Closed-loop control techniques for an adaptive-optical system with an interferometric wavefront sensor

In this paper, a comparative performance analysis of bridgeless boost and bridgeless buck converter for Uninterruptable Power Supply (UPS) is presented. The performance of UPS application in terms of their efficiency is compared between the conventional diode bridge converter and both bridgeless converters. The input supply power quality is also been analysed by applying open and closed loop control techniques to the converter. The results show that the efficiency and the input supply quality of the bridgeless converters are significantly improved. UPS using bridgeless boost converter has better performance in all aspect compared to bridgeless buck converter. Aligned with that, the closed loop controller for the converter has also improved the efficiency and PF more than the open loop controller in performing the UPS system. All the analytical work was performed using PSIM software.

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Project-based learning applied to an embedded systems course

International Journal of Electrical Engineering Education ◽

10.1177/0020720916675830 ◽

2016 ◽

Vol 54 (3) ◽

pp. 223-235 ◽

Cited By ~ 6

Author(s):

Marcelo AC Fernandes

Keyword(s):

Embedded Systems ◽

Closed Loop ◽

Project Based Learning ◽

Digital Systems ◽

Closed Loop Control ◽

Learning Method ◽

Computer Engineering ◽

Loop Control ◽

Control Techniques ◽

Engineering Programme

The aim of this work is to present a proposal for project-based learning applied to an embedded systems course. The proposal involves projects associated with the area of control and automation, in which the student develops solutions in embedded systems with microcontrollers. The projects envisage the development of closed-loop control techniques for various types of dynamic system. The proposed method was applied during four semesters (2012.1, 2012.2, 2013.1, and 2013.2) in the Digital Systems course of the Computer Engineering programme at the Federal University of Rio Grande do Norte (UFRN). The results of opinion surveys conducted with the students during the four semesters are presented in order to validate the proposed project-based learning method. Full details of implementation of the method are also provided in order to assist others involved in teaching similar academic programmes.

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The Impact of Visual Feedback Type on the Mastery of Visuo-Motor Transformations

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000084 ◽

2012 ◽

Vol 220 (1) ◽

pp. 3-9 ◽

Cited By ~ 4

Author(s):

Sandra Sülzenbrück

Keyword(s):

Empirical Research ◽

Visual Feedback ◽

Closed Loop ◽

Motor Planning ◽

Visual Input ◽

Closed Loop Control ◽

Loop Control ◽

Feedback Type ◽

Effective Use ◽

The Impact

For the effective use of modern tools, the inherent visuo-motor transformation needs to be mastered. The successful adjustment to and learning of these transformations crucially depends on practice conditions, particularly on the type of visual feedback during practice. Here, a review about empirical research exploring the influence of continuous and terminal visual feedback during practice on the mastery of visuo-motor transformations is provided. Two studies investigating the impact of the type of visual feedback on either direction-dependent visuo-motor gains or the complex visuo-motor transformation of a virtual two-sided lever are presented in more detail. The findings of these studies indicate that the continuous availability of visual feedback supports performance when closed-loop control is possible, but impairs performance when visual input is no longer available. Different approaches to explain these performance differences due to the type of visual feedback during practice are considered. For example, these differences could reflect a process of re-optimization of motor planning in a novel environment or represent effects of the specificity of practice. Furthermore, differences in the allocation of attention during movements with terminal and continuous visual feedback could account for the observed differences.

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