Today represents vibration analysis an inseparable part of the product design, especially aeronautical components, machine tools etc. One of the vibration analysis methods is the so-called modal analysis, which determines the modal parameters of the researched structure. This paper deals with a comparison of two commonly used approaches, namely „Single Input Multiple Output“ (SIMO) and „Multiple Input Multiple Output“ analysis (MIMO). A MIMO procedure of measurement is developed and discussed. Both analyses are executed by the same conditions on the milling machine based on parallel kinematics in order to objective comparison. The results show that the choice of the so-called refer-ence points is very important. In case both references are appropriately selected, the MIMO analysis gives better results that the SIMO one.

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A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfilment of the award of Master of Science (MSc.) in Science Education May, 2016 / There have been indications of inadequate content knowledge of South African physical science teachers and poor pedagogical content knowledge in making the concepts accessible to students. With this, the pre-service teachers are considered a part of the science education foremost links to schools and young science learners. Empirically, it has been reported that this unique teacher knowledge could be developed particularly in pre-service teachers in a planning context and that the new technique of developing pre-service teachers’ PCK within a topic helps in their good mastery of teaching concepts and thus making them specialists in topics. The Topic Specific PCK (TSPCK) construct focuses on the transformation of the understanding of content of a particular topic. This study investigated the extent to which focus on kinematics improves pre-service teachers’ PCK in the topic and possible transferability of the learnt pedagogical competence to a new physics topic – electric circuits. Guiding this study were two research questions: What is the impact of the intervention on the quality of pre-service teachers’ Topic Specific PCK in Kinematics? To what extent is the preservice teachers’ learnt pedagogical transformation competence transferrable to their planning of a new topic in physics topic – Electric circuits? This study used mixed methods to investigate TSPCK in pre-service teachers. It was located in the methodology class of Twenty-three (23) 4th year physical science majors. The study included an intervention where the theoretical framework for TSPCK was used to introduce the construct in Kinematics. The intervention explains each of the five components of Topic Specific PCK using the knowledge concepts of Kinematics. Data were collected using three instruments: an instrument measuring content knowledge in kinematics; an instrument measuring the quality of Topic Specific PCK in kinematics administered as a set of pre/post intervention tests; and an instrument measuring transferability of learnt competence in planning for teaching a new topic electricity. The pre-service teachers’ written responses to the TSPCK kinematics tool were analyzed qualitatively and quantitatively. Both methods of analysis revealed that the pre-service teachers improved in their quality of TSPCK in kinematics following the intervention. It was also found out that the pre-service teachers’ improvement in the quality of TSPCK in kinematics was as result of rigorous engagement with the TSPCK components at varying degrees. Similarly, on the topic of transfer, electricity which was not discussed during the intervention, TSPCK tool in electric circuits was administered to the pre-service teachers and few records of their actual classroom teaching were analyzed. This was done to examine possible transferability of learnt pedagogical transformation competence to the new physics topic of electricity. The findings revealed that the pre-service teachers had ‘developing level’ of TSPCK in the topic of transfer similar to the finding in the topic of kinematics. The study demonstrated that focus on a single topic in a methodology course will enable transfer to another topic provided the teachers have the pre-requisite content knowledge. The findings of this study would contribute to the training of the Physical science student teachers and specifically improve their planning of other physics topics to enhance effective teaching and learning process.

Produkte im Maschinenbau gewinnen durch immer weitreichendere Kundenanforderungen zunehmend an Komplexität. Davon angetrieben, werden auch die eingesetzten Softwarewerkzeuge kontinuierlich weiterentwickelt.CAD-Systeme werden beispielsweise heutzutage nicht mehr ausschließlich zur Konstruktion verwendet, sondern beinhalten meist auch weiterführende Module bspw.zur Simulation physikalischer Effekte (CAE) bis hin zur Arbeitsplanung (CAP) und werden in ganzen Softwaresuiten angeboten. Im vergangenen Jahrzehnt sind außerdem Mechanismus- und Bewegungsanalysen fester Bestandteil von CAD-Systemen geworden. Zusatzinformationen, wie bspw. Kinematikbeziehungen und / oder Animationen, die zur Verifikation der Funktionalität und Kollisionsfreiheit unabdingbar sind, können direkt in den CAD-Programen erstellt und überprüft werden. Die aktive Nutzung und Zugänglichkeit dieser CAD-Konstruktionssysteme durch konstruktionsferne Nutzergruppen ist nur bedingt durch so genannte Model-Viewer gegeben, wodurch bspw. die Fehlerbewertung (z.B. Design Review, FMEA) außerhalb der Entwicklungsabteilungen erschwert wird. Abhilfe bietet hier die Nutzung von High-EndTechniken, wie die immersive Darstellung mittels Virtual Reality (VR)-Technologie, im Prozess der Konstruktionsbewertung/Design Review. Dafür arbeiten wir mit der Chemnitzer Firma ARCsolutions GmbH an einer Lösung wie ein (teil-)automatisiert reduziertes Modell, unter Erhaltung im CAD definierter Animationen und Kinematischen Beziehungen automatisiert in die VR gebracht und dort genutzt werden kann.

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京都大学 / 新制・課程博士 / 博士(医学) / 甲第24527号 / 医博第4969号 / 新制||医||1065(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 黒田 知宏, 教授 大森 孝一, 教授 森本 尚樹 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

京都大学 / 新制・課程博士 / 博士(工学) / 甲第24609号 / 工博第5115号 / 新制||工||1978(附属図書館) / 京都大学大学院工学研究科機械理工学専攻 / (主査)教授 小森 雅晴, 教授 松野 文俊, 教授 松原 厚 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM