Co-Creating a Cyber-Physical Systems Educational Module: A Project-Based Learning Approach
Notice bibliographique
Résumé
Abstract This research addresses the design of an educational module that supports experiential learning of the concepts governing cyber-physical systems (CPS). Such systems have become integral in the Industry 4.0 revolution and require an interdisciplinary viewpoint in their design, implementation, and analysis. A CPS interconnects physical systems, sensors, and computational engines through a communications network to support monitoring and decision-making functions that maintain a desired performance of the physical system. They entail many of the fundamental topics in engineering education such as differential equations, dynamics, signals and systems and feedback control but also require an understanding of how data-driven decision making takes place. In this work, a team of graduate and undergraduate students collaborate with faculty and experts from industry to co-create an educational module on CPS that will be integrated in selected engineering courses. A project-based learning approach is implemented that begins with observations of a simple dynamic system followed by a phase of posing questions to understand the behavior of the states of the system. The system considered is a regular tape measure that is fixed at one end and its deployment length incrementally increased until the system transitions from an equilibrium to a buckled state. This problem has relevance to more complex applications such as the stability of deployable structures used in satellites. These structures are designed to be compactly packed during launch but structurally designed to deploy with light-weight flexible material. The material properties can render the system to buckle under the influence of external forces. When coupled with a sensing system and a network that transmits this data to a computing system, it allows action to be taken to maintain functionality of the system. In this experiment the properties of the tape measure such as projected length, width, curvature, and mass applied on the tape measure are recorded and measurable system variables are assessed. A simulation of the dynamical system yields a time-series of relevant data that is applied to predict the state of the system and the likelihood that it may buckle. The project based learning and co-creation model supports students from both STEM and non-STEM disciplines to become engaged in the design and analysis of future technology, learn how to communicate with each other and with experts and non-experts in the field and contribute to a more inclusive design of interdisciplinary educational modules.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».