In Class Circuits: Using Passive Components To Create Active Learning

DC Electricity is the first math-based engineering technology course taken by all of our incoming engineering technology students. As such, it tends to be a course with high “drop-out” rates and also high failure rates for those that do complete it. Success in this course is paramount to a student’s progress into subsequent electrical courses such as AC Electricity and Digital Electronics – both taken by all of our engineering technology students. Experience has shown that most students who drop DC Electricity the first time they take it, do not continue on in the engineering technology program, but change majors or drop out of college entirely. Therefore, fostering success in DC Electricity is critical. After teaching the DC Electricity lecture course for two years with an average “drop” rate of 38%, and with only 55% of those students initially enrolled actually passing, the author decided that some changes were in order. Three changes were made to the DC lecture course, while the co-requisite DC lab course remained unaltered. First of all, homework was collected daily rather than weekly, in order to motivate students to keep up to date with the material. Secondly, an “attention” quiz was given at the end of each class period to encourage students to take good lecture notes, and as a means of immediate instructor feedback. Finally, and most significantly according to student surveys, the lecture was modified to include a daily “in-class” circuit, in which the entire classroom would take on the topology of one large circuit. The students were given component kits with long jumper wires, and would become part of the circuit that had just been analyzed on the board. Meters were passed around, measurements were taken, and results were compared with the theoretical calculations. Active learning was achieved. After the trial run last spring, the results look promising. More than two-thirds of the class indicated that the in-class circuits significantly helped them to understand the circuit operation, and analysis techniques that were being discussed on a given day. The course drop rate was reduced to 7%, and the pass rate was increased to 73%. The implementation and effects of these in-class circuits are the focus of this paper. The author will provide details regarding the contents of the students’ component kits and will show detailed examples of circuits implemented in the classroom. Student survey results and course grading data will be used to examine the benefit of employing the in-class circuit as an active learning component of the passive circuit lecture.