Reform and Practice of Analog Circuits

In the new century, education has become the focus of the reform. At present, cross, penetration and integration between basic courses are the key to improve the quality of teaching and the overall quality of students. University of Electronic Science and Technology of China (UESTC) combines "circuit analysi" and "fundamentals of analog circuits" as one course "electronic circuit", the curriculum reform follows the principles of strengthening the foundation, updating the structure, penetrating the interdisciplinary and simplifying the courses. This paper discusses the principles and ideas of reforms related to the "electronic circuit": the results show that the teaching can broaden the knowledge and vision of students, as a result, the students can better adapt to the requirements of learning and challenge of the new era

An Analog Circuit Course Teaching Method Based on the Analysis of Classic Application Circuits

Analog circuit course is a compulsory professional basic course for engineering majors such as automation and electronic information engineering. Since traditional teaching methods cannot enable students to effectively master the knowledge of analog circuits, this article proposes a teaching method of analog circuits based on the analysis of classic application circuits, including the idea of selecting classic application circuits, impression enhancement method of “reading, drawing and memorizing circuit diagram" and hands-on implementation of classic circuits. Through the practice of teaching reform for one semester, the results show that the teaching method enhances students\u27 enthusiasm for learning, enables students to integrate theoretical knowledge, deeply understand application circuits, and then carry out practical applications or innovate on this basis

Duino-Based Learning (DBL) in control engineering courses

© 2019 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting /republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other worksThis document presents a project to develop freely redistributable materials to conduct educational lab projects with MATLAB, Simulink, Arduino and low-cost plants. This work materials introduce the fundamentals of Control Engineering through exercises and videos. Along with all this, the most important steps and issues appeared in the project are explained, so anyone interested on doing a project can have a starting point instead of starting a project from scratch, which most of times this results hard to implementPeer ReviewedPostprint (author's final draft

Analog Solutions: E-discovery Spoliation Sanctions and the Proposed Amendments to FRCP 37(e)

The ever-increasing importance of digital technology in today’s commercial environment has created several serious problems for courts operating under the Federal Rules of Civil Procedure’s (FRCP) discovery regime. As the volume of discoverable information has grown exponentially, so too have the opportunities for abuse and misinterpretation of the FRCP’s outdated e-discovery rules. Federal courts are divided over the criteria for imposing the most severe discovery sanctions as well as the practical ramifications of the preservation duty as applied to electronically stored information. As a result, litigants routinely feel pressured to overpreserve potentially discoverable data, often at great expense. At a conference at the Duke University School of Law in 2010, experts from all sides of the civil-litigation system concluded that the e-discovery rules were in desperate need of updating. The subsequent four years saw a flurry of rulemaking efforts. In 2014, a package of proposed FRCP amendments included a complete overhaul of Rule 37(e), the provision governing spoliation sanctions for electronically stored information. This Note analyzes the proposed Rule and argues that the amendment will fail to accomplish the Advisory Committee’s goals because it focuses too heavily on preserving the trial court’s discretion in imposing sanctions and focuses too little on incentivizing efficient and cooperative pretrial discovery. The Note concludes by offering revisions and enforcement mechanisms that would allow the new Rule 37(e) to better address the e-discovery issues identified at the Duke Conference

Solving the Federal Finality–Appealability Problem

We present an empirical evaluation of three methods for the treatment of non-projective structures in transition-based dependency parsing: pseudo-projective parsing, non-adjacent arc transitions, and online reordering. We compare both the theoretical coverage and the empirical performance of these methods using data from Czech, English and German. The results show that although online reordering is the only method with complete theoretical coverage, all three techniques exhibit high precision but somewhat lower recall on non-projective dependencies and can all improve overall parsing accuracy provided that non-projective dependencies are frequent enough. We also find that the use of non-adjacent arc transitions may lead to a drop in accuracy on projective dependencies in the presence of long-distance non-projective dependencies, an effect that is not found for the two other techniques

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

Development of a Multidisciplinary Engineering Foundation Spiral

To operate effectively in today’s workforce engineers need to have a muti-disciplinary perspective along with substantial disciplinary depth. This broad perspective cannot be achieved by merely taking 2 or 3 engineering courses outside of the major, but rather will require a radical change in the way we educate engineers. The faculty of the School of Engineering and Applied Science at the University of New Haven have developed a new approach: the Multidisciplinary Engineering Foundation Spiral. This curricular model provides the needed mix of breadth and depth, along with the desired professional skills, by providing carefully crafted, well-coordinated curricular experiences in the first two years. The Multidisciplinary Engineering Foundation Spiral is a four semester sequence of engineering courses, matched closely with the development of students’ mathematical sophistication and analytical capabilities and integrated with coursework in the sciences. Students develop a conceptual understanding of engineering basics in a series of courses which stress practical applications of these principles. Topics in these courses include electrical circuits, fluid mechanics, heat transfer, material balances, properties of materials, structural mechanics and thermodynamics. Unlike the traditional approach, however, each of the foundation courses includes a mix of these topics, presented in a variety of disciplinary contexts. A solid background is developed by touching key concepts at several points along the spiral in different courses, adding depth and sophistication at each pass. Each foundation course also stresses the development of several essential skills, such as problem-solving, oral and written communication, the design process, teamwork, project management, computer analysis methods, laboratory investigation, data analysis and model development. Students go on to build substantial depth in some of the foundation areas, while other topics may not be further developed, depending on their chosen discipline. Thus the foundation courses serve both as the basis for depth in disciplinary study and as part of the broad multidisciplinary background. This paper will discuss the design and pedagogical philosophy of the Multidisciplinary Engineering Foundation Spiral and describe several of the novel courses in the program