Development of interactive and remote learning instruments for engineering education

Many educators have argued for and against the use of remote aids in support of student learning. Some proponents argue that only remote laboratories should be used whereas others argue for the requirement for hands on experience with associated tactical, visual and auditory learning experiences. In this paper we present the methodology for developing a middle ground Virtual Instruments that can be used as a complement learning aid to the hands on laboratory and also if necessary, with added features, can be used as a remote version of the laboratory

Investigating the role of model-based reasoning while troubleshooting an electric circuit

We explore the overlap of two nationally-recognized learning outcomes for physics lab courses, namely, the ability to model experimental systems and the ability to troubleshoot a malfunctioning apparatus. Modeling and troubleshooting are both nonlinear, recursive processes that involve using models to inform revisions to an apparatus. To probe the overlap of modeling and troubleshooting, we collected audiovisual data from think-aloud activities in which eight pairs of students from two institutions attempted to diagnose and repair a malfunctioning electrical circuit. We characterize the cognitive tasks and model-based reasoning that students employed during this activity. In doing so, we demonstrate that troubleshooting engages students in the core scientific practice of modeling.Comment: 20 pages, 6 figures, 4 tables; Submitted to Physical Review PE

Graphical Approach for RF Amplifier Specification in Radio over Fiber System: Maximum Power Issues

Radio-over-fiber (RoF) technologies address wireless communication’s need for high data rate, protocol- transparency, and flexibility. One of challenge in RoF access point design is RF amplifier requirement that match to microwave-photonic link chosen and service range needed. This paper proposes a graphical approach as systematic method to solve the challenge. The method identifies two regions, i.e. (a) scalable region where amplifiers’ output 1-dB compression point (OP1dB) improvement can enhance system’s maximum input and output power, and (b) saturation region where any improvement on amplifiers’ OP1dB cannot improve AP’s maximum input and output power. The methods have been verified by system simulations. The errors at scalable and saturation regions are less than 1 dB and the standard deviation is no more than 0.6 dB. The error values around the breakpoint between scalable and saturation regions are around 1 dB. Therefore, the proposed graphical approach can be used in the specification tradeoff between RoF access point input and output power, amplifier’s gain and OP1dB

Application of Active Learning in Microwave Circuit Design Courses

Application of active learning in microwave circuit design courses. We have recently expanded our undergraduate labs to include four 20 GHz VNA-s and four high-speed TDR oscilloscopes. They were obtained initially for junior electromagnetics labs but this opens up obvious opportunities for more hands-on approaches to teaching and learning microwave circuit design. We have redesigned our two quarter, senior-level sequence with these goals in mind: a) Emphasize complete design cycle, from paper development, to simulation, to prototype development and testing, followed by more advanced prototyping, testing and redesign. b) De-emphasize face-to-face lecture and emphasize in-class activities and peer interaction c) Provide students with as much immediate or early feedback as possible by utilizing a new classroom interaction system developed by Learning Catalytics. d) Reinforce student learning by having lab and lecture merge into one so that concepts can be immediately put to practice instead of waiting for assigned lab time. This means that as many designs from item a) should be attempted during class time so that instructor can provide immediate feedback. Work by R. Caverly at U. of Villanova has provided the initial impetus and work by K.C. Guptaon conceptual mapping is providing the framework. We will report on the details of lecture and course design, and lessons learned from the initial offering. Significant emphasis was placed on writing and presentation skills but mixed results were obtained. In the future we will provide more opportunity for students to re-write the reports on their activities instead of expecting that they will incorporate feedback into subsequent reports. We have also discovered some significant gaps or misconceptions in how students think about circuits. For example, they do not fully grasp the concept of admittance vs. impedance and why one may prefer to use one over the other. Similarly, basic concepts of impedance transformation took a long time to develop. We attempted to rank order the effectiveness of various components of the course, as judged by the students. Building and testing circuits and their simulations were perceived as most useful by students, as shown in the figure below. Examples of various class activities will be described, some assessment data provided, and plans for future improvements discussed

Reports on Hybrid-computer Hardware

Hybrid computer and differential analyzer design and development for university instruction progra

Investigating Student Learning of Analog Electronics

Instruction in analog electronics is an integral component of many physics and engineering programs, and is typically covered in courses beyond the first year. While extensive research has been conducted on student understanding of introductory electric circuits, to date there has been relatively little research on student learning of analog electronics in either physics or engineering courses. Given the significant overlap in content of courses offered in both disciplines, this study seeks to strengthen the research base on the learning and teaching of electric circuits and analog electronics via a single, coherent investigation spanning both physics and engineering courses. This dissertation has three distinct components, each of which serves to clarify ways in which students think about and analyze electronic circuits. The first component is a broad investigation of student learning of specific classes of analog circuits (e.g., loaded voltage dividers, diode circuits, and operational amplifier circuits) across courses in both physics and engineering. The second component of this dissertation is an in-depth study of student understanding of bipolar junction transistors and transistor circuits, which employed the systematic, research-based development of a suite of research tasks to pinpoint the specific aspects of transistor circuit behavior that students struggle with the most after instruction. The third component of this dissertation focuses more on the experimental components of electronics instruction by examining in detail the practical laboratory skill of troubleshooting. Due to the systematic, cross-disciplinary nature of the research documented in this dissertation, this work will strengthen the research base on the learning and teaching of electronics and will contribute to improvements in electronics instruction in both physics and engineering departments. In general, students did not appear to have developed a coherent, functional understanding of many key circuits after all instruction. Students also seemed to struggle with the application of foundational circuits concepts in new contexts, which is consistent with existing research on other topics. However, students did frequently use individual elements of productive reasoning when thinking about electric circuits. Recommendations, both general and specific, for future research and for electronics instruction are discussed

A modular design for an undergraduate system dynamic and controls laboratory

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Mechanical Engineering, 1995.Includes bibliographical references (p. 101-103).by Michele Tesciuba.M.S

Web-based computer assisted laboratory instruction

The feasibility of computer-assisted instruction in a practical laboratory has been explored in this work. Computer assisted instruction (CAI), in which educational instruction is delivered through a computer, has been a popular area of research and development. Computer assisted laboratory instruction (CALI), on the other hand, has not been systematically studied in the past as literature reveals. In the work conducted in this research, the concept of CALI has been examined by developing a web-based multi-media CALI package for Control Systems laboratory that is used by around 100 students annually in the School of Electrical, Computer and Telecommunications Engineering, University of Wollongong. Some elements of Intelligent Tutoring Systems (ITS) have been also incorporated to increase the flexibility of the instruction provided. A systematic approach has been employed to develop the specifications of the package and design its structure to ensure its effectiveness. The latest tools in Web development have been employed to achieve all the defined specifications efficiently and systematically. The outcome is a system that has proved very effective in its operation and instruction for the students in the laboratory. In addition to the specific results and benefits produced directly as the result of employing the package in Control Laboratory, the study has also generated outcomes that are generic and can be considered in the application of the approach in any practical laboratory

The Photoelectric Effect: Project-based Undergraduate Teaching and Learning Optics through a Modern Physics Experiment Redesign

The photoelectric effect is a cornerstone textbook experiment in any Modern Physics or Advanced Laboratory course, designed to verify Einstein’s theory of the photoelectric effect, with the implicit determination of an experimental value for Planck’s constant and the demonstration of the particle nature of light. The standard approach to the experiment is to illuminate the light-sensitive cathode of a vacuum-tube photocell with monochromatic light of known wavelengths; a reversed-voltage is then applied to the photocell and adjusted to bring the photoelectric current to zero. The stopping voltage is then plotted as a function of the inverse wavelength or frequency of the incident light, and Planck\u27s constant is determined from the slope of the graph. Additionally, a value for the work function of the photocathode can be extracted from the intercept. The commercial apparatus for the experiment is available from a number of vendors (PASCO, Leybold) in various forms, degrees of performance and cost. However, designing and assembling a photoelectric effect experiment apparatus can in itself be a valuable experiential project-based undergraduate learning opportunity in Optics involving both fundamental light and optics theory and practical optics and opto-mechanical design aspects. This presentation details a project undertaken in the Applied Physics/Engineering Physics programs at Kettering University involving students in a Modern Physics laboratory course. The first phase of the project, discussed in detail in this paper, was a redesign of an existing photoelectric effect apparatus through an undergraduate student thesis, currently in advanced stages of completion. In a second phase of the project we plan to replicate the newly assembled experimental apparatus up to as many as six identical stations and deploy it in our Modern Physics lab course. Typically, more than 50% of the students in this course are engineering majors who would otherwise not get any significant exposure to problems of optics and optical design. We believe that the modular design of the new apparatus together with a carefully redesigned lab activity will allow us to have our students explore major aspects of optics and optoelectronic design while performing this classic Modern Physics experiment