Proceedings of the 2015 International Conference on Education Technology, Management and Humanities Science

Circuit Analysis Courseware Design Based on LabView

Authors
Kunliang Xu, YanLin Tao
Corresponding Author
Kunliang Xu
Available Online March 2015.
DOI
10.2991/etmhs-15.2015.219How to use a DOI?
Keywords
LabVIEW; Circuit Analysis; Courseware
Abstract

As LabView offers a perceptually direct interface and good interactivity as well as a strong and flexible mathematical analysis function, which is helpful in circuit analysis where the changes of various physical quantities are hard to observe directly, this research has made with LabView several courseware presentations covering teaching contents such as linear resistance circuits, dynamic circuits and sinusoidal current circuits so as to help teachers explain these knowledge and students observe the changes of the physical quantities directly in learning and understand circuits better.

Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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Volume Title
Proceedings of the 2015 International Conference on Education Technology, Management and Humanities Science
Series
Advances in Social Science, Education and Humanities Research
Publication Date
March 2015
ISBN
10.2991/etmhs-15.2015.219
ISSN
2352-5398
DOI
10.2991/etmhs-15.2015.219How to use a DOI?
Copyright
© 2015, the Authors. Published by Atlantis Press.
Open Access
This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Cite this article

TY  - CONF
AU  - Kunliang Xu
AU  - YanLin Tao
PY  - 2015/03
DA  - 2015/03
TI  - Circuit Analysis Courseware Design Based on LabView
BT  - Proceedings of the 2015 International Conference on Education Technology, Management and Humanities Science
PB  - Atlantis Press
SP  - 991
EP  - 995
SN  - 2352-5398
UR  - https://doi.org/10.2991/etmhs-15.2015.219
DO  - 10.2991/etmhs-15.2015.219
ID  - Xu2015/03
ER  -