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Thursday, 23 February 2012
Monday, 28 November 2011
Component cost for amplifier
All measured and listed in USD
25 ohm rheostat - 4.29
0.01 mf – 6 cents
220 mf – 3.95
100 mf – 19.95
10 0hm – 1
Lm 386 -1.69
0.01 mf – 22.91
5 kw potentiometer - 10.36
Tuesday, 22 November 2011
Wednesday, 16 November 2011
intergroup interviews (paper shreeder group)
who is the group you are interviewing?
aidan, tim and coralie
what was it's function?
to blend and to take pictures.
how difficult was it to take part? scale 1(easy easy) to ten (very difficult)
blender 2 and camera 8.
which tools did they use?draw the shape of any special star drivers.
big, small screwdriver (shape:star) and clippers.
how is the build quality? can you tell if it is well done?
quality was ok. not totally china and well protected(sealed). it was well made and was made to last a long time.
do you think the company that made your device spent much time and money on design? why or why not?
no, it was very simple design although there was nothing extra to it, very basic.
can you guess the price?
both about 500 mts
are there any capacitors, transistors or diodes in your device? many few?
yes two resistors, six leds, 10 capacitors, five transistors and 15 diodes.
aidan, tim and coralie
what was it's function?
to blend and to take pictures.
how difficult was it to take part? scale 1(easy easy) to ten (very difficult)
blender 2 and camera 8.
which tools did they use?draw the shape of any special star drivers.
big, small screwdriver (shape:star) and clippers.
how is the build quality? can you tell if it is well done?
quality was ok. not totally china and well protected(sealed). it was well made and was made to last a long time.
do you think the company that made your device spent much time and money on design? why or why not?
no, it was very simple design although there was nothing extra to it, very basic.
can you guess the price?
both about 500 mts
are there any capacitors, transistors or diodes in your device? many few?
yes two resistors, six leds, 10 capacitors, five transistors and 15 diodes.
Monday, 14 November 2011
Monday, 7 November 2011
Let's Take Things Apart!
1. The Item is expertly designed and is very simple to use, because you just insert the paper ( it is a paper shredder) and the machine will shred it and drop it into the bin below.
2. -have it a bit more mobile.
-have it easier to take apart
-have something to prevent people cutting themselves on the blades.
3. Our shredder ( I will call it Doris) is about a 7 on being able to open it, you are not meant to open Doris but it it still pretty easy with the right screws.
4. We only needed a screwdriover (about 4) so we could pull the casings apart.
They are normal tools that you use everyday.
2. -have it a bit more mobile.
-have it easier to take apart
-have something to prevent people cutting themselves on the blades.
3. Our shredder ( I will call it Doris) is about a 7 on being able to open it, you are not meant to open Doris but it it still pretty easy with the right screws.
4. We only needed a screwdriover (about 4) so we could pull the casings apart.
They are normal tools that you use everyday.
Friday, 26 August 2011
Science Homework week 3 first experiment Q's
1. What was the hypothesis?
The hypothesis was to see if girls did or did not walk faster than boys.
2.How did we set up the experiment to test the hypothesis?
We had six boys and girls walk from one end (0m) to the other end (5.71) of the classroom.
3.What data did we collect? How did we present or analyze the data?
We collected the data of the speed rate at which people walked and we calculated the averages. Then, using the averages, we made a distance vs time graph for every person.
4.Did our data seem to support our hypothesis? Why or why not?
I don't think the data supported the hypothesis because we only calculated the averages of the individual people while the hypothesis was based on boys and girls.
5.Can you suggest some improvements to the experiment?
Like I said we could calculate the averages of boys and girls and we could have a larger area of walking distance with many timers positioned along the rout to get a different shape on the d/t graph.
The hypothesis was to see if girls did or did not walk faster than boys.
2.How did we set up the experiment to test the hypothesis?
We had six boys and girls walk from one end (0m) to the other end (5.71) of the classroom.
3.What data did we collect? How did we present or analyze the data?
We collected the data of the speed rate at which people walked and we calculated the averages. Then, using the averages, we made a distance vs time graph for every person.
4.Did our data seem to support our hypothesis? Why or why not?
I don't think the data supported the hypothesis because we only calculated the averages of the individual people while the hypothesis was based on boys and girls.
5.Can you suggest some improvements to the experiment?
Like I said we could calculate the averages of boys and girls and we could have a larger area of walking distance with many timers positioned along the rout to get a different shape on the d/t graph.
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