In recent years, system design has attracted attention owing to the miniaturization and high performance of single-board computers and the progress of network infrastructure. Also, system design education has been conducted to train system design engineers. National Institute of Technology, Ishikawa College also conducts system design exercises using microcomputers. However, problems can arise when students design systems. One is that development requires many fields of knowledge, and in many cases, the students are lack of knowledge. The second problem is that students tend to lose sight of the whole picture as they are too stick to the details when they try to develop a system. As a result, they
don’t have enough time to complete the system by the scheduled time because they can’t estimate correctly. In this study, we developed a system to support system development as a tool to solve those problems. We utilize this developed system in class, so we introduce the obtained results.
The National Institute of Technology (KOSEN) has ensured that introduction of new ideas in science and technology is necessary in engineering education. Superconductors can be produced by sintering and blending powder samples. To produce 110 K class bismuth (Bi) high-temperature superconductors,
we experimented by changing lead (Pb) substitution, sintering temperature, and mixing time. The following three steps were performed for evaluation. The Meissner effect was confirmed by cooling with liquid nitrogen. Resistance was measured using the four-terminal method. The crystal structure
was evaluated using X-ray diffraction (XRD). In actual experiments, it takes a lot of time to mix the samples. In this study, we were able to produce a superconductor in a short mixing time of 30 minutes as a combination of Bi1.5 Pb0.5Sr2Ca2Cu3O10, which replaced Bi with 0.5 mol of Pb. The sample was
mixed for 15 minutes followed by 15 minutes of pulverized mixing after temporary baking. This reduction in mixing time provides results that are easy to introduce into actual classes and experiments.
In the Department of Electronics and Information Engineering at Ishikawa KOSEN, a series of student experiments are conducted to understand what a CPU is and how it works. In the experiments, a small CPU circuit is implemented on a breadboard using logic ICs. While the
experiments contribute to improving students’ understanding of the CPU, some students are not able to complete the circuit implementation on breadboard since the circuits are larger and more complicated than other circuits made in student experiments. To solve the problem, an
environment which supports debugging of the CPU circuit made in the experiments is proposed. The proposal consists of the following three parts: (1) Support of wiring among ICs utilizing a schematic editor software, (2) Capturing register values by replacing register ICs with shift
register ICs, and (3) Detecting faulty parts in the circuit using test programs and shift registers. In this article, how these functionalities of debugging support are developed, and some case studies of each functionality are described. Additionally, expected effects and remaining development tasks
for the application of the proposal to student experiments in practice are discussed.