Conference Session

Electrical and Computer Division Technical Session 10

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Claussen, Colorado School of Mines; Vibhuti Dave, Colorado School of Mines

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2000. She received her M.S. in Electrical Engineering and Ph.D. (2007) in Computer Engineering from the Illinois Institute of Technology, Chicago, IL. Dr. Dave’s research interests lie in the field of High Speed Computer Arithmetic and Computer Architec- ture. Her research has been focused on the design high-speed multi-operand adders. In addition, she is also interested in performing research in VLSI implementation of signal processing algorithms, and low power integrated circuit design. Her teaching interests include Digital Logic Design, Computer Architecture, Computer Arithmetic, VLSI Design. c American Society for Engineering Education, 2017 Reflection and Metacognition

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sara Kaye Jones, Iowa State University; Mani Mina, Iowa State University

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competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2018 Designing a curriculum that helps students create connected narratives in electrical engineeringIntroductionThis paper proposes a framework for helping students construct conceptual narrative arcsthroughout a traditional Electrical Engineering

Conference Session

Curricular Advancements in ECE

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brandi Geisinger, Iowa State University; Arlene de la Mora, Iowa State University; Cori J. Hyde; Diane T. Rover, Iowa State University

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each cluster of activities was positioned to create departmental change andrevolutionize engineering education, the evaluators and team members then attempted to identifyhow each cluster of activities worked as change strategies within the model by Henderson,Beach, and Finkelstein (2011). Thus, evaluators were able to identify over twenty distinctclusters of change activities working as change strategies within the four pillars of the changemodel: Curriculum and pedagogy, reflective teachers, policy, and shared vision. Positioningactivities within this model allowed the evaluators and team members to 1) Better understand thebroad scope of departmental activities and change strategies, 2) Identify strengths and challengesassociated with their

Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rami Jubrail Haddad, Georgia Southern University; Youakim Al Kalaani P.E., Georgia Southern University

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motivate theengineering students to actively learn and develop their well-needed self-reflection and self-judgment skills. This approach will help maximize the effectiveness of the homeworkcomponent and empower the students to learn from their own mistakes. In this model, students’grades are based on their ability to clearly identify their misconceptions, make corrections, andprovide a clear justification for how they graded their homework problems. In addition, thismodel is sought to not only discourage plagiarism but also to provide an accurate indicator of theperformance of every student in class. To validate our findings, we conducted both quantitativeand qualitative assessments taking into consideration all the pertinent parameters involved

Conference Session

Improvements in ECE Circuit Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eva Cosoroaba, University of Vermont

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emission free power generation. Dr Cosoroaba’s current research interest is engineering education with focus on mastery learning, the effect of social networks in the classroom on student learning and efficient implementation of active learning. c American Society for Engineering Education, 2020 Helping Students Write it Right: Instilling Good Report Writing Habits in a Linear Circuit Lab Course I. IntroductionWriting is often not on the top of student’s priority list when it comes to their laboratoryexperience. This is reflected in the quality of the lab reports they submit. While grading andproviding feedback to students on these reports, the instructor often gets

Conference Session

New Developments in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Arthur Ball, Virginia Tech; Liesl M. Baum, Virginia Tech; Lisa D. McNair, Virginia Tech

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education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, liberatory maker spaces, and a RED grant to increase pathways in ECE for the professional formation of engineers. c American Society for Engineering Education, 2019 Work in Progress: Creating a Climate of Increased Motivation and Persistence for Electrical and Computer Engineering Students: A Project-Based Learning Approach to Integrated LabsAbstractThis work in progress studies the impact on students and faculty and their perceived value ofintegrating project-based labs with lectures on student learning in a

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Uma Balaji, Fairfield University

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) understand specifications of commercially availableparts and use them to create a system – “obstacle avoiding robot” and v) create a robot or asubsystem. In addition, the course envisaged that students develop lesson plans in order toengage in mentoring of middle school students based on the understanding of their educationalbackground, write a weekly reflection report and make improvements on the delivery of lessonplan and help mentees build a finished product – an obstacle avoiding robot, from thecommercially available parts. Topics covered in the course included – Microcontrollers, Programing, Digital I/O,Encoders, Infrared sensor, Ultrasonic sensor, LIDAR, Gyroscope, Accelerometer,Magnetometer, Wireless interface to microcontroller, RC

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tom Chen, Colorado State University; Anthony A. Maciejewski, Colorado State University; Branislav M. Notaros, Colorado State University; Ali Pezeshki, Colorado State University; Melissa D. Reese, Colorado State University

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competitiveness of the US economy. This endeavor has become a national priority1.However, the ECE enrollment and attrition trends in recent years are sources for concern.Enrollment in U.S. institutions of higher education has grown steadily at all levels rising from14.5 million students in 1994 to 20.7 million in 2009, but such a growth is not fully reflected inscience and engineering. Institutions of higher education in the United States granted engineeringdegrees in the mid-2000s at a lower rate than in the mid-1980s. The number of Americanstudents earning bachelor’s degrees increased by 16% over the past 10 years, however, thenumber of bachelor’s degrees earned in engineering decreased by 15%. Nationally, less than50% of the students who enrolled in

Conference Session

New Trends in ECE Education II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Yacob Astatke, Morgan State University; Kenneth A Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany-SUNY; John Okyere Attia P.E., Prairie View A&M University; Otsebele E Nare, Hampton University

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have produced, piloted, and internally distributed 64 curriculum modules and/or labs.The purpose of this paper is to provide preliminary results of an investigation of the relationshipof learning setting and instructional use of experimental centric learning, especially for students ofcolor. Learning settings studied include: 1) traditional classrooms, 2) lab settings and 3)homework. Variations by instructional use included: 1) instructor demonstration, 2) cooperativeand 3) independent student use. Student outcomes reflect gains in: 1) pre-requisites to learning; 2)immediate short-term learning; 3) long-term and transferable outcomes and 4) selected ABETcharacteristics (importance and preparedness). Findings indicate that both setting and

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; John C. Kelly Jr., North Carolina A&T State University; Mohamed F. Chouikha, Howard University; Yacob Astatke, Morgan State University; Petru Andrei, Florida A&M University/Florida State University; Mandoye Ndoye, Tuskegee University; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Dianna Newman, University at Albany-SUNY; Kathy Ann Gullie PhD, University at Albany-SUNY; Ali Reza Osareh, North Carlina A&T State University; Lisa D. Hobson, Prairie View A&M University

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from a multi-year project that is initiatingtechnology supported experimental centric approaches to learning in electrical and computerengineering courses at 13 historically Black colleges and universities (HBCUs). One of the personalinstrumentation tools supporting experimental student-centered learning at these institutions is theAnalog Discovery Boards (ADBs). The content or setting of use reflects introductory, circuits, andsupporting electrical and computer engineering courses. The students consisted of undergraduatesenrolled in engineering courses across the 13 member institutions. The authors provide an overviewof learning theories that support experiential learning, followed by brief overviews of selectedvalidated instructional modules

Conference Session

Electrical and Computer Division Technical Session 8

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew A. Watkins, Lafayette College

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SystemVerilog of their implementation; and abrief reflection on the difficulties experienced during the lab and how they would approach the labdifferently if they were to repeat the design and implementation.Implementation DetailsWe use a Digilent Nexys4 development board as the target platform and SystemVerilog and XilinxVivado to implement the design and configure the board. Students are introduced to the designtools and the development platform through the first lab (see Table 2) and utilize them in all of theother labs. In general, any HDL and target platform should work. The only elements needed, asidefrom the pulse sensor, are four 7-segment displays, two buttons, and a slide switch, which areavailable on almost any contemporary development board

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kent A. Crick, Iowa State University; Matthew T. Seipel, Iowa State University; Lisa M. Larson Ph.D., Iowa State University; Mack Shelley, Iowa State University

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leadership course with otherECSEL participants. This course was designed to promote professional development, communityamongst the scholars, and connection to the campus community at large while enhancing theiridentity as ECSE majors. As a part of the course students were required to volunteer on campus,share current events with their fellow scholars, participate in in-class activities centered onleadership practices, participate in faculty mentor meetings and complete a reflection paper aboutthat experience, and present to the class an artifact reflective of one’s background. Theseactivities were designed to cultivate an environment of support and connection among scholarswhile also engaging participants in an active learning experience. Such

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Yacob Astatke, Morgan State University; Charles J. Kim, Howard University; Mohamed F. Chouikha, Howard University; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium: University at Albany - SUNY; Abdelnasser A. Eldek, Jackson State University; Satinderpaul S. Devgan P.E., Tennessee State University; Ali Reza Osareh, NC A&T State University; John Okyere Attia P.E., Prairie View A&M University; Saleh Zein-Sabatto, Tennessee State University; Demetris L. Geddis, Norfolk State University

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as an Assistant Professor in 2004. From 2008 to 2011, he was a Research Engineer at the Georgia Tech Research Institute where he fabricated scalable multiplexed ion traps for quantum computing applications. Prof. Geddis returned to NSU as an Associate Professor in 2011. c American Society for Engineering Education, 2016 2016 ASEE ConferenceAbstractThis paper presents the initial pilot findings from a multi-year project that is initiating experimentalcentric approaches to learning in electrical engineering courses via the use of an Analog DiscoveryBoard (ADB). The specific audience emphasized in the paper reflects participants in circuits-content courses; the majority

Conference Session

New Trends in ECE Education I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany/SUNY; Kathy Ann Gullie Ph.D., Evaluation Consortium University at Albany/SUNY; Yacob Astatke, Morgan State University; Charles J. Kim, Howard University; John Okyere Attia P.E., Prairie View A&M University; Petru Andrei, Florida A&M University/Florida State University; Mandoye Ndoye, Tuskegee University

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in computational electronics, electromagnetics, energy storage devices, and large scale systems.Dr. Mandoye Ndoye, Tuskegee University c American Society for Engineering Education, 2016 2016 ASEE ConferenceAbstractThis paper presents findings from a multi-year project that is initiating experimental centricapproaches to learning in electrical engineering courses at 13 Historically Black Colleges andUniversities. The tool supporting to experimental student-centered learning at these institutionswas an Analog Discovery Board (ADB). The content or setting of use reflect introductory,circuits, and supporting electrical engineering courses. The students were 1st, 2nd, and 3rd

Conference Session

Assessment of Learning in ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jinhui Wang, University of South Alabama

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evaluation data are shown in Table 1 and listed in Fig. 1. They arerespectively about (a) the instructor had clear policies (e.g., grading, attendance, and assignments);(b) the instructor provided useful feedback on my progress within the course; (c) the instructor waswell prepared for in class meetings; (d) examinations and other assignments reflected stated courseobjectives and course material; (e) the instructor was successful in clarifying difficult concepts; (f)the instructor was well prepared for online class sessions and activities.Strongly disagree 1 ----- 5 Strongly agree INSTRUCTOR HAS CLEAR POLICIES INSTRUCTOR PROVIDED FEEDBACK 2018 Fall 2019 Spring

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna Newman, University at Albany - SUNY; Kathy Ann Gullie PhD, Evaluation Consortium University at Albany - SUNY; Yacob Astatke, Morgan State University; Mohamed F. Chouikha, Howard University; Charles J. Kim, Howard University; Otsebele E. Nare, Hampton University; John Okyere Attia P.E., Prairie View A&M University; Petru Andrei, Florida A&M University/Florida State University; Lisa D. Hobson, Prairie View A&M University

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approach has also been implemented in core circuits andelectronics courses, design and project courses and similar courses serving engineering and sciencestudents both inside and outside of ECE.Purpose of the Paper: The purpose of this paper is to present results from a series of pilot studies. Data sourcesincluded post surveys from 86 students at 4 selected institutions, reviews of curriculum modulesused in classes, and interviews with faculty/instructors and students at 5 institutions. Outcomesstudied included a series of variables that reflected both precursors to learning, immediateoutcomes, and initial long term outcomes.Background of the Study In 2013, Howard University, in collaboration with Alabama A&M University, FloridaA

Conference Session

Electrical and Computer Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lauren E. Donohoe, Department of Electrical Engineering at The Pennsylvania State University ; Julio Urbina, The Pennsylvania State University - University Park; Tim Kane, The Pennsylvania State University - University Park; Sven G. Bilén P.E., The Pennsylvania State University - University Park

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, there is general agreement that students learn by doing. This is reflected inthe aphorism “Tell me and I forget, teach me and I may remember, involve me and I learn”10[which is often misappropriated to Benjamin Franklin, but likely derived from writing of theChinese Confucian philosopher Xunzi (312–230 BC)]. While it is true that information andequations can be learned by reading, memorization, or listening to someone else speak, these arenot the best methods to build intuition. Intuition is built through experience, learned by doing,and reinforced through practice. The processes of learning and doing are inseparable.6 Thecomplexity of topics taught limits the ability for students to “learn by doing” within the time-restricted classroom setting

Conference Session

Electrical and Computer Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Rusek, Oakland University; Subramaniam Ganesan, Oakland University

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signal of Vsource3Fig.2a Circuit to simulate Noise Signal.Circuits to simulate the noise signal, which could be tested and also added to desired signals todemonstrate effects of it on the circuit operation and on the signal distortions were modeled.Time-domain signal, signal distortions are studied. Fig.2b The pulses generated by adding different noise signal to the pulsesFig.3 The circuits used to demonstrate the pulse reflections in transmission lines. Upper circuit isused to simulate and ideal case when the source and load resistances are matched to thecharacteristic impedance of the transmission line. The lower circuit has both resistancesunmatched to the characteristic impedance of the transmission line. The harmonic signalcomponents

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bala Maheswaran, Northeastern University

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students who participatedin the survey did not benefit from the help rendered by the video based coaching problems andtutorials.Figure 2, Q5 received 3.6 out of 5 demonstrating that a good portion of our students benefited byusing Mastering Engineering online tool homework assignments and instant feedback. 4.00 Figure 2 3.50 3.00 2.50 2.00 1.50 1.00 0.50 0.00 q3 q4 q5Figure 3, Q6 reflects the students’ view regarding the important question of this study and surveywhether “the mastering engineering helps you to master the electrical circuit concepts ”. Themajority of the students, about 78%, felt that mastering engineering helps them to learn

Conference Session

Electrical and Computer Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven M. Beyer, United States Air Force Academy; Brian James Neff, United States Air Force Academy

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the ECE major. 5. Facilitate student interest in robotics.Theoretical Motivation The theoretical motivation that drove course redesign was centered on evidence-basedpedagogy pointing towards the benefits of project-based learning. Fundamentally, Kolb’sExperiential Learning Model asserts that a cycle of concrete experience, reflective observation,abstract conceptualization, and active experimentation results in higher student learning [10].Implementation of Kolb’s method along with the integration of theory and hands-on practice inand introductory engineering course at Harvey Mudd College saw a statistically significant gainin student learning and an increased enthusiasm amongst female students [5]. To incorporatethese theories, our

Conference Session

Electrical and Computer Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michelle Miley, Montana State University; Todd Kaiser, Montana State University; Liz Kovalchuk, Montana State University

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awareness of their own identities as writers and asengineers through their work facilitating, suggesting that the writing studio model providesan opportunity for writing center tutors to engage in metacognitive thinking about their owndevelopment as a disciplinary writer.The facilitators did note the difficulty in keeping their roles as engineering student separatefrom facilitator, and noted that they had to negotiate when to bring in their engineeringknowledge and when to act as an outside audience. One facilitator noted in her session notes,“An interesting reflection for me during this studio was that my first tendency when workingwith engineering students (especially those that I know in some context) is that I transitioninto being a team member

Conference Session

Assessment of Learning in ECE Courses

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kristen Booth, North Carolina State University; Megan Patberg Morin, North Carolina State University; Alireza Dayerizadeh, North Carolina State University; Pam Page Carpenter, North Carolina State University

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uploading an artifact, selecting acategory, writing a description, listing skills, tagging teammates, and creating a hashtag. Eachstudent in the REU Program created ten posts during the ten-week program. They documentedresearch deliverables, professional and technical sessions, field trips, conferences, or anyexperience that helped them grow professionally.The purposes of e-portfolios were for developmental (learning/reflection), showcase(professional/career), assessment (summative), and institutional (academic) purposes [6]. TheREU Program focused on the developmental and showcase uses. For developmental purposes,their e-portfolios promoted transferable skills, lifelong learning, and reflective thinking [7]. Asone student shared, “The

Conference Session

Curricular Advancements in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heath Joseph LeBlanc, Ohio Northern University; Khalid S. Al-Olimat P.E., Ohio Northern University; Muhammad Ajmal Khan, Ohio Northern University; Firas Hassan, Ohio Northern University

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semester, students are required to submit a ½ to 1-page analogy reflection. Inthe assignment, students must either reflect on one of the analogies given throughout the courseto connect it to a personal life experience, or to create their own analogy that connects the circuitcontent to another topic, and reflect on the connection to a life experience. The analogy shouldbe stated, and the underlying deep structure between the source and target should be described.For grading, the correctness of the statements made about the analogy and the related circuittopic are checked (i.e., the stated deep structure is sensible and correct). Also, how well theanalogy is related to the student’s own life experience is assessed. The grading of the

Conference Session

Circuits and Systems Education 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nicole P Pitterson, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

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tool.Presenting the results A discussion of what was found from the literature search and subsequent review ispresented based specifically on how previous work done answers the research questions andwhat future recommendations can be made. The patterns reflected in the data were also discussedto show how the conclusions made from the review are warranted. This paper concludes with adiscussion about gap in the literature that the review uncovered and suggestions for future workor directions.Findings At the first stage of data extraction of the 12 selected studies, eight were found to haveprimarily qualitatively collected data while the other four were quantitative. There were fivecases of the activity being implemented in lecture classes

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cynthia Furse, University of Utah; Neil E. Cotter, University of Utah; Angela Rasmussen, University of Utah

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, source transformations, voltage and current dividers.  Unit 2: Node-voltage, superposition, Thévenin and Norton equivalent circuits.  Unit 3: Op amp circuits, systems, digital logic.  Unit 4: RL, RC, RLC circuits.B. AssessmentBoth formative and summative assessments were used throughout the course to better understandthe student experience and the most challenging concepts. Assessments included weeklymuddiest point reflections and/or quizzes and self-assessments (depending on the professor), fourexams, and online feedback (every 3 weeks). 1. Muddiest Points (weekly)In weekly written Muddiest Point assessments, students related the concepts they found mostconfusing that week, and tried to explain them. A small amount of

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

John M. Santiago Jr., Colorado Technical University; Jing Guo, Colorado Technical University

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accountability, each student is thenasked to formulate a discussion question and be prepared to lead a 10-15 minute in-class groupdiscussion. This approach was successfully used in a senior-level course on digitalcommunications [11]. The accountability requires student reflection to provide a productivelearning experience when the students meet in a group setting. The professor can then randomlyselect or solicit a student volunteer to lead the discussion.The F2F learning is a more expensive mode of communication when compared to onlinecommunication. F2F learning requires both instructor and students to be physically together. Ina F2F environment, learners must work together at the same time and place, to reach a commonunderstanding of what is to be

Conference Session

Insights for Teaching ECE Courses - Session I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Clint Kohl, Cedarville University

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utilizes a 2.2nF capacitor in series with an IR phototransistor that conditionally discharges the capacitor proportionally to the amount of reflected IRlight it receives (which has been reflected back from its surroundings). Figure 14 shows theschematic for these IR sensors. Figure 14. IR photo transistors and IR emitters used in the front, left & center sensors.By making the bidirectional pin an output for one-half of the cycle, the capacitor is charged to alogic high. Then, the bidirectional pin is changed to an input, and the IR photo transistordischarges the capacitor. This time of discharge is measured using counters inside the CPLD andhas proven to be stable and accurate. Calibration is needed and the students are required toprovide

Conference Session

Labs & Hands-on Instruction I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven S. Holland, Milwaukee School of Engineering; Cory J. Prust, Milwaukee School of Engineering; Richard W. Kelnhofer, Milwaukee School of Engineering; Jay Wierer, Milwaukee School of Engineering

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enough rise time, so a simple switch is constructed from touching the W1 wire to theRS lead to create a step excitation. A long coaxial cable was utilized to allow the voltage ringing,which is due to the low oscilloscope bandwidth, to die out and reach steady state in betweenroundtrips of a transient. Figure 2a shows the oscilloscope capture of a transient on an open-circuit load ( RL   ). An input voltage divider is apparent (2.5V transient launched on thecable), and the cable is shown to have a roundtrip delay of approximately 200ns, after which thereflected wave reaches the source and changes the input conditions. Calculations from themeasured voltages indicate an impedance of Zin  Zo  50 before the reflected wave reachesthe source, and

Conference Session

Electrical and Computer Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jack Ou, California State University, Northridge

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Course WorkStatistics on students’ overall perception of course work are presented in Table 5. 73.7% ofstudents reported that the submitted work for the course (including the examination) reflected alot or a great deal of their understanding of the course content. 77.5% of students reported thatthe course work and course activities benefited their learning a lot or a great deal. Table 5. Perception of course work The scale is defined as follows: 1=Not at all, 2=A little, 3=A moderate amount, 4=A lot, 5=A great deal. The final column represents the sum of A lot and A great deal.B. Direct AssessmentStudents generally struggled with end-of-semester topics such as frequency response, Bode plot,and filter

Conference Session

New Developments in ECE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Seyed Mousavinezhad, Idaho State University; Ed Tatar Ph.D., Idaho State University; Cheryl Xu, North Carolina State University

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)]where V0+ is incident voltage and V0- is reflected voltage. At the source location z = -ℓ and theinput impedance seen by the source is given by:Zin = Z0 [ ZL + Z0 tanh(γℓ) ] / [ Z0 + ZL tanh(γℓ) ] Ωwhere tanh(γℓ) = [exp(γℓ) – exp(-γℓ)]/[ exp(γℓ) + exp(-γℓ] and ΓL = (ZL – Z0)/( ZL + Z0)=V0-/V0+Students at this point see the mathematical complexity of the EM problem. The followingnumerical example helps students compute input impedance and complex power delivered to theload by using a software package.We next present a MATHCAD example for computation of complex power absorbed by a loadimpedance ZL = 100 + j50 Ω, connected to a voltage source vs(t) = 20.28 cos (ωt) V with sourceresistance Rs = 20 Ω and frequency of f = 75 MHz. The