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possess an in-depth knowledge on how an oscilloscope works.
Automation is partly to be blamed for this problem. In fact, the
existence of the auto scale button has eliminated the hassle of
making adjustments, but at the price of dampening the students
curiosity and removing their need for deep understanding.




We have found a powerful way of stimulating students curiosity

and of bestowing them with knowledge of the basic oscilloscope
operation: While still using an oscilloscope-set, although merely
as a display unit, we have by-passed its fundamental components
(namely the vertical amplifier, the time base and the trigger
circuit), with our own designed components, built outside of the
oscilloscope-set. Our teaching strategy provides students with
hands-on experimentation of the circuits that control vertical
gain, the time scale and the trigger level. Our educational tool is
implemented in hardware; it is not another simulation
oscilloscope.
The effects of our didactic tool are highly positive, as
demonstrated by student evaluation of circuit laboratories that
took place before and after we incorporated the Educational
Oscilloscope into the engineering curriculum. This paper
provides the reader with the following educational facilities: the
Educational Oscilloscope circuit schematics, as well as the
explanation of its several components as provided to the
engineering students at SUNY New Paltz.

Keywords-component; design; education; oscilloscope.

,

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