Hands-on solutions for teaching basic introductory control systems course

Beloiu, Robert

doi:10.1109/atee.2015.7133751

Cited by 3 publications

(2 citation statements)

References 15 publications

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“…The structure of the platform is open and can be used for the implementation of a large variety of practical experiments expanding the portfolio of laboratory exercises on courses related to electrical and electronic engineering. For example, [15] and [16] suggest to use Analog System Lab Kit Pro for the practical investigation of control algorithms which have been previously simulated in the Matlab/Simulink environment. The comparative analysis of the controller practical design and its Matlab simulation provides the students with understanding of relation between theoretical approaches and practical implementations.…”

Section: Introductionmentioning

confidence: 99%

Modelling of a photovoltaic array using Analog System Lab Kit Pro board

Vagapov

Anuchin

Pushchin

2018

2018 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (EIConRus)

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This paper discusses modelling and parameters investigation of a photovoltaic array using Analog System Lab Kit Pro board offered by Texas Instrument for instructional laboratories on Electric and Electronic Engineering. The modelling of PV array is based on representation of the currentvoltage characteristic by an analogue circuit developed using the components available on the Lab Kit board. The model is applicable for instructional laboratory investigation on the array current-voltage characteristic and its performance at maximum power point. This investigation expands the portfolio of the laboratory works available through Analog System Lab Kit Pro board.

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Section: Introductionmentioning

confidence: 99%

Modelling of a photovoltaic array using Analog System Lab Kit Pro board

Vagapov

Anuchin

Pushchin

2018

2018 IEEE Conference of Russian Young Researchers in Electrical and Electronic Engineering (EIConRus)

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“…Researchers have long called for standardization and shared resources [31]. For control system courses that include a laboratory component, several laboratory exercises [32,33] and laboratory kits [34][35][36] have been developed to facilitate learning through a mix of hands-on and theoretical approaches [37,38]. Some experimental platforms have even been employed in distance learning [39,40].…”

Section: Student Learning In Introductory Control Theory Coursesmentioning

confidence: 99%

Improved Learning Through Collaborative, Scenario-based Quizzes in an Undergraduate Control Theory Course

Oishi¹,

Svihla²,

Law³

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Information, and Leaning Sciences. He received his PhD in Educational Psychology from the University of Oklahoma. His research explores the social aspects of self-regulation in collaborative learning environments. In addition, he has been conducting studies examining the effects of different scaffolding approaches, including massively multiplayer online games, computer-based simulation, and dynamic modeling, on students' complex problem-solving learning outcomes. Improved learning through collaborative, scenario-based quizzes in an undergraduate control theory course Abstract A significant challenge for many students in introductory control theory courses is the abstract mathematical concepts, as well as application of those concepts to engineering problems. When students are overwhelmed with the material, they often aim for rote application of mathematical formulas, without attempting higher-level critical thinking (e.g., evaluation, comparison, design).We constructed a series of five in-class scenario-based quizzes, implemented in lieu of standard lectures, to facilitate higher levels of understanding. Students worked in teams of three to solve multiple-choice and short-answer problems designed around a specific scenario. For example, one scenario involved analysis of transient properties (e.g., settling time, percent overshoot) of a teleoperation system for robotic surgery, and prompted students to weigh trade-offs between responsiveness and excessive motion. In order to assess the value of collaboration in these quizzes, we contrast student gains on one scenario-based quiz completed individually to those completed collaboratively. We evaluated pre-test performance and conceptual growth using a validated concept inventory [1]. Students also completed a pre/post measure of their abilities to co-regulate their work as members of a group. We found that students showed improved coregulation abilities, performed lowest on the individually completed quiz, and that the students who began with the lowest scores on the concept inventory had comparable outcomes to their higher-scoring peers. Collaborative quizzes are well aligned to active learning approaches to teaching and have potential to improve understanding of math-intensive engineering concepts, as well as further develop students' ability to apply these concepts to actual engineering analysis and design problems. Introduction and research purpose

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