a linear control systems course with emphasis on embedded
TRANSCRIPT
AC 2010-108: A LINEAR CONTROL SYSTEMS COURSE WITH EMPHASIS ONEMBEDDED CONTROL
Chiu Choi, University of North Florida
© American Society for Engineering Education, 2010
Page 15.48.1
A Linear Control Systems Course with Emphasis on Embedded
Control
Chiu H. Choi
Department of Electrical Engineering
University of North Florida
Abstract
This paper describes the embedded control courseware and its benefits in our linear control
systems course. The embedded control courseware consists of a set of lab experiments that
teaches the students how to implement proportional, integral, and derivative controllers as C
programs running on microcontrollers. Applications to position and speed controls are
emphasized. The microcontrollers adopted at the present time are the Freescale MC9S12C32
microcontrollers. The integrated development system adopted is CodeWarrior Development
Studio for HCS12. The embedded microcontroller courseware is effective for equipping students
with embedded control skills. This is indicated by the successful embedded control design
projects completed within this course and excellent student evaluations.
I. Introduction
The linear control systems course is one of the most demanding courses in our undergraduate
electrical engineering curriculum. The prerequisites for this course are basic knowledge of
electronics, signals and systems, and microcontroller applications. The linear control systems
course covers selected topics of classical control theory, computer-aided design, and the
implementation of embedded control systems. The topics covered in classical control theory
include modeling of dynamic systems as transfer functions, step responses, performance criteria
(settling time, peak time, overshoot, and others), BIBO stability, Routh-Hurwitz method, Nyquist
stability criterion, steady-state errors, root locus and its properties, and root locus design. These
topics are well covered by many control textbooks [4], [5], [6], [9], [10], and [12]
.
Computer-aided design is also a significant component for this course. Matlab simulation skills
are covered. Emphasis is on the design and simulation of proportional, derivative, and integral
controllers for improving the dynamic responses of feedback control systems.
There is a laboratory component for this course. The lab experiments include characteristics of
DC motors, tachometers, brake loading, signal conditioning circuits, implementation of
proportional, integral, and derivative controllers as C programs running on microcontrollers with
applications to position and speed controls.
The students are also required to complete embedded control projects in this course. The projects
give the students the opportunities to solve practical control problems and to be creative
independently.
Page 15.48.2
A number of different microcontrollers were evaluated for curriculum suitability. The selected
microcontroller was the MC9S12C32 from Freescale Semiconductors [15], [16]
. The reasons were
that this model is simple enough for the students to learn its operation quickly and that it has
sophisticated enough on-chip peripherals for solving a wide range of embedded control
problems. The on-chip peripherals that were particularly useful in our embedded control projects
were the analog-to-digital converters, general purpose input/output ports, serial communication
interfaces, and the pulse-width modulators. The microcontroller is supported by a powerful
software development tool- CodeWarrior Development Studio for HCS12, which is an integrated
development environment (IDE). Students can develop their embedded control applications in
assembly, C, or C++ in CodeWarrior IDE. The microcontroller and CodeWarrior IDE are
covered in a number of references[1], [2], [7], [8], [11], [15] and [16]
. The microcontroller and CodeWarrior
IDE are available as a kit offered by Freescale Semiconductors. Individual modules are also
available from other vendors. The kit contains a project board for flashing the microcontroller
and for electronic circuit prototyping. The kits were first used in our linear control systems
course in fall 2006.
The rest of this paper is organized as follows: Section II covers briefly the pedagogical approach
for the course. Section III briefly describes the embedded control courseware. Section IV
describes some of the embedded control projects. Section V summarizes the advantages of using
the Freescale microcontroller kits for the control course. Section VI presents the student
evaluation results. Section VII offers concluding remarks.
II. Pedagogical Approach
There are two major objectives of the linear control systems course. The first is to deliver the
fundamentals of classical control theory to the students. The second is to teach them how to
design and build embedded control systems. The first objective is accomplished through lectures,
computer simulations, and labs. The lectures are useful for delivering key concepts of classical
control theory to the students. The simulations are effective for validating the benefits of classical
control theory. The labs provide the students embedded control design skills. The labs cover the
applications of proportional, integral, and derivative controllers in position and speed controls.
The students learn in the labs how to build these controllers as C programs running in
microcontrollers.
The pedagogical approach for achieving the second objective is by providing mentoring and
guidance to students in their embedded control projects, which are required in this course. In the
beginning of this process, the students are required to submit project proposals. The proposals
will be evaluated and approved by the instructor based on the project complexity and cost. The
students will receive help in selecting electronic parts, sensors, actuators, and other components
from the instructor. A project notebook is kept by each student. It is a record of how the students
solved their problems. The notebook should include circuit design, schematic diagrams,
equations, formulas, graphs, experiments performed and data collected. It should also include
thoughts, questions, and comments of the project. The instructor can use this notebook to assess
the development of the project and to guide them accordingly. Students present periodic project
updates in class. The updates are summary of the work recorded in the project notebook. One of
Page 15.48.3
the purposes of the updates is to invite suggestions for project improvement from fellow
classmates. At the completion of the project, the students are required to submit final project
reports and to do final PowerPoint presentations. There is a required format for the final report.
The format includes abstract, statement of problems, design approach, design evaluation,
recommendations, future work, parts list, source codes, datasheets, conclusions, and references.
Good projects have been successfully built for this course. The project reports have documented
that the students used the skills that they learned in the lectures and the labs.
In the delivery of course materials to the students, special attention is given to relating the course
material to relevant examples, to explaining complex concepts and ideas clearly, and to fostering
an environment conductive to creative thinking.
III. Embedded Control Courseware
The students in this course have already taken the introductory microcontroller course, which is
one of the prerequisites for the linear control systems course. They have basic knowledge of
microcontrollers but do not have the embedded control skills. Several embedded control labs
were developed for helping the students to go through the transition to embedded control design.
The hardware and software adopted in the embedded control labs consist of the Freescale
microcontroller kits (containing the MC9S12C32 microcontroller modules, microcontroller
programmers, and CodeWarrior IDE), the Feedback Mechanical Units[13]
, and sample C
programs for embedded control applications. These labs are modified from [3] and are described
below.
In these labs the students design embedded controllers using the MC9S12C32 microcontrollers
for controlling classical position servo control systems, which block diagram is shown in Figure
1. This system is available as an educational product from several different educational
equipment manufacturers. The one adopted into our course was the Mechanical Unit with model
# 33-100 from Feedback, Inc. The block diagram of the Mechanical Unit is as shown in Figure 1
but without the summer and the controller. The summer and the controller are to be designed by
the students and to be implemented into the microcontrollers to meet various performance
criteria.
Figure 1: block diagram of the classical position servo control system
Page 15.48.4
Signal conditioning circuits are needed to interface the microcontroller to the Mechanical Unit. In
the first embedded control lab the students learn how to design and build three signal
conditioning circuits. The first signal conditioning circuit is to interface Vi in Figure 1 to one of
the analog-to-digital converter port pins of the microcontroller. Specifically, it is the one which is
accessed through pin PAD0 of the MC9S12C32 microcontroller. The signal Vi is in the range of
–10V to +10V. The port pin PAD0 accepts inputs in the range of 0 to +5V only. The first signal
conditioning circuit converts the range of –10V to +10V to the range of 0 to +5V.
The second signal conditioning circuit was to interface Vo in Figure 1 to another analog-to-
digital converter port pin of the microcontroller. In particular, it is the one which is accessed
through pin PAD1 of the MC9S12C32 microcontroller. The signal Vo is in the range of –10V to
+10V. The port pin PAD1 accepts inputs in the range of 0 to +5V only. The second signal
conditioning circuit converts the range of –10V to +10V to the range of 0 to +5V. This second
signal conditioning circuit is identical to the first one. The equation to convert the range of -10V
to 10V to the range of 0V to 5V is
Vout = 0.25Vin + 2.5
A design for such signal conditioning circuit is shown in Figure 2. The Vout in Figure 2 is the
output of the signal conditioning circuit. (It is not the Vout in Figure 1). Vin is the input, which is
either Vi or Vo in Figure 1.
Figure 2: signal conditioning circuit for Vout = 0.25Vin + 2.5.
The third signal conditioning circuit is to interface the tachogenerator voltage to another port pin
of the analog-to-digital converter of the same microcontroller. Specifically, it is the one which is
accessed through pin PAD2 of the microcontroller. The tachogenerator voltage is in the range of
–5V to +5V. The voltage is positive for clockwise rotation and negative for counter-clockwise
rotation. A signal conditioning circuit is required to convert the range of –5V to +5V to the range Page 15.48.5
of 0 to +5V. A design for such signal conditioning circuit is shown in Figure 3. The design is
similar to that of Figure 2. The circuit implements the equation
Vout = 0.5Vin + 2.5
Figure 3: signal conditioning circuit for Vout = 0.5Vin + 2.5.
The second lab of the embedded control courseware covers proportional control. The equipment
includes the Freescale microcontroller kit, the Feedback Mechanical Unit, the signal conditioning
circuits, and a sample C program for proportional control. In this C program, code snippets for
the sampling rate of the analog-to-digital converter and the frequency of the pulse width
modulator are given to the students for them to incorporate into their own source codes. This will
allow the students to focus on the control rather than configuring the registers, which can be time
consuming. The students are to develop three different proportional control C programs that
control the Mechanical Units. The first C program makes the output shaft angle to track the input
shaft angle. The signal Vi in Figure 1 is connected to the input of the first signal conditioning
circuit. The signal Vo is connected to the input of the second signal conditioning circuit. The
outputs of the first and second signal conditioning circuits are connected to pins PAD0 and
PAD1, respectively, of the microcontroller. The C program processes the digitized signals and
outputs a pulse width modulated signal on the port pin PP0 of the on-chip pulse width modulator
for driving the dc motor in the Mechanical Unit. A block diagram of the set-up is shown in
Figure 4.
The second C program is the same as the first one except that the output shaft will mirror the
input shaft, i.e., the output shaft will turn –x degrees if the input shaft turns +x degrees. The third
C program implements a proportional controller that makes the output shaft always 15 degrees
ahead of the input shaft. The typical experimental results of the three controller C programs
obtained by the students are shown in Figures 5, 6, and 7.
Through these design experience, the students learn how to write C programs to implement
proportional controllers. They notice that it is fairly simple to implement a new controller to do a
Page 15.48.6
new operation by modifying the given C program with no hardware change. They quickly
appreciate the convenience and flexibility offered by using a microcontroller in embedded
control applications.
Figure 4: block diagram for the second lab of the microcontroller courseware
Figure 5: Experimental results of the first proportional controller in the second embedded control
lab Page 15.48.7
Figure 6: Experimental results of the second proportional controller in the second embedded
control lab
Figure 7: Experimental results of the third proportional controller in the second embedded
control lab
Page 15.48.8
In the third embedded control lab, the students are required to write two embedded control C
programs that add velocity feedback to a proportional controller. The application is for removing
the overshoots and ringing in the step responses as shown in Figures 5, 6, and 7. In the first C
program, the velocity signal comes from a tachogenerator through the third signal conditioning
circuit, which output is connected to the pin PAD2 of the analog-to-digital converter of the
microcontroller. The typical experimental results obtained by the students in the lab are shown in
Figure 8. In the second C program, the velocity signal is to be derived mathematically. The
tachogenerator signal is not used. The typical results obtained by the students are shown in
Figure 9.
Through this embedded control lab, the students learn to implement a proportional controller
with velocity feedback as a C program running on the microcontroller, with and without a
tachogenerator present. They also learn that overshoots and oscillations can be removed by the
controller with proper choice of proportional and velocity gains in the C program.
Figure 8: Experimental results of removal of ringing by velocity feedback in the third embedded
control lab
Page 15.48.9
Figure 9: Experimental results of removal of ringing by mathematical formula in the third
embedded control lab
In the fourth embedded control lab, the students are required to design a controller as a C
program that controls the speed of a dc motor to be constant despite rapidly varying amounts of
load on the motor. The block diagram is shown in Figure 10. The signal Vs is the output voltage
of the tachogenerator and is proportional to the motor speed. The signal Vr is a constant created
in the C program. It corresponds to the voltage that would have been generated by the
tachogenerator at a particular constant speed. A proportional-integral controller can be used to
solve this control problem. Through this lab the students learn how to implement integral control
into the proportional controller C program so as to control the motor speed to be constant. In
addition to the aforementioned microcontroller-based labs, there are additional labs for the
students to gain other insights into position and speed controls.
Figure 10: block diagram of constant speed control
Page 15.48.10
IV. Embedded Control Projects
Projects are required in the linear control systems course because the students can learn much
hands-on skills through doing projects. Each project is an embedded control design problem that
the students are required to solve using the MC9S12C32 microcontrollers, sensors, and actuators.
Through these required projects our students have gained knowledge and experience in designing
and developing embedded control solutions. There were seventeen projects built in the Fall 2006
semester, which was the semester that the microcontroller courseware and the Freescale products
were first used in the linear control systems course. Each of the projects was done by a group of
two students except a few that were done individually. The projects were: ball-on-beam balance
system (Fig. 11), two axis camera system, airplane speed controller (flow chart shown in Fig.
12), automatic water level controller, tracking rectilinear motion (Fig. 13), dc motor speed
control, elevator control system (Fig. 14), position servo control system, pendulum swing
stabilization (Fig. 15), water pressure control system (Fig. 16), speed control system, vacuum dry
kiln, and irrigation valve control system (Fig. 17).
Some of these projects were remarkable, for example, the ball-on-beam balance system. The
unique features of the ball-on-beam system were as follows: first, it was inexpensive compared to
those commercially available. It consisted of a servo motor, two infrared distance sensors, simple
amplifier circuits, the MC9S12C32 microcontroller module, a 3-foot aluminum I-beam, and
other small mechanical parts. All these components were low-priced and could be purchased
readily. Second, the sensing of the ball position was by using two infrared distance sensors.
There was no tear and wear by the motion of the ball. Some of the commercial ball-on-beam
systems use conductive strips that suffer from tear and wear by the ball. Third, it used a
microcontroller for the implementation of the control algorithm. It had all the convenience that
came with a microcontroller. For example, changing the control method from velocity feedback
to PID was simply done by flashing the codes for the PID method into the microcontroller. It was
done on the fly with no change in the hardware. Fourth, this project was built from scratch in one
semester and the students learned much about embedded control from it.
In the Fall 2008 semester, thirteen projects were built in the course. The projects were: master
and slave robotic arms (Fig. 18), adaptive cruise control of a RC car, robot with obstacle
avoidance feature, control of an assembly line arm, automatic parking of a robotic vehicle (Fig.
19), fermentation controller, automatic window blinds shutting system, tracking object by IR
beams, line tracking robot (Fig. 20), temperature control, sound activated pet door, a stage light
tracking system (Fig. 21), and an automatic water level control system.
Some of the projects were interesting, for instance, the project of master and slave robotic arms.
In this project, two identical robotic arms each with three limbs and two fingers were built from
scratch. On the master arm position sensors were installed. On the slave arm servo motors were
installed. The microcontroller monitored the positions sensors in the master arm and drove the
servo motors in the slave arm according to the position sensor readings. The slave arm faithfully
duplicated the motions of the master arm.
Page 15.48.11
Another interesting project was the adaptive cruise control of a RC car. The RC car was equipped
with a distance sensor and was controlled by the Freescale microcontroller, which was
programmed to tailgate a vehicle at a predetermined distance. The RC car could move at up to
thirty some mph. A proportional controller was used first for solving this tailgating problem. The
experimental result was that the RC car did follow closely the vehicle but the distance between
them was not kept being fairly constant. This was a common “ringing” phenomenon of
proportional controllers with high gain. Velocity feedback was then added to the proportional
controller. The distance between the two cars became much less varying than before.
Many of the projects, especially the three described in this section, successfully used the concepts
and techniques covered in the lectures, labs, and the microcontroller courseware. The
microcontroller courseware provided the foundation that most of the students needed for building
their embedded control projects. That was indicated in the final project reports and in the
PowerPoint presentations.
V. Advantages of the Freescale microcontroller kit
The Freescale microcontroller kits came into the market four years ago and have been upgraded
twice. Each kit contains a microcontroller module, a programmer integrated into a project board,
and the CodeWarrior software package. Having the microcontroller module, programmer, and
the software development platform in one kit allows the students to develop embedded control
applications without using additional tools. CodeWarrior is a powerful tool for program
development and debugging. The microcontroller module is a complete single board computer
that the students can use immediately in their projects. The form factor for the module is small
enough that the projects become truly embedded systems. This kit is an inexpensive tool for
learning the fundamentals of microcontrollers and for building embedded control projects. Many
of our students have used this kit in their capstone design projects.
VI. Student Evaluation
The linear control systems course integrated with the new microcontroller courseware was taught
in Fall 2006 and Fall 2008 semesters. University administered student surveys were conducted
for this course in these two semesters. The raw data of these evaluations are shown in Tables 2
through 4 in the Appendix. There were 84% and 80% of the students completed the evaluations
in Fall 2006 and Fall 2008, respectively. The enrollment in each semester for this course was 26.
A summary of the evaluation data for these two semesters is shown in Table 1. The table
indicates that the linear control systems course was rated higher than the average. In fact, the
evaluation of the linear control systems course was among the highest in both Fall 2006 and Fall
2008 semesters. The written comments from the students were also very positive for the course.
The overall rating for the instructor was also among the highest. (It was the author of this paper
who taught the linear control systems courses in the two semesters.)
Page 15.48.12
VII. Concluding remarks
The embedded control courseware was the significant component of the pedagogical approach
for the linear control systems course. Based on the projects completed in this course, the students
demonstrated the necessary skills to design and build embedded control solutions for solving
various control problems. This pedagogic approach also produced excellent student evaluation
results. The ratings were among the highest in our College.
Table 1: Summary of student evaluation data for Fall 2006 and Fall 2008 semesters
Item
ID Item
Fall 2006
Lin. Control
Course
Mean Score
(max. =5)
Fall 2006
All EE Courses
Mean Score
(max. =5)
Fall 2008
Lin. Control
Course
Mean Score
(max. =5)
Fall 2008
All EE Courses
Mean Score
(max. =5)
R03 Mastery of the course content 5 4.42 4.76 4.25
R04 Relates course material to current
examples 4.95 4.31 4.62 4.14
R05 Clearly explains complex concepts
and ideas 4.95 4.05 4.62 3.99
R06 Lectures organized and provide
framework for learning 4.95 4.22 4.67 4.18
R08 Course instructional materials used
effectively 4.95 4.26 4.48 4.16
R09 Involves students in class activities 4.86 4.3 4.38 4.07
R10 Uses class time well 4.9 4.23 4.62 4.15
R11 Fosters environment conducive to
critical thinking 4.95 4.24 4.48 4.08
R15 I found this class to be challenging 4.86 4.31 4.7 4.21
Bibliography
[1] Almy, T., Designing with Microcontrollers the 68HCS12, Rev. 1A, 2005.
[2] Cady, F., Software and Hardware Engineering Assembly and C Programming for the Freescale HCS12
Microcontroller, 2nd
ed., Oxford, 2008.
[3] Choi, C.H., “Undergraduate Controls Laboratory Experience,” Proceedings of the 2004 American Society for
Engineering Education Annual Conference, June 2004, Salt Lake City, Utah.
[4] Dorsey, J., Continuous and Discrete Control Systems, McGraw Hill, 2002.
[5] Franklin, G., et al., Feedback Control of Dynamic Systems, 3rd Ed., Addison Wesley, 1994.
[6] Goodwin, G., et al., Control System Design, Prentice Hall, 2001.
[7] Huang, H.-W., The HCS12/9S12: An Introduction, Software & Hardware Interfacing, Thomson Delmar
Learning, 2006.
[8] Morton, T., Embedded Microcontrollers, Prentice Hall, 2001.
[9] Nise, N., Control Systems Engineering, 4th
ed., John Wiley, 2004.
[10] Ogata, K., Modern Control Engineering, 4th
ed., Prentice Hall, 2002.
[11] Pack, S., et al., Embedded Systems, Pearson Prentice Hall, 2005
[12] Stefani, S., et al., Design of Feedback Control Systems, 4th
ed., Oxford, 2002.
[13] 33-002 Servo Fundamentals Trainer Manual, Feedback Instruments Ltd.
Page 15.48.13
[14] Freescale SLK user manuals, Freescale Semiconductors, 2005.
[15] MC9S12C128 Data Sheet, Rev. 1.16, Freescale Semiconductors, Oct. 2005.
[16] S12CPUV2 Reference Manual, Rev. 0, Freescale Semiconductors, July 2000.
Fig. 11: Ball-on beam project
Set PWM duty
cycle register = 0
Check MPH set by
User
Is
User MPH
= 0 ?
Is User
MPH > 0 ?
Is
PWM duty
cycle register <
250 ?
Is
PWM
duty cycle register
= 250 ?
Set PWM duty
cycle register =
to250
Is MPH
counter< 80 ?
Set PWM duty
cycle register = 80
Increment PWM
duty cycle register
by 1
Decrement PWM
duty cycle register
by 1
Set PWM duty
cycle register to
250
(100% duty cycle)
Is Wheel
Speed < User
MPH?
Is
Wheel
Speed > User
MPH?
PWM
duty cycle
register = 250?
False
True
True
True
True
False
False
False
True
True
False
True True True
False False
Start
Fig. 12: flow chart for airplane speed controller
Page 15.48.14
Fig. 13: tracking rectilinear motion project
Front side Back side
Fig. 14: elevator control system
Page 15.48.15
Fig. 15:pendulum swing stabilization
Fig. 16: water pressure control system
Page 15.48.16
Fig. 17: irrigation valve control system
Fig. 18: master and slave robotic arms
Page 15.48.17
Fig. 19: circuit diagram of parking of a robotic vehicle project
Page 15.48.18
Fig. 20: line tracking robot
Fig. 21: sample code for stage light tracking system project
/********************************************
* Including header and function declarations*
*********************************************/
#include <hidef.h> /* common defines and macros */
#include <MC9S12XEP100.h> /* derivative information */
#include <math.h>
#pragma LINK_INFO DERIVATIVE "mc9s12xep100"
void delay(int ms);
void clickLeft();
void clickRight();
void dly1ms(void);
#define TC1MS 500
/**********************************************************/
void main(void)
{
Page 15.48.19
float pot1;
float sensor1;
float angle_corner;
float angle_unknown;
float holder;
int pot1_inches;
int sensor1_inches;
/****************************************
;Analog to Digital Converter Register Setup
;****************************************/
ATDCTL2=0xC0; //Normal ATD function, FastFlagClear
ATDCTL3=0x20; //ATD set for 4-channel MULT sequence
ATDCTL4=0x80; //ATD 8-bit mode 1Mhz ATD clock
/********************SET UP PORT A********************/
DDRA= 0xFF; //Writing 0xFF to DDRA sets all bits of Port A to act as output.
PORTA = 0b00010001; //Init Port A
/******************************************************/
/* put your own code here */
EnableInterrupts;
for(;;) { /* wait forever */
ATDCTL5=0x10; // activate ATD
waitms(10);
sensor1 = ATDDR0H; //Poll channel 0 store data
pot1 = ATDDR1H; //Poll channel 1 store data
sensor1 = sensor1 * .020078; //Sensor1 data in VOLTS
pot1 = pot1 * .020078; //Pot1 data in VOLTS
pot1 = pot1/.11844; //Pot1 data in DEGREES
angle_unknown = 180 - angle_corner - pot1; //Unknown Corner Angle
sensor1_inches = sensor1/.009742; //Converts ATD Voltage to Inches
holder = (sin(angle_unknown)/sin(angle_known))*21; //Converts ATD Voltage to Inches
pot1_inches = (int)holder;
Page 15.48.20
if(pot1_inches > sensor1_inches) {
clickLeft();
} else
if(pot1_inches < sensor1_inches){
clickRight();
}else
PORTA = 0b01000001;
}
/* please make sure that you never leave this function */
}
void delay(int ms){
int i;
for(i=ms;i>0;i--){
dly1ms();
}
}
void clickLeft(){ //Turns the stepper motor one click Counter Clockwise
PORTA = 0b00010001; //Sets direction bit before turning
PORTA = 0b10010001;
delay(2);
PORTA = 0b00010001;
delay(2);
}
void clickRight(){ //Turns the stepper motor one click Clockwise
PORTA = 0b00000001; //Sets direction bit before turning
PORTA = 0b10000001;
delay(2);
PORTA = 0b00000001;
delay(2);
}
void dly1ms(void) { //Delays the processor for 1 millisecond
int i=TC1MS;
while(i){
i--;
}
return;
} //End of dly1ma
Page 15.48.21
Appendix
Table 2: Evaluation of the linear control systems course with the embedded control courseware
integrated in Fall 2006 semester
Instructor :
Chiu ChoiChoi,Chiu
Course ID : EEL - 4657 - 3389C /
83389
Course Title : Linear Control
Systems
Number Enrolled :
26 Number Responded : 22 Percent Responded : 84.62
RESPONSE PERCENTAGES
Item
ID Item
Strongly
Agree (5) Agree (4) Neutral (3)
Disagree
(2)
Strongly
Disagree
(1)
NR /
NA Mean
R01 Communicates
effectively with
students 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R02 Enthusiasm for
course material
and teaching 86.36 9.09 0.00 0.00 0.00 4.55 4.9
R03 Mastery of the
course content 100.00 0.00 0.00 0.00 0.00 0.00 5
R04 Relates course
material to
current examples 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R05 Clearly explains
complex
concepts and
ideas 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R06
Lectures
organized and
provide
framework for
learning
95.45 4.55 0.00 0.00 0.00 0.00 4.95
R07 Course syllabus
accurately
described the
course 100.00 0.00 0.00 0.00 0.00 0.00 5
R08 Course
instructional
materials used
effectively 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R09 Involves students
in class activities 81.82 13.64 0.00 0.00 0.00 4.55 4.86
R10 Uses class time
well 86.36 9.09 0.00 0.00 0.00 4.55 4.9
R11 Fosters
environment
conducive to
critical thinking 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R12 Treats all
students in a
consistent
manner 100.00 0.00 0.00 0.00 0.00 0.00 5
R13 Exams reflect the
material covered 95.45 4.55 0.00 0.00 0.00 0.00 4.95
R14 Willingly assists
students outside
of class 90.91 9.09 0.00 0.00 0.00 0.00 4.91
Page 15.48.22
R15 I found this class
to be challenging 86.36 13.64 0.00 0.00 0.00 0.00 4.86
Item
ID Item
Excellent
(5)
Very Good
(4) Good (3) Fair (2) Poor (1)
NR /
NA Mean
S01 Description of
course objectives
and assignments 90.91 9.09 0.00 0.00 0.00 0.00 4.91
S02 Communication
of ideas and
information 95.45 4.55 0.00 0.00 0.00 0.00 4.95
S03 Expression of
expectations for
this class 90.91 4.55 0.00 0.00 0.00 4.55 4.95
S04 Availability to
assist students in
or out of class 86.36 9.09 0.00 0.00 0.00 4.55 4.9
S05 Respect and
concern for
students 86.36 9.09 0.00 0.00 0.00 4.55 4.9
S06 Stimulation of
interest in course 100.00 0.00 0.00 0.00 0.00 0.00 5
S07 Facilitation of
learning 95.45 4.55 0.00 0.00 0.00 0.00 4.95
S08 Overall rating of
instructor 100.00 0.00 0.00 0.00 0.00 0.00 5
Item
ID Item Male Female
Z01 Gender 72.73 4.55
Item
ID Item < 2.00 2.00-2.49 2.50-2.99
3.00-
3.49
3.50-
4.00
Z02 Current
Cumulative GPA 0.00 4.55 4.55 59.09 27.27
Item
ID Item Full-Time Part-Time Unemployed Retired
Z03 Current
Employment 31.82 36.36 13.64 0.00
Item
ID Item Freshman Sophomore Junior Senior Postbac Masters Doctoral Other
Z04 Classification 0.00 0.00 4.55 86.36 4.55 0.00 0.00
Page 15.48.23
Table 3: Evaluation of the linear control systems course with the embedded control courseware
integrated in Fall 2008 semester
Instructor :
Chiu ChoiChoi
Choi,Chiu
Course ID : EEL - 4657 - 3013C / CRN :
83013 / ISQID : 103552
Course Title : Linear
Control Systems
Number Enrolled :
26 Number Responded : 21 Percent Responded : 80.77
RESPONSE PERCENTAGES
Item
ID Item
Strongly
Agree (5) Agree (4) Neutral (3)
Disagree
(2)
Strongly
Disagree
(1)
NR /
NA Mean
R01 Communicates
effectively with
students 61.90 38.10 0.00 0.00 0.00 0.00 4.62
R02 Enthusiasm for
course material
and teaching 61.90 38.10 0.00 0.00 0.00 0.00 4.62
R03 Mastery of the
course content 76.19 23.81 0.00 0.00 0.00 0.00 4.76
R04 Relates course
material to
current examples 61.90 38.10 0.00 0.00 0.00 0.00 4.62
R05 Clearly explains
complex
concepts and
ideas 61.90 38.10 0.00 0.00 0.00 0.00 4.62
R06
Lectures
organized and
provide
framework for
learning
66.67 33.33 0.00 0.00 0.00 0.00 4.67
R07 Course syllabus
accurately
described the
course 66.67 33.33 0.00 0.00 0.00 0.00 4.67
R08 Course
instructional
materials used
effectively 57.14 33.33 9.52 0.00 0.00 0.00 4.48
R09 Involves students
in class activities 42.86 52.38 4.76 0.00 0.00 0.00 4.38
R10 Uses class time
well 61.90 38.10 0.00 0.00 0.00 0.00 4.62
R11 Fosters
environment
conducive to
critical thinking 47.62 52.38 0.00 0.00 0.00 0.00 4.48
R12 Treats all
students in a
consistent
manner 57.14 42.86 0.00 0.00 0.00 0.00 4.57
R13 Exams reflect the
material covered 47.62 42.86 4.76 0.00 0.00 4.76 4.45
R14 Willingly assists
students outside
of class 42.86 52.38 0.00 0.00 0.00 4.76 4.45
R15 I found this class
to be challenging 66.67 28.57 0.00 0.00 0.00 4.76 4.7
Page 15.48.24
Item
ID Item
Excellent
(5)
Very Good
(4) Good (3) Fair (2) Poor (1)
NR /
NA Mean
S01 Description of
course objectives
and assignments 66.67 23.81 4.76 0.00 0.00 4.76 4.65
S02 Communication
of ideas and
information 66.67 23.81 4.76 0.00 0.00 4.76 4.65
S03 Expression of
expectations for
this class 61.90 33.33 4.76 0.00 0.00 0.00 4.57
S04 Availability to
assist students in
or out of class 66.67 23.81 9.52 0.00 0.00 0.00 4.57
S05 Respect and
concern for
students 66.67 23.81 4.76 0.00 0.00 4.76 4.65
S06 Stimulation of
interest in course 61.90 33.33 4.76 0.00 0.00 0.00 4.57
S07 Facilitation of
learning 57.14 28.57 14.29 0.00 0.00 0.00 4.43
S08 Overall rating of
instructor 76.19 19.05 4.76 0.00 0.00 0.00 4.71
Item
ID Item Male Female
Z01 Gender 66.67 9.52
Item
ID Item < 2.00 2.00-2.49 2.50-2.99
3.00-
3.49
3.50-
4.00
Z02 Current
Cumulative GPA 0.00 14.29 19.05 23.81 23.81
Item
ID Item Full-Time Part-Time Unemployed Retired
Z03 Current
Employment 4.76 42.86 38.10 0.00
Item
ID Item Freshman Sophomore Junior Senior Postbac Masters Doctoral Other
Z04 Classification 0.00 0.00 0.00 76.19 0.00 0.00 0.00
Page 15.48.25
Table 4: Evaluation of all electrical engineering courses in Fall 2006 semester
1..1 INSTRUCTIONAL SATISFACTION QUESTIONNAIRE - (Summary)
Term :
200608 Campus : 01-
Main Campus College : 65- Computing,
Engineering, & Construction Department : 6505-
Electrical Engineering Level :
ALL
Number Enrolled : 310 Number Responded : 224 Percent Responded : 72.26
RESPONSE PERCENTAGES
Item
ID Item
Strongly
Agree (5) Agree (4) Neutral (3)
Disagree
(2)
Strongly
Disagree
(1)
NR /
NA Mean
R01 Communicates
effectively with
students 42.41 40.63 9.38 4.02 1.34 2.23 4.21
R02 Enthusiasm for
course material
and teaching 50.89 37.5 7.14 1.79 0.89 1.79 4.38
R03 Mastery of the
course content 52.68 35.27 8.04 1.34 0.45 2.23 4.42
R04
Relates course
material to
current
examples
45.54 41.96 7.59 2.23 0.89 1.79 4.31
R05
Clearly
explains
complex
concepts and
ideas
36.61 36.16 17.86 6.25 0.45 2.68 4.05
R06
Lectures
organized and
provide
framework for
learning
41.07 41.52 10.71 2.68 1.34 2.68 4.22
R07 Course syllabus 52.23 37.05 4.91 4.02 0.45 1.34 4.38
Page 15.48.26
accurately
described the
course
R08
Course
instructional
materials used
effectively
42.86 41.07 8.04 3.57 0.89 3.57 4.26
R09 Involves
students in
class activities 49.55 32.14 11.61 3.13 0.89 2.68 4.3
R10 Uses class time
well 43.3 38.39 10.27 3.57 1.34 3.13 4.23
R11
Fosters
environment
conducive to
critical
thinking
43.75 39.73 10.71 3.57 0.89 1.34 4.24
R12
Treats all
students in a
consistent
manner
57.59 35.27 4.46 1.79 0 0.89 4.5
R13 Exams reflect
the material
covered 53.13 29.91 6.7 4.46 2.68 3.13 4.3
R14 Willingly
assists students
outside of class 51.79 34.38 6.25 2.23 0.89 4.46 4.4
R15 I found this
class to be
challenging 45.54 40.18 10.71 2.23 0 1.34 4.31
Item
ID Item
Excellent
(5) Very Good
(4) Good (3) Fair (2) Poor (1)
NR /
NA Mean
S01
Description of
course
objectives and
assignments
41.52 28.13 19.64 6.25 1.79 2.68 4.04
S02 Communication
of ideas and 40.63 26.34 20.98 6.7 3.13 2.23 3.97
Page 15.48.27
information
S03 Expression of
expectations for
this class 44.64 25 19.64 6.25 1.79 2.68 4.07
S04
Availability to
assist students
in or out of
class
47.32 27.23 13.39 5.36 2.23 4.46 4.17
S05 Respect and
concern for
students 53.13 23.21 14.73 3.57 2.68 2.68 4.24
S06 Stimulation of
interest in
course 47.32 19.64 21.43 4.91 3.57 3.13 4.06
S07 Facilitation of
learning 42.86 26.34 17.86 7.59 1.79 3.57 4.05
S08 Overall rating
of instructor 47.32 22.32 17.41 8.93 1.79 2.23 4.07
Item
ID Item Male Female
Z01 Gender 82.59 2.68
Item
ID Item < 2.00 2.00-2.49 2.50-2.99
3.00-
3.49 3.50-
4.00
Z02 Current
Cumulative
GPA 0.45 2.23 12.95 48.66 29.46
Item
ID Item Full-Time Part-Time
Unemploye
d Retired
Z03 Current
Employment 22.77 37.5 26.34 0.89
Item
ID Item Freshman
Sophomor
e Junior Senior Postbac Masters Doctoral Other
Z04 Classification 0 0.45 40.63 46.88 4.02 0 0 1.34
Page 15.48.28
Table 5: Evaluation of all electrical engineering courses in Fall 2008 semester
1..2 INSTRUCTIONAL SATISFACTION QUESTIONNAIRE - (Summary)
Term :
200808 Campus : 01-
Main Campus College : 65- Computing,
Engineering, & Construction Department : 6505-
Electrical Engineering Level :
ALL
Number Enrolled : 242 Number Responded : 180 Percent Responded : 74.38
RESPONSE PERCENTAGES
Item
ID Item
Strongly
Agree (5) Agree (4) Neutral (3)
Disagree
(2)
Strongly
Disagree
(1)
NR /
NA Mean
R01 Communicates
effectively with
students 32.78 48.89 13.33 2.78 1.11 1.11 4.11
R02 Enthusiasm for
course material
and teaching 46.11 39.44 11.11 2.78 0.56 0 4.28
R03 Mastery of the
course content 47.22 33.89 14.44 2.22 1.11 1.11 4.25
R04
Relates course
material to
current
examples
38.33 42.22 14.44 1.67 2.22 1.11 4.14
R05
Clearly
explains
complex
concepts and
ideas
32.22 45 14.44 6.11 2.22 0 3.99
R06
Lectures
organized and
provide
framework for
learning
39.44 40 13.33 4.44 0 2.78 4.18
R07 Course syllabus 37.22 47.78 11.11 2.22 0 1.67 4.22
Page 15.48.29
accurately
described the
course
R08
Course
instructional
materials used
effectively
39.44 39.44 17.78 1.11 1.11 1.11 4.16
R09 Involves
students in
class activities 35.56 40 16.67 5 0.56 2.22 4.07
R10 Uses class time
well 40.56 41.11 8.33 5.56 2.22 2.22 4.15
R11
Fosters
environment
conducive to
critical
thinking
33.89 45.56 13.89 3.33 1.67 1.67 4.08
R12
Treats all
students in a
consistent
manner
42.22 43.89 9.44 2.22 1.11 1.11 4.25
R13 Exams reflect
the material
covered 38.89 37.78 16.67 1.67 2.78 2.22 4.11
R14 Willingly
assists students
outside of class 40 40 10.56 1.11 1.67 6.67 4.24
R15 I found this
class to be
challenging 40 42.78 14.44 0.56 1.11 1.11 4.21
Item
ID Item
Excellent
(5) Very Good
(4) Good (3) Fair (2) Poor (1)
NR /
NA Mean
S01
Description of
course
objectives and
assignments
31.11 39.44 16.11 9.44 0.56 3.33 3.94
S02 Communication
of ideas and 31.11 35.56 20.56 6.67 5.56 0.56 3.8
Page 15.48.30
information
S03 Expression of
expectations for
this class 35.56 35 18.89 9.44 1.11 0 3.94
S04
Availability to
assist students
in or out of
class
36.11 33.33 14.44 7.22 2.22 6.67 4.01
S05 Respect and
concern for
students 40.56 34.44 15 6.67 2.78 0.56 4.04
S06 Stimulation of
interest in
course 33.33 35 18.89 10 2.22 0.56 3.88
S07 Facilitation of
learning 33.33 38.33 18.33 6.67 2.22 1.11 3.95
S08 Overall rating
of instructor 41.67 28.89 17.22 9.44 2.78 0 3.97
Item
ID Item Male Female
Z01 Gender 82.78 6.67
Item
ID Item < 2.00 2.00-2.49 2.50-2.99
3.00-
3.49 3.50-
4.00
Z02 Current
Cumulative
GPA 0.56 6.67 20.56 36.67 28.33
Item
ID Item Full-Time Part-Time
Unemploye
d Retired
Z03 Current
Employment 16.67 51.11 25 0
Item
ID Item Freshman
Sophomor
e Junior Senior Postbac Masters Doctoral Other
Z04 Classification 0.56 6.11 43.89 37.22 1.67 4.44 0 0
Page 15.48.31
Biographical information
Dr. Choi is a Professor in the Department of Electrical Engineering at the University of North Florida. He earned his
Master's and Ph.D. degrees in electrical and computer engineering from the University of California, Santa Barbara.
He has keen interest in engineering education and is active in research. Dr. Choi received his B.S. degree in
electrical engineering from the University of Hong Kong. He worked for Norton Telecom and Mitel as a
maintenance and a product engineer, respectively, for several years in Hong Kong. Dr. Choi holds a current and
active professional engineer license issued by the State of Florida. Dr. Choi has genuine dedication in teaching and has earned a sustained record of excellence in it. His student
evaluations have been among the best in his department and his college consistently. He has taught a wide spectrum
of courses. His favorite ones include microprocessor applications, linear control systems, electromagnetic field
applications, and capstone design projects. He has published his work in engineering education conferences
regularly. He has received several teaching awards and was listed in the 2003-2004 Who's Who Among American
Teachers. Dr. Choi's research interests include embedded control systems and computational algorithms. He has published over
thirty papers in those areas. He is either the sole author or the first author in almost all of his publications. He prefers
to do his own original work and to write the manuscripts by himself. Dr. Choi has completed a number of funded
research projects and received significant amount of equipment and software grants before. Some of his funded
research projects recently include interfacing of chemical and gas sensors to microprocessors and the subsequent
control and signal processing. The project is a part of a grant funded by the U.S. Army.
Dr. Choi could be reached at [email protected].
Page 15.48.32