Constructivist Multi-Access Lab Approach in Teaching FPGA Systems Design with LabVIEW

Embedded systems play vital role in modern applications [1]. They can be found in autos, washing machines, electrical appliances and even in toys. FPGAs are the most recent computing technology that is used in embedded systems. There is an increasing demand on FPGA based embedded systems, in particular, for applications that require rapid time responses. Engineering education curricula needs to respond to the increasing industrial demand of using FPGAs by introducing new syllabus for teaching and learning this subject. This paper describes the development of new course material for teaching FPGA-based embedded systems design by using ‘G’ Programming Language of LabVIEW. A general overview of FPGA role in engineering education is provided. A survey of available Hardware Programming Languages for FPGAs is presented. A survey about LabVIEW utilization in engineering education is investigated; this is followed by a motivation section of why to use LabVIEW graphical programming in teaching and its capabilities. Then, a section of choosing a suitable kit for the course is laid down. Later, constructivist closed-loop model the FPGA course has been proposed in accordance with [2- 4; 80,86,89,92]. The paper is proposing a pedagogical framework for FPGA teaching; pedagogical evaluation will be conducted in future studies. The complete study has been done at the Faculty of Electrical and Electronic Engineering, Aleppo University

ن متحكمات الـ PI والمتحكمات البطائية للتحكم بمقوم ترانزستوري ثلاثي الطور مقاد باستخدام تقنية التوجيه الشعاعي لجهد الشبكة

مقارنة بين متحكمات الـ PI والمتحكمات البطائية للتحكم بمقوم ترانزستوري ثلاثي الطور مقاد باستخدام تقنية التوجيه الشعاعي لجهد الشبكة عماد الروح علا ابراهيم نال المقوم الترانزستوري أهمية خاصة في النظم الصناعية لما يتمتع به من مزايا ينفرد بها عن المقومات التقليدية (الديودية والثايرستورية)، باعتباره مبدلة ثنائية الاتجاه مع إمكانية التحكم بقيمة عامل الاستطاعة على الدخل بالإضافة إلى مستوى توافقيات منخفض [1] وبالتالي تقليل التشوه الهارمونيكي الناتج عن التوافقيات المحقونة في الشبكة التي تولدها المقومات التقليدية والتي تؤدي إلى مشاكل عديدة في جميع التجهيزات المرتبطة بالشبكة الكهربائية[3]  [2]. في البداية، قمنا بالتعرف على بنية المقوم الترانزستوري ونمذجته ثم استخدام بيئة MATLAB/Simulink لرسم المخطط الصندوقي المكافىء لنموذجه الرياضي. تم أيضاً التطرق إلى بعض التقنيات الحديثة للتحكم بالمقوم واختيار طريقة VOC (Voltage Oriented Control) باعتبارها الطريقة الأكثر شيوعاً[2][4]  لما تتمتع به من مزايا تنفرد بها عن غيرها من الطرق الأخرى من ناحية التنظيم الدقيق لجهد الخرج والتحكم بالاستطاعة الفعلية بشكل مستقل عن الاستطاعة الردية [3][5] . قمنا بدراسة خوارزميتين للتحكم بالمقوم وفق تقنية VOC واجراء محاكاة لكل منهما في برنامج الـ PSIM (Power Simulation) ومن ثم اجراء مقارنة بين نتائج كلا الخوارزميتين، حيث اعتمدت الخوارزمية الأولى على ثلاثة منظمات تناسبية تكاملية PI (Proportional Integral controller) ، بينما اعتمدت الخوارزمية الثانية على ثلاثة منظمات بطائية ثنائية المستوىtwo level Hysteresis Controllers لتنظيم تيارات المقوم الثلاثية ومنظم PI لتنظيم الجهد المستمر في الحلقة الخارجية.   Three-Phase Pulse Width Modulation Rectifiers (PWMR) have a special importance in industrial systems because they have unique advantages over conventional converter. They mainly introduce three interesting features: bi-directional power flow, ability to control the value of the input power factor and low harmonic pollution [1], thus reducing the harmonic distortion caused by the harmonics injected into the grid generated, which lead to many problems in the equipments connected to the electrical grid [2] [3]. First, we studied the PWMR structure and found its mathematical model. The block diagram of PWMR has been simulated in MATLAB/Simulink environment to verify mathematical model. Various control strategies of the PWM rectifiers have been presented. Among of them the voltage oriented control (VOC) is considered as the most common method [2] [4], it attempts to achieve an accurate output voltage and regulate the active and reactive power independently [3][5]. We studied a set of algorithms to control the PWMR according to VOC method, simulated each algorithm (PI controllers and Hysteresis controllers have been used in these algorithms) and comparing the waves resulting from each algorithm in PSIM

Development of an educationally oriented open-source embedded systems laboratory kit: A hybrid hands-on and virtual experimentation approach

Embedded microcontroller (MCU) systems is one of the most important topics in undergraduate electrical and electronics engineering and computer engineering curricula. Laboratory sessions are vitally important in teaching/learning of MCUs. Unfortunately, most commercially available MCU development kits are not well designed for educational purposes. In this paper, we report on the design and implementation of an educationally oriented MCU kit. The design aimed to produce a fairly universal training board that can cover a range of experiments for different topics, which resulted in embedding a rich group of peripherals. Furthermore, the kit was associated with student-centric lab manuals, training exercise, video materials, and virtual MCU experiments. This paper presents a pedagogical investigation of the impact of using the embedded systems virtual labs for preparation. The quantitative results show statistical evidence that preparation with a virtual embedded systems lab results in higher learning outcomes

Systems engineering design of engineering education: A case of an embedded systems course

Systems and Cybernetics can be found elsewhere in natural and engineering sciences. Control systems methods (technical cybernetics) are the nerve of the industrial revolution; they have recently penetrated some social sciences, especially economics and finance. However, the methods are seldom used for quantitative and analytical analysis in pedagogy. Simplified quantitative dynamical models of learning are developed, namely open and closed loop learning. The models are analysed and their implications are highlighted. The models are then used as a basis of describing two modes of lecturing, open and closed loop. It is shown that closed loop learning is superior to open loop learning. Closed loop learning is stable, e.g., learning objectives can be met, and it is robust, e.g., it is bridging the gap between low profile students and their average peers. The open loop learning model is mapped to the classical passive teacher-learner approach, which is classically followed in engineering education. In an engineering approach, the mathematically analysed closed loop learning model was empirically implemented using two modern and pedagogically stressed practices: 1) problem/project-based learning (PBL); and 2) formative assessment (FA). PBL is particularly suitable for engineering education because engineering itself is inherently experiential. PBL plays as vehicle for knowledge construction. FA plays as a method of closing the loop around the PBL approach in accordance to the developed mathematical model. To evaluate the differences in learning outcomes (if any) in accordance to the hypothesized open- and closed-loop learning models, a case study on the teaching and learning of an embedded system laboratory course was conducted. The students were divided into equivalent groups: experimental and control. The control group students were taught the lab in the classical way (open-loop), e.g., attending the lab session only. The experimental group was taught with the PBL + FA approach (closed-loop), where they have been assigned problems to solve during and after each laboratory session. The solutions were discussed and corrected by the lecturer and feedback was sent to the students. As a part of the FA, the experimental group students were asked to prepare for evaluation quizzes each week to measure the impact of the assignments and preparation benefit. After four laboratory sessions, both groups were examined unexpectedly. The experimental group students outperformed significantly the control group students. Statistical analysis of the exam have shown statistically significant difference and the results verified empirically the closed-loop learning model hypothesis. Additional exam was conducted a year later after the course end to measure the long-term retention, again the experimental group students have significantly outperformed the control group students. The results showed that a Systems Engineering design via a pedagogically rooted didactic reform could lead to radical enhancement of the learning outcomes. The lecturer observed significant engagement and motivation enhancement for the experimental group students. Furthermore, the students' survey has shown better attitude of the experimental group students towards the subject. Discussions of constraints of implementing the closed-loop learning model are provided. © 2012 IEEE