Reducing H2S production by O-2 feedback control during large-scale sewage sludge composting

Hydrogen sulfide (H2S) production patterns and the influence of oxygen (O-2) concentration were studied based on a well operated composting plant. A real-time, online multi-gas detection system was applied to monitor the concentrations of H2S and O-2 in the pile during composting. The results indicate that H2S was mainly produced during the early stage of composting, especially during the first 40 h. Lack of available O-2 was the main reason for H2S production. Maintaining the O-2 concentration higher than 14% in the pile could reduce H2S production. This study suggests that shortening the interval between aeration or aerating continuously to maintain a high O-2 concentration in the pile was an effective strategy for restraining H2S production in sewage sludge composting. (C) 2010 Elsevier Ltd. All rights reserved.

Low-threshold conjugated polymer distributed feedback lasers on InP substrate

We demonstrate a low threshold polymer solid state thin-film distributed feedback (DFB) laser on an InP substrate with the DFB structure. The used gain medium is conjugated polymer poly[2-methoxy-5-(2-ethylhexyloxy)-1, 4-phenylenevinylene] (MEH-PPV) doped polystyrene (PS) and formed by drop-coating method. The second order Bragg scattering region on the InP substrate gave rise to strong feedback, thus a lasing emission at 638.9nm with a line width of 1.2nm is realized when pumped by a 532nm frequency-doubled Nd: YAG pulsed laser. The devices show a laser threshold as low as 7 nJ/pulse.

Global negative vegetation feedback to climate warming responses of leaf litter decomposition rates in cold biomes

Whether climate change will turn cold biomes from large long-term carbon sinks into sources is hotly debated because of the great potential for ecosystem-mediated feedbacks to global climate. Critical are the direction, magnitude and generality of climate responses of plant litter decomposition. Here, we present the first quantitative analysis of the major climate-change-related drivers of litter decomposition rates in cold northern biomes worldwide. Leaf litters collected from the predominant species in 33 global change manipulation experiments in circum-arctic-alpine ecosystems were incubated simultaneously in two contrasting arctic life zones. We demonstrate that longer-term, large-scale changes to leaf litter decomposition will be driven primarily by both direct warming effects and concomitant shifts in plant growth form composition, with a much smaller role for changes in litter quality within species. Specifically, the ongoing warming-induced expansion of shrubs with recalcitrant leaf litter across cold biomes would constitute a negative feedback to global warming. Depending on the strength of other (previously reported) positive feedbacks of shrub expansion on soil carbon turnover, this may partly counteract direct warming enhancement of litter decomposition.

基于CAN总线的力传感器与机器人控制器通讯设计

研磨机器人系统中,研磨头与工件的接触力是保证加工精度,进行机器人力控制的一个重要因 素。采用 CAN 通讯可以确保力传感器准确、及时地把力信息传送给控制器进行力控制。本文 给出了6维腕力传感器与机器人控制器通讯的硬件结构,制定了可靠的通讯协议,实现了力信 息的正确读取,为研磨机器人控制系统获得可靠的力信息提供了一种新的解决方案。

Optimal Fuzzy PID Controller with Incomplete Derivation and Its Simulation Research on Application of Intelligent Artificial Legs

提出了一种新的最优模糊PID控制器，它由两部分组成，即在线模糊推理机构和带有不完全微分的常规PID控制器，在模糊推理机构中，引入了三个可调节因子xp,xi和xd，其作用是进一步修改和优化模糊推理的结果，以使控制器对一个给定对象具有最优的控制效果，可调节因子的最优值采用ITAE准则及Nelder和Mead提出的柔性多面体最优搜索算法加以确定，这种PID控制器被用来控制由作者设计的智能人工腿中的一个直流电机，仿真结果表明该控制器的设计是非常有效的，它可被用于控制各种不同的对象和过程。

基于模型扰动抑制的直线伺服系统设计

针对高精度、微进给永磁直线交流同步电机 (PMLSM )驱动系统 ,采用基于模型的扰动抑制 (MBDA)方法 ,对诸如摩擦力、切削力、负载变动之类的扰动进行抑制。MBDA是利用一个与系统并行的标称模型 ,通过输出反馈 ,将系统输出与标称模型输出进行比较 ,得出误差信号 ,并通过设计一个补偿器将误差信号反馈给被控对象的输入端 ,从而实现扰动抑制。同时 ,针对速度环设计了积分 -比例 (IP)控制器 ,以满足系统快速跟踪指令的要求 ,并且其具有较强的抗扰动能力。仿真结果表明 ,该控制方法响应速度快 ,抗干扰能力强

基于输入和机械手扰动补偿的水下机器人控制实验研究

以搭建的自治水下机器人-机械手系统为对象,通过水池实验分析了载体分系统的响应特性。针对传统的反馈控制在载体控制中的不足,将输入补偿项和机械手扰动补偿项作为载体控制的前馈项,设计了水下机器人复合校正控制器。水池实验验证了方法的可行性和有效性。

一类时滞不确定非线性系统的鲁棒控制器设计

针对一类具有单输入滞后不确定非线性系统 ,采用精确反馈线性化方法和 Lyapunov方法设计出一种使系统终极有界 ( UUB)的无记忆光滑状态反馈鲁棒控制器 .仿真算例表明了本文所采用方法的有效性 .

柔性机械臂基于观测的逆动力学轨迹跟踪控制

本文探讨了稳定逆动力学与基于观测的状态误差反馈镇定器集成实现柔性机械臂末端轨迹跟踪的控制策略．基于观测器可以充分利用由稳定逆动力学生成的理想状态轨迹信息，实现全状态误差的反馈镇定以消除末端轨迹跟踪的扰动误差。

工业机器人机械手的小脑模型自适应控制

本文为动力学控制工业机器人机械手提出一种综合控制算法。该控制算法,利用小脑模型算术计算机模块模拟机器人机械手的动力学方程并计算实现期望运动所需力矩作为前馈力矩控制项;利用自适应控制器实现反馈控制,以消除由输入扰动和参数变化而引起的机器人机械手运动误差。这种控制方法在时间上是有效的,且很适合于定点实现。控制方法的有效性通过四自由度的直接驱动机器人前两个关节的计算机仿真实验得到验证。

Control of Vibration in Mechanical Systems Using Shaped Reference Inputs

Dynamic systems which undergo rapid motion can excite natural frequencies that lead to residual vibration at the end of motion. This work presents a method to shape force profiles that reduce excitation energy at the natural frequencies in order to reduce residual vibration for fast moves. Such profiles are developed using a ramped sinusoid function and its harmonics, choosing coefficients to reduce spectral energy at the natural frequencies of the system. To improve robustness with respect to parameter uncertainty, spectral energy is reduced for a range of frequencies surrounding the nominal natural frequency. An additional set of versine profiles are also constructed to permit motion at constant speed for velocity-limited systems. These shaped force profiles are incorporated into a simple closed-loop system with position and velocity feedback. The force input is doubly integrated to generate a shaped position reference for the controller to follow. This control scheme is evaluated on the MIT Cartesian Robot. The shaped inputs generate motions with minimum residual vibration when actuator saturation is avoided. Feedback control compensates for the effect of friction Using only a knowledge of the natural frequencies of the system to shape the force inputs, vibration can also be attenuated in modes which vibrate in directions other than the motion direction. When moving several axes, the use of shaped inputs allows minimum residual vibration even when the natural frequencies are dynamically changing by a limited amount.

Public feedback - but personal feedforward?

Academic feedback is taken here as the reporting to student writers of the strengths and weaknesses of their submitted draft work, while academic feedforward refers to constructive advice regarding possible strengthening of students’ next work. Both originate from a tutor’s initial judgement of a student’s work. Feedback and feedforward on work showing need for improvement are problematic in a Confucian Heritage Culture. Even gently constructive advice within a programme seeking evidence for assessment of critical thinking may lead to perception of hurtful criticism by Taiwanese students. Some could withdraw from class activity accordingly. So the writers adjusted their response style. They now choose between different approaches featuring tutorial feedback or feedforward, depending on the standard of work being judged. When individual postings feature poor critical thinking, the writers opt for private messages concentrating on constructive feedforward. For better postings, they provide positive feedback with reasons for their judgements, and summarise to the class these exemplars of generic strengths in critical thinking. They also offer private prompting when they see scope for further enrichment of an able student’s critical thinking. This might also be a useful practice when tutoring solely in the West. (192 words) Keywords: Confucian Heritage Culture, public feedback, private feedforward, assessment

Feedback Unbound: from master to usher.

A major theme of this book is that feedback should encourage dialogue; between students and lecturers, amongst peers and individually, as a form of self-critique and reflection. Here we endorse that theme but also propose an understanding of dialogue that goes beyond simple exchang or the presence of two or more voices. Inspired by Freire’s (1996) critical pedagogy we seek to make a link between the social nature of learning, the social nature of dialogue and the role of feedback as dialogue in a broader transformative learning process, and not merely as an adjunct to assessment.

Marking and providing feedback face-to-face: staff and student perspectives.

The setting, marking and providing feedback on assessments forms an important part of a tutor’s role. Studies into the use of feedback and how it is interpreted by students indicate a mismatch between what students are looking for and what tutors think they are giving. Tutors comment that students are more interested in the mark than the feedback, and yet students indicate that they do not get enough feedback, or that it is not useful. This study investigates student and staff perceptions of the linking of marking and feedback in face-to-face sessions. A cohort of year one university students were given the option of receiving either written feedback or a 15 minute meeting with one of their tutors to have their essay marked with them. Forty nine students chose face-to-face marking, the remaining 35 students received written feedback. Focus groups were used to investigate the student experience. Staff members were also asked to reflect on the process. Students and staff found the experience of face-to-face marking beneficial and positive. Both felt that the time spent together allowed for a feedback dialogue about the piece of work, and that staff could explain and justify why marks were given.