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This graduation thesis deals with the design and realisation of the universal control unit for the electrically commutated motor ( EC motor). Was to accomplish the market research of control units for EC motors and compare of parameters of control units with requirements for the universal control unit of EC motors. From the research ensued that on the market it is no unit with the open system which could enable substitute particular control loops by own loops. Based on this evidence it was approached to own construction of the universal unit. For the design it was used the access hardware in the loop a software in the loop. It was performed the design of particular sections of the unit, manufactured the power section and this power part was tested by the help of the developmental and simulation software Labview. Furthermore it was proceeded for the realisation of the integral control unit and for supplementation of the existing software of the control unit about appropriate drivers and it was undertaken the modification of the control algorithm for the need of EC motor. On the end of this project we tested achieved parameters of the control unit.

The Pedagogical Content Knowledge in an Educational Context (PCK-EC) model is proposed as a framework to support teachers, coaches and researchers in the examination of teacher knowledge within a specific context and with a particular focus. This framework combines the theoretical and practical aspects represented by five dimensions of teachers’ attitudes and teachers’ knowledge (technology, learners’ cognition, subject matter, pedagogy) within an educational context that includes curricular, technological, social, cultural, and teaching - learning contexts. Two case studies were used to examine the utility of the proposed PCK-EC model. Data collected included: semi-structured initial and final interviews; teacher’s journals of reflection (completed after teaching each lesson); direct observations during lessons; observations from video recordings of lessons; transcripts from initial and final interviews; and other collected documents in regards to the educational context. The interpretive repertoires method allowed us to identify and characterize groups of themes in each dimension of teachers’ attitudes and knowledge, and supported inter-relationships between themes. The PCK-EC was useful to support a deep description of a collection of themes by using different sources of data. Analysis of each one of these collections of themes allowed us to understand teachers’ PCK-EC and provided insights about how different technological tools might affect teachers’ attitudes and their knowledge. The dimensions of teachers’ attitudes and knowledge are not isolated, but rather they are inter-related during teaching practice. It is possible to recognize inter-relationships (outgoing and incoming) between themes (within and across dimensions). It is suggested that the frequency of the outgoing and incoming inter-relationships found between themes might give us an average weight for each of the dimensions of the PCK-EC and this could represent teachers’ attitudes and knowledge used during teaching practice. The collection of themes identified might be useful as a tool to support teachers as they explore their attitudes and their knowledge needed for teaching a specific topic with the use of technological tools, and may provide coaches with an effective mechanism to support the identification of an individuals’ PCK and development needs. / Graduate / melipemo@hotmail.com

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