A Review of Fault Diagnosing Methods in Power Transmission Systems

Transient stability is important in power systems. Disturbances like faults need to be segregated to restore transient stability. A comprehensive review of fault diagnosing methods in the power transmission system is presented in this paper. Typically, voltage and current samples are deployed for analysis. Three tasks/topics; fault detection, classification, and location are presented separately to convey a more logical and comprehensive understanding of the concepts. Feature extractions, transformations with dimensionality reduction methods are discussed. Fault classification and location techniques largely use artificial intelligence (AI) and signal processing methods. After the discussion of overall methods and concepts, advancements and future aspects are discussed. Generalized strengths and weaknesses of different AI and machine learning-based algorithms are assessed. A comparison of different fault detection, classification, and location methods is also presented considering features, inputs, complexity, system used and results. This paper may serve as a guideline for the researchers to understand different methods and techniques in this field

Demystifying Operational Definition and Levels of Measurement

Teaching mass communication research methods at the undergraduate level attains an increased challenge because students at this stage seem to be more focused on skill-based courses in order to work in various media-related professions. Most of them have difficulty in comprehending that learning research methods is beneficial to them as it helps build their analytical and logical thinking. Among various aspects of research methods such as trying to figure out the link between theory and method, a constant struggle for beginners is to understand what is an operational definition and the levels of measurement. The key lies in demystifying research concepts and terms with what these students can relate to so they can develop an appreciation for analytical and logical thinking in their professional and scholarly endeavors

The Implementation of Project-Based Learning (PjBL) in an Earth Science Classroom: The Effectiveness of PjBL in Teaching Students about Sustainable Energy

The Next Generation Science Standards (NGSS) (NRC, 2013) have developed a framework for more effective pedagogical approaches in the science classroom that advance student engagement in Science, Technology, Engineering, and Math (STEM). The framework is cited in developing student understanding of three major aspects of learning: “understanding of science concepts, their identities as learner of science, and their appreciation of scientific practices and crosscutting concepts” (NGSS, 2012).The framework explains that the most effective way of transmitting these aspects of learning is through “investigation, collection and analysis of evidence, logical reasoning, and communication of information” (NGSS, 2013). Project-Based Learning (PjBL) meets these criteria, and is argued by the scientific and educational communities to be a portal for aligning science teaching to the NGSS. This project cites the wealth of support for PjBL in the science classroom. Additionally, this project proposes a unit plan that introduces PjBL in the science classroom in an attempt to engage students in genuine science learning that references the NGSS. Specifically, students work in groups throughout the unit to collaborate on research, design, data analysis, and a presentation of their understanding of the different forms and effectiveness of four types of renewable energy: solar, wind, geothermal, and hydroelectric energy. The presentation is the culmination of students’ ability to collaborate in understanding the overall objectives of the unit

The Application Problem-Based Learning Based E-module to Increase the Ability of Logical Thinking and Decrease Students\u27 Misconception of Class X 3 of SMAN Kebakkramat in the Year 2014/2015

The aim of this research were to increase the ability of logical thinking and decrease students\u27 misconception in SMAN Kebakkramat throught applying Problem-Based Learning based e-Module. This research is classroom action research that consist of two cycles. Every cycle consists of four phases, they are planning, action, observation, and reflection. The subject of the research was students of class X3 of SMAN Kebakkramat. They are 16 boys and 26 girls. Validity of data uses data triangulation technique. Collecting data techniques are test, observation, and interview. This research was descriptive qualitative. The result shows that students\u27 misconception decrease. The percentage of misconception in each cycles are 65,57% at pre cycle, 53,63% at first cycle, and 27,47% at second cycle (all aspects of ecology concepts). Those concepts are attribute aspect in population, attribute in community, food chain and food webs, SETS (Science, Environment, Technology, and Society) aspect in ecology context. The percentage of logical thinking ability in each cycles are 37,27% at pre cycle, 51,26% at first cycle, and 60,25% at second cycle (in all aspects: generalisation aspect, analogy aspect, causal relation aspect, hypotetic silogisme, categorial silogisme, alternative silogisme and entimem). The conclusion of this research was application of Problem-Based Learning based on e-Module increased the ability of logical thinking and decreased student\u27s misconceptions

A conceptual map about alternating current circuits

Teachers are deeply concerned on how to be more effective in our task of teaching. We must organize the contents of our specific area providing them with a logical configuration, for which we must know the mental structure of the students that we have in the classroom. We must shape this mental structure, in a progressive manner, so that they can assimilate the contents that we are trying to transfer, to make the learning as meaningful as possible. In the generative learning model, the links before the stimulus delivered by the teacher and the information stored in the mind of the learner requires an important effort by the student, who should build new conceptual meanings. That effort, which is extremely necessary for a good learning, sometimes is the missing ingredient so that the teaching-learning process can be properly assimilated. In electrical circuits, which we know are perfectly controlled and described by Ohm's law and Kirchhoff's two rules, there are two concepts that correspond to the following physical quantities: voltage and electrical resistance. These two concepts are integrated and linked when the concept of current is presented. This concept is not subordinated to the previous ones, it has the same degree of inclusiveness and gives rise to substantial relations between the three concepts, materializing it into a law: The Ohm, which allows us to relate and to calculate any of the three physical magnitudes, two of them known. The alternate current, in which both the voltage and the current are reversed dozens of times per second, plays an important role in many aspects of our modern life, because it is universally used. Its main feature is that its maximum voltage is easily modifiable through the use of transformers, which greatly facilitates its transfer with very few losses. In this paper, we present a conceptual map so that it is used as a new tool to analyze in a logical manner the underlying structure in the alternate current circuits, with the objective of providing the students from Sciences and Engineering majors with another option to try, amongst all, to achieve a significant learning of this important part of physics.AB thanks the “Generalitat Valenciana” of Spain (project PROMETEOII/2015/015) and the "Vicerrectorado de Tecnologías de la Información" of the University of Alicante, Spain (project GITE-09006-UA)

Ontology technology for the development and deployment of learning technology systems - a survey

The World-Wide Web is undergoing dramatic changes at the moment. The Semantic Web is an initiative to bring meaning to the Web. The Semantic Web is based on ontology technology – a knowledge representation framework – at its core. We illustrate the importance of this evolutionary development. We survey five scenarios demonstrating different forms of applications of ontology technologies in the development and deployment of learning technology systems. Ontology technologies are highly useful to organise, personalise, and publish learning content and to discover, generate, and compose learning objects

Model Pembelajaran Kimia Organik Terintegrasi Dengan Kemampuan Generik Sains

Learning Models of Organic Chemistry Subject Integrated with Science Generic Skills. The aim of the study is to investigate how Organic Chemistry and Generic Science Skills Teaching Model can be developed for prospective chemistry teachers. This research and development study involves 79 stu­dents of Chemistry Education Department of Sema­rang State University. The data are collected using a test of organic chemistry concepts and generic science skills, a questionnaire, and an observation sheet and then analyzed using N-gain test. The result shows that the OCGSSM teaching model improves the pro­spective chemistry teachers' generic science skills in high and medium category. The high achieving stu­dent group has better comprehension of generic skills in logical consistency, observation, abstraction, symbolic language, sense of scale, and logical frame aspects than low achieving student group. Abstrak: Model Pembelajaran Kimia Organik Terintegrasi Kemampuan Generik Sains. Penelitian ini bertujuan untuk mengembangkan model pembelajaran kimia organik terintegrasi kemampuan generik sains. Penelitian dan pengembangan melibatkan 79 mahasiswa Pendidikan Kimia Jurusan Kimia Universitas Negeri Semarang. Data dikumpulkan dengan tes penguasaan konsep kimia organik terintegrasi kemam­puan generik sains, angket, dan lembar observasi, dan dianalisis dengan uji N-gain. Hasilnya menunjukkan bahwa penerapan MPKOKG meningkatkan penguasaan kemampuan generik sains calon guru kimia dengan taraf pencapaian tinggi dan sedang. Mahasiswa kelompok prestasi tinggi memiliki penguasaan kemam­puan generik sains konsistensi logis, pengamatan, abstraksi, bahasa simbolik, kesadaran tentang skala serta logical frame lebih baik dibandingkan kelompok prestasi rendah

Categorical invariance and structural complexity in human concept learning

An alternative account of human concept learning based on an invariance measure of the categorical\ud stimulus is proposed. The categorical invariance model (CIM) characterizes the degree of structural\ud complexity of a Boolean category as a function of its inherent degree of invariance and its cardinality or\ud size. To do this we introduce a mathematical framework based on the notion of a Boolean differential\ud operator on Boolean categories that generates the degrees of invariance (i.e., logical manifold) of the\ud category in respect to its dimensions. Using this framework, we propose that the structural complexity\ud of a Boolean category is indirectly proportional to its degree of categorical invariance and directly\ud proportional to its cardinality or size. Consequently, complexity and invariance notions are formally\ud unified to account for concept learning difficulty. Beyond developing the above unifying mathematical\ud framework, the CIM is significant in that: (1) it precisely predicts the key learning difficulty ordering of\ud the SHJ [Shepard, R. N., Hovland, C. L.,&Jenkins, H. M. (1961). Learning and memorization of classifications.\ud Psychological Monographs: General and Applied, 75(13), 1-42] Boolean category types consisting of three\ud binary dimensions and four positive examples; (2) it is, in general, a good quantitative predictor of the\ud degree of learning difficulty of a large class of categories (in particular, the 41 category types studied\ud by Feldman [Feldman, J. (2000). Minimization of Boolean complexity in human concept learning. Nature,\ud 407, 630-633]); (3) it is, in general, a good quantitative predictor of parity effects for this large class of\ud categories; (4) it does all of the above without free parameters; and (5) it is cognitively plausible (e.g.,\ud cognitively tractable)