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The emergence of memristor technologies brings new prospects for modern electronics via enabling novel in-memory computing solutions and energy-efficient and scalable reconfigurable hardware implementations. Several competing memristor technologies have been presented with each bearing distinct performance metrics across multi-bit memory capacity, low-power operation, endurance, retention and stability. Application needs however are constantly driving the push towards higher performance, which necessitates the introduction of a standard benchmarking procedure for fair evaluation across distinct key metrics. Here we present an electrical characterisation methodology that amalgamates several testing protocols in an appropriate sequence adapted for memristors benchmarking needs, in a technology-agnostic manner. Our approach is designed to extract information on all aspects of device behaviour, ranging from deciphering underlying physical mechanisms to assessing different aspects of electrical performance and even generating data-driven device-specific models. Importantly, it relies solely on standard electrical characterisation instrumentation that is accessible in most electronics laboratories and can thus serve as an independent tool for understanding and designing new memristive device technologies. [ABSTRACT FROM AUTHOR]

ABSTRACT: This article reports on the implementation of a real‐time monitoring system in a laboratory test grid based on synchrophasorial measurement units. The system consists of the installation of different types of units for monitoring the electrical parameters of the network. The information is transmitted to a power data concentrator equipment, through a local area network under TCP/IP protocol. All the information received is properly processed and systematically stored for future use. A graphical application was developed to visualize the information in real‐ time or to perform off‐line power analyses. The functionality of the monitoring system was verified on several test grids and is used for teaching and research for both undergraduate and postgraduate students in the power electronics laboratory at the Engineering Institute of the Universidad Nacional Autónoma de México. [ABSTRACT FROM AUTHOR]

Lab instructors, for both high school and undergraduate college level courses, face issues of constricted time within the lab period and limited student engagement with prelab materials. To address these issues, an online prelab delivery system named LabLessons is developed and tested out in a high school chemistry classroom. The system supplements the laboratory experience by providing visualizations and simulations of concepts to prepare students for the practical experiments. The system requires students to answer prelab questions online, which provides immediate feedback and cuts down on last minute copying of answers that instructors anecdotally reported with paper laboratories. Empirical results demonstrate the effectiveness and improved outcomes for students who have used LabLessons. In addition, the ease of use of the system and better preparedness for the lab is noted by the instructor. [ABSTRACT FROM AUTHOR]

Design and scientific investigation are recognized as key components of undergraduate physics laboratory curricula. In light of this, many successful lab programs have been developed to train students to develop these abilities, and students in these programs have been shown to exhibit a higher transfer rate of scientific abilities to new situations. This paper describes data from students in an electronics class for physics majors, in which steps were removed from traditional "cookbook" lab guides in order to give students the opportunity to design circuits. Post-lab quizzes were given to investigate how this later affected the students' ability to determine the function of circuits they hadn't seen before. Results are compared with post-lab quiz results from students who were given complete explicit procedures, and no statistically significant difference between the two groups is found. Possible explanations for the null effect and recommended future research directions are provided. [ABSTRACT FROM AUTHOR]