A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library

Yang Qian; Gao Jinzhu

doi:doi:10.11648/j.sjedu.20210903.13

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A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library

Yang Qian, Gao Jinzhu

Published in Science Journal of Education (Volume 9, Issue 3)

Received: 28 April 2021 Published: 24 May 2021

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Abstract

Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.

Published in	Science Journal of Education (Volume 9, Issue 3)
DOI	10.11648/j.sjedu.20210903.13
Page(s)	87-95
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

AC Variable Speed Systems, Simulation-assisted Teaching Methodology, MATLAB/GUI, Simulation Models Library, Vector Control, Practice Training

References

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APA Style

Yang Qian, Gao Jinzhu. (2021). A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Science Journal of Education, 9(3), 87-95. https://doi.org/10.11648/j.sjedu.20210903.13

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ACS Style

Yang Qian; Gao Jinzhu. A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Sci. J. Educ. 2021, 9(3), 87-95. doi: 10.11648/j.sjedu.20210903.13

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AMA Style

Yang Qian, Gao Jinzhu. A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Sci J Educ. 2021;9(3):87-95. doi: 10.11648/j.sjedu.20210903.13

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@article{10.11648/j.sjedu.20210903.13,
  author = {Yang Qian and Gao Jinzhu},
  title = {A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library},
  journal = {Science Journal of Education},
  volume = {9},
  number = {3},
  pages = {87-95},
  doi = {10.11648/j.sjedu.20210903.13},
  url = {https://doi.org/10.11648/j.sjedu.20210903.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210903.13},
  abstract = {Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.},
 year = {2021}
}

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TY  - JOUR
T1  - A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library
AU  - Yang Qian
AU  - Gao Jinzhu
Y1  - 2021/05/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210903.13
DO  - 10.11648/j.sjedu.20210903.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 87
EP  - 95
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210903.13
AB  - Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.
VL  - 9
IS  - 3
ER  -

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Author Information

Yang Qian

School of Mechanical and Electrical Engineering, Xi’an University of Architecture and Technology, Xi’an, China
Gao Jinzhu

Department of Computer Science, University of the Pacific, Stockton, USA

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APA Style

Yang Qian, Gao Jinzhu. (2021). A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Science Journal of Education, 9(3), 87-95. https://doi.org/10.11648/j.sjedu.20210903.13

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ACS Style

Yang Qian; Gao Jinzhu. A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Sci. J. Educ. 2021, 9(3), 87-95. doi: 10.11648/j.sjedu.20210903.13

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AMA Style

Yang Qian, Gao Jinzhu. A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library. Sci J Educ. 2021;9(3):87-95. doi: 10.11648/j.sjedu.20210903.13

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@article{10.11648/j.sjedu.20210903.13,
  author = {Yang Qian and Gao Jinzhu},
  title = {A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library},
  journal = {Science Journal of Education},
  volume = {9},
  number = {3},
  pages = {87-95},
  doi = {10.11648/j.sjedu.20210903.13},
  url = {https://doi.org/10.11648/j.sjedu.20210903.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20210903.13},
  abstract = {Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - A Simulation-Assisted Teaching Practice: Teaching AC Variable Speed Systems Using Simulation Models Library
AU  - Yang Qian
AU  - Gao Jinzhu
Y1  - 2021/05/24
PY  - 2021
N1  - https://doi.org/10.11648/j.sjedu.20210903.13
DO  - 10.11648/j.sjedu.20210903.13
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 87
EP  - 95
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20210903.13
AB  - Different modulation modes of PWM technology and inverters can be selected for different types of the motors, a variety of AC variable frequency variable speed system structures can also be derived based on the same control principle. So it brings a great challenge to teaching AC variable speed systems. We have identified four factors that hinder students’ learning in this topic: 1) the abstraction of the mathematical logic behind the control theory; 2) the complexity of system structures; 3) the diversity of implementation methods; 4) lack of motivation to explore more engineering applications due to boring textbook contents. To facilitate and inspire student learning, we developed an innovative way to teach the AC Variable Speed Systems course using the simulation models library. The library was implemented based on MATLAB/Simulink to assist students in studying five different types of AC variable speed systems. We assessed the effectiveness of our new teaching practice by evaluating students’ cognitive and affective behavior under both the traditional lecture-based teaching environment and the new simulation-assisted teaching environments. The practice assessment tools that take into accounts the in-class performance (attendance accounts for 10% and the experimental reports account for 20%), the lab assignments computer operation score (30%) includes software operation (10%) and system constitution and design (20%), and the final exam (40%) are designed to assess the students’ understanding of AC variable speed systems. The student group learning under the simulation-assisted teaching environment delivered a superior performance in all measures including the noticeable improved scores on the final exam. We also developed a survey to evaluate the students' affective behavior by measuring their motivation for learning and their perceptions of effectiveness of practice. Ninety percent of students reported that the new teaching practice using the simulation models library is much more interesting and inspiring than the traditional lecture-based teaching approach.
VL  - 9
IS  - 3
ER  -

Copy | Download