Introducing Programmable Logic to Undergraduate Engineering Students in a Digital Electronics Course

Due to significant technological advances andindustry requirements, many universities have introduced programmable logic and hardware description languages into undergraduate engineering curricula. This has led to a number of logistical and didactical challenges, in particular for computer science students. In this paper, the integration of some programmable logic concepts into an introductory digital electronics course is presented. The proposed optional lab develops a printed circuit board that implements a programmable logic block. Another contribution is the collaborative problem-solving methodology used to achieve this goal. Surveys completed by the students, and their final grades, show that the lab has improved the quality of their education and has contributed to a successful integration of programmable logic concepts in an introductory digital electronics course. Because of its demands on students? time and effort, the lab favors the most motivated students. This suggests future research on a proposal for a lab that would be feasible within the time constraints for even the least motivated students.Fil: Todorovich, Elías. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Instituto de Investigaciones en Tecnología Informática Avanzada; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; ArgentinaFil: Marone, José Antonio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; Argentina. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Instituto de Investigaciones en Tecnología Informática Avanzada; ArgentinaFil: Vazquez, Martin Osvaldo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Tandil; Argentina. Universidad Nacional del Centro de la Provincia de Buenos Aires. Facultad de Ciencias Exactas. Instituto de Investigaciones en Tecnología Informática Avanzada; Argentin

Introduction of Mechatronics Specialization through Concentration Areas in the Mechanical and Electrical Engineering Technology Programs

The last few decades have experienced an explosion of technology, both in industry and in customer products. A large variety of embedded systems from various areas of applications, digital electronics, internet of things, automatically controlled products, and ultimately mechatronics systems are part of the everyday life. The changes in the industries, consumer markets and implicitly in the job markets, impose changes in the academic programs and curricula. Recently, mechatronics undergraduate programs started being developed in 2 or 4 years colleges across the nation, mainly driven by international companies operating in countries that already offer mechatronics degrees ranging from high school to doctoral programs. Most of the time there are independent mechatronics programs, mainly at the community college level, but mechatronics areas of specialization were also developed under either electrical or mechanical engineering programs, through senior elective courses. In the College of Engineering and Technology at Old Dominion University there are currently well established, accredited electrical and mechanical engineering technology programs, and steps are being taken to introduce the option for mechatronics specialization. A mechatronics concentration area was already introduced under the mechanical engineering technology (MET) program with new courses developed to provide skills in mechatronics, hydraulics, and simulation of mechatronics systems, complementing the existing courses focusing on automation, industrial robotics, computer integrated manufacturing, and computer numerical control. The electrical engineering technology (EET) program, with a current curriculum that includes a large number of courses to provide the foundation for mechatronics, is taking its turn in the development of a mechatronics concentration area. This paper discusses the introduction of mechatronics specialization through concertation areas in the mechanical and electrical engineering technology programs at Old Dominion University, with emphasis on the implementation challenges. This specialization model offers students the choice to incline the balance between the electrical and mechanical components of their mechatronics education through their major and minor selection, and in consonance with their individual strengths and preferences

Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University

Innovative teaching of IC design and manufacture using the Superchip platform

In this paper we describe how an intelligent chip architecture has allowed a large cohort of undergraduate students to be given effective practical insight into IC design by designing and manufacturing their own ICs. To achieve this, an efficient chip architecture, the “Superchip”, has been developed, which allows multiple student designs to be fabricated on a single IC, and encapsulated in a standard package without excessive cost in terms of time or resources. We demonstrate how the practical process has been tightly coupled with theoretical aspects of the degree course and how transferable skills are incorporated into the design exercise. Furthermore, the students are introduced at an early stage to the key concepts of team working, exposure to real deadlines and collaborative report writing. This paper provides details of the teaching rationale, design exercise overview, design process, chip architecture and test regime

A course on digital electronics based on solving design-oriented exercises by means of a PBL strategy

Recently, new syllabuses are being implemented accordingly to the European Higher Education Area (EHEA) in Spain. This paper describes the methodology and assessment strategy applied in the subject ‘‘Digital Circuits and Systems’’ (CSD) in the third semester course in the Telecommunications Engineering degree at the Castelldefels School of Telecommunications and Aerospace Engineering (EETAC) of the Universitat Polite`cnica de Catalunya (UPC). The course’s main learning objective is that students be able to analyse and design simple combinational and sequential circuits by means of hardware description languages for programmable devices and program applications using microcontrollers and C language. Small groups of two or three students work in cooperation using PBL techniques to solve design-oriented assignments, while instructors act more as mediators than lecturers in order to facilitate project development and knowledge acquisition. The experience we describe corresponds to the spring term of 2011, a period in which this methodology was applied to 46 students. This work compares statistically the influence of the students’ background on their academic performance in our subject. A significant correlation has been detected between test marks and the final grade, based on continuous assessment. Students’ opinions have been obtained by means of a survey at the end of the course. Although the high workload and involvement, because this methodology requires constancy and commitment from the students, most of them have positive opinions on the development of the subject, due to the fact that they realise that they have put into practice several competences or cross-curricular skills, while acquiring the course content, and furthermore, most of them have passed the course, even with higher grades than the ones from other subjects in the same semester.Peer ReviewedPostprint (published version

Online Laboratory Course using Low Tech Supplies to Introduce Digital Logic Design Concepts

This paper describes a Digital Logic Design Laboratory Course developed to engage students with hardware systems within an online setting. This is a junior level core course for students from Computer Science (CS), Computer Engineering (CE) and Electrical Engineering (EE). Hence, the laboratories are designed to provide the hands-on experience of breadboarding, testing and debugging essential to CE and EE while accommodating CS students with no prior hardware experience. Commercially available low-cost electronic trainers (portable workstations) are loaned to the students in addition to basic electronic components. To ensure a strong foundation in debugging, prior to utilizing these workstations, students are introduced to the concepts of design, build, test and debug through everyday stationary supplies and educational toys like Snap Circuits. Results from students\u27 surveys regarding their perception of such an introduction as well as their eventual confidence in breadboarding digital logic systems is discussed. The lab structure in context of the course objectives and its implementation in an online classroom is presented. Some of the student work is included for demonstration

Designing of Flexible Multi-Microcontroller Based Training System

In traditional Embedded Control Technology courses, students learn to develop assembly language programs to control peripherals, handle interrupts, and perform I/O operations. However, students find the subject is difficult as the subject is presented in a lecture format. Unfortunately, this Embedded Controller Technology (ECT) course is a compulsory course in any electrical or electronic field of engineering. This paper aims to describe development of a flexible multi-microcontroller training system based on 8-bit microcontroller in Microchip, Freescale (formerly Motorola) and Intel family. For this reason, a new laboratory evaluation tool (UMP-EVT) specifically will be designed to be as a learning tool for those who intend to learn microcontroller and for use in the academic environment. With an extensive of this training system, it could let the user to get start with their microcontroller application efficiently. In addition, it is further boosted by the introduction of Integrated Development Environment (IDE) features in order to create user-friendly environment. By using this UMP-EVT, users are exposed to practical experience of the microcontroller and provide an easy path to learn this intelligent electronic device in short time. In this respect, this UMP-EVT would be applicable for education and expose the electrical engineering students to the understanding fundamental of microcontroller in electronic design field

Computer-controlled autonomous model car: A mechatronics project

Mechatronics is a synthesis of mechanical engineering and electronic engineering, and computer engineering, distinct areas that overlap in the design of systems. It represents the interdisciplinary nature of design and development of today\u27s products.;The current research focuses on the design, construction and testing of a computer controlled autonomous model car which can exhibit intelligent behavior such as timed course execution, obstacle detection, and response to sensor inputs. The car is intended as a mechatronics design project that will be integrated into an existing one-semester mechanical engineering undergraduate instrumentation course.;The car was designed around a microprocessor board (Tern Analog Drive) controlled by a 16-bit microcontroller (Tern V104) and equipped with several sensor channels. Two stepper motors were used to propel and guide the car. Photocells were used to detect the path. The control program was written in Turbo C.;The car was tested on a path of reflective white tape about 2 inches wide. The path consists of a 36-inch straight portion followed by a 17-inch radius of curvature curved portion, and completed by a 6-inch straight section with an obstacle at the end. The autonomous car successfully traversed the path and stopped when it detected the obstacle.;It was concluded that a successful mechatronic design project could be developed around the construction and testing of an autonomous car

Application of LEGO Mindstorms Kits for Teaching Mechatronics Engineering

One of the major educators’ challenges is to teach the theoretical lessons with practical examples that can be taught in the classroom or teaching laboratories. The application of these examples will face a major problem for students in engineering: the difficulty of understanding and seeing how a mechatronic device works in everyday life. This requires the use of tools that enable the construction of different low cost prototypes to assist in student learning. Another challenge to educators is the need to motivate students during the lessons and to present models that students can make and develop on their own. Within this context this paper presents a pedagogic proposition based on the use of LEGO Mindstorms kits to teach practical lab activities in a mechatronics engineering course. The objective is to develop teaching methodologies with the use of these LEGO kits in order to motivate the students and also to promote a higher interdisciplinarity, by proposing projects that unify different disciplines. Thus, the paper is divided into three parts according to the educational experiences implemented in the course of mechatronics engineering at the Federal University of Uberlândia, Brazil. The first part presents the use of the kits in robotics discipline. The second part presents the use of the virtual kits in the Computer Aided Design discipline with zero-cost. The third part presents a multi-disciplinary project EDROM in mechatronics using LEGO kits

Substitute your lectures by cooperative problem-based learning (PBL) sessions

This paper shows examples of assignments, which have been redesigned in order to centre teaching in the student‘s learning, which is one of the requisites of the EHEA. Our approach has been to teach content through the use of some cross-curricular skills: teamwork, autonomous learning, and effective communication.Peer Reviewe