Use of Individual Lab Kits to Enhance Hands-on Learning in Electronic Circuits Courses

Andrew Ritenour; Yanjun Yan; Hugh Jack,

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Teaching Tools: Problem Solving and Hands-On Teaching (NEE)
Tagged Division: New Engineering Educators Division (NEE)
Tagged Topic: Diversity
Page Count: 14
DOI: 10.18260/1-2--44557
Permanent URL: https://peer.asee.org/44557
Download Count: 476

Yanjun Yan is an Associate Professor in Engineering and Technology at Western Carolina University. Her research interests include engineering education, swarm robotics, statistical signal processing, and swarm intelligence.

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biography

Hugh Jack, P.E. Western Carolina University orcid.org/0000-0003-4299-8561

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Dr. Jack is the Cass Ballenger Distinguished Professor of Engineering in the School of Engineering and Technology within Western Carolina University. His interests include robotics, automation, and product design.

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Abstract

The Electrical and Computer Engineering Technology degree program at the authors’ institution offers a series of lab-lecture courses covering DC circuits, electronic circuits with active devices such as diodes and transistors, and AC circuits. These four credit hour courses include one laboratory session per week. During the COVID-19 era, these classes were offered remotely using lab kits consisting of an all-in-one pocket-sized data acquisition module, a breadboard, and a set of passive and active electronic components. While using these kits for remote instruction, the authors found that they offered key advantages that would benefit traditional in-person instruction. First, lab kits overcome the equipment and space limitations of traditional laboratories and allow all students to effectively have a personal lab bench. Prior to COVID-19, laboratory exercises were frequently completed with a lab partner; however, there are basic laboratory skills, such as circuit breadboarding, that students must master individually. Individual lab kits enable each student to have the same learning opportunity and master these critical skills. Second, the portability of lab kits allows students to work on laboratory exercises remotely. This might be necessary if a student was unable to complete the lab exercises in the allotted classroom time and promotes inclusion for students with learning accommodations. It is also helpful for students with excused absences stemming from health-related issues and extracurricular activities (athletics, band, etc.). Rather than holding an extra lab session, students can complete the lab at their convenience. Remote laboratory capability also opens the opportunity for post-lab and homework exercises that blend theory with physical application. Third, the pocket-sized data acquisition module provides students with similar capability, and in some cases enhanced features, compared to a standard electronics test bench with power supply, digital multimeter, oscilloscope, and function generator. The enhanced functionality of the pocket device can be used to develop more engaging laboratory activities. Lastly, individual lab kits provide students with the opportunity to engage in self-directed learning outside of course-related assignments.

For these reasons, the authors have continued to use lab kits originally designed for remote instruction even after returning to in-person courses. Individually issued lab kits are used in conjunction with traditional bench-top equipment both in class, during regular lab sessions, and outside of class. This paper presents the results of incorporating lab kit technology into in-person electronic circuits courses. Through student perception surveys of lab kits and benchtop lab equipment, as well as individual and group lab assignments, the authors discovered that (1) students are comfortable with both individual lab kits and benchtop equipment and view these two resources as complementary, (2) students see value in individually-completed labs but also like the peer-to-peer mentoring that can occur when working with a lab partner, and (3) students are using lab kits outside of class for a variety of activities, including self-directed. Disadvantages and limitations of lab kits are also reviewed and discussed.

Citation
Format

Ritenour, A., & Yan, Y., & Jack,, H. (2023, June), Use of Individual Lab Kits to Enhance Hands-on Learning in Electronic Circuits Courses Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44557

TY - CPAPER
AB - The Electrical and Computer Engineering Technology degree program at the authors’ institution offers a series of lab-lecture courses covering DC circuits, electronic circuits with active devices such as diodes and transistors, and AC circuits. These four credit hour courses include one laboratory session per week. During the COVID-19 era, these classes were offered remotely using lab kits consisting of an all-in-one pocket-sized data acquisition module, a breadboard, and a set of passive and active electronic components. While using these kits for remote instruction, the authors found that they offered key advantages that would benefit traditional in-person instruction. First, lab kits overcome the equipment and space limitations of traditional laboratories and allow all students to effectively have a personal lab bench. Prior to COVID-19, laboratory exercises were frequently completed with a lab partner; however, there are basic laboratory skills, such as circuit breadboarding, that students must master individually. Individual lab kits enable each student to have the same learning opportunity and master these critical skills. Second, the portability of lab kits allows students to work on laboratory exercises remotely. This might be necessary if a student was unable to complete the lab exercises in the allotted classroom time and promotes inclusion for students with learning accommodations. It is also helpful for students with excused absences stemming from health-related issues and extracurricular activities (athletics, band, etc.). Rather than holding an extra lab session, students can complete the lab at their convenience. Remote laboratory capability also opens the opportunity for post-lab and homework exercises that blend theory with physical application. Third, the pocket-sized data acquisition module provides students with similar capability, and in some cases enhanced features, compared to a standard electronics test bench with power supply, digital multimeter, oscilloscope, and function generator. The enhanced functionality of the pocket device can be used to develop more engaging laboratory activities. Lastly, individual lab kits provide students with the opportunity to engage in self-directed learning outside of course-related assignments.

For these reasons, the authors have continued to use lab kits originally designed for remote instruction even after returning to in-person courses. Individually issued lab kits are used in conjunction with traditional bench-top equipment both in class, during regular lab sessions, and outside of class. This paper presents the results of incorporating lab kit technology into in-person electronic circuits courses. Through student perception surveys of lab kits and benchtop lab equipment, as well as individual and group lab assignments, the authors discovered that (1) students are comfortable with both individual lab kits and benchtop equipment and view these two resources as complementary, (2) students see value in individually-completed labs but also like the peer-to-peer mentoring that can occur when working with a lab partner, and (3) students are using lab kits outside of class for a variety of activities, including self-directed. Disadvantages and limitations of lab kits are also reviewed and discussed.

AU - Andrew Ritenour
AU - Yanjun Yan
AU - Hugh Jack, P.E.
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Use of Individual Lab Kits to Enhance Hands-on Learning in Electronic Circuits Courses
UR - https://peer.asee.org/44557
DO - 10.18260/1-2--44557
ER -