Introduction
The training of professional skills
based on the development of theoretical and practical contents and knowledge is
essential for the improvement of the teaching-learning process of electrical
circuits in electrical engineering students.
In this
sense, Cerato & Gallino,
(2018) affirm that the training of professional skills is essential for
engineering students, as it allows them to develop the necessary capabilities
to succeed in their professional field, as well as to apply theoretical
knowledge to real situations, developing essential practical competencies for
problem-solving in the field of engineering.
On the other hand, the training of
professional skills promotes active and meaningful learning, where students
engage more deeply with the content and develop critical and creative thinking.
Beyond technical competencies, the development of professional skills
contributes to the holistic development of the student, strengthening aspects
such as autonomy, adaptability, and responsibility. It also enables greater
student engagement with the social and business context, facilitating their
integration and performance in the workforce.
It is important to highlight that electrical circuits subjects are an integral part of
the degree, as they allow students to understand and design complex electrical
systems. They are fundamental in the field of electrical engineering, as they
enable students to comprehend and design intricate electrical systems.
In these subjects, basic concepts,
elements, laws, general analysis methods, and fundamental theorems related to
the analysis of electrical circuits are studied, stimulated by both direct
current and single-phase and three-phase alternating current. This constitutes
a basic theoretical and practical training necessary for their use in the
electrical sector. Throughout the teaching-learning process, all the practical
skills necessary for their use in the workplace and in other disciplines in
later years are acquired, as well as the confrontation and verification of the
theoretical foundation, providing students with a scientific method of work. Pérez,
et al., (2022)
The nodal and mesh analysis methods, according to
González, (2017), are fundamental in the analysis and design of electrical
circuits. These methods allow electrical engineers and electrical engineering students
to understand and solve complex problems.
Nodal analysis is a method based on choosing node
voltages as circuit variables. This method reduces the number of equations that
need to be solved simultaneously, making the analysis of complex circuits easier.
Nodal analysis is particularly useful when combined with Kirchhoff's laws, such
as Kirchhoff's voltage law and Kirchhoff's current law.
On the other hand, mesh analysis is
another fundamental method in solving electrical circuits. A mesh is a closed
path formed by electrical components connected in series. Meshes are essential
to ensure the continuous flow of current in a circuit and to identify and solve
problems that may affect the current flow. Mesh analysis provides another
general procedure for analyzing circuits by using mesh currents as circuit
variables. The use of mesh currents, instead of element currents, as circuit
variables is convenient and reduces the number of equations that must be solved
simultaneously. Anaut et al., (2009) and Salazar et
al., (2017).
There are many benefits that general
methods for solving electrical circuits offer when solving a particular
electrical circuit, among them are, according to Pérez, Vásquez, & Viloria,
(2019), Gualotuña, et al.,(2020),
and Cardero, et al., (2022), the following:
- Circuit efficiency: The use of meshes in an electrical circuit can increase its overall
efficiency. By analyzing the currents and voltages in different parts of
the circuit, we can identify any inefficiency or energy loss and make
adjustments to improve the circuit's efficiency.
- Current flow: Meshes ensure the continuous flow of current in a circuit. By
forming closed meshes, an uninterrupted path is created for the current to
flow through the components connected in series. This is essential for the
devices or loads connected to the circuit to function properly.
- Error reduction: Nodal and mesh analysis methods allow for the reduction of common
errors when working with electrical circuits. By using these methods, we
can quickly identify and solve any problems that may affect the current
flow or the efficiency of the circuit.
On the other hand, Cañizares, et al., (2024) argue that Information and
Communication Technologies (ICT) have revolutionized higher education in
contemporary society. The incorporation of ICT in higher education has changed
the ways of teaching and learning, and has had a significant impact on
students' learning styles.
ICT has enriched the practice of the
teaching-learning process for students, improving teaching skills and providing
access to a wealth of online educational resources. Students can learn
autonomously and explore topics of interest on their own. The teacher, on the
other hand, takes on the role of a guide by supporting students in their
teaching-learning process. Instead of being the sole provider of knowledge, the
teacher becomes a facilitator and guide of learning, as ICT provides students
with access to a wealth of online educational resources, enabling them to learn
autonomously and explore topics of interest on their own.
Furthermore, ICT has contributed to
social development and inclusion. In this regard, higher education has
undergone changes and transformations in the dynamics of the teaching-learning
process, which has allowed for the consolidation, among other aspects, of
distance education, increasing accessibility and the quality of education.
Another important aspect is the development of virtual
learning platforms, which have been a powerful tool for enhancing higher
education. These platforms allow for the creation and development of complete
courses on the web without the need for deep programming or graphic design
knowledge.
In this context, (Fonseca, Barbieri, & Ferreira,
2019) suggest that the use of software tools like Scilab
has proven to be an effective strategy to enhance the teaching-learning process
of Electrical Circuits subjects by applying these general resolution methods.
On the other hand, (Gomez, Cabrera, & Robles,
2023) state that Scilab is a scientific programming
and numerical analysis software widely used in teaching electrical circuits.
Some of the main applications of Scilab in this
context include:
·
Resolution of electrical circuit problems: Scilab
allows students to model and simulate the behavior of electrical circuits,
applying analysis methods such as nodal and mesh analysis. This facilitates the
understanding of theoretical concepts and the verification of results
analytically.
·
Design and analysis of circuits: Students can use Scilab to design and analyze different configurations of
electrical circuits, evaluating the impact of changes in component parameters.
This enables them to develop professional design skills.
·
Visualization and interactivity: Scilab offers visualization tools that allow students to interact
with electrical circuits, observing their behavior in real-time. This enhances
the understanding of concepts and motivates students in their learning.
In this sense, the use of Scilab
in electrical circuits subjects has shown various benefits, among which the
following stand out:
·
Improvement of learning: Students can compare theory with
practice, which facilitates the understanding of concepts and the development
of practical skills.
·
Promotion of
self-learning: Scilab allows students to conduct
simulations and analyses autonomously, promoting self-regulated and
collaborative learning.
·
Increased motivation: The interactivity and visualization
provided by Scilab enhances students' motivation for
the subject and the field of electrical engineering.
Due to the
aforementioned, the objective of this article is to propose a procedure for
solving general methods in electrical circuits using Scilab,
which will provide a tool for verifying the analytical solution when applying
general methods in solving electrical circuits and thus improve the
teaching-learning process of the subjects..
Materials
and Methods
In order to achieve the objective of
this research, it was necessary to verify existing theoretical studies and
search for accumulated scientific knowledge regarding methodological and
procedural applications for solving electrical circuits and the use of
professional open-source software. The study was based on a descriptive
qualitative methodology, utilizing documentary analysis methods and the
systematization of documentary sources that serve as references for this work,
particularly those that highlight the importance of integrating ICT to enhance
the teaching-learning process with an emphasis on the open-source software Scilab. As a result of the methodological work and the
capabilities of Scilab, a procedure was developed to
verify the result of the analytical solution when applying general mesh and
nodal methods in electrical circuits, as show in figure 1.
a)
Fig. 1. a) Procedure for the
analytical resolution of the nodal and mesh methods.
b) Procedure in Scilab for the resolution of
the nodal and mesh methods.
(Source: Own elaboration)
Results and Discussion
In order to present the proposed
procedure, two practical class exercises were solved together with the
students, one using the nodal method and the other using the mesh method, to
then verify their results using Scilab. The code
developed in the Scilab script is shown below in figure
2.
Fig. 2. Code in the Scilab Script that allows the application of the nodal and
mesh methods to an electrical circuit.
(Source: Own elaboration)
Exercise proposed by the nodal method
Calculate the voltages at points 1
and 2 in the circuit shown in figure 3, applying the nodal method.
Fig. 3. Electrical circuit to
be solved by the nodal method. (Source: Own elaboration)
Solution
The procedure for the nodal method described in Figure 1 in the
Materials and Methods section will be applied for the solution. figure 4 shows
the steps followed to obtain the voltages at points 1 and 2, as well as the
equivalent circuits at each of them.
Fig. 4.
Analytical result using the nodal method for the proposed electrical circuit.
(Source: Own elaboration)
Now, to verify the proposed tool in the procedure, the
process will be carried out as shown in figure 5, illustrating the Scilab software prompt when running the script. As can be
seen, the voltage values match for both methods, demonstrating the utility of
the proposed tool, allowing students to verify their analytical results through
circuit simulation.
Fig. 5. Result using Scilab of the nodal method for the proposed electrical
circuit. (Source: Own elaboration)
Exercise proposed by the mesh method
For the circuit shown in Figure 6, determine the mesh
currents as indicated using the corresponding method.
Fig. 6. Electrical circuit to
be solved by the mesh method. (Source: Own elaboration)
Solution
Similarly, to the previous case, the procedure for the mesh method
described in Figure 1 in the Materials and Methods section will be applied for
the solution. Figure 7 shows the steps followed to obtain the mesh currents.
Fig. 7.
Analytical result using the mesh method for the proposed electrical circuit.
(Source: Own elaboration)
To verify the proposed tool in the procedure, the process will be
carried out as shown in figure 8, which illustrates the Scilab
software prompt when running the script. As can be seen, the mesh current
values match for both methods, demonstrating the utility of the proposed tool,
allowing students to verify their analytical results through circuit
simulation.
Fig. 8. Result using Scilab of the mesh method
for the proposed electrical circuit. (Source: Own elaboration)
In order to evaluate the usefulness
of the proposal, a structured interview was conducted with a sample of 30
students who took the Electrical Circuits I course in 2024. Three fundamental
aspects were assessed: development of self-learning, verification of
theoretical contents with practical ones, development of practical skills. Figure 9 shows the results.
Fig. 11. Results of the applied interviews. (Source:
Own elaboration)
From the
comparison of the results, it can be interpreted that through the proposed
procedure based on the tool developed in Scilab, the
teaching-learning process of the Electrical Circuits subject was improved. As
observed, 93,3% of the interviewed students claim that they developed
self-learning. On the other hand, 100% emphasize that the tool developed with Scilab software ensures a proper connection between
theoretical and practical content when applying the node and mesh methods to an
electrical circuit. Additionally, 83,3% agree that they developed practical
skills, reinforcing their theoretical and practical knowledge.
Conclusions
The use of Scilab
software in the subjects of Electric Circuits and the procedure proposed here
has proven to be an effective strategy to improve the teaching-learning process
in the training of electrical engineering students, specifically in the
application of the nodal method and the mesh method.
Scilab
allows students to solve problems, design and analyze electrical circuits, as
well as visualize their behavior interactively, which facilitates the
understanding of theoretical concepts and the development of practical skills.
On the other hand, ICT has had a significant impact on higher education.
They have improved student learning practices, enhanced teaching skills, and
provided access to a wealth of educational resources. It is important that
higher education institutions integrate digital competency training into their
curriculum and promote the proper and effective use of ICT to maximize its
benefits.
Bibliographic References
Anaut, D.,
di Mauro, G., Meschino, G., & Suárez, J. (2009).
Optimización de Redes Eléctricas Mediante la Aplicación de Algoritmos
Genéticos. Información Tecnológica, 20(4), 137-148. DOI: 10.1612/inf.tecnol.4089it.08
Cañizares , E.,
Ferrer , G., Espinosa, N., & Guillen, E. (2024). Estilos de aprendizaje y
Tecnologías de la Información y la Comunicación en la Educación Superior. Edumecentro, 16, 1 - 17. Recuperado el 2024,
de http://scielo.sld.cu/pdf/edu/v16/2077-2874-edu-16-e2631.pdf
Cardero , C.,
Salazar , F., Castro, T., Jaime, G., Cervantes, O., & Barrero, F. (2022).
Reconfiguración multiobjetivo en sistemas de distribución primaria con
presencia de generación distribuida. Ingeniare. Revista chilena de
ingeniería, 30(3), 592-601. DOI: http://dx.doi.org/10.4067/S0718-33052022000300592
Cerato, A. I., & Gallino, M. (2018).
Competencias genéricas en carreras de ingeniería. Ciencia y Tecnología , 18(2), 83 - 94. Recuperado el 2024, de https://dspace.palermo.edu/ojs/index.php/cyt/article/view/58/40
Fonseca, d. O., Barbieri, L., & Ferreira, C.
(2019). Experimentando con Arduino y Scilab:
propagación de calor en una barra metálica. Revista Brasileira de Ensino de Física, 41(4). DOI: https://doi.org/10.1590/1806-9126-RBEF-2018-0356
Gomez, R.,
Cabrera, D., & Robles, P. (2023). Estudio para la localización de fallas en
sistemas de distribución eléctricas. Ingenius.
Revista de Ciencia y Tecnología. DOI: https://doi.org/10.17163/ings.n30.2023.06
González, H. (2017). Implementación de circuitos
eléctricos para facilitar el aprendizaje de sistemas algebraicos lineales. Revista
Iberoamericana para la Investigación y el Desarrollo Educativo, 7 (14), 1 -
12. DOI: http://dx.doi.org/10.23913/ride.v7i14.272
Gualotuña, R., Ramírez, J., Lucio, M., Granda, N.,
& Quilumba, F. (2020). Estimación de los
Parámetros Eléctricos de una Línea de Transmisión Trifásica a Escala de Laboratorio
a Partir de Mediciones de Transitorios de Voltaje. Revista Técnica
"energía", 16(2), 9–18. DOI: https://doi.org/10.37116/revistaenergia.v16.n2.2020.348
Pérez, M. M., Ramos, G. J., Santos, B. J., Santos,
F. A., Silvério, F. R., & Ayllón, F. E. (2022). Propuestas
metodológicas para el plan de estudios E de las asignaturas de circuitos
eléctricos. Revista Ingeniería Energética, Vol. 43, No. 3, ISSN 1815-5901.
Recuperado el 2023, de https://rie.cujae.edu.cu/index.php/RIE/article/view/695/847
Pérez, R., Vásquez, C., & Viloria, A. (2019). Métodos
de localización de fallas en sistemas eléctricos de distribución con presencia
de generación distribuida. Quito, Ecuador: INGA ORTEGA, E., ed.
Aplicaciones e innovación de la ingeniería en ciencia y tecnología. Editorial
Abya-ISBN: 978-9978-10-491-0. DOI: https://doi.org/10.7476/9789978104910.0004.
Salazar, F., de la Fé, D.,
& Torres, G. (2017). Reconfiguración multiobjetivo en sistemas de
distribución primaria de energía. Ingeniare. Revista chilena de ingeniería, 25(2),
196-204. DOI: http://dx.doi.org/10.4067/S0718-33052017000200196
