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# Circuit Analysis II ECE 213

UNM

GPA 3.99

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This 4 page Class Notes was uploaded by Roel Green on Wednesday September 23, 2015. The Class Notes belongs to ECE 213 at University of New Mexico taught by Mark Gilmore in Fall. Since its upload, it has received 62 views. For similar materials see /class/212155/ece-213-university-of-new-mexico in Engineering Electrical & Compu at University of New Mexico.

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Date Created: 09/23/15

ECE 213 Knowledge Probe Fall 2008 1 Instrument The knowledge probe KP consisted of a three questions given to students in the class as a separate closed book portion of the nal exam The class was taught by Prof Mark Gilmore Students were given thirty minutes for this closed book part of the exam The KP s returned by the students are attached Question 1 This question was meant to address outcome A In particular this question was meant to determine if students have a very basic knowledge of impedance and related complex frequency domain quantities The question involves lling in a table of the relation between R L C Z Y X etc The knowledge necessary to answer the question should have been gained at the very least in ECE 203 a course prerequisite A prion I expected 90 of the students to answer this question correctly Question 2 This question was meant to address outcome A The knowledge necessary to answer the question should have been gained in ECE 203 course prerequisites The question dealt with calculating instantaneous and timeaverage power dissipated in R s L s and C s A prion I expected 90 of the students to answer this question correctly Question 3 This question was meant to address outcome A The knowledge necessary to answer the question should have been gained in Math 162 and 163 ECE 203 course prerequisites as well as in ECE 213 the current course The question itself dealt with phasors complex numbers and linear circuits systems I expected 90 of the students would answer the question correctly 2 Results Fifteen students took the knowledge probe and every student answered every question Thus the allotted time appears to be suf cient for all students to answer the questions to the extent necessary to demonstrate their knowledge Question 1 Eleven students answered the question completely or essentially correctly Two others answered more than 70 correctly and two answered the question less than half correctly Question 2 Only one student answered completely correctly and one student answered more than 70 correctly Thirteen students answered less than half correctly Most students seemed to be confused with calculating power from nonsinusoidal voltages currents Question 3 Seven students answered the question completely or essentially correctly Five others answered more than 70 correctly and three answered less than half correctly Incorrect answers occurred mainly because students tried to add signals of different frequencies as phasors 3 Analysis The mathematics preparation of the students complex numbers Q3 actually exceeded my expectations All students in the class seemed to have little or no trouble performing calculations with complex quantities However students appeared to have run into trouble by memorizing formulas for example for phasor addition and power quantities for sinusoidal voltagecurrent but where not able to apply a fundamental understanding of the underlying concepts to signals with multiple frequencies linear systemsphasors or nonsinusoidal signals 4 Suggested Actions and Followup Increased emphasis should be placed on understanding underlying fundamentals rather than application of formulas to straightforward problems More practice should be given with non timeharmonic cases and cases with multiple frequencies in particular ECE 213 Knowledge Probe Fall 2008 1 Instrument The knowledge probe KP consisted of a three questions given to students in the class as a separate closed book portion of the nal exam The class was taught by Prof Mark Gilmore Students were given thirty minutes for this closed book part of the exam The KP s returned by the students are attached Question 1 This question was meant to address outcome A In particular this question was meant to determine if students have a very basic knowledge of impedance and related complex frequency domain quantities The question involves lling in a table of the relation between R L C Z Y X etc The knowledge necessary to answer the question should have been gained at the very least in ECE 203 a course prerequisite A prion I expected 90 of the students to answer this question correctly Question 2 This question was meant to address outcome A The knowledge necessary to answer the question should have been gained in ECE 203 course prerequisites The question dealt with calculating instantaneous and timeaverage power dissipated in R s L s and C s A prion I expected 90 of the students to answer this question correctly Question 3 This question was meant to address outcome A The knowledge necessary to answer the question should have been gained in Math 162 and 163 ECE 203 course prerequisites as well as in ECE 213 the current course The question itself dealt with phasors complex numbers and linear circuits systems I expected 90 of the students would answer the question correctly 2 Results Fifteen students took the knowledge probe and every student answered every question Thus the allotted time appears to be suf cient for all students to answer the questions to the extent necessary to demonstrate their knowledge Question 1 Eleven students answered the question completely or essentially correctly Two others answered more than 70 correctly and two answered the question less than half correctly Question 2 Only one student answered completely correctly and one student answered more than 70 correctly Thirteen students answered less than half correctly Most students seemed to be confused with calculating power from nonsinusoidal voltages currents Question 3 Seven students answered the question completely or essentially correctly Five others answered more than 70 correctly and three answered less than half correctly Incorrect answers occurred mainly because students tried to add signals of different frequencies as phasors 3 Analysis The mathematics preparation of the students complex numbers Q3 actually exceeded my expectations All students in the class seemed to have little or no trouble performing calculations with complex quantities However students appeared to have run into trouble by memorizing formulas for example for phasor addition and power quantities for sinusoidal voltagecurrent but where not able to apply a fundamental understanding of the underlying concepts to signals with multiple frequencies linear systemsphasors or nonsinusoidal signals 4 Suggested Actions and Followup Increased emphasis should be placed on understanding underlying fundamentals rather than application of formulas to straightforward problems More practice should be given with non timeharmonic cases and cases with multiple frequencies in particular

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