Atherton / Linkens Trends in Control and Measurement Education

Selected Papers from the IFAC Symposium, Swansea, UK, 11-13 July 1988
1. Auflage 2014
ISBN: 978-1-4832-9896-2
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 253 Seiten, Web PDF

Reihe: IFAC Symposia Series

This volume is the published Proceedings of selected papers from the IFAC Symposium, Swansea, 11-13 July 1988, where a forum was provided for discussion of the latest advances and techniques in the education of control and instrument engineers. Seven major topics were covered to aid lecturers in understanding, developing and presenting systems engineering - control and measurement - as a subject to undergraduate and postgraduate students. The teaching of real-time computer control as a topic and laboratory experiments for both continuous and discrete systems were discussed, as was process control, with the emphasis on providing the student with engineering experience by using scaled-down equipment which would teach practical skills. Included in the Proceedings are papers on measurement and instrumentation, an area felt to be neglected within academic instruction. The development of software tools for systems design within systems engineering was included, as was the exchange of teaching packages and methods between academics, and the education curriculum of systems engineering within developing countries. These Proceedings will prove to be a useful up-to-date guide and reference source for all lecturers and professors involved in curriculum development and the teaching of control and measurement in systems engineering.

Autoren/Hrsg.

Atherton, D. P.

Linkens, D. A.

Inhaltsverzeichnis

1;Front Cover;1
2;Trends in Control and Measurement Education;4
3;Copyright Page;5
4;Table of Contents;10
5;PART I: PLENARY ADDRESS;14
5.1;Chapter 1. Advances in Automatic Controls Educations;14
5.1.1;INTRODUCTION;14
5.1.2;DISCUSSION;14
5.1.3;CONCLUSIONS;15
5.1.4;APPENDIX A;15
5.1.5;APPENDIX B;15
6;PART II:
REAL-TIME CONTROL;20
6.1;Chapter 2. Microprocessor-based Data Acquisition and Control System;20
6.1.1;Abstract;20
6.1.2;Introduction;20
6.1.3;Measurement & Data Acquisition System;20
6.1.4;Microprocessor-Based Control Systems;21
6.1.5;Conclusions;22
6.2;Chapter 3. DDC Laboratory Experiments;24
6.2.1;INTRODUCTION;24
6.2.2;THE EQUIPMENT;24
6.2.3;LABORATORY SESSIONS;25
6.2.4;PEDAGOGICAL OBJECTIVES;26
6.2.5;CONCLUSIONS;27
6.2.6;REFERENCES;27
6.2.7;APPENDIX;29
6.3;Chapter 4. Educational Laboratory Automatic Control System;30
6.3.1;INTRODUCTION;30
6.3.2;THE CONFIGURATION OF THE RAR-80 HYBRID COMPUTER;30
6.3.3;APPLICATION POSSIBILITIES OF THE RAR-80;31
6.3.4;APPLICATION EXAMPLES OF RAR-80;31
6.3.5;CONCLUSION;33
6.3.6;REFERENCES;33
6.4;Chapter 5. Experiences in the Teaching of Sequencing Control;34
6.4.1;INTRODUCTION / MOTIVATION;34
6.4.2;THE CORE CONTENT OF THE LECTURES;34
6.4.3;WHY PROLOG;37
6.4.4;EXPERIENCE;37
6.4.5;LABORATORY EXPERIMENTS;37
6.4.6;CONCLUSION;37
6.4.7;REFERENCES;38
6.4.8;APPENDIX: Syntax diagrams of the rule based systems;38
6.5;Chapter 6. A Contemporary Approach to Logic Systems Design and its Applications for Implementing Hardwired and Programmed Controllers;40
6.5.1;INTRODUCTION;40
6.5.2;STRUCTURED SYSTEMS;41
6.5.3;PETRI-NETS DESCRIPTION OF CONTROL SEQUENCES;41
6.5.4;ALGEBRAIC INTERPRETATION OF PETRI-NETS;42
6.5.5;HARDWARED IMPLEMENTATION;42
6.5.6;PROGRAMMABLE CONTROLLER;42
6.5.7;CONCLUSION;43
6.5.8;REFERENCES;45
6.6;Chapter 7. An Integrated Process Controller/Programmable Logic Controller and Personal Computer Setup for Didactical Purposes;46
6.6.1;General Setup;46
6.6.2;Scaled Hardware design;47
6.6.3;The Workstations;47
6.6.4;The Network;47
6.6.5;The Sensors and Actuators;48
6.6.6;Expanded Software design;48
6.6.7;Data Structure;48
6.6.8;Process programming;49
6.6.9;Process simulation;49
6.6.10;Process monitoring;49
6.6.11;Data analysis;49
6.6.12;Didactic evaluation;49
6.6.13;Industrial use;49
7;PART III: PROCESS CONTROL;50
7.1;Chapter 8. A Graduate Course on Process Computer Systems;50
7.1.1;INTRODUCTION;50
7.1.2;OUTLINE OF THE COURSE;50
7.1.3;EXERCISES;51
7.1.4;T H E REAL-TIME EXPERIMENTS;52
7.1.5;CONCLUSIONS;54
7.1.6;REFERENCES;54
7.2;Chapter 9. A Suite of Interactive Programs for Teaching Computer Control;56
7.2.1;INTRODUCTION;56
7.2.2;THE CONTROL SYSTEM SIMULATOR;56
7.2.3;DIGITAL FILTER SIMULATION;57
7.2.4;CONCLUSIONS;58
7.2.5;REFERENCES;58
7.3;Chapter 10. Laboratory Pilot Plant for Modeling and Control Education;62
7.3.1;INTRODUCTION;62
7.3.2;GENERAL DESCRIPTION OF THE PILOT PLANT;63
7.3.3;PC WORKSTATION WITH CACSD SUPPORT;63
7.3.4;EXAMPLE: LEVEL CONTROL OF THE PILOT PLANT;64
7.3.5;CONCLUSION;65
7.3.6;REFERENCES;65
7.4;Chapter 11. Waste-water Treatment Test Plant Control: Computer Aided Modem Control Teaching;66
7.4.1;INTRODUCTION;66
7.4.2;CONTROLLED PROCESS AND LABORATORY EQUIPMENT;67
7.4.3;PROCESS MODELING;67
7.4.4;LAB-WORK PHASE I: MODELIMG AND TUMIMG;68
7.4.5;LAB-WORK PHASE II: PARAMETER ESTIMATION AND CONTROL DESIGN ;69
7.4.6;LAB—WORK PHASE III: CONTROL IMPLEMENTATION;69
7.4.7;SAMPLE LAB-WORK;70
7.4.8;CONCLUSIONS;71
7.4.9;REFERENCES;72
7.5;Chapter 12. Training by Interactive Computer Simulation;74
7.5.1;Summary;74
7.5.2;Background;74
7.5.3;The Problem;74
7.5.4;Short term solutions;74
7.5.5;Training;75
7.5.6;Software;75
7.6;Chapter 13. Process Control Instruction at Miami University Linking Classroom, Computers and Laboratories;78
7.6.1;INTRODUCTION;78
7.6.2;THE TASK AT HAND;78
7.6.3;TOOLS OF THE TRADE;79
7.6.4;AN EXAMINATION OF LEARNING;80
7.6.5;THE USUAL SYLLABUS;80
7.6.6;A PROPOSED SOLUTION;80
7.6.7;CONCLUSION;81
7.6.8;REFERENCES;81
7.7;Chapter 14. Control in a Chemical Engineering Course;82
7.7.1;INTRODUCTION;82
7.7.2;OBJECTIVES;82
7.7.3;COURSE;83
7.7.4;DISCUSSION;85
8;PART IV: MEASUREMENT AND INSTRUMENTATION;86
8.1;Chapter 15. Development of Educational Programmes in Manufacturing Metrology;86
8.1.1;1. Introduction;86
8.1.2;2. Measurement and Instrumentation;87
8.1.3;3. Measurement and Inspection Systems;88
8.1.4;4. Quality Engineering and Metrology;88
8.1.5;5. Conclusions;90
8.1.6;References;91
8.1.7;Appendix Syllabuses for Courses;91
8.2;Chapter 16. Postgraduate Teaching of Measuring Instrument Design;94
8.2.1;INTRODUCTION;94
8.2.2;ORGANISATION;94
8.2.3;LECTURE COURSES;94
8.2.4;PROJECTS;95
8.2.5;EXAMPLES OF TYPICAL INDUSTRIALLY ASSOCIATED PROJECTS;95
8.2.6;TYPES OF STUDENT ATTRACTED BY THE COURSE;95
8.2.7;CONCLUSION;96
8.3;Chapter 17. Holistic Perception in Measurement and Control: Applying Keys Adapted from Classical Taxonomy;98
8.3.1;INTRODUCTION;98
8.3.2;THE NATURE AND SCOPE OF TAXONOMY;98
8.3.3;INFORMATION TECHNOLOGY, SYSTEMS AND INSTRUMENTATION;99
8.3.4;TAXONOMY IN MEASUREMENT INSTRUMENTATION SYSTEMS;100
8.3.5;CLASSIFICATION METHODS APPLIED IN CONTROL;102
8.3.6;CONCLUSIONS;103
8.3.7;REFERENCES;103
8.4;Chapter 18. The Role of the IEEE 488 Interface Bus in the Teaching of Instrumentation and Measurement;104
8.4.1;INTRODUCTION;104
8.4.2;THE IEEE 488 INTERFACE BUS;104
8.4.3;THE EARLY STAGES OF THE COURSE;105
8.4.4;INTERMEDIATE STAGE;106
8.4.5;THE FINAL STAGE;106
8.4.6;CONCLUSIONS;107
8.4.7;Acknowledgments;107
8.4.8;References;107
8.5;Chapter 19. Introducing Information Capacity as a Figure of Merit for Instrument Systems Using the Concepts of Energy Bandwidth;108
8.5.1;INTRODUCTION;108
8.5.2;INSTRUMENTS AND COMMUNICATION SYSTEMS;108
8.5.3;CHARACTERISATION AND THEORY OF SYSTEMS;110
8.5.4;CONCLUSIONS;113
8.5.5;REFERENCES;113
8.6;Chapter 20. Instrumentation Systems Design for a Process Plant;114
8.6.1;BEng INSTRUMENTATION AND CONTROL DEGREE;114
8.6.2;ENGINEERING APPLICATIONS;114
8.6.3;DESIGN;116
8.6.4;FINAL YEAR DESIGN EXERCISE;116
8.6.5;CONCLUSION;117
8.6.6;REFERENCES;117
9;PART V: SOFTWARE DEVELOPMENT AND UTILISATION;122
9.1;Chapter 21. Some Cooperative Efforts on Control Engineering Software in Europe;122
9.1.1;INTRODUCTION;122
9.1.2;THE BENELUX WORKING GROUP ON SOFTWARE;122
9.1.3;WEPAC-INITIATIVE CONCERNING THE USE OF PC's;124
9.1.4;REFERENCES;125
9.1.5;APPENDIX A;125
9.1.6;APPENDIX B REFERENCES ON THE USE OF PC'S IN CONTROL EDUCATION AND RESEARCH;126
9.2;Chapter 22. SIGSYS— A Signals and Systems Interpreter;128
9.2.1;1. INTRODUCTION;128
9.2.2;2. GENERATION AND MANIPULATION OF SIGNALS;129
9.2.3;3. SOME APPLICATIONS;130
9.2.4;4. INTEGRATION OF DIFFERENTIAL EQUATIONS;132
9.2.5;5. OTHER FACILITIES;133
9.2.6;6. CONCLUSIONS;133
9.2.7;7. REFERENCES;133
9.3;Chapter 23. The Use of a Graphical Pre-processor for Computer-aided Control System Design as an Educational Tool;134
9.3.1;INTRODUCTION;134
9.3.2;CONTROL ENGINEERING WORKSTATION;134
9.3.3;APPLICATIONS IN EDUCATION;135
9.3.4;CONCLUSIONS;139
9.3.5;ACKNOWLEDGEMENT;139
9.3.6;REFERENCES;139
9.4;Chapter 24. CTRL–C and ACSL Used in the Teaching of Control Engineering;140
9.4.1;BACKGROUND AND HISTORY;140
9.4.2;COURSES INVOLVED;140
9.4.3;A DESCRIPTION OF ACSL & CTRL-C;141
9.4.4;EXAMPLES OF USE;141
9.4.5;CONCLUSION;144
9.4.6;REFERENCES;144
9.5;Chapter 25. On the Use of Matlab in Robot Identification and Control;146
9.5.1;INTRODUCTION;146
9.5.2;MANIPULATOR CONTROL SYSTEM;146
9.5.3;METHOD AND RESULTS;147
9.5.4;CONCLUSIONS;148
9.5.5;REFERENCES;148
9.6;Chapter 26. An Extension to a Commercial CACSD Package for Use in a Basic Control Course;150
9.6.1;INTRODUCTION;150
9.6.2;THE BASIC SYSTEM;151
9.6.3;THE IMPLEMENTATION;152
9.6.4;DATA STORAGE;153
9.6.5;APPLICATION;153
9.6.6;CONCLUSIONS;155
9.6.7;REFERENCES;155
10;PART VI: COURSE DESIGN AND TEACHING METHODS;156
10.1;Chapter 27.A Teaching Control to the Managers;156
10.1.1;COMPUTER ASSISTED LEARNING (CAL);156
10.1.2;FREQUENCY RESPONSE ANALYSIS;157
10.1.3;COMPUTER ASSISTED PRACTICALS (CAP);157
10.1.4;COMPUTER AIDED DESIGN (CAD);158
10.1.5;REFERENCES;158
10.2;Chapter 28. The Role of Control Engineering in the Education and Training of Engineer Officers of the Royal Navy;160
10.2.1;INTRODUCTION;160
10.2.2;THE NAVAL ENGINEER OFFICER AS A CONTROL ENGINEER;160
10.2.3;THE DEPARTMENT OF CONTROL ENGINEERING;161
10.2.4;THE STUDENT BODY;163
10.2.5;FUTURE DEVELOPMENTS;163
10.2.6;CONCLUSIONS;164
10.3;Chapter 29. Control Systems: A First Course;166
10.3.1;INTRODUCTION;166
10.3.2;HISTORICAL COVERAGE;167
10.3.3;OLDER TEXT BOOKS;167
10.3.4;PRESENT DAY FIRST COURSE;168
10.3.5;LABORATORY WORK;168
10.3.6;CONCLUSIONS;169
10.3.7;REFERENCES;169
10.4;Chapter 30. Experience of Computer-aided Testing in Demonstrating Control and Vibration Concepts;170
10.4.1;INTRODUCTION;170
10.4.2;TEST EQUIPMENT;170
10.4.3;A DESCRIPTION OF ACSL;172
10.4.4;TESTS ON AN ANGULAR POSITION SERVOMECHANISM;172
10.4.5;CONCLUSION;174
10.5;Chapter 31. Demonstrations on Stochastic Processes — An Aid for Teaching I General Survey;176
10.5.1;1 INTRODUCTION; STATEMENT OF THE PROBLEM;176
10.5.2;2 AN ELEMENTARY COURSE;176
10.5.3;3 TEACHING AND LEARNING;177
10.5.4;4 LECTURE DEMONSTRATIONS AND EXPERIMENTS;177
10.5.5;5. LABORATORY PROCEDURES AND EXPERIENCES;181
10.5.6;6 CONCLUSIONS;181
10.5.7;REFERENCES;181
10.6;Chapter 32. Demonstrations on Stochastic Processes — An Aid for Teaching II Electronic Instrumentation;182
10.6.1;1 INTRODUCTION;182
10.6.2;2 AMPLITUDE WINDOWS;183
10.6.3;3 PROBABILITY DENSITY METER;184
10.6.4;4 BIVARIATE PROBABILITY DENSITY METER;184
10.6.5;5 AUTO- AND CROSS CORRELATION FUNCTIONS;184
10.6.6;6 DEVICE FOR THE MEASUREMENT OF IMPULSE RESPONSE BY MEANS OF PSEUDO RANDOM BINARY SIGNALS AND CROSS CORRELATION;185
10.6.7;7 CONCLUSIONS;185
10.6.8;APPENDIX - Demonstrations and experiments;186
10.6.9;REFERENCE;186
10.7;Chapter 33. Case Studies for Teaching Control Systems;188
10.7.1;INTRODUCTION;188
10.7.2;COURSE STRUCTURE;188
10.7.3;INJECTION MOULDING STUDY;188
10.7.4;CONTROL LOOP DESIGN;190
10.7.5;PROCESS MODELLING STUDY;190
10.7.6;ASSESSMENT;190
10.7.7;CRITICAL APPRAISAL;190
10.7.8;CONCLUSION;191
10.7.9;REFERENCES;191
11;PART VII: ROBOTICS AND SERVICES;192
11.1;Chapter 34. Software Environment for Robot Control Algorithms Experimentation;192
11.1.1;1. Introduction;192
11.1.2;2. Characteristics of the "MIMO' industrial robot;193
11.1.3;3. The software organization;194
11.1.4;4. The software frame;195
11.1.5;Conclusions;196
11.1.6;References;197
11.2;Chapter 35. An Intelligent Control Systems Apparatus for the Control Engineering Laboratory;198
11.2.1;1. INTRODUCTION;198
11.2.2;2. DESCRIPTION OF THE INTELLIGENT CONTROL APPARATUS;198
11.2.3;3. THE EXPERIMENTS;199
11.2.4;4. THE SOFTWARE;201
11.2.5;5. A TYPICAL ICA EXPERIMENT - FEATURE EXTRACTION;201
11.2.6;6. CONCLUSION;202
11.2.7;ACKNOWLEDGMENTS;202
11.2.8;REFERENCES;202
11.3;Chapter 36. On Experiences with a Seminar for Teaching Robotics;204
11.3.1;I. INTRODUCTION;204
11.3.2;II. ELECTRICAL ENGINEERING EDUCATION AT THE TH DARMSTADT;204
11.3.3;III. BACKGROUND AND ORGANIZATION OF "ROBOTIC AND AI"-SEMINAR;205
11.3.4;IV. EXPERIENCES;205
11.3.5;V. OUTLOOK;206
11.3.6;VI. ACKNOWLEDGEMENT;206
11.3.7;VII. LITERATURE;206
11.4;Chapter 37. An Interactive Tool for Computer-aided Manufacturing Sequence Specification;208
11.4.1;INTRODUCTION;208
11.4.2;THE C.A.S.P.A.I.M. PROJECT;208
11.4.3;CONCEPTS FOR THE SPECIFICATION TOOL;208
11.4.4;THE INTERACTIVE SPECIFICATION SOFTWARE TOOL;210
11.4.5;A MANUFACTURING CELL EXAMPLE;210
11.4.6;CONCLUSION;211
11.4.7;REFERENCES;211
11.5;Chapter 38. The Computer-Aided Education of Practising Building Services Engineers;212
11.5.1;INTRODUCTION;212
11.5.2;GENERAL BACKGROUND;212
11.5.3;THE ANALYTICAL APPROACH;213
11.5.4;A SIMPLE EXAMPLE;214
11.5.5;CONCLUSIONS;215
11.5.6;REFERENCES;215
11.5.7;ACKNOWLEDGEMENTS;215
12;PART VIII: CONTINUING EDUCATION;218
12.1;Chapter 39. European Programs for Continuing Engineering Education;218
12.1.1;INTRODUCTION;218
12.1.2;THE NATIONAL TECHNOLOGICAL UNIVERSITY IN USA.;218
12.1.3;PACE, EUROPEAN PROGRAM FOR ADVANCED CONTINUING EDUCATION;219
12.1.4;EEC PROGRAMMES;221
12.1.5;THE DEUS CONSORTIUM;222
12.1.6;CONCLUSIONS AND RECOMMENDATIONS;223
12.1.7;ACKNOWLEDGEMENT;223
12.1.8;REFERENCES;223
12.2;Chapter 40. Design of a Continuing Education Development Programme on Condition Monitoring and Diagnostic Engineering Management (COMADEM) Discipline;224
12.2.1;INTRODUCTION;224
12.2.2;AIMS, OBJECTIVES & SCOPE OF COMADEM PHILOSOPHY;224
12.2.3;SOME ECONOMIC JUSTIFICATIONS;225
12.2.4;SOME COMMENTS ON INDUSTRIAL DISASTERS;226
12.2.5;SOME CAUSES AND EFFECTS OF ENGINEERING FAILURES;226
12.2.6;ROLE OF COMADEM IN OTHER AREAS;227
12.2.7;DESIGN OF A COMADEM CONTINUING EDUCATION & TRAINING(CET) PROGRAM;227
12.2.8;CONCLUSION;228
12.2.9;REFERENCES;229
12.3;Chapter 41. Training and Continuing Education Program in Automation;230
12.3.1;INTRODUCTION;230
12.3.2;THE AUSTRIAN EDUCATIONAL SYSTEM;230
12.3.3;THE BASIC STRUCTURE OF THE PROGRAM;230
12.3.4;THE CURRICULUM;233
12.3.5;ADDITIONAL REMARKS;234
12.3.6;FIRST EXPERIENCES;234
12.3.7;SUMMARY;234
12.4;Chapter 42. Some Experiences in Continuing Education on Control Theory;236
12.4.1;INTRODUCTION;236
12.4.2;TUTORIAL COURSES PRESENTED BY PROFESSIONAL SOCIETIES;236
12.4.3;ADVANCED TECHNICAL TRAINING INSTITUTE OF OSAKA;237
12.4.4;PROGRAMS WITHIN INDUSTRIES;237
12.4.5;CONCLUSION;237
12.5;Chapter 43. The Role of Computers in Engineering Education in Zimbabwe;240
12.5.1;INTRODUCTION;240
12.5.2;CAL REVIEW;241
12.5.3;CAL STRATEGY;242
12.5.4;CAL PROJECT;242
12.5.5;COURSEWARE DEVELOPMENT;243
12.5.6;ILLUSTRATIONS;243
12.5.7;COURSE ORGANIZATION;244
12.5.8;EVALUATION;244
12.5.9;CONCLUSION;244
12.5.10;APPENDIX: DESIGN OF PROBLEM SOLVING CAL PROGRAM;245
12.6;Chapter 44. Education in Basic Technology — A Renaissance in Developing Countries;248
12.6.1;INTRODUCTION;248
12.6.2;METHODOLOGY;249
12.6.3;SYLLABUS;250
12.6.4;LECTURE NOTES;251
12.6.5;LABORATORY EXPERIMENTS;251
12.6.6;CONCLUSIONS;252
12.6.7;REFERENCE;252
13;Author Index;254
14;Keyword Index;256