IOBoardTM technology. Various paperson the use of the Mobile Studio IOBoardTM technology and pedagogy have been published bythe other members of the Mobile Studio project at several conferences [JOEE paper #5].Phase I- Pedagogy and Implementation of Online Courses The circuits laboratory (known as “Introduction to Electrical Lab”) course is a one creditcourse that meets once a week for three hours. The circuits and circuits laboratory courses areprerequisites for the digital logic course. The digital logic course is a three-credit course thatmeets for three fifty-minute periods each week. Both courses enroll about 70 students during theacademic year. Most of the class time in both lecture courses is spent lecturing the students. Thecircuits
AC 2012-3696: DEVELOPMENT AND IMPLEMENTATION OF I-LABORATORYFOR INSTRUMENTATION, SENSORS, MEASUREMENTS, AND CON-TROLS COURSESDr. Radian G. Belu, Drexel University Radian Belu is Assistant Professor within the Engineering Technology (ET) program, Drexel University, Philadelphia, USA. He is holding the second position as Research Assistant Professor at Desert Research Institute, Renewable Energy Center, Reno, Nev. Before joining to Drexel University, Belu held faculty and research positions at universities and research institutes in Romania, Canada, and the United States. He also worked for several years in industry as a project manager and senior consultant. He has taught and developed undergraduate and graduate
exhibit a higher level of satisfaction with the course asindicated by Pape4. Casey et al5 reported that, while project work was always seen as an integralpart of later semesters in the curriculum, the need became evident to apply project-based learning(PBL) earlier, primarily to motivate early-stage students that otherwise failed to recognize theapplicability of what they were studying to their future professions.Electric Vehicle InstructionThere is tremendous interest in electric vehicles today. Several major automotive manufacturersare developing an electric car for mass production, and the United States is on the eve of massproducing an electric car for the first time in history. US Economic Stimulus funding and similaractivities are
. Joseph A. Morgan, Texas A&M University Joseph A. Morgan has more than 20 years of military and industry experience in electronics and telecom- munications systems engineering. He joined the Engineering Technology and Industrial Distribution De- partment in 1989 and has served as the Program Director of the Electronics and Telecommunications programs and as the Associate Department Head for Operations. He received his B.S. degree in electrical engineering (1975) from California State University, Sacramento, and his M.S. (1980) and D.E. (1983) de- grees in industrial engineering from Texas A&M University. His education and research interests include project management, innovation and entrepreneurship, and
measurements and instrumentation course. The module consists of five hours oflectures, which covers the theory, and a design lab project. The lecture covers the IoT conceptssuch as analytics, webservers, communication and data protocols. The design lab project requiresstudents to implement the theory into a practical application.In this paper, the detail of the module is described. It is expected that our experience can behelpful to other engineering instructors seeking to develop an IoT course or just adding a sectionto their measurements and instrumentation course.Measurements and Instrumentation Measurement and Instrumentation (M&I) course is commonly offered for electrical andmechanical engineering or technology students. The main objective
with real project, they have increased the motivation to learn. Students are alsomotivated when they are provided opportunities for practice and feedback. Experiential learningcriteria are given in (Ambrose, et. al., 2010). Through experiential learning, students areconfronted with unfamiliar situations and tasks in a real-world context. To complete these tasks,students need to figure out what they know, what they do not know, and how to learn it. Thisrequires students to: reflect on their prior knowledge and deepen it through reflection and totransfer their previous learning to new contexts resulting in mastering new concepts, principles,and skills (Linn, et al., 2004). Ultimately, these skills create students who become self-directedand life
languages early in the curriculum since the fluid power course has only physics asa prerequisite. He, et al6 have pointed out the usefulness of teaching students multiple IEC61131-3 languages. The pneumatics projects provide a foundation for interfacing componentsinto program projects like the one described by Kadir7. This first exposure to automation lays agood foundation for more advanced courses that will help qualify graduates to fill some of theestimated two million manufacturing jobs that are estimated will go unfilled due to a lack skillsout of the three and a half million new jobs that manufacturing will need to fill over the next tenyears8. Nine out of ten manufacturers are having difficulty finding skilled workers and they saythis is
-oriented, analytical techniques, maintaining a close relationship betweentheory and practice by incorporating hands-on laboratories in the most of courses. WSU-DET houses dedicated laboratories for all if its programs, including the Circuit Lab, theControl System Lab, the Microprocessor Lab, the Electric Machines and InstrumentationLab, the Computer Lab, and the EET/MCT Projects Labs for the EET/MCT courses. Thisproposed project would utilize WSU-DET I&M laboratory, as well as the Focus:HOPEindustrial facilities to develop and house the new, restructured cooperative/distributedI&M laboratory. Focus:HOPE - The Coalition for New Manufacturing Education, alsocalled the Greenfield Coalition is made up of Focus: Hope’s Center for
engineering curriculum in Switzerland,”5th IFAC International Symposium on intelligent Components and Instruments for Control Applications (SICICA2003), July 9-11, 2003, pp. 57-59[7] Francisco Ferrero Martin, et al., “An Electronic Instrumentation Design Project for Computer EngineeringStudents,” IEEE Transactions on Education, vol. 48, pp. 472-481, August 2005.[8] W. Lin, et al., “Integration of enterprise and industrial networks in computer engineering technology program,”Proceedings of ASEE Annual Conference, 2004.[9] J. Rehg and B. Muller, “Teaching PLCs with the IEC 61131 standard languages,” Proceedings of ASEE AnnualConference, 2005.[10] J. Tapper, “Industry driven curriculum development, the key to successful courseware,” Proceedings of
to the principles ofoperation and electrical behavior of a number of electronic devices (principally the p-n junctiondiode, the MOSFET, and the BJT). An understanding of the I-V characteristics of these devicesis indispensable to understanding their use in circuits exploiting them as either linear or nonlineardevices. While simulation is valuable, it is arguably not a replacement of the demonstration ofthe I-V characteristics of real devices. A brief survey of ASEE literature on educational use ofcurve tracers is summarized below.Shwehdi et al [1] described a senior design project to build an instrument for measurement of thecurrent gain of NPN BJTs. This was not a curve tracer per se.Beams [2] described curve tracers that used an ad hoc
; preservation, prioritizing, and collection; examination and analysis; andreporting and presentation.Moreover, another research study is conducted to study indoor SCADA systems with solar panels[9]. An indoor lab was developed that used solar panels as the input field devices. There aren’tmany if any training materials for learning about SCADA systems especially ones directed atcommunity college. The training materials used for the project were chosen for their cheap priceand portability. After searching around for materials and software, Schneider Electric was thecompany they went with. OPC server had to be used as a middle man between the protocols of theAllen Bradley products and the SCADA client system they had. Only “free” OPC server theyfound was
2008, Henderson et al [4] developed the four categories of change strategiesmodel to classify strategies that have been used to conceptualize or to create change inundergraduate STEM education. The similarity of these categories to those developed through anindependent review of an overlapping literature base [5] suggests that the four categories arerobust and meaningful. Following are the four categories: ● Disseminating Curriculum and Pedagogy: This category is based on the phenomena of tell/teach individuals about new teaching conceptions and/or practices and encourage their use. ● Developing Reflective Teachers: Encourage/Support individuals to develop new teaching conceptions and/or practices ● Enacting Policy: Enact new
begin to take coursework specific to theirconcentration of mechanical, electrical, civil, or industrial engineering, along with more coreengineering coursework, which continues with Circuit Analysis I, Engineering Probability andStatistics, Thermodynamics, Engineering Materials, and Fluid Mechanics. By this point in thecurriculum, many of these required core curriculum courses have included laboratorycomponents: Chemistry I, Physics I and II, Electronics I, Circuit Analysis I, and EngineeringMaterials. Other “upper division” courses have laboratory components, including ElementarySurveying, Concrete Design, and Geotechnical Engineering for the civil concentration,Electronics II, Circuit Analysis II, and Microprocessors for the electrical
so they do not respond to changing water temperature or flowrequirements.Preliminary Study and Design WorkA project team consisting of four engineering technology (ET) students, two ET faculty,university residence life technicians, Therm-Omega-Tech, and engineering firm engineers hadpreliminary design studies to install the circuit solver TRV. Based on the design work, it wasdecided that three circuit solvers should be installed at the Bearkat Village apartment complex.Each circuit solver handles18 apartments. There are three mechanical rooms for the apartmentcomplex serving about 18 apartments each. Each mechanical room had a circuit solver installedto service 18 apartments. Figure 3 shows the Bearkat Village apartment layout, and
Cal Poly and applied in PID Controller Design project. The software is easy to pro-gram and easy for the students to understand in the context of linear control theory. In additionthe ability to modify the controller with very little effort enabled a PID design project to be add-ed to the curriculum. The project forces students to apply many of the theoretical topics coveredin the lecture in a single three hour lab setting. It forces students to apply analytical tools to de-sign a controller and then to immediately see the actual performance of the physical system. As-sessment shows that the new project improved student understanding and self confidence in theconcepts of linearization of nonlinear systems and controller design. Furthermore
should not allow the students to wonder whether they have been learninganything that would actually serve them in the workplace, upon graduation (Barr & Tagg, 1995).It is also important to recognize that state legislatures have introduced demands for outcomeassessment (Magill & Herden,1995). Problem–based learning (PBL) environment shouldpromote and document accomplishments at the upper levels of Bloom’s Taxonomy Triangle(Boud & Feletti, 1991; Engel, 1991). Scholars have identified four features that clearly separate a problem–based curriculumfrom a traditional topic–based curriculum (Nickerson, et. al. 1985). The Impact of College onStudents has been discussed by Ernest T. Pascarella and Patrick T. Terenzini in their