电路设计：毛伊岛社区学院的探究实验室活动
Circuit Design: An inquiry lab activity at Maui Community College
摘要：
我们提出了一个电路设计的调查实验室活动，在2009年秋季进行了与一年级的社区学院学生主修电气工程技术。这项调查强调了工程过程技能的使用，包括电路组装和解决问题，同时学习技术内容。调查的内容目标强调理解分压器（基尔霍夫电压定律）和电阻网络的分析和优化（戴维南等效）。我们假设事先接触串联和并联电路和欧姆定律（电压，电流和电阻之间的关系），并设计了调查，以发展这些技能。调查利用选择的工程挑战，对一个特定的电路（惠斯通电桥），以实现这些学习目标。学生们在开始时提出问题和观察，这些问题和观察被归类为四个工程挑战或设计目标。学生们组成小组，在调查过程中选择一个挑战作为重点。我们为总结性评估创建了一个规则，它有助于在设计调查时澄清和巩固项目目标，并在活动期间帮助形成性评估。在描述实施后，我们比较和对比面向工程的探究设计，而不是面向科学学习的活动。
英文摘要：
We present an inquiry lab activity on Circuit Design that was conducted in Fall 2009 with first-year community college students majoring in Electrical Engineering Technology. This inquiry emphasized the use of engineering process skills, including circuit assembly and problem solving, while learning technical content. Content goals of the inquiry emphasized understanding voltage dividers (Kirchoff's voltage law) and analysis and optimization of resistive networks (Thevenin equivalence). We assumed prior exposure to series and parallel circuits and Ohm's law (the relationship between voltage, current, and resistance) and designed the inquiry to develop these skills. The inquiry utilized selection of engineering challenges on a specific circuit (the Wheatstone Bridge) to realize these learning goals. Students generated questions and observations during the starters, which were categorized into four engineering challenges or design goals. The students formed teams and chose one challenge to focus on during the inquiry. We created a rubric for summative assessment which helped to clarify and solidify project goals while designing the inquiry and aided in formative assessment during the activity. After describing implementation, we compare and contrast engineering-oriented inquiry design as opposed to activities geared toward science learning.
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