Control systems engineering education

Abstract-A novel multivariable laboratory process that consists of four interconnected water tanks is presented. The linearized dynamics of the system have a multivariable zero that is possible to move along the real axis by changing a valve. The zero can be placed in both the left and the right half-plane. In this way the quadruple-tank process is ideal for illustrating many concepts in multivariable control, particularly performance limitations due to multivariable right half-plane zeros. The location and the direction of the zero have an appealing physical interpretation. Accurate models are derived from both physical and experimental data and decentralized control is demonstrated on the process.

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“…A motivation for developing this process was to illustrate concepts in multivariable control or as stated in [21]:…”

Section: Discussionmentioning

confidence: 99%

The quadruple-tank process: a multivariable laboratory process with an adjustable zero

Johansson

2000

IEEE Trans. Contr. Syst. Technol.

913

558

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“…This lumping together of the system's components means that control engineering students run the risk of losing sight of the system they are striving to control (Kheir et al, 1996).…”

Section: A Control Theoretical Approachmentioning

confidence: 99%

Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?

Jensen

2014

European Journal of Engineering Education

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Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?. European Journal of Engineering Education, 39(4): 391-411Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version:http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-5242 1 Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?If students really understand the systems they study, they would be able to tell how changes in the system would affect a result. This demands that the students understand the mechanisms that drive its behaviour. The study investigates potential merits of learning how to explicitly model the causal structure of systems. The approach and performance of 15 system dynamics students, who are taught to explicitly model the causal structure of the systems they study, was compared with the approach and performance of 22 engineering students, who do generally not receive such training. The task was to bring a computer simulated predator-and-prey ecology to equilibrium. The system dynamics students were significantly more likely than the engineering students to correctly frame the problem. They were not much better at solving the task, however. It seemed that they had only learnt how to make models and not how to use them for reasoning.Keywords: engineering education research; modelling; external representations, dynamic systems, qualitative reasoning IntroductionThe literature on modelling tends to focus on the quantitative model that results when the laws of physics have been applied and relevant measurements made. The goal of the modelling process is a model that lends itself to mathematical treatment (e.g., Lesh & Doerr, 2003;Redish & Smith, 2008). The underlying qualitative model appears to be seen as self-evident and/or implicit in the quantitative model. True as this may be,we cannot be certain that it is evident to the students. When the mathematical model has been manipulated and transformed, and a result calculated, the result has to be given meaning (Bissel & Dillon, 2000; Kehler & Lester, 2003;Redish & Smith, 2008). The students need to understand why a result is as it is. In other words, they have to be able to interpret their results. Furthermore, if they 2 really understand the system under study they would be able to tell changes in the system would affect a result. This demands that the students understand the qualitative structure of the system, i.e., the mechanisms that drive its behaviour.The aim of this study is to investigate the potential merits of training students in how to explicitly model the qualitative, or causal, structure of the systems they study.Do students who receive such training understand the systems they study better than students who do not? It might be the case that students spontaneously model the causal structure when the need arises, or that it is sufficient that the cau...

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“…This requires a distinctive adaptation to the standard chalk talk approach; as described by Kheir et al (1996), there are two streams of control: the mathematics of the process, and the actual thing to be controlled.…”

Section: The Value Of Sketching In Control Engineeringmentioning

confidence: 99%

“…A quick perusal through many advanced control texts (such as those surveyed in Kheir et al (1996)) will highlight a revealing omission: there are very few engineering diagrams, especially sketches. This is particularly true for the advanced texts where the literally thousands of elegantly presented equations are sporadically broken up with formal block diagrams and the resultant Matlab plot.…”

Section: The Role Of the Textmentioning

confidence: 99%

“…In this paper we will present our view of how teaching of engineering, in the specific instance of advanced control engineering, has evolved, and how it might develop in the future through the use of new technologies. The paper does not concern itself with what topics should be taught in a controls course, what constitutes a suitable support laboratory program, nor even argue the merits of the var- ious CACE packages -issues that were comprehensively surveyed in Kheir et al (1996). This paper is concerned with the how of teaching in control courses, with Optimal Control, a joint final year elective and Master's paper providing the context.…”

Section: Introductionmentioning

confidence: 99%

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From Chalk Talk to Tablet Talk: Pedagogies for Control Engineering

Wilson

Maclaren

2013

IFAC Proceedings Volumes

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Individual disciplines, and even subfields within those disciplines, typically exhibit distinctive pedagogical approaches that have developed over time, influenced by the content of the discipline and technology. In control engineering, mathematical symbolic and diagrammatic forms are a key element, and have been traditionally taught using oral and handwritten approaches (so called chalk-talk). The widespread use of computer display technology and PowerPoint has influenced the way in which the development of ideas is presented, leading to mathematics presented as solutions, rather than a process, and the isolation of the mathematics from the control engineering context. This paper reviews educational trends and personal experience that suggests the use of digital pen-enabled tablet technologies can facilitate the reintroduction of elements critical to developing an effective pedagogy for control engineering.

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Control systems engineering education

Cited by 144 publications

References 7 publications

The quadruple-tank process: a multivariable laboratory process with an adjustable zero

The quadruple-tank process: a multivariable laboratory process with an adjustable zero

Does teaching students how to explicitly model the causal structure of systems improve their understanding of these systems?

From Chalk Talk to Tablet Talk: Pedagogies for Control Engineering

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