Interactive software for undergraduate electromagnetics

To demonstrate the relationship between physical reality and the equations used in electromagnetics, the authors have created interactive software using Mathematica with its notebook capability. The software is composed of different notebooks, each covering a specific topic, which are collectively called EM Notebooks. The notebooks are used in a workstation laboratory of 12 NeXT computers in conjunction with two required junior-level courses in electromagnetics. Each notebook consists of text, equations, and graphics. The equations are Mathematica commands that are used to evaluate electromagnetic formulas found in a typical undergraduate electromagnetics textbook. Equation parameters can be changed by a student permitting examination of an unlimited number of examples. In addition, much of the graphics can be animated. The animations provide a pedagogic tool unavailable in traditional textbooks. EM Notebooks must be used on a computer that runs Mathematica with the notebook facility     

Learning about fields and waves using visual electromagnetics

Electromagnetics education needs to take advantage of modern technology if it is to continue attracting adequate numbers of students to its study. Visual electromagnetics (VEM) is defined as an interactive and visual learning environment aiming to provide a more appealing and intuitive means of studying electromagnetics. VEM involves computer graphics with varying degrees of interactivity available from stored results developed offline or generated online in real time. The two approaches, designated as stored-solution modes (SSM) and generated-solution modes (GSM), are discussed and illustrated with representative results, using as examples projects being conducted at the University of California, Davis, and the University of Kansas. A brief overview survey is given of projects at other US universities and of sources of instructional software     

An application-enhanced approach to introductory electromagnetics

This paper describes an application-enhanced approach to teaching fundamental concepts in electromagnetics at the introductory undergraduate level. A numerical tool with interactive visualization is used to aid in the presentation of engineering applications that are used to motivate basic electromagnetic concepts. The goals are to exploit design automation tools as a supplementary instructional aid, and to illustrate to students the use of theory in practice     

An Experimental Study of a Personalized Learning Environment Through Open-Source Software Tools

Nowadays, students can easily access online course materials at anytime or anywhere. Since the learning initiative is taken by students in an e-learning environment, student-centered course materials become more critical. They may be prepared based on an individual student's learning expectation and academic background. In this paper, a model of personalized learning environment is proposed through 1) learning object design based on elaboration theory and e-learning standards; 2) applying item response theory (IRT) in student ability test; 3) managing course materials by a dynamic conceptual network (DCN); and 4) adopting a user profile to understand students' behaviors. Finally, these building blocks are developed by open-source software tools and integrated into a single system for real-life experimental study.     

A new approach to using simulation software in the electromagneticscurriculum

A possible electromagnetics curriculum using the latest computer-based electromagnetic simulation tools is discussed. The design of the teaching program is justified by the results of earlier course designs based on previous versions of simulation tools. The response from students to the use of simulation techniques in the learning process is deemed positive enough to consider a major reorientation in the way in which the subject of electromagnetic fields is taught     

Web-based tutoring in power engineering

This paper deals with the application of web-based technologies to power engineering education in an interactive student/mentor environment. The modern teaching/learning concepts and new technologies to support these concepts have been developed. This project incorporates web-based tools, including Internet, videoconferencing, and educational intelligent system modules for power engineering education. Different student learning styles are adapted for power engineering applications. The proposed interactive learning environment allows the mentor and students to best utilize the facilities for effective teaching and learning.     

System-level microwave design: radar-based laboratory projects

Two laboratory projects-a Doppler radar and a synthetic aperture radar (SAR)-designed to augment traditional electromagnetics education are proposed. The projects introduce students to component and system level design and expose them to modern computer-aided design (CAD) tools, microstrip and surface mount fabrication technologies, and industry standard test equipment and procedures. Additionally, because the projects result in a working radar system, students gain new enthusiasm for the electromagnetics discipline and directly see its relevance in the engineering field. Implementation of these laboratories within the curriculum have proven to be highly motivational and educational and have even contributed to increased enrolments in upper division electromagnetics courses.     

An interactive demonstration of electromagnetic wave propagationusing time-domain finite differences

The finite difference time-domain (FDTD) method is one of the most widely used computational methods in electromagnetics. Using FDTF, Maxwell's equations are solved directly in the time domain via finite differences and time stepping. the basic approach is relatively easy to understand and is an alternative to the more usual frequency-domain approaches. In order to take advantage of this, an interactive personal computer program based on FDTD has been developed. The program directly solves Maxwell's equation via finite differences. The solution is for one dimension, corresponding to normal incidence propagation through a planar stratified medium. The program displays an electromagnetic pulse as it propagates through the medium. Since Maxwell's equations are solved directly, the reflected and transmitted pulse amplitudes demonstrate how the reflection and transmission coefficients determine reflected and transmitted wave amplitudes. Since lossy material layers can be included, frequency dispersion can be demonstrated     

交互式电力系统继电保护原理CAI的实现

这篇论文主要介绍的是电力系统继电保护原理CAI，这个易用的、交互式的CAI可以作为课堂教学的补充和完善，应用于电力系统继电保护的计算机辅助教学。本软件采用FrontPage2000等工具制作网页，并以网页为界面及载体，系统全面的讲述电力系统继电保护知识；并针对继电保护原理教学中的几个置难点，比如阻抗继电器、高频保护、电流保护、变压器保护等，用Java制作出交互式、动态的小应用程序(Java Applet)，作为课件嵌入上述网页中，以提高学习效率和学习效果。     

Decision-making tools for real-time control of the French EHV power system

The decision-making tools recently implemented on the online computers of the national control centre of Electricité de France are presented. These computerized tools are: state estimation, security analysis, generation dispatch and interactive load-flow calculations. They allow a better security assessment and enhancement of the power system and also contribute to a minimization of operating cost. They use the most advanced numerical and computational techniques now available in this field of application.     

VECTOR: A Hands-On Approach That Makes Electromagnetics Relevant to Students

A two-course sequence in electromagnetics (EM) was developed in order to address a perceived lack of student learning and engagement observed in a traditional, lecture-based EM course. The two-course sequence is named VECTOR: Vitalizing Electromagnetic Concepts To Obtain Relevance. This paper reports on the first course of the sequence. VECTOR incorporates active learning methods with three projects to address three interrelated objectives: 1) to make the required EM course more relevant to students by demonstrating the impact of EM on emerging technologies; 2) to teach students how to utilize modern EM simulation and characterization tools; and 3) to improve student attitudes towards the introductory EM course in order to help pipeline students into the electromagnetics-photonics specialization in the undergraduate program. To assess the effectiveness of VECTOR the course was taught in a lecture format for one semester, then taught for three semesters in the project-based format. The assessment indicated that VECTOR caused significant changes to how and what students learned. VECTOR was effective in meeting the first objective, and achieved mixed success on the others.      

Teaching power engineering basics using advanced web technologies and problem-based learning environment

This paper describes the experience of teaching power systems basics to undergraduate engineering students using a pedagogical approach that is based upon computer-mediated and problem-based learning in an integrated way. In this approach, an interactive learning environment based on web technologies replaces the traditional lectures. The pedagogical project behind this approach is focused on the problem-based learning paradigm, where the students are instigated to construct the knowledge required to solve the problem (constructivist learning). The paper addresses the technological aspects, such as how to create simulators using Java applets and animation, as well as the pedagogical aspects, such as student performance and knowledge acquisition. The experience of using this approach at the State University of Campinas, Brazil, during the years 2001/2002 is described in detail. Advantages and disadvantages of this approach are also addressed and finally the students point of view are presented based on surveys.     

Java applets for microelectronics education

This work describes a library of online courseware utilizing Java applets developed for microelectronics education. The objective is to provide an online learning environment that supplements resident instruction. Java applets are utilized to interactively demonstrate principles, provide design tools, and allow students to test their knowledge via online quizzes. The course material and Java applets are included on the CD-ROM     

The Transmission Line as a Simple Example for Introducing Integral Equations to Undergraduates

Integral equations are becoming a common means for describing problems in electromagnetics, and so it is important to expose students to methods for their solution. Typically this is done using examples in antennas, scattering, or electrostatics. Unfortunately, many difficult issues arise in the formulation and solution of the associated equations. It is instead proposed to use examples from transmission lines, a topic with which undergraduate students are both familiar and comfortable. In this paper, the formulations of integral equations for both uniform and nonuniform lines are undertaken, simple moment-method solutions are implemented, and the accuracies of the solutions are explored.      

WEMAP-a computer aided instructional tool for electromagnetics

WEMAP is an electromagnetic analysis computer code for teaching electromagnetics to power engineering students. WEMAP is a stand-alone interactive graphics system for electromagnetic analysis, which includes electrostatics, magnetostatics, eddy currents (time harmonic as well as transient), and permanent magnet fields. These capabilities are described, and examples are given to illustrate how this program can enhance the classroom presentation of some of the electromagnetic phenomena     

Can computers really help students understand electromagnetics

Some motivations and experiences of a professor who became active twelve years ago in the development of educational software for use in teaching and learning engineering electromagnetics are described. Categories of educational tools are defined, exemplified, discussed, and ranked in order of effectiveness. The author provides opinions as to what has and has not been accomplished     

An electromagnetics course with EMC applications for computerengineering students

When computer engineering students follow a different (separate) program of study from the electrical engineering students, only a single course in engineering electromagnetics can be accommodated in the computer engineering (CE) core program. An outline for a course on electromagnetics for computer engineering is given combining traditional electromagnetics topics with definitions, concepts, and discussions drawn from EMC. In this way engineering electromagnetics is made relevant and vital for the CE student. Specific EMC topics are included as they arise in a presentation based on a standard engineering electromagnetics text. Shielding, radiated emissions, susceptibility, the electromagnetic environment, EMC test methods, open sites, shielded anechoic rooms, screen rooms, TEM cells, and EMC test antennas are discussed. The goal of the computer engineering electromagnetics course is to prepare the student for a full-scale EMC course to be taken as an elective in the final undergraduate year or the first year of graduate study     

Constructing shareable learning materials in bioengineering education

Innovations in learning sciences and technology are opening new opportunities for designing and implementing effective learning materials that can be shared between bioengineering instructors. The successful reuse of instructional materials depends on how easy it is for an instructor to adapt the materials with a similar intent of the original author. Many resource libraries are emerging that provide a searchable database of sharable, Web-based instructional materials. The materials range from lesson plans and teaching techniques to text, video, and interactive simulation resources. These digital libraries are valuable services for teachers and students to access information and participate in a community of science, mathematics, and technology. The VaNTH (Vanderbilt University; Northwestern University; University of Texas at Austin; and Health, Science and Technology at Harvard/MIT) Engineering Research Center (ERC) is exploring a similar goal to design and test learning materials for bioengineering education and construct a technology infrastructure that supports the reuse of these materials in pedagogically appropriate ways. For VaNTH, using a consistent framework that describes the instructional intent of the materials is a critical factor in helping instructors envision how to adapt the materials to their own instruction. Therefore, VaNTH has defined a design process that capitalizes on the insight of learning sciences and best practices in engineering education to construct learning materials that follow a consistent but flexible instructional model.     

电炮用磁通压缩脉冲直线发电机的数学模型

电炮用磁通压缩脉冲直线电机是一种理想的电炮电源,但它的研究尚不成熟。该文首次建立了描述该发电机工作过程的系统的数学模型,为它的成功研制提供了理论依据。该数学模型由电磁学模型和力学模型组成。电磁学模型由电路方程组、一维电磁场和温度场扩散方程组、动态电感方程、动态电阻方和磁通损耗方程构成,而力学模型由电枢运动方程组和二维均相流体力学方程组构成。     

An assessment of on-line engineering design problem presentationstrategies

This paper describes the assessment of three on-line learning modules in engineering design for first-year students developed at Columbia University. The assessment includes results from more than 200 students who used test and control versions of each module during the 1996-1997 academic year. The goal of the assessment was to identify presentation formats and strategies for on-line engineering design problems that improved student performance on the design problem or on a short paper and pencil follow-up quiz taken immediately after module use. Students nearly unanimously preferred modules that incorporated animation and interactive design tools over those with static snapshots of the same material. Interactive design tools also improved performance on the design problems. However, performance on the follow-up quizzes did not vary among student cohorts regardless of presentation format. Similarly, although students generally enjoyed and valued group work activities, and although these experiences frequently increased students' confidence in their answers, follow-up quiz performance was not enhanced by group work activities. In an unanticipated result, students were twice as likely to sketch their answers when the module itself contained animated illustrations rather than static graphic material. This result suggests that computer-based learning tools can significantly affect the character and texture of students' representation of their own ideas in manners that do not emerge from traditional performance measures