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Advisor(s)
Abstract(s)
Each knowledge area has its own evolutionary
way, splitting in new knowledge areas, or simply abandoning
some subjects to make room for new ones. As a result we can
perceive the tendency for a given subject being treated
differently, according to the course where it is taught. Thus,
teaching electronics is different in an Electronics Course than in
an Electric Power Systems Course. In the first this subject
assumes some deepness while in the second it is, at best, only
superficially presented. This strategy presents some advantages
for the student, like cost and time requirements, and mainly the
ability to move quickly into the labor market. Nevertheless we
can identify some crucial drawbacks in this approach, mainly the
very weak skill level attained in some crucial subjects, usually in
the boundary between established knowledge areas. So, instead
of getting solid skills about crucial electric and electronic
components, students are often presented with simpler interface
models, i.e. electronic "black boxes". Later on, when faced with
a specific type of problems, graduated student are hardly able to
identify solutions, due to their inherent lack of interdisciplinary
skills. This work presents some perceptions related with the lack
of some electronic concepts in engineering students, necessary to
understand the implications on the electric power grid resulting
from the use of non-linear loads. A methodology to characterize
this situation and alternatives to overcome it are also presented.
Description
Keywords
Electronic teaching Non-linear electric loads Electric energy quality Engineering education
Pedagogical Context
Citation
Publisher
Institute of Electrical and Electronics Engineers