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Servo drives in production machines are either position-, speed-, force- or torque-controlled. As the motor current is proportional to torque or force, the current control loop dynamics is crucial for all operating modes. In production machines used in the semiconductor industry, it is particularly important that the bandwidths of the control loops are continuously increased. It is thus important to take the dependency of motor resistance and inductance on frequency in control loop design into consideration. As the switching frequencies of wide-bandgap semiconductors increase, the effect becomes even more significant. This paper discusses the influence of frequency-dependent resistance and inductance on the behavior of a PI current controller. A design method for an optimized and robust current controller is then presented on this basis. Verification is performed with two completely different servo motors-a 3-phase permanent magnet synchronous motor and a high-dynamic optimized voice-coil motor.
The measurement of torque is often based on a measured deformation, which results from a torsional load acting on the sensor. Strain gauges are standard devices for quantifying the deformation. In this paper, a device determining the torque based on a measured relative distortion of a torsional flexible body is presented. Two position measuring devices are used to determine the relative distortion. The design criteria for the flexible body of the sensor are discussed. A prototype using the proposed measurement principle was built up and analyzed regarding the achievable accuracy of the torque measurement at pure torsional loads and also under disturbing loads. The results show a high accuracy in the torque measurement with a linearity error in the range of 0.11% of the maximum torque. The influence of disturbing loads on the torque measurement can be neglected, which is an advantage compared to other torque sensors.
The digitalisation of production has a positive impact on manufacturing processes in terms of resource efficiency and environmental impact, particularly in the form of increased efficiency as well as cost and resource savings. However, the use of digitalisation technologies is also associated with efforts such as costs, CO2 emissions, and raw material consumption. When planning or deciding on the digitalisation of manufacturing systems, it is therefore necessary to assess whether these technologies pay off in terms of sustainability over their life cycle. This literature review (based on the PRISMA guidelines) analyses the relevance of sustainability assessment and its methods for the digitalisation of production in research. The review reveals that research focuses on the benefits of digitalisation technologies in manufacturing, while the assessment of efforts and their benefits is in its infancy. There is a need for further research on holistic assessment methods for digitalisation technologies. In particular, there is a lack of assessment methods that consistently link the economic and environmental dimensions of sustainability, and there is also a lack of guidance for the application of assessment methods in production.
A "hybrid" team-based physics course was developed and rolled out at the Albstadt-Sigmaringen University, Germany, with the intention to provide more flexibility in space and time for the students. Data on the correlation between type of participation and learning success showed, that participation in person together with the performance in other STEM related courses are the main predictors for learning success. Interestingly, it had no influence on the learning success of the non-participating students whether they participated remotely or not at all. Thus, the biggest challenge for the lecture of the future, which offers more flexibility in space and time, is the "activation" of students who participate remotely.
By axially loading of a cylindrical wire we utilize the first order buckling mode to form the shape of a segment of a wire loop inductor. The shape of the deformed wire is expressed in analytical form and provides the basis for a semi-empirical formulation of the loop inductance. Combining several buckling segments and taking advantage of the snap-through behavior of such a segment, the shape of the wire loop in air and hence the loop inductance can be varied mechanically on purpose. The analytical model for the tunable inductance enables a design methodology for bistable compliant inductors. We present two designs of mechanically tuned inductors in the range from 20nH to 50nH. Furthermore the electromagnetic properties of the proposed innovative components are confirmed by method of moments numerical modeling based on quasi-static magnetic fields and by experiment. We finally show that the design process is applicable to regular plane polygonal inductors representing multi-stable compliant stages.
A written exam in measurement technologies usually includes problems for operational amplifier circuits, error propagation, signal analysis and analog to digital conversion. During corona, teaching changed from presence lectures to remote lectures and examination formats changed, too. Instead of a written exam, student project exams were proposed. The projects included a computer aided temperature measurement with operational amplifier circuits, a calibration procedure, error propagation and a written report. The student project exams were successful and the students’ feedback was so positive that the student project exams are going to be continued.
In Tampere UAS the physics and mathematics education will be organized in a new way. The new model increases flexibility for students to choose a learning method suitable for them. The new model also offers some strong support for those students that are at the greatest risk to underperform or drop out their studies. The flexibility includes a possibility for an asynchronous online implementation in every physics and mathematics course. The stronger support means some extra workshop lessons for those who are in danger of dropping out. These workshop lessons concentrate on the very basics of the subject matter.
This paper delves into the impact of artificial intelligence (AI) on learning and teaching engineering physics, focusing on the use of AI chatbots. The study explores various issues encountered by educators when students utilize AI to solve physics problems, highlighting potential pitfalls and opportunities. Through testing AI chatbots' capabilities in physics learning, the paper evaluates their effectiveness in providing accurate and insightful responses. Results indicate that while AI, especially ChatGPT 4, shows promise in aiding students' understanding of physics concepts, there are limitations and challenges to consider, such as over-reliance on technology and the potential for AI to produce misleading solutions. The implications and discussions underscore the need for a balanced approach in integrating AI into education, emphasizing authentic understanding over merely obtaining correct answers. Using AI in creating teaching materials is not evaluated here.
This paper describes the transformation of engineering physics education through activating teaching methods for better learning outcomes and the redesign of learning spaces to support these pedagogical approaches. The transformation of a traditional physics laboratory into a versatile group work and multipurpose space known as the “STEM-Center,” at Tampere University of Applied Sciences is presented. The transformation was inspired by active pedagogical methods such as "Peer Instruction," "PDEODE," and the "SCALE-UP" method and its associated spaces. After the transformation, the space remains suitable for physics laboratory work. Across all courses, it encourages students to be active participants rather than passive listeners, which in turn improves learning outcomes. Most students express high satisfaction with the pedagogical methods and the learning environment as well as a preference for these engaging and activating methods over traditional lecture-based teaching, highlighting an enhanced learning experience and a stronger sense of ownership over their learning.