Novel modeling strategy for a BCI set-up applied in an automotive application: An industrial way to use EM simulation tools to help hardware and ASIC designers to improve their designs for immunity tests
Electronics suppliers of automotive industry use BCI (Bulk Current Injection) measurements to qualify immunity robustness of their equipment whereas electronics components manufacturers use DPI (Direct Power Injection) to qualify immunity of their component. Due to harness resonances, levels obtained during a BCI test exceed standard DPI requirements imposed by automotive suppliers onto components' manufacturers. We propose to use BCI set-up modeling to calculate the equivalent DPI level obtained at the component level during equipment testing and to compare results with DPI measurements realized at IC level.
Modeling transient electrical disturbances by inductive coupling for the ISO 7637-3 ICC test
In this paper, we model the inductive current clamp (ICC) method described in the ISO 7637-3 standard, where we apply a broadband transient signal as disturbance. To validate the advocated model, a nonlinear device under test (DUT) is simulated, manufactured and measured under the ISO 7637-3 standard test conditions. Furthermore, it is shown that the proposed model can be used to study the DUT's immunity.
Educating the Educators: Rethinking Subject Matter and Methods
gate? In addition to general requirements in their professional education such as psychological and social foundations and student teaching, what specifically do social studies teachers need to know and be able to do? What, in particular, do they need to study in the subject matters of the social sciences (defined here, for purposes of brevity, to include history and geography), and what should they learn about its effective direction to desired results, that is, method? Usually answers to the first question require reference to the liberal arts component of teacher education and the second to methods in the professional education component. As we shall see, this separation of subject matter and method in the education of social studies teachers, although conventional, poses problems.