Your search found 1594 results.

Descriptors:
Foreign Countries; Teaching Methods; Curriculum Development; Class Activities; Interdisciplinary Approach; Course Descriptions; Course Evaluation; Interviews; Student Attitudes; Electronics; Electromechanical Technology; Energy; Mathematical Models; Problem Based Learning; Engineering Education; Physics; Mathematics; Competition; Sustainable Development; College Students; College Instruction; Elective Courses; Minicourses

Abstract:
In this paper, a course on applied superconductivity is described. The course structure is outlined and the learning objectives and the learning activities are described. The teaching was multidisciplinary given by four departments each contributing with their expertise. Being applied superconductivity, the focus was on an application, which could benefit from using superconductors. The application used in this course was superconducting generators for direct drive wind turbines. As part of the course, the students built a small-scale superconducting machine and set up FE (finite element) models of that machine as well as large-scale wind turbine generators with superconductors and PM (permanent magnet) generators, too. The course was assessed by a conference contribution and reports from the students. The quality of the course was evaluated by interviewing the students after the course had finished. The students were very pleased with the course and gave suggestions of how the course could be improved further. (Contains 1 table and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (527K) |  More Info:
Help Find in a Library

Descriptors:
Electronics; Comprehension; Cognitive Structures; Elementary School Students; Grade 3; Small Group Instruction; Science Instruction; Measurement

Abstract:
Pupils' qualitative understanding of DC-circuit phenomena is reported to be weak. In numerous research reports lists of problems in understanding the functioning of simple DC-circuits have been presented. So-called mental model surveys have uncovered difficulties in different age groups, and in different phases of instruction. In this study, the concept of qualitative understanding, and the content or position of reported mental models of DC-circuit phenomena are discussed. On the grounds of this review, new tools for investigating qualitative understanding and analysing external representations of DC-circuit phenomena are presented. According to this approach, the external representations of DC-circuit phenomena that describe pupils' expressed conceptions of the topic should include both empirical-based models and theoretical explanations. In the empirical part of this study, third-graders (9-year-olds) learning DC-circuit phenomena in a comprehensive school in a small group were scrutinised. The focus of the study is the external representations manifested in the talk of the small group. The study challenges earlier studies, which claim that children exhibit a wide range of qualitative difficulties when learning DC-circuit phenomena. In this study it will be shown that even in the case of abstract subject matter like DC-circuit phenomena, small groups that highlight empirical-based modelling and activate talk can be a fruitful learning environment, where pupils' qualitative understanding really develops. Thus, the study proposes taking a closer look at pupils' external representations concerning DC-circuit phenomena. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Inquiry; Active Learning; Secondary School Science; Physics; Electronics; Grade 9; Science Instruction; School Culture; Concept Formation; Secondary School Students

Abstract:
Many students in secondary schools consider the sciences difficult and unattractive. This applies to physics in particular, a subject in which students attempt to learn and understand numerous theoretical concepts, often without much success. A case in point is the understanding of the concepts current, voltage and resistance in simple electric circuits. In response to these problems, reform initiatives in education strive for a change of the classroom culture, putting emphasis on more authentic contexts and student activities containing elements of inquiry. The challenge then becomes choosing and combining these elements in such a manner that they foster an understanding of theoretical concepts. In this article we reflect on data collected and analyzed from a series of 12 grade 9 physics lessons on simple electric circuits. Drawing from a theoretical framework based on individual (conceptual change based) and socio-cultural views on learning, instruction was designed addressing known conceptual problems and attempting to create a physics (research) culture in the classroom. As the success of the lessons was limited, the focus of the study became to understand which inherent characteristics of inquiry based instruction complicate the process of constructing conceptual understanding. From the analysis of the data collected during the enactment of the lessons three tensions emerged: the tension between open inquiry and student guidance, the tension between students developing their own ideas and getting to know accepted scientific theories, and the tension between fostering scientific interest as part of a scientific research culture and the task oriented school culture. An outlook will be given on the implications for science lessons. (Contains 2 tables and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Skilled Workers; Manufacturing; Technology; Electronics; Technical Education; Vocational Education; Computers; Careers

Abstract:
The Colfax High School (Colfax, California) Design Tech program incorporates both academic instruction and practical use of advanced technology to prepare students for the wide range of occupations that involve working with metal, wood, computers, and electronics. In this article, the author describes how Colfax students applied academic learning, developed flexible thinking, and acquired marketable skills in the school's Design Tech program while using advanced manufacturing technology to build solar-powered drag racers. The students learn to use a computer numerical control (CNC) router that is used to build the wooden body as well as a CNC plasma cutter that is used to build the metal chassis of the drag racer. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Electronics; Learning Modules; Man Machine Systems; Computer System Design; Cost Effectiveness; Educational Experiments; Educational Equipment; Science Course Improvement Projects; Computer Software; Program Descriptions; Engineering Technology; Science Laboratories

Abstract:
Experimentation is important for learning and research in the field of power electronics and drives. However, a great deal of equipment is required to study the various topologies, controllers, and functionalities. Thus, the cost of establishing good laboratories and research centers is high. To address this problem, the authors have developed a "Power Electronics and Drives Experimental Bench" (PEDEB), whose details are given in this paper. This unique kit includes reconfigurable hardware modules, which can be interconnected to achieve more than 14 different circuit topologies. Moreover, the software (controller) is accessible to users, thereby facilitating quick verification and testing of new ideas. A 2-kVA prototype of the PEDEB was developed and tested for various possible modes of operation. The kit is being used for a first-semester post-graduate laboratory course on "Power Electronics and Drives." This paper includes observations and learning from experiments on dc-dc buck converter, an induction motor drive, and a grid feeding inverter conducted using the PEDEB. (Contains 10 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Active Learning; Student Projects; Case Method (Teaching Technique); Electronics; Electromechanical Technology; Automation; Computer Software; Computer Assisted Design; Educational Technology; Computer Assisted Instruction; Instructional Design; Engineering Education; Instructional Effectiveness; College Students; College Instruction; Course Evaluation; Questionnaires

Abstract:
The design of the drive system for an automatic machine and its correct sizing is a very important competence for an electrical or mechatronic engineer. This requires knowledge that crosses the fields of electrical engineering, electronics and mechanics, as well as the skill to choose commercial components based upon their technical documentation. A good way to help students to achieve these competencies is to set them a project-oriented task, consisting of a real case study they have to solve. The aim is to give to students enrolled in the courses "Functional Mechanical Design" and "Dynamics of Machines" at the Polytechnic of Milan, Milan, Italy, the opportunity to put their knowledge and skills into practice on a real industrial case regarding the design of an automatic machine, with particular attention being paid to the problem of the analysis and synthesis of the drive system. (Contains 12 figures, 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Computer Assisted Instruction; Synchronous Communication; Programming; Computer Science Education; Computer Simulation; Engineering Education; Feedback (Response); Assignments; Student Projects; Experiments; Hands on Science; Undergraduate Students; Course Evaluation; Large Group Instruction; Educational Technology; Teaching Methods; Instructional Effectiveness; College Instruction; Student Surveys; Statistical Analysis; Electronics; Electromechanical Technology

Abstract:
This paper presents a low-cost hands-on experiment for a classical undergraduate controls course for non-electrical engineering majors. The setup consists of a small dc electrical motor attached to one of the ends of a light rod. The motor drives a 2-in propeller and allows the rod to swing. Angular position is measured by a potentiometer attached to the pivot point. A custom-designed circuit board produces the controlled voltage input to the motor. The target board is powered and communicates with the PC through its USB port using a virtual RS-232 port. A simple MATLAB/Simulink module has been created to read the pendulum angle and send a command signal to the motor. The module is based on Real-time Windows Target software, which allows a sampling rate of up to 200 Hz. Students are able to design and test classical PID and phase lead-lag controllers, as well as modern controllers, including state-space controller design combined with feedback linearization. A semester-long series of assignments is described that can be carried out without the need for a specialized laboratory or teaching assistants. The project was tested in a classical control systems design class of senior-level mechanical engineering students. Student feedback and survey data on the effectiveness of the modules are also presented. (Contains 15 figures, 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Outcomes of Education; Competition; Curriculum Development; Manufacturing; Computer Assisted Design; Student Projects; Computer Software; Research and Development; Course Descriptions; School Business Relationship; Curriculum Implementation; Educational Objectives; Program Descriptions; Federal Aid; Educational Technology; Computer Simulation; Computer Assisted Instruction; Instructional Design; Engineering Education; Teaching Methods; Instructional Effectiveness; College Students; College Instruction; Electronics; Electromechanical Technology

Abstract:
This paper describes the goals, pedagogical system, and educational outcomes of a three-semester curriculum in microelectromechanical systems (MEMS). The sequence takes engineering students with no formal MEMS training and gives them the skills to participate in cutting-edge MEMS research and development. The evolution of the curriculum from in-house fabrication facilities to an industry-standard foundry process affords an opportunity to examine the pedagogical benefits of the latter approach. Outcomes that are assessed include the number of students taking the classes, the quality of work produced by students, and the research that has emanated from class projects. Three key elements of the curriculum are identified: 1) extensive use of virtual design and process simulation software tools; 2) fabrication of student-designed devices for physical characterization and testing; and 3) integration of a student design competition. This work strongly leveraged the university outreach activities of Sandia National Laboratories (SNL) and the SNL SUMMiT MEMS design and fabrication system. SNL provides state-of-the-art design tools and device fabrication and hosts a yearly nationwide student design competition. Student MEMS designs developed using computer-aided design (CAD) and finite element analysis (FEA) software are fabricated at SNL and returned on 18-mm[superscript 2] die modules for characterization and testing. One such module may contain a dozen innovative student projects. Important outcomes include an increase in enrollment in the introductory MEMS class, external research funding and archival journal publications arising from student designs, and consistently high finishes in the SNL competition. Since the SNL offerings are available to any US college or university, this curriculum is transportable in its current form. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Strategies; Motivation; Electronics; Learning Activities; Science Activities; Science Course Improvement Projects; Engineering Education; Engineering Technology; Learner Engagement; Problem Based Learning; Course Descriptions; Course Objectives; Course Content; Instructional Design

Abstract:
This paper presents a series of activities and educational strategies related to the teaching of digital electronics in computer engineering. The main objective of these methodologies was to develop a final tutored coursework to be carried out by the students in small teams. This coursework was conceived as consisting of advanced problems or small projects that should serve as a compendium of the knowledge acquired during the course, with competition between the groups and students' assuming a professional role being key incentive factors. The result was that students had a high degree of motivation and engagement in the activity, as well as improved knowledge because of the self-learning required in carrying out the coursework. (Contains 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Instructional Design; Followup Studies; Electronics; Power Technology; Active Learning; Student Projects; Portfolio Assessment; Curriculum Implementation; Utilities; Case Method (Teaching Technique); Student Attitudes; Evaluation Criteria; Computer Software; Computer Assisted Design; Educational Technology; Computer Assisted Instruction; Engineering Education; Instructional Effectiveness; College Students; College Instruction; Course Evaluation; Student Surveys

Abstract:
Project-based learning (PBL), a learning environment in which projects drive learning, has been successfully used in various courses in the educational programs of different disciplines. However, concerns have been raised as to the breadth of the content covered and, in particular, whether PBL can be applied to specialized subjects without compromising the coverage of the required technical content. This paper discusses the advantages and drawbacks of using the PBL methodology in teaching specialized subjects in electrical power engineering, based on the authors' reflections and student feedback. The design and delivery of a PBL-based course in power system modeling and analysis is used as an example. It is asserted that proper usage of PBL makes it possible to deliver both technical content and generic professional skills in a specialized course. (Contains 1 figure and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website