Restructuring Basic Electronic Circuits Education Around Integrated Circuit Technology of the 1990s

围绕 20 世纪 90 年代的集成电路技术重构基础电子电路教育

• 批准号: 9750925
• 负责人: Randall Geiger
• 金额: $ 10万
• 依托单位: Iowa State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1997
• 资助国家: 美国
• 起止时间: 1997-07-01 至 2000-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9750925&HistoricalAwards=false
• 关键词: Restructuring; Basic; Electronic; Circuits; Education

A major change in how the required introductory electronics course is structured is provided by this project. From a content viewpoint, this change shifts the emphasis from modeling and applications of discrete electronic devices to designing, modeling, and applying integrated electronic devices. This much needed change is driven by several factors: most material in existing introductory electronics courses is 25 years old and is obsolete from an industrial perspective; advanced courses cannot build on current integrated electronics concepts because they are lacking in the curriculum; and most industry is no longer hiring electronic circuit designers at the BS level but rather now requiring a graduate degree. From a pedagogical viewpoint, a major change in the laboratory environment is needed to support integrated electronic topics. In this laboratory, students design and test basic integrated circuits that are fabricated in industry. For this activity, diagnostic probe stations, workstations, and CAD tools become as important as oscilloscopes, multimeters, and signal generators. An open laboratory environment with extended operating hours and with multimedia support is developed around a multiple-station work area that makes more effective use of the expanded laboratory equipment requirements. In addition to the changes in equipment needed to support the integrated electronics concepts, the project focuses on making the laboratory environment learning oriented rather than teaching oriented in which teaching assistants are replaced with "coaches" that become resource persons to the students working in the laboratory. The expectations in the laboratory are also changed to enhance teamwork skills and to stimulate innovation by the students. In addition to a group of structured laboratory experiments, a set of four milestones has been established. These milestones are open-ended design projects that stimulate integration of fundamental concepts discussed in the lecture part of the course and in the structured part of the laboratory. These milestones include an emphasis on integrating environmental transducers with basic electronic devices and with developing practical design skills. *

这个项目提供了一个重要的变化，在所需的电子入门课程的结构。从内容的角度来看，这种变化将重点从离散电子器件的建模和应用转移到集成电子器件的设计，建模和应用。 这种迫切需要的变化是由几个因素驱动的：现有的电子入门课程中的大多数材料都有25年的历史，从工业的角度来看已经过时了;高级课程不能建立在当前的集成电子概念上，因为它们在课程中缺乏;大多数行业不再雇佣BS级别的电子电路设计师，而是现在需要研究生学位。 从教学的角度来看，需要在实验室环境的重大变化，以支持综合电子主题。 在这个实验室里，学生设计和测试工业中制造的基本集成电路。对于这项活动，诊断探针台，工作站和CAD工具变得与示波器，万用表和信号发生器一样重要。 一个开放的实验室环境，延长操作时间和多媒体支持是围绕一个多站的工作区，使更有效地利用扩大实验室设备的要求。 除了改变支持综合电子概念所需的设备外，该项目还侧重于使实验室环境以学习为导向，而不是以教学为导向，其中教学助理被“教练”取代，成为在实验室工作的学生的顾问。 在实验室的期望也改变，以提高团队合作能力，并刺激学生的创新。 除了一组结构化的实验室实验外，还建立了一套四个里程碑。 这些里程碑是开放式的设计项目，促进课程讲座部分和实验室结构部分中讨论的基本概念的整合。 这些里程碑包括强调将环境传感器与基本电子设备集成，并开发实用的设计技能。 *