Enhancing Learning Experience With Dynamic Animation

This paper reports on the use of dynamic animation to enhance learning and interest for a senior level course on system analysis. This course includes analytic methods from both frequency and time domains with emphasis on real world problems. Ansim, the freely available Mathworks animation toolbox, was chosen because it works seamlessly with Matlab/Simulink, a required software for the EE undergraduate curriculum. A series of lab sessions are introduced to the class to complement the lecture materials and to guide the students into the design project. The use of animation provides many advantages: better visual effects, improved communications, and higher interest levels. Student response has been very positive. A number of recommendations are made in this work based on instructor observation and course evaluations. (I) Introduction System analysis is a multidisciplinary subject encompassing all fields of engineering applications. However, the traditional treatment (in the sense of teaching pedagogy) of this subject tends to be highly theoretical and mathematical with heavy emphasis on equation derivation and algorithmic development. Such approach is convenient from the instructor's point of view but may not be beneficial to the students who are classified as sensing types (MBTI), or visual (ILS), or concrete experience Kolb's [11] model. It is observed that about 70% of learners are not analytic learners. Kolb’s experiential learning theory advocates a holistic approach to combine experience, perception, cognition and behavior. This curriculum is designed to adopt Kolb’s theory and to adapt to students’ learning needs. These class activities allow students with various learning styles to move through stages of experiential learning for one would learn best when one uses all four processes: 1) Concrete Experience, 2) Reflective Observation, 3) Abstract Conceptualization and 4) Active Experimentation. One of the major functions of education is to shape students’ attitude toward learning and to develop effective learning skills. The authors hope to accomplish these objectives by using dynamic animation and team project. It is not merely about including practical experiences but utilizing these experiences to induce higher levels of learning. Furthermore, students will be exposed to the importance of team work, working collaboratively through individual differences which is an integral part of real work scenarios. In the past decade, the availability of student dynamic simulation and analysis software provided the first step towards closing the gap between classroom and "real-world" experience. The term animation covers a broad range of software applications such as kinematics and dynamics. For kinematic animation, use of keyframing and motion capture constitute the primary mean of driving the animation sequence (e.g. Poser, 3D Studio Max, Jack, etc.). Emphasis of kinematic animation falls on “life-like” quality and stunning graphics. It is therefore as much art as science. Dynamic animation is driven by the outputs of a simulation engine to provide a 2D or 3D display of the physical characteristics of the application. The output may contain simplified geometric objects such as line, rectangles, circles, etc. The benefits of dynamic animation include: (1) better interpretation of the results of the simulation so that the students can actually visualize the execution of the system/subsystem, (2) more efficient communication of the results, and most importantly, (3) improving student interest in the subject materials. A number of researchers have reported their effort in using animation to enhance design and/or education effectiveness. For example [1] described an engineering animation tool that included motion control development. In [2], a real time simulation/animation tool was developed to facilitate the evaluation of active suspension systems. In [3], animation of flexible manufacturing system was carried out in conjunction with modeling and control. Arrival of student versions of graphical simulation software such as Matlab, VisSim, and LabVIEW sparked interests in adding an animation stage to the simulation. Such efforts were described in [4], [5], [6], and [9]. In [8], [10], a Visual C++, Direct-3D based software was generated for interactive modeling, simulation, animation, and control f dynamic systems. In [7], the ubiquitous world wide web was utilized to implement computer animated simulation instruction modules. This paper describes a similar approach to the past effort, i.e. using Matlab/Simulink as the numerical engine. However, the Matlab Animation toolbox, a freely downloadable software that works seamless with Simulink (professional as well as student versions), is used to generate simple dynamic animation for the purpose of enhancing student learning and appreciation of “real-world” dynamic systems. Furthermore, the simulation/animation component is directly integrated into the course so that progressive learning and coordination with the lecture materials can be carried out. (II) Course Description Dynamic animation was introduced into the senior level course “EE482 Instrumentation and Control” in the 2000 academic year and has since been an integral part of this required course. The old curriculum focused extensively on classical frequency response methods such as complex variables, frequency response methods (Bode, Nyquist, Nichols), stability assessment techniques (Routh-Hurwitz, root locus), performance criteria (sensitivity, steady accuracy, transient response), and compensation (lag, lead). Although it may be argued that the course contents possess educational values, it is generally agreed that significant revision is necessary to reflect the change in technologies and modern engineering career challenges. In particular, computer-aided analysis, state space methods, and nonlinear systems are introduced into the curriculum, replacing lag, lead compensation, Nichols chart, and parts of the performance criteria. That is, the emphasis of the course is on analysis rather than control design which is relegated to a second course “EE486 Control Systems Electives”. An outline of the lecture is shown below: • Introduction to Systems, Review of LaPlace Transform • Transfer Functions, Signal Flow Graphs, Stability • Frequency Response of Linear Systems: Bode and Nyquist • Identification of Dynamic Systems • Performance Characteristics and Feedback; Case study: positioners, actuators, and sensors • Properties and Solution of State-Space Systems • Modeling of Physical/Biological/Nano Processes, Linearization • Stability Assessment: Routh-Hurwitz • Root Locus Method • The Nyquist Stability Criterion • Describing Functions and Limit Cycles • Application of Describing Functions • Review and Project Presentation The revised contents can potentially be highly mathematical and run into the same problems of being disconnected from the real world. Therefore, a complementary laboratory session is added to introduce limited hands-on experience for the class. The laboratory engine is based on Mathwork’s Matlab/Simulink package and consists of the following topics: • Introduction to Matlab • Matlab Differential Equation Solvers • First and Second Order Linear Systems • Introduction to Simulink • Common Nonlinear Systems and Simulation • Simulating Chaotic systems • Computer Animation • Project Development The homework assignments comprise of simpler problems that can be hand calculated so that the students can focus on the concept and mechanics of analysis. More in-depth versions of the problems are assigned in the lab sessions where the students team up and tackle the problems using Matlab and Simulink. The project is introduced at mid-term. It is a realistic, multiple degree-offreedom type (e.g. two link robot, crane with variable loads) with nonlinear dynamics and were generally difficult to "sense" or "visualize" directly. Dynamic animation provides an extra dimension of learning where the students can develop a deeper sense of understanding of the system characteristics and therefore apply creative solutions to the problem. Finally, a full array of support is available to the students: • Teaching Assistant