Enhancing Control Engineering Education using a CACSD Didactic Environment

Eduardo Rocha Loures loures@ccet.pucpr.br Marcos da Silveira Marco Antonio Busetti Yasemin Arda {dasilveira, busetti}@ccet.pucpr.br

Graduate Program in Production Systems Engineering Pontifical Catholic University of Paran Rua. Imaculada Conceio, No. 1155. 80.215-901 - Curitiba - Brazil
Abstract - The classical approaches to teach of control systems present drawbacks, such as: (i) they provide by step knowledge acquisition, the general overview of the problem being sometimes underemphasized; (ii) academic examples are mainly used, dealing with simple concepts and problems; (iii) laboratory experiments are either simple or under developed. Design aspects of control systems when applied to practical process are important to improve the knowledge of the students and to motivate the utilization of modern methodologies as an emergent technology for application in industry. In this work, we point out some important aspects for conceiving a new educational product. We describe our experiences in creating a didactic environment for teaching and learning of control theories in Engineering courses based on CACSD (Computer Aided Control System Design) and its extension to the research field around industrial problems. Two distinct proposals arise from these experiences for reducing the gap between the theoretical and practical classes, and for teaching the control systems development cycle using mathematical tools and real plants under the virtual instrumentation concept Keywords: control engineering education , learning environment, CACSD, virtual instrumentation. Students do not receive knowledge passively; they are building their knowhow in an active way. Errors are symptoms of students wrong conceptions. The learn process is dynamic. In general, there are many divergences about the methodology that should be applied in educational systems. In our opinion, the education process should be based on the students difficulties and take into account the teacher abilities to use different resources during the classes. Inadequate methodologies can make the students believe that Education is a mechanical procedure, i.e. if they follow specific rules they will always obtain the same results. An alternative way to avoid this situation is the application of heuristics environment instead of algorithms one. In the heuristic environment, experimental learning and independent discovery are encouraged, divers tools, as well as simulations systems, modeling, games, programming languages, intelligent tutors and specialist systems, etc. are offered to assist the students. In the algorithm environment, the learning results from knowledge transmission as classical tutors, demonstrations and exercises [9]. Numerous researches demonstrate that the learning happens through the association of new structures with other already existent ones. Thus, better results can be obtained if the organizations of lessons take into account this point and associate new information with previous knowledge. Another aspect that must be considered is a student learns by increase, combine and rearrange cognitive maps, it can lead us to suppose that theoretical information is better understood when associated with practical information.

1. Introduction
We can find on the literature some approaches for specific areas that demonstrate acceptable results, but until now no education tool (on the authors knowledge) is attest as a good support for all kind of education process. However, we can find some consensual topics about knowledge acquisitions [2], [4], [7], [8]. Knowledge cannot be reduced to a text or just words.

On the other hand, the abusive use of computers presents some disadvantages [15]. Experiences have pointed that: Students tend to discover the problem solutions by empirical methods, it can affect the real problem perception; The use of software resources implies in the knowledge of the available tools, it can propitiate a student dependence on these tools; Universities are using some commercial software (for instance, MatLab, Mathematics, LabView, Intouch, ), they lead to considerable advances in control systems courses, but in spite of that, they are not designed to be an educational tool. We can summarize that the use of computers in control practical classes presents three advantages and one risk: Low cost of the experiments; The teacher has more time to supervise the pedagogical applied methodology instead of solve complex equations on the blackboard; The natural attraction for computers (by young people) can be used to stimulate students during the class; There is also a great risk illustrate by the sentence: "Buy a computer, it will think for you ". These observations motivate the LAS/PUCPR team to develop some tools and methods to integrate Control theory and practical classes as a part of a project that started in 1997 with the development of ACONSYS (Authorship Control System) tool [13]. The main objective of this project is to analyse some problems in Control Engineering Education [12], [14] and propose solutions that can help professors to elaborate courses based on computer. That tool is composed of two modules: (1) the creation module that is a user-friendly interface to introduce the Control theory and the presentation sequence as well as the elaboration of the exercises. (2) the presentation module that displays the theory of Control and the proposed exercises. The second project named VIEnCoD (Virtual Instrumentation Environment for Controller Design) [6] is an integrated environment based on CACSD and is aimed to study and design general controllers. Here, the main goal is offering a didactic environment to facilitate the contribution of the students and researchers to create, modify and/or to supervise every level (identification, design, optimization and implementation) of the Control System Development Cycle (CSDC). The utilization of the CSDC methodology in Education process can give more options to teach different control strategies, thus by studying each level of CSDC the students can develop a global vision of system functioning.

This paper is organized as follows. The Aconsys project is described in section 2. In section 3 the VIEnCoD projet is also described. Finally, the integration of these tools is proposed in the last section presenting also perspectives and conclusions.

2. The ACONSYS project

The motivation to start this project was the reduction of the gap between Control theory education and practical context. We look for a methodology that offers different educational strategies to the students build their ones knowhow and induce them to develop their skills by surpassing the lesson scope , searching information in others sources, or by testing new situations. A heuristic methodological approach associate with computer tools to support classes on practical environments was adopted. The main topics considered during the development of this project are: The system must offer a friendly interface based on multimedia resources to expose the class subject. Real experiments and/or simulations must be possible by these tools. The student should have an active role on the learning process. The students must be able to create or to modify the experiments parameters; it can motivate them to develop their on sensitivity about the subject. The information must be available to the students at anytime and in anyplace. The purposes of the system are not based on artificial intelligent with cognitive rules to acquire knowledge, to detect the student profile and to propose solutions. At this phase, we limit this tool to be a support for the teachers during the classes and for the students (for example, to review the subject) at anytime. The ACONSYS prototype has two different environments: one to elaborate courses and the other to present it. The first one is used by the teacher to introduce the subject of the class, to organize it into a didactic way, establish the default parameters of experiments as well as the links to the others software that can be used to assist the class. An example of this environment is presented in Figure 1. The second one is used by the student

to follow the class, as showed in Figure 2. In this environment all information elaborate by the teacher can be accessed. The students can introduce their ones opinions about each page (assured by the item student note and protect it by a password) and mark this page as important one (a direct link is provide for the five most important pages).

simulation environment, integrating praxis with theoretical contents; Presentation environment, responsible for the interface with user. Within the presentation environment the student is able to access a class that has been elaborated in the conception environment, read the explanatory theoretical text with all its limits, resolve exercises and also perform praxis simulation associated to the class; Simulation environment, where processes are simulated and result presented. The simulation environment was designed as an object integrated to other two environments. Through the conception environment it is possible to configure, create or test a specific simulation. With the presentation environment it is possible to execute the simulation proposed by the author and change part of it, if necessary. The integration among environments is only possible through the file system, with exception of the simulating environment that can interact with the other two environments through configuration commands originated at the conception environment, and execution environment, originated at the presentation environment. A more complete description of the this global structure of ACONSYS is found in [13].
User

Figure 1. Author environment

Figure 2 . Presentation environment Another role of this environment is the acquisition of students performance data, information like time spent in each topic, mark obtained solving the exercises, list of visited pages, etc. can be used by the teacher to diagnose the learning difficulties of one student in particular or of all the class. It can be an important information source to improve the learning process. A greater ACONSYS structure detailing is shown in Figure 3. In this representation are three distinctive environments with functional support features for the author, the course, the simulation or the user. They are: Author environment, where courses are assembled. In this environment it is possible to structure a class containing an explanatory theoretical text with links to figures, videos, audio and exercises. It is also possible to communicate with the
D a t a b a s e S y s t e m

1. Presentation environment
comments Multimedia hipertext exercises another application

2. Simulation environment
List of pages MatLab, Mathematica,etc. modifications List of links

3. Author environment
Text Edition Tools Text Image Sound Video m explanation Exercises Parts statement questions answers images title number Single option Multiple options relationship Models Local Image Resource extern another tools Links Tools

Figure 3 . Global structure of ACONSYS

3. The VIEnCoD project

The VIEnCoD (Virtual Instrumentation-based Integrated Environment for Controllers Design) conception was motivated by the need of an

environment that fulfilled the development and research purposes, parallel to academic objectives regarding study, analysis and project of classic and complex control strategies for the various plants, from mechatronic systems. Hence, the gap between control theory, its real application context and the research performed by the professor or industry professional could be eliminated. The theoryresearch-application concept is acknowledged by enhancing the university-industry technology transfer and improving control engineering knowledge transfer quality through exchanged experience [5]. This context is illustrated in Figure 4.
User Library Models Software Experiments Pesquisa Technical and cientific publications Production Projects Industry

systems - instrumentation) and software (advanced graphical resources and efficient computer system), the characterization of VIEnCoD is suggested as an Open CACSD environment [16]. Open in this context means : The formulation of extreme different nature systems, through standardization and consistent description language, is possible. The user is able to use existing model libraries, and also increment them; Easy conversion models; and integration of

For integrating programs, the user may develop its own application and establish a standard interface and a specific environment for these components; The environment must be enabled to support interfaces with other applications. Data exchange must work both ways (bidirectionally); Hardware platform exchange must be supported without conceptual changes and protocol level transparency. These requisites layout the architecture, the environment and software structure described in the following. 3.1 VIEnCoD Architecture

CACSD
Environment

education

S Support

Laboratory - instrumentation, control, automation

Figure 4 . theory-research-application context This flexibility and conceptual concept is the product resulting from integration methodology, in a friendly environment, with powerful tools to support all Control Systems Development Cycle (CSDC) [6], from the identification of systems to controller's synthesis. The CSDC is a methodology that has driven the integration of tools that form the VIEnCoD, allowing the performance of a control experiment in all its stages, in a sequential or independent way: process identification, controller's design and optimization, controller's simulation and implementation (Figure 5).
Real System Controller Ok

Problem

Identification

Experimental

Validation

Physical model

Identification Tests

Mathematical Model Implementation Analysis

The hardware support (interface with physical elements) is provided by the Virtual Instrumentation concept through the LabWindows/CVI platform, providing ideal conditions for development and configuration of electronic instrumentation (VXIbus, DAQ boards,...etc), communication systems with industrial elements (CLP, Fieldbus, Profibus,...etc) and Internet (TCP/IP), adequate to the needs of the control project. The LabWindows/CVI 4.0 is compatible with most of the C/C++ 32-bit development environments for Windows. This allows the opening for interchange of the source code and developed libraries. The analytical and mathematical support is provided by Matlab and Simulink tools that are integrated and administrated at VIEnCoD, in a transparent way, along with LabWindows resources. For support to CSDC the following Matlab components are necessary : Simulink, System Identification Toolbox, Control Systems Toolbox, Optimization Toolbox / Nonlinear Control Design Blockset, Matlab Compiler and Real Time Workshop.

Optimization

Controller Design

Analysis

Figure 5 . Development Cycle Regarding the fast development, either in theoretical field (e.g.: new methods and control algorithms) as in hardware structures (acquisition

The Matlab Compiler allows Toolbox algorithms and routines, further than programs generated by the user, under m-function, to be translated from Matlab code into ANSI C code. In analog way, the Real Time Workshop translates the Matlab codes of block diagrams, implemented at SIMULINK, for the ANSI C code. This allows the interpretation of these resources by the Virtual Instrumentation environment provided by LabWindows/CVI (hardware support). The integration methodology of these tools is the basis of the VIEnCoD conception and is illustrated in Figure 6. It is important to highlight the opening regarding interface (hardware/communication) with application and layout or industrial process.
Real Time Conditions Offline simulation

controller. In this hardware is where the software elements are processed: applications developed in virtual instrumentation environment for monitoring and controlling instrumentation and support for control law, under validation process. Both processes operate in real time conditions under Windows operational environment through RTX (Real Time Extension for Windows). Figure 7 illustrates this structure. This caracteristic allows the installation of the VIEnCoD in computers without restricted and expensive specifications of hardware (processeur and acquistion system), according to education needs.
RTX

ECUVI ECUVI
7 6 5 4 3 0 7 6 Input # 1 5 4 3 0

[U Y]

OFFLINE process
Windows 95/NT

ONLINE process
Control strategie
u(k)=a1.u(k-1)+...+an.u(k-n) + b1.e(k)+...+bm.u(k-m)

Input and output signals

Output # 1

Identification
10 20 30 40 50 60 70 80

Ts Optimization

[a1...an b1...bm] [Kp Td Ti]

60 70 80

10

20

30

40 50 Time

Ts

LabWindows/CVI
vECU

Matlab - Simulink

Simulation

Models

virtual Electronic Control Unit

data files codes Methodology

Sistema Real Problema Controlador OK IDENTIFICAO REALIZAO EXPERIMENTAL

Plant

Figure 7 : Operation structure of VIEnCoD

Supervision Systems

Modelo Fsico

Identificao Testes

Modelo Matemtico Implementao Anlise

commands

status
OTIMIZAO Projeto do Controlador Anlise

3.2

VIEnCoD Environment

HW - Open platform

protocol/drivers (communication)

Condies de tempo real

Plant or Process

Figure 6 . Concept of VIEnCoD The VIEnCoD architecture was, therefore, the result of studies including features and resources available in LabWindows/CVI and MatlabSimulink platforms, in a way to allow the integration of a specific development environment of virtual instrumentation for an analysis environment and control systems project. This integrated environment must be under real time conditions, allowing simulations such as Hardware-in-the-loop (HIL). This concept, HIL, designates a simulation in which the obtained controller at the CSDC is physically implemented by the VIEnCoD, with the layout or the real process included in the control loop [11]. The vECU (Virtual Electronic Control Unit) is the denomination of all support structure for the simulation with HIL, which is formed by hardware elements (acquisition platform and controller) and software (supervision and control of instrumentation and controller implementation). The conception of the VIEnCoD determines the vECU hardware composition based on open instrumentation platform and the PC (processor) as

The VIEnCoD multifunctional proposal requires that its user interface (GUI Graphical User Interface) synthesize all theoretical control structure linked to CSDC phases, enabling resources in a clear and intuitive way, with easy perception of objectives. The methodology adopted was suggested in [17] and referred to in some works such as [12] [1], with necessary adaptations for the proposed objectives. A similar approach is found in [13] where contributions are also found. In the latter the global environment structure must contain : Familiarity : same layout profile among interfaces; Concentration : one idea per module. The idea corresponds to a specific CSDC stage (or a task of this stage); Simplicity : the interface must present itself in a clear and direct way, displaying sense of unity. Functionality must only be added to the interface if really necessary to the group. All VIEnCoD is administered through a main GUI that takes the role of representing and making available all CSDC stages, in a clear and intuitive way, as shown in Figure 8. Its structure can be divided, basically, in four functional groups : (i) modeling and support for representation of

systems, (ii) identification, (iii) Optimization of controller design, (iv) Controller's synthesis simulation with HIL.

Virtual instrumentation resources can be accessed at any CSDC stage. Figure 9 illustrates a GUI enabling some tasks, such as: reading and writing of data, graphic visualization of results, configuration of instrumentation, layout and controller, HIL simulation. This modularity also allows this tool to be individually accessed for testing external controllers. The implementation of several conventional controllers structures (PID, advance) are allowed - as well as other controlling strategies defined by professors, researchers or professionals, such as adaptive controlling strategies, fuzzy controller, among others. 3.3 Estrutura VIEnCoD de software do Toolbox

Figure 8 . Main GUI and the dynamic tree. This is done through dedicated menus and submenus with specific tasks for each stage and also with the dynamic tree technique. This technique is the adaptation of the methodology suggested by [3] where all theoretical control contents supported by the software is presented under the shape of a diagram where each topic is represented by a pushbutton that executes specific GUIs or screens with theoretical contents (hypertext). Modeling and analysis tools (answer to the step, goat diagram, continuous/discrete systems,... etc) can be accessed through structurally buttons placed in the layout that provides a global vision of the system. In an environment with CACSD proposal, the dynamic tree is an interesting resource to follow the CSDC project, visualizing available stages and tools, at the same time the user receives information about its logical and sequential structure through dynamic enabling of pushbuttons for the accomplishment of stages.

The VIEnCoD software structure was designed in a way to provide support to the CSDC previously described under the exposed functional requirements. Figure 10 presents this structure where the main data flow strictly follows the proposed methodology. In this figure all environment functional blocks are shown (applications or operational resources) as well as data structures related in an organization defined by CSDC stages. It is important to stress that data in the main flow are represented by temporary files that are a reflection of the files already stored in the user's binder. This way, at the closing of the user's project name.prj the processed information is stored along with CSDC status (which stage in which task) allowing the following return, with transparency, for retrieving data.

4. Proposta de perspectivas

integrao

Figure 9 . Plant and control interface, HIL simulation

The above mentioned projects present fundamental contributions for the knowledge of control engineering and its topics. At ACONSYS the methodological process for acknowledgement of the matter is analyzed with the purpose of providing solutions for deficiencies raised within courses ministered at PUCPR's engineering school by providing a modular, flexible and interactive environment. The professor encounters an environment that allows support and enrichment of theoretical contents exposed during classes, reflecting its purposes and structure. This way, the student is provided with a tool that allows him/her to understand the contents, eliminating doubts and creating new situations for analysis according to his/her acknowledgement pace. The return of this acknowledge allows the professor to make a new evaluation regarding contents evolution.

Legend : Start VIEnCoD main_vien.m principal m-file Opening / creation a new project file_fcn.m raiz name_prj.mat ECUVI / Plant Configuration PCVM module ws Event ws ws : user worksheet root : ...Matlab/toolbox/ Viencod secondary dataflow (events and optional data)

principal flow (events and data)

ecu_fcn.m pcvm.exe

name.vi Identification Process name_utecu.dat

ecu_fcn.m pivm.exe

Acquisition process PIVM module

name_uyfecu.dat ws mios_fcn.m

Data management GUI Data Management

name_u.mat name_y.mat name_uy.mat ws

name_uyfecu.dat name_uy.mat IdentificationTools GUI Ident Tools ident.m name.sid name_id.mat ws

1 Controller: Design and optimization

context. The first one closer to theoretical contents and the learning process, and the second one with a methodology and physical implementation structure and interfacing of physical elements (layouts and industrial devices). The proposal for integrating these tools arises from this universe of intersection, requiring development and adaptation of modules of each environment, as well as the communication system and interaction among them. The characterization of each tool would be kept with their expanded potentialities through this bi-directional communication. This interface is made easier through basic programming environments involved and the industrial communication resources provided by LabWindows, such as, for example, the OPC (OLE Process Control). In this context it is possible to mention two motivating factors that represent the current implementation efforts: The VIEnCoD is provided, modularly, with CDSC stages through GUIs with serious instructional contents. A 'tutorial system' is lacking, however, which provides a theoretical support for the user over each of the available tools in each stage. The development and adaptation of the ACONSYS author's environment, for this objective, is suggested. Communication: call: CSDC modules destination: author's environment. The CDSC involves a great amount of contents and control engineering disciplines, from identification of systems to implementation of controllers. This way the ACONSYS modules (author and presentation) would be able to access VIEnCoD tools in a modular way, creating real situations, with the layout, for projects or tests. Communication: call: ACONSYS destination: CDSC (VIEnCoD) modules. One of the perspectives of the work exposed has the purpose of implementing it in a web environment. Several works are being developed with this purpose at PUCPR, such as, for example, [10].

creation/configuration of the closed loop system mdl_clsys_fcn.m

name_clsys.mdl ws library_fcn.m

Models library verification

Root Locus Design rltools.m

name_clsys.mdl *_id/ctr/sens/filt.mat S Optimization tools optim_fcn.m ws name_ctrgen.mat name_pid.mat Are there models ? N Models creation contr_fcn.m modelstr_fcn.m bj_fcn.m convert_fcn.m ws name_id.mat name_ctr.mat/mdl name_sens.mat/mdl name_filt.mat/mdl

final controller synthesis final_ctr_fcn.m ws

name_ctrgen.dat name_pid.dat

Controller validation - HIL simulation

HIL simulation CIVM module civm.exe ws

name_hilacq.dat name_ctrgen.dat name_pid.dat

validation : Simulated Answer x Real system answer valida_fcn.m ok? ws

name_graf_val.m

Industrial controller implementation

Figure 10 : Structural diagram of VIEnCoD The VIEnCoD project originated from the need of a flexible and multifunctional CACSD tool specifically designed for teaching and researching. Several control engineering topics are supported by a modular and sequential means through the CSDC concept, which has paved the road for VIEnCoD architecture, driving integration of Matlab/Simulink resources and virtual instrumentation concept. Its open CACSD features, previously described, along with its interfacing potential with industrial devices, expand its use in training processes and on-site tests. This way, students, professors and researchers use the environment that is experiencing a dynamic evolution aggregating experiments, control algorithms, special modules, model libraries, etc. It is possible to notice, therefore, two kinds of tools within the same teaching and control research

References
[1] B. Wittenmark, H. Haglung, M. Johansson, Dynamic Pictures and Interactive Learning. IEEE Control Systems , v. 18, n. 3, p. 26-32, June 1998.

[2] C. Jinfang et al., Teaching Experiences of Servo Systems Experiments, Proceedings of 3t h IFAC Advances in Control Education, pp. 13-15, August, Japan, 1994. [3] D. Munteanu, F. Michau, S. Gentil, Autodidact: a Simulation-based Learning Environment in Automatic Control, Proceedings of the 3rd European Control Conference, Belgium, 1997. [4] D. M. Zhang, L. Alem, Management of Exercise-Based Training Process IEEE Conference on Systems Man and Cybernetics, vol 4, pp. 2910-2915, 1996. [5] E. F. R. Loures, M. R. Silveira, M. A. Busetti, LEPEC - Laboratrio de Ensino e Pesquisa em Energia e Controle : Uma Proposta de Integrao, Proceedings of XXIII Congresso Brasileiro de Ensino de Engenharia, Recife, v. 1, p. 61-68, Out., Brazil, 1995. [6] E. F. R. Loures, M. A. Busetti, VIEnCoD Proposal of an environment CACSD in the Support to the Control System Development Cycle based on VXIbus / LabWindows and MATLAB platform, Proceedings of the Midwest Symposium on Circuits and Systems - IEEE Circuits and Systems Society, South Bend Indiana, USA, p.296-299, 1998. [7] E. L. Borges, Da Simulao Criao de Modelos - Um Contexto para a Aprendizagem na Empresa. Proceedings of the VI Simpsio Brasileiro de Informtica na Educao, pp. 154165, November, Florianpulis, SC, Brazil, 1995. [8] G. Bormida et al., Learning Enviroment for Digital Electronics, IEEE Conference on Systems Man and Cybernetics, vol. 4,pp. 2892-2897, 1996. [9] G. H. R. Santos et al., SASHE: Autoria de Aplicaes Hipermdia para o Ensino, Proc. of 8th Brazilian Informtics and Education Symp., pp.425 440, So Jos dos Campos, SP, Brazil, 1997. [10] H. F. Eberspcher, J. H. Jamur, M. Eleuterio, Using a web-based learning environment for distance education, International Conference on Engineering and Computer Education (ICECE), Rio de Janeiro, 1999. [11] H. Hanselmann, Hardware-in-the-Loop Simulation Testing and its Integration into a CACSD Toolset, The IEEE International Symposium on Computer-Aided Control System Design, September 15-18, 1996, Dearborn, Michigan USA, 1996.

[12] K. J. strm, M. Johansson, M. Gfvert, Interactive Tools for Education in Automatic Control, IEEE Control Systems, v. 18, n. 3, p. 3340, Jun, 1998. [13] M. R. Silveira, L. V. R. Arruda, Integration of Computer Science Concepts Into a Control and Automation Teaching Methodology: The Conception of a Didactic Laboratory, 14th World Congress of International Federation of Automatic Control, Beijing China, 1999. [14] R. C. Garcia, B. S. Heck, An Interactive Tool for Classical Control Design Education. Proceedings of the American Control Conference, San Diego, CA, pp. 1460-1464, 1999. [15] R. Perret, Z. Binder, Use and Misuse of Computer for Control Education, Proceedings of 3t h IFAC Advances in Control Education, pp. 8182, August, Japan, 1994. [16] R. Rutz, J. Richert,, An Open CACSD Environoment, IEEE Control Systems, April 1995. [17] The MathWorks, Building GUIs Matlab. USA: The MathWorks, 1997. with

This document was created with Win2PDF available at http://www.daneprairie.com. The unregistered version of Win2PDF is for evaluation or non-commercial use only.