Lessons Learned from Two Years of Flipping Circuits I

Kim, Gloria J.; Law, Mark E.; Harris, John G.

doi:10.18260/p.24424

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…Particular emphasis has been on introductory circuits and digital logic courses 6 , where the analog discovery board is utilized as a simple oscilloscope/signal generator substitute 7,8 . The portability of the analog discovery has also lent itself to interesting implementations of laboratories using the mobile studio concept, as well as a powerful tool in flipped and online classrooms 9,10,11,12 . In traditional lab settings, the low-cost of the analog discovery board also enables truly individual laboratory experiments where every student has their own analog discovery to use during lab, and therefore is responsible for carrying out all measurements, something that cannot be guaranteed in typical laboratory settings where multiple students share a single bench station.…”

Section: Introductionmentioning

confidence: 99%

Effective Utilization of the Analog Discovery Board Across Upper-Division Electrical Engineering Courses

Holland¹,

Prust²,

Kelnhofer³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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To date, the electrical engineering education literature has presented the Digilent Analog Discovery board with a focus on usage in lower-level circuits courses and as merely a low-cost replacement for bench-top signal generators and oscilloscopes. This work broadens the domain of the Analog Discovery board beyond introductory courses, and demonstrates its use as a powerful educational tool for junior and senior level coursework. By utilizing its full suite of measurement features, sophisticated laboratory experiments are possible in courses such as electromagnetics, digital signal processing, signals and systems, communication systems, and control systems. In addition, its inherent mobility allows insightful in-class demonstrations and "lab-like" activities to be incorporated into theory-focused courses that otherwise do not have a lab, an impossible feat with traditional anchored, expensive laboratory equipment. In this paper, the unique measurement features of the Analog Discovery that are especially appropriate for upper-level courses are detailed, such as the network analyzer and spectrum analyzer modes. Selected demonstrative lab experiments from upper-division courses at the Milwaukee School of Engineering (MSOE) are then presented. Emphasis is placed on how these experiments are both enabled by the Analog Discovery board as well as constrained by the performance limits of the board, such as limited frequency response and power supply rails. As a result, careful experiment design is shown to be critical to the classroom success of these projects.

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Section: Introductionmentioning

confidence: 99%

Effective Utilization of the Analog Discovery Board Across Upper-Division Electrical Engineering Courses

Holland¹,

Prust²,

Kelnhofer³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…Option 2 is a viable option and has been proven successful [1][2][3][4], but does require considerable effort on the instructor's part to develop video lecture content.…”

Section: Introductionmentioning

confidence: 99%

Teaching Introduction to Electronic Circuits in a Studio Format

Benson¹,

DePiero²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Introductory electronic circuits courses with a lab component are typically taught in a standard lecture-lab format where lecture and lab are taught as separate classes potentially by different instructors. The lecture portion of the course typically involves the Professor delivering a 'chalk-talk' about circuit analysis techniques and the lab portion of the course typically involves students measuring voltages and currents in provided circuits with electronic test equipment. Two major problems arise with this method of teaching: 1. Students often do not see the connection between what they are learning in lecture with what they are doing in lab and 2. Students often do not see a connection with what they are doing in lab with real-world applications. Without being able to directly implement what they learn in lecture to a practical and useful real-world example or problem, students become disinterested in the subject and may even choose to leave the major. This paper discusses an attempt to modify the structure and content of an introductory electronic circuits course to make the course more engaging for students to hopefully increase retention of students within the major. The course's "studio format" (a course where lecture and lab are combined) focuses on providing students with multiple opportunities to directly apply what they are learning in lecture to real-world applications in a laboratory setting. The paper discusses the course's format and its weekly integrated lab activities. It then discusses the student and instructor reactions to the course and compares them with student and instructor reactions to the course taught in the traditional format. Finally, the paper discusses lessons learned and suggestions for future offerings as well as plans for tracking how the course affects student retention.

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On "Flipping" a Large Signal Processing Class [SP Education]

Bajwa

2017

IEEE Signal Process. Mag.

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Lessons Learned from Two Years of Flipping Circuits I

Cited by 3 publications

References 10 publications

Effective Utilization of the Analog Discovery Board Across Upper-Division Electrical Engineering Courses

Effective Utilization of the Analog Discovery Board Across Upper-Division Electrical Engineering Courses

Teaching Introduction to Electronic Circuits in a Studio Format

On "Flipping" a Large Signal Processing Class [SP Education]

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