Circuits Course Research Articles

Large Lecture Transformation: Improving Student Engagement and Performance through in-class Practice in an Electrical Circuits Course

Large Lecture Transformation: Improving Student Engagement and Performance through in-class Practice in an Electrical Circuits Course

非線形モデル予測制御を用いた車両限界域制御と最速走行のための制御

In this paper, we propose a vehicle motion control method considering stability at the limit state using nonlinear model predictive control. In order to consider the vehicle limit state, a vehicle model is defined by using a nonlinear tire model that considers combined slip etc. The steering angle and the slip rates of each wheel at the limit lateral acceleration state are calculated on the numerical simulations. In addition, as an application example of the proposed method, results of running a circuit course at the fastest speed using curvature minimum path generation algorithm is demonstrated. Simulation results show that the proposed method can run at the speed at the lateral acceleration limit according to the course shape and it is able to run on the out-in-out trajectory.

An Adaptive Educational Web Application for Engineering Students

Motivated by the success of student-centered language-learning tools and data-driven platforms commonly found in popular commercial and entertainment platforms, we present a new adaptive educational web platform for engineering students. The presented adaptive education platform ( ADEPT ) focuses on personalizing learning in large college classes by enabling proactive and continuous student engagement. In this paper, we present the principles, implementation strategies, and initial results obtained by working with an early version of ADEPT in a required sophomore-level circuits course at Purdue University. Initial results underline the potential of this web tool to identify the challenging concepts for students as well as prepare instructors to modify the way concepts are presented to the students. In addition, ADEPT helps to reveal the student engagement habits and studying patterns that may not be easily identifiable through other means, such as self-reporting.

A low-cost design experience for junior-level electronics circuits laboratories through emulation of industry-printed circuit board design practice

Over a 2-year period, printed circuit board layout design and test were included in the laboratory portion of the second of two junior-level electronic circuits courses. Printed circuit board design using industry-accepted board specifications and standard industry Gerber file export experience was developed. The students’ printed circuit board design experience emulated real-world situations and cost criteria. The instructor served as the fabricator in this model of the industrial design situation. Students individually used industry standard schematic capture and layout software to develop a printed circuit board for a simplified discrete µA741 operational amplifier. The layout designs were submitted as industry standard Gerber files electronically to the instructor/fabricator for evaluation. Grades were assigned by evaluating the accuracy and cost effectiveness of the design by minimizing traces, reducing printed circuit board geometry, and limiting the number of vias, which ultimately reduces fabricator tooling cost. Feedback was provided by the instructor who acted as the industry fabricator to individual students. A single fabricated printed circuit board, designed by the instructor (and fabricated by a commercial printed circuit board manufacturer), was delivered to students for assembly and test. By delivering a single printed circuit board design to students, fabrication costs can be minimized and students can inspect the delivered board as an exemplar. Assessments of the student perceptions of knowledge of and confidence in applying printed circuit board techniques in designing and releasing a printed circuit board were conducted prior to and after the printed circuit board layout design and test. On a 5-point scale, overall student-reported knowledge increased by 2.14 and overall student confidence increased by 1.20 points. Faculty assessment of knowledge, as measured by scoring short answers to knowledge statements, correlated well with student report and showed an average increase of 2.70.

Electric Circuit Analysis Using a Simple Assumption- Based Technique

This paper demonstrates a simple technique to analyze linear electric circuits. The technique is based on assuming some voltage or current values according to the given resistance/impedance values such that a relative circuit performance is obtained. The actual circuit results are achieved directly by normalizing the assumed values using a specific formula. In practice, this method either reduces the number of simultaneous equations or simplifies the mathematical formulas; hence the overall analysis procedure is reasonably accelerated. It is highly recommended that this method is taught in electric circuit courses especially in the beginning chapters so that students can have more variety of circuit analysis techniques. It is also possible to apply such a method to verify an existing solution or vice versa.

Reform and Exploration on Electric Circuit Course Teaching Based on CDIO

In light of the current problems about Electric Circuit course teaching in universities, the problems in the current teaching of the course are presented and analyzed. The international idea of CDIO is put forward and introduced, and this educational mode is applied in Electric Circuit course teaching. Reform is made to change the current situation that students are weak in experiments and practice links, and concrete measures are proposed. It is shown that this teaching mode can help students not only to promote the understanding and grasp the knowledge points but also it can improve the innovation ability, engineering ability and cooperation ability, communication ability effectively. It will be helpful both to the graduates and society. This teaching mode proposed is effective and feasible.

Model Based Learning of Linear Integrated Circuit Course: A Practical Approach

Transmission of knowledge present in the information by teachers does not guarantee an effective understanding of the student in a large class room which has been a greatest challenge. Linear integrated circuit (LIC) is analysis of solid state analog and digital devices which is characterized by infinite and finite number of possible operating states respectively. Integrated circuits play an important role in electronics. As a felicitator we have to strengthen the theoretical concepts by providing the platform for the students to model, analyze and design various applications using integrated circuits. At undergraduate level, for a large class room it is a great challenge to impart this knowledge. In this paper an activity is discussed which enhances the interest of the students towards the course and depth of gaining knowledge. An effective activity called self study component was introduced at the 4th semester level for developing the model to cater real time signal acquiring and monitoring the physical parameters. This course encouraged us to develop undergraduate level activity with the applications of data acquisition models. Findings showed that there was a significant positive difference in student's academic achievement and attitude towards learning the subject through the activity.

Just-in-Time Teaching Visual Instruction for Cohort base Interactive Learning For Engineering Course

AbstractActive learning tool – Just-in-time Teaching (JiTT) is enhanced with visual instruction and lesson plan in this action research based teaching and learning pedagogy research in engineering course that is Circuits. The JiTT was planed one year ahead to identify and gather the necessary topics for JiTT. The topics were carefully analyzed and visual instruction is found to be a better way for the content delivery during second time the Circuits course was delivered. A JiTT based lesson plan was also proposed and implemented in the Circuits course instead of the structured lesson plan. The observation shows JiTT with visual instruction and JiTT lesson plan has improved the course satisfaction, students’ learning experience, and also reduced the teaching resources.

Reverse engineering of RLC circuits using Matlab: An experiment for electrical circuits course

Identifying the contents of a black-box electrical circuit is a challenging experiment. In this paper, we present an approach for identifying the topological structure of the circuit and estimating the values of the internal components, by applying input signals and measuring available signals. The black-box model is provided as a Simulink model, whose contents are not accessible to the students. The overall procedure is performed in Matlab/Simulink environment and the results are obtained for a given circuit and compared with the actual values. The experiment is performed by a group of undergraduate students and the assessment results show its effectiveness in challenging their knowledge.

Enquiry-based learning designed for transient response of dynamic circuits in electric circuits course

According to enquiry-based learning theory and experiences in teaching Electric Circuits course, this paper presents a problem-based teaching model designed for transient response of dynamic circuits. Guided by some questions designed by teachers, students go through three processes: enquiry-based teaching and learning, problem-based simulation, and enquiry-based seminar. The knowledge of dynamic circuits is taught, and the circumstance of scientific enquiry is also set up to help students’ research. It is proved that the model can help students to understand knowledge much better, and it can also develop their ability of self-exploration.

Estrategia didáctica para la enseñanza y aprendizaje en el laboratorio de circuitos eléctricos de la universidad de la costa cuc

Este artículo es producto de una investigación que pretende brindar nuevos elementos didácticos a través de un módulo orientador basados en las TIC para laboratorio de circuitos eléctricos del Programa de Ingeniería Eléctrica de la Universidad de la Costa CUC.La investigación inicia identificando las estrategias que actualmente se están impartiendo en los laboratorios en el marco de las investigaciones realizadas a nivel regional, nacional e internacional, y se desarrolla un método de investigación descriptivo cuantitativo. La investigación demostró la necesidad de proponer un módulo orientador que les permita a los estudiantes construir su propio conocimiento, de esta manera se invita al estudiante a ser autónomo, que investigue, reflexione y sea crítico de su práctica, el papel del docente es de facilitador apoyado con los módulos propuestos en esta investigación.De acuerdo a los resultados arrojados, se evidencia que se requiere promover y difundir en la asignatura de laboratorio de circuitos eléctricos el apoyo de las TIC para el logro de aprendizajes significativos, el cual da un vuelco a la metodología tradicional de enseñanza, y de acuerdo a esto vemos que el uso de estas herramientas permite garantizar un mejoramiento en el rendimiento académico.

INCORPORATING EXPERIENTIAL LEARNING IN LOWER DIVISION ENGINEERING COURSES

“Experiential learning” as a method of delivering course material is becoming more recognized in university education, in recent years. This paper is a report on the early phase of a project at the School of Engineering Science at Simon Fraser University which aims at incorporation of experiential learning in lower division courses.The course considered here is a first year course in Logic Circuits. An example of an assignment given to students which implements the experiential learning method is presented and the results of students’ feedback on this method of learning compared to conventional method is summarized.Future directions for subsequent phases of this project are outlined, namely expansion of this method by adding more examples and incorporation of experiential learning in other lower division courses. Furthermore, implementation of a system to measure the effectiveness of experiential learning method is also considered.

A Flipped First-Year Digital Circuits Course for Engineering and Technology Students

This paper describes a flipped and improved first-year digital circuits (DC) course that incorporates several active learning strategies. With the primary objective of increasing student interest and learning, an integrated instructional design framework is proposed to provide first-year engineering and technology students with practical knowledge of DC. The research presented here compares the effectiveness of the flipped course to the previous traditional course through a controlled experimental study. The improved effectiveness of the flipped course is confirmed through the significant increase in course content and significant improvements in students' performance and their perceptions of their learning experience. Preliminary results suggest that students' academic success, and their engagement and interest in engineering, can be enhanced by refinement of an integrated instructional design framework. The authors believe that this positive outcome is a result of alignment of online preview of lectures, face-to-face student/instructor and peer interactions, discussions, hands-on activities, combined with several active learning strategies infused into the class.

Changing the Learning Environment in the College of Engineering and Applied Science Using Challenge Based Learning

Over the past 20 years there have been many changes to the primary and secondary educational system that have impacted students, teachers, and post-secondary institutions across the United States of America. One of the most important is the large number of standardized tests students are required to take to show adequate performance in school. Students think differently because they are taught differently due to this focus on standardized testing, thus changing the skill sets students acquire in secondary school. This presents a critical problem for colleges and universities, as they now are using practices for and have expectations of these students that are unrealistic for the changing times. High dropout rates in the colleges of engineering have been attributed to the cultural atmosphere of the institution. Students have reported a low sense of belonging and low relatability to course material. To reduce negative experiences and increase motivation, Challenge Based Learning (CBL) was introduced in an undergraduate Basic Electric Circuits (BEC) course. CBL is a structured model for course content with a foundation in problem-based learning. CBL offers general concepts from which students derive the challenges they will address. Results show an improved classroom experience for students who were taught with CBL.

Teaching An Electrical Circuits Course Using A Virtual Lab

This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman’s (2005) concept of “signature pedagogy” and Mazur’s (2009) emphasis on student-centered approaches, and aware that our students did not always understand the electrical theory concepts presented in class, I decided to change my pedagogy. We explain our efforts to train our students to think as engineers, first by making them more “visible” and “accountable” in the classroom, and second, by offering them hands-on practice through the use of Multisim, a free and open source simulation software. The study presented here reports the effect that using Multisim had on our students’ ability to learn and apply electrical theories and concepts. The implications for the teaching of the basic electrical circuit course are offered as well as my reflection on my own growth as a teacher and my developing understanding of the scholarship of teaching and learning.

Research on Teaching Aid of Analog Circuits Based on Magnetic Element

In the traditional teaching process of analog circuit course, the connected circuit element and current trend are not intuitive and students understand difficultly. In order to solve this problem, the teaching aid of analog circuit based on magnetic elements is researched and designed, including a DC power supply, some element modules and some connecting soft lights, both ends of the connecting soft light has a connecting plug connection, element module is comprised of bottom plate, switch, socket, input slot, output slot, symbol and permanent magnet, input slot and output slot are communicated together , switch and symbol are communicated together, permanent magnet is located at the bottom of the component module. By a plurality of component modules absorbed on the surface of iron blackboard that are marked with the symbol to make up the teaching circuit, by shining of connecting soft lights to simulate the current in the circuit, the teaching content of analog circuit is vividly demonstrated and understanding of students for teaching content is improved.

Comparing Online to Face-to-Face Delivery of Undergraduate Digital Circuits Content

This paper presents a comparison of online to traditional face-to-face delivery of undergraduate digital systems material. Two specific components of digital content were compared and evaluated: a sophomore logic circuits course with no laboratory, and a microprocessor laboratory component of a junior-level computer systems course. For each of these, a baseline level of student understanding was evaluated when they were being taught using traditional, face-to-face delivery. The course and lab component were then converted to being fully online, and the level of student understanding was again measured. In both cases, the same purpose-developed assessment tools were used to carry out the measurement of understanding. This paper presents the details of how the course components were converted to online delivery, including a discussion of the technology used to accomplish remote access of the electronic test equipment used in the laboratory. A comparison is then presented between the control and the experimental groups, including a statistical analysis of whether the delivery approach impacted student learning. Finally, student satisfaction is discussed, and instructor observations are given for the successful remote delivery of this type of class and laboratory.

Project Circuits in a Basic Electric Circuits Course

The use of project circuits (a photoplethysmograph circuit and a simple audio amplifier), introduced in a sophomore-level electric circuits course utilizing active learning and inquiry-based methods, is described. The development of the project circuits was initiated to promote enhanced engagement and deeper understanding of course content among students. The new activities were assessed by student surveys, student scores on essay exams probing deeper learning, and classroom observations by an assessment specialist. The results are compared to similar assessments made before the introduction of the project circuits and are related to other applications of active learning approaches in the teaching of electric circuits.

Implantable Biomedical Microsystems: A New Graduate Course in Biomedical Circuits and Systems

After more than two decades of research on the design and development of implantable biomedical microsystems, it is time now to organize research achievements in this area in a consolidated and pedagogical form. This paper introduces a new graduate course in advanced biomedical circuits and systems. Designed for graduate students with electrical and biomedical engineering backgrounds, this course provides a general overview of the multidisciplinary field of implantable biomedical microsystems. In addition to some introductory material on physiology and biology where needed, this course comprises extensive contents and in-depth discussions on both system- and circuit-level aspects of the design of implantable microsystems. Moreover, this course also deals with issues surrounding design for implantability and testability. Wireless interfacing, signal processing, microelectrode array fabrication, and circuit design for implantable neural recording microsystems are studied extensively. Various design aspects of neural stimulation microsystems, cochlear implants, and visual prostheses are also reviewed briefly.

A Study of Lateralized Cognitive Processes in Upper-Division Electrical Engineering Students’: Correlating Written Language Functions with Analytical Reasoning in Microelectronics

The human brain is asymmetrical in function, with each of its two hemispheres being somewhat responsible for distinct cognitive and motor tasks, to include writing. It stands to reason that engineering students who have established entrance into their upper-division programs will have demonstrated cognitive proficiency in math and logical operations, abstract and analytical reasoning and language usage, to include writing. In this study the question was asked: is there a correlation between an upper-division electrical engineering students’ analytical reasoning ability and their descriptive writing ability? Descriptive writing is taken here to mean a students’ ability to identify key physical aspects of a mathematical model and to express—in words—a concise and well-balanced description that demonstrates a deep conceptual understanding of the model. This includes more than a description of the variables or the particular application to an engineering problem; it includes a demonstrated recognition of the basic physics that govern the model, certain limitations (idealizations) inherent in the model, and an understanding of how to make practical experimental measurements to verify the governing physics in the model. A student at this level may demonstrate proficiency in their analytical reasoning skills and hence be capable of correctly solving a given problem. However, this does not guarantee that the same student is skilled in associating equations with their physical meaning on a deep conceptual level or in understanding physical limitations of the equation. Consequently, such a student may demonstrate difficulty in mapping their comprehension of the model into written language that demonstrates a sound conceptual understanding of the governing physics. The findings represent a sample of two independent class sections of Electrical and Computer Engineering junior’s first course in Microe-lectronic Devices and Circuits during fall semesters 2012 and 2013 at a private mid-size university in NW Oregon. A total of three exams were administered to each of the 2012/2013 groups. Correlations between exam scores that students achieved on their descriptive writing of microelectronics phenomena and their analytical problem-solving abilities were examined and found to be quite significant.