Re: [TCML] Teaching Coiling

[Ed Phillips <evp@xxxxxxxxxxx>]

I think that the difference between teaching or pedagogy and this email list
is that pedagogy seeks to convey a fixed set of facts whereas the format of
this list allows for (and welcomes!) large quantities of disruption.

How would a teacher of classic Tesla Coils deal with the introduction of
MMCs halfway through their curriculum?

The list looked, debated, scoffed, looked again and started hoovering up CDE
942 caps like crazy.

How would a teacher of classic Tesla Coils deal with the introduction of
Solid State TCs halfway through their curriculum?

Again, the list looked, debated, scoffed, looked again and some of them
built, the others recognized a viable path but stayed with the classic
designs (PLEASE NOTE: This is a path taken in the woods and _not_ a schism)

There is a lot of basic physics and math that is common to all designs but
to promote one stream of information conveying "the way" to build a coil
smacks of top-down nanny-state cultural marxism and will result in:

#1) - much less innovation and
#2) - much more frustration

Talk with you later!
Dave (who dropped out of college to learn)"

	Based on how other subjects are generally taught I would espect the basic math and physics would have been taught first, with design of actual systems to follow.  Note that the basic principles of all of your examples are the same.  The MMC [a great invention for amateurs] is an example of improved components and the SSTC is an example of the use of new components [semiconductor devices] and methods of excitation.  

	I doubt if anyone would actually pick Tesla coils as the main subject of a course but would rather include them as examples of the use of coupled circuits.  They differ from conventional double-tuned circuits only in their design parameters and waveforms and in the comparative ease with which those of us who are nuts about sparks and stuff can spectacular.

Ed

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