Changeset 102 in t29-www for en/communication
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- Jul 19, 2009, 5:05:10 AM (15 years ago)
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en/communication/measurement.shtm
r99 r102 29 29 <h2><!--#echo var="title" --></h2> 30 30 31 <p>Measurement- and Experimental technology can link Communication and Computer 32 Technology. Measurement technology has a long history and there have been nice and 33 remarkable devices.</p> 34 <!-- 31 35 <p>Professionals can see many beautiful measurement devices, from the complex mirror galvanometer (a piece from the German Kaiserzeit) to the scintillation measuring station with counting devices from several epoches (since 1956), used for measurement of radioactivity.</p> 36 --> 37 38 <div class="box left"> 39 <img src="/shared/photos/kommunikationstechnik/experimente.jpg" alt="Some of the experimental physics devices" width="396" height="451" class="nomargin-bottom" /> 40 <p class="bildtext"> 41 This picture shows some devices from the "experimental physics" area. You 42 will probably note the use of "natural" materials (wood, glass, metal) and the 43 well-designed very simplified interface that makes comprehension simple. 44 <br/>We will go into detail for some of the devices shown on the left. 45 </p> 46 <div class="clear"></div> 47 </div> 32 48 33 49 <div class="box left"> 34 50 <img src="/shared/photos/start/universalmessgeraet2.jpg" alt="Fotografie des Universalmeßgerätes" width="396" height="300" class="nomargin-bottom" /> 35 51 <p class="bildtext"> 36 This is a remarkably functional, big and beautiful all-purpose measurement device made by Siemens & Halske (about 19 10). At that time even simple objects of utulity were made lovely detailed. This device was used as auxiliary device for morsing purposes.52 This is a remarkably functional, big and beautiful all-purpose measurement device made by Siemens & Halske (about 1905). At that time even simple objects of utulity were made lovely detailed. This device was used as auxiliary device for morsing purposes in the national administration of the German Empire. 37 53 </p> 38 54 <div class="clear"> </div> … … 44 60 <div class="clear"> </div> 45 61 </div> 46 62 63 <div class="box left"> 64 <img src="/shared/photos/kommunikationstechnik/h&b-galvanometer.jpg" alt="Photography of a mirror galvanometer" width="396" height="436" /> 65 <div class="bildtext"> 66 <p>Until the invention of measurement amplifiers, measuring very small voltages 67 and currents was a big problem. To do that job, moving coil devices had to be 68 very sensitive. This was realized with a moving coil that was mounted on a 69 torsion wire. The reflecting mirror at the lower end of the wire was spotted by 70 a light ray, so the whole composition acts like a very long "light needle". 71 By this way very long needle lengths (multiple meters) could be simulated. 72 Such a galvanometer must be set up absolutely horizontally and vibration-free. 73 <br/>The <b>Mirror Galvanometer</b> by Hartmann Braun is 74 a simple and functional demonstration model from the 1920s.</p> 75 </div> 76 <div class="clear"> </div> 77 </div> 78 79 <div class="box left"> 80 <img src="/shared/photos/kommunikationstechnik/loewe-kathodenstrahl.jpg" alt="Photography of the cathode ray tube" width="396" height="189" /> 81 <p class="bildtext"> 82 At the time where there was no television and no oscilloscope yet, the 83 <b>Cathode Ray Tube</b> was a sensation, especially at school. This was one of 84 the very first experiments where students could see that electrons have 85 almost no inertia, so they can be deflected easily at the presence of an 86 electric field. 87 <br/>This tube (with power supply on the left) from the German company 88 <b>Loewe</b> is an historical piece from the 1930s. It measures about 89 50 cm! 90 </p> 91 </div> 92 93 47 94 <!-- paragraph: AEG Oszi. Translated/Started at 28.07.08--> 48 95 <div class="box right"> … … 59 106 absolutely with this device, you always need reference sizes. 60 107 </p> 61 108 <div class="clear"> </div> 62 109 </div> 63 110 64 <p>In addition to the measurement technology that mostly covers the big area of counting, there are also exhibits which show how electronics was taught in schools since 1930. The picture stated below shows at the top demo models for tube technology (approx. 1935) and galvanometers, demo tubes (approx. 1939) and an oscillating circuit (variometer) under it.</p> 111 <div class="box left"> 112 <img src="/shared/photos/kommunikationstechnik/phywe-oszi.jpg" alt="Photography of a Phywe demonstration oscilloscope" width="396" height="269" class="nomargin-bottom" /> 113 <p class="bildtext"> 114 The "Physikalischen Werkstätten" (<i>phsyical facilities</i>), <b>Phywe</b>, 115 have built this small oscilloscope for demonstration purposes that can be 116 used to show the electromagnetic interaction of an electron beam in E/B fields. 117 Since (CRT driven) television got a mass medium, these experiments 118 were state-of-art at those days. 119 </p> 120 <div class="clear"> </div> 121 </div> 65 122 66 <p>On the third shelf (counted from the top, in the background) the 67 picture shows models of transistorized circuits (from 68 approximately 1965). The big white board in front of these models 69 is an experience system from Leybold from the early 1970. At that 70 time, the subject "digital electonics" was taught in the school. 71 It was a wonderful combination of physics, informatics and 72 mathematics. Unfortunately that time is over, too. In ordinary 73 schools, there is no more time for electronics in the curriculars. 74 Of course that is not totally wrong: The every day electonics have 75 developed too much away from the basis. Thus, the youngest 76 generation has no more idea how it's Ipod or mobile phone works 77 and they do not even want to learn the basics of electronics 78 because the relationship is too complex.</p> 123 <div class="box left"> 124 <img src="/shared/photos/kommunikationstechnik/neva-funktechnik.jpg" alt="Photography of the Neva Experimental system" width="396" height="280" class="nomargin-bottom" /> 125 <p class="bildtext">With the <b>NEVA radio technology system</b>, students could 126 do challenging experiments like measuring the wave lengths in the VHF area 127 with the Lecher lines. <!-- Das mit den 300V ist Bloedsinn, weil die Stroeme 128 niedrig sind => ungefaehrlich. --> 129 </p> 130 <div class="clear"> </div> 131 </div> 79 132 80 <div class="box center"> 81 <img src="/shared/photos/kommunikationstechnik/schulphysik.jpg" width="431" height="718" alt="Electronical tools used in schools in the 30s, along with the digital experience system, 1970." /> 82 </div> 133 <div class="box left"> 134 <img src="/shared/photos/kommunikationstechnik/digitalexperimentiersystem.jpg" alt="photography of an electronic experimental system for use in schools" width="396" height="509" class="nomargin-bottom" /> 135 <p class="bildtext">This big white board is an experience system from 136 <b>Leybold</b> from the early 1970s. At that time, the subject 137 "digital electonics" was taught in the school. Students could set up 138 logic systems like binary counters, full adders, flip-flops, multiplexer, 139 etc. This was quite fascinating for students at that time. Today, in ordinary 140 schools, there is no more time for electronics in the curriculars.</p> 141 <div class="clear"> </div> 142 </div> 83 143 144 <div class="box left"> 145 <img src="/shared/photos/kommunikationstechnik/frequenz-ereigniszaehler.jpg" alt="Photography of different frequency- and event counters" width="396" height="500" class="nomargin-bottom" /> 146 <p class="bildtext"><b>Calculating requires counting</b> 147 <br/>Last but not least we show a composition of (frequency) counters from 148 different epoches. There are, among others, devices equipped with tubes (57 149 electron tubes) or discrete transistor logic (mostly germanium). 150 The different counting tubes (e.g. E1T or GC10B) and the very different 151 display types are quite impressive.</p> 152 <div class="clear"> </div> 153 </div> 84 154 </div><!-- end of content --> 85 155 <!--#include virtual="/en/inc/menu.inc.shtm" -->
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