Ahhh... Good stuff.  Thanks.

Another think I am planning to do is find all those back issues of Nuts and
Volts that I've been collecting over the years.  There are frequent brief
tutorials on various topics, that I've used for refreshers in the past, and
I think would be good training material.

I know at his age, he'd be more interested in hands-on tinkering, rather
that reading all about it, so I need to work out a healthy balance of
tinkering with the background understanding.  Of course all this hinges on
how much he actually knows so far, and that all starts this afternoon.

Cheers,
-Neil.



Harold Hallikainen-2 wrote:
> 
> 
> 
> I think it's great that you're doing this! I helped a guy with his
> electronics projects from junior high through high school. He's now
> graduated high school and is working as a technician at my former
> employer. With him, it was largely self-directed. He had various projects
> he wanted to do, so I'd help him with them, trying to sneak the "how it
> works" theory in there along the way. I need to go back there some weekend
> and do a PCB revision since an LCD being used in a product is being
> discontinued. I hope to direct him in doing the revisions so he gets
> familiar with the schematic capture and PCB layout tools. He also took
> several of the community college classes I teach, so he got some more
> concentrated theory. Notes on my introductory class are at
> http://sujan.hallikainen.org/cuesta/et113/ . I most recently taught an
> analog circuits class. The web site is not as complete on that, but one of
> my students took extensive notes and let me post them. That stuff is at
> http://sujan.hallikainen.org/cuesta/et115/ .
> 
> Note that the program I teach in uses electron current flow. So I have to
> turn my head around when I go out there, since I use conventional current
> flow during the day.
> 
> Probably the things I concentrate on the most are "differential Ohm's Law"
> (for conventional current, it's I=(Vtail-Vtip)/R), showing voltage
> polarities across resistors (for conventional current, the end the current
> is going in to is positive), then "wandering around" the circuit
> increasing and decreasing voltage to ground as we go up and down through
> various components. On op amps, I use the "theory of the happy op amp"
> that assumes the two input voltages are the same. Determine the voltage at
> the non-inverting input, assume the inverting input is the same, and
> analyze from there.
> 
> Good luck!
> 
> Harold
> 
> 
> 
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