This lesson facilitates the development of skills which allow student to perform basic electrical measurements within the context of a technical fundamentals course found in many Engineering Technology programs. In this lesson students cycle through a serious of activities progressing through simulated, real (minimized risk), and real environments.
- “simulated” refers to activities that are virtual or exist in a purely computer-mediated environment
- “real (minimized risk)” refers to activities that are computer-mediated, yet replicate real measurements (via a physical device plugged into the computer) within a controlled environment; a hybrid or bridge between simulated and real
- “real” environment refers to activities carried out in a true lab environment only (no computer mediation)
Why Simulation?
When faced with constructing and measuring an electrical circuit for the first time, students are often (legitimately) afraid of touching anything out of fear of electrocution. Simulation allows students to experiment with the concepts of electricity without concern for the risks. For example, a student can indeed “blow” a component in the simulation, but because the component is virtual there is no harm done and the student can learn from the mistake without the stress that normally comes with “smoking” parts in the lab.
Additionally, a benefit of Simulation and the learner centric paradigm is that students are freed from the limitations of lab time. For example, they may only have two or three hours of access to a lab per week with equipment that allows them to perform “real” experimentation. With Simulation, however, they can perform labs and practice their skills from anywhere with a computer.
During the real (minimized risk) phase of the lesson, much of the experimentation is done in a manner that is nearly indistinguishable from the pure (totally on a computer screen) simulation. In fact the instrument control panels (which are displayed on the computer screen) are exactly the same. The difference lies in the fact that the student must now build the circuit with physical components. The device, which connects to the circuit, minimizes any risk to the student and circuit should the student make an error. As a result the student can experiment and practice their skills in the comfort that they are unlikely to damage anything or themselves. The device used for this phase can be plugged into any computer and as a result the student can perform these activities anywhere with a computer at any time.
The previous phase bridges the pure (totally on a computer screen) simulation experience with the true lab experience. As a result when they finally begin experimentation within a “real” lab, they have already developed a level of comfort with electricity and their skills to manipulate and measure it.
Constraints
This instructional strategy does depend on the student having access to a computer with the required simulation software and a device known as a “DAQ” which provides the smooth progression from between a purely virtual simulation and a real experience. Whereas in a lab environment where the equipment can be shared among a large user base, this strategy is most effective if every student has access to their own personal copy of the software and their own “DAQ” allowing them to perform the experimentation on their schedule. The current cost per student is approximately $200 (March 2014).
Students will have the additional learning curve associated with the introduction of a new software tool. There is always the danger of the student spending too much time and effort focusing on the technology being used to facilitate the simulated experience rather on the desired outcomes.
Preparation
Prior to the lesson proposed here, students must be properly familiarized with the simulation software. A similar learning strategy can be used to accomplish this goal. Additionally it is important to frame the experience for the student to bring relevance to the activity and explain how the activity will facilitate their skill development for use in the real world for real applications.
Students should be mentally prepared by the facilitator regarding failure of the circuit or simulation to operate as expected. In fact it’s unlikely to operate correctly the first time. It is important for students to know that these issues are common and that a great deal can be learnt about circuit dynamics while troubleshooting a malfunctioning circuit.
The New Learning Paradigm 