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157 points tdhttt | 4 comments | | HN request time: 0.05s | source
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pclmulqdq ◴[] No.45125831[source]
EE encompasses a lot of "engineering that takes hard math" at a professional and research level (similar to "hard CS," just different fields of math), so it is very hard to do as an undergrad, when your background in complex analysis and E&M is weak.

Early classes on circuits in EE will usually take shortcuts using known circuit structures and simplified models. The abstraction underneath the field of analog circuits is extremely leaky, so you often learn to ignore it unless you absolutely need to pay attention.

Hobbyist and undergrad projects thus usually consist of cargo culting combinations of simple circuit building blocks connected to a microcontroller of some kind. A lot of research (not in EE) needs this kind of work, but it's not necessarily glamorous. This is the same as pulling software libraries off the shelf to do software work ("showing my advisor docker"), but the software work gets more credit in modern academia because the skills are rarer and the building blocks are newer.

Plenty of cutting-edge science needs hobbyist-level EE, it's just not work in EE. Actual CS research is largely the same as EE research: very, very heavy on math and very difficult to do without studying a lot. If you compare hard EE research to basic software engineering, it makes sense that you think there's a "wall," but you're ignoring the easy EE and the hard CS.

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carlmr ◴[] No.45126357[source]
>Early classes on circuits in EE will usually take shortcuts using known circuit structures and simplified models.

Might just be me, but I found it all clicked when we started learning the fundamentals underneath these abstractions. For me it was harder in the first classes because it's about memorizing poorly understood concepts, my brain prefers logically deriving complex concepts as a learning method.

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sevensor ◴[] No.45126604[source]
My biggest criticism of EE pedagogy is that it tends to proceed from abstractions and then derive the whole world. This makes it a bit of a slog for a lot of students. I’d like to see an application-first approach that builds up principles from observed behavior. Like, measure the slip in an induction motor and then work out what’s going on there, instead of deriving motors from Maxwell’s equations.
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1. carlmr ◴[] No.45126618[source]
That's a good point, too, I had a bunch of abstractions without applications in my head.
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2. wetwater ◴[] No.45133587[source]
Its interestine, when you say abstractions. Could you explain what you mean by abstractions in this context and what do you mean by the underlying fundamentals.
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3. carlmr ◴[] No.45137388[source]
One example would be resonant circuits. Ok great you can build resonant circuits, but what for? The fundamentals to understand frequency responses came later in signals and systems. The application came much later when I learned about electric motors, which basically behave like low pass filters (resonant circuits) which enables us to use PWM to generate sine shaped current curves by switching the input voltage on and off. The voltage signal is smoothed by the LPF circuit that is the motors windings.

I think it would have helped me if we talked about the motor or other examples first, and then did some math to show how the resonant behavior can be useful.

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4. sevensor ◴[] No.45146544{3}[source]
It’s crazy that VFDs work! You have to have a really good ground though, or you get arcing through the bearings.