Innovation in teaching mechanical engineering applications

Zeid, O.A. Abu; Tanyel, Murat

doi:10.1109/fie.1994.580474

Cited by 6 publications

(3 citation statements)

References 1 publication

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“…One is a computer lab that offers, on top of the general college-wide applications such as word processing and internet access, engineering specific applications such as AutoCAD, MathCAD (v. During the first few weeks of the semester the class agreed to meet in the electronics lab in addition to regularly scheduled times to learn LabVIEW with the intent of using it for applications in DSP. LabVIEW was chosen to supplement the course for two main reasons: i) the professor's prior experience with it [19][20][21][22][23] and ii) the students' recognition that it is a worthwhile programming environment that will complement the other packages, namely Visual Basic, MATLAB and MathCAD, already introduced in other courses.…”

Section: Proceedings Of the 2001 American Society For Engineering Education Annual Conference And Expositionmentioning

confidence: 99%

From Block Diagrams To Graphical Programs In Dsp

Viss¹,

Tanyel²

2001 Annual Conference Proceedings

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Recent Control Systems, Communication Systems and Digital Signal Processing (DSP) courses have relied heavily on MATLAB and/or C, representing the state of the art in textual programming, for their standard computer tools. Many textbooks are published containing examples, if not sections, utilizing these textual languages. Whereas this environment may be efficient in manipulating equations, textual implementation of processes best described by block diagrams loses its intuitive substance. In this paper, we will describe experiences in a DSP course with an alternative graphical programming environment, namely LabVIEW, from both a student's and an instructor's perspective. We will describe the adjustments that have to be made by individuals trained in conventional, textual programming environments during the transition to the graphical environment. We will give examples of implementations that are better left graphical, such as direct form, canonical, transpose of canonical and cascade realizations of IIR filters. We will conclude with a summary of student feedback on the effectiveness of the graphical programming environment in the presentation of DSP topics.

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Section: Proceedings Of the 2001 American Society For Engineering Education Annual Conference And Expositionmentioning

confidence: 99%

From Block Diagrams To Graphical Programs In Dsp

Viss¹,

Tanyel²

2001 Annual Conference Proceedings

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“…Therefore, National Instruments' LabVIEW is accessible to students in and outside of class. LabVIEW was chosen to supplement the DSP course for two main reasons: i) the instructor's prior experience with it [21][22][23][24][25] and ii) the recognition that it is a worthwhile programming environment that will complement the other packages, namely C++ and MATLAB, already introduced in other courses.…”

Section: The Overall Environment: the Course The Facilities And mentioning

confidence: 99%

Putting Bells & Whistles on DSP Toolkit of LabVIEW

Tanyel¹

2011 ASEE Annual Conference &Amp; Exposition Proceedings

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Most Digital Signal Processing (DSP) courses rely heavily on MATLAB and/or C, representing the state of the art in textual programming, for their standard computer tools. We have argued, in previous papers, that whereas this environment may be efficient in manipulating equations, textual implementation of processes best described by block diagrams loses its intuitive substance and have provided examples of LabVIEW implementations that are better left graphical. The standard DSP toolkit of LabVIEW is aimed at the practicing engineer/scientist who needs to process acquired data to reach other ends in contrast to a student whose aim is to learn about signal processing. LabVIEW's DSP toolkit is rich with high level algorithms but needs to be enhanced in order to serve the pedagogical needs of students of DSP. While teaching this course at a previous institution, we developed many routines to complement the standard DSP toolkit as we tried to demonstrate basic concepts. Returning to teaching DSP at a different institution after a break of 6 years, some of those old tools needed to be revised and new possibilities that LabVIEW has to offer in this field were discovered. This paper will review our past experience and will focus on this additional toolkit that was developed to make LabVIEW a better teaching tool in a DSP class. In particular, detailed descriptions of classroom activity that takes advantage of LabVIEW's sound capture and playback routines will be provided. The paper will conclude with the results of a focus group discussion with the students of the DSP class.

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“…The decision was against the common trend, for MATLAB has become the de facto standard for numerical computation in signal processing 1 . This uncommon decision was taken because of two major reasons: i) My previous experience with LabVIEW [2][3][4][5][6] has been very rewarding and I would like my students to have LabVIEW programming skills in addition to MATLAB programming skills they acquire in their Introduction to Engineering class at the freshman level and in Linear Systems at the sophomore level. ii) It was my contention that "processes that [are best] describe[d in terms of] what happens to various inputs to achieve an output, so easily depicted by block diagrams in control systems, communication systems and DSP, are better candidates for simulation and/or realization in a graphical programming environment than in a textual environment."…”

Section: Introductionmentioning

confidence: 99%

Enhancing The Dsp Toolkit Of Labview

Tanyel¹

2002 Annual Conference Proceedings

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Most Digital Signal Processing (DSP) courses rely heavily on MATLAB and/or C, representing the state of the art in textual programming, for their standard computer tools. Many textbooks are published containing examples, if not sections, devoted to these textual languages. We have argued, in a previous paper, that whereas this environment may be efficient in manipulating equations, textual implementation of processes best described by block diagrams loses its intuitive substance and gave examples in LabVIEW of implementations that are better left graphical. However, the standard DSP toolkit of LabVIEW is aimed at the practicing engineer/scientist who needs to process acquired data to reach other ends in contrast to a student whose aim is to learn about signal processing. LabVIEW's DSP toolkit is rich with high level algorithms but needs to be enhanced in order to serve the pedagogical needs of students of DSP. Having decided to teach DSP with LabVIEW a year ago, I have found myself writing many routines to complement the standard DSP toolkit as I have tried to demonstrate basic concepts. This paper will describe this additional toolkit that has been growing to make LabVIEW a better teaching tool in a DSP class.

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Innovation in teaching mechanical engineering applications

Cited by 6 publications

References 1 publication

From Block Diagrams To Graphical Programs In Dsp

From Block Diagrams To Graphical Programs In Dsp

Putting Bells & Whistles on DSP Toolkit of LabVIEW

Enhancing The Dsp Toolkit Of Labview

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