After the last class I wrote
So we have the basics now of Bode plots (just for gain, as I’m not sure we want to do much with phase in this class, at least not for a while). I did not get to any electrochemistry or why stainless steel is a good mechanically and chemically, but not electrically, for implants.
I think that Monday will see more gnuplot plotting, looking at the impedance of more complicated circuits, so that they can better understand the behavior of polarizable electrodes like the stainless steel electrodes they were characterizing. If I can show them how the Bode plots help think about and sketch the behavior quickly, I hope that they’ll have a better appreciation of this shortcut. Given that plotting with gnuplot is easy, I’ll have to convince them of the usefulness of the Bode plots for thinking about circuits, rather than the classical approach of using them to do quick sketches of behavior.
It may be Wednesday before we get to hysteresis and the hysteresis oscillator that they will build on Thursday.
One other thing I wanted to do today but spaced: I wore my banana slug genomics t-shirt so that we could discuss the possibility of designing a t-shirt for this course, but then I forgot to discuss it. I think I want to use the same basic “slug-dreaming” design, but put something different in the thought balloon. I don’t have any good ideas yet for the thought balloon. Given how much we’ll be doing with voltage dividers, doing something like an RC low-pass filter with the appropriate gain equation is not too bad an idea. [This did get discussed today, and students liked the idea of a T-shirt.]
Well, it will definitely be Wednesday before we get to hysteresis. We did not get to talking much about stainless steel, though we did do some plotting of the electrode circuit. The problem is that I started with a quick “do now” question to check that they had absorbed Friday’s material:
For each of the following circuits, give the gain at 1Hz, 1kHz, and 1MHz:
I expected that most of the class would be able to do the resistance voltage divider, and half the class would get the low- and high-frequency gain values for the RC circuits. I expected that students would have trouble with the capacitance voltage divider, since I had suggested they look at it at the end of last Friday’s class, but with little expectation that any of them would have the curiosity to actually do it without being required to.
I was a little disappointed that no one in the class got any of the questions, even with far more time than I had planned to spend on them. I guess I’ve been guilty of pseudoteaching—something that looks like good teaching, but the students don’t actually learn. So we went over the 4 problems in class, with me extracting the answers from the students and pointing out where sanity checks are needed (like whether the corner frequency is 1000 or 0.001, based on keeping track of units). So what was intended as a 5–10-minute check on what students had retained turned into a 45-minute repeat of the previous class.
I’ve also told the students that there will be a quiz next Tuesday, covering everything we’ve done with impedance and voltage dividers. I’ll be making the quiz closed notes, since far too many students wasted time looking for magic formulas in their notes, rather than thinking about what they knew and using it. I will expect students to bring a calculator to class from now on also.
Now I have to come up with a quiz—and if it turns out that most of the class can’t learn this stuff without pages of mindless drill, then I’ll have to start assigning pages of problem sets, an approach to education that I’ve always hated.
That repeat teaching left me with less time than I had planned, so the only new material I covered was plotting impedance versus frequency for the model we had for the electrode pair:
Before showing them how to set up gnuplot to plot the model, I first had them think about what happens at DC and at ∞ frequency. After a bit of fishing, I finally got them to elucidate the behavior of a capacitor (open circuit at DC and short circuit at very high frequency), and figure out what that meant for the overall impedance.
I showed them the following gnuplot script (and walked them through it line-by-line, since I’m not confident that they understand function definition yet):
set xlabel "frequency (Hz)" set ylabel "|Z| (ohms)" set logscale xy unset key # voltage divider divider(z1,z2) = z2/(z1+z2) # two impedances (resistances) in parallel parallel(z1,z2) = z1*z2==0? 0: z1*z2/(z1+z2) # impedance of a capacitor at a given frequency j = sqrt(-1) Z_C(c,f) = 1/(j*2*pi*f*c) # corner frequency for an RC time constant freq(RC) = 1./(2.*pi*RC) R1=150. C1=3e-5 R2 = 5. min(a,b) = a<b? a:b max(a,b) = a<b? b:a set xrange [1:1e6] # 1Hz to 1MHz # set yrange [0.9*R2:1.1*(R1+R2)] set yrange [*:*] unset label unset arrow set label "f(R1*C1)" at freq(R1*C1),R1+R2 set arrow from freq(R1*C1),1e-12 to freq(R1*C1),1e12 nohead lw 0.5 set label "f(R2*C1)" at freq(R2*C1),R2 set arrow from freq(R2*C1),1e-12 to freq(R2*C1),1e12 nohead lw 0.5 set title sprintf("(%.3gF || %.3gohm) + %.3gohm", C1, R1,R2) plot abs(parallel(Z_C(C1,x), R1)+ R2), \ R1+R2, R2
For those who don’t have gnuplot handy in another window, here’s what the script produces:
I had a little time to show them the plot of data that I had taken on the stainless steel electrodes and the somewhat poor fit I got. I also explained (a little) what the resistances and capacitance corresponded to physically: R2 is the saline solution, C1 is the insulation of the chromium oxide layer on the steel (and maybe other insulating effects), and R1 is leakage through the insulating layer.
After class, I went to the lab for office hours, and spent another 2 hours explaining the model, how to represent it in gnuplot, how to get impedance from the voltages they measured, and what plots I expected. I also talked a bit about the meaning of models—how there are no “correct” models, just ones that are more or less useful. One of the students had tried to fit a simple capacitance model to the electrode data, and the resulting plot was instructive in seeing where that simple model failed (the resistance is not infinite at DC, nor does it go to zero at very high frequency).
The students seemed to be understanding what I was talking about (I ask a lot of questions and draw most of the stuff out of the students, rather than just talking at them), but the same was true in class last Friday, but nothing was retained for today’s “do now” question. One of the students commented that he/she could do the problems with a few hints, but was lost without them. That’s actually an encouraging sign—the student has almost learned the material, and if they can just learn to give themselves the hints, they’ll be all set. One habit I want to wean them of is memorizing huge numbers of formulas. There are very few formulas in circuits worth the trouble to memorize—a few basic principles and an ability to apply them is far more versatile and less prone to stupid mistakes.
Maybe I should recommend some generic problem-solving books, like Polya’s How to Solve It, since it seems that the class has not been taught many problem-solving skills. I keep feeling that I’m teaching stuff that they should have had much earlier, but clearly haven’t, as if every teacher they’ve ever had has pushed off teaching the important stuff in order to cram in more factoids. There are times when I’m tempted to kick the can down the road myself, but these are all seniors, and it seems almost criminal to let them graduate as engineers without ever having been taught to think like engineers. I’m going to end up working them pretty hard, trying to get them up to speed in circuits, writing design reports, and how-to-think-like-an-engineer in just 7 more weeks.
After the office hours, I chatted a bit with a student in the EE circuits course who was in the lab trying to make up their first lab (which is a somewhat simpler voltage divider lab than our thermistor lab). The total set of parts for the EE circuits class is a lot smaller than for our applied circuits class and undoubtedly much cheaper (no sensors, no instrumentation amp, no PC boards, no solder sucker, only a handful of resistors in selected sizes, a 0.2W speaker instead of a 10W speaker, no transistors, …). The student was a bioengineering student who was taking the EE course because he wanted to do bioelectronics and EE won’t accept my course as a prereq for any of theirs (turf battles). He was envious of the more interesting labs that we were doing, even if they did take a lot longer. He also said that the EE course has not gotten to capacitors or impedance yet—they’ve spent all three weeks on equivalent circuits with resistors, voltage sources, and current sources.
I suspect that at the end of the quarter my students would not be able to pass the final exam for the regular circuits class (they have only a vague understanding of equivalent circuits), but could do all the labs and design exercises. I suspect that the EE circuits students would not be able to pass the final exam nor do the labs for my class. Although both courses are intro circuits courses, we’ve chosen to emphasize very different aspects of the subject.
On Wednesday, I need to cover the following topics:
- RMS voltage. I keep putting off a discussion of the 3 different systems for reporting AC voltage (amplitude, peak-to-peak, and RMS), so I’d better start with it.
- hysteresis. I have a pretty decent writeup (I think) in the lab handout, but I’m going to have to step the students through it, because I’m not sure that all of them learn well from reading.
- hysteresis oscillator. Yet another time to talk about RC time constants. The problem here is going to be that there is a somewhat arbitrary scaling of the RC time constant based on what the threshold voltages are, and I’m not sure I can convey that clearly, since I’m sure that developing the differential equation for charging and discharging capacitors through a resistance will just make their eyes glaze over. They had all that in physics, and doing it again isn’t going to make it stick any better than last time. I’ll have to think about this some for tomorrow, and see what I can come up with to make it more intuitive for them.
I also need to give them generic feedback on the second lab report—they got the lab reports back with specific feedback for individual reports, but no general comments that applied to several groups. I think I’ll do that on the class website, though, rather than taking up class time.