A Step-by-Step Derivation of a Generalized Model Coupled With Questions Formulation Technique to Teach Different Types of dc Motors and Its Impact on Student Performance, the Course, and the Program.

Contribution: Project-based learning is a widely used learning approach that has proven itself effective in engineering education. This article describes a generalized model to teach undergraduate students the concepts of dc electric motors using project-based learning through a complete module that consists of modeling and simulation, and questions formulation. Background: Undergraduate level Electric Machines textbooks lack a detailed and complete models of dc electric motors, and they only cover the motors’ traditional steady-state analysis. Teaching such topics that cover both steady-state and transient analyses through a complete module that includes both a step-by-step model derivation and simulation coupled with question formulation allows students to understand the materials better and, in turn, improve their performance. Intended Outcomes: The intended outcomes of the proposed approach are to improve students’ conceptual understanding, analytical skills, and simulation experience of dc electric motors. Application Design: The proposed approach introduces students to the concepts through seven elements: 1) the model derivation; 2) the types of dc motors; 3) how to modify the derived model to represent a specific type; 4) the assigned project; 5) the MATLAB programming; 6) the simulation results; and 7) question formulation that are related to dc motors. Findings: The evaluation of the data obtained from both students’ performances and surveys showed a significant improvement in performance and a positive attitude toward the proposed approach. [ABSTRACT FROM AUTHOR]