Hands-on Education of Robotics Department for Four Years of College

2011 ◽  
Vol 23 (5) ◽  
pp. 789-798 ◽  
Author(s):  
Yasuo Hayashibara ◽  
◽  
Shuro Nakajima ◽  
Ken Tomiyama ◽  
Kan Yoneda
Keyword(s):  
Laboratory Work ◽  
Control Engineering ◽  
Useful Knowledge ◽  
Hands On ◽  
Information Engineering ◽  
Mechanism Control ◽  
Engineering Mechanics ◽  
Institute Of Technology ◽  
Advanced Robotics ◽  
Mechanical Dynamics

In this paper, we introduce engineering education at the Department of Advanced Robotics, Chiba Institute of Technology. At the department, we try to teach useful knowledge and provide laboratory work leading to useful experience. One purpose of the curriculum is to enable students to design a system with a mechanism, control circuit, and computer programming. We then provide many lectures related to system design – control engineering, mechanics, mechanical dynamics, electronic circuits, information engineering, mechanical drawing, and so on – and provide laboratory work on related theory in the lectures. Laboratory work helps students understand abstract theories that are difficult to understand based on desk study alone. This laboratorywork continues fromthe first to fourth years. In addition, we provide many project studies. Some students try to develop their own systems through extracurricular studies. Through the project, students obtain much knowledge and experience. After introducing our curriculum, we discuss the results of this curriculum.

Hands-on Robotics Instruction Program for Beginners

2011 ◽  
Vol 23 (5) ◽  
pp. 799-810 ◽  
Author(s):  
Kengo Toda ◽  
◽  
Yu Okumura ◽  
Ken Tomiyama ◽  
Takayuki Furuta
Keyword(s):  
High Schools ◽  
Questionnaire Survey ◽  
Science And Technology ◽  
Learning Support ◽  
Hands On ◽  
Robot Hands ◽  
Survey Results ◽  
Institute Of Technology ◽  
Advanced Robotics

A robotics instruction program is implemented for beginners to understand outlines of robotics. The aim of this program is to give students an outline of “what a robot is” together with its relations with various areas concerned and facilitate each student to produce their own robots and learn its process. This paper introduces lecture contents of “Robot Hands-On Exercise” conducted on freshmen of the Department of Advanced Robotics at Chiba Institute of Technology. This paper also includes visiting lectures with reorganized contents for a crash course provided as a part of Super Science High Schools (SSH) and Science Partnership Project (SPP), which are learning support projects by Japan Science and Technology Agency. We will summarize the findings based on questionnaire survey results and interactions with the students through those lectures.

Hands-On Graduate Courses in Lean Manufacturing (LM) Emphasizing Green and Total Productive Maintenance (TPM)

2010 ◽  
Author(s):  
Geoffrey J. Peter
Keyword(s):  
Graduate Students ◽  
Case Studies ◽  
Lean Manufacturing ◽  
Building Design ◽  
Pilot Project ◽  
Design Stage ◽  
Total Productive Maintenance ◽  
Initial Product ◽  
Hands On ◽  
Institute Of Technology

The author developed and taught the second hands-on graduate course in a series of three Environmentally Friendly Manufacturing (EFM) courses offered at the Manufacturing and Mechanical Engineering and Technology (MMET) Masters Program at the Oregon Institute of Technology (OIT), Portland Center. Courses in this series include Environmentally Conscious Manufacturing (ECM-1), Lean Manufacturing (LM) emphasizing Green and Total Productive Maintenance (TPM), and Emission Control in Manufacturing (ECM-II). The first two-thirds of the course curriculum consisted of regular classroom lectures, limited homework, two case studies, discussions, videos, and visits to two companies that were implementing or had implemented LM. In addition, a guest lecturer from Washington State Department of Ecology discussed relevant LM and environmental case studies. The final third of the course curriculum consisted of hands-on industry-based case studies. Students gained real-world experience in the manufacturing facilities of the four companies that elected to participate in the pilot project. The LM course, taught from an engineer’s point of view, emphasized the engineer’s role at the initial product design stage, and or manufacturing process design, including building design. This paper describes the course content of the LM curriculum, the innovative methods developed to teach the course, and the methods used to teach LM to graduate students with different undergraduate educational backgrounds including individuals with no prior industrial experience. It discusses three industry-based case studies, company profiles, and the benefits derived by participating companies and graduate students. Curriculum effectiveness was determined at the end of the course in part through students’ and industry participant’s comments. Future publication will describe the contents and case studies of the third ECM II in the EFM course curricula.

scholarly journals Hands On Learning Tools For Engineering Mechanics

2020 ◽  
Author(s):  
Eric Constans ◽  
Jennifer Kadlowec ◽  
Beena Sukumaran ◽  
Paris von Lockette ◽  
Douglas Cleary
Keyword(s):  
Learning Tools ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Mechanics

Virtual Laboratory Work for Discovering Gas Solubility in Water

2018 ◽  
pp. 281-297
Author(s):  
Göran Karlsson
Keyword(s):  
Laboratory Experiment ◽  
Scientific Reasoning ◽  
Virtual Laboratory ◽  
Laboratory Work ◽  
Design Experiment ◽  
Gas Solubility ◽  
Solubility In Water ◽  
Hands On ◽  
Solubility Of Gases

Compared to hands-on experiments, virtual laboratory work has the advantage of being both more cost- and time-effective, but also invokes questions about its explorative capacities. The aim of this chapter is to study how students' scientific reasoning was contingent on altered guiding structures within a virtual laboratory experiment. The virtual laboratory was developed through a design experiment involving three successive versions with altered guiding structures. Analysis of 12 dyads' reasoning about gas solubility in water revealed that the problem was not primarily for the students to realize how the volume of gas changed, but rather to understand the concept of solubility of gases. It was also observed how the guiding structures within each version influenced the students' reasoning about the studied phenomenon in certain trajectories.

scholarly journals Microcontroller-based Feedback Control Laboratory Experiments

2014 ◽  
Vol 4 (3) ◽  
pp. 60 ◽  
Author(s):  
Chiu Choi
Keyword(s):  
Feedback Control ◽  
Servo Control ◽  
Small Scale ◽  
Single Chip ◽  
Feedback Controllers ◽  
Control Engineering ◽  
Physical Plant ◽  
Hands On ◽  
The University ◽  
Significant Effort

this paper is a result of the implementation of the recommendations on enhancing hands-on experience of control engineering education using single chip, small scale computers such as microcontrollers. A set of microcontroller-based feedback control experiments was developed for the Electrical Engineering curriculum at the University of North Florida. These experiments provided hands-on techniques that students can utilize in the development of complete solutions for a number of servo control problems. Significant effort was devoted to software development of feedback controllers and the associated signal conditioning circuits interfacing between the microcontroller and the physical plant. These experiments have stimulated the interest of our students in control engineering.

scholarly journals A Hands-On Laboratory for Intelligent Control Courses

2020 ◽  
Vol 10 (24) ◽  
pp. 9070
Author(s):  
Hugo Torres-Salinas ◽  
Juvenal Rodríguez-Reséndiz ◽  
Adyr A. Estévez-Bén ◽  
M. A. Cruz Pérez ◽  
P. Y. Sevilla-Camacho ◽  
...  
Keyword(s):  
Intelligent Control ◽  
Engineering Students ◽  
Industrial Area ◽  
Control Loop ◽  
Ability To Work ◽  
Control Engineering ◽  
Complete Control ◽  
Control Techniques ◽  
Learning Techniques ◽  
Hands On

This research focused on developing a methodology that facilitates the learning of control engineering students, specifically developing skills to design a complete control loop using fuzzy logic. The plant for this control loop is a direct current motor, one of the most common actuators used by educational and professional engineers. The research was carried out on a platform developed by a group of students. Although the learning techniques for the design and implementation of controllers are extensive, there has been a delay in teaching techniques that are relatively new compared to conventional control techniques. Then, the hands-on laboratory offers a tool for students to acquire the necessary skills in driver tuning. In addition to the study of complete systems, the ability to work in a team is developed, a fundamental skill in the professional industrial area. A qualitative and quantitative analysis of student learning was carried out, integrating a multidisciplinary project based on modern tools.

scholarly journals A Small-Scale Concept-based Laboratory Component: The Best of Both Worlds

2006 ◽  
Vol 5 (1) ◽  
pp. 41-51 ◽  
Author(s):  
Dina Gould Halme ◽  
Julia Khodor ◽  
Rudolph Mitchell ◽  
Graham C. Walker
Keyword(s):  
Scientific Method ◽  
Small Scale ◽  
Massachusetts Institute Of Technology ◽  
Abstract Concepts ◽  
Hands On ◽  
Laboratory Component ◽  
Biological Concepts ◽  
Students Attitudes ◽  
Institute Of Technology ◽  
Concept Framework

In this article, we describe an exploratory study of a small-scale, concept-driven, voluntary laboratory component of Introductory Biology at the Massachusetts Institute of Technology. We wished to investigate whether students' attitudes toward biology and their understanding of basic biological principles would improve through concept-based learning in a laboratory environment. With these goals in mind, and using our Biology Concept Framework as a guide, we designed laboratory exercises to connect topics from the lecture portion of the course and highlight key concepts. We also strove to make abstract concepts tangible, encourage learning in nonlecture format, expose the students to scientific method in action, and convey the excitement of performing experiments. Our initial small-scale assessments indicate participation in the laboratory component, which featured both hands-on and minds-on components, improved student learning and retention of basic biological concepts. Further investigation will focus on improving the balance between the minds-on concept-based learning and the hands-on experimental component of the laboratory.

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