Speed control with low armature loss for very small sensorless brushed DC motors

A method for speed control of brushed dc motors is presented. It is particularly applicable to motors with armatures of less than 1 cm3. Motors with very small armatures are difficult to control using the usual pulsewidth-modulation (PWM) approach and are apt to overheat if so driven. The technique regulates speed via the back electromotive force but does not require current-discontinuous drives. Armature heating in small motors under PWM drive is explained and quantified. The method is verified through simulation and measurement. Control is improved, and armature losses are minimized. The method can expect to find application in miniature mechatronic equipment

Threshold-Concept inspired eTutorials in electronics

Engagement of students in traditional engineering tutorials can be low, especially where the level of preparation varies widely across the student population. Online tutorials are a way of addressing this problem, as they offer the chance for students to work at their own pace, at their own preferred times, while staff can add and update questions, links, and hints in almost-real time. We created such a set of tutorials in an introductory electronics course, incorporating a strong Threshold-Concept focus. The tutorials were coded by one of us (Balsom) in PHP, and this allowed us to extensively and flexibly control reporting to examine student usage. We benchmarked students from year to year, introduced the eTutorials, and measured their impact. We employed surveys and interviews for additional feedback. We quantitatively and qualitatively address the question of how effective the eTutorials were in comparison with well-staffed, well-attended, conventional tutorials addressing the exact same material in the previous year. We also search for correlations between student usage and eventual grade with the aim of early detection of students requiring intervention. The cost is compared with use of commercially-available eTutorials in Physics that are used by a parallel introductory Physics course in the same school

Evaluating Flipped Classrooms with respect to Threshold Concepts Learning in Undergraduate Engineering

This paper reports on the initial findings from a two year (2015-2016) investigation of the impact of the flipped classroom on student learning of threshold concepts (TCs) in a large introductory undergraduate engineering course at a New Zealand university. As part of the flipped class intervention trialed over a threeweek period, a series of short themed video lectures were developed as a replacement for the traditional weekly lectures. The weekly practical lab session were redesigned to incorporate small-group problem solving tasks and assessment. Data from student surveys, interviews, class observations, and video analytics were collected and analyzed. Findings revealed that students were familiar with online videos as a learning resource; they had positive past experiences with using them and were willing to participate in a flipped classroom. However, most students did not watch all assigned weekly videos, including ones crucial to their TC learning. There is indication they thought learning strategies involving interactions with real persons to be more useful to their learning. This suggests that current strategies for motivating students to access and engage with the prepared videos need to be revised to maximize students’ learning opportunities

Development of tools to automate quantitative analysis of radiation damage in SAXS experiments

Biological small-angle X-ray scattering (SAXS) is an increasingly popular technique used to obtain nanoscale structural information on macromolecules in solution. However, radiation damage to the samples limits the amount of useful data that can be collected from a single sample. In contrast to the extensive analytical resources available for macromolecular crystallography (MX), there are relatively few tools to quantitate radiation damage for SAXS, some of which require a significant level of manual characterization, with the potential of leading to conflicting results from different studies. Here, computational tools have been developed to automate and standardize radiation damage analysis for SAXS data. RADDOSE-3D, a dose calculation software utility originally written for MX experiments, has been extended to account for the cylindrical geometry of the capillary tube, the liquid composition of the sample and the attenuation of the beam by the capillary material to allow doses to be calculated for many SAXS experiments. Furthermore, a library has been written to visualize and explore the pairwise similarity of frames. The calculated dose for the frame at which three subsequent frames are determined to be dissimilar is defined as the radiation damage onset threshold (RDOT). Analysis of RDOTs has been used to compare the efficacy of radioprotectant compounds to extend the useful lifetime of SAXS samples. Comparison of the RDOTs shows that, for radioprotectant compounds at 5 and 10 mM concentration, glycerol is the most effective compound. However, at 1 and 2 mM concentrations, di­thio­threitol (DTT) appears to be most effective. Our newly developed visualization library contains methods that highlight the unusual radiation damage results given by SAXS data collected using higher concentrations of DTT: these observations should pave the way to the development of more sophisticated frame merging strategies

Flipped classroom learning in a large introductory undergraduate engineering course

CONTEXT The flipped-classroom model is a recent educational development that is prominent in the literature on learning. The typical flipped class scenario involves students looking up information, reading printed materials or watching videos prior to gathering in a classroom to apply the knowledge through problem solving activities with guidance from the teacher. However, there is little research available about the effects of the flipped class on students’ learning in large introductory engineering courses with a strong lab component that must be conducted in multiple streams. This current research is based at one New Zealand university with engineering student enrolments of typically 150 students. In the past few years, prior to the introduction of the flipped class, the course lecturers have been refining the teaching of the course through a focus on threshold concepts (TCs) and the introduction of online tutorials. PURPOSE This paper aims to address the question: Does flipping a first year electronic engineering class and changing the traditional role of the lecturer to a “learning guide” offer better value for money in terms of the lecturer’s time, resources, and student satisfaction than the traditional face-to-face lecture model? APPROACH We adopted a design-based research approach to develop and trial a flipped class approach to help students learn the TCs and related concepts in electronic engineering. We will report on the design of the flipped class involving lecturer developed online videos and student collaborative problem solving activities. Data collected from lecturer reflections, student focus group interviews and student evaluation of the course will be reported and discussed. RESULTS Of the 64 students who responded to the midterm survey, over 80% found the videos helpful in learning key course ideas. About 70% of respondents indicated that the problem solving sessions helped them understand concepts covered in videos, 43% found them useful in allowing them to explain what they know so far in the course, and, about a quarter found them useful for applying their knowledge in real life and to practice team work skills. The course lecturers observed that as compared to previous years, students are more on- task in the labs, and that the problem solving activities worked well despite some students reporting that some of the exercises were a bit challenging. Regardless, the lecturers felt that the problem solving activities helped to complement the online video lectures. CONCLUSIONS The results suggest that flipping the class provides students with a more active student-centred learning context. Lecturers become learning facilitators or guide to address student queries when needed. Subsequently when lecturers and students get together in face-to-face class or lab sessions, these allow for more productive, group problem solving activities, and bolster the “esprit-de-corps” of the student cohort. It is our experience that without these changing roles and learning contexts, the flipped class loses more than it gains

Flipped classroom learning in a first-year undergraduate engineering course

Flipped classrooms support student-centred learning and are increasingly being adopted in institutions of higher learning worldwide. This paper is a report on the findings of a two-year funded project conducted on the impact of adopting a flipped classroom approach on first-year undergraduate engineering students’ learning in a New Zealand university. A designbased methodology was adopted to allow for five iterative course refinements. Data collected through student achievement data, surveys, focus group interviews, observations and video analytics of student video-watching behaviour indicated a significant improvement in students’ learning and that they valued the flipped course components such as the lecturercreated instructional videos, in-class problem-solving exercises and continuous assessment in supporting their learning. However not all students prefer learning through this approach and more scaffolding is needed for first-year students to take up responsibility for their own learning. Implications for practice are offered

Learning threshold concepts in an undergraduate engineering flipped classroom

Given that the current goals for tertiary education is to better prepare students to apply their disciplinary knowledge in the real world and novel situations, it is imperative that students master the necessary disciplinary threshold concepts and competencies. Building on the findings of our pilot study of a partly-flipped undergraduate electronic engineering course, a version of a fully flipped is implemented in an intensive six-week version of the course involving in-class collaborative problem solving and continuous assessment. Data collected from the 32 students enrolled in the course include student surveys, video analytics, weekly student assessments, class observations and a focus group interview. Although data collection is still underway, the emerging findings indicate that students are watching the recommended weekly videos prior to coming to class and are solving online tutorials problems much more diligently, resulting in higher levels of in-class student collaboration compared to the pilot study. The results are discussed in regard to the effects of the fully flipped class model and the continuous assessment on students’ learning of threshold concepts and competencies

On the threshold: Affordances of online tutorials in the learning of threshold concepts

According to threshold concept theory, in each academic discipline there exist concepts that once grasped allow new and previously inaccessible ways of perceiving and thinking about the subject to emerge [1]. Acquiring a threshold concept (TC) often resembles a phase transition as observed in other psychological perception-action dynamical systems [2]. Previous studies of student learning in introductory electronics have revealed areas where students get stuck [3]. In the present study we investigated the impact of multimodal, online tutorials on learning TCs

Interpersonal counselling versus perinatal-specific cognitive behavioural therapy for women with depression during pregnancy offered in routine psychological treatment services:a phase II randomised trial

Abstract Background Up to one in eight women experience depression during pregnancy. In the UK, low intensity cognitive behavioural therapy (CBT) is the main psychological treatment offered for those with mild or moderate depression and is recommended during the perinatal period, however referral by midwives and take up of treatment by pregnant women is extremely low. Interpersonal Counselling (IPC) is a brief, low-intensity form of Interpersonal Psychotherapy (IPT) that focuses on areas of concern to service users during pregnancy. To improve psychological treatment for depression during pregnancy, the study aimed to assess the feasibility and acceptability of a trial of IPC for antenatal depression in routine NHS services compared to low intensity perinatal specific CBT. Methods We conducted a small randomised controlled trial in two centres. A total of 52 pregnant women with mild or moderate depression were randomised to receive 6 sessions of IPC or perinatal specific CBT. Treatment was provided by 12 junior mental health workers (jMHW). The primary outcome was the number of women recruited to the point of randomisation. Secondary outcomes included maternal mood, couple functioning, attachment, functioning, treatment adherence, and participant and staff acceptability. Results The study was feasible and acceptable. Recruitment was successful through scanning clinics, only 6 of the 52 women were recruited through midwives. 71% of women in IPC completed treatment. Women reported IPC was acceptable, and supervisors reported high treatment competence in IPC arm by jMHWs. Outcome measures indicated there was improvement in mood in both groups (Change in EPDS score IPC 4.4 (s.d. 5.1) and CBT 4.0 (s.d. 4.8). Conclusions This was a feasibility study and was not large enough to detect important differences between IPC and perinatal specific CBT. A full-scale trial of IPC for antenatal depression in routine IAPT services is feasible. Trial registration This study has been registered with ISRCTN registry 11513120 . – date of registration 05/04/2018

How we flipped an engineering course

The flipped classroom emphasises active student-centred learning activities and application of ideas during class time by assigning take-home task for the student to complete prior to coming to class. This approach has been evidenced to support important learning of content and collaborative inquiry skills required of 21st century learners. However, more evidenced-based examples/models are needed to demystify the process of flipping the classroom for educators to more effectively support student learning. Our presentation is grounded in the case study of an undergraduate engineering course characterised by high student enrollments and a strong lab component. Incremental cycles of flipping the course supported the refinement of the course design, course materials, pedagogy and assessment