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Revised program (morning)

Revised program (morning). Introduction to Aalborg University and how it uses Problem Based Learning: Structure of the University Controlling the studies Courses PBL and Project Work What is a Project ? Getting started with a Project - exercise. University Senate Rectorate. Faculty of

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Revised program (morning)

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  1. Revised program (morning) Introduction to Aalborg University and how it uses Problem Based Learning: • Structure of the University • Controlling the studies • Courses • PBL and Project Work • What is a Project ? • Getting started with a Project - exercise

  2. University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Departments Study Programmes Structure of Aalborg University

  3. Secretary and labs Research Teaching University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Structure of Aalborg University Institute of Elec- tronic Systems Study Programmes

  4. Project work Course activities Secretary and labs Research Teaching University Senate Rectorate Faculty of Humanities Faculty of Engi- neering and Sc. Faculty of Social Science Structure of Aalborg University Institute of Elec- tronic Systems Computer Eng. Electronic and .

  5. Working tasks for VIP’s

  6. Study board for Electronics and Information Technology

  7. 4.6. INTELLIGENT AUTONOMOUS SYSTEMS Objectives and contents of the specialisation The objectives of the specialisation in Intelligent Autonomous Systems are summarised asfollows: to provide students with knowledge in modelling of mechanical systems such as spacecraft, ships, and mobile robots, enable the student to apply modern methods of control to problems related to autonomous systems, to analyse methods of state observation, parameter estimation and sensor fusion in mechanical systems, to provide students with a comprehension of supervisory control, fault-tolerant control and fault detection, to let students analyse software architectures for autonomous systems. The courses include necessary general theoretical topics within process control for autonomous systems but modules are also made available in scientific communication andproficiency in English language for those who need it. Controlling the studies Study Regulations: • General regulations • Sector’s, lines or specialization’s • Objectives and content

  8. SPRING Semester – Intelligent Autonomous Systems THEME: Modelling and Control PERIOD: 1 February - 30 June PURPOSE: To give knowledge and comprehension of optimal and robust control theory. To give the students the ability to analyse modern control methods for multi input/multi output systems. To give students the ability to apply modelling methods and control synthesis for advanced mechanical systems. CONTENTS: The project is based on a problem of control and supervision of an autonomous system. Themodel of the mechanical system has to be derived. The vital part of the project is the choiceof the set of actuators and sensors for onboard application. Different control strategies haveto be investigated and compared. The supervisor system responsible for autonomy onboardhas to be designed. The chosen solution has to be implemented on a real time platform andtested, either by the computer simulations or dedicatedhardware. COURSES: Courses will be given in the field of modelling of mechanical systems, supervisory and fault tolerant control, and modern control theory. EXAM: The external oral examination is based on the prepared project documentation. Each studentis marked according to the 13-scale. Controlling the studies Study Regulations: • General regulations • Sector’s, lines or specialization’s • Objectives and content • Specific semesters • Theme

  9. Model based tracking for navigation • Background • As part of an ongoing research project (with Computer Science AAU andThe Danish Institute of Agricultural Sciences) an autonomous vehicle isdeveloped which navigates autonomously in the field. The aim is toreduce the inputs to the field and monitor the growth of the individual plants, thereby providing obvious environmental and economicadvantages over more traditional farming. • Purpose • It is important in such applications to both navigate accurately in the fieldbut also to be able to identify individual plants. The aim in this project is touse perspective images captures from a camera mounted on the front ofthe vehicle to provide estimates of structure of the crop rows as well as position of the individual plants. The focus will not be on the imageanalysis but on sensor fusion with non-vision sensors mounted on thevehicle e.g. wheel encoders, differential GPS as well as integration ofinformation about the known structure of the field. • The aim is to use all available information on the autonomous vehicle inorder to achieve the best possible estimates of the vehicle and individualplant position (in the order of cm). • Methods • The project will include: • Modeling of vehicle system and plant pattern in the cameraimage • Prediction of the crop structure based on the systemmodels as well as previous measurements (images and • data from sensors) • Estimation of vehicle position and orientation as well asplant position • Algorithms are simulated in the laboratory on simplesetup. • If possible the algorithms are applied to data acquired inthe field. Controlling the studies Study Regulations: • General regulations • Sector’s, lines or specialization’s • Objectives and content • Specific semesters • Theme • Projects

  10. Study related courses (SE): Fault Detection and Automated Systems Modelling of Mechanical Systems Controller Structures Modelling of Mechanical Systems II Engineering Responsibilities Project related courses (PE): Robust Control Optimal Control Supervisory Control Neural Networks and Fuzzy Logic Project Management and Team Building Controlling the studies Study Regulations: • General regulations • Sector’s, lines or specialization’s • Objectives and content • Specific semesters • Theme • Projects • Courses

  11. Controlling the studies Study Regulations: • General regulations • Sector’s, lines or specialization’s • Objectives and content • Specific semesters • Theme • Projects • Courses • Semester group

  12. Teaching task’s Structure of a semester: Study courses and lectures Project courses lectures seminar Lecturer/instructor Examination 50% - 33% Examinor Lecturer/instructor Project Supervisor: Advisor and facilitator 50% - 67% Examinor/censor Examination

  13. Course Description • Optimal Control Theory • Purpose: • To give the students knowledge in optimal control and practical experience with optimal control strategies based on minimisation of a performance index. • Contents: • Dynamic programming • LQ control • Introduction of reference and disturbance conditions • Introduction of integral conditions • Use of observer, LQG control • The position of closed loop poles • Prerequisites: Analogue and Digital Control (FP6-4, PR6-1, PR6-2), Stochastic systems(FP6-3, FP8-5) • Duration: 1 module • Category: Project theme course (PE- course) Courses • Description

  14. Courses • Description • Placed in a timetable for the semester

  15. Courses Each lesson/lecture (Mini module): • Duration 3 hours 45 minutes (½ day) • 2 lectures app. 45 min each • Exercises in groups, app. 2 hours • The lecturer is now instructor The purpose of the combination of lectures/exercises is to increase the comprehension of the curriculum

  16. Courses Differences between project course (PE) and study course (SE) • Examination • PE has no formal examination by the lecturer, it is examined during the project examination by the supervisor • SE is examined by the lecturer, normally as a written examination (passed/non passed) • Exercises • PE is used in the project, exercises is examples • In SE the student must learn to solve examination exercises

  17. Coffee break until 10.30

  18. Problem-based learningand/or Project Work Why use these pedagogical ideas? To emphasize learning instead of teaching: • Learning is not like pouring water into a glass • Learning is an active process of investigation and creation based on the learners interest, curiosity and experience and should result in expanded insights, knowledge and skills

  19. Study groups working individually thematic blocks individual assessment/exam Project groups working on a common product thematic semester ½ year group assessment/examination Comparing two models teamwork selfdirected learning problembased learning interdisciplinary exemplarity

  20. Aalborg model • a project each semester • each group has a group room • group size of 6-8 students first year, 2-3 students the last year • each group has at least one supervisor • self selected group and projects within themes and disciplines • group assessment

  21. ProjectOrganization • The group have to choose a task or problem and set up their own objectives for the project • Every project is a unique and complex task • The students have to be active in the seeking and learning processes, which may lead to a deeper understanding • Teamwork

  22. Problem-oriented – what is that? • Wondering • Asking questions • Draw up contrasts Learning is about posting questions

  23. Problem-based: Methodical objectives Based on experience The student is in control Interdisciplinary Discipline-based: Technical objectives Based on subjects Teacher is in control One discipline at a time Problem-based awareness

  24. Student Project too broad Student Project too narrow Industriel Project The ideal Student Project The four phase model of a Project Analyse Design Implementation Test

  25. Why is analysing important? LP Wife Water What shall I do to get to my wife?

  26. How to start analysing – presentation of two tools • The six W- model • Post It Brain storm • Everybody write notes on post it laps for 5 min • All laps is placed on the blackboard • You read up all the laps • All go to the blackboard and together you structure the brain storm What? Why? Problem How? Where? Whom? When?

  27. Exercise • Choose a problem that you as a group think could make a good learning project • Use the Post-it brain storm to make a first ”analyse” of the problem and create a structure for the following analyse • Make a list of technical subjects that the students would need to know about (e.g. have a course) to solve the problem

  28. Project example • In a danish brewery there is too much noise emitted in the production hall, due to the bottles. How can the noise be reduced ?

  29. Lunch until 13.30

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