Purpose built teaching equipment for a laboratory based course in three phase machines and drives

The hazards associated with high voltage three phase inverters and the rotating shafts of large electrical machines have resulted in most of the engineering courses covering these topics to be predominantly theoretical. This paper describes a set of purpose built, low voltage and low cost teaching equipment which allows the "hands on" instruction of three phase inverters and rotating machines. By using low voltages, the student can experiment freely with the motors and inverter and can access all of the current and voltage waveforms, which until now could only be studied in text books or observed as part of laboratory demonstrations. Both the motor and the inverter designs are optimized for teaching purposes cost around $25 and can be made with minimal effort.

Purpose built teaching equipment for a laboratory based course in three phase machines and drives

The hazards associated with high voltage three phase inverters ond the rotating sha@s of large electrical machines have resulted in most of the engineering courses covering these topics to be predominantly theoretical. This paper describes a set of purpose built, low voltage and low cost teaching equipment which allows the “hands on I’ instruction of three phase inverters and rotating machines. By using low voltages, the student can experiment freely with the motors and inverter and can access all of the current and voltage waveforms, which until now could only be studied in text books or observed as part of laboratory demonstrations. Both the motor and the inverter designs are optimized for teaching purposes, cost around $25 and can be made with minimal effort.

Three-phase machines and drives - equipment for a laboratory-based course

The hazards associated with high-voltage three-phase inverters and high-powered large electrical machines have resulted in most of the engineering courses covering three-phase machines and drives theoretically. This paper describes a set of purpose-built, low-voltage, and low-cost teaching equipment that allows the hands-on instruction of three-phase inverters and rotating machines. The motivation for moving towards a system running at low voltages is that the students can safely experiment freely with the motors and inverter. The students can also access all of the current and voltage waveforms, which until now could only be studied in textbooks or observed as part of laboratory demonstrations. Both the motor and the inverter designs are for teaching purposes and require minimal effort and cost

Three-phase machines and drives - Equipment for a laboratory-based course

The hazards associated with high-voltage three-phase inverters and high-powered large electrical machines have resulted in most of the engineering courses covering three-phase machines and drives theoretically. This paper describes a set of purpose-built, low-voltage, and low-cost teaching equipment that allows the hands-on instruction of three-phase inverters and rotating machines. The motivation for moving towards a system running at low voltages is that the students can safely experiment freely with the motors and inverter. The students can also access all of the current and voltage waveforms, which until now could only be studied in textbooks or observed as part of laboratory demonstrations. Both the motor and the inverter designs are for teaching purposes and require minimal effort and cost.

The design and development of an undergraduate signal processing laboratory

The School of Electrical and Electronic Systems Engineering of Queensland University of Technology (like many other universities around the world) has recognised the importance of complementing the teaching of signal processing with computer based experiments. A laboratory has been developed to provide a "hands-on" approach to the teaching of signal processing techniques. The motivation for the development of this laboratory was the cliche "What I hear I remember but what I do I understand." The laboratory has been named as the "Signal Computing and Real-time DSP Laboratory" and provides practical training to approximately 150 final year undergraduate students each year. The paper describes the novel features of the laboratory, techniques used in the laboratory based teaching, interesting aspects of the experiments that have been developed and student evaluation of the teaching techniques

First year industrial design studio-based teaching pedagogies and students’ engagement

Student engagement tends to be viewed as a reflection of learning processes, and in the context of first year university studies, it is a crucial means of an educational process that establishes the foundations for successful later year studies (Krausse and Coates, 2008). In the context of first year design studio teaching in higher education, fostering students’ positive engagement poses challenges to design educators as current trends set these design studios to be large size classes that makes difficult to manage and follow up students’ individual learning experiences. At QUT’s first year industrial design studio classes we engage in a variety of teaching pedagogies from which we identify two of them as instrumental vehicles to foster positive student engagement. Concept bombs and the field trip experience provide such platform as shown in student responses through a learning experience survey.

Structural identification of a laboratory-based steel through truss cantilevered bridge with suspended span using a layered genetic algorithm with patternsearch step (GAPS)

Structural identification (St-Id) can be considered as the process of updating a finite element (FE) model of a structural system to match the measured response of the structure. This paper presents the St-Id of a laboratory-based steel through-truss cantilevered bridge with suspended span. There are a total of 600 degrees of freedom (DOFs) in the superstructure plus additional DOFs in the substructure. The St-Id of the bridge model used the modal parameters from a preliminary modal test in the objective function of a global optimisation technique using a layered genetic algorithm with patternsearch step (GAPS). Each layer of the St-Id process involved grouping of the structural parameters into a number of updating parameters and running parallel optimisations. The number of updating parameters was increased at each layer of the process. In order to accelerate the optimisation and ensure improved diversity within the population, a patternsearch step was applied to the fittest individuals at the end of each generation of the GA. The GAPS process was able to replicate the mode shapes for the first two lateral sway modes and the first vertical bending mode to a high degree of accuracy and, to a lesser degree, the mode shape of the first lateral bending mode. The mode shape and frequency of the torsional mode did not match very well. The frequencies of the first lateral bending mode, the first longitudinal mode and the first vertical mode matched very well. The frequency of the first sway mode was lower and that of the second sway mode was higher than the true values, indicating a possible problem with the FE model. Improvements to the model and the St-Id process will be presented at the upcoming conference and compared to the results presented in this paper. These improvements will include the use of multiple FE models in a multi-layered, multi-solution, GAPS St-Id approach.

Models for the field-based toxicity of copper and zinc salts to wheat in 11 Australian soils and comparison to laboratory-based models

Laboratory-based relationships that model the phytotoxicity of metals using soil properties have been developed. This paper presents the first field-based phytotoxicity relationships. Wheat(Triticum aestivum L) was grown at 11 Australian field sites at which soil was spiked with copper (Cu) and zinc (Zn) salts. Toxicity was measured as inhibition of plant growth at 8 weeks and grain yield at harvest. The added Cu and Zn EC10 values for both endpoints ranged from approximately 3 to 4760 mg/kg. There were no relationships between field-based 8-week biomass and grain yield toxicity values for either metal. Cu toxicity was best modelled using pH and organic carbon content while Zn toxicity was best modelled using pH and the cation exchange capacity. The best relationships estimated toxicity within a factor of two of measured values. Laboratory-based phytotoxicity relationships could not accurately predict field-based phytotoxicity responses.

Education in J.J. Rousseau: a methodological antecedent of competence based teaching

Taking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summary of the most relevant changes and characteristics of competency-based teaching is developed, as well as its purpose. The student’s participation and activity are highlighted within their own learning process through the carrying out of tasks. The new educational model involves a radical change in the curriculum, in which it is highlighted the transformation of the methodology used in the classroom as well as the role of the teacher. Finally, the aim of the third part is to offer a comparative synthesis of both proposals grouping the parallelisms found in 4 topics: origin of the two models, its aims, methodology, and change in the teaching roles.