmatic contingencies (a la Kuhn). He is a sociologist, not a philosopher, and is concerned only with the "cultural cartography" of science. And in this context, he has come to see concepts such as empirical, rational, and even science function "not as a set of rules for proper fact-construction, but as rhetorical tools deployed in the pursuit or defense of epistemic authority, or in efforts to deny legitimacy to rival claims."(362)Cultural Boundaries of Science: Credibility on the Line OverviewWhy is science so credible? Usual answers center on scientists' objective methods or their powerful instruments. In his new book, Thomas Gieryn argues that a better explanation for the cultural authority of science lies downstream, when scientific claims leave laboratories and enter courtrooms, boardrooms, and living rooms. On such occasions, we use "maps" to decide who to believe—cultural maps demarcating "science" from pseudoscience, ideology, faith, or nonsense. Gieryn looks at episodes of boundary-work: Was phrenology good science? How about cold fusion? Is social science really scientific? Is organic farming? After centuries of disputes like these, Gieryn finds no stable criteria that absolutely distinguish science from non-science. Science remains a pliable cultural space, flexibly reshaped to claim credibility for some beliefs while denying it to others. In a timely epilogue, Gieryn finds this same controversy at the heart of the raging "science wars."

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