Introducing electronic circuits and hydrological models to postsecondary physical geography and environmental science students: systems science, circuit theory, construction, and calibration

Nicholas J Kinar

doi:10.5194/gc-4-209-2021

Abstract

Abstract. A classroom activity involving the construction, calibration, and testing of electronic circuits was introduced to an advanced hydrology class at the postsecondary level. Two circuits were constructed by students: (1) a water detection circuit and (2) a hybrid relative humidity (RH)/air temperature sensor and pyranometer. The circuits motivated concepts of systems science, modelling in hydrology, and model calibration. Students used the circuits to collect data useful for providing inputs to mathematical models of hydrological processes. Each student was given the opportunity to create a custom hydrological model within the context of the class. This is an example of constructivist teaching where students engage in the creation of meaningful knowledge, and the instructor serves as a facilitator to assist students in the achievement of a goal. Analysis of student-provided feedback showed that the circuit activity motivated, engaged, and facilitated learning. Students also found the activity to be a novel and enjoyable experience. The theory of circuit operation and calibration is provided along with a complete bill of materials (BOM) and design files for replication of this activity in other postsecondary classrooms. Student suggestions for improvement of the circuit activity are presented along with additional applications.

Highlights

Due to the increasing need for interdisciplinary approaches in hydrology (Vogel et al, 2015), teaching of this subject at the postsecondary level should utilize a synthesis of techniques that involves the introduction of concepts and theories with an emphasis on real-world applications (Seibert et al, 2013; Van Loon, 2019)
Skill diversification allows for these professionals to contribute to the following: multidisciplinary problem solving where research teams from different branches of academia are required to search for solutions (Scholten et al, 2007), interdisciplinary activities involving a combination of knowledge approaches within a field of inquiry (Cosens et al, 2011), and transdisciplinary synthesis where new fields of inquiry are created by the combination of disciplines (Krueger et al, 2016)
Transdisciplinary synthesis is required for the production of water knowledge between stakeholders, governments, and academics to find innovative solutions to water issues that have been influenced by the philosophies and methodologies of traditional fields of inquiry (Krueger et al, 2016) and can involve data collected using techniques traditionally associated with different disciplines (Rohde et al, 2019)

Summary

Introduction

Due to the increasing need for interdisciplinary approaches in hydrology (Vogel et al, 2015), teaching of this subject at the postsecondary level should utilize a synthesis of techniques that involves the introduction of concepts and theories with an emphasis on real-world applications (Seibert et al, 2013; Van Loon, 2019). Kinar: Introducing electronic circuits and hydrological models al., 2017), introduce role models that provide examples of career paths available for graduates (Solem et al, 2019), heighten an appreciation of sustainable practices (Robinson, 2019; Yli-Panula et al, 2019), and equip students with skills that improve marketability after graduation (SpronkenSmith, 2019). These activities diversify the skill set of students and thereby contribute to the training of future professionals equipped to address societal challenges related to water security and ecosystem management. Transdisciplinary synthesis is required for the production of water knowledge between stakeholders, governments, and academics to find innovative solutions to water issues that have been influenced by the philosophies and methodologies of traditional fields of inquiry (Krueger et al, 2016) and can involve data collected using techniques traditionally associated with different disciplines (Rohde et al, 2019)

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Conclusion