Teaching Mechatronics & Controls using NI Technology

Transcription

1 Teaching Mechatronics & Controls using NI Technology NAJIB METNI Chairperson Department of Mechanical Engineering 1

2 OUTLINE 1. Mechatronics Definition 2. Mechatronics in Mechanical Eng. Curriculum 3. Methods Used in teaching 4. Benefits using NI Technology 5. ABET assessment using NI Technology 6. Assessment Results 2

3 Mechatronics 3

4 Mechatronics & Control Track ME Department - NDU EEN 205 Electric Circuits ENG 202 Engineering Software EEN Electronics EEN 207 Instrumentation Lab MEN401 Introduction to Mechatronics MEN 435 Modern Control MEN 573 Mechatronics & Control Lab MEN 439 Advanced Instrumentations MEN540 Robots & Manipulators 4

5 ME Curriculum vs. NI ENG 202: Introduction to LabVIEW MEN 401: Sensors, Actuators, Hardware/Software Interface MEN 435: Automated Controls MEN 573: Advanced LabVIEW, Data Acquisition (NI ELVIS, MyRIO), Quanser setups. MEN 439: Advanced Instrumentation, MyRIO, Quanser setups. 5

6 Benefits using NI Technology NI technology gives an integrated approach for learning: Sensors use and classification Signal Conditioning and Interface Actuators selection and interface Control schemes Hardware/Software Interface 6

7 Benefits using NI Technology Engage students interests. Design to prototype in just one semester. Very appropriate to apply in their senior capstone projects. Flexibility of switching between simulation and real-world implementation (LabVIEW + myrio) LabVIEW (MathScript RT, Control and Simulation) are great tools to analyze the linearized models and to assist with the students controller designs. 7

8 Project Based Learning Design and Build a device for a specific task (mechanical component, sensor/actuator, interface, programming, control). Use third-party hardware systems: Quanser 8

9 Course Final Project Final Project in MEN439: Engineering Instrumentation Design and Build a device containing at least the following Sensing device Actuation device Control Scheme: feedback controllers in the timedomain, using the Root-Locus method, and in the frequency-domain. 9

10 Course Final Project 10

11 myrio Learning and Usage Expose students to modern real-time controllers similar to ones they will likely experience in their professional careers. Allow students to design on real-time computers. Design and easily implement Dynamic Output feedback controllers. myrio available to checkout for senior capstone projects. 11

12 Capstone Senior Projects-myRIO Revamped Lab Equipments with outdated Data Acquisition systems. 12

13 ABET Assessment The Accreditation Board of Engineering and Technology (ABET) is the recognized accreditation agency for colleges and university programs in the field of applied sciences, computing and engineering. ABET accreditation is the assurance that a university program meets the quality standards established by the appropriate profession. 13

14 ABET Assessment Criterion 3: a program must show that there is an assessment and evaluation process in place. This process periodically documents and demonstrates the degree to which the student outcomes are attained. 14

15 ABET Student Outcomes a) An ability to apply knowledge of mathematics, science and engineering b) An ability to design and conduct experiments, as well as to analyze and interpret data c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability d) An ability to function on multi-disciplinary teams e) An ability to identify, formulate and solve engineering problems f) An understanding of professional and ethical responsibility g) An ability to communicate effectively h) The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context i) A recognition of the need for, and an ability to engage in life-long learning j) A knowledge of contemporary issues k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 15

16 ABET Student Outcomes a) An ability to apply knowledge of mathematics, science and engineering b) An ability to design and conduct experiments, as well as to analyze and interpret data c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability and sustainability d) An ability to function on multi-disciplinary teams e) An ability to identify, formulate and solve engineering problems 5 Student Outcomes focus specifically on experiential, hands-on learning and use of tools that are industry standard. k) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice 16

17 Student Outcome Assessment Assessment of outcomes is different than grading. Assessment of Student Outcomes through: Direct Measures: Specific test questions Projects, reports Rubrics Indirect Measures: Surveys 17

18 Project Assessment Design and build a system for a specific task Model the system Outcome (a) Outcome (c) Use of Mechanical components (gears, pulleys, etc.) Selection & interface of Sensors / Actuators Data Acquisition System Outcome (e) Programming Testing and data handling Outcome (k) Outcome (b) Team Project Outcome (d) 18

19 Rubric SO (b) Data Analysis & Interpretation Two Performance Indicators for Student Outcomes (b) Analysis of Data Interpretation of Data Statistical/computational analysis is missing or inaccurate; Unaware of measurement errors; Does not differentiate between valid and invalid data. Makes no attempt to relate data to theory; Cannot develop hypotheses based upon observations; Data summary is poor or missing. Statistical/computational Statistical/computational analysis is used but analysis are used; inaccurate or incomplete; Recognizes and accounts Is aware of measurement for sources of errors or errors but no attempt is bias; Recognizes made to identify or account extraneous data. for them; Does not differentiate between valid and invalid data. Able to make connection Able to make independent between ideas and data observation; Conclusions when prompted but are supported by data with misinterprets physical charts and graphs. significance of theory; Data summarized but incomplete. Statistical/computational analysis thouroughly used; Recognizes sources or error and attempts to correct them; Computes statistical uncertainty of results; Recognizes extraneous data. Interprets data carefully using appropriate theory; Forms appropriate hypotheses based upon observations; Final results are verified by drawing effective graphs and charts reflecting analysis; Limitations are considered in the conclusion. 19

20 Rubric SO (k) Use of Modern Engineering Tools Two Performance Indicators for Student Outcomes (k) Use of a Computer Software Interface Software and Hardware Cannot select the appropriate software. Cannot learn to use new or unfamiliar software. Cannot select the appropriate Hardware & Software combination. With extra instruction and With some minor instructor's guidance, instructor's guidance, student can learn to use student can learn to use new or unfamiliar software. new or unfamiliar software. Includes some result presentation. Can select the appropriate combination but the interface is not operating. Can select the appropriate combination. The interface is working well with some guidance. Proper use of software to communicate with hardware. Is able to independently select & use the software to properly solve assignments/projects. Results are well presented through the computer software. The software/hardware interface is working effectively. The presentation of data is well managed through a clear user interface. 20

21 Results for SO (k) Outcome (k) - Modern Engineering Tools SP10 SP12 SP14 78% 87% 82% 80% 84% 78% 93% 65% 61% Use of a Computer Software Write a Computer Program Interface Software & Hardware 21

22 THANK YOU 22