A Temperature Control Project That Facilitates Learning of Difficult Concepts in Control Theory

Autor/in	Yao, Jianchu
Titel	A Temperature Control Project That Facilitates Learning of Difficult Concepts in Control Theory
Quelle	In: Advances in Engineering Education, 8 (2020) 2, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; Design; Concept Formation; Undergraduate Students; Thermodynamics; Heat; Models; Teaching Methods; Learning Processes; Outcomes of Education; Student Projects; Active Learning; Student Attitudes; Self Evaluation (Individuals); Computer Software; Scoring Rubrics; Reports + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Concept learning; Begriffsbildung; Thermodynamik; Hitze; Analogiemodell; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Lernleistung; Schulerfolg; Schulprojekt; Aktives Lernen; Schülerverhalten; Scoring formulas; Auswertungsbogen; Abschlussbericht; Berichten
Abstract	This paper presents a design project and its assessment in an undergraduate control theory course. In the project, students mathematically modeled the thermal dynamics of a glass incubator and its heat source. Based on these models, they designed a lag compensator to keep the incubator temperature in a safe range when the external temperature fluctuates. It is hypothesized that activities planned in this real-world project can facilitate the learning of difficult controller design via the frequency response method. Multiple facets of student learning were assessed, including; (1) a two-level objective assessment based on students' written reports; and (2) four-category student self-evaluation surveys. The former identifies how the project helps achieve ABET outcomes and how each of the four project activities support learning outcomes. Surveys assess students' factorial knowledge and their perception about the project. Assessment results demonstrate that this project-based-learning experience effectively aids students in grasping difficult frequency-domain concepts and design methods. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01