Project-Based Learning Approach to Emulate an Electrochemical Supercapacitor in an RC Circuit with Two Loops and Two Capacitors

Abstract

This study presents the implementation of a project-based learning (PjBL) methodology in Science, Technology, Engineering, and Mathematics (STEM) disciplines to enhance experiential and collaborative learning within an introductory engineering course. The primary objective was to deepen students’ understanding of electrical energy storage principles, with a particular focus on charging processes and energy conservation, through the emulation of an electrochemical supercapacitor. Engineering students at Tecnológico de Monterrey designed, modeled, and analyzed a double-loop RC equivalent circuit comprising two capacitors, utilizing both computer simulations and laboratory experiments. The PjBL methodology was structured into three phases: engagement, which contextualizes the problem and emphasizes the significance of supercapacitors; research, which encompasses system design, mathematical modeling, and simulation; and action, which entails circuit assembly and the resolution of differential equations using Kirchhoff’s laws. The results indicate that this approach effectively integrates theoretical and practical knowledge, develops technical skills, and promotes collaboration. Furthermore, it aligns learning outcomes with explicit assessment criteria, illustrating compatibility with outcome-based pedagogical frameworks such as Outcome-Based Education (OBE).