{"id":89,"date":"2010-10-29T10:35:27","date_gmt":"2010-10-29T10:35:27","guid":{"rendered":"http:\/\/hrefna.com\/kennslufr\/?p=89"},"modified":"2011-01-26T10:09:19","modified_gmt":"2011-01-26T10:09:19","slug":"tilraunastarfssemi-1-2-allir","status":"publish","type":"post","link":"https:\/\/hrefna.com\/kennslufr\/tilraunastarfssemi-1-2-allir\/","title":{"rendered":"Tilraunastarfssemi \u2013 L\u00edtil h\u00f6nnunarvandam\u00e1l leyst me\u00f0 1-2-allir"},"content":{"rendered":"

\u00c9g kenni verkfr\u00e6\u00f0ik\u00fars, n\u00e1nar tilteki\u00f0 Fjarskiptaverkfr\u00e6\u00f0i 1. \u00a0\u00dear kenni \u00e9g nemendum hvernig merki eru ‘m\u00f3tu\u00f0’ fyrir sendingu, og svo ‘afm\u00f3tu\u00f0’ \u00e1 hinum endanum til a\u00f0 endurvinna uppl\u00fdsingarnar sem vi\u00f0 sendum upphaflega. \u00a0D\u00e6mi um \u00feetta eru AM og FM \u00fatvarp, svo og hvernig 0 og 1 eru sendir yfir t\u00f6lvunet, \u00fer\u00e1\u00f0laus net o.s.frv.<\/p>\n

\u00c9g haf\u00f0i fyrirlestrarh\u00e1tt \u00e1 efninu allan september, en \u00feegar t\u00f3k a\u00f0 l\u00ed\u00f0a \u00e1 okt\u00f3ber var m\u00e9r fari\u00f0 a\u00f0 lei\u00f0ast \u00fe\u00f3fi\u00f0 og vildi pr\u00f3fa eitthva\u00f0 n\u00fdtt – eins og til d\u00e6mis h\u00f3pavinnu \u00ed t\u00edma. \u00a0(Sem stendur vil \u00e9g ekki standa \u00ed h\u00f3pavinnu utan t\u00edma, \u00fev\u00ed a\u00f0 \u00fea\u00f0 var ekki lagt upp me\u00f0 \u00fea\u00f0 \u00ed upphafi n\u00e1mskei\u00f0s). \u00a0Gallinn er hins vegar s\u00e1 a\u00f0 mikill hluti n\u00e1msefnisins samanstendur af ‘a-ha!’ uppg\u00f6tvunum, e\u00f0a sm\u00e1v\u00e6gilegum breytingum \u00e1 fl\u00f3knum form\u00falum.<\/p>\n

\u00cd byrjun okt\u00f3ber f\u00f3r hins vegar a\u00f0 rofa a\u00f0eins til \u00ed j\u00f6fnu-frumsk\u00f3ginum, og \u00e9g f\u00f3r a\u00f0 finna nokkra hluti sem var h\u00e6gt a\u00f0 bi\u00f0ja nemendur a\u00f0 \u00edhuga \u00ed fimm m\u00edn\u00fatur, svo tala um me\u00f0 f\u00e9laga, og svo tala um uppi \u00e1 t\u00f6flu\/vi\u00f0 alla. \u00a0Verkefnin hinga\u00f0 til hafa veri\u00f0 (bara eitt per t\u00edma)<\/p>\n

    \n
  1. Hvernig m\u00e1 \u00fatf\u00e6ra sk\u00f6mmtun \u00e1 merki<\/a>. \u00a0Gefi\u00f0 er merki, \u00fea\u00f0 \u00fearf a\u00f0 taka s\u00fdni af \u00fev\u00ed, og svo gefa \u00feessu s\u00fdni eitt gildi af takmarka\u00f0 m\u00f6rgum m\u00f6gulegum gildum.\n
      \n
    1. Nemendur be\u00f0nir a\u00f0 finna h\u00f6nnunarbreyturnar<\/li>\n<\/ol>\n<\/li>\n
    2. Hvernig er h\u00e6gt a\u00f0 t\u00e1kna 0 og 1 me\u00f0 l\u00ednuk\u00f3\u00f0a<\/a>?\n
        \n
      1. Gefi\u00f0 er d\u00e6mi um On-Off k\u00f3\u00f0a<\/a> sem sendir A volt fyrir ‘1’ og 0 volt fyrir ‘0’<\/li>\n
      2. Gefi\u00f0 a\u00f0 \u00feau hafi um a\u00f0 velja A, 0 og -A volt.<\/li>\n
      3. Reyna a\u00f0 finna k\u00f3\u00f0un sem hefur\n
          \n
        1. Me\u00f0altal 0<\/li>\n
        2. H\u00e6gt a\u00f0 endurvinna klukkuna<\/li>\n
        3. … eitthva\u00f0 eitt \u00ed vi\u00f0b\u00f3t sem \u00e9g man ekki<\/li>\n<\/ol>\n<\/li>\n<\/ol>\n<\/li>\n
        4. Gefi\u00f0 er innmerki \u00ed m\u00f3ttakara uppi \u00e1 t\u00f6flu. \u00a0Nemendur be\u00f0nir um a\u00f0 teikna ‘Eye Pattern’<\/a> \u00fat fr\u00e1 merkinu eftir gefnum lei\u00f0beiningum\u00a0og hugsa um hva\u00f0a uppl\u00fdsingar \u00fea\u00f0 gefur:\n
            \n
          1. \u00c1 hva\u00f0a t\u00edmapunkti er best a\u00f0 taka s\u00fdni af innmerkinu,<\/li>\n
          2. Hva\u00f0 segir ‘eye pattern’ okkur um aflei\u00f0ingar \u00feess a\u00f0 taka s\u00fdni \u00e1 vitlausum t\u00edma<\/li>\n
          3. Hva\u00f0 segir ‘eye pattern’ okkur um n\u00e1kv\u00e6mni klukkum\u00e6linga \u00fat fr\u00e1 innmerkinu sj\u00e1lfu.<\/li>\n<\/ol>\n<\/li>\n
          4. Hvernig er h\u00e6gt a\u00f0 senda 0 og 1 me\u00f0 \u00fev\u00ed a\u00f0 breyta fasa merkis ef fasinn m\u00e1 bara taka nokkur gildi (Phase-Shift-Keying = PSK)<\/a>?\n
              \n
            1. Gefin er mynd sem s\u00fdnir einf\u00f6ldustu \u00fatg\u00e1funa af PSK <\/a><\/li>\n
            2. Be\u00f0in a\u00f0 finna lei\u00f0 til a\u00f0 senda fleiri bita per fasa-gildi<\/a><\/li>\n
            3. Be\u00f0in a\u00f0 \u00edhuga hva\u00f0 gerist ef vi\u00f0 h\u00f6fum ekki fast fasavi\u00f0mi\u00f0<\/a><\/li>\n
            4. Be\u00f0in a\u00f0 \u00edhuga lei\u00f0 til a\u00f0 minnka fasahopp<\/a><\/li>\n<\/ol>\n<\/li>\n<\/ol>\n

              \u00cd \u00f6ll skiptin hef \u00e9g l\u00e1ti\u00f0 ganga \u00fat gul bl\u00f6\u00f0 (Gu\u00f0r\u00fanar-style), sagt \u00feeim a\u00f0 \u00edhuga spurninguna og gefi\u00f0 undirskilyr\u00f0i. \u00a0\u00deegar f\u00f3lk vir\u00f0ist vera b\u00fai\u00f0 a\u00f0 hugsa (ca. 5 m\u00edn) \u00fe\u00e1 segi \u00e9g \u00feeim hvernig \u00feau eiga a\u00f0 h\u00f3pa sig saman (reyni a\u00f0 l\u00e1ta ekki alltaf sama f\u00f3lki\u00f0 vinna saman – er tricky \u00fev\u00ed \u00feau sitja yfirleitt alltaf \u00ed s\u00f6mu s\u00e6tum). \u00a0S\u00ed\u00f0an segi \u00e9g \u00feeim a\u00f0 tala \u00e1fram saman um verkefni\u00f0. \u00a0A\u00f0 lokum \u00fe\u00e1 hef \u00e9g be\u00f0i\u00f0 einhvern sj\u00e1lfbo\u00f0ali\u00f0a\u00a0um a\u00f0 koma upp \u00e1 t\u00f6flu e\u00f0a einn \u00far hverjum h\u00f3p (verkefni 2 – \u00e9g stj\u00f3rna\u00f0i \u00fev\u00ed ekki n\u00f3gu vel og \u00feau komu \u00f6ll upp \u00e1 t\u00f6flu \u00ed einu = ka\u00f3s!).<\/p>\n

              \u00dea\u00f0 sem \u00e9g hef einkum reki\u00f0 mig \u00e1, er<\/p>\n

                \n
              1. \u00c9g gef ekki n\u00f3gu g\u00f3\u00f0ar lei\u00f0beiningar.\n
                  \n
                1. \u00cd fyrsta verkefninu \u00fe\u00e1 voru sumir nemendur alveg \u00fat a\u00f0 aka, og vissu ekki hva\u00f0 \u00e9g var a\u00f0 bi\u00f0ja \u00fe\u00e1 um a\u00f0 gera. \u00a0\u00deau voru l\u00edka hissa \u00fev\u00ed \u00e9g haf\u00f0i ekki be\u00f0i\u00f0 \u00feau um a\u00f0 vinna svona \u00e1\u00f0ur.<\/li>\n
                2. \u00cd \u00f6\u00f0ru verkefninu \u00fe\u00e1 kom ekki n\u00f3gu sk\u00fdrt fram a\u00f0 \u00e9g vildi a\u00f0 \u00feau finndu sem flesta <\/em>l\u00ednuk\u00f3\u00f0a, ekki bara \u00feann besta<\/em> sem uppfyllti allar kr\u00f6furnar<\/li>\n
                3. \u00deri\u00f0ja verkefni\u00f0 gekk \u00e1g\u00e6tlega, nema a\u00f0 f\u00f3lk \u00e1tti \u00f6rl\u00edti\u00f0 erfitt me\u00f0 s\u00ed\u00f0ari tv\u00e6ri undirspurningarnar.<\/li>\n
                4. \u00cd fj\u00f3r\u00f0a verkefninu fatta\u00f0i \u00e9g eftir \u00e1 a\u00f0 \u00e9g haf\u00f0i ekki kl\u00e1ra\u00f0 a\u00f0 fjalla um einf\u00f6ldustu \u00fatg\u00e1fu verkefnisins, svo a\u00f0 sumir voru \u00f6rl\u00edti\u00f0 \u00fat \u00e1 \u00feekju. \u00a0N\u00e6st myndi \u00e9g fara einni gl\u00e6ru lengra \u00e1\u00f0ur en \u00e9g skelli verkefninu \u00e1.<\/li>\n<\/ol>\n<\/li>\n
                5. \u00c9g \u00fearf a\u00f0 \u00edhuga betur hvernig \u00e9g stj\u00f3rna umr\u00e6\u00f0unni \u00e1 eftir. \u00a0Hef \u00fdmist be\u00f0i\u00f0 um sj\u00e1lfbo\u00f0ali\u00f0a, e\u00f0a kalla\u00f0 upp einhvern fr\u00e1 hverjum h\u00f3p. \u00a0\u00c1 \u00fea\u00f0 svo til a\u00f0 d\u00f3minera umr\u00e6\u00f0una, enda me\u00f0 \u00e1kve\u00f0i\u00f0 ‘agenda’ sem \u00e9g vil a\u00f0 komi fram. \u00a0\u00dearf \u00e6fingu h\u00e9r.<\/li>\n
                6. \u00cd eitt skipti nota\u00f0i \u00e9g “snj\u00f3boltaa\u00f0fer\u00f0” og sameina\u00f0i tvo h\u00f3pa \u00ed einn fj\u00f6gurra manna h\u00f3p. \u00a0\u00dear me\u00f0 var \u00e9g me\u00f0 fj\u00f6gurra manna h\u00f3p og \u00feriggja manna h\u00f3p og gat fari\u00f0 \u00e1 milli \u00feeirra og spjalla\u00f0 vi\u00f0 og heyrt hva\u00f0 \u00feau voru a\u00f0 p\u00e6la. \u00a0Finnst \u00e9g \u00feurfa a\u00f0 gera meira af \u00fev\u00ed.<\/li>\n
                7. L\u00edtil t\u00edma-verkefni eru \u00e1g\u00e6t til a\u00f0 brj\u00f3ta upp svefng\u00f6fgann sem sv\u00edfur \u00e1 f\u00f3lk \u00feegar \u00fea\u00f0 er b\u00fai\u00f0 a\u00f0 sitja undir form\u00falum og hugmyndum annarra \u00ed klukkustund e\u00f0a svo.<\/li>\n
                8. M\u00e9r finnst sj\u00e1lfri skemmtilegra a\u00f0 hafa eitt l\u00edtil verkefni uppi \u00ed erminni, en a\u00f0 bla\u00f0ra \u00ed gegnum 2×40 m\u00edn fyrirlestur, \u00fev\u00ed \u00fea\u00f0 gefur meira ka\u00f3s, og meira l\u00edf – en \u00fea\u00f0 kostar ‘t\u00edma’ – b\u00e6\u00f0i \u00ed kennslustundinni sj\u00e1lfri, og svo t\u00edma sem \u00e9g ey\u00f0i \u00ed a\u00f0 hugsa um fyrirlesturinn.<\/li>\n
                9. \u00dearf a\u00f0 \u00edhuga hvort \u00fea\u00f0 s\u00e9 gott merki ef \u00e9g vil frekar pl\u00e6gja sj\u00e1lf \u00ed gegnum efni, frekar en a\u00f0 vinna ‘l\u00edti\u00f0-verkefni’ \u00far efninu – er \u00fea\u00f0 svona fl\u00f3ki\u00f0, e\u00f0a svona dull?<\/li>\n<\/ol>\n","protected":false},"excerpt":{"rendered":"

                  \u00c9g kenni verkfr\u00e6\u00f0ik\u00fars, n\u00e1nar tilteki\u00f0 Fjarskiptaverkfr\u00e6\u00f0i 1. \u00a0\u00dear kenni \u00e9g nemendum hvernig merki eru ‘m\u00f3tu\u00f0’ fyrir sendingu, og svo ‘afm\u00f3tu\u00f0’ \u00e1 hinum endanum til a\u00f0 endurvinna uppl\u00fdsingarnar sem vi\u00f0 sendum upphaflega. \u00a0D\u00e6mi um \u00feetta eru AM og FM \u00fatvarp, svo … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[19,12,25],"tags":[],"class_list":["post-89","post","type-post","status-publish","format-standard","hentry","category-a-kenna-smrri-hopum","category-efni-fra-nemendum","category-ken212f"],"_links":{"self":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/89","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/comments?post=89"}],"version-history":[{"count":15,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/89\/revisions"}],"predecessor-version":[{"id":92,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/posts\/89\/revisions\/92"}],"wp:attachment":[{"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/media?parent=89"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/categories?post=89"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/hrefna.com\/kennslufr\/wp-json\/wp\/v2\/tags?post=89"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}