Evidence-informed development of engineering practical work: Effecting change through staff and student engagement

This paper discusses innovations in curriculum development in the Department of Engineering at the University of Cambridge as a participant in the Teaching for Learning Network (TFLN), a teaching and learning development initiative funded by the Cambridge-MIT Institute a pedagogic collaboration and brokerage network. A year-long research and development project investigated the practical experiences through which students traditionally explore engineering disciplines, apply and extend the knowledge gained in lectures and other settings, and begin to develop their professional expertise. The research project evaluated current practice in these sessions and developed an evidence-base to identify requirements for new activities, student support and staff development. The evidence collected included a novel student 'practice-value' survey highlighting effective practice and areas of concern, classroom observation of practicals, semi-structured interviews with staff, a student focus group and informal discussions with staff. Analysis of the data identified three potentially 'high-leverage' strategies for improvement: development of a more integrated teaching framework, within which practical work could be contextualised in relation to other learning; a more transparent and integrated conceptual framework where theory and practice were more closely linked; development of practical work more reflective of the complex problems facing professional engineers. This paper sets out key elements of the evidence collected and the changes that have been informed by this evidence and analysis, leading to the creation of a suite of integrated practical sessions carefully linked to other course elements and reinforcing central concepts in engineering, accompanied by a training and support programme for teaching staff.

Motor task variation induces structural learning.

When we have learned a motor skill, such as cycling or ice-skating, we can rapidly generalize to novel tasks, such as motorcycling or rollerblading [1-8]. Such facilitation of learning could arise through two distinct mechanisms by which the motor system might adjust its control parameters. First, fast learning could simply be a consequence of the proximity of the original and final settings of the control parameters. Second, by structural learning [9-14], the motor system could constrain the parameter adjustments to conform to the control parameters' covariance structure. Thus, facilitation of learning would rely on the novel task parameters' lying on the structure of a lower-dimensional subspace that can be explored more efficiently. To test between these two hypotheses, we exposed subjects to randomly varying visuomotor tasks of fixed structure. Although such randomly varying tasks are thought to prevent learning, we show that when subsequently presented with novel tasks, subjects exhibit three key features of structural learning: facilitated learning of tasks with the same structure, strong reduction in interference normally observed when switching between tasks that require opposite control strategies, and preferential exploration along the learned structure. These results suggest that skill generalization relies on task variation and structural learning.

The design of multi-element airfoils through multi-objective optimization techniques

This paper presents the development and the application of a multi-objective optimization framework for the design of two-dimensional multi-element high-lift airfoils. An innovative and efficient optimization algorithm, namely Multi-Objective Tabu Search (MOTS), has been selected as core of the framework. The flow-field around the multi-element configuration is simulated using the commercial computational fluid dynamics (cfd) suite Ansys cfx. Elements shape and deployment settings have been considered as design variables in the optimization of the Garteur A310 airfoil, as presented here. A validation and verification process of the cfd simulation for the Garteur airfoil is performed using available wind tunnel data. Two design examples are presented in this study: a single-point optimization aiming at concurrently increasing the lift and drag performance of the test case at a fixed angle of attack and a multi-point optimization. The latter aims at introducing operational robustness and off-design performance into the design process. Finally, the performance of the MOTS algorithm is assessed by comparison with the leading NSGA-II (Non-dominated Sorting Genetic Algorithm) optimization strategy. An equivalent framework developed by the authors within the industrial sponsor environment is used for the comparison. To eliminate cfd solver dependencies three optimum solutions from the Pareto optimal set have been cross-validated. As a result of this study MOTS has been demonstrated to be an efficient and effective algorithm for aerodynamic optimizations. Copyright © 2012 Tech Science Press.

Coordinated motion design on lie groups

The present paper proposes a unified geometric framework for coordinated motion on Lie groups. It first gives a general problem formulation and analyzes ensuing conditions for coordinated motion. Then, it introduces a precise method to design control laws in fully actuated and underactuated settings with simple integrator dynamics. It thereby shows that coordination can be studied in a systematic way once the Lie group geometry of the configuration space is well characterized. Applying the proposed general methodology to particular examples allows to retrieve control laws that have been proposed in the literature on intuitive grounds. A link with Brockett's double bracket flows is also made. The concepts are illustrated on SO(3), SE(2) and SE(3). © 2010 IEEE.