Vaikutusalakirjastojen muodostaminen Serpent-ARES-laskentaketjussa

Tässä diplomityössä on esitetty työn yhteydessä toteutetun Serpent-ARES-laskentaketjun muodostamiseksi tarvittavat toimenpiteet. ARES-reaktorisydän-simulaattorissa tarvittavien homogenisoitujen ryhmävakiokirjastojen muodostaminen Serpentiä käyttäen tekee laskentaketjusta muiden käytössä olevien reaktorisydämen laskentaketjujen mahdollisista virhelähteistä riippumattoman. Monte Carlo-laskentamenetelmään perustuvaa reaktorifysiikan laskentaohjelmaa käyttämällä ryhmävakiokirjastot muodostetaan uudella menetelmällä ja näin saadaan viranomaiskäyttöön voimayhtiöiden käyttämistä menetelmistä riippumaton laskentaketju reaktorien turvallisuusmarginaalien laskentaan. Työn yhteydessä muodostetun laskentaketjun ja tehtyjen vaikutusalakirjastojen muodostamisrutiinien sekä parametrisovitteiden toimivuus on todettu laskemalla Olkiluoto 3 - reaktorin alkulatauksen säätösauvojen tehokkuuksia ja sammutusmarginaaleja eri olosuhteissa. Menetelmä on todettu toimivaksi parametrien pätevyysalueella ja saadut laskentatulokset ovat oikeaa suuruusluokkaa. Parametrimallin tarkkuutta ja pätevyysaluetta on syytä vielä kehittää, ennen kuin laskentaketjua voidaan käyttää varmentamaan muilla menetelmillä laskettujen tulosten oikeellisuutta.

A Design Methodology for the Compensation of Positioning Deviation in Gantry Manipulators

This work presents recent results concerning a design methodology used to estimate the positioning deviation for a gantry (Cartesian) manipulator, related mainly to structural elastic deformation of components during operational conditions. The case-study manipulator is classified as gantry type and its basic dimensions are 1,53m x 0,97m x 1,38m. The dimensions used for the calculation of effective workspace due to end-effector path displacement are: 1m x 0,5m x 0,5m. The manipulator is composed by four basic modules defined as module X, module Y, module Z and terminal arm, where is connected the end-effector. Each module controlled axis performs a linear-parabolic positioning movement. The planning path algorithm has the maximum velocity and the total distance as input parameters for a given task. The acceleration and deceleration times are the same. Denavit-Hartemberg parameterization method is used in the manipulator kinematics model. The gantry manipulator can be modeled as four rigid bodies with three degrees-of-freedom in translational movements, connected as an open kinematics chain. Dynamic analysis were performed considering inertial parameters specification such as component mass, inertia and center of gravity position of each module. These parameters are essential for a correct manipulator dynamic modelling, due to multiple possibilities of motion and manipulation of objects with different masses. The dynamic analysis consists of a mathematical modelling of the static and dynamic interactions among the modules. The computation of the structural deformations uses the finite element method (FEM).

Flexible multibody dynamics and intelligent control of a hydraulically driven hybrid redundant robot machine

The assembly and maintenance of the International Thermonuclear Experimental Reactor (ITER) vacuum vessel (VV) is highly challenging since the tasks performed by the robot involve welding, material handling, and machine cutting from inside the VV. The VV is made of stainless steel, which has poor machinability and tends to work harden very rapidly, and all the machining operations need to be carried out from inside of the ITER VV. A general industrial robot cannot be used due to its poor stiffness in the heavy duty machining process, and this will cause many problems, such as poor surface quality, tool damage, low accuracy. Therefore, one of the most suitable options should be a light weight mobile robot which is able to move around inside of the VV and perform different machining tasks by replacing different cutting tools. Reducing the mass of the robot manipulators offers many advantages: reduced material costs, reduced power consumption, the possibility of using smaller actuators, and a higher payload-to-robot weight ratio. Offsetting these advantages, the lighter weight robot is more flexible, which makes it more difficult to control. To achieve good machining surface quality, the tracking of the end effector must be accurate, and an accurate model for a more flexible robot must be constructed. This thesis studies the dynamics and control of a 10 degree-of-freedom (DOF) redundant hybrid robot (4-DOF serial mechanism and 6-DOF 6-UPS hexapod parallel mechanisms) hydraulically driven with flexible rods under the influence of machining forces. Firstly, the flexibility of the bodies is described using the floating frame of reference method (FFRF). A finite element model (FEM) provided the Craig-Bampton (CB) modes needed for the FFRF. A dynamic model of the system of six closed loop mechanisms was assembled using the constrained Lagrange equations and the Lagrange multiplier method. Subsequently, the reaction forces between the parallel and serial parts were used to study the dynamics of the serial robot. A PID control based on position predictions was implemented independently to control the hydraulic cylinders of the robot. Secondly, in machining, to achieve greater end effector trajectory tracking accuracy for surface quality, a robust control of the actuators for the flexible link has to be deduced. This thesis investigates the intelligent control of a hydraulically driven parallel robot part based on the dynamic model and two schemes of intelligent control for a hydraulically driven parallel mechanism based on the dynamic model: (1) a fuzzy-PID self-tuning controller composed of the conventional PID control and with fuzzy logic, and (2) adaptive neuro-fuzzy inference system-PID (ANFIS-PID) self-tuning of the gains of the PID controller, which are implemented independently to control each hydraulic cylinder of the parallel mechanism based on rod length predictions. The serial component of the hybrid robot can be analyzed using the equilibrium of reaction forces at the universal joint connections of the hexa-element. To achieve precise positional control of the end effector for maximum precision machining, the hydraulic cylinder should be controlled to hold the hexa-element. Thirdly, a finite element approach of multibody systems using the Special Euclidean group SE(3) framework is presented for a parallel mechanism with flexible piston rods under the influence of machining forces. The flexibility of the bodies is described using the nonlinear interpolation method with an exponential map. The equations of motion take the form of a differential algebraic equation on a Lie group, which is solved using a Lie group time integration scheme. The method relies on the local description of motions, so that it provides a singularity-free formulation, and no parameterization of the nodal variables needs to be introduced. The flexible slider constraint is formulated using a Lie group and used for modeling a flexible rod sliding inside a cylinder. The dynamic model of the system of six closed loop mechanisms was assembled using Hamilton’s principle and the Lagrange multiplier method. A linearized hydraulic control system based on rod length predictions was implemented independently to control the hydraulic cylinders. Consequently, the results of the simulations demonstrating the behavior of the robot machine are presented for each case study. In conclusion, this thesis studies the dynamic analysis of a special hybrid (serialparallel) robot for the above-mentioned special task involving the ITER and investigates different control algorithms that can significantly improve machining performance. These analyses and results provide valuable insight into the design and control of the parallel robot with flexible rods.

Modeling of fractal antennas

In this Master Thesis the characteristics of the chosen fractal microstrip antennas are investigated. For modeling has been used the structure of the square Serpinsky fractal curves. During the elaboration of this Master thesis the following steps were undertaken: 1) calculation and simulation of square microstrip antennа, 2) optimizing for obtaining the required characteristics on the frequency 2.5 GHz, 3) simulation and calculation of the second and third iteration of the Serpinsky fractal curves, 4) radiation patterns and intensity distribution of these antennas. In this Master’s Thesis the search for the optimal position of the port and fractal elements was conducted. These structures can be used in perspective for creation of antennas working at the same time in different frequency range.

Insights into the role of hydration in protein structure and stability obtained through hydrostatic pressure studies

A thorough understanding of protein structure and stability requires that we elucidate the molecular basis for the effects of both temperature and pressure on protein conformational transitions. While temperature effects are relatively well understood and the change in heat capacity upon unfolding has been reasonably well parameterized, the state of understanding of pressure effects is much less advanced. Ultimately, a quantitative parameterization of the volume changes (at the basis of pressure effects) accompanying protein conformational transitions will be required. The present report introduces a qualitative hypothesis based on available model compound data for the molecular basis of volume change upon protein unfolding and its dependence on temperature.

Pituusleikkureiden 3D-suunnittelun kehittäminen

Tämä diplomityö tehtiin Valmet Technologies Oy:n Järvenpään toimipisteelle. Työn tavoitteena oli tutkia miten pituusleikkureiden 3D-suunnittelua voidaan tehostaa hyödyntämällä uuden 3D-CAD -järjestelmän ominaisuuksia optimaalisesti. Työ koostuu teoriaosuudesta, haastattelututkimuksesta sekä käytännön osuudesta. Teoriaosuudessa perehdytään pituusleikkurin toimintaan ja rakenteeseen, 3D-suunnittelun teoriaan sekä CATIA-järjestelmään. Teoriaosuudessa etsitään myös uusia näkökulmia 3D-suunnitteluun. Haastattelututkimuksessa kartoitetaan nykyinen suunnitteluprosessi, suunnittelun kehitettäviä kohteita, sekä käytössä olevia suunnittelumenetelmiä, jotka ovat todettu toimiviksi. Haastattelututkimuksessa haastatellaan Valmet Technologies Oy:n Järvenpään toimipisteessä työskenteleviä pituusleikkureiden pääsuunnittelijoita sekä heidän esimiehiään. Lisäksi erillisten haastattelujen avulla kerätään kokemuksia CATIA V6 -ohjelmiston käytöstä sekä suunnitteluohjelmiston vaihtumisesta. Käytännön osuuden tavoitteena on arvioida pituusleikkurin parametroitujen mallirakenteiden siirtämiseen sekä korjauksiin kuluvia aikamääriä kyseisiin toimenpiteisiin tarvittavien resurssien määrittämiseksi. Käytännön osuudessa siirretään kaksi Valmet OptiWin Drum Compact -pituusleikkurin parametroitua osakokonaisuutta uuteen CAD-järjestelmään ja niille suoritetaan tarvittavat korjaustoimenpiteet Tutkimuksen tulosten perusteella yhteisen mallinnusmetodologian puuttuminen on merkittävin kehityskohde suunnittelun kehittämisessä. Lopuksi luotiin kehitysehdotukset sekä implementointisuunnitelma, joiden avulla pituusleikkureiden 3D-suunnittelua voidaan kehittää ja CATIA V6 -ohjelmisto voidaan ottaa käyttöön tehokkaasti.

University students’ regulation of learning and text processing – examples from medical and teacher education

The general aim of the thesis was to study university students’ learning from the perspective of regulation of learning and text processing. The data were collected from the two academic disciplines of medical and teacher education, which share the features of highly scheduled study, a multidisciplinary character, a complex relationship between theory and practice and a professional nature. Contemporary information society poses new challenges for learning, as it is not possible to learn all the information needed in a profession during a study programme. Therefore, it is increasingly important to learn how to think and learn independently, how to recognise gaps in and update one’s knowledge and how to deal with the huge amount of constantly changing information. In other words, it is critical to regulate one’s learning and to process text effectively. The thesis comprises five sub-studies that employed cross-sectional, longitudinal and experimental designs and multiple methods, from surveys to eye tracking. Study I examined the connections between students’ study orientations and the ways they regulate their learning. In total, 410 second-, fourth- and sixth-year medical students from two Finnish medical schools participated in the study by completing a questionnaire measuring both general study orientations and regulation strategies. The students were generally deeply oriented towards their studies. However, they regulated their studying externally. Several interesting and theoretically reasonable connections between the variables were found. For instance, self-regulation was positively correlated with deep orientation and achievement orientation and was negatively correlated with non-commitment. However, external regulation was likewise positively correlated with deep orientation and achievement orientation but also with surface orientation and systematic orientation. It is argued that external regulation might function as an effective coping strategy in the cognitively loaded medical curriculum. Study II focused on medical students’ regulation of learning and their conceptions of the learning environment in an innovative medical course where traditional lectures were combined wth problem-based learning (PBL) group work. First-year medical and dental students (N = 153) completed a questionnaire assessing their regulation strategies of learning and views about the PBL group work. The results indicated that external regulation and self-regulation of the learning content were the most typical regulation strategies among the participants. In line with previous studies, self-regulation wasconnected with study success. Strictly organised PBL sessions were not considered as useful as lectures, although the students’ views of the teacher/tutor and the group were mainly positive. Therefore, developers of teaching methods are challenged to think of new solutions that facilitate reflection of one’s learning and that improve the development of self-regulation. In Study III, a person-centred approach to studying regulation strategies was employed, in contrast to the traditional variable-centred approach used in Study I and Study II. The aim of Study III was to identify different regulation strategy profiles among medical students (N = 162) across time and to examine to what extent these profiles predict study success in preclinical studies. Four regulation strategy profiles were identified, and connections with study success were found. Students with the lowest self-regulation and with an increasing lack of regulation performed worse than the other groups. As the person-centred approach enables us to individualise students with diverse regulation patterns, it could be used in supporting student learning and in facilitating the early diagnosis of learning difficulties. In Study IV, 91 student teachers participated in a pre-test/post-test design where they answered open-ended questions about a complex science concept both before and after reading either a traditional, expository science text or a refutational text that prompted the reader to change his/her beliefs according to scientific beliefs about the phenomenon. The student teachers completed a questionnaire concerning their regulation and processing strategies. The results showed that the students’ understanding improved after text reading intervention and that refutational text promoted understanding better than the traditional text. Additionally, regulation and processing strategies were found to be connected with understanding the science phenomenon. A weak trend showed that weaker learners would benefit more from the refutational text. It seems that learners with effective learning strategies are able to pick out the relevant content regardless of the text type, whereas weaker learners might benefit from refutational parts that contrast the most typical misconceptions with scientific views. The purpose of Study V was to use eye tracking to determine how third-year medical studets (n = 39) and internal medicine residents (n = 13) read and solve patient case texts. The results revealed differences between medical students and residents in processing patient case texts; compared to the students, the residents were more accurate in their diagnoses and processed the texts significantly faster and with a lower number of fixations. Different reading patterns were also found. The observed differences between medical students and residents in processing patient case texts could be used in medical education to model expert reasoning and to teach how a good medical text should be constructed. The main findings of the thesis indicate that even among very selected student populations, such as high-achieving medical students or student teachers, there seems to be a lot of variation in regulation strategies of learning and text processing. As these learning strategies are related to successful studying, students enter educational programmes with rather different chances of managing and achieving success. Further, the ways of engaging in learning seldom centre on a single strategy or approach; rather, students seem to combine several strategies to a certain degree. Sometimes, it can be a matter of perspective of which way of learning can be considered best; therefore, the reality of studying in higher education is often more complicated than the simplistic view of self-regulation as a good quality and external regulation as a harmful quality. The beginning of university studies may be stressful for many, as the gap between high school and university studies is huge and those strategies that were adequate during high school might not work as well in higher education. Therefore, it is important to map students’ learning strategies and to encourage them to engage in using high-quality learning strategies from the beginning. Instead of separate courses on learning skills, the integration of these skills into course contents should be considered. Furthermore, learning complex scientific phenomena could be facilitated by paying attention to high-quality learning materials and texts and other support from the learning environment also in the university. Eye tracking seems to have great potential in evaluating performance and growing diagnostic expertise in text processing, although more research using texts as stimulus is needed. Both medical and teacher education programmes and the professions themselves are challenging in terms of their multidisciplinary nature and increasing amounts of information and therefore require good lifelong learning skills during the study period and later in work life.

Molecular mechanics calculations on some phosphine oxide metal complexes in aqueous and organic solvents

Molecular mechanics calculations were done on tetrahedral phosphine oxide zinc complexes in simulated water, benzene and hexane phases using the DREIDING II force field in the BIOGRAF molecular modeling program. The SUN workstation computer (SUN_ 4c, with SPARK station 1 processor) was used for the calculations. Experimental structural information used in the parameterization was obtained from the September 1989 version of the Cambridge Structural Database. 2 Steric and solvation energies were calculated for complexes of the type ZnCl2 (RlO)2' The calculations were done with and without inclusion of electrostatic interactions. More reliable simulation results were obtained without inclusion of charges. In the simulated gas phase, the steric energies increase regularly with number of carbons in the alkyl group, whereas they go through a maximum when solvent shells are included in the calculation. Simulated distribution ratios vary with chain length and type of chain branching and the complexes are found to be more favourable for extraction by benzene than by hexane, in accord with experimental data. Also, in line with what would be expected for a favorable extraction, calculations without electrostatics predict that the complexes are better solvated by the organic solvents than by water.

A Needs Assessment: Language Instruction Stakeholders Engaging in Project Based Learning Outside the Classroom for Effective Strategic Problem Solving

Abstract A noted benefit of Project Based Learning (PBL) as a teaching strategy is how it engages the student and enhances learning outcomes as a result of working through challenges intended to depict dilemmas outside the classroom. PBL has seldom been applied outside the parameters of the classroom curriculum. The current needs assessment carried out in this research project examined current practices of language instruction and International Administrative Professionals of both the private and public Language Industry. Participants responded to survey questions on their current administrative practices, strategies, and program characteristics. The study investigated the usefulness of a handbook on the procedure of assisting administrative service teams in language instruction settings to an engaged approach to PBL for student service issues. The diverse opinions, beliefs, and ideas, along with institutional policy, can provide beneficial framework ideas for future tools.

Globalization and Its Impact on Assessment: Moving Toward a New Story

Globalization has resulted in large-scale international and local assessments closely tied to notions of accountability and competitiveness in a globalized economy. Although policy makers seek to ensure citizens meet the demands of a global knowledge-based economy, such assessments may also impede the development of requisite 21st century skills. While standardization currently is viewed as the most effective measurement of student achievement, several Canadian and international jurisdictions are moving toward assessment for learning (AfL). This conceptual study sought to identify whether AfL or standardized assessment most effectively meets 21st century learning goals in the wake of rapid global change. It applies a Story Model theoretical framework to understand the current, the new emerging, and the future ideal story of education from a personal, cultural, and global lens. The study examines the main critiques and/or challenges of standardized testing, the benefits of AfL for student learning, and new teaching and assessment approaches to the development of 21st century learning goals. The study applies the Story Model’s inside-outside/past-future approach to determine the future direction of assessment. Results show that the new story of assessment will most likely entail a model that integrates both standardized testing and in-class assessments in the form of AfL and PBL.

Time Reversibility of Stationary Regular Finite State Markov Chains

We propose an alternate parameterization of stationary regular finite-state Markov chains, and a decomposition of the parameter into time reversible and time irreversible parts. We demonstrate some useful properties of the decomposition, and propose an index for a certain type of time irreversibility. Two empirical examples illustrate the use of the proposed parameter, decomposition and index. One involves observed states; the other, latent states.

Contribution à l'étude de la construction des concepts scientifiques au cours de l'apprentissage par problèmes en médecine

L’approche d’apprentissage par problèmes (APP) a vu le jour, dans sa forme contemporaine, à la Faculté de médecine de l’Université MacMaster en Ontario (Canada) à la fin des années 1960. Très rapidement cette nouvelle approche pédagogique active, centrée sur l’étudiant et basée sur les problèmes biomédicaux, va être adoptée par de nombreuses facultés de médecine de par le monde et gagner d’autres disciplines. Cependant, malgré ce succès apparent, l’APP est aussi une approche controversée, notamment en éducation médicale, où elle a été accusée de favoriser un apprentissage superficiel. Par ailleurs, les étudiants formés par cette approche réussiraient moins bien que les autres aux tests évaluant l’acquisition des concepts scientifiques de base, et il n’a jamais été prouvé que les médecins formés par l’APP seraient meilleurs que les autres. Pour mieux comprendre ces résultats, la présente recherche a voulu explorer l’apprentissage de ces concepts scientifiques, en tant que processus de construction, chez des étudiants formés par l’APP, à la Faculté de médecine de l’Université de Montréal, en nous appuyant sur le cadre théorique socioconstructivisme de Vygotski. Pour cet auteur, la formation des concepts est un processus complexe de construction de sens, en plusieurs étapes, qui ne peut se concevoir que dans le cadre d’une résolution de problèmes. Nous avons réalisé une étude de cas, multicas, intrasite, les cas étant deux groupes de neuf étudiants en médecine avec leur tuteur, que nous avons suivi pendant une session complète de la mi-novembre à la mi-décembre 2007. Deux grands objectifs étaient poursuivis: premièrement, fournir des analyses détaillées et des matériaux réflectifs et théoriques susceptibles de rendre compte du phénomène de construction des concepts scientifiques de base par des étudiants en médecine dans le contexte de l’APP. Deuxièmement, explorer, les approches de travail personnel des étudiants, lors de la phase de travail individuel, afin de répondre à la question de recherche suivante : Comment la dynamique pédagogique de l’APP en médecine permet-elle de rendre compte de l’apprentissage des concepts scientifiques de base? Il s’agissait d’une étude qualitative et les données ont été recueillies par différents moyens : observation non participante et enregistrement vidéo des tutoriaux d’APP, interview semi-structuré des étudiants, discussion avec les tuteurs et consultation de leurs manuels, puis traitées par diverses opérations: transcription des enregistrements, regroupement, classification. L’analyse a porté sur des collections de verbatim issus des transcriptions, sur le suivi de la construction des concepts à travers le temps et les sessions, sur le role du tuteur pour aider au développement de ces concepts Les analyses suggèrent que l’approche d’APP est, en général, bien accueillie, et les débats sont soutenus, avec en moyenne entre trois et quatre échanges par minute. Par rapport au premier objectif, nous avons effectivement fourni des explications détaillées sur la dynamique de construction des concepts qui s'étend lors des trois phases de l'APP, à savoir la phase aller, la phase de recherche individuelle et la phase retour. Pour chaque cas étudié, nous avons mis en évidence les représentations conceptuelles initiales à la phase aller, co-constructions des étudiants, sous la guidance du tuteur et nous avons suivi la transformation de ces concepts spontanés naïfs, lors des discussions de la phase retour. Le choix du cadre théorique socio constructiviste de Vygotski nous a permis de réfléchir sur le rôle de médiation joué par les composantes du système interactif de l'APP, que nous avons considéré comme une zone proximale de développement (ZPD) au sens élargi, qui sont le problème, le tuteur, l'étudiant et ses pairs, les ressources, notamment l'artefact graphique carte conceptuelle utilisée de façon intensive lors des tutoriaux aller et retour, pour arriver à la construction des concepts scientifiques. Notre recherche a montré qu'en revenant de leurs recherches, les étudiants avaient trois genres de représentations conceptuelles: des concepts corrects, des concepts incomplets et des concepts erronés. Il faut donc que les concepts scientifiques théoriques soient à leur tour confrontés au problème concret, dans l'interaction sociale pour une validation des attributs qui les caractérisent. Dans cette interaction, le tuteur joue un rôle clé complexe de facilitateur, de médiateur, essentiellement par le langage. L'analyse thématique de ses interventions a permis d'en distinguer cinq types: la gestion du groupe, l'argumentation, les questions de différents types, le modelling et les conclusions. Nous avons montré le lien entre les questions du tuteur et le type de réponses des étudiants, pour recommander un meilleur équilibre entre les différents types de questions. Les étudiants, également par les échanges verbaux, mais aussi par la construction collective des cartes conceptuelles initiales et définitives, participent à une co-construction de ces concepts. L'analyse de leurs interactions nous a permis de relever différentes fonctions du langage, pour souligner l'intérêt des interactions argumentatives, marqueurs d'un travail collaboratif en profondeur pour la co-construction des concepts Nous avons aussi montré l'intérêt des cartes conceptuelles non seulement pour visualiser les concepts, mais aussi en tant qu'artefact, outil de médiation psychique à double fonction communicative et sémiotique. Concernant le second objectif, l’exploration du travail personnel des étudiants, on constate que les étudiants de première année font un travail plus approfondi de recherche, et utilisent plus souvent des stratégies de lecture plus efficaces que leurs collègues de deuxième année. Ceux-ci se contentent, en général, des ouvrages de référence, font de simples lectures et s’appuient beaucoup sur les résumés faits par leurs prédécesseurs. Le recours aux ouvrages de référence essentiellement comme source d'information apporte une certaine pauvreté au débat à la phase retour avec peu d'échanges de type argumentatif, témoins d'un travail profond. Ainsi donc, par tout ce soutien qu'elle permet d'apporter aux étudiants pour la construction de leurs connaissances, pour le type d'apprentissage qu'elle offre, l’APP reste une approche unique, digne d’intérêt. Cependant, elle nécessite d'être améliorée par des interventions au niveau du tuteur et des étudiants.

Sur la validation des modèles de séries chronologiques spatio-temporelles multivariées

Dans ce mémoire, nous avons utilisé le logiciel R pour la programmation.