Hands-On Example of System Design

2018 ◽  
pp. 147-160
Keyword(s):  
System Design ◽  
Hands On

scholarly journals AN INTEGRATED, REAL-TIME APPROACH TO PROCESS CONTROL SYSTEM DESIGN EDUCATION

2011 ◽  
Author(s):  
Brent Young ◽  
William Svrcek
Keyword(s):  
Control System ◽  
Process Control ◽  
System Design ◽  
Real Time ◽  
Design Education ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Process Control System ◽  
Control System Design ◽  
Hands On

Throughout the chemical and process industries, ever more emphasis is being placed upon extracting increasingly greater value from plant equipment, with substantial interest in energy efficiency and responsible environmental stewardship. Improved process control is almost unique in its ability to deliver substantial operational efficiency and environmental improvements with relatively little additional capital investment. As such, process control has become one of the most sought after skills within the chemical and process industries. Industry needs graduates that are educated in the latest and most relevant skills. Industry practitioners rely heavily on commercially available process simulation tools and hands on, time domain based control strategy development techniques, e.g. [1-2]. This paper describes an integrated, real-time approach to the education of undergraduate chemical engineering students in process control system design [3-4]. The real-time approach to process control system design education integrates introductory process control education and industrial practice. The approach focuses on the more applied and practical time domain based techniques derived from modern process simulation. The use of computers is a central theme to the approach, and their use in simulations and the software is carefully introduced. The students gain a thorough understanding of instrumentation, process design versus controllability trade offs, control loop configurations and tuning, practical techniques for the control of unit operations and basic plant-wide control. This integrated, real-time approach to the education of undergraduate chemical engineering students in process dynamics and control has been taught as a capstone subject at the University of Calgary since 1997 using active, “hands on” or resource based learning [5-6]. A small number of lectures at the beginning of the course are advocated from a learning perspective to motivate students rather than to simply transmit information. A majority of “hands on” tutorial and / or simulation sessions are recommended on case studies, workshops or projects facilitated by the instructors [7]. The approach is illustrated by examples from this capstone course.

scholarly journals Teaching Embedded System Design

2012 ◽  
Author(s):  
Ken Ferens
Keyword(s):  
Embedded System ◽  
System Design ◽  
Student Performance ◽  
Problem Analysis ◽  
Computer Engineering ◽  
Embedded System Design ◽  
Hands On ◽  
University Of Manitoba ◽  
The University ◽  
First Time

For the first time in the Department of Electrical and Computer Engineering at the University of Manitoba, a 100% hands-on course was implemented in the winter term of the 2011/2012 year. This course ECE 3730 Embedded System Design was introduced into the curriculum and designed specifically to correct an imbalance between computer and electrical engineering student pre-requisites; to address students studying only for the exam problem; and to directly assess student performance particularly in the CEAB attributes of Design, Investigation, Problem Analysis, and Tools.

Performing the System Design Process: An Intelligent Way to Learn

1995 ◽  
Vol 39 (6) ◽  
pp. 394-398 ◽  
Author(s):  
Russell J. Sojourner ◽  
Wesley A. Olson1 ◽  
Gary L. Serfoss
Keyword(s):  
Human Factors ◽  
System Design ◽  
Design Process ◽  
United States Air Force ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Hands On ◽  
Hands On Learning ◽  
Composite Scores

Structuring the ideal human factors curriculum has received considerable interest in recent years. A common theme stresses the need for hands-on learning. The United States Air Force Academy recently developed a human factors design course that emphasized critical thinking skills through interactive, collaborative techniques. Steps critical to the system design process were taught to the students and were subsequently performed by student design teams. The teams then submitted competitive proposals for a workstation being built as part of an actual dormitory renovation project. A “winning” design was selected at the culmination of the course, and was later implemented by construction contractors. The design effort received universal praise by Academy management, architects, and civil engineering personnel. Educational success was measured by standardized student critique data which rated the course significantly higher than composite scores from all Academy offerings. Collaborative hands-on design appears to have been a successful method of teaching critical human factors principles.

Embedded C programming using FRDM hands-on learning system design education

2016 ◽  
Author(s):  
Mohamad Taib Miskon ◽  
Suziana Omar ◽  
Nur Hafizah Rabi'ah Husin ◽  
Rosheila Darus ◽  
Zulzilawati Jusoh
Keyword(s):  
System Design ◽  
Design Education ◽  
Learning System ◽  
C Programming ◽  
Hands On ◽  
Hands On Learning

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Students Involvement in Multilingual and Multicultural Community Services

2015 ◽  
Vol 22 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Ying-Chiao Tsao
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Linguistically Diverse ◽  
Community Services ◽  
Cultural Humility ◽  
Self Assessment ◽  
Multicultural Community ◽  
Raising Awareness ◽  
Hands On ◽  
Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

A ’Hands-On’ Approach

ASHA Leader ◽  
2012 ◽  
Vol 17 (9) ◽  
pp. 55-55
Author(s):  
Kimberly Abts
Keyword(s):  
Hands On

Telepractice: A Survey of AuD Students Pre- and Post-Telepractice

2017 ◽  
Vol 2 (18) ◽  
pp. 28-41
Author(s):  
Kelli M. Watts ◽  
Laura B. Willis
Keyword(s):  
Doctoral Students ◽  
Graduate School ◽  
Professional Services ◽  
Hands On ◽  
Before And After ◽  
Lack Of Knowledge

Telepractice, defined by the American Speech-Language-Hearing Association (ASHA, n.d.) as “the application of telecommunications technology to the delivery of professional services at a distance by linking clinician to client, or clinician to clinician, for assessment, intervention, and/or consultation,” is a quickly growing aspect of practicing audiology. However, only 12% of audiologists are involved in providing services via telepractice (REDA International, Inc., 2002). Lack of knowledge regarding telepractice has been cited as one of the reasons many audiologists do not use telepractice to provide audiology services. This study surveyed audiology doctoral students regarding their opinions about the use of telepractice both before and after their opportunity to provide services via telepractice sessions. The authors expected that by providing students the opportunity to have hands-on training in telepractice with supervision, they would be more open to using telepractice after becoming licensed audiologists. Overall, the data indicates benefits of exposing students to telepractice while they are in graduate school.

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