Advancing Active Learning in Electronics with Customized Printed Circuit Boards
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
- Tagged Division
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Electrical and Computer Engineering Division (ECE)
- Permanent URL
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https://peer.asee.org/46524
Paper Authors
Kenan Baltaci University of Wisconsin, Stout
Kenan Baltaci earned a Bachelor of Science in Electrical Engineering in 2006 from Istanbul Technical University, Turkey, and a Master of Science in Energy Management in 2008 from the University of Northern Iowa, Cedar Falls, IA. He also holds a Doctor of Technology in Industrial Technology obtained in 2012 from the University of Northern Iowa. His research interests include renewable energy, power electronics, IoT, and embedded systems
Monika Herrmann University of Wisconsin, Stout
About the Author
Monika Herrmann is an associate professor in the Engineering & Technology department, at the University of Wisconsin Stout. She teaches courses in parametric modeling and design communication. Monika is a licensed architect with many years of industry experience in Germany and the US. Her research interests include sustainability, resiliency, and resourceful use of materials.
Abstract
Active, hands-on learning is increasingly vital in engineering education, yet breadboarding poses well-known impediments to student outcomes in electronics labs. This work addresses breadboarding challenges through customized printed circuit boards (PCBs) optimized for core electronics experiments. The objective is to enhance comprehension, engagement, and technical skills compared to traditional breadboarding. The boards feature through-hole mount test points for easy probing; compact layouts focused on particular circuits, and robust soldered components. Students in an introductory electronics course used the boards for labs on topics including various applications of diodes, BJTs, MOSFETs, op-amps, active filters, oscillators, voltage regulators, and data conversion circuits. Students are expected to obtain more accurate results matching calculations and simulations better than with breadboards. Additional lab time with test equipment is anticipated. Student participants will complete labs and assignments using both the customized PCBs and conventional breadboards. Quantitative and qualitative surveys will assess the impact on efficiency, understanding, and troubleshooting skills. Student feedback on the PCBs compared to traditional breadboarding will be collected and analyzed. The results will be shared in the full conference paper and presentation. This economically feasible approach addresses known breadboarding impediments, including loose connections, noise, probing challenges, and cluttered layouts. The work will contribute design guidance, and student-validated evidence that customized PCBs can significantly enhance electronics labs. Adopting such boards more broadly empowers active, project-based learning, allowing students to master concepts otherwise obstructed by breadboarding limitations.
Baltaci, K., & Herrmann, M. (2024, June), Advancing Active Learning in Electronics with Customized Printed Circuit Boards Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46524
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