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Design and Development of a Hot S-Parameter Measurement System for Plasma and Magnetron Applications
(2020)
This paper presents the design, development and calibration procedures of a novel hot S-parameter measurement system for plasma and magnetron applications with power level up to 6 kW. Based on a vector network analyzer, a power amplifier and two directional couplers, the input matching hotS 11 and transmission hotS 21 of the device under test are measured at 2.45 GHz center frequency and 300MHz bandwidth, while the device is driven by the magnetron. This measurement system opens a new horizon to develop many new industrial applications such as microwave plasma jets, dryer systems, dryers and so forth. Furthermore, the developing, controlling and monitoring a 2kW 2.45GHz plasma jet and a dryer system using the measurement system are presented and explained.
Game-based learning is a promising approach to anti-phishing education, as it fosters motivation and can help reduce the perceived difficulty of the educational material. Over the years, several prototypes for game-based applications have been proposed, that follow different approaches in content selection, presentation, and game mechanics. In this paper, a literature and product review of existing learning games is presented. Based on research papers and accessible applications, an in-depth analysis was conducted, encompassing target groups, educational contexts, learning goals based on Bloom’s Revised Taxonomy, and learning content. As a result of this review, we created the publications on games (POG) data set for the domain of anti-phishing education. While there are games that can convey factual and conceptual knowledge, we find that most games are either unavailable, fail to convey procedural knowledge or lack technical depth. Thus, we identify potential areas of improvement for games suitable for end-users in informal learning contexts.
In this paper we report on an architecture for a self-driving car that is based on ROS2. Self-driving cars have to take decisions based on their sensory input in real-time, providing high reliability with a strong demand in functional safety. In principle, self-driving cars are robots. However, typical robot software, in general, and the previous version of the Robot Operating System (ROS), in particular, does not always meet these requirements. With the successor ROS2 the situation has changed and it might be considered as a solution for automated and autonomous driving. Existing robotic software based on ROS was not ready for safety critical applications like self-driving cars. We propose an architecture for using ROS2 for a self-driving car that enables safe and reliable real-time behaviour, but keeping the advantages of ROS such as a distributed architecture and standardised message types. First experiments with an automated real passenger car at lower and higher speed-levels show that our approach seems feasible for autonomous driving under the necessary real-time conditions.
In this paper we present SMART-FACTORY, a setup for a research and teaching facility in industrial robotics that is based on the RoboCup Logistics League. It is driven by the need for developing and applying solutions for digital production. Digitization receives constantly increasing attention in many areas, especially in industry. The common theme is to make things smart by using intelligent computer technology. Especially in the last decade there have been many attempts to improve existing processes in factories, for example, in production logistics, also with deploying cyber-physical systems. An initiative that explores challenges and opportunities for robots in such a setting is the RoboCup Logistics League. Since its foundation in 2012 it is an international effort for research and education in an intra-warehouse logistics scenario. During seven years of competition a lot of knowledge and experience regarding autonomous robots was gained. This knowledge and experience shall provide the basis for further research in challenges of future production. The focus of our SMART-FACTORY is to create a stimulating environment for research on logistics robotics, for teaching activities in computer science and electrical engineering programmes as well as for industrial users to study and explore the feasibility of future technologies. Building on a very successful history in the RoboCup Logistics League we aim to provide stakeholders with a dedicated facility oriented at their individual needs.
7T MR Safety
(2021)
During the Covid-19 pandemic, vocational colleges, universities of applied science and technical universities often had to cancel laboratory sessions requiring students’ attendance. These above of all are of decisive importance in order to give learners an understanding of theory through practical work.This paper is a contribution to the implementation of distance learning for laboratory work applicable for several upper secondary educational facilities. Its aim is to provide a paradigm for hybrid teaching to analyze and control a non-linear system depicted by a tank model. For this reason, we redesign a full series of laboratory sessions on the basis of various challenges. Thus, it is suitable to serve different reference levels of the European Qualifications Framework (EQF).We present problem-based learning through online platforms to compensate the lack of a laboratory learning environment. With a task deduced from their future profession, we give students the opportunity to develop own solutions in self-defined time intervals. A requirements specification provides the framework conditions in terms of time and content for students having to deal with the challenges of the project in a self-organized manner with regard to inhomogeneous previous knowledge. If the concept of Complete Action is introduced in classes before, they will automatically apply it while executing the project.The goal is to combine students’ scientific understanding with a procedural knowledge. We suggest a series of remote laboratory sessions that combine a problem formulation from the subject area of Measurement, Control and Automation Technology with a project assignment that is common in industry by providing extracts from a requirements specification.
Project work and inter disciplinarity are integral parts of today's engineering work. It is therefore important to incorporate these aspects into the curriculum of academic studies of engineering. At the faculty of Electrical Engineering and Information Technology an interdisciplinary project is part of the bachelor program to address these topics. Since the summer term 2020 most courses changed to online mode during the Covid-19 crisis including the interdisciplinary projects. This online mode introduces additional challenges to the execution of the projects, both for the students as well as for the lecture. The challenges, but also the risks and chances of this kind of project courses are subject of this paper, based on five different interdisciplinary projects
The course Physics for Electrical Engineering is part of the curriculum of the bachelor program Electrical Engineering at University of Applied Science Aachen.
Before covid-19 the course was conducted in a rather traditional way with all parts (lecture, exercise and lab) face-to-face. This teaching approach changed fundamentally within a week when the covid-19 limitations forced all courses to distance learning. All parts of the course were transformed to pure distance learning including synchronous and asynchronous parts for the lecture, live online-sessions for the exercises and self-paced labs at home. Using these methods, the course was able to impart the required knowledge and competencies. Taking the teacher’s observations of the student’s learning behaviour and engagement, the formal and informal feedback of the students and the results of the exams into account, the new methods are evaluated with respect to effectiveness, sustainability and suitability for competence transfer. Based on this analysis strong and weak points of the concept and countermeasures to solve the weak points were identified. The analysis further leads to a sustainable teaching approach combining synchronous and asynchronous parts with self-paced learning times that can be used in a very flexible manner for different learning scenarios, pure online, hybrid (mixture of online and presence times) and pure presence teaching.