Electrical Engineering Crossword (Issue 280)

The answers to Circuit Cellar’s November electronics engineering crossword puzzle are now available.



2.    DOPPLERLIMIT—Temperature restrictions for laser cooling techniques [two words]
4.    PINKNOISE—This signal sees the world through rose-colored glasses [two words]
5.    BOLTZMANNCONSTANT—k or kB [two words]
7.    XORGATE—A half adder is made of an AND gate and one of these [two words]
14.    NEPER—Symbolized by “Np”
15.    GOTOPAIR—Two tunnel diodes used in high-speed gate circuits [two words]
17.    YAGI—Unidirectional antenna
18.    PHOSPHOR—Used as a light source in a cathode ray tube
19.    KERREFFECT—All materials show this, but certain liquids display it more strongly than others [two words]


1.    WEINBRIDGEOSCILLATOR—This type generates sine waves [three words]
3.    INTEGRATEDINJECTIONLOGIC—These digital circuits are built with several collector BJTs [three words]
6.    CARBONNANOTUBES—Their electronic properties can be metallic or semiconducting [two words]
8.    GILBERTCIRCUIT—Uses diodes and transistors’ logarithmic properties to compensates for nonlinearities and instabilities [two words]
9.    ADDRESSINGMODE—Can be implied by the instruction’s function [two words]
10.    SINADRATIO—Used to measure a signal’s standards
11.    FLATPACK—Semiconductor network sealed in a thin rectangular package
12.    SPEECHCLIPPING—Process that limits peak signals [two words]
13.    COMPANDOR—Condenses or enlarges an electric signal’s dynamic range
15.    GLASS—Device under development by search engine giant
16.    LILLIPUTIAN—A very small robot


Electrical Engineering Crossword (Issue 279)

The answers to Circuit Cellar’s October electronics engineering crossword puzzle are now available.



1.    ERASABLE—The second “E” in EEPROM
4.    NYCRESISTOR—Brooklyn, NY-based open-community workspace [two words]
5.    WHITEHAT—A hacker with ethics may don one of these [two words]
6.    WIMAX—aka, IEEE 802.16
8.    STRUCTUREDQUERY—A type of data-management language [two words]
9.    PACKETSWITCHING—Data grouping method [two words]
11.    VOLTOHMMETER—Capable of measuring  voltage, current, and resistance [three words]
12.    ELUA—It’s free, open source, and embedded
13.    BUCK—A switched-mode power supply converter
14.    GOODPUT—This can be calculated by dividing a transmitted file’s size by the amount of time it takes to transfer the file
16.    GRAYCODE—One bit makes a difference [two words]
17.    UBUNTU—Linux-based OS
18.    WEARLEVELING—When applied to a flash memory, this technique can level out the amount of writes to any given memory block across the entire memory chip [two words]
19.    MOODLE—E-learning software developed by Australian computer scientist Martin Dougiamas
20.    CROSSEDFIELD—This type of microwave amplifier can also be used as an oscillator [two words]


2.    LONGTERMEVOLUTION—Wireless communication standard [three words]
3.    CHEMILUMINESCENCE—A chemical reaction that creates a light emission
7.    BAXANDALL—A negative-feedback circuit used in high-quality audio amplifiers
15.    PAUSEUS—BASIC command that creates a microsecond-based delay


Q&A: Jeremy Blum, Electrical Engineer, Entrepreneur, Author

Jeremy Blum

Jeremy Blum

Jeremy Blum, 23, has always been a self-proclaimed tinkerer. From Legos to 3-D printers, he has enjoyed learning about engineering both in and out of the classroom. A recent Cornell University College of Engineering graduate, Jeremy has written a book, started his own company, and traveled far to teach children about engineering and sustainable design. Jeremy, who lives in San Francisco, CA, is now working on Google’s Project Glass.—Nan Price, Associate Editor

NAN: When did you start working with electronics?

JEREMY: I’ve been tinkering, in some form or another, ever since I figured out how to use my opposable thumbs. Admittedly, it wasn’t electronics from the offset. As with most engineers, I started with Legos. I quickly progressed to woodworking and I constructed several pieces of furniture over the course of a few years. It was only around the start of my high school career that I realized the extent to which I could express my creativity with electronics and software. I thrust myself into the (expensive) hobby of computer building and even built an online community around it. I financed my hobby through my two companies, which offered computer repair services and video production services. After working exclusively with computer hardware for a few years, I began to dive deeper into analog circuits, robotics, microcontrollers, and more.

NAN: Tell us about some of your early, pre-college projects.

JEREMY: My most complex early project was the novel prosthetic hand I developed in high school. The project was a finalist in the prestigious Intel Science Talent Search. I also did a variety of robotics and custom-computer builds. The summer before starting college, my friends and I built a robot capable of playing “Guitar Hero” with nearly 100% accuracy. That was my first foray into circuit board design and parallel programming. My most ridiculous computer project was a mineral oil-cooled computer. We submerged an entire computer in a fish tank filled with mineral oil (it was actually a lot of baby oil, but they are basically the same thing).

DeepNote Guitar Hero Robot

DeepNote Guitar Hero Robot

Mineral Oil-Cooled Computer

Mineral Oil-Cooled Computer

NAN: You’re a recent Cornell University College of Engineering graduate. While you were there, you co-founded Cornell’s PopShop. Tell us about the workspace. Can you describe some PopShop projects?

Cornell University's PopShop

Cornell University’s PopShop

JEREMY: I recently received my Master’s degree in Electrical and Computer Engineering from Cornell University, where I previously received my BS in the same field. During my time at Cornell, my peers and I took it upon ourselves to completely retool the entrepreneurial climate at Cornell. The PopShop, a co-working space that we formed a few steps off Cornell’s main campus, was our primary means of doing this. We wanted to create a collaborative space where students could come to explore their own ideas, learn what other entrepreneurial students were working on, and get involved themselves.

The PopShop is open to all Cornell students. I frequently hosted events there designed to get more students inspired about pursuing their own ideas. Common occurrences included peer office hours, hack-a-thons, speed networking sessions, 3-D printing workshops, and guest talks from seasoned venture capitalists.

Student startups that work (or have worked) out of the PopShop co-working space include clothing companies, financing companies, hardware startups, and more. Some specific companies include Rosie, SPLAT, LibeTech (mine), SUNN (also mine), Bora Wear, Yorango, Party Headphones, and CoVenture.

NAN: Give us a little background information about Cornell University Sustainable Design (CUSD). Why did you start the group? What types of CUSD projects were you involved with?

CUSD11JEREMY: When I first arrived at Cornell my freshman year, I knew right away that I wanted to join a research lab, and that I wanted to join a project team (knowing that I learn best in hands-on environments instead of in the classroom). I joined the Cornell Solar Decathlon Team, a very large group of mostly engineers and architects who were building a solar-powered home to enter in the biannual solar decathlon competition orchestrated by the Department of Energy.

By the end of my freshman year, I was the youngest team leader in the organization.  After competing in the 2009 decathlon, I took over as chief director of the team and worked with my peers to re-form the organization into Cornell University Sustainable Design (CUSD), with the goal of building a more interdisciplinary team, with far-reaching impacts.


Under my leadership, CUSD built a passive schoolhouse in South Africa (which has received numerous international awards), constructed a sustainable community in Nicaragua, has been the only student group tasked with consulting on sustainable design constraints for Cornell’s new Tech Campus in New York City, partnered with nonprofits to build affordable homes in upstate New York, has taught workshops in museums and school, contributed to the design of new sustainable buildings on Cornell’s Ithaca campus, and led a cross-country bus tour to teach engineering and sustainability concepts at K–12 schools across America. The group is now comprised of students from more than 25 different majors with dozens of advisors and several simultaneous projects. The new team leaders are making it better every day. My current startup, SUNN, spun out of an EPA grant that CUSD won.

CUSD7NAN: You spent two years working at MakerBot Industries, where you designed electronics for a 3-D printer and a 3-D scanner. Any highlights from working on those projects?

JEREMY: I had a tremendous opportunity to learn and grow while at MakerBot. When I joined, I was one of about two dozen total employees. Though I switched back and forth between consulting and full-time/part-time roles while class was in session, by the time I stopped working with MakerBot (in January 2013), the company had grown to more than 200 people. It was very exciting to be a part of that.

I designed all of the electronics for the original MakerBot Replicator. This constituted a complete redesign from the previous electronics that had been used on the second generation MakerBot 3-D printer. The knowledge I gained from doing this (e.g., PCB design, part sourcing, DFM, etc.) drastically outweighed much of what I had learned in school up to that point. I can’t say much about the 3-D scanner (the MakerBot Digitizer), as it has been announced, but not released (yet).

The last project I worked on before leaving MakerBot was designing the first working prototype of the Digitizer electronics and firmware. These components comprised the demo that was unveiled at SXSW this past April. This was a great opportunity to apply lessons learned from working on the Replicator electronics and find ways in which my personal design process and testing techniques could be improved. I frequently use my MakerBot printers to produce custom mechanical enclosures that complement the open-source electronics projects I’ve released.

NAN: Tell us about your company, Blum Idea Labs. What types of projects are you working on?

JEREMY: Blum Idea Labs is the entity I use to brand all my content and consulting services. I primarily use it as an outlet to facilitate working with educational organizations. For example, the St. Louis Hacker Scouts, the African TAHMO Sensor Workshop, and several other international organizations use a “Blum Idea Labs Arduino curriculum.” Most of my open-source projects, including my tutorials, are licensed via Blum Idea Labs. You can find all of them on my blog (www.jeremyblum.com/blog). I occasionally offer private design consulting through Blum Idea Labs, though I obviously can’t discuss work I do for clients.

NAN: Tell us about the blog you write for element14.

JEREMY: I generally use my personal blog to write about projects that I’ve personally been working on.  However, when I want to talk about more general engineering topics (e.g., sustainability, engineering education, etc.), I post them on my element14 blog. I have a great working relationship with element14. It has sponsored the production of all my Arduino Tutorials and also provided complete parts kits for my book. We cross-promote each-other’s content in a mutually beneficial fashion that also ensures that the community gets better access to useful engineering content.

NAN: You recently wrote Exploring Arduino: Tools and Techniques for Engineering Wizardry. Do you consider this book introductory or is it written for the more experienced engineer?

JEREMY: As with all the video and written content that I produce on my website and on YouTube, I tried really hard to make this book useful and accessible to both engineering veterans and newbies. The book builds on itself and provides tons of optional excerpts that dive into greater technical detail for those who truly want to grasp the physics and programming concepts behind what I teach in the book. I’ve already had readers ranging from teenagers to senior citizens comment on the applicability of the book to their varying degrees of expertise. The Amazon reviews tell a similar story. I supplemented the book with a lot of free digital content including videos, part descriptions, and open-source code on the book website.

NAN: What can readers expect to learn from the book?

JEREMY: I wrote the book to serve as an engineering introduction and as an idea toolbox for those wanting to dive into concepts in electrical engineering, computer science, and human-computer interaction design. Though Exploring Arduino uses the Arduino as a platform to experiment with these concepts, readers can expect to come away from the book with new skills that can be applied to a variety of platforms, projects, and ideas. This is not a recipe book. The projects readers will undertake throughout the book are designed to teach important concepts in addition to traditional programming syntax and engineering theories.

NAN: I see you’ve spent some time introducing engineering concepts to children and teaching them about sustainable engineering and renewable energy. Tell us about those experiences. Any highlights?

JEREMY: The way I see it, there are two ways in which engineers can make the world a better place: they can design new products and technologies that solve global problems or they can teach others the skills they need to assist in the development of solutions to global problems. I try hard to do both, though the latter enables me to have a greater impact, because I am able to multiply my impact by the number of students I teach. I’ve taught workshops, written curriculums, produced videos, written books, and corresponded directly with thousands of students all around the world with the goal of transferring sufficient knowledge for these students to go out and make a difference.

Here are some highlights from my teaching work:


I taught BlueStamp Engineering, a summer program for high school students in NYC in the summer of 2012. I also guest-lectured at the program in 2011 and 2013.

I co-organized a cross-country bus tour where we taught sustainability concepts to school children across the country.

indiaI was invited to speak at Techkriti 2013 in Kanpur, India. I had the opportunity to meet many students from IIT Kanpur who already followed my videos and used my tutorials to build their own projects.

Blum Idea Labs partnered with the St. Louis Hacker Scouts to construct a curriculum for teaching electronics to the students. Though I wasn’t there in person, I did welcome them all to the program with a personalized video.

brooklyn_childrens_zoneThrough CUSD, I organized multiple visits to the Brooklyn Children’s Zone, where my team and I taught students about sustainable architecture and engineering.

Again with CUSD, we visited the Intrepid museum to teach sustainable energy concepts using potato batteries.


NAN: Speaking of promoting engineering to children, what types of technologies do you think will be important in the near future?

JEREMY: I think technologies that make invention more widely accessible are going to be extremely important in the coming years. Cheaper tools, prototyping platforms such as the Arduino and the Raspberry Pi, 3-D printers, laser cutters, and open developer platforms (e.g., Android) are making it easier than ever for any person to become an inventor or an engineer.  Every year, I see younger and younger students learning to use these technologies, which makes me very optimistic about the things we’ll be able to do as a society.

Issue 278: EQ Answers

Problem 1—Tom, an FPGA designer, is helping out on a system that handles standard-definition digital video at 27 MHz and stores it into an SDRAM that runs at 200 MHz. He discovered the following logic in the FPGA (see Figure 1).

Let’s see if we can work out what it does. To start with, what is the output of the XOR gate in?

Answer 1—When the 27-MHz clock goes from low to high, the first flip-flop changes state. Let’s say that its output goes from low to high as well. Then, when the clock goes from high to low, the second flip-flop’s output will become the same as the first.

On the clock’s next rising edge, the first flip-flop will change again, this time from high to low. And on the next falling edge, the second one will follow suit.

Putting it another way, following each rising edge of the clock, the two flip-flops are different. Following each falling edge, they’re the same. Since we’re feeding them into an XOR gate, the gate’s output will be high following the clock’s rising edge and low following the falling edge. In other words, the XOR gate’s is a replica of the clock signal itself!

Problem 2—Why is this necessary?

Answer 2—In many FPGA architectures, clock signals are automatically assigned to special clock routing resources, which are different from—and kept separate from—the routing resources used for “ordinary” signals. The tools actually discourage (or even prevent) you from using a clock as an input to a gate or to any input of a flip-flop other than the clock input.

Therefore, when you need to pass a clock into another timing domain as a signal, it becomes necessary to generate an ordinary signal that is a replica of the clock. This is one way to accomplish that.

Problem 3—What is the AND gate’s output?

Answer 3—The three flip-flops in the 200-MHz domain have a delayed versions of the (replica) 27-MHz clock signal. The first two function as a conventional synchronizer to minimize the effects of metastability. The third one, along with the AND gate, functions as an edge detector, generating a one-clock pulse in the 200-MHz clock domain following each rising edge of the 27-MHz clock. This pulse might be used, for example, to initiate a write request in the SDRAM for each video data word.

Problem 4—Tom decided to verify the circuit’s operation in his logic simulator, but immediately ran into a problem. What was the problem and what could be added to the circuit to make simulation possible?

Answer 4—There is a subtle problem here for a simulator: All of the flip-flops start out in the “unknown” state. Feeding that back (inverted) to the first flip-flop leaves it in an unknown state. The entire simulation will never get out of the unknown state, even though we can reason that it doesn’t matter which actual state the first flip-flop starts out in. The XOR gate’s output will be known after one full clock cycle. To fix this, it is necessary to explicitly reset the first flip-flop at the beginning of the simulation, then the rest of the circuit will simulate normally.

Electrical Engineering Crossword (Issue 278)

The answers to Circuit Cellar’s September electronics engineering crossword puzzle are now available.


4.    ADIABATIC—Heat is neither gained nor lost
5.    DISCRETECIRCUIT—Made of resistors and transistors; not integrated [two words]
8.    FULLDUPLEX—Two-way communication [two words]
10.    KERMIT—Muppet-inspired protocol
12.    DEBIAN—Unix-like OS
14.    CHIRP—Conveys information
16.    FORTRAN—Others like it include BASIC and Pascal
18.    NANOKERNEL—Contains a minute amount of code capable of executing in the hardware’s privileged mode
19.    RHEOSTAT—Current regulator


1.    BIPOLARJUNCTION—There are two types: NPN and PNP [two words]
2.    ECBBUS—1970s communication system for Zilog and Intel microprocessors [two words]
3.    VISUALSERVOING—Used to control a robot’s motions [two words]
4.    ATTOSECOND—10-18 of a second
6.    NICKELCADMIUM—This small, light, high-power type is commonly used in hand-held devices [two words]
7.    DEFCON—Place where hackers annually assemble
9.    PIGGYBACKING—Bi-directional data transmission
11.    GRASSHOPPER—Programming language for rhinos
13.    FLOSSMANUALS—Netherlands-based foundation that provides information about and access to free software [two words]
15.    RASPBERRYPI—An inexpensive SBC [two words]
17.    LIDAR—Laser-based measurement technique