我與創(chuàng)客觀運(yùn)動的美妙邂逅

As I grabbed the 10K resistor1） and screw from the Styrofoam2） cup， I glanced at the other kids in my Intro to Robotics class at HEROES Rutgers. HEROES is an academy that offers a variety of classes to talented students. It was my second class. I saw my classmates scurry3） around for their equipment. Most of them were geeky4）， with professional computers， software and laptops loaded with every video game.

\"Ahem5）， let's move on with our robot sensors ...\"

Before attending HEROES， I had never been exposed to \"making\". I never expected that kids of my age would be interested in inventing and robotics. But soon after my first class， I discovered the world of \"makers\".

Makers are a subculture6） of people who invent and explore new technologies to create something of their own. There are many different types of people who fall under the category of makers. Makers can include builders， designers， manufacturers， architects， inventors， hackers7） and more. A maker can be as high-tech as a 3-D printer designer， or as simple as someone making a DIY birthday card. A hacker， a type of maker， is someone who takes everyday items and hacks （modifies） them to make something new.

As I researched the movement， I found magazines like Make， which now has over 100，000 subscribers and holds annual Maker Faires， with attendees from tinkerers8） to engineers to artists. The Maker Faire has many kids and adults set up their own projects on a stand9）， and explain them to their audience. The stands include jewelry， robots， clothing， music and models. I wondered if the increasing population of makers would affect the future of our society. After all， the Wright Brothers started out as boys who tried making a toy helicopter. I always knew that scientists create their own technologies and programs. Steve Jobs invented and built his own computer with a partner in his garage！ Steve Jobs is highly respected in the maker movement now—he was an innovator like many makers hope to be today.

My robotics teacher at HEROES， David Peins， is another example of a talented maker. David is the founder and president of Robodyssey Systems， a company that develops educational robotic programs for children. As a young child he liked working on10） things and taking them apart. After working in many manufacturing companies in engineering， he started teaching electronics classes at the high school level. He started Robodyssey when he asked students to make something move with the circuits11） they built.

\"They started building things that moved very poorly at first，\" David said in class， \"but they started asking how they could make things more precisely so that they could gain mobility and function for their robots. My school did not have machine shop12） but my friend Charlie did， so on personal days and holidays I filled the requests of my students and Robodyssey was born.\"

Every one of his students counts as a maker， because each student uses his or her imagination to make， design or create some product.

HEROES， believing in the imagination of kids， encourages young makers by offering classes in programming， breadboarding13） and inventing. I took Intro to Robotics and Intermediate Robotics， where our goal was to make a line-following robot—a robot that is programmed to follow a certain line. I entered that class with no knowledge of robots， resistors， transistors14）， LEDS， voltage regulators15） or circuits， but my teacher guided us through every step.

Robotics is only one of the many facets16） of \"making\". There are many faces of making， including urban gardening， 3-D printing or knitting. On Make magazine's website， there are projects in art， craft， engineering， music， food， green design17）， science， technology and health. Simply making a DIY Halloween costume counts as making！

During class， I realized that kids can be makers too. As my teacher David Peins told me in class， they can create devices that engineers would have trouble imagining. A maker can be anyone， a kid， an expert， a scientist， an adult. When I realized this， I noticed that kids are a big part of the movement. There are countless DIY YouTube channels run by kids， and a large number of kids who like to create their own stuff， such as bracelets.

At my robotics class， my line-following robot consisted of a red plastic base， an arduino18）， a bunch of wires and some wheels. It was a process that took over two months to finish. When half my robot was finished， I felt proud to have gone from knowing nothing to making a functioning robot.

We had to learn how to use a soldering iron19）， when I wasn't even allowed to iron my own clothes. We had a competition to see whose robot would make it to the end of the line without stopping. On the first try， none of the robots could make it more than a few steps. But after trial and error20）， my robot was acing21） the test.

A few months after my robot was finished， my family was throwing out an old ceramic bowl and I began to think of ways I could hack the bowl into something useful. I thought about making the bowl into a flower pot， or using it as a sound projector22） for my iPod. After seeing all the astonishing projects created from simple items， I began to look at objects in different ways. I was inspired after watching others make things， and from the pride I felt after making my own robot. Making has no limits—all it requires is some imagination， determination and a bit of work.

我從塑料杯里取出10K的電阻器和螺絲，順便瞄了瞄其他孩子——我們都在上羅格斯大學(xué)精英學(xué)院機(jī)器人學(xué)的入門課。精英學(xué)院專門為有天賦的學(xué)生提供多種課程。這是我的第二堂課。我看到我的同學(xué)們都在匆匆忙忙地擺弄各自的器械。他們大都對電腦極為癡迷，擁有專業(yè)的計算機(jī)、軟件和裝有各種電子游戲的筆記本電腦。

“呃哼，我們接著來講機(jī)器人傳感器……”

沒來精英學(xué)院之前，我從未接觸過“創(chuàng)制”，也從未料到與我同齡的孩子會對發(fā)明創(chuàng)造和機(jī)器人學(xué)感興趣。但剛上完第一堂課，我就發(fā)現(xiàn)了“創(chuàng)客”的世界。

創(chuàng)客指的是一類亞文化群體，該群體的人通過發(fā)明和探索新技術(shù)來創(chuàng)造自己的事物。許多不同類型的人都可以歸到創(chuàng)客這一范疇，創(chuàng)客可以是建造者、設(shè)計師、生產(chǎn)者、建筑師、發(fā)明家、改客等等。創(chuàng)客可以是像3D打印機(jī)設(shè)計者那么有高科技范兒的人，也可以是像生日賀卡制作者這般普通的人。改客也是創(chuàng)客的一種，指那些通過拆解（改裝）日常物品創(chuàng)造新事物的人。

隨著我對創(chuàng)客運(yùn)動的深入了解，我還發(fā)現(xiàn)了像《創(chuàng)制》這樣的雜志。該雜志現(xiàn)在（編注：英文原文發(fā)表于2014年11月）已有十萬多名訂閱者，每年都會舉辦創(chuàng)客大會，參會者從喜歡擺弄小玩意的業(yè)余愛好者到工程師再到藝術(shù)家都有。創(chuàng)客大會讓許多兒童和成人都可以在展臺上搭建自己的發(fā)明創(chuàng)造，并向觀眾進(jìn)行解說。展臺分為珠寶首飾區(qū)、機(jī)器人區(qū)、服裝區(qū)、音樂區(qū)和模型區(qū)。我在想，創(chuàng)客群體的不斷壯大會不會影響社會的未來發(fā)展。畢竟，萊特兄弟也是從少年時期嘗試制作玩具直升機(jī)起步的。我一直都清楚，科學(xué)家們總是開創(chuàng)自己的技術(shù)和設(shè)計。史蒂夫·喬布斯就是在自家車庫里和一位伙伴一起發(fā)明并做出了自己的電腦！當(dāng)前的創(chuàng)客運(yùn)動對史蒂夫·喬布斯推崇備至——他是如今很多創(chuàng)客都想成為的那種革新者。

在精英學(xué)院，給我上機(jī)器人學(xué)課的老師戴維·佩恩斯也是一位有才的創(chuàng)客。他是羅博迪斯系統(tǒng)公司的創(chuàng)始人兼總裁，他的公司旨在開發(fā)面向兒童的具有教育性質(zhì)的機(jī)器人項目。他從小就喜歡拆東西和修理東西，曾在多家工程制造公司供職，之后改行當(dāng)了老師，教授高中水平的電子學(xué)課程。羅博迪斯系統(tǒng)公司的創(chuàng)建緣起于他給學(xué)生布置的一項任務(wù)：用自己搭建的電路做出一個會動的裝置。

“他們剛開始做出的裝置動不了幾下，”戴維在機(jī)器人學(xué)課上說，“于是就提出疑問，想知道怎樣才能讓裝置更精密，從而做出會動且運(yùn)轉(zhuǎn)良好的機(jī)器人。我教書的學(xué)校沒有機(jī)械加工車間，但我的朋友查利那里有，所以我就利用個人時間和節(jié)假日滿足學(xué)生的需求。羅博迪斯系統(tǒng)公司就這樣誕生了。”

戴維的學(xué)生個個都稱得上是創(chuàng)客，因為每個學(xué)生都用自己的想象力來制作、設(shè)計或創(chuàng)造一些東西。

精英學(xué)院相信孩子們有豐富的想象力，并通過提供編程、模擬電路板制作和發(fā)明方面的課程來鼓勵小創(chuàng)客們。我參加了機(jī)器人學(xué)的入門課和中級課，課程目標(biāo)是做一個巡線機(jī)器人——就是指沿著程序設(shè)定的線路移動的機(jī)器人。初進(jìn)課堂時，我對機(jī)器人、電阻器、晶體管、發(fā)光二極管、穩(wěn)壓器和電路這些東西一無所知，不過有老師一步一步引導(dǎo)我們。

機(jī)器人只是“創(chuàng)制”的諸多方面之一。創(chuàng)制的涵蓋面很廣，包括都市園藝、3D打印、針織等。《創(chuàng)制》雜志的網(wǎng)站上有藝術(shù)、工藝、工程、音樂、美食、綠色設(shè)計、科學(xué)、技術(shù)和健康多個版塊。就連自己動手制作一套萬圣節(jié)服裝也算是創(chuàng)制！

在課堂上，我意識到小孩子也可以成為創(chuàng)客。正如我的老師戴維·佩恩斯在課堂上告訴我的那樣，小孩子可以做出工程師難以想到的裝置。人人都可以成為創(chuàng)客，創(chuàng)客可以是小孩、專家、科學(xué)家，也可以是成年人。明白這點之后，我注意到小孩子是這場運(yùn)動的重要組成部分。YouTube網(wǎng)站上，由小孩子負(fù)責(zé)運(yùn)營的DIY視頻頻道數(shù)不勝數(shù)，而且許多孩子都喜歡為自己制作東西，比如手鐲。

在機(jī)器人學(xué)課上，我制作的巡線機(jī)器人由一個紅色塑料底座、一個arduino平臺、一堆電線和若干輪子構(gòu)成。我前前后后耗費兩個多月才做出來這個機(jī)器人。看到我的機(jī)器人已有一半成形時，我真為自己從一無所知到能夠做出一個像樣的機(jī)器人而深感自豪。

我們還得學(xué)習(xí)怎樣使用電烙鐵，而那時我的父母甚至都不準(zhǔn)我自己熨衣服。我們舉行了一場競賽，看誰的機(jī)器人能夠一口氣走到線路終點。第一次比試時，沒有一個機(jī)器人能做到，頂多就是走上三四步。但經(jīng)過一番摸索和試驗之后，我的機(jī)器人以優(yōu)異的表現(xiàn)通過了測試。

在我完成這個機(jī)器人數(shù)月后，家里有人準(zhǔn)備扔掉一個舊瓷碗，于是我開始琢磨怎樣將這個碗改造成實用的物品。我考慮過將碗做成花盆，或是將其用作我的iPod的揚(yáng)聲器。見過用簡單物品做出種種不可思議的玩意兒之后，我開始以別樣的視角審視各種事物。當(dāng)我看著別人制作東西，或因自己做出機(jī)器人而十分自豪時，我感到備受鼓舞。創(chuàng)制無止境，你所需要做的只是發(fā)揮一些想象，肯下決心，以及付出一點點努力。

1.resistor [r??z?st?（r）] n. 電阻器（一個限流元件）。10K = 10000，因此10K電阻相當(dāng)于10000歐姆的電阻。

2.Styrofoam [sta?r?f??m] n. 聚苯乙烯泡沫塑料（尤用于制造器皿）

3.scurry [?sk?ri] vi. 急匆匆地走；趕忙

4.geeky [ɡi?ki] adj. 癡迷于電腦的

5.ahem [??hem] inj. 呃哼（用于書面語中表示諷刺意味或用于引起注意）

6.subculture [?s?bk?lt??（r）] n. 亞文化群，指社會中某一群人的理念、藝術(shù)觀和生活方式不同于主流社會所形成的文化。

7.hacker [?h?k?（r）] n. 改客。我們一般所了解的hacker指的是入侵電腦搞破壞的人，即黑客。但在家庭計算機(jī)應(yīng)用中，hacker還可以指自行動手創(chuàng)建、改造或修改自己電腦中的軟件或硬件的人，這樣做通常是為了讓電腦運(yùn)行更快，或為電腦添加新的功能以滿足自身需要。在本文中，hacker明顯是后一種含義。

8.tinkerer [?t??k?r?] n. 喜歡搗鼓小器具的人

9.stand [st?nd] n. （供放置某種物品的）架，臺

10.work on： 修理；改善

11.circuit [?s??k?t] n. 電路；（電流的）回路

As I grabbed the 10K resistor1） and screw from the Styrofoam2） cup， I glanced at the other kids in my Intro to Robotics class at HEROES Rutgers. HEROES is an academy that offers a variety of classes to talented students. It was my second class. I saw my classmates scurry3） around for their equipment. Most of them were geeky4）， with professional computers， software and laptops loaded with every video game.

\"Ahem5）， let's move on with our robot sensors ...\"

Before attending HEROES， I had never been exposed to \"making\". I never expected that kids of my age would be interested in inventing and robotics. But soon after my first class， I discovered the world of \"makers\".

Makers are a subculture6） of people who invent and explore new technologies to create something of their own. There are many different types of people who fall under the category of makers. Makers can include builders， designers， manufacturers， architects， inventors， hackers7） and more. A maker can be as high-tech as a 3-D printer designer， or as simple as someone making a DIY birthday card. A hacker， a type of maker， is someone who takes everyday items and hacks （modifies） them to make something new.

As I researched the movement， I found magazines like Make， which now has over 100，000 subscribers and holds annual Maker Faires， with attendees from tinkerers8） to engineers to artists. The Maker Faire has many kids and adults set up their own projects on a stand9）， and explain them to their audience. The stands include jewelry， robots， clothing， music and models. I wondered if the increasing population of makers would affect the future of our society. After all， the Wright Brothers started out as boys who tried making a toy helicopter. I always knew that scientists create their own technologies and programs. Steve Jobs invented and built his own computer with a partner in his garage！ Steve Jobs is highly respected in the maker movement now—he was an innovator like many makers hope to be today.

My robotics teacher at HEROES， David Peins， is another example of a talented maker. David is the founder and president of Robodyssey Systems， a company that develops educational robotic programs for children. As a young child he liked working on10） things and taking them apart. After working in many manufacturing companies in engineering， he started teaching electronics classes at the high school level. He started Robodyssey when he asked students to make something move with the circuits11） they built.

\"They started building things that moved very poorly at first，\" David said in class， \"but they started asking how they could make things more precisely so that they could gain mobility and function for their robots. My school did not have machine shop12） but my friend Charlie did， so on personal days and holidays I filled the requests of my students and Robodyssey was born.\"

Every one of his students counts as a maker， because each student uses his or her imagination to make， design or create some product.

HEROES， believing in the imagination of kids， encourages young makers by offering classes in programming， breadboarding13） and inventing. I took Intro to Robotics and Intermediate Robotics， where our goal was to make a line-following robot—a robot that is programmed to follow a certain line. I entered that class with no knowledge of robots， resistors， transistors14）， LEDS， voltage regulators15） or circuits， but my teacher guided us through every step.

Robotics is only one of the many facets16） of \"making\". There are many faces of making， including urban gardening， 3-D printing or knitting. On Make magazine's website， there are projects in art， craft， engineering， music， food， green design17）， science， technology and health. Simply making a DIY Halloween costume counts as making！

During class， I realized that kids can be makers too. As my teacher David Peins told me in class， they can create devices that engineers would have trouble imagining. A maker can be anyone， a kid， an expert， a scientist， an adult. When I realized this， I noticed that kids are a big part of the movement. There are countless DIY YouTube channels run by kids， and a large number of kids who like to create their own stuff， such as bracelets.

At my robotics class， my line-following robot consisted of a red plastic base， an arduino18）， a bunch of wires and some wheels. It was a process that took over two months to finish. When half my robot was finished， I felt proud to have gone from knowing nothing to making a functioning robot.

We had to learn how to use a soldering iron19）， when I wasn't even allowed to iron my own clothes. We had a competition to see whose robot would make it to the end of the line without stopping. On the first try， none of the robots could make it more than a few steps. But after trial and error20）， my robot was acing21） the test.

A few months after my robot was finished， my family was throwing out an old ceramic bowl and I began to think of ways I could hack the bowl into something useful. I thought about making the bowl into a flower pot， or using it as a sound projector22） for my iPod. After seeing all the astonishing projects created from simple items， I began to look at objects in different ways. I was inspired after watching others make things， and from the pride I felt after making my own robot. Making has no limits—all it requires is some imagination， determination and a bit of work.

我從塑料杯里取出10K的電阻器和螺絲，順便瞄了瞄其他孩子——我們都在上羅格斯大學(xué)精英學(xué)院機(jī)器人學(xué)的入門課。精英學(xué)院專門為有天賦的學(xué)生提供多種課程。這是我的第二堂課。我看到我的同學(xué)們都在匆匆忙忙地擺弄各自的器械。他們大都對電腦極為癡迷，擁有專業(yè)的計算機(jī)、軟件和裝有各種電子游戲的筆記本電腦。

“呃哼，我們接著來講機(jī)器人傳感器……”

沒來精英學(xué)院之前，我從未接觸過“創(chuàng)制”，也從未料到與我同齡的孩子會對發(fā)明創(chuàng)造和機(jī)器人學(xué)感興趣。但剛上完第一堂課，我就發(fā)現(xiàn)了“創(chuàng)客”的世界。

創(chuàng)客指的是一類亞文化群體，該群體的人通過發(fā)明和探索新技術(shù)來創(chuàng)造自己的事物。許多不同類型的人都可以歸到創(chuàng)客這一范疇，創(chuàng)客可以是建造者、設(shè)計師、生產(chǎn)者、建筑師、發(fā)明家、改客等等。創(chuàng)客可以是像3D打印機(jī)設(shè)計者那么有高科技范兒的人，也可以是像生日賀卡制作者這般普通的人。改客也是創(chuàng)客的一種，指那些通過拆解（改裝）日常物品創(chuàng)造新事物的人。

隨著我對創(chuàng)客運(yùn)動的深入了解，我還發(fā)現(xiàn)了像《創(chuàng)制》這樣的雜志。該雜志現(xiàn)在（編注：英文原文發(fā)表于2014年11月）已有十萬多名訂閱者，每年都會舉辦創(chuàng)客大會，參會者從喜歡擺弄小玩意的業(yè)余愛好者到工程師再到藝術(shù)家都有。創(chuàng)客大會讓許多兒童和成人都可以在展臺上搭建自己的發(fā)明創(chuàng)造，并向觀眾進(jìn)行解說。展臺分為珠寶首飾區(qū)、機(jī)器人區(qū)、服裝區(qū)、音樂區(qū)和模型區(qū)。我在想，創(chuàng)客群體的不斷壯大會不會影響社會的未來發(fā)展。畢竟，萊特兄弟也是從少年時期嘗試制作玩具直升機(jī)起步的。我一直都清楚，科學(xué)家們總是開創(chuàng)自己的技術(shù)和設(shè)計。史蒂夫·喬布斯就是在自家車庫里和一位伙伴一起發(fā)明并做出了自己的電腦！當(dāng)前的創(chuàng)客運(yùn)動對史蒂夫·喬布斯推崇備至——他是如今很多創(chuàng)客都想成為的那種革新者。

在精英學(xué)院，給我上機(jī)器人學(xué)課的老師戴維·佩恩斯也是一位有才的創(chuàng)客。他是羅博迪斯系統(tǒng)公司的創(chuàng)始人兼總裁，他的公司旨在開發(fā)面向兒童的具有教育性質(zhì)的機(jī)器人項目。他從小就喜歡拆東西和修理東西，曾在多家工程制造公司供職，之后改行當(dāng)了老師，教授高中水平的電子學(xué)課程。羅博迪斯系統(tǒng)公司的創(chuàng)建緣起于他給學(xué)生布置的一項任務(wù)：用自己搭建的電路做出一個會動的裝置。

“他們剛開始做出的裝置動不了幾下，”戴維在機(jī)器人學(xué)課上說，“于是就提出疑問，想知道怎樣才能讓裝置更精密，從而做出會動且運(yùn)轉(zhuǎn)良好的機(jī)器人。我教書的學(xué)校沒有機(jī)械加工車間，但我的朋友查利那里有，所以我就利用個人時間和節(jié)假日滿足學(xué)生的需求。羅博迪斯系統(tǒng)公司就這樣誕生了。”

戴維的學(xué)生個個都稱得上是創(chuàng)客，因為每個學(xué)生都用自己的想象力來制作、設(shè)計或創(chuàng)造一些東西。

精英學(xué)院相信孩子們有豐富的想象力，并通過提供編程、模擬電路板制作和發(fā)明方面的課程來鼓勵小創(chuàng)客們。我參加了機(jī)器人學(xué)的入門課和中級課，課程目標(biāo)是做一個巡線機(jī)器人——就是指沿著程序設(shè)定的線路移動的機(jī)器人。初進(jìn)課堂時，我對機(jī)器人、電阻器、晶體管、發(fā)光二極管、穩(wěn)壓器和電路這些東西一無所知，不過有老師一步一步引導(dǎo)我們。

機(jī)器人只是“創(chuàng)制”的諸多方面之一。創(chuàng)制的涵蓋面很廣，包括都市園藝、3D打印、針織等。《創(chuàng)制》雜志的網(wǎng)站上有藝術(shù)、工藝、工程、音樂、美食、綠色設(shè)計、科學(xué)、技術(shù)和健康多個版塊。就連自己動手制作一套萬圣節(jié)服裝也算是創(chuàng)制！

在課堂上，我意識到小孩子也可以成為創(chuàng)客。正如我的老師戴維·佩恩斯在課堂上告訴我的那樣，小孩子可以做出工程師難以想到的裝置。人人都可以成為創(chuàng)客，創(chuàng)客可以是小孩、專家、科學(xué)家，也可以是成年人。明白這點之后，我注意到小孩子是這場運(yùn)動的重要組成部分。YouTube網(wǎng)站上，由小孩子負(fù)責(zé)運(yùn)營的DIY視頻頻道數(shù)不勝數(shù)，而且許多孩子都喜歡為自己制作東西，比如手鐲。

在機(jī)器人學(xué)課上，我制作的巡線機(jī)器人由一個紅色塑料底座、一個arduino平臺、一堆電線和若干輪子構(gòu)成。我前前后后耗費兩個多月才做出來這個機(jī)器人。看到我的機(jī)器人已有一半成形時，我真為自己從一無所知到能夠做出一個像樣的機(jī)器人而深感自豪。

我們還得學(xué)習(xí)怎樣使用電烙鐵，而那時我的父母甚至都不準(zhǔn)我自己熨衣服。我們舉行了一場競賽，看誰的機(jī)器人能夠一口氣走到線路終點。第一次比試時，沒有一個機(jī)器人能做到，頂多就是走上三四步。但經(jīng)過一番摸索和試驗之后，我的機(jī)器人以優(yōu)異的表現(xiàn)通過了測試。

在我完成這個機(jī)器人數(shù)月后，家里有人準(zhǔn)備扔掉一個舊瓷碗，于是我開始琢磨怎樣將這個碗改造成實用的物品。我考慮過將碗做成花盆，或是將其用作我的iPod的揚(yáng)聲器。見過用簡單物品做出種種不可思議的玩意兒之后，我開始以別樣的視角審視各種事物。當(dāng)我看著別人制作東西，或因自己做出機(jī)器人而十分自豪時，我感到備受鼓舞。創(chuàng)制無止境，你所需要做的只是發(fā)揮一些想象，肯下決心，以及付出一點點努力。

12.shop [??p] n. 工廠，作坊，車間

13.breadboard [?bredb??d] vt. 制作模擬電路板

14.transistor [tr?n?z?st?（r）] n. 晶體管

15.voltage regulator： 穩(wěn)壓器，指電子工程中自動維持恒定電壓的裝置。

16.facet [?f?s?t] n. 部分；方面

17.green design： 綠色設(shè)計，也稱生態(tài)設(shè)計（ecological design）、環(huán)境設(shè)計（environmental design）、環(huán)境意識設(shè)計（environmentally conscious design）等，是一種環(huán)保設(shè)計理念，指在設(shè)計產(chǎn)品時著重考慮產(chǎn)品的環(huán)境屬性（可拆卸性、可回收性、可維護(hù)性、可重復(fù)利用性等），在滿足環(huán)保要求的同時保證產(chǎn)品應(yīng)有的功能、使用壽命、質(zhì)量等要求。

18.arduino： 是一個開放源代碼的單芯片微控制器，它使用了Atmel AVR單片機(jī)，采用了基于開放源代碼的軟硬件平臺，建構(gòu)于簡易輸出/輸入（simple I/O）接口板，并且具有使用類似Java、C語言的Processing/Wiring開發(fā)環(huán)境。

19.soldering iron： 電烙鐵，主要用于焊機(jī)元件及導(dǎo)線。

20.trial and error： 反復(fù)試驗，試錯法

21.ace [e?s] vt. 在（測試、考試）中考得很好

22.sound projector： 揚(yáng)聲器