We present a method for data storage in continuous ferroelectric (FE) media, applicable to storage systems based on one or more scanning probes. Written FE domains are read back in a destructive fashion by applying a constant voltage of magnitude greater than the coercive voltage, as is done in FE random access memory (FeRAM). The resulting flow of screening charges through the readback amplifier provides sufficient signal to allow readback of domains of minimum dimension of the order of 10 nm at MHz rates, orders of magnitude faster than previously demonstrated techniques for readback of domains in continuous FE media.
The use of conventional actuators in robotic systems (electric motors in particular), while often offering advantages in terms of flexibility and controllability, suffer from primary actuator failure, due to unexpected complexities in their environment, which can lead to loss of controllability. Conventional actuators can impose disadvantages on mechanical complexity, weight, and cost. Here, the Mixed conventional/braking Actuation Mobile Robot (MAMR), a new mobile robot platform, is proposed to tackle such drawbacks in actuation and explore the use and control of braking actuation. This platform substitutes the drive motors used in Ackermann steering with brakes that have only two states, ON and OFF. Additionally, the conventional drive wheels are replaced by a single, omni-directional wheel that only supports a driving force in the robots longitudinal direction. The ability of braking actuators in providing controllability under actuator failure is one of the primary motivations of this work. To validate the reliability and accuracy of MAMR approach, this paper studies the design of such robotic systems, the design and synthesis of fuzzy logic controllers along with the experimental assessments of these controllers in real-time. The experimental tests point out the controller performance enhancement using fuzzy logic controllers and MAMR.
As the complexity of cutting edge products increases with advances in technology, there is a need to include activities in the undergraduate curriculum that allow students to learn basic systems engineering concepts, that promote the development of their systems thinking skills, and that allow them to practice these skills. To this end, the aim of this work was to impact students’ systems thinking skills at an early stage of their mechanical engineering curriculum, develop assessment tools to measure sophomore-level mechanical engineering students’ system thinking skills, and observe trends in measured systems thinking skills both before and after exposure to a new sophomore design course. This paper provides an overview of the new course, gives details about an Engineering Systems Thinking Survey (ESTS) that was developed to assess systems thinking skills in specific areas, and presents the results of the ESTS from implementation of the course during two separate semesters. The specific areas that were targeted were identification of customer needs, setting target product specifications, concept generation, and systems architecture. The survey results showed that the course was successful in improving students’ self-efficacy on each of the four topics, particularly in setting target specifications and systems architecture. In addition, comparisons of pre- and post-ESTS results showed improvements in student answers on the technical questions related to identification of customer needs, setting target product specifications, and concept generation, with a slight decrease in the area of systems architecture. While the newly developed course was successful in the dissemination of fundamental systems thinking and systems engineering concepts among students, the survey results indicated the need to strengthen students’ awareness of concept implementation. Future work will explore how to improve the course activities to help students learn how to apply the concepts, particularly for the topics of setting target specifications and systems architecture.
High order thinking skills include critical, logical, reflective, metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances, and products that are valid within the context of available knowledge and experience and that promote continued growth in these and other intellectual skills. This research aimed to identify high order thinking skills of undergraduate students in Biology Education Department. This research was descriptive research (at the first academic year 2016/2017) in Biology Education Department, Universitas Lambung Mangkurat. This instrument was validated by expert judgment and tested toward 50 students. The results showed that the ability to analyze (C4), the ability to evaluate (C5), and the ability to create (C6) respectively were 31.81%, 69.88 %, 50.21 %. Overall the high-level thinking skills of students at Biology students is better.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.