Abstract—The laboratory work holds a great importance for
an undergraduate student of science. And during COVID -19
pandemic, when the theory classes were moved online,
migrating practical classes to online mode turned out to be a
challenging task. This article aims to study the use of
mathematical programs as an extensive methodological
approach to enhance the learning of electronic circuit designing
at undergraduate level. The students were given a task of
designing a well-known oscillator circuit using a mathematical
program written in open source application Scilab. The values
of all the components needed to design an oscillator were
calculated. The circuit was then designed practically for various
frequencies using the theoretically obtained component values.
The obtained output frequency of oscillator circuit was within 5%
variation to the theoretically obtained one. In this article, the
authors captured the experience of 500 undergraduate science
students studying at various colleges of University of Delhi,
India via a valid online questionnaire circulated through
different platforms. The response of the students was gauged
and it could be inferred that mathematical programs are
working as a decent replacement during these demanding times
and can be used as an add-on, once the physical labs start
operating back to normalcy.
Index Terms—Education, phase shift oscillator, Scilab.
Namrata Dewan Soni and Mona Bhatnagar are with the Department of
Physics and Electronics, Hansraj College, University of Delhi, Delhi-110007,
India (corresponding author: Namrata Dewan Soni; e-mail:
ndsoni@hrc.du.ac.in, monabhatnagar65@gmail.com).
Jyoti Bhola is with the Department of Mathematics, Hansraj College,
University of Delhi, Delhi-110007, India (e-mail: jbhola.24@gmail.com).
Cite: Namrata Dewan Soni, Jyoti Bhola, and Mona Bhatnagar, "A Study on Use of Mathematical Programs for Design of Electronic Circuits in Cybernetic-Physical Learning Environment," International Journal of Information and Education Technology vol. 11, no. 11, pp. 504-509, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).