The use of object oriented modelling and simulation tools in constraint satisfaction for embodiment design

The software package Dymola, which implements the new, vendor-independent standard modelling language Modelica, exemplifies the emerging generation of object-oriented modelling and simulation tools. This paper shows how, in addition to its simulation capabilities, it may be used as an embodiment design tool, to size automatically a design assembled from a library of generic parametric components. The example used is a miniature model aircraft diesel engine. To this end, the component classes contain extra algebraic equations calculating the overload factor (or its reciprocal, the safety factor) for all the different modes of failure, such as buckling or tensile yield. Thus the simulation results contain the maximum overload or minimum safety factor for each failure mode along with the critical instant and the device state at which it occurs. The Dymola "Initial Conditions Calculation" function, controlled by a simple software script, may then be used to perform automatic component sizing. Each component is minimised in mass, subject to a chosen safety factor against failure, over a given operating cycle. Whilst the example is in the realm of mechanical design, it must be emphasised that the approach is equally applicable to the electrical or mechatronic domains, indeed to any design problem requiring numerical constraint satisfaction.

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.

Student-t processes as alternatives to Gaussian processes

We investigate the Student-t process as an alternative to the Gaussian process as a non-parametric prior over functions. We derive closed form expressions for the marginal likelihood and predictive distribution of a Student-t process, by integrating away an inverse Wishart process prior over the co-variance kernel of a Gaussian process model. We show surprising equivalences between different hierarchical Gaussian process models leading to Student-t processes, and derive a new sampling scheme for the inverse Wishart process, which helps elucidate these equivalences. Overall, we show that a Student-t process can retain the attractive properties of a Gaussian process - a nonparamet-ric representation, analytic marginal and predictive distributions, and easy model selection through covariance kernels - but has enhanced flexibility, and predictive covariances that, unlike a Gaussian process, explicitly depend on the values of training observations. We verify empirically that a Student-t process is especially useful in situations where there are changes in covariance structure, or in applications such as Bayesian optimization, where accurate predictive covariances are critical for good performance. These advantages come at no additional computational cost over Gaussian processes.