Due to great braking energy losses caused by traffic jams, changing velocity, and frequent start-stop modes, recovery of braking energy has become a top priority. In this paper, the universal braking system is described that operates at various driving scenarios including smooth braking and emergency antilock braking on different road surfaces and integrates both the friction and the electric braking strengths. The vehicle model reflects multiple factors, such as air resistance, road slope, and variable friction. The refined tire model recognizes changing road surfaces at different velocities. In the motor and battery model, the state of charge and electric current/voltage restrictions of the hybrid energy storage are taken into account. Braking torque generated by the Sugeno's fuzzy logic controller established in the Simulink environment is allocated between friction and electric brakes. Often cited torque oscillations at low vehicle velocities have found their description, being reduced and evenly distributed throughout the braking process with the help of torque stabilisation loop. The outcomes of this study can be considered in the design of braking systems for electric vehicles with superior energy recovery capacity.
The paper describes how to employ the concept mapping technology in engineering education in the field of Electronics. The overall knowledge domain ontology in the field is shown. It is underlined that the concept maps serve as a suitable tool to support instructors in promoting students' comprehension of the studying material and in improving their understanding of new concepts. Introduction of an original educational thesaurus is proposed. Such a thesaurus helps learners to see what they have acquired from the lessons. It supports them in making connections between new and prior concepts and reinforces knowledge integration by such a promotion. The developed concept maps are regarded as a valuable instrument of many assessment procedures. They represent learners' knowledge providing informative and reflective feedbacks tailored to learners' personal styles and requests.
The fourth industrial revolution has triggered a notable shift in engineering education, bringing the need to create new professionals. In this context, the active learning approach appears to be more important than ever. Nevertheless, to date quite lot of challenges related to active learning have been accumulated. Diversity of backgrounds and knowledge levels of students presented together in the same learning environment can become a source of dissatisfaction and failure for several groups of learners. To explore the reasons for these phenomena, the conduct of different categories of learners is examined and compared in terms of individual engagement and success in education. It is found that the student-centered approach is not necessarily the best method of teaching and learning when applied to students with great differentiation. A number of other conditions are required for success, namely, working in small groups, drawing on learner’s abilities, individual instruction methods, etc. These conditions are analyzed in detail in this study. The need for a rigorous and systematic orientation of learners in a multidimensional educational environment is proposed as a prospective form and an integral part of the university staff activity.
A hardware-in-the-loop (HIL) model of a centrifugal pump is proposed. The HIL simulator consists of the pump and pipeline imitators built on the basis of the variable speed drives (VSD) connected via the programmable logical controller (PLC, and profibus communication components. The mathematical description of the pressure maintenance represents a core of the simulation methodology. To study the system, a series of tests have been conducted that proved the designed system flexibility and accuracy in pressure imitation at both the static and the dynamic modes.
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