Agree with you all the way. The same BS teaching happens here also.
I even had a teacher in my high school that knew less than me and most of my
colleagues. And I knew little at the time.
One curious episode I like to recall is one where the teacher was
explaining, while assembling in a breadboard, the basics of switching power
supply. After over 1 hour of extensive theory while showing the components
and how they are connected, he connected the input to a lab bench type
linear power supply that had two LED's, one green indicating "ON", and one
red indicating "OVERLOAD". When he finally turned it on, nothing happened!
He seemed to not know why and kept looking at the IC schematic. After about
2 to 3 minutes one of my classmates asked him how was the IC supplied since
he (the student) was not seeing a wire in the VCC pin. motive for anecdotes
for the rest of the week! A simple resistor from the VCC pin to input + was
necessary. Not wanting to look silly, the teacher proceeded into more theory
about the workings of that switching power supply and started to add
progressively higher loads and measuring the PSU coefficient of performance
and other parameters and making some neat looking graphics. At one point,
the red LED of the bench lab power supply started to flicker and a noise
inside the box could be heard along with a lack of power in the beautifully
breadboarded circuit. After another 2 to 3 minutes at it, me and several
other classmates called his attention to the flickering red LED and noise in
the bench power supply. His answer: "That is not important, it can still
supply enough power to make this work". It took another classmate that
forced him to connect an oscilloscope to the input to make him see his
mistake. The following days the teacher found it odd why so many students
stopped attending his class...
I finished my graduation, but after this and other similar episodes,
I banned public teaching from my life and started looking for the real stuff
for myself. This MIT course seemed interesting until I noticed it was the
same all over again.
> -----Original Message-----
> From: Reid Smith [mailto:reidsmith1953@...]
> Sent: sexta-feira, 24 de Fevereiro de 2012 14:57
> To: Nuno T.
> Subject: RE: TPU
> Hi Nuno;
> Something else I forgot to mention. When I tested the ferrite
> I told you about. I noticed that there was a increase in the power. I
> traced it back to my power supply. I was getting stray power from the
> power line/power supply. That's a GOOD thing. You want it to pick up
> stray power because that's what the device does. Even if you using a
> spark you want the device to recieve. With out it you get nothing.
> I have a question, what is your goal? Do you want to get off the
> grid with no more light bills??
> -----Original Message-----
> From: Electronics_101@yahoogroups.com
> [mailto:Electronics_101@yahoogroups.com] On Behalf Of jong kung
> Sent: sábado, 5 de Maio de 2012 1:49
> To: Electronics_101@yahoogroups.com
> Subject: RE: [Electronics_101] 11 out of 12 MIT free online
> course didn't make midterms...
> > Somewhere after page 30 or so, I noticed that they wore NOT
> > anything usefull for me. I was going through more math just
> on those
> > few pages than ever needed in more than 20 years working on
> > electronics. Lost of time...
> I noticed the same about Computer Science as a major too. Too
> much education about stuff that doesn't go directly into
> making a person actually know how to ... program. Yes
> computer sciens is much MORE than programming, but first
> about programming (or should be). You can argue EE degree is
> much more than building circuits but I think it is FIRST
> about circuits.
> I had a friend who graduated with EE degree from Ivy League
> school (Columbia U). One day he called me to ask me to find
> a problem with his car stereo. I was shocked - I NEVER
> studied electronics at this point - just little bit of
> electricity (plus, minus, ohms, etc.). I did the only think
> I knew - check the connection. And yes, the idiots who
> installed his radio basically TWISTED the power wires and
> then taped them. After some time, it got lose.
> His excuse was that after the first few classes, all his
> projects were done on simulators. So on simulators,
> connections are always 100%. BS !!! I am not puttind down
> Columbia. My own college (NYU) did exactly the same - all my
> friends who graduated with CS degree was incompetient
> programmers. They were NOT taught the basics.
> If you ask me this might be a consistent problem in many
> fields of study - I'm just guessing of course.