WO2020259590A1

WO2020259590A1 - Teaching system and method for deepening understanding of measurement principle of test line

Info

Publication number: WO2020259590A1
Application number: PCT/CN2020/098128
Authority: WO
Inventors: 冯涛; 彭鑫; 薛卓尔
Original assignee: 北京科技大学
Priority date: 2019-06-28
Filing date: 2020-06-24
Publication date: 2020-12-30
Also published as: CN110264842A; CN110264842B

Abstract

The present invention belongs to the field of teaching systems, and particularly relates to a teaching system and method for deepening the understanding of the measurement principle of a test line. The teaching system and method can deepen students' understanding of the measurement principle of a test line of a measurement element. The teaching system comprises: a test line measurement principle experimental box; a server; and a client comprising a data input module and a data display module. The input module is used for a student to input circuit parameter data, wherein the data comprises theoretical data calculated by the student according to learned parameters of a test circuit, and experimental data obtained by means of measurement; and the display module is used for displaying the theoretical and experimental circuit parameter data and a comparison result. The present invention facilitates the improvement of the active thinking ability of students, so that students do not passively and mechanically carry out an operation according to requirements in books, such that students can have a deeper understanding of the measurement principle of a current test line, and operational abilities and the ability to analyze and solve problems independently are improved.

Description

A teaching system and method for deepening understanding of measurement principle of test line

Technical field

The invention belongs to the field of teaching systems, and specifically relates to a teaching system and method for deepening the understanding of the principle of test line measurement.

Background technique

Circuit experiment is a professional basic experiment for electronic information students in colleges and vocational schools. The content of the experiment involves the use of basic electronic instruments, the verification of basic circuit theorems, and the observation of basic circuit phenomena. The purpose of the experiment is to help students improve their practical ability and digestion. Understand the theoretical content. The most basic operation in the circuit experiment is to measure the branch voltage and current. The method of measuring voltage is to connect the voltmeter in parallel with the branch under test, and the method of measuring current is to connect the ammeter in series with the branch under test. These two most basic measurement methods are well understood by students in theoretical classes, but when it comes to actual measurement, many students will be confused and unable to start. Therefore, it is necessary for students to consolidate these concepts in experimental operations.

In experimental operations, the usual current measurement method is to use a current test line with one end connected to an ammeter and the other end to a current socket in the branch. Because of the structure of the current socket and the current test line, the ammeter is stringed into the branch circuit, thus realizing the current measurement test line measurement principle experiment box. This method realizes the measurement of the current. The measurement principle of the test line is no problem with the experiment box, but during the experiment, many students just operate and measure mechanically in accordance with the requirements of the experimental textbook. Although the measured data is correct, they do not understand Why do I need to do this? I don’t understand the principle of this measurement method. Some students did not read the experimental instructions carefully, and directly used the method of measuring voltage to measure current, and connected the ammeter in parallel with the branch circuit, which changed the circuit structure and measured incorrect data. All these indicate that students' ability to apply theory to practice needs to be strengthened urgently, and traditional teaching methods have not achieved the expected experimental results, allowing students to deeply understand the principles of current testing.

In summary, in view of the above shortcomings, it is necessary to provide a technical solution to overcome or at least alleviate at least one of the above shortcomings of the prior art.

Summary of the invention

In order to solve the above problems, the present invention proposes a teaching system and method for deepening the understanding of the measurement principle of the test line, which can deepen the students' understanding of the measurement principle of the test line of the measuring element.

The present invention is realized through the following technical solutions:

A teaching system for deepening the understanding of test line measurement principles, the teaching system includes:

Test line measurement principle experiment box, the test box includes a plurality of electronic components, the electronic components form a test circuit through a plurality of branches, the test circuit includes a plurality of current/voltage sockets, students use the current/voltage meter Conduct circuit parameter measurement experiments on the test circuit with the current/voltage test line;

The server is used to store theoretical data and experimental data of circuit parameters, compare the theoretical data and experimental data, and transmit the comparison results to the client;

User side, including data input module and data display module,

The input module is used for students to input circuit parameter data, and the data includes theoretical data calculated by students according to known parameters in the test circuit and experimental data obtained by measurement;

The display module is used to display the theoretical and experimental circuit parameter data and comparison results.

Further, the user end adopts a service APP;

The connection mode between the user terminal and the server is wireless or optical fiber.

Further, the test line measurement principle experiment box includes Kirchhoff/superposition/homogeneity theorem verification experiment box, Thevenin/Norton theorem verification experiment box, single-phase AC circuit element equivalent parameter determination experiment box, three-phase AC One or more of the circuit voltage experiment box, current measurement experiment box, and two-port network research.

Further, the input module is a keyboard.

Further, the server includes:

The main control module, as the center of the teaching system, realizes the data exchange between the modules in the server and between the server and the client;

The comparison module is used to compare the theoretical data and experimental data input by the students, and give the comparison result, and feed the comparison result back to the main control module;

Data storage module for storing the theoretical data and experimental data, comparison results, blank theoretical data tables and corresponding blank experimental data tables input by students;

The main control module is respectively connected with the comparison module and the data storage module.

Another object of the present invention is to provide a teaching method for deepening the understanding of the measurement principle of the test line. The teaching method includes:

S1: Select a test circuit corresponding to the test line measurement principle experiment box on the user side, and obtain a blank theoretical data table and a corresponding blank experimental data table corresponding to the test circuit;

S2: The student calculates the theoretical data of the circuit parameter in the test circuit according to the circuit parameter calculation principle;

S3, on the premise that the test line measurement principle is not shown on the user side, the students measure the circuit parameters of the test circuit by themselves to obtain the experimental data;

S4, using the input module to input the theoretical data obtained by S2 and the experimental data obtained by S3;

S5, the client transmits the data in S4 to the server, and the server transmits the comparison result, the abnormal parameters in the comparison result, and the corresponding test line measurement principle to the client;

S6, the student determines the correct measurement method according to the abnormal parameters shown on the user terminal and the corresponding measurement principle of the test line;

S7: Re-measure the abnormal parameter part according to the correct measurement method until the correct measurement value is obtained.

Further, the teaching method further includes: S8, the server will store the theoretical data and experimental data input by the students, and the corresponding comparison results.

Further, the circuit parameters include: the voltage value and the current value of each branch in the test circuit.

Further, the deviation range of each physical quantity in the abnormal parameter is set by the teacher on the server.

Furthermore, the teaching method can deepen students' understanding of Kirchhoff's theorem, superposition theorem and homogeneity theorem, effectively combine theory with practice, and improve the learning network.

The present invention has at least the following beneficial technical effects:

The present invention helps to improve students' ability to think actively, rather than passively and mechanically operate in accordance with the requirements of the book, so that students can have a deeper understanding of the measurement principle of current/voltage test lines, improve their hands-on ability and independent analysis and problem-solving ability.

Description of the drawings

Fig. 1 is a schematic diagram of the circuit principle for verifying Kirchhoff/superposition/homogeneity theorem in an embodiment of the present invention.

Figure 2 is a schematic diagram of the internal structure of the current socket in the embodiment of the present invention.

3 is a schematic diagram of the equivalent circuit structure when the current plug is not inserted into the current socket in the embodiment of the present invention.

4 is a schematic diagram of the structure of the current plug in the current test wire and the red and black terminals at the other end of the wire in the embodiment of the present invention.

FIG. 5 is a schematic diagram of an equivalent circuit structure using a current test line in an embodiment of the present invention.

Fig. 6 is a schematic structural diagram of an incorrect current testing method in an embodiment of the present invention.

FIG. 7 is a schematic flow diagram of a teaching method for deepening the understanding of the principle of test line measurement in an embodiment of the present invention.

Fig. 8 is a schematic structural diagram of a teaching system for a deeper understanding of the principle of test line measurement in an embodiment of the present invention.

Fig. 9 is a schematic diagram of the server structure in the embodiment of the present invention.

Description of reference signs: 1-test line measurement principle experiment box; 2-input module; 3-display module; 4-server, 41-main control module, 42-comparison module, 43-data storage module.

Detailed ways

In order to make the objectives, technical solutions, and advantages of the present invention clearer, the present invention will be described in further detail below in conjunction with the embodiments and the accompanying drawings of the specification. It should be understood that the specific embodiments described here are only used to explain the present invention, but not to limit the present invention.

On the contrary, the present invention covers any substitutions, modifications, equivalent teaching methods and schemes defined by the claims in the spirit and scope of the present invention. Further, in order to enable the public to have a better understanding of the present invention, some specific details are described in detail in the following detailed description of the present invention. Those skilled in the art can fully understand the present invention without the description of these details.

It should be clear that the described embodiments are only a part of the embodiments of the present invention, rather than all the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative work shall fall within the protection scope of the present invention.

The terms used in the embodiments of the present invention are only for the purpose of describing specific embodiments, and are not intended to limit the present invention. The singular forms of "a", "said" and "the" used in the embodiments of the present invention and the appended claims are also intended to include plural forms, unless the context clearly indicates other meanings.

As shown in Figure 1, it is a schematic diagram of the circuit principle of Kirchhoff/superposition/homogeneity theorem. In this experiment, students are required to measure the voltage and current of each branch with a test line, and use the measured data to verify the Kirchhoff/superposition/homogeneity theorem. In this circuit, when measuring the branch currents I ₁ , I ₂ , and I ₃ , according to the principle of the test line measurement principle of the current experiment box, the corresponding branch needs to be disconnected and the ammeter is connected in series. However, the relevant components in this circuit have been welded on the test line measurement principle experiment box, and a branch cannot be disconnected at will. In order to facilitate the measurement of current, a current socket is installed on the branch of the test line measurement principle experiment box, which actually uses an ordinary audio interface, and its internal structure is shown in Figure 2.

When there is no plug inserted in the current socket, the internal spring pieces touch each other, which is equivalent to a wire and will not cause any obstruction to the flow of current. Therefore, when there is no current plug inserted, the equivalent diagram of the three branches where the branch currents I ₁ , I ₂ and I _{3 are} located is shown in FIG. 3.

The current socket needs to be used with the current test line. As shown in Figure 4, one end of the current test line is an audio plug (herein referred to as a current plug), and the current plug has two contacts, which are respectively connected to the red and black terminals on the other end of the current test line. During use, the red and black terminals of the current test line are connected to the input terminals of the ammeter, and the current plug at the other end is inserted into the current socket on the test line measurement principle experiment box. At this time, the insertion of the current plug causes the springs inside the current socket to be squeezed apart and respectively contact the two contacts of the current plug, so that the ammeter at the other end of the current test line is connected to the two contacts of the current socket respectively. The effect is to connect the ammeter in series to the branch to measure the current of the branch. The equivalent circuit is shown in Figure 5.

In this way, when the current plug is inserted into the three current sockets, the ammeter/voltage meter can be connected in series/parallel to the three branches respectively, so that the branch current/voltage can be easily measured.

In the current teaching process, students will be informed of the measurement principles and procedures of these test lines in the experimental guide, and let them use current/voltage test lines and current/voltage sockets to measure current/voltage. However, during the teaching process, we found that when these contents were directly provided to students, many students did not really understand the reasons behind it, and just followed the steps to connect and measure mechanically, and then record the data. Some students are impetuous and unwilling to read the experimental instructions carefully. They simply skip the steps of the current test and take it for granted that the two ends of the ammeter are directly connected in parallel to the branch resistance. The effect is that the resistance is short-circuited. Changed the circuit structure, the measured current is completely wrong, as shown in Figure 6 shows the schematic diagram of the structure of the wrong current test method.

In the above-mentioned wrong test method, the data measured by the students is wrong, but they don't have any awareness of it. The teacher will only point it out after it is checked by the teacher. Even if students measure the correct data according to the correct steps, many students do not realize the convenience and necessity of this test method.

In view of the above problems, this embodiment proposes a teaching method for deepening the understanding of the measurement principle of the test line. Referring to FIG. 7, the teaching method includes:

S3: Under the premise that the measurement principle of the test line is not shown on the user side, the students measure the circuit parameters of the test circuit by themselves to obtain the experimental data;

In another embodiment, the teaching method further includes: S8, the server will store the theoretical data and experimental data input by the students, and the corresponding comparison results.

In this embodiment, the circuit parameters include: the voltage value and current value of each branch in the test circuit.

In this embodiment, the deviation range of each physical quantity in the abnormal parameter is set by the teacher.

In this embodiment, the blank theoretical data table and the blank experimental data table are shown in Table 1 below.

Table 1 Blank theoretical data table/Blank experimental data table

In this embodiment, the teaching method is helpful to improve students' ability to think actively, instead of passively mechanically operating according to the requirements of books, so that students can have a deeper understanding of the measurement principle of current/voltage test lines and improve hands-on Ability and ability to analyze and solve problems independently. It will further deepen students' understanding of Kirchhoff's theorem, superposition theorem and homogeneity theorem, effectively combine theory with practice, and improve the learning network.

In another embodiment, a teaching system to deepen the understanding of the principle of test line measurement is proposed. As shown in Fig. 8, the teaching system includes:

User side, including data input module and data display module,

The user end adopts a service APP;

The test line measurement principle experiment box includes Kirchhoff/superposition/homogeneity theorem verification experiment box, Thevenin/Norton theorem verification experiment box, single-phase AC circuit element equivalent parameter determination experiment box, and three-phase AC circuit voltage experiment One or more of the two-port network research box, current measurement experiment box.

The input module is a keyboard.

Referring to Figure 9, the server includes:

The teaching system and method for deepening the understanding of the measurement principle of the test line provided by the embodiment of the present invention are described in detail above. The description of the above embodiments is only used to help understand the method and core idea of the present invention; at the same time, for those of ordinary skill in the art, according to the idea of the present invention, there will be changes in the specific implementation and the scope of application. In summary, the content of this specification should not be construed as limiting the present invention.

For example, certain words are used in the specification and claims to refer to specific components. Those skilled in the art should understand that hardware manufacturers may use different terms to refer to the same component. This specification and claims do not use differences in names as a way to distinguish components, but use differences in functions of components as a criterion for distinguishing. If "include" and "include" mentioned in the entire specification and claims are open-ended terms, they should be interpreted as "include/include but not limited to". "Approximately" means that within the acceptable error range, those skilled in the art can solve the technical problem within a certain error range, and basically achieve the technical effect. The following description of the specification is a preferred embodiment for implementing the present invention, but the description is for the purpose of explaining the general principles of the present invention and is not intended to limit the scope of the present invention. The protection scope of the present invention shall be subject to those defined by the appended claims.

It should also be noted that the terms "include", "include" or any other variants thereof are intended to cover non-exclusive inclusion, so that a commodity or system that includes a series of elements not only includes those elements, but also includes those elements that are not explicitly listed. Other elements of, or also include elements inherent to this commodity or system. If there are no more restrictions, the element defined by the sentence "includes a..." does not exclude the existence of other identical elements in the commodity or system that includes the element.

It should be understood that the term "and/or" used in this article is only an association relationship describing associated objects, which means that there can be three relationships. For example, A and/or B can mean that there is A alone, and both A and B, there are three cases of B alone. In addition, the character "/" in this text generally indicates that the associated objects before and after are in an "or" relationship.

The above description shows and describes several preferred embodiments of the present invention, but as mentioned above, it should be understood that the present invention is not limited to the form disclosed herein, and should not be regarded as the exclusion of other embodiments, but can be used for various Other combinations, modifications, and environments can be modified through the above teachings or technology or knowledge in related fields within the scope of the application concept described herein. The modifications and changes made by those skilled in the art do not depart from the spirit and scope of the present invention, and should fall within the protection scope of the appended claims of the present invention.

Claims

A teaching system for deepening the understanding of measurement principles of test lines, characterized in that the teaching system includes:

Test line measurement principle experiment box, the test box includes a plurality of electronic components, the electronic components form a test circuit through a plurality of branches, the test circuit includes a plurality of current/voltage sockets, students use the current/voltage meter Conduct circuit parameter measurement experiments on the test circuit with the current/voltage test line;

The server is used to store theoretical data and experimental data of circuit parameters, compare the theoretical data and experimental data, and transmit the comparison results to the client;

User side, including data input module and data display module,

The input module is used for students to input circuit parameter data, and the data includes theoretical data calculated by students according to known parameters in the test circuit and experimental data obtained by measurement;

The display module is used to display the theoretical and experimental circuit parameter data and comparison results.
The teaching system for deepening the understanding of test line measurement principles according to claim 1, wherein the user terminal adopts a service APP;

The connection mode between the user terminal and the server is wireless or optical fiber.
The teaching system for a deeper understanding of the measurement principle of the test line according to claim 1, characterized in that the test line measurement principle experiment box includes Kirchhoff/superposition/homogeneity theorem verification experiment box, Thevenin/Norton theorem One or more of the verification experiment box, single-phase AC circuit element equivalent parameter determination experiment box, three-phase AC circuit voltage experiment box, current measurement experiment box, and two-port network research.
The teaching system for deepening the understanding of the principle of test line measurement according to claim 1, wherein the input module is a keyboard.
The teaching system for deepening the understanding of test line measurement principles according to claim 1, wherein the server comprises:

The main control module, as the center of the teaching system, realizes the data exchange between the modules in the server and between the server and the client;

The comparison module is used to compare the theoretical data and experimental data input by the students, and give the comparison result, and feed the comparison result back to the main control module;

Data storage module for storing the theoretical data and experimental data, comparison results, blank theoretical data tables and corresponding blank experimental data tables input by students;

The main control module is respectively connected with the comparison module and the data storage module.
A teaching method for a teaching system for a deeper understanding of test line measurement principles according to any one of claims 1 to 5, wherein the teaching method comprises:

S1: Select a test circuit corresponding to the test line measurement principle experiment box on the user side, and obtain a blank theoretical data table and a corresponding blank experimental data table corresponding to the test circuit;

S2: The student calculates the theoretical data of the circuit parameter in the test circuit according to the circuit parameter calculation principle;

S3: Under the premise that the measurement principle of the test line is not shown on the user side, the students measure the circuit parameters of the test circuit by themselves to obtain the experimental data;

S4, using the input module to input the theoretical data obtained by S2 and the experimental data obtained by S3;

S5, the client transmits the data in S4 to the server, and the server transmits the comparison result, the abnormal parameters in the comparison result, and the corresponding test line measurement principle to the client;

S6, the student determines the correct measurement method according to the abnormal parameters shown on the user terminal and the corresponding measurement principle of the test line;

S7: Re-measure the abnormal parameter part according to the correct measurement method until the correct measurement value is obtained.
The teaching method according to claim 6, characterized in that the teaching method further comprises: S8, the server will store the theoretical data and experimental data input by the students, and the corresponding comparison results.
The teaching method according to claim 6, wherein the circuit parameters comprise: the voltage value and the current value of each branch in the test circuit.