For my students, I used analogies and visual aids.
1/48, 1/96 is a little hard for some to visualize.
"48 tracks per inch, is about half a millimeter spacing, with the actual
data being aabout a third of a millimeter wide.
96 tracks per inch is about a quarter of a millimeter spacing, with the
cata being about a sixth of a millimeter wide"
"If you make stripes with a 2 inch wide paint brush, . . .
you can also make stripes with the same spacing, with aa 1 inch wide paint
brush, . . .
BUT, with a single stroke, can you paint over a 2 inch stripe with a 1
inch brush?
No, you'd have to clean all of the old paint off first, or start with a
virgin canvas."
"car tires make two tracks. Motorcycles could make tracks the same
spacing. But, motorcycles won't obliterate the car tire tracks."
I took a wide piece of colored chalk and made a series of stripes. I held
up a piece of cardboard (file folder) with a slit in it, and looked at one
stripe.
With a narrower piece of a different color chalk, I made a series of half
width stripes, half as far apart. I used a corresponding piece of
cardboard with a narrower slit.
I made narrow sripes at the wide spacing. I used the narrow slit
cardboard, and then the wider slit cardboard, "Maybe a little weaak, but
it should do."
Then I made narrow stripes down the middle of the end of the wide stripes.
I used the narrow slit cardboard. "Looks fine."
Then I used the wide slit cardboard. "What is this mess??"
Then, I made the students describe how to make a 48tpi disk with a 96tpi
drive.
--
Grumpy Ol' Fred ci...@xenosoft.com
