On the Observability and Controllability of Active Suspension System

The focus of this paper is on the controllability and observability of an active suspension system used in automobile. The primary responsibility of control system Engineers is to design and implement controller. The active suspension system dynamics was captured by a mathematical model. The system transfer function model was determined by using the road disturbance as input and the car response as output. The state – space representation was subjected to controllability and observability test using MATLAB commands. The result of the test shows that the rank of the state matrix was (4) which is equal to the state matrix dimension. The active suspension system is both state controllable and observable. Keywords: Controllability, Observability, Active Suspension

Chemical engineering in an unsustainable world: obligations and opportunities

Human society faces a set of unprecedented challenges emanating from the unsustainable nature of the current societal model. The creation of a new sustainable societal construct is required, essentially adopting a needs based approach over one based on ever increasing consumption. Failure to achieve this will result in the widespread destruction of our increasingly stressed environment followed quickly by inevitable collapse of society as we know it, both socially and economically. Technology alone is insufficient to meet the challenges at hand; ecological, social and economic considerations must be incorporated through a multi-faceted and multi-disciplinary approach. Because chemical engineers possess a core set of threshold concepts which are central to a sustainable society, and because engineers will ultimately help design any new society, they bear a moral and ethical responsibility to play an active and indeed central role in its development. A new engineering paradigm is required therefore, whereby sustainability becomes the context of engineering practice. To achieve this, a sustainability informed ethos must prevail throughout engineering curricula. Both professional institutions and educators bear responsibility in ensuring this happens without delay. Some key threshold concepts are presented here to demonstrate how this can be advanced through the chemical engineering curriculum

Technology, Normativity, and the Future: the Aristotelian Turn

In our postmodern era all certainties seem to have gone. Neither the idea of progress nor standard ethical theories have apparently retained enough power to guide humanity. As a result, technologists find themselves in a paradoxical situation. While they demonstrate increased reality-changing activity, they are increasingly losing the instruments to effectuate their responsibilities for the future of the species. Two reactions to this state of affairs are possible. The first way is to accept this condition passively. This reaction consists of hardly more than hoping and praying. The second way is more active. That reaction consists of bringing about alternative routes to tackle the responsibilities of technologists. Providing such a reconceptualization is the aim of this paper. Its starting point is rooted in the old Aristotelian philosophy.\ud However embarrassing this might sound, the claim will be defended that the basic structure of Aristotle's ethics (quality of character in changing circumstances) is highly relevant for a fresh approach to forming the "virtuous engineer.

Enhancing the Engineering Curriculum: Defining Discovery Learning at Marquette University

This paper summarizes the results of our investigation into the feasibility of increasing the level of discovery learning in the College of Engineering (COE) at Marquette University. We review the education literature, document examples of discovery learning currently practiced in the COE and other schools, and propose a Marquette COE-specific definition of discovery learn-ing. Based on our assessment of the benefits, costs, and tradeoffs associated with increasing the level of discovery learning, we pre-sent several recommendations and identify resources required for implementation. These recommendations may be helpful in enhancing engineering education at other schools

Paving the Roadway for Safety of Automated Vehicles: An Empirical Study on Testing Challenges

The technology in the area of automated vehicles is gaining speed and promises many advantages. However, with the recent introduction of conditionally automated driving, we have also seen accidents. Test protocols for both, conditionally automated (e.g., on highways) and automated vehicles do not exist yet and leave researchers and practitioners with different challenges. For instance, current test procedures do not suffice for fully automated vehicles, which are supposed to be completely in charge for the driving task and have no driver as a back up. This paper presents current challenges of testing the functionality and safety of automated vehicles derived from conducting focus groups and interviews with 26 participants from five countries having a background related to testing automotive safety-related topics.We provide an overview of the state-of-practice of testing active safety features as well as challenges that needs to be addressed in the future to ensure safety for automated vehicles. The major challenges identified through the interviews and focus groups, enriched by literature on this topic are related to 1) virtual testing and simulation, 2) safety, reliability, and quality, 3) sensors and sensor models, 4) required scenario complexity and amount of test cases, and 5) handover of responsibility between the driver and the vehicle.Comment: 8 page

Approaches to the embedding of sustainability into the engineering curriculum - where are we now, and how do our graduates become global engineers?

This paper presents a resume of how the topic of sustainability can become fully-integrated into the engineering curriculum in the UK, and how this needs to evolve toward consideration of how graduates could be better developed as global engineers. The paper begins by providing a justification as to why sustainability is an important feature of the already overcrowded engineering curriculum, and briefly reports, through illustrative examples, on alternative approaches which currently embed sustainability into the engineering curriculum. The paper makes the case that it is timely now to re-address the learning outcomes in order to enhance the students’ experience beyond just the inclusion of new curriculum content It does this by consideration of the identified drivers that range from the accrediting bodies and from the aspirations of employers, through revised approaches to embed sustainability, to the consideration of students’ own perceptions of sustainability and ultimately to their becoming employed as global engineers. The paper therefore discusses both the current and planned work toward supporting the development of engineering graduates into global citizens, with a greater emphasis upon their responsibility to ensure a sustainable future world, moving beyond sustainability awareness towards informed application of sustainability thinking

Assessing self-responsibility in employability competencies development among Australian engineering students: introductory report

Self-responsibility study initially outlined the importance of ‘self-directed Adult learning’ either as the method or the outcome of education. Attention was given to the different interest of individual’s in accepting responsibility for their professional development. In this regard, several sources reveal the need for learners to take their own responsibility for developing employability competencies development. However, the concern must be expressed at the incompleteness of research into the personal responsibility for competency development