for an Electric Circuits course :Rationale and fundamental topics,” in Proceedings of 2010 IEEE International Symposium onCircuits and Systems, pp. 2804–2807, 2010.[4] Wang, Tianyu, and Thomas Andre. "Conceptual change text versus traditional text andapplication questions versus no questions in learning about electricity." Contemporaryeducational psychology 16, no. 2: 103-116, 1991.[5] Engelhardt, P. V, and Beichner, R. J. Students' understanding of direct current resistiveelectrical circuits. Am. J. Phys., 72, 98-115, 2004.[6] Kapartzianis, A., and Kriek, J. Conceptual Change Activities Alleviating Misconceptionsabout Electrical Circuits. Journal of Baltic Science Education, 13(3), 2014.[7] Bull, S., Jackson, T. J., and Lancaster, M. J
devices that are book size or larger and,thus, too large to be easily mobile.) One of the earliest successful products – Mobile Studio – isno longer available. It was designed by and manufactured for a university with no intention ofspinning off a commercial enterprise, at least on its own. When other products became available,production ended and it was replaced in the classroom, mostly by Digilent’s Analog Discovery.Available for about the same amount of time as Mobile Studio are the CircuitGear devices fromSysComp. Their CircuitGear Mark II has a bandwidth of about 10MHz (40MS/s and 10bits) andcosts $189. Their new CircuitGear Mini has a bandwidth of about 200kHz and a price of $85.SysComp does a good job of supporting their products with
resistive electrical circuits,” Am. J. Phys. 72, 98, 2004. 5. M. Nahvi and J. Edminister, “Schaum's Outline of Electric Circuits,” Sixth Edition, McGraw-Hill Education, 2014.6. H. N. Mok, “Teaching Tip: The Flipped Classroom,” Journal of Information Systems Education, 25(1), Spring 2014.7. O. S. Oluwatumbi, “E-Classroom of the 21st Century: Information Gaps,” Journal of Education and Practice, Vol.6, No.18, 2015.8. Waldorf, D. J., and Schlemer, L. T., “The Inside-Out Classroom: A Win-Win-Win Strategy for Teaching with Technology,” Computers in Education Journal, 3 (1) 2012.9. Harb, J. N., Durrant, S. O., and Terry, R. E., "Use of the Kolb Learning Cycle and the 4MAT System in Engineering Education
lab(s), depending on the complexity of the project.Course ProjectsThe biggest challenge faced when developing the course is mapping the course contents toteaching modules and finding adequate projects to deliver and assess the students’ knowledge ineach topic. This section describes the projects used in the class and the topics they covered. Page 26.91.4 I. Image EnhancementIn this project, students are given the grayscale image shown in Figure 1. Seeing that the imageis too dark for any effective vision processing, the students’ assignment is enhancing the image.During their search for a solution, students are exposed to the concept
project– one that not only exercised the capabilities of the microcontroller, but also related to their ownfield(s) of endeavor. These team proposals were then evaluated and adjusted based on a) whetherthe project was too trivial; b) whether the project was overly complex for the scope of the course;and c) whether (hardware) resources were available to fulfill the project.Team projects make use of sensors and actuators that the students have had to identify during theplanning phase. Each team is in charge of its project design with the advice of the lab assistantsand the instructor. As part of the project, each team had to become familiar with sources forsensors or components for their projects. The predominant source of such components
with thesoftware/hardware of the visualization wall. II. 3D Visualization Creation in Autodesk® Maya® Using PythonThe computer script developed in Python allows for a streamlined representation ofmathematically complex functions in a 3D-environment – enabling the instructor with a tool thatbrings the textbook functions/formula into the digital domain. The computer script constructs avector field in Maya®'s 3D-Space by employing the openly available ‘numpy’ library. Afterimporting the library into Maya®, creation of a meshgrid space [see Fig. 2(a)] and linear algebra (a) (b) Fig. 2. Graphical representation of a meshgrid space (a) and a vector field generated in
," Bureau of Sociological Research, University ofColorado, Boulder, CO 1994.[3] P. A. Rosati, "The Learning Preferences of Engineering Students from Two Perspectives," presented at FIE '98 -Frontiers in Education, Conference Proceedings, Tempe, Arizona, 1998.[4] R. M. Felder, "Meet Your Students: 1. Stan and Nathan," Chem. Eng. Educ., vol. 23, pp. 68-69, 1989.[5] Committee for the Review to the National Science Foundation Directorate for Education and Human Resources,"SHAPING THE FUTURE New Expectations for Undergraduate Education in Science, Mathematics, Engineering,and Technology," National Science Foundation, 1996.[6] P. T. Terenzini, A. F. Cabrera, C. L. Colbeck, J. M. Parente, and S. A. Bjorklund, "Collaborative learning vs.lecture/discussion
only difference between the two groups will be around the method ofinstruction (i.e. animation or, alternatively, static diagrams).We recommend that our colleagues include animations, developed with an eye toward thestudents' background, when teaching the operation principles of electronic devices such as theBJT.Bibliography1. Karmalkar, S. (1999). Simple unified elucidations of some semiconductor device phenomena. IEEE Transactions on Education, 42, 323 – 327.2. Benesen, L. & Robinson, B. (1983). A study of the mathematics requirements for Israeli technicians and Page 25.700.7 practical engineers. International
multidisciplinary team.3,5The use of UAVs for senior design projects is not new. The University of Sydney’s recordsindicate they were experimenting with remotely piloted aircraft as far back as 1939.1 By the1990’s, improvement in technology converged making low-cost UAVs possible and UAVprojects grew in popularity with a number of UAV competitions such as the International AerialRobotics Competition which was kicked off in 1991.2 UAVs offer a wide range of possiblecapstone applications. Examples include remote sensing for agricultural crop yield estimationand weed detection;3 coastal surveillance;1 mapping hazards at a disaster site;2 designing UAVplatforms that can transform from fixed wing configuration to vertical take-off and landing(VTOL);4 designing
32.2 ft/s2. Table 1: Sample Gravity Calculation Data Elapsed Time Velocity Best Linear Fit for Gravity Measurement (seconds) (ft/s) 20 0.134 4.3148 15 Velocity (ft/s) 0.257 7.8345 10 0.366 11.9256 y = 31.659x + 0.0085 5 R² = 0.9955
evaluation has helped in adjustingthe program to better serve the students and showed that the program has progressed towardsachieving its objectives. However, further assessment and students’ follow-up survey will beperformed in order to ensure an accomplishment of the program goals.Acknowledgement This work is supported by the National Science Foundation under Grant number 0851400.Any opinions, findings, and conclusions or recommendations expressed in this material are thoseof the author(s) and do not necessarily reflect the views of the National Science Foundation.References 1. Tomovic, M.M., “Undergraduate research—prerequisite for successful lifelong learning,” ASEE Annu. Conf. Proc. 1, pp. 1469 -1470, 1994. 2. Lopatto, D
Topics (Mixers, Attenuators, AGC, TBD) (4 sessions)Associated with the lecture sections is a three hours per week laboratory with topics such as: 1. Introduction to S-Parameter Design (1 week) 2. Measurement of passive components (1 week) 3. Scattering parameter measurements (1 week) 4. Introduction To Ansoft Designer (1 week) 5. Matching Networks with RF Software (1 week) 6. RF and microwave filter design (2 weeks) 7. RF Transistor Amplifier Design (2 weeks) 8. RF Design Topics (Oscillators, Mixers, Attenuators, AGC) (4 weeks)In most instances, the RF and microwave course used freeware for software tools. Two freewaretools were used extensively in the course. The first is the Berner Smith Chart
), and if so, how?Let us first adapt the equation for histogram equalization to use a (U, V) notation instead of the(R. S) notation (just only a change in notation) for reasons that will become clear soon. Here Uor R refers to the histogram or the cumulative histogram of the base image, and V or S refers tothe same for the histogram equalized image. rk ⎛L⎞With this notational modification, the equation s k = ⎜⎝ N ⎟⎠ ∑h i=0 R (i) - 1: k=0,1,2,...,L-1; rk = k for
circuits in the s-domain including Bode plots and frequency response. Also, perform Fourier circuit analysis7-10.4. Use PSpice to simulate and analyze simple circuits.The abovementioned courses have a laboratory component where students build simple electriccircuits and make measurements in the laboratory by using basic laboratory equipment, computersimulation tools, and work in teams.The aforementioned course outcomes support and realize the ABET Criterion 3 outcome andassessment for accrediting Engineering programs11.Method for Evaluation and Information GatheringThe objective of this research is to evaluate the results and feedback of a survey concluded bythe students. These surveys were based on their attitude towards media based modules
Paper ID #25890Teaching and Learning of Electrical and Computer Engineering Courses withHigh Mathematical ContentsDr. S. ”Hossein” Mousavinezhad P.E., Idaho State University Dr. Mousavinezhad, P.E., was the principal investigator of the National Science Foundation’s research grant, National Wireless Research Collaboration Symposium 2014; he has published a book (with Dr. Hu of University of North Dakota) on mobile computing in 2013. Professor Mousavinezhad is an active member of IEEE and ASEE Fellow having chaired sessions in national and regional conferences. He has been an ABET Program Evaluator for Electrical
Lossless Lines, the Smith Chart and Impedance Transformation, Impedance Matching, and Lossy Lines; • Network Theory which covers Z, Y, S and ABCD multi-port parameters, S and T two port parameters; • Practical Transmission Lines which covers waveguides, coaxial lines, strip-style transmission lines, and transmission line filters (a brief look in this first course with more details in the follow on course); • Microwave Power Directivity which covers power dividers and directional couplers; and • Microwave and RF System concepts including distortion prediction using intercept points, dynamic range (linear and spurious free), system gain and noise figure and communications link budgets. The
Shop influenced your perception of Electrical Engineering?Table 3 summarizes the main questions in the exit survey given to the students who participatedin the Hobby Shop as an integral component the introductory electrical engineering course,EENG 1201-Electrical Engineering I. Page 12.930.5 12 10 8 S co re 6 4 2 0 R-1 R-2 R-3 R-4 R-5 R-6 R-7 R-8 R-9 R-10 R-11 R-12 R-13 R-14 Avg
launched. That is, after a certain amount oftime, the input wave is turned off. This is an extremely useful case to examine as it isfundamental to radar systems. We would expect reflections to occur at both the leading and thetrailing edges of the pulse. A much more significant programming challenge would be to allowthe load impedance to be complex. While it is easy to handle complex loads in a steady statetime-harmonic situation, it is much more difficult to handle them for non-steady state conditions.Code described in this paper and other examples presented at the conference will be madeavailable on the author’s website: http://www.eng.auburn.edu/users/wentwsm/References:1. MATLAB is a registered trademark of The MathWorks, Inc.2. S. Wentworth
transforms for the analysis of circuits in the s-domain including Bode plots and frequency response. Also, perform Fourier circuit analysis8-11.4. Use PSpice to simulate and analyze simple electronic circuits.The abovementioned courses have a laboratory component where students build simple electriccircuits and make measurements in the laboratory by using basic laboratory equipment, computersimulation tools, and work in teams.The course objectives are in agreement with ABET Criterion 3 outcome and assessment foraccrediting Engineering programs12. Page 15.699.3Assessment Method and Information GatheringThe next sections of the paper report the
its structure is shown in Figure 7 (a). Theprice on the central dispatch of the smart grid is dynamic, high in the day time and low in thenight time. There is two-way transmission between the main dispatch and a microgrid. aperformance metric Q for each microgrid is defined as: Q w1F w2 E w3 S Where, F is a cost index of electricity, E is an environmental effect index due toatmospheric emissions, and S is a load satisfaction. Q, F, E, and S are all between 0 and 1. wi(i=1, 2, 3) are weighting factors and wi 1 . The ultimate objective for each MG is tomaximize its overall performance index. Page 22.35.7
/SpecialPublications/NIST.SP.1900-202.pdf, March 2019.6. A. Al-Fuqaha, M. Guizani, M. Mohammadi, M. Aledhari, and M. Ayyash, “Internet of things: A survey on enabling technologies, protocols, and applications,” IEEE communications surveys and tutorials, vol. 17, no. 4, pp. 2347-2376, June 2015.7. P. V. Dudhe, N. V. Kadam. R. M. Hushangabade, M. S. Deshmukh, “Internet of Things (IOT): An overview and its applications,” in Proc. IEEE Intl. Conf. Energy, Communication, Data Analytics and Soft Computing, Aug. 2017, India.8. Future Market Insights, “Cyber-physical system market,” https://www.marketwatch.com/press-release/cyber- physical-system-market-global-industry-analysis-size-share-growth-trends-and-forecast-2018-2028
Engineers (IEE) Marconi Premium, 2005 Institute of Electrical and Electronics Engineers (IEEE) MTT-S Microwave Prize, 2005 UMass Dartmouth Scholar of the Year Award, 2012 Colorado State University System Board of Governors Excellence in Undergraduate Teaching Award, 2012 IEEE Region 5 Outstanding Engineering Educator Award, 2014 Carnegie Founda- tion for the Advancement of Teaching Colorado Professor of the Year Award, 2015 American Society for c American Society for Engineering Education, 2017 Paper ID #18616 Engineering Education ECE Distinguished Educator Award, 2015 IEEE Undergraduate Teaching Award
. Calculate the electrical quantities involved in this system. When students enter the given values in the problem into the specified cells and choose the specific connections for the load and for the source as shown and then click “calculate”, the program will output all the required quantities as shown in figure 8. Page 13.943.12Figure 8_Output of a Three phase Y-Delta connectioni. Transmission Lines Example: A 60-Hz, three-phase transmission line is 125 miles long. It has a total series impedance of 35 + j 40 Ω and a shunt admittance of 930 × 10 −6 ∠90 o S . It delivers 44.4 MVA at 220 kV and 0.9 power factor lagging. Determine
Page 14.91.7converters’ and inverters’ experiments designed by the MNPRE center of the Universityof Minnesota (see Figure 3), and a rectifier module, developed at our electronicsworkshop. Beside these functional modules, reconfigurable test-beds are used by thestudents to construct, test and design their own converters or power electronics circuitsused during the project phase of the course. The cost of these functional modules is rathermodest and the equipment and instrumentation employed is the usual one.The power stage of a typical power electronics converter consists of only passivecomponents (such as inductor(s), capacitor(s)) and power devices (such as switch (es)and diode(s)), as one can see in Figure 2. The use of such prefabricated
shift, receiver position, and velocity. The high rate data arerecorded typically at 100 Hz (100 samples per second). Data types included in the high rate dataare the in-phase accumulation (I), quadrature accumulation (Q), and phase. The fullspecifications and characteristics of CASES receiver are described in detail in [10].Amongst other outputs, the CASES receiver provides the ability to obtain raw GNSS data (e.g., Page 26.819.6L1, L2 phase observables and range observables) and also data for accessing atmospheric effects(e.g. TEC, individual channel carrier to noise power ( C / N 0 ), amplitude scintillation index ( S 4
engineering, and civil engineering were represented amongthe cohort.Based on their survey responses, 100% of the students’ goals for the experience were metthrough the program as a transformative experience for students in professional, technical, andpersonal areas. The most common expectations, chosen by more than 80% of the participants inthe pre-survey, were Collect and/or analyze data or information to answer a research question, Understand how my work contributes to the “bigger picture” of research in the field, Go on research-related field trip(s) (to other labs, etc.), Attend student conference(s) that include(s) students from other colleges, Prepare/present a poster presentation describing my research and results
25 Irradiance (W/m2) 10000 600 20value 8000 Wind speed(m/s) 400 15 6000 4000
: Figure 2.13: DC Motor Time Domain Equations Note that: ω= ω(t) eb=eb(t) θ = θ(t) ia=ia(t) and va=va(t) Taking the equations to the S domain (Laplace Transform) yields the followingequations: Figure 2.14: DC Motor S-Domain Equations From the equations above, and assuming La is very small, we obtain the transfer functionfor the DC Motor Figure 2.15: Transfer Function Equation for a DC Motor Page 24.173.12 By recognizing Km as the DC Motor Gain constant and Tm as the DC Motor timeconstant, the transfer function can be simplified to become
: |Vright | − |Vleft | < 3 𝑉𝑉 Page 22.813.6 (1) fright − fleft < 0.1 𝐻𝐻𝐻𝐻 (2) Fuses N N Ra Xa R R Three Phase S
Defuzzification Crisp Input 2 Rule BaseFig. 10. A block diagram of the fuzzy controller utilized in this paper. S SB M MB B BB VS S SM SB B VB 1 1 0.8 0.8 Membership Membership 0.6 0.6 0.4 0.4