Post, S. L. (2014, June), Passive Circuits for Active Learning Revisited  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22904

\bibitem{asee_peer_22904}
  Post, S. L. (2014, June), \emph{Passive Circuits for Active Learning Revisited}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22904

Scott L. Post.  "Passive Circuits for Active Learning Revisited".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22904 Internet.  13 Mar, 2025

\bibitem{asee_peer_22904}
  Scott L. Post.
  "Passive Circuits for Active Learning Revisited".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22904 Internet.  13 Mar, 2025

@INPROCEEDINGS{asee_peer_22904
author = "Scott L. Post"
title = "Passive Circuits for Active Learning Revisited"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22904}
number = {10.18260/1-2--22904}
}

TY  - CPAPER
AB  -                     Passive Circuits for Active Learning RevisitedAbstractThe pedagogical literature has consistently and repeatedly shown that active learning is moreeffective than passive learning in teaching students fundamental engineering concepts, yet thelecture persists as the primary method of classroom organization for the vast majority ofprofessors. Even among those professors who have read the literature and are willing to changetheir teaching methods, a barrier to adoption of active learning strategies is the time and effortrequired to develop the classroom activities for a particular course. This paper describes a seriesof experiments that can be done in class with low-cost equipment in an introductory circuitscourse. In each class period, a brief lecture at the beginning of the course went over the relativecircuit theory, such as Ohm’s Law and Kirchoff’s laws. Then a numerical example was workedout by the instructor for a given circuit. Finally the students are instructed to build a circuitcorresponding the example problem and make the necessary measurements to verify the theory.The class was divided into teams of four students each, and each team was given an equipmentpack during the first week of class. The equipment packs included a budget digital multimeter(DMM), a number of resistors, a capacitor, LED, hobby-size DC motor, 9V battery, and alligatorclips for connecting the components. Students were instructed to bring the equipment packsevery day to class, and they were also given homework assignments that required the use of theequipment packs. Though some breakage will occur and batteries may be accidentallydischarged, the equipment packs can be re-used from year to year. Once the initial investmenthas been made, further upgrades with additional components can also be done in subsequentyears. This paper contains a complete list of experiments that can easily be implemented by otherinstructors, and is also suitable for use in “flipped” classrooms.
AU  - Scott L. Post
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Passive Circuits for Active Learning Revisited
UR  - https://peer.asee.org/22904
DO  - 10.18260/1-2--22904
ER  -