Jonathan B. Scott

Getting Stuck in Analogue Electronics: Threshold Concepts as an Explanatory Model.

Could the challenge of mastering threshold concepts be a potential factor that influences a students decision to continue in electronics engineering? This was the question that led to a collaborative research project between educational researchers and the Faculty of Engineering in a New Zealand university. This paper deals exclusively with the qualitative data from this project, which was designed to investigate the high attrition rate of students taking introductory electronics in a New Zealand university. The affordances of the various teaching opportunities and the barriers that students perceived are examined in the light of recent international research in the area of threshold concepts and transformational learning. Suggestions are made to help students move forward in their thinking, without compromising the need for maintaining the element of intellectual uncertainty that is crucial for tertiary teaching. The issue of the timing of assessments as a measure of conceptual development or the crossing of thresholds is raised.

Identification of threshold concepts involved in early electronics: Some new methods and results

This manuscript reports the threshold concepts identified over a two-year study in early circuits and electronics courses. Some novel methods have been used to improve confidence in the identification process. We also identify some concepts, potentially threshold, that ought to have been mastered in high-school physics courses but that are often absent from student repertoires. Weak understanding of these underlying concepts may be a confusing factor for researchers in their search for threshold concepts as well as an additional source of trouble for students of electronics.

Group-Delay Measurement of Frequency-Converting Devices Using a Comb Generator

We propose a new method for the measurement of (group) delay from the radio-frequency (RF) input to the intermediate-frequency (IF) output of a mixer or a receiver. The method is particularly convenient for measuring the change in group delay with the local-oscillator (LO) tuning frequency of the receiver since the method does not require access to, or even knowledge of, the LO signal. The method employs a calibrated comb (impulse) generator. Other required equipment is limited to a reference signal generator and a digitizer of modest bandwidth, allowing the measurement to rely on a low-frequency generator and an oscilloscope. Simulated and measured data are presented to verify the approach.

An electronics Threshold-Concept Inventory

The Theory of Threshold Concepts (TCs), first articulated by Land and Meyer in 2003, provides educators in many disciplines with a tool to identify those special ideas that both define the characteristic ways of thinking of expert practitioners, and cause the greatest learning difficulties for students. Concept inventories are popular assessment tools, epitomized by the widely-accepted Force Concept Inventory of Hestenes et al., introduced circa 1992. It is a natural marriage to bring these two thrusts together to produce “Threshold-Concept Inventories.” We report ongoing work to develop and verify such a TC-inspired inventory assessment tool in the field of electronics and simple circuit theory. We identify the difficulty in the development of questions targeted at assessing understanding of single threshold concepts and present results in support of a strategy to deal with this.

The Engineers That Time Forgot [Guest Bytes]

You and I, dear reader of IEEE Microwave Magazine, are set to become more valuable day by day. Let me see if I can paint a picture of why.