70,180 research outputs found
High-Tech Tools for Teaching Physics: the Physics Education Technology Project
This article appeared in the Journal of Online Teaching and Learning September 15, 2006.This paper introduces a new suite of computer simulations from the Physics Education Technology (PhET) project, identifies features of these educational tools, and demonstrates their utility. We compare the use of PhET simulations to the use of more traditional educational resources in lecture, laboratory, recitation and informal settings of introductory college physics. In each case we demonstrate that simulations are as productive, or more productive, for developing student conceptual understanding as real equipment, reading resources, or chalk-talk lectures. We further identify six key characteristic features of these simulations that begin to delineate why these are productive tools. The simulations: support an interactive approach, employ dynamic feedback, follow a constructivist approach, provide a creative workplace, make explicit otherwise inaccessible models or phenomena, and constrain students productively
Теоретичні основи електротехніки[
The Theory of Electrical Engineering is presented in three parts:
the Basic Theories of Steady-State and Transients in Electrical Circuits
and the Basic Theory of Electromagnetic Field.
For students of electrotechnical specialties of higher educational
establishments, as well as for scientific and technical specialists dealing
with modern problems in the theory and practice of electric power
engineering and electromechanics.Викладено теоретичні основи електротехніки в трьох
частинах: теорія стаціонарних процесів в електричних колах, теорія
перехідних процесів в електричних колах і теорія
електромагнітного поля.
Для студентів електротехнічних спеціальностей вищих
навчальних закладів, а також для науково-технічних фахівців, що
займаються сучасними проблемами в теорії і практиці
електроенергетики та електромеханіки
Teaching Memory Circuit Elements via Experiment-Based Learning
The class of memory circuit elements which comprises memristive,
memcapacitive, and meminductive systems, is gaining considerable attention in a
broad range of disciplines. This is due to the enormous flexibility these
elements provide in solving diverse problems in analog/neuromorphic and
digital/quantum computation; the possibility to use them in an integrated
computing-memory paradigm, massively-parallel solution of different
optimization problems, learning, neural networks, etc. The time is therefore
ripe to introduce these elements to the next generation of physicists and
engineers with appropriate teaching tools that can be easily implemented in
undergraduate teaching laboratories. In this paper, we suggest the use of
easy-to-build emulators to provide a hands-on experience for the students to
learn the fundamental properties and realize several applications of these
memelements. We provide explicit examples of problems that could be tackled
with these emulators that range in difficulty from the demonstration of the
basic properties of memristive, memcapacitive, and meminductive systems to
logic/computation and cross-bar memory. The emulators can be built from
off-the-shelf components, with a total cost of a few tens of dollars, thus
providing a relatively inexpensive platform for the implementation of these
exercises in the classroom. We anticipate that this experiment-based learning
can be easily adopted and expanded by the instructors with many more case
studies.Comment: IEEE Circuits and Systems Magazine (in press
Students' Understanding of Direct Current Resistive Electrical Circuits
Research has shown that both high school and university students' reasoning
patterns regarding direct current resistive electric circuits often differ from
the currently accepted explanations. At present, there are no standard
diagnostic examinations in electric circuits. Two versions of a diagnostic
instrument called Determining and Interpreting Resistive Electric circuits
Concepts Tests (DIRECT) were developed, each consisting of 29 questions. The
information provided by the exam provides classroom instructors a means with
which to evaluate the progress and conceptual difficulties of their students
and their instructional methods. It can be used to evaluate curricular packages
and/or other supplemental materials for their effectiveness in overcoming
students' conceptual difficulties. The analyses indicate that students,
especially females, tend to hold multiple misconceptions, even after
instruction. During interviews, the idea that the battery is a constant source
of current was used most often in answering the questions. Students tended to
focus on current in solving the problems and to confuse terms, often assigning
the properties of current to voltage and/or resistance. Results indicated that
students do not have a clear understanding of the underlying mechanisms of
electric circuit phenomena. On the other hand, students were able to translate
easily from a "realistic" representation of a circuit to the corresponding
schematic diagram.Comment: This article has been accepted for publication in the American
Journal of Physics - Physics Education Research Supplement. No known
publication date as ye
Characterizing lab instructors' self-reported learning goals to inform development of an experimental modeling skills assessment
The ability to develop, use, and refine models of experimental systems is a
nationally recognized learning outcome for undergraduate physics lab courses.
However, no assessments of students' model-based reasoning exist for
upper-division labs. This study is the first step toward development of
modeling assessments for optics and electronics labs. In order to identify test
objectives that are likely relevant across many institutional contexts, we
interviewed 35 lab instructors about the ways they incorporate modeling in
their course learning goals and activities. The study design was informed by
the Modeling Framework for Experimental Physics. This framework conceptualizes
modeling as consisting of multiple subtasks: making measurements, constructing
system models, comparing data to predictions, proposing causes for
discrepancies, and enacting revisions to models or apparatus. We found that
each modeling subtask was identified by multiple instructors as an important
learning outcome for their course. Based on these results, we argue that test
objectives should include probing students' competence with most modeling
subtasks, and test items should be designed to elicit students' justifications
for choosing particular modeling pathways. In addition to discussing these and
other implications for assessment, we also identify future areas of research
related to the role of modeling in optics and electronics labs.Comment: 24 pages, 2 figures, 5 tables; submitted to Phys. Rev. PE
Electronics and control technology
Until recently, there was no requirement to learn electronics and control technology in the New Zealand school curriculum. Apart from isolated pockets of teaching based on the enthusiasm of individual teachers, there is very little direct learning of electronics in New Zealand primary or secondary schools. The learning of electronics is located in tertiary vocational training programmes. Thus, few school students learn about electronics and few school teachers have experience in teaching it.
Lack of experience with electronics (other than using its products) has contributed to a commonly held view of electronics as out of the control and intellectual grasp of the average person; the domain of the engineer, programmer and enthusiast with his or her special aptitude. This need not be true, but teachers' and parents' lack of experience with electronics is in danger of denying young learners access to the mainstream of modern technology
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Hands-on Learning in Multiple Courses in Electrical and Computer Engineering
It has been reported that persistence rate of engineering students is relatively low. Several new pedagogical paradigms have been proposed to improve engineering education, such as the use of “hands-on” tools to change the learning style in the engineering classroom to more engaging teaching pedagogies. An approach that is being used to engage and retain electrical and computer engineering students is the Analog Discovery board (ADB). The paper describes the hands-on learning experiences of students who used the ADB in multiple courses. The paper discusses (i) the various laboratory experiments and class projects performed by the students, (ii) the knowledge and skills learnt by the students and (iii) the lessons learnt by the instructors while introducing ADB into freshman and junior level courses in the electrical and computer engineering. Preliminary data indicate that students are benefiting from the use of the ADB. Students report increases in their interest in subject content, motivation to learn, and confidence in their ability to learn.Cockrell School of Engineerin
Identification of threshold concepts involved in early electronics: Some new methods and results
This manuscript reports the threshold concepts identified over a two-year study in early circuits and electronics courses. Some novel methods have been used to improve confidence in the identification process. We also identify some concepts, potentially threshold, that ought to have been mastered in high-school physics courses but that are often absent from student repertoires. Weak understanding of these underlying concepts may be a confusing factor for researchers in their search for threshold concepts as well as an additional source of trouble for students of electronics
Microwave method for high-frequency properties of graphene
Graphene is a remarkable material, which is yet to make the transition from unique laboratory phenomenon to useful industrial material. One missing element in the development process is a quick method of quality control of the electrical properties of graphene which may be applied in, or close to, the graphene growth process on an industrial scale. In this study, the authors describe a non-contact method using microwave resonance which potentially solves this problem. They describe the technique, consider its limitations and accuracy and suggest how the method may have future take up.UK NMS Programme, the EU EMRP project ‘GraphOhm’ and ‘MetNEMS’. The EMRP (European Metrology Research Programme
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