W. C. Jennings

Studio courses: How information technology is changing the way we teach, on campus and off

Over the last decide, the Rensselaer Polytechnic Institute studio classroom model has been applied in various engineering, science, mathematics, and other courses, both at Rensselaer and at other campuses. The studio classroom was designed to provide an interactive learning environment that incorporates the advances in computing and communication and builds upon the cognitive science research on how people learn. In many cases, the studio course replaces the large enrolment course, combining lecture, rectitation, and laboratory into one interactive faculty that is as comfortable as it is high tech. The introduction of the studio courses has led to a better learning environment for both the students and the faculty members. Attendance in classes and student evaluations both improved. To some extent the studio classroom works to change the focus from the lecturer to the student. It requires that the student take some of the responsibility for the learning process. The studio classroom was recognized by the Theodore Hesburgh Award, the Pew Prize, the Boeing Award, and other honors.

TEXT heavy ion beam probe system

A good signal‐to‐noise ratio has been obtained during initial operation of the 500‐keV TEXT heavy ion beam probe. A number of problems were identified during the start up phase and they have been or are being corrected. Present sensitivity for detecting changes in the space potential is 50 V, but it is expected that this can be reduced to 5 V when additional calibration and alignment procedures are completed.

A studio format for innovative pedagogy in circuits and electronics

This paper describes a new approach to two undergraduate courses in circuits and electronics whereby lecture, recitation, computer, and laboratory activities are combined in a single studio facility. The revised format encourages students to learn by doing, not just listening, and it provides new opportunities for innovative pedagody using interactive multimedia to enhance student understanding of difficult concepts. Rensselaer has offered both courses in parallel pilot studio and traditional formats in the past academic year. The results of standard testing show no statistically significant differences. Nevertheless, the studio format appears to offer significant improvement in student motivation as evidenced by end-of-semester comments and a near perfect rate of attendance. The studio format also allows the instructor to quickly assess the effectiveness of a particular presentation and to provide optimum assistance to students with different learning styles and capabilities.

Study of density and potential fluctuations in the TEXT tokamak with a heavy ion beam probe

A heavy ion beam probe was used to study the characteristics of density and potential fluctuations in the TEXT tokamak. Fluctuations of density and space potential are nearly Boltzmann like, n/spl tilde//n/spl sim//spl phi//spl tilde//kT/sub e/, near the edge of the plasma (0.8 0.9). The turbulent E/spl I.oarr//spl times/B/spl I.oarr/ radial particle flux is sufficient to account for all of the particle loss from the tokamak. No poloidal asymmetries, within a poloidal angle range of about 70/spl deg/, are observed in the fluctuation levels. The fluctuation spectral shape, the density potential phase angle, and the fluctuation propagation speed show a strong radial dependence. >

Ion Beam Probe Measurements of Electron Temperature

The technique for measuring electron temperature with an ion beam probe has been refined, the time resolution reduced and the limitations evaluated. The technique involves sequentially probing the same volume of plasma with beams of different ion species and using the observed secondary ion currents and the known ionizing cross sections to evaluate the electron temperature. Spatial resolution is less than 0.1 cm3 and the time required to obtain a radial temperature profile is presently 10 msec. Detailed measurements have been made on a hollow cathode discharge and the results compared with Langmuir probe and spectroscopic data. Quantitative results can only be obtained with K+ -Na+ beams due to the lack of cross sections for other ion species. Better experimental data has been obtained with Rb+ and Cs+ beams but they cannot be reduced to Tee Theoretical cross sections provide qualitative indications of the system behavior but are not sufficiently accurate to permit quantitative data reduction.

Comparison of Hollow Cathode and Conventional Argon Ion Lasers

A detailed comparison between an argon ion laser system utilizing the hollow cathode discharge (HCD) and one employing a conventional, externally heated oxide cathode, but with identical geometry, has established that there are no significant differences in their microscopic behavior, and that the excitational processes occurring in the two systems are the same. A comparison of the over‐all efficiency of the two systems operating at the same output power level shows that when bariated tungsten cathode cylinders are used in the HCD, this device does not require greater input electrical power than the conventional device. It is further shown that operation of the HCD laser does not require a continuously flowing gas system as has previously been reported. This study shows the HCD to be an attractive alternative to conventional discharge geometries for ion laser systems.

Interactive learning modules for electrical, computer and systems engineering

Web-based multimedia tutorials are being developed for use in several undergraduate courses in electrical engineering and computer and systems engineering at Rensselaer Polytechnic Institute, USA. These interactive learning modules (ILMs) are created with the Director authoring environment and can be deployed using a standard Web browser with Macromedias Shockwave plug-in as the interface. The ILMs can be used by faculty for in-class presentations and demonstrations, by students for in-class, structured exercises (particularly in the studio format of course delivery) and by students anytime, anywhere via the Internet to explore concepts in more detail and gain practical experience in design and application. The ILMs are developed to provide application-based motivation for learning, present fundamental concepts using animation and visualization and provide interactive practice on problem-solving and open-ended design experience. ILMs are now available on the 555 timer IC, an electrical engineering fundamentals handbook (EE handbook), an electronics circuit card manufacturing handbook, common-emitter amplifier design, analog filters, operational amplifiers, Fourier analysis and convolution. They are currently being used in introductory courses in circuits, electronics, instrumentation and signals and systems, all of which are moving to the studio format. Initial experiences by both faculty and students have been very positive. The combination of interactive learning modules and the studio format of course delivery present a fundamentally new model for the delivery of engineering education.

Performance of a Feedback Controlled Electrostatic Energy Analyzer for Use with an Ion Beam Probe Diagnostic System

The performance of a feedback controlled electrostatic energy analyzer has been investigated for use as the basic detection mechanism in an ion beam probe plasma diagnostic system. This system provides the only direct, spatially resolved measurement of plasma space potential. The principles involved in analyzer operation are presented, leading to an analyzer system with a design entrance angle of 33°. The voltage correction function which results when the probing beam is swept across the plasma has been measured experimentally and is in excellent agreement with theoretical predictions. The measured amplitude and phase response of the system show that the entire analyzer/detector system may be modeled as a linear feedback system. Finally, a dual beam technique is described for making absolute space potential measuremermts and is substantiated with experimental data from an arc plasma using a Rb-K combination.

Cybertronics: interactive simulation game for design and manufacturing education

In the Cybertronics interactive simulation game, we create a fictional enterprise, the Cybertronics Corporation, in which the user assumes the role of product designer, manufacturing engineer, marketing expert, and product manager. In working through the decisions required in product development, the user addresses the tradeoff among product performance, cost, quality, and time-to-market. The Cybertronics simulation game has been developed in a modular architecture using Multimedia Director as the development environment. The major components include: Electronics Handbook, Manufacturing Handbook, Functional Design, Parts Ordering, Manufacturing Layout and Planning, Manufacturing Control, and Market and Sales. Each section is an enhanced multimedia module with access to video (e.g. manufacturing operations in a factory) and animation (e.g. depiction of manufacturing process principles). The focus of Cybertronics is on electronics manufacturing and the processes involved in the design and manufacturing of circuit-board assemblies for commercial and military electronics products. Cybertronics has been used in both undergraduate and graduate courses in engineering and management at Rensselaer, and also in corporate training sessions. A formal evaluation process of Cybertronics in the classroom has shown that the experience is effective in presenting the principles of manufacturing activities, and has been especially successful in motivating students to understand the larger context of their engineering and management decisions.

Multimedia interactive learning modules for design and manufacturing education

In the ILM project, we are developing modular multimedia materials which present the principles and practice of design and manufacturing. Using interactive design tools, multimedia case studies, challenging simulation games, and interactive tutorials, the user explores the activities of product development emphasizing the integration of design, manufacturing, and marketing concepts. ILM materials are currently used in undergraduate and graduate engineering courses, management courses, as well as technical and management corporate training programs.