# Using Flowchart to Help Students Learn Basic Circuit Theories Quickly

## Abstract

**:**

## 1. Introduction

## 2. Challenge Problems to Students in DC and AC Circuit Analysis

**it**divided by

**its**resistance”, is not emphasized, it is easier to make mistakes because some students still use word matching to help them to solve problems, as they did in Ohm’s law calculation, for example, using 9 V and 10 Ohm to find the current of the 10-Ohm resistor and using 9 V and 15 Ohm for the 15-Ohm resistor. Some of them may find the two resistors’ currents are not the same current, which does not follow the rule of series circuits. It sometimes takes a great deal of time for them to figure out the problem. Almost 50% of students here begin to struggle to solve series circuit problems, as the author observed from student homework in different groups. If the problem is not solved as quickly as possible, it becomes worse after another four equations for parallel circuits are introduced, especially when DC and AC circuit analysis is squeezed into one course, as mentioned in Section 1, which makes it difficult for students to move forward.

## 3. VIPR Flowchart Used in DC and AC Circuit Analysis

^{®}) to show my “copyright”, as shown with red bold italic fonts in Figure 1, which helps students memorize all four parameters quickly. It is emphasized that the problem is solved only when all four parameters are found for all components in a circuit, including the power supply, as mentioned earlier in this section.

**same**component; the other group is the VIPR relationships among

**different**components. When more equations are needed to solve a problem, the flowchart shows which equations can be used and the sequence of using these equations. The real examples may include how to set up dual-channel DC power supply in series and parallel in an EE or EET laboratory, fuse and switch selection in house wiring and control systems, LED display circuits in microprocessor systems, etc. Students are encouraged to calculate the lighting system in their classroom and to explain “Why is an extra 120V 15A switch needed to control 20 120W 120V lamps in a big classroom?”

## 4. Evaluation of This Research Work

## 5. Discussions

## 6. Conclusions

## Funding

## Conflicts of Interest

## References

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F13 | S14 | F14 | S15 | F15 | S16 | F16 | S17 | F17 | S18 | F18 | |||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Dx | 24 | 22 | 25 | 25 | 22 | 24 | 25 | 29 | 25 | 20 | 11 | 15 | |

Ax | 5 | 22 | 30 | 34 | 17 | 17 | 19 |

D1 | D2 | D3 | D4 | D5 | D6 | D7 | D8 | D9 | D10 | D11 | D12 | |
---|---|---|---|---|---|---|---|---|---|---|---|---|

H1 | 22 | 21 | 24 | 25 | 21 | 21 | 22 | 29 | 23 | 20 | 10 | 15 |

T1 | 15 | 15 | 18 | 17 | 15 | 16 | 1 | 22 | 18 | 16 | 9 | 12 |

H2 | 18 | 17 | 22 | 21 | 20 | 18 | 19 | 25 | 20 | 17 | 10 | 14 |

T2 | 16 | 16 | 22 | 20 | 20 | 17 | 17 | 25 | 20 | 16 | 10 | 12 |

F1 | 15 | 15 | 18 | 18 | 16 | 17 | 18 | 23 | 20 | 15 | 9 | 12 |

A1 | A2 | A3 | A4 | A5 | A6 | A7 | |
---|---|---|---|---|---|---|---|

Total student number | 5 | 22 | 30 | 34 | 17 | 17 | 19 |

Students with grade above 80% | 1 | 8 | 11 | 13 | 6 | 8 | 8 |

20% | 36% | 37% | 38% | 35% | 47% | 42% |

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**MDPI and ACS Style**

Li, J.
Using Flowchart to Help Students Learn Basic Circuit Theories Quickly. *Sustainability* **2022**, *14*, 7516.
https://doi.org/10.3390/su14127516

**AMA Style**

Li J.
Using Flowchart to Help Students Learn Basic Circuit Theories Quickly. *Sustainability*. 2022; 14(12):7516.
https://doi.org/10.3390/su14127516

**Chicago/Turabian Style**

Li, Jack.
2022. "Using Flowchart to Help Students Learn Basic Circuit Theories Quickly" *Sustainability* 14, no. 12: 7516.
https://doi.org/10.3390/su14127516