Get Your YouTube Summary:
- Copy the video link.
- Paste it into the input field.
- Click 'Summarize' to get your summary with timestamps.
Important Note on Subtitles:
- Automatic summary generation requires English subtitles on the video.
- If the video has no English subtitles, the automatic download of the transcript using the link will fail.
- Manual Alternative: You can still get a summary!
- Find the transcript on YouTube (usually below the video description when viewed on a desktop browser).
- Copy the entire transcript text manually. (Need help finding/copying? Watch the 'Demo Video' linked at the top right of this page).
- (Optional) Add any additional instructions after the transcript (e.g., 'Translate the summary to German.', 'Add a glossary of medical terms and jargon to the summary.').
For videos longer than 50 minutes:
- Select a Pro model for automatic summarization. Note that Google seems to not allow free use of Pro model anymore.
- If the Pro limit is reached (or if you prefer using your own tool), use the Copy Prompt button, paste the prompt into your AI tool, and run it there.
- 0:00 - 1:47 The Core Goal: The workshop aims to teach students how to predict test questions and improve test preparation by getting "inside the mind of the teacher" to anticipate what will be on the exam.
- 1:48 - 5:04 The "Why" Method for Active Learning: Inspired by children's relentless questioning, this method encourages students to actively ask "why" about textbook content, transforming passive reading into a purposeful quest for understanding, rather than just "finishing" a chapter.
- 5:05 - 9:09 Turning Headings into Questions: A specific note-taking technique is introduced where students divide a page and convert chapter headings into questions (Who, What, Where, When, Why, How) before reading, turning the reading process into a hunt for answers.
- 11:19 - 13:59 Benefits: Enhanced Concentration & Self-Study Tool: This proactive questioning method improves concentration by providing a clear purpose for reading. Writing answers to these questions on the back of the page creates an effective, personalized study tool akin to flashcards.
- 14:00 - 17:58 Benefits: Test Performance Advantage: Recognizing questions you've formulated during study on an actual exam provides a significant advantage, boosting confidence and confirming effective preparation, which is presented as smart studying, not cheating.
- 17:59 - 21:39 Time Efficiency & Cognitive Development: While the initial process of generating questions may seem time-consuming, it ultimately saves time by deepening comprehension and reducing the need for re-reading. It also trains the brain to think critically and inquisitively beyond academics.
- 21:40 - 30:26 Creating Varied Practice Questions: Students are taught to "act as teachers" and formulate different types of test questions (fill-in-the-blank, true/false, multiple choice) directly from the text, by identifying key details or even intentionally altering facts to create false statements.
- 34:00 - 40:00 Collaborative Study Strategy: A powerful group study method is suggested: students divide chapters, each creates a quiz for their assigned section, then exchange, take, and discuss the quizzes. This acts as a "dress rehearsal" for the real exam, promoting mutual teaching and comprehensive coverage.
- 40:01 - 41:00 Overall Impact: This proactive and engaging study approach, though requiring effort, leads to better retention, increased confidence, and improved performance on tests, making studying more effective and less daunting.
- 0:00 Introduction to Test Preparation: The workshop aims to help students overcome common test preparation issues, moving beyond simply "not studying enough."
- 2:48 Problem 1: Cramming: Many students delay studying until the night before a test, which is ineffective for large amounts of material.
- 3:36 Strategy 1: Finish Reading Three Days Before Test: The goal is to complete all assigned reading and note-taking three days prior to the exam, allowing for dedicated review.
- 6:35 Importance of Review and Rest: The two days before the test should be used for review and getting adequate sleep. A well-rested, energized brain performs optimally.
- 9:28 Strategy 2: Set Up a Good Review Schedule: Create a schedule that allocates study time proportionally to the perceived difficulty of each subject (e.g., more time for math if it's harder).
- 16:53 Incorporate Study Breaks: Short, regular breaks (e.g., 5-10 minutes every 50 minutes) are essential for the brain to process information and prevent burnout.
- 18:01 Problem 2: Lack of Test Knowledge: Students often don't know what to expect on a test, hindering effective preparation.
- 18:49 Strategy 3: Ask Teachers About Test Format: Inquire about the number of questions, the time limit, and where the questions primarily come from (textbook vs. lecture notes).
- 21:10 Tailor Study Based on Question Density: If there are few questions over many pages, focus on big concepts. If many questions over few pages, focus on details.
- 26:00 Adapt to Test Pace (Sprint vs. Jog): For fast-paced tests (many questions, little time per question), practice rapid recall. For slower tests, deeper thought is possible.
- 27:40 Use Flashcards for Fast Recall: Flashcards are an excellent tool for training quick recall of facts and definitions, especially useful for "sprint" tests.
- 28:46 Balance Study Time for Content Sources: If a test draws 50% from the textbook and 50% from lectures, study both equally, even if one takes more time.
- 32:32 Problem 3: Forgetting Curve & Lack of Support: Students rapidly forget information unless it's reinforced, and some are too proud to seek help.
- 33:57 The Forgetting Curve: Studies show people forget about 50% of new information within half an hour of learning it, and 60% within a day.
- 35:50 Strategy 4: Immediate Review: Reviewing material for 5-10 minutes immediately after reading a chapter or leaving a lecture significantly improves retention.
- 39:08 Strategy 5: Rewrite Long Lists into Manageable Chunks: Break overwhelming study guides (e.g., 183 terms) into smaller lists (e.g., 7 terms per list) to make learning less daunting and more effective.
- 41:34 Strategy 6: Utilize Tutoring Services: Overcome pride and seek help from tutors, which is often free at colleges and can significantly improve understanding and grades.
- 43:52 Strategy 7: Form Study Groups: Collaborating with peers allows for shared knowledge, mutual support, and a collective approach to understanding difficult material.
- 0:00 Introduction to Test-Taking Workshops: Scott Bruckner of the 90H department introduces upcoming workshops designed to help students improve as learners and test-takers.
- 0:08 Focus on Multiple-Choice Finals: The workshop specifically addresses strategies for college finals with multiple-choice questions, noting this is the most common test format in higher education.
- 0:21 Strategies for Studied Material: The presenter emphasizes that these strategies are for students who have already studied, aiming to help them effectively transfer their knowledge onto the test and start strong.
- 0:33 Quick Test Preview: Before beginning, students should take a few seconds to preview the entire test, noting the number of questions, total time, and different sections or question types (e.g., multiple-choice, true/false, matching).
- 0:50 Calculate Time Per Question: Divide the total test time by the number of questions (e.g., 60 minutes / 50 questions = 1.2 minutes per question) and note the halfway point for time and questions. This calculation helps students, especially slower test-takers, manage their pace and avoid rushing.
- 1:11 The "Not Multiple Choice" Method: This core strategy involves using your non-writing hand to cover the answer choices, reading the question, and trying to recall the answer from memory before looking at the options. This method has been shown to improve grades.
- 1:30 Four Possible Outcomes: When using this method, there are four results:
- Easy: The answer comes to mind instantly and is present in the choices.
- Bad: The answer comes to mind but is not listed as an option.
- Challenging: You know you've seen the information but can't recall the specific answer immediately.
- Impossible: You read the question and have no prior knowledge or idea of the answer.
- 2:11 Start with Strengths to Build Confidence: It's recommended to start with the easiest questions (where the answer pops right into mind) to build confidence and momentum, rather than starting at question one.
- 2:10 Brain as a Computer - Benefits of Skipping: Skipping challenging questions allows the brain to process information in the background, similar to recalling a forgotten name later. This "mental warm-up" often makes skipped questions seem easier when revisited.
- 2:41 Why Cover Choices (Avoid Distractors): Covering choices prevents "distractors" (incorrect but plausible answers) from confusing the student. By recalling the answer first, students avoid being misled by tricky options designed to resemble the correct answer.
- 3:30 Handling Special Question Types:
- For "all of the above" or "both A & B," if your initial recall matches one option, check if other options could also be correct before selecting.
- For "except" questions, read the choices first to identify what is true, then eliminate to find the one that doesn't belong.
- 3:45 Critical Scantron Accuracy: Emphasizes the importance of carefully aligning question numbers on the test booklet with the scantron sheet, especially when skipping questions, to prevent mis-bubbling.
- 3:48 Overcoming a Slow Start - Personal Anecdote: The speaker shares an experience where he answered only 1 out of the first 11 questions on a test but ultimately scored 96% by applying these strategies. This illustrates that a slow start is normal and doesn't predict overall failure; the brain sometimes needs time to "kick into gear."
- 4:14 Reduce Anxiety, Maximize Points: The overarching goal of these strategies is to help students remain relaxed, prevent panic, and systematically work through the test to secure as many points as possible, ensuring easy marks are not lost.
identifier: 3807
model: gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000
host: 77.234.86.250
https://www.youtube.com/watch?v=jyGTZ-Ct46Q&list=PLGpClaI8mTmopP6d4-EYBuWDnwg_IHZUC&index=14include_comments: None
include_timestamps: 1
include_glossary: None
output_language: en
cost: 0.0056941000000000005
*Abstract:* This workshop presents comprehensive strategies for effective test preparation and study, emphasizing the proactive method of anticipating exam questions. The core technique, dubbed the "Why" method, encourages students to actively engage with textbook material by transforming chapter headings and textual content into various question types (who, what, where, when, why, how, fill-in-the-blank, true/false, multiple choice) *before* reading. This approach fosters a curious, investigative mindset, turning passive reading into a purposeful "hunt" for answers. The speaker highlights key benefits: enhanced concentration, creation of personalized and effective self-study tools, and a significant confidence boost and advantage on actual exams. The workshop also proposes a collaborative group study model where students create and exchange quizzes, effectively conducting "dress rehearsals" for tests, ultimately leading to deeper understanding and improved time efficiency in studying. *Mastering Test Preparation: Predicting Questions for Effective Study* * *0:00 - 1:47 The Core Goal:* The workshop aims to teach students how to predict test questions and improve test preparation by getting "inside the mind of the teacher" to anticipate what will be on the exam. * *1:48 - 5:04 The "Why" Method for Active Learning:* Inspired by children's relentless questioning, this method encourages students to actively ask "why" about textbook content, transforming passive reading into a purposeful quest for understanding, rather than just "finishing" a chapter. * *5:05 - 9:09 Turning Headings into Questions:* A specific note-taking technique is introduced where students divide a page and convert chapter headings into questions (Who, What, Where, When, Why, How) *before* reading, turning the reading process into a hunt for answers. * *11:19 - 13:59 Benefits: Enhanced Concentration & Self-Study Tool:* This proactive questioning method improves concentration by providing a clear purpose for reading. Writing answers to these questions on the back of the page creates an effective, personalized study tool akin to flashcards. * *14:00 - 17:58 Benefits: Test Performance Advantage:* Recognizing questions you've formulated during study on an actual exam provides a significant advantage, boosting confidence and confirming effective preparation, which is presented as smart studying, not cheating. * *17:59 - 21:39 Time Efficiency & Cognitive Development:* While the initial process of generating questions may seem time-consuming, it ultimately saves time by deepening comprehension and reducing the need for re-reading. It also trains the brain to think critically and inquisitively beyond academics. * *21:40 - 30:26 Creating Varied Practice Questions:* Students are taught to "act as teachers" and formulate different types of test questions (fill-in-the-blank, true/false, multiple choice) directly from the text, by identifying key details or even intentionally altering facts to create false statements. * *34:00 - 40:00 Collaborative Study Strategy:* A powerful group study method is suggested: students divide chapters, each creates a quiz for their assigned section, then exchange, take, and discuss the quizzes. This acts as a "dress rehearsal" for the real exam, promoting mutual teaching and comprehensive coverage. * *40:01 - 41:00 Overall Impact:* This proactive and engaging study approach, though requiring effort, leads to better retention, increased confidence, and improved performance on tests, making studying more effective and less daunting. I used gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000 on rocketrecap dot com to summarize the transcript. Cost (if I didn't use the free tier): $0.0057 Input tokens: 20414 Output tokens: 752
Abstract:
This workshop presents comprehensive strategies for effective test preparation and study, emphasizing the proactive method of anticipating exam questions. The core technique, dubbed the "Why" method, encourages students to actively engage with textbook material by transforming chapter headings and textual content into various question types (who, what, where, when, why, how, fill-in-the-blank, true/false, multiple choice) before reading. This approach fosters a curious, investigative mindset, turning passive reading into a purposeful "hunt" for answers. The speaker highlights key benefits: enhanced concentration, creation of personalized and effective self-study tools, and a significant confidence boost and advantage on actual exams. The workshop also proposes a collaborative group study model where students create and exchange quizzes, effectively conducting "dress rehearsals" for tests, ultimately leading to deeper understanding and improved time efficiency in studying.
Mastering Test Preparation: Predicting Questions for Effective Study
Below, I will provide input for an example video (comprising of title, description, and transcript, in this order) and the corresponding abstract and summary I expect. Afterward, I will provide a new transcript that I want you to summarize in the same format.
**Please give an abstract of the transcript and then summarize the transcript in a self-contained bullet list format.** Include starting timestamps, important details and key takeaways.
Example Input:
Fluidigm Polaris Part 2- illuminator and camera
mikeselectricstuff
131K subscribers
Subscribed
369
Share
Download
Clip
Save
5,857 views Aug 26, 2024
Fluidigm Polaris part 1 : • Fluidigm Polaris (Part 1) - Biotech g...
Ebay listings: https://www.ebay.co.uk/usr/mikeselect...
Merch https://mikeselectricstuff.creator-sp...
Transcript
Follow along using the transcript.
Show transcript
mikeselectricstuff
131K subscribers
Videos
About
Support on Patreon
40 Comments
@robertwatsonbath
6 hours ago
Thanks Mike. Ooof! - with the level of bodgery going on around 15:48 I think shame would have made me do a board re spin, out of my own pocket if I had to.
1
Reply
@Muonium1
9 hours ago
The green LED looks different from the others and uses phosphor conversion because of the "green gap" problem where green InGaN emitters suffer efficiency droop at high currents. Phosphide based emitters don't start becoming efficient until around 600nm so also can't be used for high power green emitters. See the paper and plot by Matthias Auf der Maur in his 2015 paper on alloy fluctuations in InGaN as the cause of reduced external quantum efficiency at longer (green) wavelengths.
4
Reply
1 reply
@tafsirnahian669
10 hours ago (edited)
Can this be used as an astrophotography camera?
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
6 hours ago
Yes, but may need a shutter to avoid light during readout
Reply
@2010craggy
11 hours ago
Narrowband filters we use in Astronomy (Astrophotography) are sided- they work best passing light in one direction so I guess the arrows on the filter frames indicate which way round to install them in the filter wheel.
1
Reply
@vitukz
12 hours ago
A mate with Channel @extractions&ire could use it
2
Reply
@RobertGallop
19 hours ago
That LED module says it can go up to 28 amps!!! 21 amps for 100%. You should see what it does at 20 amps!
Reply
@Prophes0r
19 hours ago
I had an "Oh SHIT!" moment when I realized that the weird trapezoidal shape of that light guide was for keystone correction of the light source.
Very clever.
6
Reply
@OneBiOzZ
20 hours ago
given the cost of the CCD you think they could have run another PCB for it
9
Reply
@tekvax01
21 hours ago
$20 thousand dollars per minute of run time!
1
Reply
@tekvax01
22 hours ago
"We spared no expense!" John Hammond Jurassic Park.
*(that's why this thing costs the same as a 50-seat Greyhound Bus coach!)
Reply
@florianf4257
22 hours ago
The smearing on the image could be due to the fact that you don't use a shutter, so you see brighter stripes under bright areas of the image as you still iluminate these pixels while the sensor data ist shifted out towards the top. I experienced this effect back at university with a LN-Cooled CCD for Spectroscopy. The stripes disapeared as soon as you used the shutter instead of disabling it in the open position (but fokussing at 100ms integration time and continuous readout with a focal plane shutter isn't much fun).
12
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
12 hours ago
I didn't think of that, but makes sense
2
Reply
@douro20
22 hours ago (edited)
The red LED reminds me of one from Roithner Lasertechnik. I have a Symbol 2D scanner which uses two very bright LEDs from that company, one red and one red-orange. The red-orange is behind a lens which focuses it into an extremely narrow beam.
1
Reply
@RicoElectrico
23 hours ago
PFG is Pulse Flush Gate according to the datasheet.
Reply
@dcallan812
23 hours ago
Very interesting. 2x
Reply
@littleboot_
1 day ago
Cool interesting device
Reply
@dav1dbone
1 day ago
I've stripped large projectors, looks similar, wonder if some of those castings are a magnesium alloy?
Reply
@kevywevvy8833
1 day ago
ironic that some of those Phlatlight modules are used in some of the cheapest disco lights.
1
Reply
1 reply
@bill6255
1 day ago
Great vid - gets right into subject in title, its packed with information, wraps up quickly. Should get a YT award! imho
3
Reply
@JAKOB1977
1 day ago (edited)
The whole sensor module incl. a 5 grand 50mpix sensor for 49 £.. highest bid atm
Though also a limited CCD sensor, but for the right buyer its a steal at these relative low sums.
Architecture Full Frame CCD (Square Pixels)
Total Number of Pixels 8304 (H) × 6220 (V) = 51.6 Mp
Number of Effective Pixels 8208 (H) × 6164 (V) = 50.5 Mp
Number of Active Pixels 8176 (H) × 6132 (V) = 50.1 Mp
Pixel Size 6.0 m (H) × 6.0 m (V)
Active Image Size 49.1 mm (H) × 36.8 mm (V)
61.3 mm (Diagonal),
645 1.1x Optical Format
Aspect Ratio 4:3
Horizontal Outputs 4
Saturation Signal 40.3 ke−
Output Sensitivity 31 V/e−
Quantum Efficiency
KAF−50100−CAA
KAF−50100−AAA
KAF−50100−ABA (with Lens)
22%, 22%, 16% (Peak R, G, B)
25%
62%
Read Noise (f = 18 MHz) 12.5 e−
Dark Signal (T = 60°C) 42 pA/cm2
Dark Current Doubling Temperature 5.7°C
Dynamic Range (f = 18 MHz) 70.2 dB
Estimated Linear Dynamic Range
(f = 18 MHz)
69.3 dB
Charge Transfer Efficiency
Horizontal
Vertical
0.999995
0.999999
Blooming Protection
(4 ms Exposure Time)
800X Saturation Exposure
Maximum Date Rate 18 MHz
Package Ceramic PGA
Cover Glass MAR Coated, 2 Sides or
Clear Glass
Features
• TRUESENSE Transparent Gate Electrode
for High Sensitivity
• Ultra-High Resolution
• Board Dynamic Range
• Low Noise Architecture
• Large Active Imaging Area
Applications
• Digitization
• Mapping/Aerial
• Photography
• Scientific
Thx for the tear down Mike, always a joy
Reply
@martinalooksatthings
1 day ago
15:49 that is some great bodging on of caps, they really didn't want to respin that PCB huh
8
Reply
@RhythmGamer
1 day ago
Was depressed today and then a new mike video dropped and now I’m genuinely happy to get my tear down fix
1
Reply
@dine9093
1 day ago (edited)
Did you transfrom into Mr Blobby for a moment there?
2
Reply
@NickNorton
1 day ago
Thanks Mike. Your videos are always interesting.
5
Reply
@KeritechElectronics
1 day ago
Heavy optics indeed... Spare no expense, cost no object. Splendid build quality. The CCD is a thing of beauty!
1
Reply
@YSoreil
1 day ago
The pricing on that sensor is about right, I looked in to these many years ago when they were still in production since it's the only large sensor you could actually buy. Really cool to see one in the wild.
2
Reply
@snik2pl
1 day ago
That leds look like from led projector
Reply
@vincei4252
1 day ago
TDI = Time Domain Integration ?
1
Reply
@wolpumba4099
1 day ago (edited)
Maybe the camera should not be illuminated during readout.
From the datasheet of the sensor (Onsemi): saturation 40300 electrons, read noise 12.5 electrons per pixel @ 18MHz (quite bad). quantum efficiency 62% (if it has micro lenses), frame rate 1 Hz. lateral overflow drain to prevent blooming protects against 800x (factor increases linearly with exposure time) saturation exposure (32e6 electrons per pixel at 4ms exposure time), microlens has +/- 20 degree acceptance angle
i guess it would be good for astrophotography
4
Reply
@txm100
1 day ago (edited)
Babe wake up a new mikeselectricstuff has dropped!
9
Reply
@vincei4252
1 day ago
That looks like a finger-lakes filter wheel, however, for astronomy they'd never use such a large stepper.
1
Reply
@MRooodddvvv
1 day ago
yaaaaay ! more overcomplicated optical stuff !
4
Reply
1 reply
@NoPegs
1 day ago
He lives!
11
Reply
1 reply
Transcript
0:00
so I've stripped all the bits of the
0:01
optical system so basically we've got
0:03
the uh the camera
0:05
itself which is mounted on this uh very
0:09
complex
0:10
adjustment thing which obviously to set
0:13
you the various tilt and uh alignment
0:15
stuff then there's two of these massive
0:18
lenses I've taken one of these apart I
0:20
think there's something like about eight
0:22
or nine Optical elements in here these
0:25
don't seem to do a great deal in terms
0:26
of electr magnification they're obiously
0:28
just about getting the image to where it
0:29
uh where it needs to be just so that
0:33
goes like that then this Optical block I
0:36
originally thought this was made of some
0:37
s crazy heavy material but it's just
0:39
really the sum of all these Optical bits
0:41
are just ridiculously heavy those lenses
0:43
are about 4 kilos each and then there's
0:45
this very heavy very solid um piece that
0:47
goes in the middle and this is so this
0:49
is the filter wheel assembly with a
0:51
hilariously oversized steper
0:53
motor driving this wheel with these very
0:57
large narrow band filters so we've got
1:00
various different shades of uh
1:03
filters there five Al together that
1:06
one's actually just showing up a silver
1:07
that's actually a a red but fairly low
1:10
transmission orangey red blue green
1:15
there's an excess cover on this side so
1:16
the filters can be accessed and changed
1:19
without taking anything else apart even
1:21
this is like ridiculous it's like solid
1:23
aluminium this is just basically a cover
1:25
the actual wavelengths of these are um
1:27
488 525 570 630 and 700 NM not sure what
1:32
the suffix on that perhaps that's the uh
1:34
the width of the spectral line say these
1:37
are very narrow band filters most of
1:39
them are you very little light through
1:41
so it's still very tight narrow band to
1:43
match the um fluoresence of the dies
1:45
they're using in the biochemical process
1:48
and obviously to reject the light that's
1:49
being fired at it from that Illuminator
1:51
box and then there's a there's a second
1:53
one of these lenses then the actual sort
1:55
of samples below that so uh very serious
1:58
amount of very uh chunky heavy Optics
2:01
okay let's take a look at this light
2:02
source made by company Lumen Dynamics
2:04
who are now part of
2:06
excelitas self-contained unit power
2:08
connector USB and this which one of the
2:11
Cable Bundle said was a TTL interface
2:14
USB wasn't used in uh the fluid
2:17
application output here and I think this
2:19
is an input for um light feedback I
2:21
don't if it's regulated or just a measur
2:23
measurement facility and the uh fiber
2:27
assembly
2:29
Square Inlet there and then there's two
2:32
outputs which have uh lens assemblies
2:35
and this small one which goes back into
2:37
that small Port just Loops out of here
2:40
straight back in So on this side we've
2:42
got the electronics which look pretty
2:44
straightforward we've got a bit of power
2:45
supply stuff over here and we've got
2:48
separate drivers for each wavelength now
2:50
interesting this is clearly been very
2:52
specifically made for this application
2:54
you I was half expecting like say some
2:56
generic drivers that could be used for a
2:58
number of different things but actually
3:00
literally specified the exact wavelength
3:02
on the PCB there is provision here for
3:04
385 NM which isn't populated but this is
3:07
clearly been designed very specifically
3:09
so these four drivers look the same but
3:10
then there's two higher power ones for
3:12
575 and
3:14
520 a slightly bigger heat sink on this
3:16
575 section there a p 24 which is
3:20
providing USB interface USB isolator the
3:23
USB interface just presents as a comport
3:26
I did have a quick look but I didn't
3:27
actually get anything sensible um I did
3:29
dump the Pi code out and there's a few
3:31
you a few sort of commands that you
3:32
could see in text but I didn't actually
3:34
manage to get it working properly I
3:36
found some software for related version
3:38
but it didn't seem to want to talk to it
3:39
but um I say that wasn't used for the
3:41
original application it might be quite
3:42
interesting to get try and get the Run
3:44
hours count out of it and the TTL
3:46
interface looks fairly straightforward
3:48
we've got positions for six opto
3:50
isolators but only five five are
3:52
installed so that corresponds with the
3:54
unused thing so I think this hopefully
3:56
should be as simple as just providing a
3:57
ttrl signal for each color to uh enable
4:00
it a big heat sink here which is there I
4:03
think there's like a big S of metal
4:04
plate through the middle of this that
4:05
all the leads are mounted on the other
4:07
side so this is heat sinking it with a
4:09
air flow from a uh just a fan in here
4:13
obviously don't have the air flow
4:14
anywhere near the Optics so conduction
4:17
cool through to this plate that's then
4:18
uh air cooled got some pots which are
4:21
presumably power
4:22
adjustments okay let's take a look at
4:24
the other side which is uh much more
4:27
interesting see we've got some uh very
4:31
uh neatly Twisted cable assemblies there
4:35
a bunch of leads so we've got one here
4:37
475 up here 430 NM 630 575 and 520
4:44
filters and dcro mirrors a quick way to
4:48
see what's white is if we just shine
4:49
some white light through
4:51
here not sure how it is is to see on the
4:54
camera but shining white light we do
4:55
actually get a bit of red a bit of blue
4:57
some yellow here so the obstacle path
5:00
575 it goes sort of here bounces off
5:03
this mirror and goes out the 520 goes
5:07
sort of down here across here and up
5:09
there 630 goes basically straight
5:13
through
5:15
430 goes across there down there along
5:17
there and the 475 goes down here and
5:20
left this is the light sensing thing
5:22
think here there's just a um I think
5:24
there a photo diode or other sensor
5:26
haven't actually taken that off and
5:28
everything's fixed down to this chunk of
5:31
aluminium which acts as the heat
5:32
spreader that then conducts the heat to
5:33
the back side for the heat
5:35
sink and the actual lead packages all
5:38
look fairly similar except for this one
5:41
on the 575 which looks quite a bit more
5:44
substantial big spay
5:46
Terminals and the interface for this
5:48
turned out to be extremely simple it's
5:50
literally a 5V TTL level to enable each
5:54
color doesn't seem to be any tensity
5:56
control but there are some additional
5:58
pins on that connector that weren't used
5:59
in the through time thing so maybe
6:01
there's some extra lines that control
6:02
that I couldn't find any data on this uh
6:05
unit and the um their current product
6:07
range is quite significantly different
6:09
so we've got the uh blue these
6:13
might may well be saturating the camera
6:16
so they might look a bit weird so that's
6:17
the 430
6:18
blue the 575
6:24
yellow uh
6:26
475 light blue
6:29
the uh 520
6:31
green and the uh 630 red now one
6:36
interesting thing I noticed for the
6:39
575 it's actually it's actually using a
6:42
white lead and then filtering it rather
6:44
than using all the other ones are using
6:46
leads which are the fundamental colors
6:47
but uh this is actually doing white and
6:50
it's a combination of this filter and
6:52
the dichroic mirrors that are turning to
6:55
Yellow if we take the filter out and a
6:57
lot of the a lot of the um blue content
7:00
is going this way the red is going
7:02
straight through these two mirrors so
7:05
this is clearly not reflecting much of
7:08
that so we end up with the yellow coming
7:10
out of uh out of there which is a fairly
7:14
light yellow color which you don't
7:16
really see from high intensity leads so
7:19
that's clearly why they've used the
7:20
white to uh do this power consumption of
7:23
the white is pretty high so going up to
7:25
about 2 and 1 half amps on that color
7:27
whereas most of the other colors are
7:28
only drawing half an amp or so at 24
7:30
volts the uh the green is up to about
7:32
1.2 but say this thing is uh much
7:35
brighter and if you actually run all the
7:38
colors at the same time you get a fairly
7:41
reasonable um looking white coming out
7:43
of it and one thing you might just be
7:45
out to notice is there is some sort
7:46
color banding around here that's not
7:49
getting uh everything s completely
7:51
concentric and I think that's where this
7:53
fiber optic thing comes
7:58
in I'll
8:00
get a couple of Fairly accurately shaped
8:04
very sort of uniform color and looking
8:06
at What's um inside here we've basically
8:09
just got this Square Rod so this is
8:12
clearly yeah the lights just bouncing
8:13
off all the all the various sides to um
8:16
get a nice uniform illumination uh this
8:19
back bit looks like it's all potted so
8:21
nothing I really do to get in there I
8:24
think this is fiber so I have come
8:26
across um cables like this which are
8:27
liquid fill but just looking through the
8:30
end of this it's probably a bit hard to
8:31
see it does look like there fiber ends
8:34
going going on there and so there's this
8:36
feedback thing which is just obviously
8:39
compensating for the any light losses
8:41
through here to get an accurate
8:43
representation of uh the light that's
8:45
been launched out of these two
8:47
fibers and you see uh
8:49
these have got this sort of trapezium
8:54
shape light guides again it's like a
8:56
sort of acrylic or glass light guide
9:00
guess projected just to make the right
9:03
rectangular
9:04
shape and look at this Center assembly
9:07
um the light output doesn't uh change
9:10
whether you feed this in or not so it's
9:11
clear not doing any internal Clos Loop
9:14
control obviously there may well be some
9:16
facility for it to do that but it's not
9:17
being used in this
9:19
application and so this output just
9:21
produces a voltage on the uh outle
9:24
connector proportional to the amount of
9:26
light that's present so there's a little
9:28
diffuser in the back there
9:30
and then there's just some kind of uh
9:33
Optical sensor looks like a
9:35
chip looking at the lead it's a very
9:37
small package on the PCB with this lens
9:40
assembly over the top and these look
9:43
like they're actually on a copper
9:44
Metalized PCB for maximum thermal
9:47
performance and yeah it's a very small
9:49
package looks like it's a ceramic
9:51
package and there's a thermister there
9:53
for temperature monitoring this is the
9:56
475 blue one this is the 520 need to
9:59
Green which is uh rather different OB
10:02
it's a much bigger D with lots of bond
10:04
wise but also this looks like it's using
10:05
a phosphor if I shine a blue light at it
10:08
lights up green so this is actually a
10:10
phosphor conversion green lead which
10:12
I've I've come across before they want
10:15
that specific wavelength so they may be
10:17
easier to tune a phosphor than tune the
10:20
um semiconductor material to get the uh
10:23
right right wavelength from the lead
10:24
directly uh red 630 similar size to the
10:28
blue one or does seem to have a uh a
10:31
lens on top of it there is a sort of red
10:33
coloring to
10:35
the die but that doesn't appear to be
10:38
fluorescent as far as I can
10:39
tell and the white one again a little
10:41
bit different sort of much higher
10:43
current
10:46
connectors a makeer name on that
10:48
connector flot light not sure if that's
10:52
the connector or the lead
10:54
itself and obviously with the phosphor
10:56
and I'd imagine that phosphor may well
10:58
be tuned to get the maximum to the uh 5
11:01
cenm and actually this white one looks
11:04
like a St fairly standard product I just
11:06
found it in Mouse made by luminous
11:09
devices in fact actually I think all
11:11
these are based on various luminous
11:13
devices modules and they're you take
11:17
looks like they taking the nearest
11:18
wavelength and then just using these
11:19
filters to clean it up to get a precise
11:22
uh spectral line out of it so quite a
11:25
nice neat and um extreme
11:30
bright light source uh sure I've got any
11:33
particular use for it so I think this
11:35
might end up on
11:36
eBay but uh very pretty to look out and
11:40
without the uh risk of burning your eyes
11:43
out like you do with lasers so I thought
11:45
it would be interesting to try and
11:46
figure out the runtime of this things
11:48
like this we usually keep some sort
11:49
record of runtime cuz leads degrade over
11:51
time I couldn't get any software to work
11:52
through the USB face but then had a
11:54
thought probably going to be writing the
11:55
runtime periodically to the e s prom so
11:58
I just just scope up that and noticed it
12:00
was doing right every 5 minutes so I
12:02
just ran it for a while periodically
12:04
reading the E squ I just held the pick
12:05
in in reset and um put clip over to read
12:07
the square prom and found it was writing
12:10
one location per color every 5 minutes
12:12
so if one color was on it would write
12:14
that location every 5 minutes and just
12:16
increment it by one so after doing a few
12:18
tests with different colors of different
12:19
time periods it looked extremely
12:21
straightforward it's like a four bite
12:22
count for each color looking at the
12:24
original data that was in it all the
12:26
colors apart from Green were reading
12:28
zero and the green was reading four
12:30
indicating a total 20 minutes run time
12:32
ever if it was turned on run for a short
12:34
time then turned off that might not have
12:36
been counted but even so indicates this
12:37
thing wasn't used a great deal the whole
12:40
s process of doing a run can be several
12:42
hours but it'll only be doing probably
12:43
the Imaging at the end of that so you
12:46
wouldn't expect to be running for a long
12:47
time but say a single color for 20
12:50
minutes over its whole lifetime does
12:52
seem a little bit on the low side okay
12:55
let's look at the camera un fortunately
12:57
I managed to not record any sound when I
12:58
did this it's also a couple of months
13:00
ago so there's going to be a few details
13:02
that I've forgotten so I'm just going to
13:04
dub this over the original footage so um
13:07
take the lid off see this massive great
13:10
heat sink so this is a pel cool camera
13:12
we've got this blower fan producing a
13:14
fair amount of air flow through
13:16
it the connector here there's the ccds
13:19
mounted on the board on the
13:24
right this unplugs so we've got a bit of
13:27
power supply stuff on here
13:29
USB interface I think that's the Cyprus
13:32
microcontroller High speeded USB
13:34
interface there's a zyink spon fpga some
13:40
RAM and there's a couple of ATD
13:42
converters can't quite read what those
13:45
those are but anal
13:47
devices um little bit of bodgery around
13:51
here extra decoupling obviously they
13:53
have having some noise issues this is
13:55
around the ram chip quite a lot of extra
13:57
capacitors been added there
13:59
uh there's a couple of amplifiers prior
14:01
to the HD converter buffers or Andor
14:05
amplifiers taking the CCD
14:08
signal um bit more power spy stuff here
14:11
this is probably all to do with
14:12
generating the various CCD bias voltages
14:14
they uh need quite a lot of exotic
14:18
voltages next board down is just a
14:20
shield and an interconnect
14:24
boardly shielding the power supply stuff
14:26
from some the more sensitive an log
14:28
stuff
14:31
and this is the bottom board which is
14:32
just all power supply
14:34
stuff as you can see tons of capacitors
14:37
or Transformer in
14:42
there and this is the CCD which is a uh
14:47
very impressive thing this is a kf50 100
14:50
originally by true sense then codec
14:53
there ON
14:54
Semiconductor it's 50 megapixels uh the
14:58
only price I could find was this one
15:00
5,000 bucks and the architecture you can
15:03
see there actually two separate halves
15:04
which explains the Dual AZ converters
15:06
and two amplifiers it's literally split
15:08
down the middle and duplicated so it's
15:10
outputting two streams in parallel just
15:13
to keep the bandwidth sensible and it's
15:15
got this amazing um diffraction effects
15:18
it's got micro lenses over the pixel so
15:20
there's there's a bit more Optics going
15:22
on than on a normal
15:25
sensor few more bodges on the CCD board
15:28
including this wire which isn't really
15:29
tacked down very well which is a bit uh
15:32
bit of a mess quite a few bits around
15:34
this board where they've uh tacked
15:36
various bits on which is not super
15:38
impressive looks like CCD drivers on the
15:40
left with those 3 ohm um damping
15:43
resistors on the
15:47
output get a few more little bodges
15:50
around here some of
15:52
the and there's this separator the
15:54
silica gel to keep the moisture down but
15:56
there's this separator that actually
15:58
appears to be cut from piece of
15:59
antistatic
16:04
bag and this sort of thermal block on
16:06
top of this stack of three pel Cola
16:12
modules so as with any Stacks they get
16:16
um larger as they go back towards the
16:18
heat sink because each P's got to not
16:20
only take the heat from the previous but
16:21
also the waste heat which is quite
16:27
significant you see a little temperature
16:29
sensor here that copper block which
16:32
makes contact with the back of the
16:37
CCD and this's the back of the
16:40
pelas this then contacts the heat sink
16:44
on the uh rear there a few thermal pads
16:46
as well for some of the other power
16:47
components on this
16:51
PCB okay I've connected this uh camera
16:54
up I found some drivers on the disc that
16:56
seem to work under Windows 7 couldn't
16:58
get to install under Windows 11 though
17:01
um in the absence of any sort of lens or
17:03
being bothered to the proper amount I've
17:04
just put some f over it and put a little
17:06
pin in there to make a pinhole lens and
17:08
software gives a few options I'm not
17:11
entirely sure what all these are there's
17:12
obviously a clock frequency 22 MHz low
17:15
gain and with PFG no idea what that is
17:19
something something game programmable
17:20
Something game perhaps ver exposure
17:23
types I think focus is just like a
17:25
continuous grab until you tell it to
17:27
stop not entirely sure all these options
17:30
are obviously exposure time uh triggers
17:33
there ex external hardware trigger inut
17:35
you just trigger using a um thing on
17:37
screen so the resolution is 8176 by
17:40
6132 and you can actually bin those
17:42
where you combine multiple pixels to get
17:46
increased gain at the expense of lower
17:48
resolution down this is a 10sec exposure
17:51
obviously of the pin hole it's very uh
17:53
intensitive so we just stand still now
17:56
downloading it there's the uh exposure
17:59
so when it's
18:01
um there's a little status thing down
18:03
here so that tells you the um exposure
18:07
[Applause]
18:09
time it's this is just it
18:15
downloading um it is quite I'm seeing
18:18
quite a lot like smearing I think that I
18:20
don't know whether that's just due to
18:21
pixels overloading or something else I
18:24
mean yeah it's not it's not um out of
18:26
the question that there's something not
18:27
totally right about this camera
18:28
certainly was bodge wise on there um I
18:31
don't I'd imagine a camera like this
18:32
it's got a fairly narrow range of
18:34
intensities that it's happy with I'm not
18:36
going to spend a great deal of time on
18:38
this if you're interested in this camera
18:40
maybe for astronomy or something and
18:42
happy to sort of take the risk of it may
18:44
not be uh perfect I'll um I think I'll
18:47
stick this on eBay along with the
18:48
Illuminator I'll put a link down in the
18:50
description to the listing take your
18:52
chances to grab a bargain so for example
18:54
here we see this vertical streaking so
18:56
I'm not sure how normal that is this is
18:58
on fairly bright scene looking out the
19:02
window if I cut the exposure time down
19:04
on that it's now 1 second
19:07
exposure again most of the image
19:09
disappears again this is looks like it's
19:11
possibly over still overloading here go
19:14
that go down to say say quarter a
19:16
second so again I think there might be
19:19
some Auto gain control going on here um
19:21
this is with the PFG option let's try
19:23
turning that off and see what
19:25
happens so I'm not sure this is actually
19:27
more streaking or which just it's
19:29
cranked up the gain all the dis display
19:31
gray scale to show what um you know the
19:33
range of things that it's captured
19:36
there's one of one of 12 things in the
19:38
software there's um you can see of you
19:40
can't seem to read out the temperature
19:42
of the pelta cooler but you can set the
19:44
temperature and if you said it's a
19:46
different temperature you see the power
19:48
consumption jump up running the cooler
19:50
to get the temperature you requested but
19:52
I can't see anything anywhere that tells
19:54
you whether the cool is at the at the
19:56
temperature other than the power
19:57
consumption going down and there's no
19:59
temperature read out
20:03
here and just some yeah this is just
20:05
sort of very basic software I'm sure
20:07
there's like an API for more
20:09
sophisticated
20:10
applications but so if you know anything
20:12
more about these cameras please um stick
20:14
in the
20:15
comments um incidentally when I was
20:18
editing I didn't notice there was a bent
20:19
pin on the um CCD but I did fix that
20:22
before doing these tests and also
20:24
reactivated the um silica gel desicant
20:26
cuz I noticed it was uh I was getting
20:28
bit of condensation on the window but um
20:31
yeah so a couple of uh interesting but
20:34
maybe not particularly uh useful pieces
20:37
of Kit except for someone that's got a
20:38
very specific use so um I'll stick a
20:42
I'll stick these on eBay put a link in
20:44
the description and say hopefully
20:45
someone could actually make some uh good
20:47
use of these things
Example Output:
**Abstract:**
This video presents Part 2 of a teardown focusing on the optical components of a Fluidigm Polaris biotechnology instrument, specifically the multi-wavelength illuminator and the high-resolution CCD camera.
The Lumen Dynamics illuminator unit is examined in detail, revealing its construction using multiple high-power LEDs (430nm, 475nm, 520nm, 575nm, 630nm) combined via dichroic mirrors and filters. A square fiber optic rod is used to homogenize the light. A notable finding is the use of a phosphor-converted white LED filtered to achieve the 575nm output. The unit features simple TTL activation for each color, conduction cooling, and internal homogenization optics. Analysis of its EEPROM suggests extremely low operational runtime.
The camera module teardown showcases a 50 Megapixel ON Semiconductor KAF-50100 CCD sensor with micro-lenses, cooled by a multi-stage Peltier stack. The control electronics include an FPGA and a USB interface. Significant post-manufacturing modifications ("bodges") are observed on the camera's circuit boards. Basic functional testing using vendor software and a pinhole lens confirms image capture but reveals prominent vertical streaking artifacts, the cause of which remains uncertain (potential overload, readout artifact, or fault).
**Exploring the Fluidigm Polaris: A Detailed Look at its High-End Optics and Camera System**
* **0:00 High-End Optics:** The system utilizes heavy, high-quality lenses and mirrors for precise imaging, weighing around 4 kilos each.
* **0:49 Narrow Band Filters:** A filter wheel with five narrow band filters (488, 525, 570, 630, and 700 nm) ensures accurate fluorescence detection and rejection of excitation light.
* **2:01 Customizable Illumination:** The Lumen Dynamics light source offers five individually controllable LED wavelengths (430, 475, 520, 575, 630 nm) with varying power outputs. The 575nm yellow LED is uniquely achieved using a white LED with filtering.
* **3:45 TTL Control:** The light source is controlled via a simple TTL interface, enabling easy on/off switching for each LED color.
* **12:55 Sophisticated Camera:** The system includes a 50-megapixel Kodak KAI-50100 CCD camera with a Peltier cooling system for reduced noise.
* **14:54 High-Speed Data Transfer:** The camera features dual analog-to-digital converters to manage the high data throughput of the 50-megapixel sensor, which is effectively two 25-megapixel sensors operating in parallel.
* **18:11 Possible Issues:** The video creator noted some potential issues with the camera, including image smearing.
* **18:11 Limited Dynamic Range:** The camera's sensor has a limited dynamic range, making it potentially challenging to capture scenes with a wide range of brightness levels.
* **11:45 Low Runtime:** Internal data suggests the system has seen minimal usage, with only 20 minutes of recorded runtime for the green LED.
* **20:38 Availability on eBay:** Both the illuminator and camera are expected to be listed for sale on eBay.
Here is the real transcript. Please summarize it:
00:00:00 I'm glad that you're here and hopefully when we're
00:00:04 to predict test questions I'm going to explain
00:00:11 before I start the next five workshops starting
00:00:16 students are good students except when they take
00:00:24 you're able to come to all five or as many as you
00:00:30 of how to prepare for tests right how to take
00:00:35 a test to think again all those things so those
00:00:41 what we're gonna talk about today primarily but
00:00:48 a question and this is kind of a strange question
00:00:52 were taking a college class especially a difficult
00:00:58 two or three days before the real test and gave
00:01:05 would that be a helpful thing yeah I assume so is
00:01:13 is kind of like the next best thing in a way
00:01:19 you can actually read and study your textbooks
00:01:26 to get you inside the mind of the teacher that's
00:01:32 the teacher but to try to anticipate or predict
00:01:38 if you can learn to do that you'll know the answer
00:01:44 of time and that's to your advantage and so that's
00:01:48 ideas or techniques the one we're gonna start with
00:01:54 on is this first one here and before I teach
00:02:00 sort of show you how it works I want to tell you
00:02:05 my two daughters was very little about three four
00:02:13 something and when you have the world champion
00:02:19 best in the whole world except that what she was
00:02:25 if you've ever been around small children at a
00:02:32 asking questions and it drives you crazy if you
00:02:40 for a child to have they're so hungry to learn
00:02:45 of the main ways that children learn is by asking
00:02:50 she would see someone crossing the street and she
00:02:57 wearing that it questions all the time she could
00:03:03 I'm a very patient person but everybody has their
00:03:10 asked questions she had asked me about 20 or 30
00:03:17 at home and I asked her something very politely I
00:03:26 I have something I have to do so could you do me a
00:03:33 toys I bought you and then you can come back later
00:03:39 polite way of saying it right well instead of
00:03:45 you think she said yes she said why and I thought
00:03:52 we want and that's what this is designed to do
00:04:01 most children are like sponges and they just are
00:04:07 adults bad things happen to at least most people
00:04:15 were little I use this as an example can I borrow
00:04:21 book I know so I want to use this okay when was
00:04:26 it up to read it and before you even opened it you
00:04:32 today okay nobody does they feel bits people
00:04:39 I hope this isn't too boring or too hard I got
00:04:45 punishment to sit and read the book for a lot of
00:04:50 to where you're so excited that you wake up in
00:04:55 be pretty good if I could do that but if I can
00:04:59 and that's what I'm going for okay so first one
00:05:06 of chapter headings is this gonna work in every
00:05:12 on the subject if you have an English book that
00:05:19 this doesn't apply but if you're in a regular
00:05:23 lot of factual information that's presented it's
00:05:29 should work really well you just have to practice
00:05:34 show you the first thing that I want to draw is
00:05:40 a handout that shows this in a second but I just
00:05:44 works first normally when somebody uses this
00:05:50 of notebook paper and they draw a line right
00:05:55 because you don't need usually a whole piece of
00:06:00 can do another one down here so it saves a little
00:06:05 up writing some information on the sides and then
00:06:12 the format so I want to show you what this looks
00:06:17 in a couple of minutes and I want you to see if
00:06:23 about asking questions I'm gonna ask you a few
00:06:41 first word you see at the very top of this page
00:06:46 passive inactive or there's one other word it
00:06:54 textbooks are very lazy and it doesn't look like
00:07:00 book open and you were leaning over it looks like
00:07:04 what's going on and this is again supposed to
00:07:09 lines here you see this little form which is what
00:07:17 so you would write the name of the textbook the
00:07:22 print heading that you see on that page okay
00:07:28 the left side those six words you see there that
00:07:34 of a learner that's kind of what they're called
00:07:39 them out and then again you're gonna do the same
00:07:45 of prepare it okay then here's a quick question
00:07:50 when they open up their textbook and start reading
00:08:03 it's to learn and master and memorize and under
00:08:12 up and they think how long is this gonna take can
00:08:18 goal is to finish that's not a very good goal
00:08:22 this is giving you a new goal that's way better
00:08:28 me ask this too when you're reading a textbook
00:08:34 got a heading here and you got a heading over
00:08:39 get to here and you're gonna start something new
00:08:44 heading yeah they keep reading why it's because
00:08:53 just read read read read that's the way most
00:08:59 not do that so here's the way you do it you read
00:09:05 get to a brand new heading instead of reading you
00:09:10 this is supposed to take so it's quick and what
00:09:16 in is you're supposed to brainstorm by looking
00:09:23 coming up with questions that start with who what
00:09:29 you actually read that okay and so to show you
00:09:35 over to the back side of the paper and you'll see
00:09:40 least this first part this is from an accounting
00:09:47 print heading at the top that said preparing a
00:09:55 that you know teaching us a student that rather
00:10:01 about it this person did what I just described
00:10:05 every question they could think of that might
00:10:10 so they started with who and they thought okay
00:10:15 to prepare a worksheet and then they thought
00:10:21 they couldn't think of any other who questions
00:10:26 you don't have to go in order you just kind of
00:10:31 what you write down now are you gonna find the
00:10:36 section yeah hardly ever right because you don't
00:10:42 just sort of thinking out loud and writing down
00:10:47 two or three minutes you're ready to read okay
00:10:53 come up with I have no idea but people who have
00:10:59 they've come up with three or four questions in
00:11:05 a little drizzle not very much other people have
00:11:12 as fast as you could write the more you do this
00:11:19 working that way in this little example that we're
00:11:23 and there's nothing special about that number it's
00:11:28 do this then you start reading the section so
00:11:35 this we said before that the goal of most people
00:11:41 start reading what's your goal now that's a lot
00:11:46 and so there one of the things I always like to
00:11:52 that there are three benefits to doing this method
00:12:00 and then closing the book and if you know what
00:12:05 them the first one has to do with what I just
00:12:10 it helps you to concentrate better and anything
00:12:22 your reading is a really good thing to do because
00:12:27 you concentrate better well most people again are
00:12:33 sort of learn what they can but their mind tends
00:12:38 go through it when you do it this way you have
00:12:45 reading you're gonna find the answer to one
00:12:51 there and then later on oh that's that one and so
00:12:55 for when you read that makes even the most boring
00:13:00 you have a point when you read and so it helps you
00:13:06 question for you about this as you're reading
00:13:12 answer to this question right there in the book
00:13:17 it yeah there are a lot of things you could do
00:13:27 it's because it's related to this next benefit
00:13:31 there it is right there you turn the page over
00:13:36 notebook paper and right on the other side you
00:13:41 the answer to this one you write it here so all
00:13:46 paper okay and the reason that that's important
00:13:52 while you're reading if it doesn't do this
00:13:58 to do this it provides you with a good study tool
00:14:09 section of the book these few pages and you go
00:14:22 one I didn't get that one and I got that one
00:14:29 these ten questions you come up with an answer to
00:14:35 but you didn't know that at the time or they were
00:14:41 so you just cross them out well now you have six
00:14:46 you going to study this to get ready for your
00:14:54 gonna test yourself like flashcards you don't have
00:15:02 form so you're looking at the question and you're
00:15:07 true about all of these things plus some other
00:15:12 the best thing you could ever do while studying
00:15:17 you that way you find out the worst time ever
00:15:24 well as you thought is when you're sitting there
00:15:28 oh boy I thought I knew that too that's a bad
00:15:33 the test when you're testing yourself at home and
00:15:39 you have time to fix it before you go take the
00:15:43 even if your questions on your real tests are not
00:15:50 they may be multiple choice or true false it
00:15:55 here okay and so that's the second benefit and
00:16:01 payoff and that is that it helps you on the test
00:16:12 so I want to ask you this I've had this happen to
00:16:21 this I want to see if you can figure this out if
00:16:26 through your chapter and come up with questions
00:16:31 teacher hands you the test and you start reading
00:16:37 you're gonna see every once in a while when you
00:16:42 of yours and it's a weird feeling to be taking
00:16:50 wrote that it's odd okay but when you recognize
00:16:56 that good news yeah I hope unless you didn't
00:17:02 know the answer it's on the back of your little
00:17:07 has 50 questions on it and you recognize only ten
00:17:14 more than everybody else in the room who just read
00:17:20 would remember it and so it gives you an advantage
00:17:25 see questions on the test every once in a while
00:17:31 first thought they always tell me they have about
00:17:36 like they're cheating like they got to see the
00:17:40 fast because it's not cheating and they just
00:17:46 studied and you've also done this it gives you
00:17:52 in questions and answers when you study instead of
00:17:57 remember it now one last thing specifically about
00:18:03 when I teach it and say yeah I bet that would
00:18:09 you want to call it that is time they're saying
00:18:18 alone sit there and write out all these questions
00:18:23 if you do this you know it would take hours every
00:18:28 time for you to do this than it does to read
00:18:34 find when they finish reading a chapter and they
00:18:41 yeah not much so what do they have to do often
00:18:46 three times well if you do it this way normally
00:18:51 then go back and study it this way and so doing
00:18:59 it but it saves time later and it's not that you
00:19:05 with every heading in every chapter but the more
00:19:10 teacher does and coming up with those questions
00:19:14 this is that as I mentioned a few minutes ago most
00:19:20 it's a little bit slow and they're brainstorming
00:19:29 it their brain starts going faster and faster
00:19:34 questions they almost can't write them down fast
00:19:40 brain to think this way and my favorite little
00:19:44 next one is this I had a student a few years ago
00:19:50 this he said you know when you taught that thing
00:19:59 said I kind of liked that idea because I was
00:20:05 something and close the book and I had no idea
00:20:09 really helped and it helped me to concentrate I
00:20:15 hear that that's really encouraging I say that's
00:20:20 things about it he said this believe it or not
00:20:26 that's not good I don't want to do that I said how
00:20:32 made me laugh even though no if he was saying
00:20:38 this that now when I'm walking down the street
00:20:46 the headline in the newspaper he said something
00:20:55 be yeah he asks questions like a little child like
00:21:03 says Senate passes bill and in the past he would
00:21:10 now as he's walking away what's the bill who wrote
00:21:15 he can't turn it off and I told him if that's the
00:21:22 us should be a lot more like that so again this is
00:21:29 child again thinking and being all curious and so
00:21:36 even teenagers and so this is a way to do it okay
00:21:42 we we kind of skip through little parts of this
00:21:48 later and it'll kind of I guess review a little
00:21:53 which is we're gonna spend most of the rest of
00:21:58 quizzes and a lot of times when I bring up this
00:22:06 just teach us how to do that because that's what
00:22:12 questions who what where when why how but this is
00:22:17 headings this has to do with all the stuff in
00:22:23 under that so what I want to do is I want to give
00:22:30 and I'm going to use this to sort of illustrate
00:22:36 textbooks differently than the way that you might
00:22:42 thinking more and coming up with some good study
00:22:51 this is from a textbook in what subject okay what
00:23:06 so yeah so related to this has anybody here ever
00:23:22 I picked this because most people look at this
00:23:27 that means we're all starting sort of from scratch
00:23:32 about the next 10 or 15 minutes and I know this is
00:23:37 you are no longer a student so congratulations
00:23:44 anymore you're a teacher and not only are you a
00:23:51 big jump for almost everybody in here okay if you
00:23:57 that you assigned to your students and you want to
00:24:06 have to do is what teachers do every day which is
00:24:13 questions create a test if you can learn to do
00:24:19 big advantage to you when you study so that's what
00:24:23 page you see a table or a chart with four planets
00:24:31 few years ago to kind of fly by those and take
00:24:37 Jupiter's outer layers you have all these facts
00:24:44 you about this is that in my experience working
00:24:51 for a student to learn how to make for themselves
00:24:56 you can make up a multiple-choice question you can
00:25:07 bit longer and so I want to show you these even if
00:25:13 not fill in or true/false again it doesn't matter
00:25:19 you a couple of examples of this and ask you to
00:25:24 very first sentence on the page right under
00:25:29 you and then I want to ask you something okay
00:25:33 provided by pioneers 10 and 11 in December 1973
00:25:41 one sentence okay put your teacher hat on for a
00:25:50 statement where one word is taken out and a blank
00:25:58 would have to do which is pretty simple is look
00:26:04 this what word is very important in that sentence
00:26:11 possibilities but what's an important word in
00:26:16 what else yeah that could be dates could be etc
00:26:30 fill-in-the-blank statement about this one example
00:26:36 the first close-up look at blank and then you're
00:26:45 look at Jupiter was provided by blank 10 and 11
00:26:52 fill-in question you don't have to think of a
00:26:59 what's there and write it again and leave a word
00:27:04 as easy as it gets okay I want to show you one
00:27:09 and then I'm gonna put you to work on something
00:27:13 paragraph over on this side I want you to look
00:27:18 three words you can kind of ignore where it says
00:27:25 about that but look at the rest of that sentence
00:27:29 I've read it and that is what word are you gonna
00:27:36 this says the chemical composition of Jupiter is
00:27:42 and helium now I see all kinds of tests question
00:27:50 that you could take out that would be important
00:27:55 related to that what else the percentage
00:28:08 just take that out you could also take out Sun
00:28:13 in this blank statement here's what one would
00:28:20 is very similar to that of the blank and that's
00:28:27 composition of Jupiter is about blank percent
00:28:33 etc again all these possibilities so usually once
00:28:42 becomes very simple because you know how to do
00:28:47 comes to true/false here's the other question
00:28:51 as a little test question out of something in a
00:28:59 to be the easiest thing ever yeah find a fact
00:29:04 sentence over here you could say the chemical
00:29:11 of the Sun true or false and you're done so
00:29:16 the most fun one how do you make one of those
00:29:23 you get in trouble in life when you lie but
00:29:30 something so I want to see how good a liar you
00:29:34 been looking at and what would you change or lie
00:29:40 yeah one of the things a lot of people come up
00:29:48 not very similar to that of the Sun so it's just
00:29:53 else besides that yeah the number and listen to
00:29:59 here for a second listen to how true this sounds
00:30:03 hydrogen and helium you look at that and say okay
00:30:10 okay what else could you change right so you could
00:30:17 98 percent hydrogen and oxygen something like that
00:30:22 all of these once you again just practice them
00:30:28 most pages of most textbooks that have lots of
00:30:33 all over the place that might end up being on the
00:30:38 the whole point is you're trying to predict or
00:30:43 just a couple of minutes is to put you to work on
00:30:49 this okay and we've only looked at two sentences
00:30:57 test and you can relax totally because you're not
00:31:04 relaxed you'll ever be in your life taking a test
00:31:09 of these because we haven't read the page yet but
00:31:14 gonna give you about three or four minutes and all
00:31:19 to this and see how many of the answers to these
00:31:27 think anyone will be able to find all of them
00:31:31 would be good and the reason I want you to do this
00:31:36 kind of see how the questions were created that's
00:31:41 and 2 multiple-choice 15 questions from one page
00:31:49 because I if we had a 30 page chapter that'd be
00:31:54 to again just take this and start looking around
00:32:02 again whether you got a lot of answers or just
00:32:08 something like this you wouldn't do it the way we
00:32:15 type them up or write them out and then after
00:32:20 yourself and maybe even make copies of it and test
00:32:25 wanted you again when you ever you find an answer
00:32:30 again how you learn how to make these I'm gonna
00:32:34 never gonna need to know this ever in your life
00:32:40 want to see how you did on this the first one is
00:32:45 is Earth four is six number five is the spelling
00:32:57 is detail seven you all should have known that one
00:33:05 that Sun all right and then number eight is Saturn
00:33:11 one you should know from that's helium and then
00:33:21 that line yeah it's true it actually says that
00:33:28 what what did it say on the page yeah it says that
00:33:36 right and then how about number three anybody get
00:33:43 there on the page Jupiter's atmosphere does not
00:33:50 then under the multiple choice number one is D
00:33:56 of how many you got that was just to show you
00:34:04 so to follow up on this and for the last little
00:34:11 a couple minutes about studying thank you with a
00:34:16 sheet or did it get to everybody yeah we're good
00:34:22 I'll I'll let these teachers know how many of
00:34:29 person or a small group okay a few of you how
00:34:36 know what some people have said really helpful
00:34:44 they got together at somebody's house the snacks
00:34:53 whole house they spent half the time complaining
00:34:58 this was great and then as they walked away they
00:35:02 times it works I'm gonna give you one idea it's
00:35:07 in the past about how you can study with one other
00:35:12 let's say that your teacher today in your class
00:35:18 coming up two three four weeks down the line
00:35:24 your book along with the lectures that they do one
00:35:32 this way would be this for example let's say that
00:35:37 each other right after class on the day that this
00:35:43 take chapter eight you take nine and you take ten
00:35:49 a date to get together to study maybe a day or
00:35:55 have these three chapters right and they're a sign
00:36:02 so my job between that day and the time we meet is
00:36:08 and do one other thing with it what would that be
00:36:15 create a quiz type it up make like 10 copies
00:36:24 top and write in all the answers whether they're
00:36:30 what are they supposed to do same exact thing
00:36:35 is our deal and then when we come together for our
00:36:40 pull out copies of our little quiz that we made
00:36:47 I have to take mine and then they do the same so
00:36:54 handing out the test and then we sit there quietly
00:36:59 the little quizzes when we're done we hand them
00:37:05 their answer key and turn back into the teacher
00:37:11 back all of that's very simple to do okay once
00:37:16 our time together okay instead of just sort of
00:37:25 do or whatever which people say all the time we're
00:37:30 one and so I say this okay question number one
00:37:35 I say correct we all got it right so what do we do
00:37:46 clear on it so go to number two how about though
00:37:54 misses it and the other two get it right then
00:37:58 we discuss it one of the best ways you could ever
00:38:03 so let's say the two of us got this first one
00:38:09 later on she's gonna be the only one to miss one
00:38:16 will have their turn and we get to sort of teach
00:38:20 and we've gone through all of these then the
00:38:26 copies and people say why would you make ten
00:38:31 so that you can give each person two or three
00:38:35 again take again and so by doing this instead of
00:38:41 the whole chapters you get to split up the
00:38:47 questions and the two of them did two then all
00:38:54 keep practicing before we walked in to take the
00:39:00 show up on the real test which again would be an
00:39:04 before I go in to our study session together how
00:39:11 of it and some people say all of it they got
00:39:19 one of the three chapters and then everybody else
00:39:24 an F on any test you ever take the reason that
00:39:29 gonna take a test that they give me and the whole
00:39:34 is tomorrow or it's the next day I've studied
00:39:40 find out and that is take the test so if I don't
00:39:48 of hers and I don't even read his it's a waste
00:39:53 get like a dress rehearsal before the real test
00:40:00 reading but you only have to make a quiz out of
00:40:04 gave you how many questions were on there again it
00:40:11 looking through a chapter and trying to come up
00:40:19 time and usually all you have to do is find bold
00:40:24 you can come up with 50 questions from a chapter
00:40:29 maybe 15 or 20 and then once you end up with that
00:40:35 yourself kind of good all the way around okay
00:40:39 with a group or partner but it's worked well for
00:40:43 while they're doing that but at least they get
00:40:47 right we're done so I will contact your teachers
00:40:53 gonna talk about how to spend the last few days
identifier: 3806
model: gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000
host: 77.234.86.250
https://www.youtube.com/watch?v=dhLX7jw6MtQ&list=PLGpClaI8mTmopP6d4-EYBuWDnwg_IHZUC&index=13include_comments: None
include_timestamps: 1
include_glossary: None
output_language: en
cost: 0.0063974
*Abstract:* This workshop addresses common challenges students face with test-taking and offers practical strategies to improve performance. The speaker identifies three primary problems: cramming, a lack of understanding about the test format, and difficulty with the subject matter or reluctance to seek help. Solutions presented include adopting a "finish reading three days before the test" rule to allow for review and rest, actively inquiring about test specifics (number of questions, time allotted, source of content) to tailor study methods, and combating the "forgetting curve" through immediate review and breaking down large study lists. The session also emphasizes the importance of utilizing available resources like tutoring and forming study groups, encouraging students to overcome pride and proactively manage their learning to achieve better grades. *Summarizing Test Preparation Strategies* * *0:00 Introduction to Test Preparation:* The workshop aims to help students overcome common test preparation issues, moving beyond simply "not studying enough." * *2:48 Problem 1: Cramming:* Many students delay studying until the night before a test, which is ineffective for large amounts of material. * *3:36 Strategy 1: Finish Reading Three Days Before Test:* The goal is to complete all assigned reading and note-taking three days prior to the exam, allowing for dedicated review. * *6:35 Importance of Review and Rest:* The two days before the test should be used for review and getting adequate sleep. A well-rested, energized brain performs optimally. * *9:28 Strategy 2: Set Up a Good Review Schedule:* Create a schedule that allocates study time proportionally to the perceived difficulty of each subject (e.g., more time for math if it's harder). * *16:53 Incorporate Study Breaks:* Short, regular breaks (e.g., 5-10 minutes every 50 minutes) are essential for the brain to process information and prevent burnout. * *18:01 Problem 2: Lack of Test Knowledge:* Students often don't know what to expect on a test, hindering effective preparation. * *18:49 Strategy 3: Ask Teachers About Test Format:* Inquire about the number of questions, the time limit, and where the questions primarily come from (textbook vs. lecture notes). * *21:10 Tailor Study Based on Question Density:* If there are few questions over many pages, focus on big concepts. If many questions over few pages, focus on details. * *26:00 Adapt to Test Pace (Sprint vs. Jog):* For fast-paced tests (many questions, little time per question), practice rapid recall. For slower tests, deeper thought is possible. * *27:40 Use Flashcards for Fast Recall:* Flashcards are an excellent tool for training quick recall of facts and definitions, especially useful for "sprint" tests. * *28:46 Balance Study Time for Content Sources:* If a test draws 50% from the textbook and 50% from lectures, study both equally, even if one takes more time. * *32:32 Problem 3: Forgetting Curve & Lack of Support:* Students rapidly forget information unless it's reinforced, and some are too proud to seek help. * *33:57 The Forgetting Curve:* Studies show people forget about 50% of new information within half an hour of learning it, and 60% within a day. * *35:50 Strategy 4: Immediate Review:* Reviewing material for 5-10 minutes immediately after reading a chapter or leaving a lecture significantly improves retention. * *39:08 Strategy 5: Rewrite Long Lists into Manageable Chunks:* Break overwhelming study guides (e.g., 183 terms) into smaller lists (e.g., 7 terms per list) to make learning less daunting and more effective. * *41:34 Strategy 6: Utilize Tutoring Services:* Overcome pride and seek help from tutors, which is often free at colleges and can significantly improve understanding and grades. * *43:52 Strategy 7: Form Study Groups:* Collaborating with peers allows for shared knowledge, mutual support, and a collective approach to understanding difficult material. I used gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000 on rocketrecap dot com to summarize the transcript. Cost (if I didn't use the free tier): $0.0064 Input tokens: 21206 Output tokens: 919
Abstract:
This workshop addresses common challenges students face with test-taking and offers practical strategies to improve performance. The speaker identifies three primary problems: cramming, a lack of understanding about the test format, and difficulty with the subject matter or reluctance to seek help. Solutions presented include adopting a "finish reading three days before the test" rule to allow for review and rest, actively inquiring about test specifics (number of questions, time allotted, source of content) to tailor study methods, and combating the "forgetting curve" through immediate review and breaking down large study lists. The session also emphasizes the importance of utilizing available resources like tutoring and forming study groups, encouraging students to overcome pride and proactively manage their learning to achieve better grades.
Summarizing Test Preparation Strategies
Below, I will provide input for an example video (comprising of title, description, and transcript, in this order) and the corresponding abstract and summary I expect. Afterward, I will provide a new transcript that I want you to summarize in the same format.
**Please give an abstract of the transcript and then summarize the transcript in a self-contained bullet list format.** Include starting timestamps, important details and key takeaways.
Example Input:
Fluidigm Polaris Part 2- illuminator and camera
mikeselectricstuff
131K subscribers
Subscribed
369
Share
Download
Clip
Save
5,857 views Aug 26, 2024
Fluidigm Polaris part 1 : • Fluidigm Polaris (Part 1) - Biotech g...
Ebay listings: https://www.ebay.co.uk/usr/mikeselect...
Merch https://mikeselectricstuff.creator-sp...
Transcript
Follow along using the transcript.
Show transcript
mikeselectricstuff
131K subscribers
Videos
About
Support on Patreon
40 Comments
@robertwatsonbath
6 hours ago
Thanks Mike. Ooof! - with the level of bodgery going on around 15:48 I think shame would have made me do a board re spin, out of my own pocket if I had to.
1
Reply
@Muonium1
9 hours ago
The green LED looks different from the others and uses phosphor conversion because of the "green gap" problem where green InGaN emitters suffer efficiency droop at high currents. Phosphide based emitters don't start becoming efficient until around 600nm so also can't be used for high power green emitters. See the paper and plot by Matthias Auf der Maur in his 2015 paper on alloy fluctuations in InGaN as the cause of reduced external quantum efficiency at longer (green) wavelengths.
4
Reply
1 reply
@tafsirnahian669
10 hours ago (edited)
Can this be used as an astrophotography camera?
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
6 hours ago
Yes, but may need a shutter to avoid light during readout
Reply
@2010craggy
11 hours ago
Narrowband filters we use in Astronomy (Astrophotography) are sided- they work best passing light in one direction so I guess the arrows on the filter frames indicate which way round to install them in the filter wheel.
1
Reply
@vitukz
12 hours ago
A mate with Channel @extractions&ire could use it
2
Reply
@RobertGallop
19 hours ago
That LED module says it can go up to 28 amps!!! 21 amps for 100%. You should see what it does at 20 amps!
Reply
@Prophes0r
19 hours ago
I had an "Oh SHIT!" moment when I realized that the weird trapezoidal shape of that light guide was for keystone correction of the light source.
Very clever.
6
Reply
@OneBiOzZ
20 hours ago
given the cost of the CCD you think they could have run another PCB for it
9
Reply
@tekvax01
21 hours ago
$20 thousand dollars per minute of run time!
1
Reply
@tekvax01
22 hours ago
"We spared no expense!" John Hammond Jurassic Park.
*(that's why this thing costs the same as a 50-seat Greyhound Bus coach!)
Reply
@florianf4257
22 hours ago
The smearing on the image could be due to the fact that you don't use a shutter, so you see brighter stripes under bright areas of the image as you still iluminate these pixels while the sensor data ist shifted out towards the top. I experienced this effect back at university with a LN-Cooled CCD for Spectroscopy. The stripes disapeared as soon as you used the shutter instead of disabling it in the open position (but fokussing at 100ms integration time and continuous readout with a focal plane shutter isn't much fun).
12
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
12 hours ago
I didn't think of that, but makes sense
2
Reply
@douro20
22 hours ago (edited)
The red LED reminds me of one from Roithner Lasertechnik. I have a Symbol 2D scanner which uses two very bright LEDs from that company, one red and one red-orange. The red-orange is behind a lens which focuses it into an extremely narrow beam.
1
Reply
@RicoElectrico
23 hours ago
PFG is Pulse Flush Gate according to the datasheet.
Reply
@dcallan812
23 hours ago
Very interesting. 2x
Reply
@littleboot_
1 day ago
Cool interesting device
Reply
@dav1dbone
1 day ago
I've stripped large projectors, looks similar, wonder if some of those castings are a magnesium alloy?
Reply
@kevywevvy8833
1 day ago
ironic that some of those Phlatlight modules are used in some of the cheapest disco lights.
1
Reply
1 reply
@bill6255
1 day ago
Great vid - gets right into subject in title, its packed with information, wraps up quickly. Should get a YT award! imho
3
Reply
@JAKOB1977
1 day ago (edited)
The whole sensor module incl. a 5 grand 50mpix sensor for 49 £.. highest bid atm
Though also a limited CCD sensor, but for the right buyer its a steal at these relative low sums.
Architecture Full Frame CCD (Square Pixels)
Total Number of Pixels 8304 (H) × 6220 (V) = 51.6 Mp
Number of Effective Pixels 8208 (H) × 6164 (V) = 50.5 Mp
Number of Active Pixels 8176 (H) × 6132 (V) = 50.1 Mp
Pixel Size 6.0 m (H) × 6.0 m (V)
Active Image Size 49.1 mm (H) × 36.8 mm (V)
61.3 mm (Diagonal),
645 1.1x Optical Format
Aspect Ratio 4:3
Horizontal Outputs 4
Saturation Signal 40.3 ke−
Output Sensitivity 31 V/e−
Quantum Efficiency
KAF−50100−CAA
KAF−50100−AAA
KAF−50100−ABA (with Lens)
22%, 22%, 16% (Peak R, G, B)
25%
62%
Read Noise (f = 18 MHz) 12.5 e−
Dark Signal (T = 60°C) 42 pA/cm2
Dark Current Doubling Temperature 5.7°C
Dynamic Range (f = 18 MHz) 70.2 dB
Estimated Linear Dynamic Range
(f = 18 MHz)
69.3 dB
Charge Transfer Efficiency
Horizontal
Vertical
0.999995
0.999999
Blooming Protection
(4 ms Exposure Time)
800X Saturation Exposure
Maximum Date Rate 18 MHz
Package Ceramic PGA
Cover Glass MAR Coated, 2 Sides or
Clear Glass
Features
• TRUESENSE Transparent Gate Electrode
for High Sensitivity
• Ultra-High Resolution
• Board Dynamic Range
• Low Noise Architecture
• Large Active Imaging Area
Applications
• Digitization
• Mapping/Aerial
• Photography
• Scientific
Thx for the tear down Mike, always a joy
Reply
@martinalooksatthings
1 day ago
15:49 that is some great bodging on of caps, they really didn't want to respin that PCB huh
8
Reply
@RhythmGamer
1 day ago
Was depressed today and then a new mike video dropped and now I’m genuinely happy to get my tear down fix
1
Reply
@dine9093
1 day ago (edited)
Did you transfrom into Mr Blobby for a moment there?
2
Reply
@NickNorton
1 day ago
Thanks Mike. Your videos are always interesting.
5
Reply
@KeritechElectronics
1 day ago
Heavy optics indeed... Spare no expense, cost no object. Splendid build quality. The CCD is a thing of beauty!
1
Reply
@YSoreil
1 day ago
The pricing on that sensor is about right, I looked in to these many years ago when they were still in production since it's the only large sensor you could actually buy. Really cool to see one in the wild.
2
Reply
@snik2pl
1 day ago
That leds look like from led projector
Reply
@vincei4252
1 day ago
TDI = Time Domain Integration ?
1
Reply
@wolpumba4099
1 day ago (edited)
Maybe the camera should not be illuminated during readout.
From the datasheet of the sensor (Onsemi): saturation 40300 electrons, read noise 12.5 electrons per pixel @ 18MHz (quite bad). quantum efficiency 62% (if it has micro lenses), frame rate 1 Hz. lateral overflow drain to prevent blooming protects against 800x (factor increases linearly with exposure time) saturation exposure (32e6 electrons per pixel at 4ms exposure time), microlens has +/- 20 degree acceptance angle
i guess it would be good for astrophotography
4
Reply
@txm100
1 day ago (edited)
Babe wake up a new mikeselectricstuff has dropped!
9
Reply
@vincei4252
1 day ago
That looks like a finger-lakes filter wheel, however, for astronomy they'd never use such a large stepper.
1
Reply
@MRooodddvvv
1 day ago
yaaaaay ! more overcomplicated optical stuff !
4
Reply
1 reply
@NoPegs
1 day ago
He lives!
11
Reply
1 reply
Transcript
0:00
so I've stripped all the bits of the
0:01
optical system so basically we've got
0:03
the uh the camera
0:05
itself which is mounted on this uh very
0:09
complex
0:10
adjustment thing which obviously to set
0:13
you the various tilt and uh alignment
0:15
stuff then there's two of these massive
0:18
lenses I've taken one of these apart I
0:20
think there's something like about eight
0:22
or nine Optical elements in here these
0:25
don't seem to do a great deal in terms
0:26
of electr magnification they're obiously
0:28
just about getting the image to where it
0:29
uh where it needs to be just so that
0:33
goes like that then this Optical block I
0:36
originally thought this was made of some
0:37
s crazy heavy material but it's just
0:39
really the sum of all these Optical bits
0:41
are just ridiculously heavy those lenses
0:43
are about 4 kilos each and then there's
0:45
this very heavy very solid um piece that
0:47
goes in the middle and this is so this
0:49
is the filter wheel assembly with a
0:51
hilariously oversized steper
0:53
motor driving this wheel with these very
0:57
large narrow band filters so we've got
1:00
various different shades of uh
1:03
filters there five Al together that
1:06
one's actually just showing up a silver
1:07
that's actually a a red but fairly low
1:10
transmission orangey red blue green
1:15
there's an excess cover on this side so
1:16
the filters can be accessed and changed
1:19
without taking anything else apart even
1:21
this is like ridiculous it's like solid
1:23
aluminium this is just basically a cover
1:25
the actual wavelengths of these are um
1:27
488 525 570 630 and 700 NM not sure what
1:32
the suffix on that perhaps that's the uh
1:34
the width of the spectral line say these
1:37
are very narrow band filters most of
1:39
them are you very little light through
1:41
so it's still very tight narrow band to
1:43
match the um fluoresence of the dies
1:45
they're using in the biochemical process
1:48
and obviously to reject the light that's
1:49
being fired at it from that Illuminator
1:51
box and then there's a there's a second
1:53
one of these lenses then the actual sort
1:55
of samples below that so uh very serious
1:58
amount of very uh chunky heavy Optics
2:01
okay let's take a look at this light
2:02
source made by company Lumen Dynamics
2:04
who are now part of
2:06
excelitas self-contained unit power
2:08
connector USB and this which one of the
2:11
Cable Bundle said was a TTL interface
2:14
USB wasn't used in uh the fluid
2:17
application output here and I think this
2:19
is an input for um light feedback I
2:21
don't if it's regulated or just a measur
2:23
measurement facility and the uh fiber
2:27
assembly
2:29
Square Inlet there and then there's two
2:32
outputs which have uh lens assemblies
2:35
and this small one which goes back into
2:37
that small Port just Loops out of here
2:40
straight back in So on this side we've
2:42
got the electronics which look pretty
2:44
straightforward we've got a bit of power
2:45
supply stuff over here and we've got
2:48
separate drivers for each wavelength now
2:50
interesting this is clearly been very
2:52
specifically made for this application
2:54
you I was half expecting like say some
2:56
generic drivers that could be used for a
2:58
number of different things but actually
3:00
literally specified the exact wavelength
3:02
on the PCB there is provision here for
3:04
385 NM which isn't populated but this is
3:07
clearly been designed very specifically
3:09
so these four drivers look the same but
3:10
then there's two higher power ones for
3:12
575 and
3:14
520 a slightly bigger heat sink on this
3:16
575 section there a p 24 which is
3:20
providing USB interface USB isolator the
3:23
USB interface just presents as a comport
3:26
I did have a quick look but I didn't
3:27
actually get anything sensible um I did
3:29
dump the Pi code out and there's a few
3:31
you a few sort of commands that you
3:32
could see in text but I didn't actually
3:34
manage to get it working properly I
3:36
found some software for related version
3:38
but it didn't seem to want to talk to it
3:39
but um I say that wasn't used for the
3:41
original application it might be quite
3:42
interesting to get try and get the Run
3:44
hours count out of it and the TTL
3:46
interface looks fairly straightforward
3:48
we've got positions for six opto
3:50
isolators but only five five are
3:52
installed so that corresponds with the
3:54
unused thing so I think this hopefully
3:56
should be as simple as just providing a
3:57
ttrl signal for each color to uh enable
4:00
it a big heat sink here which is there I
4:03
think there's like a big S of metal
4:04
plate through the middle of this that
4:05
all the leads are mounted on the other
4:07
side so this is heat sinking it with a
4:09
air flow from a uh just a fan in here
4:13
obviously don't have the air flow
4:14
anywhere near the Optics so conduction
4:17
cool through to this plate that's then
4:18
uh air cooled got some pots which are
4:21
presumably power
4:22
adjustments okay let's take a look at
4:24
the other side which is uh much more
4:27
interesting see we've got some uh very
4:31
uh neatly Twisted cable assemblies there
4:35
a bunch of leads so we've got one here
4:37
475 up here 430 NM 630 575 and 520
4:44
filters and dcro mirrors a quick way to
4:48
see what's white is if we just shine
4:49
some white light through
4:51
here not sure how it is is to see on the
4:54
camera but shining white light we do
4:55
actually get a bit of red a bit of blue
4:57
some yellow here so the obstacle path
5:00
575 it goes sort of here bounces off
5:03
this mirror and goes out the 520 goes
5:07
sort of down here across here and up
5:09
there 630 goes basically straight
5:13
through
5:15
430 goes across there down there along
5:17
there and the 475 goes down here and
5:20
left this is the light sensing thing
5:22
think here there's just a um I think
5:24
there a photo diode or other sensor
5:26
haven't actually taken that off and
5:28
everything's fixed down to this chunk of
5:31
aluminium which acts as the heat
5:32
spreader that then conducts the heat to
5:33
the back side for the heat
5:35
sink and the actual lead packages all
5:38
look fairly similar except for this one
5:41
on the 575 which looks quite a bit more
5:44
substantial big spay
5:46
Terminals and the interface for this
5:48
turned out to be extremely simple it's
5:50
literally a 5V TTL level to enable each
5:54
color doesn't seem to be any tensity
5:56
control but there are some additional
5:58
pins on that connector that weren't used
5:59
in the through time thing so maybe
6:01
there's some extra lines that control
6:02
that I couldn't find any data on this uh
6:05
unit and the um their current product
6:07
range is quite significantly different
6:09
so we've got the uh blue these
6:13
might may well be saturating the camera
6:16
so they might look a bit weird so that's
6:17
the 430
6:18
blue the 575
6:24
yellow uh
6:26
475 light blue
6:29
the uh 520
6:31
green and the uh 630 red now one
6:36
interesting thing I noticed for the
6:39
575 it's actually it's actually using a
6:42
white lead and then filtering it rather
6:44
than using all the other ones are using
6:46
leads which are the fundamental colors
6:47
but uh this is actually doing white and
6:50
it's a combination of this filter and
6:52
the dichroic mirrors that are turning to
6:55
Yellow if we take the filter out and a
6:57
lot of the a lot of the um blue content
7:00
is going this way the red is going
7:02
straight through these two mirrors so
7:05
this is clearly not reflecting much of
7:08
that so we end up with the yellow coming
7:10
out of uh out of there which is a fairly
7:14
light yellow color which you don't
7:16
really see from high intensity leads so
7:19
that's clearly why they've used the
7:20
white to uh do this power consumption of
7:23
the white is pretty high so going up to
7:25
about 2 and 1 half amps on that color
7:27
whereas most of the other colors are
7:28
only drawing half an amp or so at 24
7:30
volts the uh the green is up to about
7:32
1.2 but say this thing is uh much
7:35
brighter and if you actually run all the
7:38
colors at the same time you get a fairly
7:41
reasonable um looking white coming out
7:43
of it and one thing you might just be
7:45
out to notice is there is some sort
7:46
color banding around here that's not
7:49
getting uh everything s completely
7:51
concentric and I think that's where this
7:53
fiber optic thing comes
7:58
in I'll
8:00
get a couple of Fairly accurately shaped
8:04
very sort of uniform color and looking
8:06
at What's um inside here we've basically
8:09
just got this Square Rod so this is
8:12
clearly yeah the lights just bouncing
8:13
off all the all the various sides to um
8:16
get a nice uniform illumination uh this
8:19
back bit looks like it's all potted so
8:21
nothing I really do to get in there I
8:24
think this is fiber so I have come
8:26
across um cables like this which are
8:27
liquid fill but just looking through the
8:30
end of this it's probably a bit hard to
8:31
see it does look like there fiber ends
8:34
going going on there and so there's this
8:36
feedback thing which is just obviously
8:39
compensating for the any light losses
8:41
through here to get an accurate
8:43
representation of uh the light that's
8:45
been launched out of these two
8:47
fibers and you see uh
8:49
these have got this sort of trapezium
8:54
shape light guides again it's like a
8:56
sort of acrylic or glass light guide
9:00
guess projected just to make the right
9:03
rectangular
9:04
shape and look at this Center assembly
9:07
um the light output doesn't uh change
9:10
whether you feed this in or not so it's
9:11
clear not doing any internal Clos Loop
9:14
control obviously there may well be some
9:16
facility for it to do that but it's not
9:17
being used in this
9:19
application and so this output just
9:21
produces a voltage on the uh outle
9:24
connector proportional to the amount of
9:26
light that's present so there's a little
9:28
diffuser in the back there
9:30
and then there's just some kind of uh
9:33
Optical sensor looks like a
9:35
chip looking at the lead it's a very
9:37
small package on the PCB with this lens
9:40
assembly over the top and these look
9:43
like they're actually on a copper
9:44
Metalized PCB for maximum thermal
9:47
performance and yeah it's a very small
9:49
package looks like it's a ceramic
9:51
package and there's a thermister there
9:53
for temperature monitoring this is the
9:56
475 blue one this is the 520 need to
9:59
Green which is uh rather different OB
10:02
it's a much bigger D with lots of bond
10:04
wise but also this looks like it's using
10:05
a phosphor if I shine a blue light at it
10:08
lights up green so this is actually a
10:10
phosphor conversion green lead which
10:12
I've I've come across before they want
10:15
that specific wavelength so they may be
10:17
easier to tune a phosphor than tune the
10:20
um semiconductor material to get the uh
10:23
right right wavelength from the lead
10:24
directly uh red 630 similar size to the
10:28
blue one or does seem to have a uh a
10:31
lens on top of it there is a sort of red
10:33
coloring to
10:35
the die but that doesn't appear to be
10:38
fluorescent as far as I can
10:39
tell and the white one again a little
10:41
bit different sort of much higher
10:43
current
10:46
connectors a makeer name on that
10:48
connector flot light not sure if that's
10:52
the connector or the lead
10:54
itself and obviously with the phosphor
10:56
and I'd imagine that phosphor may well
10:58
be tuned to get the maximum to the uh 5
11:01
cenm and actually this white one looks
11:04
like a St fairly standard product I just
11:06
found it in Mouse made by luminous
11:09
devices in fact actually I think all
11:11
these are based on various luminous
11:13
devices modules and they're you take
11:17
looks like they taking the nearest
11:18
wavelength and then just using these
11:19
filters to clean it up to get a precise
11:22
uh spectral line out of it so quite a
11:25
nice neat and um extreme
11:30
bright light source uh sure I've got any
11:33
particular use for it so I think this
11:35
might end up on
11:36
eBay but uh very pretty to look out and
11:40
without the uh risk of burning your eyes
11:43
out like you do with lasers so I thought
11:45
it would be interesting to try and
11:46
figure out the runtime of this things
11:48
like this we usually keep some sort
11:49
record of runtime cuz leads degrade over
11:51
time I couldn't get any software to work
11:52
through the USB face but then had a
11:54
thought probably going to be writing the
11:55
runtime periodically to the e s prom so
11:58
I just just scope up that and noticed it
12:00
was doing right every 5 minutes so I
12:02
just ran it for a while periodically
12:04
reading the E squ I just held the pick
12:05
in in reset and um put clip over to read
12:07
the square prom and found it was writing
12:10
one location per color every 5 minutes
12:12
so if one color was on it would write
12:14
that location every 5 minutes and just
12:16
increment it by one so after doing a few
12:18
tests with different colors of different
12:19
time periods it looked extremely
12:21
straightforward it's like a four bite
12:22
count for each color looking at the
12:24
original data that was in it all the
12:26
colors apart from Green were reading
12:28
zero and the green was reading four
12:30
indicating a total 20 minutes run time
12:32
ever if it was turned on run for a short
12:34
time then turned off that might not have
12:36
been counted but even so indicates this
12:37
thing wasn't used a great deal the whole
12:40
s process of doing a run can be several
12:42
hours but it'll only be doing probably
12:43
the Imaging at the end of that so you
12:46
wouldn't expect to be running for a long
12:47
time but say a single color for 20
12:50
minutes over its whole lifetime does
12:52
seem a little bit on the low side okay
12:55
let's look at the camera un fortunately
12:57
I managed to not record any sound when I
12:58
did this it's also a couple of months
13:00
ago so there's going to be a few details
13:02
that I've forgotten so I'm just going to
13:04
dub this over the original footage so um
13:07
take the lid off see this massive great
13:10
heat sink so this is a pel cool camera
13:12
we've got this blower fan producing a
13:14
fair amount of air flow through
13:16
it the connector here there's the ccds
13:19
mounted on the board on the
13:24
right this unplugs so we've got a bit of
13:27
power supply stuff on here
13:29
USB interface I think that's the Cyprus
13:32
microcontroller High speeded USB
13:34
interface there's a zyink spon fpga some
13:40
RAM and there's a couple of ATD
13:42
converters can't quite read what those
13:45
those are but anal
13:47
devices um little bit of bodgery around
13:51
here extra decoupling obviously they
13:53
have having some noise issues this is
13:55
around the ram chip quite a lot of extra
13:57
capacitors been added there
13:59
uh there's a couple of amplifiers prior
14:01
to the HD converter buffers or Andor
14:05
amplifiers taking the CCD
14:08
signal um bit more power spy stuff here
14:11
this is probably all to do with
14:12
generating the various CCD bias voltages
14:14
they uh need quite a lot of exotic
14:18
voltages next board down is just a
14:20
shield and an interconnect
14:24
boardly shielding the power supply stuff
14:26
from some the more sensitive an log
14:28
stuff
14:31
and this is the bottom board which is
14:32
just all power supply
14:34
stuff as you can see tons of capacitors
14:37
or Transformer in
14:42
there and this is the CCD which is a uh
14:47
very impressive thing this is a kf50 100
14:50
originally by true sense then codec
14:53
there ON
14:54
Semiconductor it's 50 megapixels uh the
14:58
only price I could find was this one
15:00
5,000 bucks and the architecture you can
15:03
see there actually two separate halves
15:04
which explains the Dual AZ converters
15:06
and two amplifiers it's literally split
15:08
down the middle and duplicated so it's
15:10
outputting two streams in parallel just
15:13
to keep the bandwidth sensible and it's
15:15
got this amazing um diffraction effects
15:18
it's got micro lenses over the pixel so
15:20
there's there's a bit more Optics going
15:22
on than on a normal
15:25
sensor few more bodges on the CCD board
15:28
including this wire which isn't really
15:29
tacked down very well which is a bit uh
15:32
bit of a mess quite a few bits around
15:34
this board where they've uh tacked
15:36
various bits on which is not super
15:38
impressive looks like CCD drivers on the
15:40
left with those 3 ohm um damping
15:43
resistors on the
15:47
output get a few more little bodges
15:50
around here some of
15:52
the and there's this separator the
15:54
silica gel to keep the moisture down but
15:56
there's this separator that actually
15:58
appears to be cut from piece of
15:59
antistatic
16:04
bag and this sort of thermal block on
16:06
top of this stack of three pel Cola
16:12
modules so as with any Stacks they get
16:16
um larger as they go back towards the
16:18
heat sink because each P's got to not
16:20
only take the heat from the previous but
16:21
also the waste heat which is quite
16:27
significant you see a little temperature
16:29
sensor here that copper block which
16:32
makes contact with the back of the
16:37
CCD and this's the back of the
16:40
pelas this then contacts the heat sink
16:44
on the uh rear there a few thermal pads
16:46
as well for some of the other power
16:47
components on this
16:51
PCB okay I've connected this uh camera
16:54
up I found some drivers on the disc that
16:56
seem to work under Windows 7 couldn't
16:58
get to install under Windows 11 though
17:01
um in the absence of any sort of lens or
17:03
being bothered to the proper amount I've
17:04
just put some f over it and put a little
17:06
pin in there to make a pinhole lens and
17:08
software gives a few options I'm not
17:11
entirely sure what all these are there's
17:12
obviously a clock frequency 22 MHz low
17:15
gain and with PFG no idea what that is
17:19
something something game programmable
17:20
Something game perhaps ver exposure
17:23
types I think focus is just like a
17:25
continuous grab until you tell it to
17:27
stop not entirely sure all these options
17:30
are obviously exposure time uh triggers
17:33
there ex external hardware trigger inut
17:35
you just trigger using a um thing on
17:37
screen so the resolution is 8176 by
17:40
6132 and you can actually bin those
17:42
where you combine multiple pixels to get
17:46
increased gain at the expense of lower
17:48
resolution down this is a 10sec exposure
17:51
obviously of the pin hole it's very uh
17:53
intensitive so we just stand still now
17:56
downloading it there's the uh exposure
17:59
so when it's
18:01
um there's a little status thing down
18:03
here so that tells you the um exposure
18:07
[Applause]
18:09
time it's this is just it
18:15
downloading um it is quite I'm seeing
18:18
quite a lot like smearing I think that I
18:20
don't know whether that's just due to
18:21
pixels overloading or something else I
18:24
mean yeah it's not it's not um out of
18:26
the question that there's something not
18:27
totally right about this camera
18:28
certainly was bodge wise on there um I
18:31
don't I'd imagine a camera like this
18:32
it's got a fairly narrow range of
18:34
intensities that it's happy with I'm not
18:36
going to spend a great deal of time on
18:38
this if you're interested in this camera
18:40
maybe for astronomy or something and
18:42
happy to sort of take the risk of it may
18:44
not be uh perfect I'll um I think I'll
18:47
stick this on eBay along with the
18:48
Illuminator I'll put a link down in the
18:50
description to the listing take your
18:52
chances to grab a bargain so for example
18:54
here we see this vertical streaking so
18:56
I'm not sure how normal that is this is
18:58
on fairly bright scene looking out the
19:02
window if I cut the exposure time down
19:04
on that it's now 1 second
19:07
exposure again most of the image
19:09
disappears again this is looks like it's
19:11
possibly over still overloading here go
19:14
that go down to say say quarter a
19:16
second so again I think there might be
19:19
some Auto gain control going on here um
19:21
this is with the PFG option let's try
19:23
turning that off and see what
19:25
happens so I'm not sure this is actually
19:27
more streaking or which just it's
19:29
cranked up the gain all the dis display
19:31
gray scale to show what um you know the
19:33
range of things that it's captured
19:36
there's one of one of 12 things in the
19:38
software there's um you can see of you
19:40
can't seem to read out the temperature
19:42
of the pelta cooler but you can set the
19:44
temperature and if you said it's a
19:46
different temperature you see the power
19:48
consumption jump up running the cooler
19:50
to get the temperature you requested but
19:52
I can't see anything anywhere that tells
19:54
you whether the cool is at the at the
19:56
temperature other than the power
19:57
consumption going down and there's no
19:59
temperature read out
20:03
here and just some yeah this is just
20:05
sort of very basic software I'm sure
20:07
there's like an API for more
20:09
sophisticated
20:10
applications but so if you know anything
20:12
more about these cameras please um stick
20:14
in the
20:15
comments um incidentally when I was
20:18
editing I didn't notice there was a bent
20:19
pin on the um CCD but I did fix that
20:22
before doing these tests and also
20:24
reactivated the um silica gel desicant
20:26
cuz I noticed it was uh I was getting
20:28
bit of condensation on the window but um
20:31
yeah so a couple of uh interesting but
20:34
maybe not particularly uh useful pieces
20:37
of Kit except for someone that's got a
20:38
very specific use so um I'll stick a
20:42
I'll stick these on eBay put a link in
20:44
the description and say hopefully
20:45
someone could actually make some uh good
20:47
use of these things
Example Output:
**Abstract:**
This video presents Part 2 of a teardown focusing on the optical components of a Fluidigm Polaris biotechnology instrument, specifically the multi-wavelength illuminator and the high-resolution CCD camera.
The Lumen Dynamics illuminator unit is examined in detail, revealing its construction using multiple high-power LEDs (430nm, 475nm, 520nm, 575nm, 630nm) combined via dichroic mirrors and filters. A square fiber optic rod is used to homogenize the light. A notable finding is the use of a phosphor-converted white LED filtered to achieve the 575nm output. The unit features simple TTL activation for each color, conduction cooling, and internal homogenization optics. Analysis of its EEPROM suggests extremely low operational runtime.
The camera module teardown showcases a 50 Megapixel ON Semiconductor KAF-50100 CCD sensor with micro-lenses, cooled by a multi-stage Peltier stack. The control electronics include an FPGA and a USB interface. Significant post-manufacturing modifications ("bodges") are observed on the camera's circuit boards. Basic functional testing using vendor software and a pinhole lens confirms image capture but reveals prominent vertical streaking artifacts, the cause of which remains uncertain (potential overload, readout artifact, or fault).
**Exploring the Fluidigm Polaris: A Detailed Look at its High-End Optics and Camera System**
* **0:00 High-End Optics:** The system utilizes heavy, high-quality lenses and mirrors for precise imaging, weighing around 4 kilos each.
* **0:49 Narrow Band Filters:** A filter wheel with five narrow band filters (488, 525, 570, 630, and 700 nm) ensures accurate fluorescence detection and rejection of excitation light.
* **2:01 Customizable Illumination:** The Lumen Dynamics light source offers five individually controllable LED wavelengths (430, 475, 520, 575, 630 nm) with varying power outputs. The 575nm yellow LED is uniquely achieved using a white LED with filtering.
* **3:45 TTL Control:** The light source is controlled via a simple TTL interface, enabling easy on/off switching for each LED color.
* **12:55 Sophisticated Camera:** The system includes a 50-megapixel Kodak KAI-50100 CCD camera with a Peltier cooling system for reduced noise.
* **14:54 High-Speed Data Transfer:** The camera features dual analog-to-digital converters to manage the high data throughput of the 50-megapixel sensor, which is effectively two 25-megapixel sensors operating in parallel.
* **18:11 Possible Issues:** The video creator noted some potential issues with the camera, including image smearing.
* **18:11 Limited Dynamic Range:** The camera's sensor has a limited dynamic range, making it potentially challenging to capture scenes with a wide range of brightness levels.
* **11:45 Low Runtime:** Internal data suggests the system has seen minimal usage, with only 20 minutes of recorded runtime for the green LED.
* **20:38 Availability on eBay:** Both the illuminator and camera are expected to be listed for sale on eBay.
Here is the real transcript. Please summarize it:
00:00:00 workshop is to say this some students are good
00:00:27 tests and then they usually perform lower than
00:00:36 come from here out on the paper very well part of
00:00:43 doesn't prepare well for tests so when they go
00:00:49 to score lower the other reason is because even
00:00:56 takers so when the teacher gives them the test
00:01:02 so the next two workshops will be about the test
00:01:07 going to make one statement to start with and then
00:01:13 to use as an outline today and the one statement
00:01:17 going to say it anyway and that is the number
00:01:23 because they don't study how's that for an easy
00:01:30 haven't even opened their book or they haven't
00:01:37 because they didn't prepare but there are other
00:01:43 all these problems up here people look at this
00:01:47 the solutions they're coming today but there
00:01:52 not to do well on tests in terms of how they
00:01:58 today I'm three of them in particular and then
00:02:03 I'm going to give you now is an outline of
00:02:08 notes to rectly on here if you would like some
00:02:15 like to write on notebook paper either ones okay
00:02:31 problems on the back along with solutions so I
00:02:39 about bad things but I was going to talk about
00:02:43 first problem the one that goes in this little
00:02:48 big problem for a lot of people that they have to
00:02:54 waiting and waiting until the very last night or
00:03:05 have a very small quiz that covers a tiny amount
00:03:13 doing this but if it's a test and it covers a
00:03:19 almost a guarantee of getting a bad grade and so
00:03:25 about how to fix this so that you don't get
00:03:31 bad habit how to break it and those are listed
00:03:36 finish three days before and I want to ask you a
00:03:42 think this means finish what three days before
00:03:48 but it's actually not studying it's something
00:03:55 closer to what I'm going for what we're after for
00:04:03 reading that a teacher has assigned to you to get
00:04:13 you go to bed three days before the test now some
00:04:20 hours before so those are professional Crammers
00:04:27 you this what's today's date we're going to use
00:04:33 date which is the ninth your teacher gives you an
00:04:43 going to have a big test really big test three
00:04:48 day of your test they also tell you that you're
00:04:55 that's four chapters that's a lot of material
00:05:03 you if this is your big problem on what day are
00:05:10 the the test is on 30th and you are a professional
00:05:23 at right now so what win would that person do
00:05:28 yeah yeah it's so we say the 29th is when they
00:05:38 but they are a Crammer so they wait till the last
00:05:45 college textbooks chapters are 20 30 pages maybe
00:05:53 that's a hundred and twenty pages in a textbook
00:05:58 wait till the day before is like eating a whole
00:06:07 body would not like that and so the same thing
00:06:12 is asking you to do this little technique is to
00:06:18 before this test would be the 27th and so the goal
00:06:28 is to finish all the reading that you have to
00:06:35 that you have two more days the 28th and the 29th
00:06:43 the two things that are really helpful you to
00:06:49 so want to see if you can figure those out this is
00:06:56 bit what what is one R what should you do the
00:07:00 kind of easy and I'm going to talk more about that
00:07:06 reread is a good idea that's actually part of the
00:07:13 the other R doesn't have anything to do with this
00:07:17 that will help you do better on the test when
00:07:28 takes everything that you've already learned
00:07:33 organized in your brain so it's ready to come out
00:07:40 do especially when it comes to a big test like
00:07:45 work to do a lot of people do this really well
00:07:53 all so they stay up really late and they get
00:08:01 all night and they're drinking coffee or 5-hour
00:08:07 things trying to stay awake but then when you
00:08:11 the questions and you start searching through
00:08:15 sleep your brain doesn't work very well it's
00:08:21 people do that and then other people are the
00:08:27 professional wrestlers they always get plenty of
00:08:33 that's not so good so if you actually treat both
00:08:41 walk in to take the test here's what happens you
00:08:47 couple days reviewing you've gotten to bed at a
00:08:52 when you walk in to take the test your brain is
00:08:57 energy that's the best combination I know to do
00:09:06 this semester where you have a quiz every week
00:09:10 when you have a test every three weeks four weeks
00:09:17 till the very last minute to do the reading and
00:09:23 it helps a lot it takes a lot of stress away as
00:09:28 number one and then the second one says to set up
00:09:35 exercise with you that is going to hopefully show
00:09:42 set up a good schedule to review so I'm actually
00:09:49 here and I want you to look at this paragraph at
00:09:54 of set it up or explain it for you and then have
00:10:01 this woman Susan is going to have a very difficult
00:10:11 of her classes history psychology and math that
00:10:18 out a review schedule that will enable her to be
00:10:24 she feels that the math test will be the hardest
00:10:30 will be probably not easy but at least the least
00:10:38 to give you a minute or two to look at this is I
00:10:43 page when you first look at them they look the
00:10:48 them very carefully and try to pick the schedule
00:10:54 and when you've decided you can put a little
00:10:59 one or two or three but I don't want you to do it
00:11:03 look at it and just see what you can notice there
00:11:50 I know sometimes it's hard to figure
00:11:56 out but I want to want to see how well you can do
00:12:10 for it you have one in three chance of getting
00:12:18 go ahead and mark something one two or three okay
00:12:29 and go through these one at a time and point
00:12:33 first schedule that's considered not good in fact
00:12:40 this you're out already that's okay is schedule
00:12:46 yeah it's just too much this poor person will kill
00:12:56 total of ten hours of studying during the day and
00:13:02 hours and unless you're the most unusual person
00:13:10 and get a lot done it's just too much so schedule
00:13:17 one that's considered not quite as good for two
00:13:22 you got the right answer even if you were just
00:13:29 to ask you what do you notice in schedule number
00:13:34 two even notice yes oh that's very good that's the
00:13:43 is this person supposed to be doing at one o'clock
00:13:48 don't have a class on schedule three and that's
00:13:55 habits that a student could ever develop which
00:14:00 you only did that one time in all of college you
00:14:08 once start doing it all the time it just becomes
00:14:15 is well I know I should be going to that class but
00:14:22 need to study for that one so they decide which
00:14:27 surprise you or not but I've actually had students
00:14:34 before class when I'm getting ready to take role
00:14:39 me and they say hi I just want to let you know I'm
00:14:44 everything okay you know I'm just concerned do you
00:14:51 here's what they say they say no I'm fine I just
00:14:57 and I don't have it done so I'm going to go during
00:15:02 is always you know you're adults you can come to
00:15:09 to call your parents or anything like that this
00:15:13 tell me that and then they said but it's okay
00:15:18 class and I can just get the notes from them well
00:15:24 people's notes they're scary they may be the only
00:15:31 and so I think you know there's no substitute
00:15:35 yourself so if you do that if you skip one class
00:15:41 do a good job with your time management okay the
00:15:47 paragraph and I don't know if anybody spotted this
00:15:52 quite as good is the hint is up in the paragraph
00:16:01 and look at the study hours okay that's right so
00:16:16 of studying you know six hours of studying in one
00:16:20 so six sounds a lot better than ten but look at
00:16:26 for each subject well that doesn't make sense
00:16:32 thinks math will be a lot harder than the other
00:16:37 there are still six hours of studying but
00:16:41 to one for the easiest one and so it's just a
00:16:47 time now one last thing about this I hope you
00:16:53 look at schedule two which is the best one you
00:16:59 to review or study math from 8:00 to 11:00 in
00:17:06 what it says so does that mean that they're
00:17:10 get up at eleven when they're done yeah the
00:17:17 but what are they supposed to be doing every
00:17:21 five ten fifteen minutes as long as your break
00:17:26 ten minutes and take a 15-minute break that's
00:17:32 your body needs that your brain needs that and
00:17:38 some more then breaks are much better than
00:17:42 study so these are concepts again related to
00:17:48 first problem is trying to avoid cramming and
00:17:55 higher but there's another problem that a lot of
00:18:01 this is the second problem is lack of knowledge
00:18:10 I don't mean lack of knowledge of the subject area
00:18:20 test is going to be like and all of you I think
00:18:26 about an upcoming test they don't give you a study
00:18:33 what it will be like they just say go and figure
00:18:39 they tell you exactly what to study well if you
00:18:44 the page these are three among several that are
00:18:50 ahead of the test as possible I don't mean five
00:18:56 two weeks before because actually knowing the
00:19:00 you study and get you a better grade so I want
00:19:05 the way the next few minutes I'm going to write
00:19:11 look like a math workshop and if you're not a
00:19:15 of follow anyway don't let the numbers scare you
00:19:21 or two weeks before a test and you ask them the
00:19:27 be on the test that we have some students when
00:19:33 me and say what difference does it make if you
00:19:37 study so why would that be important to know so
00:19:42 teacher teacher number one how many questions are
00:19:49 50 questions and we'll just say that they're
00:19:56 you look in your textbook and you find out that
00:20:02 a lot okay the math on this since 50 is half of
00:20:11 that we're looking at right here the teacher
00:20:16 two pages in the book okay that's what that means
00:20:22 to this one let's say that you asked your teacher
00:20:28 you look in your book and that's fifty pages of
00:20:34 two questions for every page okay well again
00:20:41 is twice as much as 50 it's like two to one you
00:20:52 out that the teacher is going to ask you one
00:20:59 think about two pages of a textbook open and you
00:21:05 a teacher could find from all of that they could
00:21:10 they're only going to ask you one how do all
00:21:16 they're going to ask you is something big like
00:21:22 wanted to ask you little questions they would
00:21:28 like this I think usually basically the way that
00:21:35 then you go back and try to make sure you learn
00:21:39 so instead of having one question from two pages
00:21:47 that's four questions instead of one what
00:21:54 the test if there if there are a lot of questions
00:22:02 ideas and big things what are they going to ask
00:22:11 I'm trying to show you about this cramming as
00:22:18 ever when you have a test but which of these two
00:22:23 two why is that it's because when you cram a huge
00:22:32 night before a test what usually sticks there if
00:22:37 out the other and is lost forever all the little
00:22:45 teacher is going to ask you a lot of questions on
00:22:51 should have is they're going to ask me a lot of
00:22:55 before I'm never going to be able to get all
00:23:00 start early and learn a little at a time and that
00:23:05 that's the first question the second one is very
00:23:11 here sort of a little free piece of advice this
00:23:19 okay so that's what that's what that means I
00:23:24 and you're taking a test and you're in the middle
00:23:31 of a sudden somebody gets up and walks up to the
00:23:35 and then about one minute later somebody else
00:23:40 you yeah it usually makes people really nervous
00:23:47 okay but look at that genius who just walked up
00:23:53 and feeling like they have to rush well I want to
00:23:58 the amount of time it takes a student to finish
00:24:04 they do well or not sometimes the first people
00:24:12 first people to finish a test get the worst grades
00:24:18 a test really fast ABC CB ABC and then you hand
00:24:27 and you had got the worst grade in the class
00:24:31 last students and I just wanted to share this
00:24:36 she was in college was a great student and she
00:24:43 her grade point average was like 3.8 or 3.9
00:24:49 me that when she was in college almost every time
00:24:54 three or four students left in the room at the
00:25:00 attitude was the teacher said I have an hour I'm
00:25:07 if other people left she just concentrated and
00:25:13 every minute that she could get so from now on if
00:25:19 the test and you're still working on it instead
00:25:24 but look at them as they walk out the door and
00:25:29 all the time and that's the total opposite of
00:25:36 do with this but that's the sort of extra okay
00:25:40 teacher number one says you have an hour if
00:25:47 many questions there are and there are 30 okay
00:25:54 as much as 30 so that would mean that you have
00:26:00 just assuming this is all multiple choice and
00:26:07 timed it you probably don't know but if you had
00:26:12 as good as it's ever going to get okay because
00:26:18 when you know that this is going to be your
00:26:22 way is fine but how about if you have a teacher a
00:26:28 more second and you have 60 questions to answer
00:26:36 like the opposite of this would be two questions
00:26:42 for each question so on this particular test here
00:26:50 each question yeah probably once how many times
00:26:57 once you can't just sit there and think ah yes I
00:27:04 is like a slow jog this is like sprint have to go
00:27:13 material you have to know it fast and so this
00:27:18 think of a little study tool that you could use
00:27:24 it's a really small thing that some of you have
00:27:31 it's something small and it has two sides to it
00:27:40 flashcards okay flashcards would be good to study
00:27:53 facts to learn but it's especially good for this
00:27:59 mean yeah flash you know like a flashbulb like
00:28:05 who has ever used flash cards to learn vocabulary
00:28:11 the definition on the other and you have a stack
00:28:16 and you test yourself you're kind of slow because
00:28:21 you've gone through them several times pretty
00:28:26 can turn the card so you're training yourself to
00:28:31 no thinking no looking up or whatever but fast and
00:28:37 type of test so that's why that's a really good
00:28:41 and then we'll move a little more quickly through
00:28:46 almost the most important one on here and that's
00:28:53 for a second most of you have been here before
00:29:00 is going to come around now name ID number and
00:29:05 teacher about extra credit so when this gets
00:29:09 going to the back that would be good okay text
00:29:13 all the points on the test come from the textbook
00:29:20 okay that's what that means well here's what
00:29:24 as a teacher I have had students before come to
00:29:30 a student comes and says I'm really kind of
00:29:38 they say well I just got back a test in one of my
00:29:43 D or an F well that's not happy news or anything
00:29:50 you think teachers usually assume if a student
00:29:58 study they didn't even try and sometimes that's
00:30:04 sometimes a person can get a very bad grade and
00:30:11 who gets an A or a B and that doesn't seem right
00:30:19 should get a good result well here's the number
00:30:25 I asked the student so you studied really hard for
00:30:32 or you got an F yep so I asked them the question
00:30:38 the test came from the textbook and how much from
00:30:44 that question what answer you think they give me
00:30:49 well it's too late for that test you know it's
00:30:55 are usually creatures of habit they do things the
00:31:00 a little field trip and go talk to your teacher
00:31:04 got back how much came from each and oftentimes
00:31:11 like this the teacher said that it was about 50/50
00:31:16 lectures and then I asked them the big question
00:31:21 I know it's hard to know for sure but what percent
00:31:27 and what percent did you spend studying the notes
00:31:33 well I probably spent about 90% on the book and
00:31:39 tells me pretty much everything I need to know
00:31:46 hard but the way they studied was not even close
00:31:52 time for example that 3/4 of all the points on the
00:31:59 book or the other way around that should be very
00:32:05 that much time on each one most people have to
00:32:10 because it takes longer to read but I'm talking
00:32:15 those things how do you do it and you want to try
00:32:21 be and if you do that usually your grade will be
00:32:26 more main topic to cover and then a really quick
00:32:32 this I'm going to actually draw something really
00:32:41 have on your paper and my favorite way of saying
00:32:48 never had a student in all the years that I've
00:33:01 have coming up one of their classes the teacher
00:33:05 say that it's always are you kidding how can I
00:33:12 I'm going to give you is something that I think
00:33:19 look at your your paper there it talks about the
00:33:25 going to kind of draw a quick version of it here
00:33:32 might be helpful so I'm actually going to have you
00:33:38 see a dot on your line that's across from the 50
00:33:44 so this one that's across from the 50 you can
00:33:50 then the dot that's across from the 40 you can
00:33:57 that I'll explain the the meaning of this this
00:34:07 to do with a lot of studies with college students
00:34:13 close a book after you've been reading it and you
00:34:19 lecture do you remember a hundred percent of what
00:34:25 it etc that's what this is and then this is the
00:34:32 the book or since you walked out of the class
00:34:37 the average person ends up forgetting half of what
00:34:47 after just a half hour so that's quick forgetting
00:34:54 remember 40% so the other 60% are gone forever
00:35:02 into a week it's still kind of dropping but very
00:35:10 happens in the first hour after you're exposed to
00:35:17 student because this is like a roller coaster drop
00:35:23 like that you want to be able to remember and
00:35:27 can fix this so it doesn't happen now I wish
00:35:34 to remember a hundred percent of what you just
00:35:38 forever that would be good I don't know how to
00:35:45 if I could figure that out but what I have to
00:35:49 to teach you a way that you can actually have
00:35:55 where you remember them a lot longer you hold on
00:36:02 there are two suggestions I have the first one
00:36:07 I probably should have had you right up here in
00:36:13 the brain works without immediate review so if at
00:36:23 you finish reading a textbook if you don't get
00:36:28 minutes and review it you'll always remember more
00:36:34 list you have a couple of other ideas and they
00:36:41 number and rewrite long lists so most of the rest
00:36:46 I said I'll just get to the last part quickly at
00:36:50 you to remember this is the result of a whole
00:36:56 and that is this they tried to figure out when
00:37:01 of definitions or other facts how many different
00:37:07 and remember them for a long time the answer which
00:37:14 this is another reason why cramming doesn't work
00:37:22 you could learn seven things at one sitting at
00:37:28 that's true then there's a problem and that is I
00:37:37 happen in college but some teachers do thing to
00:37:43 study guide a week before the test or two weeks
00:37:49 the study guide looks like it's a list of all the
00:37:55 to know for the test so that all looks good right
00:38:02 on and on and on the back and it's a scary looking
00:38:14 a study guide just like this that she had gotten
00:38:21 it was the front and back and I thought that's
00:38:25 that I could tell all my students forever here's
00:38:31 a hundred and eighty three and the teacher handed
00:38:40 weekend and everybody is just standing there
00:38:44 kidding nobody can learn that much it's scary
00:38:51 guide and you're just thinking oh there's no way
00:38:56 away and drop the class that's not the best choice
00:39:02 of that in there so that I can learn it for the
00:39:08 comes in which is rewrite long lists and so what
00:39:14 long list and you would take a sheet of paper and
00:39:20 terms on there and how many would you write seven
00:39:28 have to be exactly seven but you would actually
00:39:32 you chop up the giant list into a bunch of little
00:39:41 this stack of lists here's the one on top this is
00:39:47 your attitude going to be toward learning this
00:39:54 words College probably is not for you seven you
00:40:04 now just give me ten minutes I can learn it right
00:40:08 that there are other lists underneath yes but
00:40:12 learn these then you review them then you take
00:40:17 review them again turn the page learn the next
00:40:22 you look and you realize I learned pretty much all
00:40:29 you almost feel defeated before you start if you
00:40:36 do that and so your whole attitude gets better
00:40:41 know it requires you to use a little bit of paper
00:40:46 you want to try to save some but this really works
00:40:51 if you look at something and your first thought
00:40:56 to happen you're never going to learn it but if
00:41:00 know there are other ones but I can do that then
00:41:04 at how much you actually learn okay so that's
00:41:09 problem just a couple more minutes for this one
00:41:13 this is a big problem for some people so problem
00:41:19 this is my I guess favorite way to say it and
00:41:25 is sometimes you're in a class that's difficult
00:41:38 people for example with number one where it says
00:41:46 though it could be other things too is tutoring
00:41:53 at this college yeah it's right no it's actually
00:42:02 flight of stairs and then down long haul and all
00:42:08 up to the top of the stairs there's a room right
00:42:13 there that's where tutors are available if you
00:42:18 a class like a private tutor you would go broke
00:42:24 fifty dollars an hour you know who can pay that
00:42:30 you know with all the fees and everything that
00:42:35 one time four times every week all semester you
00:42:43 tutoring center doesn't have tutoring in every
00:42:49 in a situation where you're struggling at the
00:42:54 is going to be a hard class it's good to run
00:42:59 an appointment with a tutor if they have one in
00:43:03 one of the reasons I put pride here is that I've
00:43:08 semester we're about halfway through the semester
00:43:12 it's killing me and I said yeah biology is a hard
00:43:18 some guidance and they say no I haven't and I say
00:43:25 so now you know you can but then here's the other
00:43:31 and so why are you embarrassed well because when
00:43:37 means I can't do it myself and some people say no
00:43:44 and then they get bad grades and they don't sleep
00:43:48 advantage of it okay and then the other one is
00:43:53 want to just mention for about two minutes and
00:43:58 like some of you I didn't really like studying
00:44:03 felt like I could do that better but even though
00:44:09 were probably I don't know five or six times
00:44:14 small group that studied but I actually formed it
00:44:20 about the class and we got together once a week
00:44:27 the reason I did that even though I don't like
00:44:32 figure that everything that I don't understand in
00:44:39 and be able to help me some things they don't
00:44:43 it's like taking all our brains and putting them
00:44:48 formed a study group I know that my grade in the
00:44:54 if I had just sat at home trying to figure it
00:44:59 bit of lack of pride to say I can't really
00:45:05 people just like with tutoring but you might
00:45:08 help that you need because again you want to
00:45:13 at this again I always want to make sure I can
00:45:18 email all your teachers later next week again
00:45:24 going to talk about general ideas and then about
00:45:30 so hope to see you then thanks for coming today
identifier: 3805
model: gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000
host: 77.234.86.250
https://www.youtube.com/watch?v=a-bmMe5MF2w&list=PLGpClaI8mTmopP6d4-EYBuWDnwg_IHZUC&index=12include_comments: None
include_timestamps: 1
include_glossary: None
output_language: en
cost: 0.00725095
*Abstract:*
Scott Bruckner from the 90H department presents practical test-taking strategies for college students, specifically targeting multiple-choice exams. The workshop emphasizes the importance of pre-test planning, including a quick test preview and calculating time per question, to optimize pacing and reduce anxiety. The core methodology, termed the "Not Multiple Choice" or "Two-Handed" method, instructs students to cover answer choices and recall the answer independently before revealing the options. This technique aims to prevent manipulation by distractors and foster genuine recall. Bruckner advocates for a strategic approach of tackling easy questions first, allowing the brain a "mental warm-up" period, and returning to more challenging questions later. This iterative process, likened to a computer's background processing or an "old car" warming up, helps build confidence and often makes previously difficult questions more accessible. The strategies also cover how to approach "all of the above" and "except" questions, and stress the critical importance of accurate scantron bubbling. Ultimately, these methods are designed to help students, especially slower test-takers, maximize their scores by maintaining composure, improving focus, and efficiently navigating the exam under pressure.
*Summarizing Test-Taking Strategies for College Exams*
* *0:00 Introduction to Test-Taking Workshops:* Scott Bruckner of the 90H department introduces upcoming workshops designed to help students improve as learners and test-takers.
* *0:08 Focus on Multiple-Choice Finals:* The workshop specifically addresses strategies for college finals with multiple-choice questions, noting this is the most common test format in higher education.
* *0:21 Strategies for Studied Material:* The presenter emphasizes that these strategies are for students who have already studied, aiming to help them effectively transfer their knowledge onto the test and start strong.
* *0:33 Quick Test Preview:* Before beginning, students should take a few seconds to preview the entire test, noting the number of questions, total time, and different sections or question types (e.g., multiple-choice, true/false, matching).
* *0:50 Calculate Time Per Question:* Divide the total test time by the number of questions (e.g., 60 minutes / 50 questions = 1.2 minutes per question) and note the halfway point for time and questions. This calculation helps students, especially slower test-takers, manage their pace and avoid rushing.
* *1:11 The "Not Multiple Choice" Method:* This core strategy involves using your non-writing hand to cover the answer choices, reading the question, and trying to recall the answer from memory before looking at the options. This method has been shown to improve grades.
* *1:30 Four Possible Outcomes:* When using this method, there are four results:
* *Easy:* The answer comes to mind instantly and is present in the choices.
* *Bad:* The answer comes to mind but is not listed as an option.
* *Challenging:* You know you've seen the information but can't recall the specific answer immediately.
* *Impossible:* You read the question and have no prior knowledge or idea of the answer.
* *2:11 Start with Strengths to Build Confidence:* It's recommended to start with the easiest questions (where the answer pops right into mind) to build confidence and momentum, rather than starting at question one.
* *2:10 Brain as a Computer - Benefits of Skipping:* Skipping challenging questions allows the brain to process information in the background, similar to recalling a forgotten name later. This "mental warm-up" often makes skipped questions seem easier when revisited.
* *2:41 Why Cover Choices (Avoid Distractors):* Covering choices prevents "distractors" (incorrect but plausible answers) from confusing the student. By recalling the answer first, students avoid being misled by tricky options designed to resemble the correct answer.
* *3:30 Handling Special Question Types:*
* For "all of the above" or "both A & B," if your initial recall matches one option, check if other options could also be correct before selecting.
* For "except" questions, read the choices first to identify what is true, then eliminate to find the one that doesn't belong.
* *3:45 Critical Scantron Accuracy:* Emphasizes the importance of carefully aligning question numbers on the test booklet with the scantron sheet, especially when skipping questions, to prevent mis-bubbling.
* *3:48 Overcoming a Slow Start - Personal Anecdote:* The speaker shares an experience where he answered only 1 out of the first 11 questions on a test but ultimately scored 96% by applying these strategies. This illustrates that a slow start is normal and doesn't predict overall failure; the brain sometimes needs time to "kick into gear."
* *4:14 Reduce Anxiety, Maximize Points:* The overarching goal of these strategies is to help students remain relaxed, prevent panic, and systematically work through the test to secure as many points as possible, ensuring easy marks are not lost.
I used gemini-2.5-flash-preview-05-20| input-price: 0.15 output-price: 3.5 max-context-length: 128_000 on rocketrecap dot com to summarize the transcript.
Cost (if I didn't use the free tier): $0.0073
Input tokens: 22813
Output tokens: 1094
Abstract:
Scott Bruckner from the 90H department presents practical test-taking strategies for college students, specifically targeting multiple-choice exams. The workshop emphasizes the importance of pre-test planning, including a quick test preview and calculating time per question, to optimize pacing and reduce anxiety. The core methodology, termed the "Not Multiple Choice" or "Two-Handed" method, instructs students to cover answer choices and recall the answer independently before revealing the options. This technique aims to prevent manipulation by distractors and foster genuine recall. Bruckner advocates for a strategic approach of tackling easy questions first, allowing the brain a "mental warm-up" period, and returning to more challenging questions later. This iterative process, likened to a computer's background processing or an "old car" warming up, helps build confidence and often makes previously difficult questions more accessible. The strategies also cover how to approach "all of the above" and "except" questions, and stress the critical importance of accurate scantron bubbling. Ultimately, these methods are designed to help students, especially slower test-takers, maximize their scores by maintaining composure, improving focus, and efficiently navigating the exam under pressure.
Summarizing Test-Taking Strategies for College Exams
Below, I will provide input for an example video (comprising of title, description, and transcript, in this order) and the corresponding abstract and summary I expect. Afterward, I will provide a new transcript that I want you to summarize in the same format.
**Please give an abstract of the transcript and then summarize the transcript in a self-contained bullet list format.** Include starting timestamps, important details and key takeaways.
Example Input:
Fluidigm Polaris Part 2- illuminator and camera
mikeselectricstuff
131K subscribers
Subscribed
369
Share
Download
Clip
Save
5,857 views Aug 26, 2024
Fluidigm Polaris part 1 : • Fluidigm Polaris (Part 1) - Biotech g...
Ebay listings: https://www.ebay.co.uk/usr/mikeselect...
Merch https://mikeselectricstuff.creator-sp...
Transcript
Follow along using the transcript.
Show transcript
mikeselectricstuff
131K subscribers
Videos
About
Support on Patreon
40 Comments
@robertwatsonbath
6 hours ago
Thanks Mike. Ooof! - with the level of bodgery going on around 15:48 I think shame would have made me do a board re spin, out of my own pocket if I had to.
1
Reply
@Muonium1
9 hours ago
The green LED looks different from the others and uses phosphor conversion because of the "green gap" problem where green InGaN emitters suffer efficiency droop at high currents. Phosphide based emitters don't start becoming efficient until around 600nm so also can't be used for high power green emitters. See the paper and plot by Matthias Auf der Maur in his 2015 paper on alloy fluctuations in InGaN as the cause of reduced external quantum efficiency at longer (green) wavelengths.
4
Reply
1 reply
@tafsirnahian669
10 hours ago (edited)
Can this be used as an astrophotography camera?
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
6 hours ago
Yes, but may need a shutter to avoid light during readout
Reply
@2010craggy
11 hours ago
Narrowband filters we use in Astronomy (Astrophotography) are sided- they work best passing light in one direction so I guess the arrows on the filter frames indicate which way round to install them in the filter wheel.
1
Reply
@vitukz
12 hours ago
A mate with Channel @extractions&ire could use it
2
Reply
@RobertGallop
19 hours ago
That LED module says it can go up to 28 amps!!! 21 amps for 100%. You should see what it does at 20 amps!
Reply
@Prophes0r
19 hours ago
I had an "Oh SHIT!" moment when I realized that the weird trapezoidal shape of that light guide was for keystone correction of the light source.
Very clever.
6
Reply
@OneBiOzZ
20 hours ago
given the cost of the CCD you think they could have run another PCB for it
9
Reply
@tekvax01
21 hours ago
$20 thousand dollars per minute of run time!
1
Reply
@tekvax01
22 hours ago
"We spared no expense!" John Hammond Jurassic Park.
*(that's why this thing costs the same as a 50-seat Greyhound Bus coach!)
Reply
@florianf4257
22 hours ago
The smearing on the image could be due to the fact that you don't use a shutter, so you see brighter stripes under bright areas of the image as you still iluminate these pixels while the sensor data ist shifted out towards the top. I experienced this effect back at university with a LN-Cooled CCD for Spectroscopy. The stripes disapeared as soon as you used the shutter instead of disabling it in the open position (but fokussing at 100ms integration time and continuous readout with a focal plane shutter isn't much fun).
12
Reply
mikeselectricstuff
·
1 reply
@mikeselectricstuff
12 hours ago
I didn't think of that, but makes sense
2
Reply
@douro20
22 hours ago (edited)
The red LED reminds me of one from Roithner Lasertechnik. I have a Symbol 2D scanner which uses two very bright LEDs from that company, one red and one red-orange. The red-orange is behind a lens which focuses it into an extremely narrow beam.
1
Reply
@RicoElectrico
23 hours ago
PFG is Pulse Flush Gate according to the datasheet.
Reply
@dcallan812
23 hours ago
Very interesting. 2x
Reply
@littleboot_
1 day ago
Cool interesting device
Reply
@dav1dbone
1 day ago
I've stripped large projectors, looks similar, wonder if some of those castings are a magnesium alloy?
Reply
@kevywevvy8833
1 day ago
ironic that some of those Phlatlight modules are used in some of the cheapest disco lights.
1
Reply
1 reply
@bill6255
1 day ago
Great vid - gets right into subject in title, its packed with information, wraps up quickly. Should get a YT award! imho
3
Reply
@JAKOB1977
1 day ago (edited)
The whole sensor module incl. a 5 grand 50mpix sensor for 49 £.. highest bid atm
Though also a limited CCD sensor, but for the right buyer its a steal at these relative low sums.
Architecture Full Frame CCD (Square Pixels)
Total Number of Pixels 8304 (H) × 6220 (V) = 51.6 Mp
Number of Effective Pixels 8208 (H) × 6164 (V) = 50.5 Mp
Number of Active Pixels 8176 (H) × 6132 (V) = 50.1 Mp
Pixel Size 6.0 m (H) × 6.0 m (V)
Active Image Size 49.1 mm (H) × 36.8 mm (V)
61.3 mm (Diagonal),
645 1.1x Optical Format
Aspect Ratio 4:3
Horizontal Outputs 4
Saturation Signal 40.3 ke−
Output Sensitivity 31 V/e−
Quantum Efficiency
KAF−50100−CAA
KAF−50100−AAA
KAF−50100−ABA (with Lens)
22%, 22%, 16% (Peak R, G, B)
25%
62%
Read Noise (f = 18 MHz) 12.5 e−
Dark Signal (T = 60°C) 42 pA/cm2
Dark Current Doubling Temperature 5.7°C
Dynamic Range (f = 18 MHz) 70.2 dB
Estimated Linear Dynamic Range
(f = 18 MHz)
69.3 dB
Charge Transfer Efficiency
Horizontal
Vertical
0.999995
0.999999
Blooming Protection
(4 ms Exposure Time)
800X Saturation Exposure
Maximum Date Rate 18 MHz
Package Ceramic PGA
Cover Glass MAR Coated, 2 Sides or
Clear Glass
Features
• TRUESENSE Transparent Gate Electrode
for High Sensitivity
• Ultra-High Resolution
• Board Dynamic Range
• Low Noise Architecture
• Large Active Imaging Area
Applications
• Digitization
• Mapping/Aerial
• Photography
• Scientific
Thx for the tear down Mike, always a joy
Reply
@martinalooksatthings
1 day ago
15:49 that is some great bodging on of caps, they really didn't want to respin that PCB huh
8
Reply
@RhythmGamer
1 day ago
Was depressed today and then a new mike video dropped and now I’m genuinely happy to get my tear down fix
1
Reply
@dine9093
1 day ago (edited)
Did you transfrom into Mr Blobby for a moment there?
2
Reply
@NickNorton
1 day ago
Thanks Mike. Your videos are always interesting.
5
Reply
@KeritechElectronics
1 day ago
Heavy optics indeed... Spare no expense, cost no object. Splendid build quality. The CCD is a thing of beauty!
1
Reply
@YSoreil
1 day ago
The pricing on that sensor is about right, I looked in to these many years ago when they were still in production since it's the only large sensor you could actually buy. Really cool to see one in the wild.
2
Reply
@snik2pl
1 day ago
That leds look like from led projector
Reply
@vincei4252
1 day ago
TDI = Time Domain Integration ?
1
Reply
@wolpumba4099
1 day ago (edited)
Maybe the camera should not be illuminated during readout.
From the datasheet of the sensor (Onsemi): saturation 40300 electrons, read noise 12.5 electrons per pixel @ 18MHz (quite bad). quantum efficiency 62% (if it has micro lenses), frame rate 1 Hz. lateral overflow drain to prevent blooming protects against 800x (factor increases linearly with exposure time) saturation exposure (32e6 electrons per pixel at 4ms exposure time), microlens has +/- 20 degree acceptance angle
i guess it would be good for astrophotography
4
Reply
@txm100
1 day ago (edited)
Babe wake up a new mikeselectricstuff has dropped!
9
Reply
@vincei4252
1 day ago
That looks like a finger-lakes filter wheel, however, for astronomy they'd never use such a large stepper.
1
Reply
@MRooodddvvv
1 day ago
yaaaaay ! more overcomplicated optical stuff !
4
Reply
1 reply
@NoPegs
1 day ago
He lives!
11
Reply
1 reply
Transcript
0:00
so I've stripped all the bits of the
0:01
optical system so basically we've got
0:03
the uh the camera
0:05
itself which is mounted on this uh very
0:09
complex
0:10
adjustment thing which obviously to set
0:13
you the various tilt and uh alignment
0:15
stuff then there's two of these massive
0:18
lenses I've taken one of these apart I
0:20
think there's something like about eight
0:22
or nine Optical elements in here these
0:25
don't seem to do a great deal in terms
0:26
of electr magnification they're obiously
0:28
just about getting the image to where it
0:29
uh where it needs to be just so that
0:33
goes like that then this Optical block I
0:36
originally thought this was made of some
0:37
s crazy heavy material but it's just
0:39
really the sum of all these Optical bits
0:41
are just ridiculously heavy those lenses
0:43
are about 4 kilos each and then there's
0:45
this very heavy very solid um piece that
0:47
goes in the middle and this is so this
0:49
is the filter wheel assembly with a
0:51
hilariously oversized steper
0:53
motor driving this wheel with these very
0:57
large narrow band filters so we've got
1:00
various different shades of uh
1:03
filters there five Al together that
1:06
one's actually just showing up a silver
1:07
that's actually a a red but fairly low
1:10
transmission orangey red blue green
1:15
there's an excess cover on this side so
1:16
the filters can be accessed and changed
1:19
without taking anything else apart even
1:21
this is like ridiculous it's like solid
1:23
aluminium this is just basically a cover
1:25
the actual wavelengths of these are um
1:27
488 525 570 630 and 700 NM not sure what
1:32
the suffix on that perhaps that's the uh
1:34
the width of the spectral line say these
1:37
are very narrow band filters most of
1:39
them are you very little light through
1:41
so it's still very tight narrow band to
1:43
match the um fluoresence of the dies
1:45
they're using in the biochemical process
1:48
and obviously to reject the light that's
1:49
being fired at it from that Illuminator
1:51
box and then there's a there's a second
1:53
one of these lenses then the actual sort
1:55
of samples below that so uh very serious
1:58
amount of very uh chunky heavy Optics
2:01
okay let's take a look at this light
2:02
source made by company Lumen Dynamics
2:04
who are now part of
2:06
excelitas self-contained unit power
2:08
connector USB and this which one of the
2:11
Cable Bundle said was a TTL interface
2:14
USB wasn't used in uh the fluid
2:17
application output here and I think this
2:19
is an input for um light feedback I
2:21
don't if it's regulated or just a measur
2:23
measurement facility and the uh fiber
2:27
assembly
2:29
Square Inlet there and then there's two
2:32
outputs which have uh lens assemblies
2:35
and this small one which goes back into
2:37
that small Port just Loops out of here
2:40
straight back in So on this side we've
2:42
got the electronics which look pretty
2:44
straightforward we've got a bit of power
2:45
supply stuff over here and we've got
2:48
separate drivers for each wavelength now
2:50
interesting this is clearly been very
2:52
specifically made for this application
2:54
you I was half expecting like say some
2:56
generic drivers that could be used for a
2:58
number of different things but actually
3:00
literally specified the exact wavelength
3:02
on the PCB there is provision here for
3:04
385 NM which isn't populated but this is
3:07
clearly been designed very specifically
3:09
so these four drivers look the same but
3:10
then there's two higher power ones for
3:12
575 and
3:14
520 a slightly bigger heat sink on this
3:16
575 section there a p 24 which is
3:20
providing USB interface USB isolator the
3:23
USB interface just presents as a comport
3:26
I did have a quick look but I didn't
3:27
actually get anything sensible um I did
3:29
dump the Pi code out and there's a few
3:31
you a few sort of commands that you
3:32
could see in text but I didn't actually
3:34
manage to get it working properly I
3:36
found some software for related version
3:38
but it didn't seem to want to talk to it
3:39
but um I say that wasn't used for the
3:41
original application it might be quite
3:42
interesting to get try and get the Run
3:44
hours count out of it and the TTL
3:46
interface looks fairly straightforward
3:48
we've got positions for six opto
3:50
isolators but only five five are
3:52
installed so that corresponds with the
3:54
unused thing so I think this hopefully
3:56
should be as simple as just providing a
3:57
ttrl signal for each color to uh enable
4:00
it a big heat sink here which is there I
4:03
think there's like a big S of metal
4:04
plate through the middle of this that
4:05
all the leads are mounted on the other
4:07
side so this is heat sinking it with a
4:09
air flow from a uh just a fan in here
4:13
obviously don't have the air flow
4:14
anywhere near the Optics so conduction
4:17
cool through to this plate that's then
4:18
uh air cooled got some pots which are
4:21
presumably power
4:22
adjustments okay let's take a look at
4:24
the other side which is uh much more
4:27
interesting see we've got some uh very
4:31
uh neatly Twisted cable assemblies there
4:35
a bunch of leads so we've got one here
4:37
475 up here 430 NM 630 575 and 520
4:44
filters and dcro mirrors a quick way to
4:48
see what's white is if we just shine
4:49
some white light through
4:51
here not sure how it is is to see on the
4:54
camera but shining white light we do
4:55
actually get a bit of red a bit of blue
4:57
some yellow here so the obstacle path
5:00
575 it goes sort of here bounces off
5:03
this mirror and goes out the 520 goes
5:07
sort of down here across here and up
5:09
there 630 goes basically straight
5:13
through
5:15
430 goes across there down there along
5:17
there and the 475 goes down here and
5:20
left this is the light sensing thing
5:22
think here there's just a um I think
5:24
there a photo diode or other sensor
5:26
haven't actually taken that off and
5:28
everything's fixed down to this chunk of
5:31
aluminium which acts as the heat
5:32
spreader that then conducts the heat to
5:33
the back side for the heat
5:35
sink and the actual lead packages all
5:38
look fairly similar except for this one
5:41
on the 575 which looks quite a bit more
5:44
substantial big spay
5:46
Terminals and the interface for this
5:48
turned out to be extremely simple it's
5:50
literally a 5V TTL level to enable each
5:54
color doesn't seem to be any tensity
5:56
control but there are some additional
5:58
pins on that connector that weren't used
5:59
in the through time thing so maybe
6:01
there's some extra lines that control
6:02
that I couldn't find any data on this uh
6:05
unit and the um their current product
6:07
range is quite significantly different
6:09
so we've got the uh blue these
6:13
might may well be saturating the camera
6:16
so they might look a bit weird so that's
6:17
the 430
6:18
blue the 575
6:24
yellow uh
6:26
475 light blue
6:29
the uh 520
6:31
green and the uh 630 red now one
6:36
interesting thing I noticed for the
6:39
575 it's actually it's actually using a
6:42
white lead and then filtering it rather
6:44
than using all the other ones are using
6:46
leads which are the fundamental colors
6:47
but uh this is actually doing white and
6:50
it's a combination of this filter and
6:52
the dichroic mirrors that are turning to
6:55
Yellow if we take the filter out and a
6:57
lot of the a lot of the um blue content
7:00
is going this way the red is going
7:02
straight through these two mirrors so
7:05
this is clearly not reflecting much of
7:08
that so we end up with the yellow coming
7:10
out of uh out of there which is a fairly
7:14
light yellow color which you don't
7:16
really see from high intensity leads so
7:19
that's clearly why they've used the
7:20
white to uh do this power consumption of
7:23
the white is pretty high so going up to
7:25
about 2 and 1 half amps on that color
7:27
whereas most of the other colors are
7:28
only drawing half an amp or so at 24
7:30
volts the uh the green is up to about
7:32
1.2 but say this thing is uh much
7:35
brighter and if you actually run all the
7:38
colors at the same time you get a fairly
7:41
reasonable um looking white coming out
7:43
of it and one thing you might just be
7:45
out to notice is there is some sort
7:46
color banding around here that's not
7:49
getting uh everything s completely
7:51
concentric and I think that's where this
7:53
fiber optic thing comes
7:58
in I'll
8:00
get a couple of Fairly accurately shaped
8:04
very sort of uniform color and looking
8:06
at What's um inside here we've basically
8:09
just got this Square Rod so this is
8:12
clearly yeah the lights just bouncing
8:13
off all the all the various sides to um
8:16
get a nice uniform illumination uh this
8:19
back bit looks like it's all potted so
8:21
nothing I really do to get in there I
8:24
think this is fiber so I have come
8:26
across um cables like this which are
8:27
liquid fill but just looking through the
8:30
end of this it's probably a bit hard to
8:31
see it does look like there fiber ends
8:34
going going on there and so there's this
8:36
feedback thing which is just obviously
8:39
compensating for the any light losses
8:41
through here to get an accurate
8:43
representation of uh the light that's
8:45
been launched out of these two
8:47
fibers and you see uh
8:49
these have got this sort of trapezium
8:54
shape light guides again it's like a
8:56
sort of acrylic or glass light guide
9:00
guess projected just to make the right
9:03
rectangular
9:04
shape and look at this Center assembly
9:07
um the light output doesn't uh change
9:10
whether you feed this in or not so it's
9:11
clear not doing any internal Clos Loop
9:14
control obviously there may well be some
9:16
facility for it to do that but it's not
9:17
being used in this
9:19
application and so this output just
9:21
produces a voltage on the uh outle
9:24
connector proportional to the amount of
9:26
light that's present so there's a little
9:28
diffuser in the back there
9:30
and then there's just some kind of uh
9:33
Optical sensor looks like a
9:35
chip looking at the lead it's a very
9:37
small package on the PCB with this lens
9:40
assembly over the top and these look
9:43
like they're actually on a copper
9:44
Metalized PCB for maximum thermal
9:47
performance and yeah it's a very small
9:49
package looks like it's a ceramic
9:51
package and there's a thermister there
9:53
for temperature monitoring this is the
9:56
475 blue one this is the 520 need to
9:59
Green which is uh rather different OB
10:02
it's a much bigger D with lots of bond
10:04
wise but also this looks like it's using
10:05
a phosphor if I shine a blue light at it
10:08
lights up green so this is actually a
10:10
phosphor conversion green lead which
10:12
I've I've come across before they want
10:15
that specific wavelength so they may be
10:17
easier to tune a phosphor than tune the
10:20
um semiconductor material to get the uh
10:23
right right wavelength from the lead
10:24
directly uh red 630 similar size to the
10:28
blue one or does seem to have a uh a
10:31
lens on top of it there is a sort of red
10:33
coloring to
10:35
the die but that doesn't appear to be
10:38
fluorescent as far as I can
10:39
tell and the white one again a little
10:41
bit different sort of much higher
10:43
current
10:46
connectors a makeer name on that
10:48
connector flot light not sure if that's
10:52
the connector or the lead
10:54
itself and obviously with the phosphor
10:56
and I'd imagine that phosphor may well
10:58
be tuned to get the maximum to the uh 5
11:01
cenm and actually this white one looks
11:04
like a St fairly standard product I just
11:06
found it in Mouse made by luminous
11:09
devices in fact actually I think all
11:11
these are based on various luminous
11:13
devices modules and they're you take
11:17
looks like they taking the nearest
11:18
wavelength and then just using these
11:19
filters to clean it up to get a precise
11:22
uh spectral line out of it so quite a
11:25
nice neat and um extreme
11:30
bright light source uh sure I've got any
11:33
particular use for it so I think this
11:35
might end up on
11:36
eBay but uh very pretty to look out and
11:40
without the uh risk of burning your eyes
11:43
out like you do with lasers so I thought
11:45
it would be interesting to try and
11:46
figure out the runtime of this things
11:48
like this we usually keep some sort
11:49
record of runtime cuz leads degrade over
11:51
time I couldn't get any software to work
11:52
through the USB face but then had a
11:54
thought probably going to be writing the
11:55
runtime periodically to the e s prom so
11:58
I just just scope up that and noticed it
12:00
was doing right every 5 minutes so I
12:02
just ran it for a while periodically
12:04
reading the E squ I just held the pick
12:05
in in reset and um put clip over to read
12:07
the square prom and found it was writing
12:10
one location per color every 5 minutes
12:12
so if one color was on it would write
12:14
that location every 5 minutes and just
12:16
increment it by one so after doing a few
12:18
tests with different colors of different
12:19
time periods it looked extremely
12:21
straightforward it's like a four bite
12:22
count for each color looking at the
12:24
original data that was in it all the
12:26
colors apart from Green were reading
12:28
zero and the green was reading four
12:30
indicating a total 20 minutes run time
12:32
ever if it was turned on run for a short
12:34
time then turned off that might not have
12:36
been counted but even so indicates this
12:37
thing wasn't used a great deal the whole
12:40
s process of doing a run can be several
12:42
hours but it'll only be doing probably
12:43
the Imaging at the end of that so you
12:46
wouldn't expect to be running for a long
12:47
time but say a single color for 20
12:50
minutes over its whole lifetime does
12:52
seem a little bit on the low side okay
12:55
let's look at the camera un fortunately
12:57
I managed to not record any sound when I
12:58
did this it's also a couple of months
13:00
ago so there's going to be a few details
13:02
that I've forgotten so I'm just going to
13:04
dub this over the original footage so um
13:07
take the lid off see this massive great
13:10
heat sink so this is a pel cool camera
13:12
we've got this blower fan producing a
13:14
fair amount of air flow through
13:16
it the connector here there's the ccds
13:19
mounted on the board on the
13:24
right this unplugs so we've got a bit of
13:27
power supply stuff on here
13:29
USB interface I think that's the Cyprus
13:32
microcontroller High speeded USB
13:34
interface there's a zyink spon fpga some
13:40
RAM and there's a couple of ATD
13:42
converters can't quite read what those
13:45
those are but anal
13:47
devices um little bit of bodgery around
13:51
here extra decoupling obviously they
13:53
have having some noise issues this is
13:55
around the ram chip quite a lot of extra
13:57
capacitors been added there
13:59
uh there's a couple of amplifiers prior
14:01
to the HD converter buffers or Andor
14:05
amplifiers taking the CCD
14:08
signal um bit more power spy stuff here
14:11
this is probably all to do with
14:12
generating the various CCD bias voltages
14:14
they uh need quite a lot of exotic
14:18
voltages next board down is just a
14:20
shield and an interconnect
14:24
boardly shielding the power supply stuff
14:26
from some the more sensitive an log
14:28
stuff
14:31
and this is the bottom board which is
14:32
just all power supply
14:34
stuff as you can see tons of capacitors
14:37
or Transformer in
14:42
there and this is the CCD which is a uh
14:47
very impressive thing this is a kf50 100
14:50
originally by true sense then codec
14:53
there ON
14:54
Semiconductor it's 50 megapixels uh the
14:58
only price I could find was this one
15:00
5,000 bucks and the architecture you can
15:03
see there actually two separate halves
15:04
which explains the Dual AZ converters
15:06
and two amplifiers it's literally split
15:08
down the middle and duplicated so it's
15:10
outputting two streams in parallel just
15:13
to keep the bandwidth sensible and it's
15:15
got this amazing um diffraction effects
15:18
it's got micro lenses over the pixel so
15:20
there's there's a bit more Optics going
15:22
on than on a normal
15:25
sensor few more bodges on the CCD board
15:28
including this wire which isn't really
15:29
tacked down very well which is a bit uh
15:32
bit of a mess quite a few bits around
15:34
this board where they've uh tacked
15:36
various bits on which is not super
15:38
impressive looks like CCD drivers on the
15:40
left with those 3 ohm um damping
15:43
resistors on the
15:47
output get a few more little bodges
15:50
around here some of
15:52
the and there's this separator the
15:54
silica gel to keep the moisture down but
15:56
there's this separator that actually
15:58
appears to be cut from piece of
15:59
antistatic
16:04
bag and this sort of thermal block on
16:06
top of this stack of three pel Cola
16:12
modules so as with any Stacks they get
16:16
um larger as they go back towards the
16:18
heat sink because each P's got to not
16:20
only take the heat from the previous but
16:21
also the waste heat which is quite
16:27
significant you see a little temperature
16:29
sensor here that copper block which
16:32
makes contact with the back of the
16:37
CCD and this's the back of the
16:40
pelas this then contacts the heat sink
16:44
on the uh rear there a few thermal pads
16:46
as well for some of the other power
16:47
components on this
16:51
PCB okay I've connected this uh camera
16:54
up I found some drivers on the disc that
16:56
seem to work under Windows 7 couldn't
16:58
get to install under Windows 11 though
17:01
um in the absence of any sort of lens or
17:03
being bothered to the proper amount I've
17:04
just put some f over it and put a little
17:06
pin in there to make a pinhole lens and
17:08
software gives a few options I'm not
17:11
entirely sure what all these are there's
17:12
obviously a clock frequency 22 MHz low
17:15
gain and with PFG no idea what that is
17:19
something something game programmable
17:20
Something game perhaps ver exposure
17:23
types I think focus is just like a
17:25
continuous grab until you tell it to
17:27
stop not entirely sure all these options
17:30
are obviously exposure time uh triggers
17:33
there ex external hardware trigger inut
17:35
you just trigger using a um thing on
17:37
screen so the resolution is 8176 by
17:40
6132 and you can actually bin those
17:42
where you combine multiple pixels to get
17:46
increased gain at the expense of lower
17:48
resolution down this is a 10sec exposure
17:51
obviously of the pin hole it's very uh
17:53
intensitive so we just stand still now
17:56
downloading it there's the uh exposure
17:59
so when it's
18:01
um there's a little status thing down
18:03
here so that tells you the um exposure
18:07
[Applause]
18:09
time it's this is just it
18:15
downloading um it is quite I'm seeing
18:18
quite a lot like smearing I think that I
18:20
don't know whether that's just due to
18:21
pixels overloading or something else I
18:24
mean yeah it's not it's not um out of
18:26
the question that there's something not
18:27
totally right about this camera
18:28
certainly was bodge wise on there um I
18:31
don't I'd imagine a camera like this
18:32
it's got a fairly narrow range of
18:34
intensities that it's happy with I'm not
18:36
going to spend a great deal of time on
18:38
this if you're interested in this camera
18:40
maybe for astronomy or something and
18:42
happy to sort of take the risk of it may
18:44
not be uh perfect I'll um I think I'll
18:47
stick this on eBay along with the
18:48
Illuminator I'll put a link down in the
18:50
description to the listing take your
18:52
chances to grab a bargain so for example
18:54
here we see this vertical streaking so
18:56
I'm not sure how normal that is this is
18:58
on fairly bright scene looking out the
19:02
window if I cut the exposure time down
19:04
on that it's now 1 second
19:07
exposure again most of the image
19:09
disappears again this is looks like it's
19:11
possibly over still overloading here go
19:14
that go down to say say quarter a
19:16
second so again I think there might be
19:19
some Auto gain control going on here um
19:21
this is with the PFG option let's try
19:23
turning that off and see what
19:25
happens so I'm not sure this is actually
19:27
more streaking or which just it's
19:29
cranked up the gain all the dis display
19:31
gray scale to show what um you know the
19:33
range of things that it's captured
19:36
there's one of one of 12 things in the
19:38
software there's um you can see of you
19:40
can't seem to read out the temperature
19:42
of the pelta cooler but you can set the
19:44
temperature and if you said it's a
19:46
different temperature you see the power
19:48
consumption jump up running the cooler
19:50
to get the temperature you requested but
19:52
I can't see anything anywhere that tells
19:54
you whether the cool is at the at the
19:56
temperature other than the power
19:57
consumption going down and there's no
19:59
temperature read out
20:03
here and just some yeah this is just
20:05
sort of very basic software I'm sure
20:07
there's like an API for more
20:09
sophisticated
20:10
applications but so if you know anything
20:12
more about these cameras please um stick
20:14
in the
20:15
comments um incidentally when I was
20:18
editing I didn't notice there was a bent
20:19
pin on the um CCD but I did fix that
20:22
before doing these tests and also
20:24
reactivated the um silica gel desicant
20:26
cuz I noticed it was uh I was getting
20:28
bit of condensation on the window but um
20:31
yeah so a couple of uh interesting but
20:34
maybe not particularly uh useful pieces
20:37
of Kit except for someone that's got a
20:38
very specific use so um I'll stick a
20:42
I'll stick these on eBay put a link in
20:44
the description and say hopefully
20:45
someone could actually make some uh good
20:47
use of these things
Example Output:
**Abstract:**
This video presents Part 2 of a teardown focusing on the optical components of a Fluidigm Polaris biotechnology instrument, specifically the multi-wavelength illuminator and the high-resolution CCD camera.
The Lumen Dynamics illuminator unit is examined in detail, revealing its construction using multiple high-power LEDs (430nm, 475nm, 520nm, 575nm, 630nm) combined via dichroic mirrors and filters. A square fiber optic rod is used to homogenize the light. A notable finding is the use of a phosphor-converted white LED filtered to achieve the 575nm output. The unit features simple TTL activation for each color, conduction cooling, and internal homogenization optics. Analysis of its EEPROM suggests extremely low operational runtime.
The camera module teardown showcases a 50 Megapixel ON Semiconductor KAF-50100 CCD sensor with micro-lenses, cooled by a multi-stage Peltier stack. The control electronics include an FPGA and a USB interface. Significant post-manufacturing modifications ("bodges") are observed on the camera's circuit boards. Basic functional testing using vendor software and a pinhole lens confirms image capture but reveals prominent vertical streaking artifacts, the cause of which remains uncertain (potential overload, readout artifact, or fault).
**Exploring the Fluidigm Polaris: A Detailed Look at its High-End Optics and Camera System**
* **0:00 High-End Optics:** The system utilizes heavy, high-quality lenses and mirrors for precise imaging, weighing around 4 kilos each.
* **0:49 Narrow Band Filters:** A filter wheel with five narrow band filters (488, 525, 570, 630, and 700 nm) ensures accurate fluorescence detection and rejection of excitation light.
* **2:01 Customizable Illumination:** The Lumen Dynamics light source offers five individually controllable LED wavelengths (430, 475, 520, 575, 630 nm) with varying power outputs. The 575nm yellow LED is uniquely achieved using a white LED with filtering.
* **3:45 TTL Control:** The light source is controlled via a simple TTL interface, enabling easy on/off switching for each LED color.
* **12:55 Sophisticated Camera:** The system includes a 50-megapixel Kodak KAI-50100 CCD camera with a Peltier cooling system for reduced noise.
* **14:54 High-Speed Data Transfer:** The camera features dual analog-to-digital converters to manage the high data throughput of the 50-megapixel sensor, which is effectively two 25-megapixel sensors operating in parallel.
* **18:11 Possible Issues:** The video creator noted some potential issues with the camera, including image smearing.
* **18:11 Limited Dynamic Range:** The camera's sensor has a limited dynamic range, making it potentially challenging to capture scenes with a wide range of brightness levels.
* **11:45 Low Runtime:** Internal data suggests the system has seen minimal usage, with only 20 minutes of recorded runtime for the green LED.
* **20:38 Availability on eBay:** Both the illuminator and camera are expected to be listed for sale on eBay.
Here is the real transcript. Please summarize it:
00:00:01 name is scott bruckner ninety h uh...
00:00:06 through our department here
00:00:10 the spring that'll help you to be a better
00:00:15 i teach at or somebody else and also these
00:00:20 spring so if you find this workshop helpful
00:00:24 today
00:00:25 more starting the third week of the strain
00:00:30 i'm not sure if we'll be in this room or some
00:00:34 that in mind and we always start the third
00:00:39 week of the semester so
00:00:40 counter prolly the first week of spring and
00:00:44 and if anything looks of interest or if you
00:00:48 have another teacher gives the extra credit
00:00:50 you know where to find a okay
00:00:52 because in some ways it's the most helpful
00:00:59 good quick question on anybody here have at
00:01:04 least one final coming up
00:01:05 that has multiple-choice questions on it
00:01:08 okay i'm assuming most of you do if not
00:01:11 most commonly given test question in college
00:01:16 choice do somethings wrong that causes them
00:01:21 as well as they should
00:01:25 give you
00:01:29 are strategies that are supposed to help a
00:01:35 student to get off to a good start on a test
00:01:37 it's as they are both for joyce or whatever
00:01:41 i write these up here if you haven't studied
00:01:47 this will not help you
00:01:48 always looking for the last little uh... trick
00:01:53 if you've studied
00:01:54 and it's all up out there
00:01:56 it out on the test there's nothing worse than
00:02:01 up and you remember half the answers that
00:02:06 you
00:02:07 the first one of these
00:02:10 when students you they get their test
00:02:13 hopefully they'll read the directions
00:02:15 is they start reading the first question unjust
00:02:19 they feel pressure
00:02:23 could do don't know if you do this now is
00:02:27 the test
00:02:33 at the different parts of the test if there
00:02:37 are different parts
00:02:38 actually
00:02:39 in just a minute
00:02:43 looking for when you do the preview the first
00:02:48 on the test
00:02:53 a time sometimes they don't
00:02:57 of questions
00:03:02 or is it all the sort of one type
00:03:08 now have put up yourself in a manner
00:03:11 you have fifty questions on the test
00:03:15 first thirty multiple-choice the next ten
00:03:19 true false and then the last ten matching
00:03:23 something like that
00:03:24 other teachers mix everything together
00:03:29 is do this quick preview and then do one more
00:03:33 thing
00:03:34 you here for scantron type test so if you
00:03:40 have
00:03:40 front in a written one that's a little more
00:03:45 complicated
00:03:46 you start which again should just take a few
00:03:50 seconds
00:03:51 is to
00:03:52 calculate
00:03:54 you can use
00:03:58 are low
00:04:01 forward to that
00:04:04 if map is your worst subject
00:04:08 going to be in here from twelve o'clock to
00:04:14 one o'clock even though you're not
00:04:16 when i can see the test your first little
00:04:21 calculation
00:04:21 halfway through the test
00:04:25 that usually pretty easy to figure out
00:04:26 so what would it be here
00:04:28 do would be to write that time down maybe
00:04:33 in the corner of your scantron or wherever
00:04:35 and then one more thing to write down
00:04:38 are fifty of them so what's happened fifty
00:04:44 so that's about is
00:04:45 your little code your little calculation
00:04:50 case soon as you do that
00:04:52 the purpose behind this
00:04:55 and i don't know you well enough to know
00:04:58 whether this has ever been an issue but
00:05:00 sometime students get stock
00:05:03 time on it we're just in general there going
00:05:07 in a very
00:05:08 slow pace
00:05:09 end up having to rush
00:05:13 but when your time management during the test
00:05:17 is not good
00:05:18 it makes it even harder so this is designed
00:05:22 primarily for the slower test taker
00:05:25 and this is around where you should be
00:05:30 by then
00:05:34 be and it's not time to panic yet
00:05:39 you just have to
00:05:43 reading every question four times
00:05:47 have to be cut it down to two
00:05:50 and to start on a little bit faster
00:05:52 you count the number of questions you've answered
00:05:57 an ad somewhere in this region
00:05:59 going the way you're going but if
00:06:02 you're behind
00:06:03 it helps you to stop that
00:06:05 and i always look at this
00:06:07 almost like this
00:06:08 kind of like ago normal good
00:06:14 up part
00:06:16 on the right track it kinda reassures you
00:06:21 or pushes you a little bit
00:06:23 okay and then the
00:06:24 get to the multiple-choice
00:06:27 uh...
00:06:29 supposed to know the answer no pressure ok
00:06:33 and that is
00:06:34 on when they take a test
00:06:39 number one
00:06:42 because number one
00:06:43 are you do you have to start it number one
00:06:47 now why would you ever not want to do that
00:06:52 yet if it's heart
00:06:54 is the reason that you do this survey and
00:06:58 test if there are
00:07:01 do or think about is this whenever you're
00:07:06 with your strength first
00:07:13 start at anything in life
00:07:17 confidence and momentum
00:07:21 and uh...
00:07:22 blindly without thinking about it is
00:07:27 logical
00:07:31 happen to notice that this was your test one
00:07:35 taker
00:07:38 your reading every question but look at these
00:07:42 these are really long
00:07:46 these look a little tricky
00:07:48 if that's the case then where do you start
00:07:52 these then these
00:07:56 uh...
00:07:58 when you handed a scantron
00:07:59 and say
00:08:02 well you started on forty one
00:08:04 to them as long as you get a good score of
00:08:08 that doesn't matter
00:08:09 you remember for the rest of colleges this
00:08:14 teaching
00:08:17 and that is
00:08:18 ever take are by far
00:08:23 you get a good great or not not the last five
00:08:28 at the first five
00:08:31 test like your finals coming up
00:08:35 all sinister every
00:08:38 student in the classes tied for first
00:08:41 so it's like a clean slate
00:08:45 of a test that causes you to
00:08:50 doubt yourself
00:08:52 blanked out whatever
00:08:54 to kinda unravel and usually once that happens
00:08:59 it just gets worse and worse and worse
00:09:02 if you do things in the first five minutes
00:09:04 that help you to
00:09:06 gain confidence
00:09:08 going off to a good start
00:09:11 way so you're gonna go one direction or another
00:09:16 and i know which one you want to go in
00:09:18 and so if you just automatically start
00:09:21 section of the class for you or the test
00:09:25 and you can't quite figure him out then you
00:09:29 yourself and everything and it just tends
00:09:33 idea to look through and start wherever you
00:09:38 think you can do well
00:09:40 you have no strength
00:09:43 when a test has two or more parts
00:09:47 scary than the other parts or at least or
00:09:51 he's here
00:09:52 possibly can
00:09:55 uh... so
00:09:56 studied but the idea is
00:10:00 you got an organized way of doing it and then
00:10:05 you start well
00:10:06 better from there okay
00:10:09 the questions on those three
00:10:12 okay
00:10:12 about multiple-choice tests and as i mentioned
00:10:18 in college
00:10:19 the classes you take but
00:10:23 test in college
00:10:27 best study skill right now
00:10:33 classes i teach dozens of study skills all
00:10:38 otherwise i wouldn't
00:10:41 teach them
00:10:42 but this one
00:10:44 call
00:10:48 name then this but this is what it's called
00:10:54 is not multiple choice method
00:10:58 background
00:11:02 year of high school long time ago
00:11:07 they took in college
00:11:11 and all that
00:11:13 think now over the years
00:11:17 and had a lot of people come back saying
00:11:19 i tried what you mentioned
00:11:21 and my grade went up a little
00:11:23 too
00:11:25 never had a certain time
00:11:27 so nobody has gone down that i'm aware of
00:11:32 any help
00:11:35 so
00:11:37 uh... here's the way this works
00:11:39 really simple is that
00:11:43 you're about to start
00:11:46 choice star start even
00:11:51 you've done the quick preview and you've done
00:11:55 halfway through
00:11:57 again there all the same
00:12:01 you've ever tried before but most of them
00:12:05 to be what i call it to handed test taker
00:12:10 sounds kinda strange
00:12:11 non writing and which for most is there left
00:12:16 the test booklet and you're going to cover
00:12:20 up or
00:12:21 of the choices for question number one
00:12:24 not like this
00:12:25 may be tempted but no peaking this is an opaque
00:12:30 method
00:12:30 you read the question
00:12:32 ask yourself
00:12:35 a simple question which is
00:12:37 what's the answer
00:12:38 say what do i have been here about that
00:12:42 cake when you do that
00:12:45 you're going to end up having one of for results
00:12:50 a minute so you just have to sort of but bear
00:12:54 with me on this
00:12:55 three
00:12:58 are bad
00:13:00 gets better
00:13:02 here's the first uh...
00:13:04 all the time but you don't get
00:13:08 you cover up the choices
00:13:10 you read the question
00:13:11 the answer pops in your head
00:13:13 you take your hand away
00:13:14 in there it is
00:13:16 i wish they were all like that but they're
00:13:19 i'm going to refer to these as that the easy
00:13:24 ones
00:13:25 they didn't take anytime
00:13:27 you just do it right away
00:13:32 the first bad result
00:13:35 at least every once in awhile did to me
00:13:40 you cover up the choices
00:13:41 you read the question
00:13:43 the answer pops in your head
00:13:45 you take your hand away and
00:13:48 it's not there
00:13:51 the answer is just not one of those
00:13:55 well that's not too good
00:13:56 what happened
00:13:58 something went wrong somewhere
00:14:02 their once
00:14:06 and that's probably going to happen
00:14:07 up
00:14:10 the test
00:14:12 happens in the first don't panic second
00:14:18 must've miss read that and start over
00:14:23 it's a lot better for you to skip it
00:14:26 bit of why a m few minutes
00:14:30 okay now
00:14:31 were describing here is really easy and you
00:14:36 just say along toward an end
00:14:38 a there's no sweat goin you're just fine
00:14:42 result that you get
00:14:47 for most students on most tests
00:14:51 this is the moment of truth
00:14:53 will determine whether you had a really good
00:14:58 grade or not so these are huge
00:15:00 means in just a second is that
00:15:06 challenging
00:15:08 difficult as challenging sounds like you could
00:15:12 in
00:15:14 this on the test here's how it works basically
00:15:19 you cover up the choices
00:15:21 you read the question
00:15:23 asking you remember reading that in the book
00:15:27 in there
00:15:30 and this is your basic reaction
00:15:36 that is uh...
00:15:38 and you can think of it
00:15:39 what do you want to do okay
00:15:41 of searching and trying to think and if you
00:15:46 can't come up with that
00:15:48 then
00:15:49 skip those two
00:15:52 and then
00:15:54 the fourth result
00:15:56 the worst one
00:15:58 the question
00:16:02 and as soon as you finish
00:16:03 big brown
00:16:05 comes to you read it again
00:16:07 test
00:16:10 room because you've never seen
00:16:14 no idea
00:16:17 so that means you're gonna have to make a
00:16:19 totally wildcats
00:16:21 that happens to most people at least
00:16:24 hard to study
00:16:27 be honest and call impossible
00:16:33 it's not impossible
00:16:34 to uh...
00:16:36 just pick a letter
00:16:39 something
00:16:42 whatever it might have been
00:16:46 can either to share from personal experience
00:16:50 in general
00:16:52 i've asked a lot of students this
00:16:55 to a question you read it you think
00:16:59 i have no idea
00:17:00 people do
00:17:04 yet because
00:17:05 close their eyes and they did this
00:17:10 i'm feeling the
00:17:13 for a letter dot com
00:17:16 with you know i don't know so i've wealth
00:17:20 you think i want you to do with a
00:17:26 in this method okay
00:17:30 now uh...
00:17:31 take test but what most people tell me
00:17:36 this is a good thing
00:17:38 once in awhile they get to a question that
00:17:42 more so they skip it and go back
00:17:46 okay that's pretty common
00:17:47 but if u take attest this way
00:17:51 you're almost guaranteed to skip
00:17:56 and that makes people nervous at first
00:18:01 but it doesn't have to an unusual you why
00:18:03 the first time through
00:18:08 that he wants right
00:18:10 how many of those
00:18:12 are there going to be
00:18:14 to show you something
00:18:18 kind of shocking
00:18:21 answer twenty questions
00:18:26 okay so
00:18:27 in here you skipping
00:18:30 thirty
00:18:31 for
00:18:35 of made a good comeback a deep you're lucky
00:18:40 there
00:18:44 and calm
00:18:47 like the the good news
00:18:50 whose about this okay
00:18:52 once
00:18:56 the test find the first question you skipped
00:19:01 again same thing that you did before
00:19:06 fairly often
00:19:10 time and cover up the choices and
00:19:14 renewed read them
00:19:20 but possibility
00:19:21 by the way i forgot to mention that
00:19:24 going to be those challenging ones that you
00:19:28 of
00:19:33 uh...
00:19:35 but on many of these something strange will
00:19:39 up the choices and you read the question again
00:19:45 the answer pops right in your head
00:19:48 your hand away and there it is
00:19:55 that's good
00:19:56 that seemed kinda like a tough one
00:19:59 now it's easy
00:20:02 i'm going to just use this number as an example
00:20:06 and say
00:20:08 into that category
00:20:11 of these
00:20:15 i want to see if you can figure out why that
00:20:19 provide about tests
00:20:24 why would a
00:20:25 since seen easier
00:20:27 try the first time
00:20:31 true
00:20:39 as part of it
00:20:39 and what else
00:20:40 you know when you look at uh... fifty questions
00:20:43 right that's what you did the first time
00:20:45 you see a mall
00:20:47 right sometimes u seem something in one question
00:20:50 starts
00:20:51 of it but here's my favorite example any of
00:20:55 you to illustrations of this
00:20:58 i'm sure
00:20:59 some more than others
00:21:03 some people and i described as they say
00:21:05 happens every day
00:21:06 other times it's occasionally
00:21:08 name
00:21:11 and you know their name
00:21:13 uh...
00:21:18 community his name is uh...
00:21:21 right on the tip of my time
00:21:23 his name
00:21:24 and you can think of it
00:21:25 know that name
00:21:29 keep pushing yourself to try to remember it
00:21:35 what usually happens
00:21:36 yet it usually
00:21:37 more and more frustrated they can why can't
00:21:41 i think it is so what do you finally do it
00:21:43 you get up right and then
00:21:45 the weirdness happens
00:21:47 day you're walking down the street yours and
00:21:51 the dangers comes into your mouth
00:21:55 and you're like where did that come from
00:21:57 alone
00:21:58 of that teacher i had a few years ago and
00:22:01 it just comes out
00:22:03 when you didn't even ask it to
00:22:05 that's pretty weird right
00:22:06 that happens to everybody
00:22:07 lot more like computers than we give them
00:22:12 credit for
00:22:13 on the test and you read it and you think
00:22:18 can find it and you just let it go
00:22:23 and you go on to other things
00:22:25 the other thing
00:22:31 when you come back around to it the second
00:22:34 time
00:22:35 you end up
00:22:37 sometimes
00:22:38 this i've found right there
00:22:42 so things to start click in better than they
00:22:46 did at the beginning
00:22:48 could do actually as a test taker
00:22:52 is to sit there and read a question
00:22:55 and then think
00:22:58 even picture of the page that was on what
00:23:02 is that i know that
00:23:03 and keep pushing and pushing and pushing
00:23:05 frustrated you get
00:23:09 and
00:23:13 wasted time
00:23:13 it'll come out in a little while that's kind
00:23:18 of the process
00:23:20 people a lot
00:23:23 is because of this uh...
00:23:25 the really strenuous way by running or playing
00:23:31 to do first
00:23:35 warm-up great strength why did it
00:23:39 i always tell people this
00:23:44 tell you how long i have never had a student
00:23:48 in the middle of the tests do this
00:23:53 pulled muscle
00:23:53 lived out of the room
00:23:56 the other one what did you say again
00:24:01 the worst runner the worst basketball player
00:24:06 whatever it is
00:24:06 out to do what it is
00:24:10 and perform up to your capabilities wherever
00:24:15 those are
00:24:16 unless the test is incredibly easy and there
00:24:21 are too many of those
00:24:23 when you sit down
00:24:24 the way you always want to think of it is
00:24:26 i need to be mental warm-up
00:24:29 like physically
00:24:35 that's what this is for
00:24:36 so the first time through the test
00:24:38 see you do this
00:24:44 that's tues
00:24:45 let the other ones go not warmed up yet on
00:24:49 that phone later
00:24:50 whatever you can get and then when you go
00:24:54 back later
00:24:55 and you get to these
00:24:56 you are as calm as you're gonna get
00:24:58 'cause you've answered some questions right
00:25:02 going to stand now you can dive in and think
00:25:06 hard an answer the more challenging questions
00:25:09 then
00:25:13 how many do we have left in this example
00:25:17 date which ones are the free
00:25:20 that's probably taking care of by now so these
00:25:25 are the impossible once
00:25:29 on it and three of them
00:25:33 look completely unknown to you
00:25:36 that's not to that
00:25:37 if this is thirteen or twenty three
00:25:40 has at least a few
00:25:43 and you come to help me with this most people
00:25:47 when they get rid of possible question
00:25:49 fill in a bubble and get it over with
00:25:51 actually
00:25:52 a smart move for you as a test taker
00:25:58 questions
00:26:02 know how to say this any better than this
00:26:06 but
00:26:07 is
00:26:09 total
00:26:11 the questions once you've read a lot of them
00:26:17 you're hoping that something in there
00:26:20 causes this little
00:26:21 where you say
00:26:26 i kinda do remember a little about that
00:26:30 to know the answer for sure but maybe you
00:26:35 a more educated guess
00:26:39 sometimes when you leave things to the end
00:26:40 you get lucky sometimes
00:26:42 you know you're lucky
00:26:43 have no clue
00:26:46 and so then you go ahead and market
00:26:48 but the second reason
00:26:50 that
00:26:52 has to do with time
00:26:56 this
00:26:58 i have heard this
00:27:00 story
00:27:00 from students
00:27:04 me that they just got a test back in one of
00:27:09 their classes
00:27:10 and their work fifty questions
00:27:13 on the scantron
00:27:15 when they got it back
00:27:16 they saw
00:27:18 nine of fifty and some other ones along the
00:27:23 way
00:27:24 and they show it to me
00:27:25 here's what they say
00:27:29 except i wasn't paying attention to the time
00:27:32 a little earlier
00:27:34 teacher said
00:27:38 that horrible thing teachers say three minutes
00:27:40 and then they looked out of it
00:27:42 really fast and and then gold quickly and
00:27:46 write bad things happen
00:27:50 they looked at the test itself
00:27:52 and they were so
00:27:54 frustrated
00:27:55 by the fact that they made
00:27:56 questions on the test for them they knew those
00:28:02 answers
00:28:03 were her reading at the end
00:28:06 of this is that usually when they tell me
00:28:12 that the next thing they say is
00:28:15 and i missed a day
00:28:16 or be received by
00:28:19 those right which they should have
00:28:23 up to the next great
00:28:26 to follow is that you're trying to get all
00:28:33 the easy questions done
00:28:36 in the first fifteen twenty minutes of a test
00:28:39 before the time becomes an issue at all
00:28:42 be for you
00:28:45 you're kind of funny did all the easy ones
00:28:50 you're taking them and putting them in your
00:28:54 pocket saying okay
00:28:55 those are safe those are done
00:28:56 and then at the very end if you have to rush
00:29:00 it's a lot better to rush on these because
00:29:03 what are you going to do make a careless mistake
00:29:06 it to the end hope for lock-in if not just
00:29:10 lucky
00:29:13 your way through a test and squeeze out every
00:29:17 possible point that you can that's
00:29:19 on that so far i have a couple more things
00:29:23 that i want to share about it
00:29:24 cocaine again ah...
00:29:26 and then circulated and uh... my job later
00:29:32 mister contact all your teachers and tell
00:29:35 later in the same day as the workshop
00:29:40 that i want to share with you about this and
00:29:45 the first one
00:29:48 out
00:29:50 through this about the importance of using
00:29:55 their hands
00:29:56 to cover up the choices and probably
00:29:59 do when they have a multiple-choice tests
00:30:05 a good thing
00:30:08 is that they read the question
00:30:10 look at all the choices and then they look
00:30:13 sounds like what you do
00:30:17 um...
00:30:18 that a student might have
00:30:23 question first rather than doing it the other
00:30:28 way
00:30:29 what's the
00:30:30 the purpose of that
00:30:32 vague
00:30:35 memory to kick in better that's true but there's
00:30:39 something alice
00:30:44 has one teacher
00:30:47 who like you think based
00:30:48 to treat me on task they don't at least i
00:30:54 hope not
00:30:54 so when you read all multiple choice question
00:31:01 and then you have the for
00:31:05 answers
00:31:07 okay
00:31:10 lawful process
00:31:14 it's called the right answer
00:31:16 have a name believe it or not and there are
00:31:20 words because even though they're similar
00:31:24 they describe their only reason for living
00:31:28 and that is
00:31:29 their decoys or distract urs
00:31:32 they have is to sit there trying to look really
00:31:37 good
00:31:38 right answer
00:31:41 and what a lot of teachers do
00:31:43 uh... intentionally or otherwise
00:31:46 of them
00:31:50 could be right sometimes all four and so
00:31:56 students' minds a lot
00:32:00 if they don't do what i've mentioned to you
00:32:03 they read the question
00:32:05 and then they sit back and look back and forth
00:32:09 and they think
00:32:12 the right answer
00:32:17 but actually she looks pretty
00:32:20 well actually in india looks pretty good too
00:32:22 your dad
00:32:23 students tell me that they had that happen
00:32:28 close their eyes
00:32:31 wait what it might book say about that are
00:32:35 seconds they say they open their eyes like
00:32:38 this
00:32:40 i'm in a little bit more
00:32:41 the teacher
00:32:44 to tricky or confuse you with the wrong answers
00:32:47 again tests are part of mouth
00:32:49 the wrong path because the teacher is tricky
00:32:55 uh...
00:32:56 so that you can read the question and then
00:33:01 fink
00:33:02 that's always nice to do on a test
00:33:04 and usually when you do that you feel more
00:33:09 to you
00:33:12 and you find them
00:33:13 and i can do this kind of is a good uh...
00:33:17 uh... confidence booster during a test
00:33:20 now uh... having said that though
00:33:23 mentioned and i don't know if you have a teacher
00:33:27 like that this semester not
00:33:30 some teachers are in love with
00:33:33 of the above all these other combinations
00:33:40 for separate
00:33:43 choices right
00:33:44 if you have a teacher who loves those
00:33:47 other kinds of things
00:33:48 you hear except
00:33:51 so for example
00:33:54 the question
00:33:58 and you look and you find it and its day
00:34:04 stop for a second and you work and if you
00:34:07 see on all of the above or both in b
00:34:10 that the only write one
00:34:14 if you say no that's the only one then go
00:34:18 sensitive to that because teachers are different
00:34:23 have had one
00:34:25 who likes this format but a lot of teachers
00:34:29 like this
00:34:31 except
00:34:35 it
00:34:37 like that
00:34:40 five years and you'd never be able to know
00:34:44 one
00:34:47 doesn't belong
00:34:49 the smart move is to do
00:34:51 of variation of this again which is
00:34:53 and i'm going to look at the choices
00:34:58 about this so what do i know that is true
00:35:02 i know that you know that
00:35:05 hand away academia
00:35:08 the wrong answer
00:35:10 so obvious so again it's the same idea just
00:35:15 teacher style of asking questions
00:35:22 share with you kind of in closing on this
00:35:27 the first one
00:35:28 kinda serious and actually it is
00:35:33 the benefits of taking a test this way bar
00:35:37 huge be really helps students
00:35:39 to do with that word that i made a big deal
00:35:43 of
00:35:45 and that is
00:35:46 that one
00:35:47 recurring nightmare i'd wake up in the middle
00:35:52 of the night and all that
00:35:53 to do this i would get to a test
00:35:58 i wouldn't do everything that i
00:36:00 taught you
00:36:01 and i would get to the first question
00:36:03 and read it and think
00:36:05 i get to that later
00:36:06 one spot on the scantron than every answers
00:36:12 any test you ever take and if you think about
00:36:17 three in a row you skip one
00:36:20 you answered one you skipped two in a row
00:36:23 place
00:36:27 never did that because i was
00:36:32 i did and this is my suggestion to you on
00:36:36 that
00:36:37 and i've got both of these things going on
00:36:42 answer and i was ready to market i would take
00:36:45 my finger of my non writing here
00:36:47 and point to the question number in the booklet
00:36:49 on the scantron and look back and forth a
00:36:53 match up in the market
00:36:55 do have to be careful because if you kind
00:36:59 of careless and quick about it
00:37:01 don't come back and hunt me down if you do
00:37:04 that so i've given you the warning on that
00:37:06 to share
00:37:09 is a quick little uh...
00:37:11 tests are
00:37:17 when they take a test
00:37:20 uh... when i was in college
00:37:23 my personal all-time record
00:37:26 this
00:37:28 is that fight took attest one time
00:37:31 so pretty long test yet
00:37:37 and i had studied hard in all that but i was
00:37:42 you know that's normal
00:37:45 my calculation and then i started here because
00:37:51 i thought u
00:37:55 acceptors what happened
00:37:56 kinda recognized it was like one of those
00:38:00 challenging ones man
00:38:05 for
00:38:06 six seven no answers going down
00:38:09 event
00:38:12 the first ten
00:38:17 question the answer popped in my head they
00:38:22 took my hand away
00:38:24 finally i got one and i actually marked blah
00:38:30 blah my scantron okay
00:38:33 could be sitting right next to each other
00:38:38 same knowledge of the subject of their equal
00:38:42 one today than anyone could get a c ruby
00:38:46 because of how they
00:38:48 a test testing is very you know emotional
00:38:52 kind of freeze-frame my performance so far
00:38:56 for this
00:38:57 one is this
00:39:01 here
00:39:03 to answer
00:39:08 i've tried it
00:39:10 retro front eleven right
00:39:11 how many of those are right
00:39:14 one
00:39:15 kate what grade is that
00:39:18 like the worst grade ever and i couldn't make
00:39:22 it stop right there at the end
00:39:24 but what's a bit and you know the start falling
00:39:27 any good so i didn't look at it that way
00:39:32 if i answered so far
00:39:36 one how many are right
00:39:38 one
00:39:39 hit what great is that
00:39:42 and keep going
00:39:43 i could sit there and i think
00:39:47 on this test and i am 'cause how could you
00:39:51 do better than perfect
00:39:53 have a how about those and ice now
00:39:57 i had enough experience with this denial
00:39:59 test i'd answered a lot of questions i skip
00:40:03 some more and then when i went back up here
00:40:05 of these
00:40:09 my brain was on the off to a very slow start
00:40:14 today
00:40:15 and then hum
00:40:17 when i dot the test back a week later
00:40:20 getting the highest score in the whole class
00:40:25 i got a score of ninety six out of a hundred
00:40:28 over my shoulder
00:40:33 right here
00:40:34 you would have sent to see how you do
00:40:38 i'm going right down the tubes but um...
00:40:43 and i don't know why this is you don't either
00:40:45 you feel like you're ready as soon as you
00:40:48 get the test and you read the questions
00:40:50 your brain is just
00:40:53 smooth firing great
00:40:54 other times
00:40:56 it isn't
00:40:57 an old car
00:41:01 but if you ever try to start an old car
00:41:04 uh... and all that and then once it starts
00:41:07 you can even driving sometimes when you're
00:41:12 questions your brains like an old car
00:41:16 kick into gear
00:41:19 well if you don't know that if you don't
00:41:22 start getting very nervous immediately and
00:41:26 fall apart so that's again another reason
00:41:30 for looking at it this way
00:41:32 is that again if you haven't studied
00:41:34 and this happens
00:41:35 get nervous
00:41:36 commonalities just not right now so come back
00:41:42 to it later and against a as relaxed as possible
00:41:45 that's the whole purpose here
00:41:46 um...
00:41:48 persons manana
00:41:50 this sign in sheet for this one always make
00:41:54 otherwise you're in big trouble
00:41:58 by now you need a memory workshop
00:42:02 okay this debt
00:42:03 so i'll go ahead and uh...
00:42:04 for today thanks for coming and ah...
00:42:09 up next semester if you're around uninterested