Stimulating Higher Order Thinking in Mechatronics by Comparing PID and Fuzzy Control

TL;DR

This paper explores how a semester-long mechatronics project enhances higher order thinking by challenging students to compare PID and fuzzy control methods without explicit criteria.

Contribution

It introduces an open-ended, real-world project that promotes higher order thinking skills through student-designed evaluation of control strategies.

Findings

Students value real-world, open-ended problems.

Students develop creative evaluation criteria.

Comparative control studies are complex due to multiple influencing factors.

Abstract

Many studies have found active learning, either in the form of in-class exercises or projects, to be superior to traditional lectures. However, these forms of hands-on learning do not always lead students to reach the higher order thinking skills associated with the highest levels of Bloom's Taxonomy (analysis, synthesis, and evaluation). Assignments that expect students to follow a prescribed approach to reach a well-defined solution contribute to a lack of higher order thinking at the college level. Professional engineers often face complex and ambiguous problems that require design decisions for which there is no straightforward answer. To strengthen the higher order thinking skills demanded by such problems, we developed a project in a semester-long mechatronics course in which students must evaluate two automatic control methodologies without being given explicit performance criteria or experimental procedures. Specifically, the project involves determining the superior control method for leader-follower behavior, where a ground vehicle autonomously follows a lead vehicle. Laboratory exercises throughout the semester expose students to the skills required for the project, including using sensors and actuators, programming proportional-integral-derivative (PID) and fuzzy controllers, and applying computer vision to detect an object signature. In the final course project, students go beyond implementing individual controllers and create their own evaluation criteria and experiments to make a design decision between PID and fuzzy control. We implemented this approach over three semesters and found that students value working on a real-world, open-ended problem, develop creative performance criteria and evaluation methods that demonstrate higher order thinking, and discover that comparative studies are nontrivial due to the many factors influencing performance.