Position control for linear motion servo system via nominal characteristic trajectory following controller

Motion control system is a challenging problem in the area of control systems. It is very useful to demonstrate concepts in linear control such as the stabilization of unstable systems. Motion control system plays important roles in industrial equipment such as machine tools, semiconductor manufacturing systems and robot systems. One type of motion control systems is point-to-point (PTP) positioning system, which is used to move an object from one point to another point. Linear motion servo system is a machine that move cart from one point to another point. This system consists of a cart driven by a DC motor, via a rack and pinion mechanism to ensure consistent and continuous traction. Up to now many types of controllers have been proposed and evaluated for positioning systems. Two type of controller that discussed in this thesis are Proportional-Velocity (PV) and Nominal Characteristic Trajectory Following (NCTF). The experimental results showed that the PV was successfully implemented which controlled the settling time, rise time and steady-state error of the desired position. However, the overshoot performances show its disadvantages. Additionally, the PV controller design is time consuming process, since model and parameters of the linear motion servo system are needed. Therefore, the needs for higher performance controller become important for the simplicity of the controller design. Hence, the investigation proceed with the non-model based NCTF controller was to control the cart position of the linear motion servo system. The NCTF controller consists of a Nominal Characteristic Trajectory (NCT) and PI compensator. The NCTF controller was designed based on a simple open-loop experiment of the object. The experimental results showed that the NCTF controller is more effective for controlling position oflinear motion servo system than the PV controller

NCTF-FL Controller for Pendulum Balancing System

Pendulum Balancing of Linear Servo System consists of a cart driven by a DC motor, via a rack and pinion mechanism to ensure consistent and continuous traction. The cart is also equipped with a rotary joint to which a free turning rod (or pendulum) can be attached. This concept paper proposed a combination of Nominal Characteristic Trajectory Following (NCTF) and Fuzzy Logic (FL) to control the position of the cart and to balance the pendulum. The proposed controllers are expected to have a simple design method and achieved high performances.

Kecekapan pembelajaran berasaskan model contoh-masalah dalam pembelajaran teori litar

The purpose of this study was to develop and test the effectiveness of Example-Problem-Based Learning (EPBL) teaching model on the student's knowledge acquisition, learning transfer, and mental effort. The effects of these variables on the learning efficiency are also explored. An experiment with pre-test and post-test design was carried out on students of the Diploma in Mechatronics Technology (DEM) program, who attended the Circuit Theory course (DEM1313) in their first semester in ADTEC. The students were randomly selected and distributed into two groups using two stage cluster sampling. EPBL teaching methods have been implemented to the treatment group (n = 19) for eight weeks, whereas the existing traditional teaching method based on Direct Instruction (DI) is maintained for the control group (n = 19) to compare the validity of the findings. The students have completed three types of instruments: Knowledge Acquisition test, Learning Transfer test, and nine-point scale of Mental Effort. The data were analyzed using MANCOVA and independent sample t-test procedures. Results show that students’ knowledge acquisition [F (1,38) = 4.55, p < 0.05] and learning transfer [F (1,38) = 18.37, p < 0.05] in the EPBL group was significantly higher than students in the control group. Although the mental effort during knowledge acquisition test for the students in both groups did not differ, the mental effort in the EPBL group during the learning transfer test [F (1,38) = 13.87, p < 0.05] and learning phase [t (36) = -4.20, p < 0.05] are lower than the control group. The EPBL group also recorded a positive learning efficiency [t (36) = 4.33, p < 0.05] compared to the control group. Therefore, it can be concluded that the EPBL teaching method enhances students’ knowledge acquisitions, learning transfer, and reducing mental effort during learning transfer test and learning phase; as well as increasing the learning efficiency

EFFECTS OF EXAMPLE-PROBLEM BASED LEARNING ON TRANSFER PERFORMANCE IN CIRCUIT THEORY

The main goal of the study was to test a hypothesis that Example-Problem-Based Learning (EPBL) would lead to better transfer performance compared Traditional Learning (TL) approach.&nbsp; The participants were vocational diploma-level students and the learning domain was Circuit Theory. As a means of data collection, 10-items open-ended test (five items each for assessing near-transfer and far-transfer) was administered as a pre-test and post-test. A sufficient reliability estimate was obtained, a= 0.74, based on the Cronbach Alpha method. A statistically significant difference on the post test score was observed between the EPBL and the TL group where the EPBL group scored higher than the TL group on both near and far-transfer.&nbsp; In conclusion, EPBL approaches produces greater learning compared to TL approach, for both near and distant-transfer

EFFECTS OF EXAMPLE-PROBLEM BASED LEARNING ON TRANSFER PERFORMANCE IN CIRCUIT THEORY

The main goal of the study was to test a hypothesis that Example-Problem-Based Learning (EPBL) would lead to better transfer performance compared Traditional Learning (TL) approach.&nbsp; The participants were vocational diploma-level students and the learning domain was Circuit Theory. As a means of data collection, 10-items open-ended test (five items each for assessing near-transfer and far-transfer) was administered as a pre-test and post-test. A sufficient reliability estimate was obtained, a= 0.74, based on the Cronbach Alpha method. A statistically significant difference on the post test score was observed between the EPBL and the TL group where the EPBL group scored higher than the TL group on both near and far-transfer.&nbsp; In conclusion, EPBL approaches produces greater learning compared to TL approach, for both near and distant-transfer

Keberkesanan Pembelajaran Berasaskan Masalah dan Pembelajaran Berasaskan Contoh: Satu Sorotan Literatur Dari Perspektif Teori Beban Kognitif

Teori Beban Kognitif mencadangkan agar proses pembelajaran dijalankan dalam keadaan yang setaraf dengan reka bentuk kognitif pelajar. Ini bertujuan, selain prestasi pencapaian, hasil pembelajaran perlu merujuk kepada usaha mental yang telah diperuntukkan dalam menyelesaikan tugasan semasa fasa pembelajaran. Kaedah pembelajaran yang cekap dan berkesan sepatutnya berupaya meningkatkan prestasi pencapaian dengan usaha mental yang rendah berbanding kaedah pembelajaran yang turut memperoleh prestasi pencapaian yang sama tetapi memerlukan usaha mental yang lebih. Aktiviti pembelajaran yang memerlukan kapasiti kognitif yang melebihi hadnya akan menyebabkan pembelajaran terhalang. Oleh itu, strategi pembelajaran yang mengoptimumkan peruntukan sumber kognitif adalah penting untuk menentukan keberkesanan kaedah pembelajaran tersebut. Artikel ini membincangkan keberkesanan dua kaedah pembelajaran, iaitu Pembelajaran Berasaskan Masalah dan Pembelajaran Berasaskan Contoh dari perspektif Teori Beban Kognitif.

Efficiency Comparisons Between Example-Problem-Based Learning and Teacher-Centered Learning in the Teaching of Circuit Theory

AbstractTwo students can achieve the same performance in a test, but with different levels of mental effort in their respective learning phases. Thus, the combination of mental effort and performance can determine the efficiency of learning, where high efficiency is associated with high performance and low mental effort, while low performance alongside high mental effort is considered to be of low efficiency. An experimental study with pre-test and post-test designs was conducted to investigate the effects of Example-Problem-Based Learning (EPBL) in Circuit Theory teaching and learning on Malaysian first year vocational diploma students’ performance and mental efforts as well as their efficiencies. The experiment was carried out for eight weeks on 38 students. The EPBL was used in the experimental group, while the existing teaching method based on Teacher-Centered Learning (TCL) is maintained for the control group. The students completed the Circuit Theory Performance Test and the 9-Point Mental Effort Rating Scale. The findings of this study indicated that EPBL enhances the students’ test performances with less mental effort invested during their learning phase and hence, increases the 2-dimensional (2-D) instructional efficiency index in the learning of Circuit Theory

The exploratory and confirmatory factor analysis for supervisory input support as the determinant of effective supervision in technology and engineering education

This study investigates the predictors of Supervisory Input Support (SIS) for effective supervision. This element is analyzed for the practical implementation of effective supervisory practice for students in technology and engineering education. There are reports regarding supervision issue during their final year project supervision which requires a great and informative input from their supervisors. A sample of 360 students completed survey including measures of Management Input, Interpersonal Input, Academic Input, Project Input and Technical and Innovation Input. The sample was selected through stratified random sampling. All factor loading were set to be >0.6. An exploratory analysis was conducted and Structural Equation Modeling (SEM) was employed to investigate the Confirmatory Factor Amlysis (CF A) for SIS. The Goodness of Fit (GOT) was in good condition and the final model is proposed. This study introduces the elements that mormting the frmction of SIS. This study clarifies that the supports needed by students are different from one to another. If the supervisor could cater these challenges by providing effective inputs, the supervision process may enhance the supervision activity

The exploratory and confirmatory factor analysis for supervisory input support as the determinant of effective supervision in technology and engineering education

This study investigates the predictors of Supervisory Input Support (SIS) for effective supervision. This element is analyzed for the practical implementation of effective supervisory practice for students in technology and engineering education. There are reports regarding supervision issue during their final year project supervision which requires a great and informative input from their supervisors. A sample of 360 students completed survey including measures of Management Input, Interpersonal Input, Academic Input, Project Input and Technical and Innovation Input. The sample was selected through stratified random sampling. All factor loading were set to be >0.6. An exploratory analysis was conducted and Structural Equation Modeling (SEM) was employed to investigate the Confirmatory Factor Amlysis (CF A) for SIS. The Goodness of Fit (GOT) was in good condition and the final model is proposed. This study introduces the elements that mormting the frmction of SIS. This study clarifies that the supports needed by students are different from one to another. If the supervisor could cater these challenges by providing effective inputs, the supervision process may enhance the supervision activity

Improvement of Combustion Process and Exhaust Emissions with Premixed Charge Compression Ignition

Premixed Charge Compression Ignition (PCCI) is a combustion concept that is characterized by low temperature, partially premixed combustion using early injections, large ignition delays and high percentages of Exhaust Gas Recirculation. This review paper discusses the premixed charge compression ignition (PCCI) and the way to reduce the emissions. A promising low-emission combustion concept is used by the premixed charge compression ignition (PCCI). Air and exhaust gas before auto-ignition, the soot and NOx emissions are lower than for conventional diesel combustion by partially mixing the fuel. Fuel lean premixed combustion has potentials to achieve high efficiency and low emissions. The ignitability of lean mixture, flame stability and controlling in this combustion are significant issues to be addressed. The main issues for lean burn intermittent combustion engines are (i) the mixture preparation for lean combustion requires expensive or premium technology and (ii) achieving this combustion over a wide range of load and speed is difficult for a smooth-running engine