Circuits for Everyone: A ProblemBased Learning Approach

1
Circuits for EveryoneA Problem-Based Learning
Approach
George Watson Department of Physics and
Astronomy and Institute for Transforming
Undergraduate Education
University of Delaware
PBL2000 Promises, Breakthroughs, and
Lessons Samford University, Birmingham, AL
2
Silicon, Circuits, and the Digital Revolution
SCEN103 at the University of Delaware http//www.p
hysics.udel.edu/watson/scen103/
3
The course SCEN103 in Spring 2000 was an Honors
colloquium designed to introduce first-year
students to some of the science behind high
technology.
Designed to promote scientific and computer
literacy and awareness, SCEN103 gives students an
opportunity to leverage their interests in
everyday devices and high-tech objects into a
study of fundamental science concepts. Live
demonstrations, in-class group explorations of
technology applications, and daily work with the
Internet are essential elements of SCEN103.
link
4
A key feature of the writing-intensive work for
this colloquium was the students setup and
development of a personal website.
Working in small groups, students also created
websites devoted to science and technology
topics. This years colloquium was designed as a
pilot Pathways Course during the discussion of
General Education Reform at UD. Much of the
learning in Spring 2000 SCEN103 was done with
problem-based learning.
link
5
Broad Course Objectives
Analyze simple electrical circuits to assess
their function and effectiveness.
State and describe fundamental scientific
principles underlying modern electronic devices.
Explain the basic operation of electrical
circuits, simple semiconductor devices, and
integrated circuits.
Identify the contributions of science and
technology to everyday life.
link
6
Interpret graphical data and construct graphs to
communicate ideas.
Communicate technical ideas orally and in
writing. Evaluate the information content of
Internet resources. Use graphical and other
multimedia elements effectively in a webpage.
Create an informative and organized website
devoted to presenting a topic of technical
interest from various perspectives.
Access timely, relevant, and authoritative
information for problem solving.
Construct technical information into a logical
framework for decision making. Establish a frame
of mind where quantitative reasoning is embraced.
Work effectively in a group to solve complex
problems.
link
7
Problem-Based Learning in SCEN103 SCEN103 relies
heavily on PBL with students working
collaboratively in groups to solve real-world
problems.
Students learn to apply simple scientific
concepts, find and evaluate scientific and
technical information, and communicate ideas
about science and technology to
others. Discussions led by the course instructor,
plus supplementary lectures, help to give a
context and conceptual framework to the problems.
link
8
Why PBL in SCEN103? The rate of generation of new
information in the scientific and technical
sectors is truly staggering.
Information becomes outdated rapidly and is
updated constantly much of what will be needed
to know in the workplace following graduation has
not been generated yet! Thus identifying when new
information is needed, where to find it, how to
analyze it, and how to communicate it effectively
are essential skills to learn in college. An
important result of PBL is that while problems
are used to identify what to learn, the process
of learning "how to learn" is also
developed. This method of instruction has been
chosen to help develop skills important for
success both in the students undergraduate
education and in their professional life
following graduation.
link
9
What is effective learning in SCEN103? Effective
learning is much more than memorizing information
to answer questions on examinations.
Learning is a process that culminates in the
ability to ask the right questions and frame
good problems, to acquire information and
evaluate sources of information, to
critically investigate and solve problems, to
make choices among many alternatives, to
explain concepts to others (both orally and in
writing), and to generalize to new situations.
link
Problem-Based Learning helps develop these
abilities!
10
A Problem-Based Learning Approach to Simple
Electrical Circuits
Incorportating PBL problems, Other collaborative
exercises, and Hands-on laboratory exercises.
Link to list of activities and assignments for
SCEN103 Spring 2000
Link to schedule of classes for SCEN103 Spring
2000
11
PBL 1
Crossed Circuits
Two roommates argue about perceived use of
electrical energy. Who should pay more towards
the utility bill?
Energy power x time
link
12
Lab 1
Hairdryers How much power?
Students bring in their hairdryers and test all
settings. A relationship is discovered among the
three circuit quantities while checking the
manufacturers claims.
Power current x voltage
link
13
PBL 2
A San Francisco Treat
Electrical wiring plans are formulated for a
building conversion using floorplans from a This
Old House project.
Parallel circuits Household wiring Power ratings
of appliances
link
14
Exercise 1
Electrical Energy Use in the World?
Student groups use the CIAs online World Fact
Book to accumulate regional electrical energy use
and investigate sources of discrepancies.
link
Globalization for Pathways Course objective
15
PBL 3
More Power!
Mark and Tim Allen rewire a toaster for more
power by using hairdryer parts.
Resistance and Ohms law
link
16
Lab 2
Resistivity and Play-Doh
Students roll out cylinders of various diameters
and find a relationship among resistance and
geometric factors.
Resistance of a cylinder (wire)
link
17
PBL 4
Spring Break Adventure
Students investigate the circuit concepts behind
the operation of two familiar battery testers.
Synthesis of cylinder resistance, Ohms law,
and Electrical power
link
18
Lab 3
Batteries and Bulbs
Students work from the simplest possible circuit
to the challenging circuit on the left and its
companion on the right.
Series and parallel combinations
link
19
Exercise 3
Penetration rates of major consumer products in
U.S. households
Historical aspects of electrical use
link
20
PBL 5
Lights Out!
Students attempt to design a flashlight from a 6V
lantern bulb and two AAA cells that will last for
five hours.
Batteries and internal resistance Energy
capacity Circuit Design
link
21
Problem-Based Learning at the University of
Delaware
www.udel.edu/pbl
Institute for Transforming Undergraduate Education
www.udel.edu/itue