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Control Education Efficacy Evaluation Through Flight Control Experiment
11th IFAC Symposium on Advances in Control Education 11th Symposium on June 1-3, 2016. Bratislava, Slovakia in 11th IFAC IFAC Symposium on Advances Advances in Control Control Education Education 11th IFAC Symposium on Advances in Control Education June 1-3, 2016. Bratislava, Slovakia Available online at www.sciencedirect.com June 1-3, 2016. Bratislava, Slovakia June 1-3, 2016. Bratislava, Slovakia
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Control Education Efficacy Evaluation Control Education Efficacy Evaluation Control Education Efficacy Evaluation Through Flight Control Experiment Through Flight Control Experiment Through Flight Control Experiment
Takao Sato ∗∗ Natsuki Kawaguchi ∗∗ Shintaro Nakatani ∗∗ ∗ Natsuki Kawaguchi ∗ Shintaro∗ Nakatani ∗ ∗ Takao SatoNozomu ∗ ∗ ∗ Takao Natsuki Kawaguchi Shintaro Takao Sato SatoNozomu NatsukiAraki Kawaguchi Shintaro∗∗ Nakatani Nakatani ∗ Yasuo Konishi ∗ Araki Konishi ∗ Yasuo ∗ Nozomu Araki Yasuo Konishi Nozomu Araki Yasuo Konishi ∗ Department of Mechanical Engineering, Graduate School of ∗ ∗ of MechanicalUniversity Engineering, Graduate School of ∗ Department Department of Engineering, Graduate of Hyogo, Department Engineering, of Mechanical MechanicalUniversity Engineering, Graduate School School of of Engineering, of Hyogo, Engineering, University of Hyogo, Hyogo,Japan 2167 Shosha, Himeji, Hyogo 671-2280, Engineering, University of 2167 Shosha, Himeji, Hyogo 671-2280, Japan 2167 Himeji, (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). 2167 Shosha, Shosha, Himeji, Hyogo Hyogo 671-2280, 671-2280, Japan Japan (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). Abstract: This study discusses an education method aimed at increasing student depth of Abstract: This an education method student depth of Abstract: This study discusses an education method aimed at increasing student depth understanding of study controldiscusses theory via education systemaimed based at onincreasing the flight control Abstract: This study discusses an an education method aimed at increasing student system depth of of understanding of control theory via an education system based on the flight control system of of control via an education system based on flight control system of aunderstanding model helicopter. Usingtheory this system, undergraduate students usethe different methods to vary understanding of control theory via an education system based on the flight control system of a model helicopter. Using this system, undergraduate students use different methods to vary a model model helicopter. Using this thisand, system, undergraduate students use different different methods to vary vary the altitude of the helicopter, in the process, directly experience dynamics, linearity, and a helicopter. Using system, undergraduate students use methods to the altitude of the helicopter, and, in the process, directly experience dynamics, linearity, and the altitude and, in experience linearity, and nonlinearity, as the wellhelicopter, as the control anddirectly differences betweendynamics, manual and automatic the altitude of of the helicopter, and,requirements in the the process, process, directly experience dynamics, linearity, and nonlinearity, as well as the control requirements and differences between manual and automatic nonlinearity, as well as the control requirements and differences between manual and automatic control. The results of this study show that student understanding of control theory can be nonlinearity, as well as the control requirements and differences between manual and automatic control. results of study show student control. The The results using of this thisour study show that that student understanding understanding of of control control theory theory can can be be effectively increased education system. control. The results of this study show that student understanding of control theory can be effectively increased using our education system. effectively effectively increased increased using using our our education education system. system. © 2016, IFAC (International Federation of Automatic Control) Hosting by Elsevier Ltd. All rights reserved. Keywords: Control education, flight experiment, PID control, dynamics, feedback control, Keywords: Control education, education, flight experiment, experiment, PID control, control, dynamics, feedback feedback control, Keywords: Control automatic control Keywords: Control education, flight flight experiment, PID PID control, dynamics, dynamics, feedback control, control, automatic control control automatic automatic control 2. OBJECTIVE OF EDUCATION SYSTEM 1. INTRODUCTION 2. OBJECTIVE OBJECTIVE OF EDUCATION EDUCATION SYSTEM 1. INTRODUCTION INTRODUCTION 2. 1. 2. OBJECTIVE OF OF EDUCATION SYSTEM SYSTEM 1. INTRODUCTION The aims of this study on the development of an education While numerous students receive lectures on control theory The The aims aims ofas this study on on the development development of an an education this study system areof follows: While numerous students receive lectures lectures onmany control theory The aims ofas this study on the the development of of an education education While receive control in the numerous course ofstudents their university studies,on oftheory them system system are follows: While numerous students receive lectures on control theory are in the the course course of their their university studies, many of ofunderthem system are as as follows: follows: in of university studies, many them • Dynamical characteristics can be recognized graduate without gaining more than a theoretical in the course of their university studies, many ofunderthem Dynamical characteristics characteristics canand be nonlinearity recognized can be graduate without gaining more than theoretical ••• Dynamical can be recognized graduate without more than aa theoretical underDifferences between linearity standing of controlgaining education. Accordingly, it was thought Dynamical characteristics canand be nonlinearity recognized can be graduate without gaining more than a theoretical under• Differences between linearity standing of control education. Accordingly, it was thought •• Differences between linearity and nonlinearity can standing of control Accordingly, it was clearly presented that students wouldeducation. gain deeper understandings ofthought control Differences between linearity and nonlinearity can be be standing of control education. Accordingly, it was thought clearly presented that students students wouldwith gainopportunities deeper understandings understandings of control control presented that would gain deeper of • clearly Control action can be executed theory if provided to actually expericlearly presented that students would gain deeper understandings of control Control action canand be executed executed theory if physical providedaspects with opportunities opportunities tophenomena. actually experiexperi••• Control can be theory provided with actually · Bothaction manual automatic control can be exeence theif of control areato PreControl action canand be executed theory if physical providedaspects with opportunities tophenomena. actually experi· Both manual automatic control can can be exeexeence the of control area Pre· Both manual and automatic ence the physical aspects of control area phenomena. Precuted viously, a variety of education methods have been proposed · Both manual and automatic control control can be be exeence theaphysical aspects of control area phenomena. Precuted viously, variety of education methods have been proposed viously, aa variety of methods been · cuted PID control can be implemented to impart personal experience relatedhave to control theory cuted viously, variety of education education methods have been proposed proposed PID control control can bebe implemented to impart impart personal experience related to control control theory ··· PID can be implemented to personal experience to theory • Unstable behavior can stabilized on students. For example, Legorelated Mindstorm was used in PID control can bebe implemented to impart personal experience related to control theory • Unstable behavior can stabilized on students. For example, Lego Mindstorm was used in • Unstable behavior can be stabilized on students. For example, Lego Mindstorm was used in Control theory requirements can be understood intuaonpredictive model control education study(Sanale and •• Unstable behavior can be stabilized students. model For example, Lego Mindstorm was usedand in Control theory requirements can be be understood intuintua predictive control education study(Sanale • Control theory requirements can aBrunet, predictive model control education study(Sanale and itively 2013), and a software application was developed • Control theory requirements can be understood understood intua predictive model control education study(Sanale and itively Brunet, 2013), and a software application was developed Brunet, 2013), was • itively Attractive and interesting equipment is used for proportional-integral-derivative (PID) control educaitively Brunet, 2013), and and aa software software application application was developed developed Attractive and and interesting interesting equipment equipment is is used used for proportional-integral-derivative proportional-integral-derivative (PID) control control educa••• Attractive for (PID) education (Oravec and Bakosova, 2012). Additionally, education Attractive and interesting equipment is used using for proportional-integral-derivative (PID) control educaTo this end, an education system was developed tion (Oravec and Bakosova, 2012). Additionally, education tion (Oravec and Additionally, tools were developed for an 2012). embedded system ineducation (Bonicke To this end, an education system was developed using tion (Oravec and Bakosova, Bakosova, 2012). Additionally, To end, education was developed using the this twin-rotor model system helicopter in Fig. 1. toolsAment, were developed developed for an an embedded system in ineducation (Bonicke this end, an antype education wasshown developed using tools were for embedded system (Bonicke and 2012), a sun tracker was developed using Ar- To thethis twin-rotor type model system helicopter shown in and Fig. 1. tools were developed for an embedded system in (Bonicke the twin-rotor type model helicopter shown in Fig. 1. In system, the controlled value is altitude, the and Ament, 2012), a sun tracker was developed using Arthe twin-rotor type model helicopter shown in Fig. 1. and Ament, 2012), sun tracker developed using Arduino (Carcia et al.,aa 2015), and awas commercial multicopter In this system, the controlled value is altitude, and the and Ament, 2012), sun tracker was developed using ArIn this system, the is altitude, and the manipulated value is controlled the electricvalue voltage sent to the motor duinoenhanced (Carcia et et al., 2015), and and navigation a commercial commercial multicopter In this system, the controlled value is altitude, and the duino (Carcia al., 2015), a multicopter was for autonomous (Gongora and manipulated value is the electric electric voltage sent to the the motor motor duino (Carcia et 2015), and navigation a commercial multicopter manipulated the to drivers of thevalue two is rotors. In thevoltage case ofsent manual was enhanced enhanced foral., autonomous (Gongora and value is the electric voltage sent to thecontrol, motor was Jimenez, 2015).for Inautonomous this study, navigation in order to(Gongora increase and the manipulated drivers of the two rotors. In the case of manual control, was enhanced for autonomous navigation (Gongora and drivers of the two rotors. In the case of manual control, the electric voltage supplied to the rotors can be changed Jimenez, 2015). In this study, in order to increase the drivers of the two rotors. In the case of manual control, Jimenez, 2015). study, order to the depth of understanding control theory stuthepressing electric voltage voltage supplied to the the rotors can be changed Jimenez, 2015). In In this this imparted study, in in on order to increase increase the the electric supplied to rotors by one of eight buttons shown in can Fig.be 2 11changed , which depth of of understanding imparted on control theory stuelectric voltage supplied to the rotors can be changed depth imparted on control dents, we understanding developed an education system thattheory allows stuthe the 1 by pressing one of eight buttons shown in Fig. 2 which depth of understanding imparted on control theory stu1 ,,button by pressing one of eight buttons shown in Fig. 2 which increase or reduce the voltage depending on which dents, we developed an education system that allows the by pressing one of the eight buttons shown inonFig. 2 ,button which dents, we an education that allows the altitude ofdeveloped a model helicopter to be system controlled manually or increase or reduce voltage depending which dents, we developed an education system that allows the increase or reduce reduce the voltage voltage depending oncontrol which button button is pressed. In contrast, in the automatic mode, altitude of a model helicopter to be controlled manually or increase or the depending on which altitude of a model helicopter to be controlled manually or automatically. In the case of manual control, because the is pressed. contrast, in thebyautomatic control altitude of a model helicopter to be controlled or the is pressed. In contrast, in control mode, referenceIn is changed manipulating the mode, single automatically. In the the case of manual manual control, manually because the is pressed. Ininput contrast, in the thebyautomatic automatic control mode, automatically. In case of control, because the altitude is controlled by physically changing the control the reference input is changed manipulating the single automatically. In the case of manual control, because the the reference input is changed by manipulating the single lever shown in the figure (Fig. 2), and the actual control altitudestudents is controlled controlled by physically physically changing theofcontrol control reference input is changed by manipulating thecontrol single altitude is by changing the input, experience the actual dynamics flight the lever shown in the figure (Fig. 2), and the actual altitude is controlled by physically changing the control lever shown in the figure (Fig. 2), and the actual control input is decided by the PID control, where the PID input, students experience the actual dynamics of flight lever shown in the figure (Fig. 2), and the actual control input, students experience the actual dynamics of flight and thereby more deeply understand requirements related by PID control, where the input, students experience the actualrequirements dynamics ofrelated flight input input is is decided decided by the the PID control, where theofPID PID parameters have been set in advance. An overview the and thereby more deeply understand input is decided by the PID control, where the and thereby deeply understand requirements related to automatic control. Additionally, both linearity and non- parameters have been set in advance. An overview ofPID the and thereby more more deeply understand requirements related parameters have been set in advance. An overview of the fully developed education system is shown in Fig. 3. to automatic control. Additionally, both linearity and nonparameters have been set in advance. An overview of the to automatic control. Additionally, both and nonlinearity can be experienced because thelinearity system dynamics fully developed education system is shown in Fig. 3. to automatic control. Additionally, both linearity and nonfully developed education system is shown in Fig. 3. linearity can be experienced because the system dynamics fully developed education system is shown in Fig. 3. linearity can be experienced because the system dynamics of helicopter flight change with variations in altitude. For linearity can be experienced because the system dynamics 3. EDUCATION SYSTEM EFFICACY of helicopter helicopter flight change with with variations initsaltitude. altitude. For of flight change variations For example, when the automatic mode is used,in availability of helicopter flight change with variations in altitude. For 3. 3. EDUCATION EDUCATION SYSTEM SYSTEM EFFICACY EFFICACY example, when the automatic mode is used, its availability 3. EDUCATION SYSTEM EFFICACY example, when the automatic mode is used, its availability can be recognized intuitively. Our study results show that example, when the automatic mode is used, its availability can be recognized intuitively. Our study results show that Using the developed system, control education was procan be intuitively. Our study that the use of our developed education enablesshow students can be recognized recognized intuitively. Our system study results results show that Using Using the eight developed system, control control education waswhich prothe developed system, education was prothemore use ofreadily our developed developed education system enables students vided for undergraduate students, each of Using the developed system, control education waswhich prothe use of our education system enables students to recognize the basic physical phenomena the use ofreadily our developed education system enables students vided for eight undergraduate students, each of vided for eight undergraduate students, each of which to more recognize the basic physical phenomena 1 vided for eight undergraduate students, each of which to more readily recognize the basic physical phenomena associated with control theory. Hori Ltd to more readily recognize the basic physical phenomena 1 Hori Ltd associated with control control theory. 1 associated 1 Hori associated with with control theory. theory. Hori Ltd Ltd Copyright © 2016, 2016 IFAC 1 Hosting by Elsevier Ltd. All rights reserved. 2405-8963 © IFAC (International Federation of Automatic Control) Copyright © 2016 IFAC 1 Copyright © 2016 IFAC 1 Peer review under responsibility of International Federation of Automatic Copyright © 2016 IFAC 1 Control. 10.1016/j.ifacol.2016.07.142
2016 IFAC ACE 2 June 1-3, 2016. Bratislava, Slovakia
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Table 2. Evaluation values obtained before experiment evaluated value
evaluation
1 2 3 4
unheard and unknowing familiar but unknowing familiar and knowing knowing and explainable to others
10 1 2 3 4
9 8
Fig. 1. Twin-rotor type model helicopter (Noma et al., 2014) headcount
7 6 5 4 3 2 1 0
1
2
3 evalulation item
4
5
Fig. 4. Self-evaluation for Table 1 before experiment Next, the evaluation results obtained after the experiment are plotted in Fig. 5, where the legends denote the evaluated values shown in Table 3. In this figure, the definitions of all the items shown in Table 1 are now clearly understood. Therefore, it can be said that a more comprehensive understanding of the basic control area phenomena was obtained through this control experiment.
Fig. 2. Controller
Table 3. Evaluation and its after experiment value evaluated value
evaluation
1 2 3 4
unheard and unknowing familiar but unknowing familiar and knowing both knowing and intuitively understood
10
Fig. 3. Flight control system
1 2 3 4
9
Table 1. Self-evaluation item evaluation item
1 2 3 4 5
dynamics linearity nonlinearity control difference between manual with automatic control
8 7 headcount
#
6 5 4 3
individually evaluated all of the items shown in Table 1 before and after the flight control experiment.
2
The evaluation results collected before the experiment are plotted in Fig. 4, where the legends denote the evaluated values shown in Table 2. This figure shows that while the basic control definitions and the differences between manual and automatic control are understood intellectually, the concepts of dynamics, linearity, and nonlinearity have not been fully grasped. Therefore, it can be said that most students have an incomplete understanding of the control area phenomena.
0
1 1
2
3 evalulation item
4
5
Fig. 5. Self-evaluation for Table 1 after experiment 4. CONCLUSION This paper discussed a method of increasing student understanding of control theory using an education system 2
2016 IFAC ACE June 1-3, 2016. Bratislava, Slovakia
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based on the flight control system of a model helicopter. Using this system, undergraduate students used different methods to vary the altitude of the helicopter, and, in the process, directly experience dynamics, linearity, and nonlinearity, as well as the control requirements and differences between manual and automatic control. In our experiments, the altitude of the twin-rotor type model helicopter was controlled manually or automatically. From the results of this study, it was found that students gained an effective understanding of the basic phenomena in the control area, even if their understanding of the control theory had been insufficiently grasped beforehand. Because the design method of a control system cannot be studied in the current education system, our future work will be to extend the education system such that a control system can be designed. ACKNOWLEDGEMENTS The present study was supported by the Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Young Scientists (B) Grant Number 25820186. REFERENCES Bonicke, H. and Ament, C. (2012). Increased usability through user interface modification of development and education tools for embedded systems. In 2012 IEE Multi-Conference on Systems and Control, 675–680. Dubrovnik. Carcia, F.J., Moya, E.J., Cervero, V., and Lopez, D. (2015). Full building of a sun tracker and control. In 23rd Mediterranean Conference on Control and Automation, 1264–1269. Torremolinos. Gongora, A. and Jimenez, J.G. (2015). Enhancement of a commercial multicopter for research in autonomous navigation. In 23rd Mediterranean Conference on Control and Automation, 1251–1256. Torremolinos. Noma, H., Tanabe, S., Sato, T., Araki, N., and Konishi, Y. (2014). Flight control of a twin-rotor type model helicopter based on first-order approximate linearization. IEEJ Trans. on Electronics, Information and Systems, 134(9), 1271–1272. (in Japanese). Oravec, J. and Bakosova, M. (2012). PIDDESIGN – software for pid control education. In IFAC Conference on Advanced PID Control. Brescia. Sanale, M. and Brunet, S.C. (2013). A lego mindstorms NXT experiment for model predictive control education. In ECC 2013, 254–2554. Z¨ urich.
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Control Education Efficacy Evaluation Control Education Efficacy Evaluation Control Education Efficacy Evaluation Through Flight Control Experiment Through Flight Control Experiment Through Flight Control Experiment
Takao Sato ∗∗ Natsuki Kawaguchi ∗∗ Shintaro Nakatani ∗∗ ∗ Natsuki Kawaguchi ∗ Shintaro∗ Nakatani ∗ ∗ Takao SatoNozomu ∗ ∗ ∗ Takao Natsuki Kawaguchi Shintaro Takao Sato SatoNozomu NatsukiAraki Kawaguchi Shintaro∗∗ Nakatani Nakatani ∗ Yasuo Konishi ∗ Araki Konishi ∗ Yasuo ∗ Nozomu Araki Yasuo Konishi Nozomu Araki Yasuo Konishi ∗ Department of Mechanical Engineering, Graduate School of ∗ ∗ of MechanicalUniversity Engineering, Graduate School of ∗ Department Department of Engineering, Graduate of Hyogo, Department Engineering, of Mechanical MechanicalUniversity Engineering, Graduate School School of of Engineering, of Hyogo, Engineering, University of Hyogo, Hyogo,Japan 2167 Shosha, Himeji, Hyogo 671-2280, Engineering, University of 2167 Shosha, Himeji, Hyogo 671-2280, Japan 2167 Himeji, (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). 2167 Shosha, Shosha, Himeji, Hyogo Hyogo 671-2280, 671-2280, Japan Japan (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). (e-mail: {tsato,araki,konishi}@eng.u-hyogo.ac.jp). Abstract: This study discusses an education method aimed at increasing student depth of Abstract: This an education method student depth of Abstract: This study discusses an education method aimed at increasing student depth understanding of study controldiscusses theory via education systemaimed based at onincreasing the flight control Abstract: This study discusses an an education method aimed at increasing student system depth of of understanding of control theory via an education system based on the flight control system of of control via an education system based on flight control system of aunderstanding model helicopter. Usingtheory this system, undergraduate students usethe different methods to vary understanding of control theory via an education system based on the flight control system of a model helicopter. Using this system, undergraduate students use different methods to vary a model model helicopter. Using this thisand, system, undergraduate students use different different methods to vary vary the altitude of the helicopter, in the process, directly experience dynamics, linearity, and a helicopter. Using system, undergraduate students use methods to the altitude of the helicopter, and, in the process, directly experience dynamics, linearity, and the altitude and, in experience linearity, and nonlinearity, as the wellhelicopter, as the control anddirectly differences betweendynamics, manual and automatic the altitude of of the helicopter, and,requirements in the the process, process, directly experience dynamics, linearity, and nonlinearity, as well as the control requirements and differences between manual and automatic nonlinearity, as well as the control requirements and differences between manual and automatic control. The results of this study show that student understanding of control theory can be nonlinearity, as well as the control requirements and differences between manual and automatic control. results of study show student control. The The results using of this thisour study show that that student understanding understanding of of control control theory theory can can be be effectively increased education system. control. The results of this study show that student understanding of control theory can be effectively increased using our education system. effectively effectively increased increased using using our our education education system. system. © 2016, IFAC (International Federation of Automatic Control) Hosting by Elsevier Ltd. All rights reserved. Keywords: Control education, flight experiment, PID control, dynamics, feedback control, Keywords: Control education, education, flight experiment, experiment, PID control, control, dynamics, feedback feedback control, Keywords: Control automatic control Keywords: Control education, flight flight experiment, PID PID control, dynamics, dynamics, feedback control, control, automatic control control automatic automatic control 2. OBJECTIVE OF EDUCATION SYSTEM 1. INTRODUCTION 2. OBJECTIVE OBJECTIVE OF EDUCATION EDUCATION SYSTEM 1. INTRODUCTION INTRODUCTION 2. 1. 2. OBJECTIVE OF OF EDUCATION SYSTEM SYSTEM 1. INTRODUCTION The aims of this study on the development of an education While numerous students receive lectures on control theory The The aims aims ofas this study on on the development development of an an education this study system areof follows: While numerous students receive lectures lectures onmany control theory The aims ofas this study on the the development of of an education education While receive control in the numerous course ofstudents their university studies,on oftheory them system system are follows: While numerous students receive lectures on control theory are in the the course course of their their university studies, many of ofunderthem system are as as follows: follows: in of university studies, many them • Dynamical characteristics can be recognized graduate without gaining more than a theoretical in the course of their university studies, many ofunderthem Dynamical characteristics characteristics canand be nonlinearity recognized can be graduate without gaining more than theoretical ••• Dynamical can be recognized graduate without more than aa theoretical underDifferences between linearity standing of controlgaining education. Accordingly, it was thought Dynamical characteristics canand be nonlinearity recognized can be graduate without gaining more than a theoretical under• Differences between linearity standing of control education. Accordingly, it was thought •• Differences between linearity and nonlinearity can standing of control Accordingly, it was clearly presented that students wouldeducation. gain deeper understandings ofthought control Differences between linearity and nonlinearity can be be standing of control education. Accordingly, it was thought clearly presented that students students wouldwith gainopportunities deeper understandings understandings of control control presented that would gain deeper of • clearly Control action can be executed theory if provided to actually expericlearly presented that students would gain deeper understandings of control Control action canand be executed executed theory if physical providedaspects with opportunities opportunities tophenomena. actually experiexperi••• Control can be theory provided with actually · Bothaction manual automatic control can be exeence theif of control areato PreControl action canand be executed theory if physical providedaspects with opportunities tophenomena. actually experi· Both manual automatic control can can be exeexeence the of control area Pre· Both manual and automatic ence the physical aspects of control area phenomena. Precuted viously, a variety of education methods have been proposed · Both manual and automatic control control can be be exeence theaphysical aspects of control area phenomena. Precuted viously, variety of education methods have been proposed viously, aa variety of methods been · cuted PID control can be implemented to impart personal experience relatedhave to control theory cuted viously, variety of education education methods have been proposed proposed PID control control can bebe implemented to impart impart personal experience related to control control theory ··· PID can be implemented to personal experience to theory • Unstable behavior can stabilized on students. For example, Legorelated Mindstorm was used in PID control can bebe implemented to impart personal experience related to control theory • Unstable behavior can stabilized on students. For example, Lego Mindstorm was used in • Unstable behavior can be stabilized on students. For example, Lego Mindstorm was used in Control theory requirements can be understood intuaonpredictive model control education study(Sanale and •• Unstable behavior can be stabilized students. model For example, Lego Mindstorm was usedand in Control theory requirements can be be understood intuintua predictive control education study(Sanale • Control theory requirements can aBrunet, predictive model control education study(Sanale and itively 2013), and a software application was developed • Control theory requirements can be understood understood intua predictive model control education study(Sanale and itively Brunet, 2013), and a software application was developed Brunet, 2013), was • itively Attractive and interesting equipment is used for proportional-integral-derivative (PID) control educaitively Brunet, 2013), and and aa software software application application was developed developed Attractive and and interesting interesting equipment equipment is is used used for proportional-integral-derivative proportional-integral-derivative (PID) control control educa••• Attractive for (PID) education (Oravec and Bakosova, 2012). Additionally, education Attractive and interesting equipment is used using for proportional-integral-derivative (PID) control educaTo this end, an education system was developed tion (Oravec and Bakosova, 2012). Additionally, education tion (Oravec and Additionally, tools were developed for an 2012). embedded system ineducation (Bonicke To this end, an education system was developed using tion (Oravec and Bakosova, Bakosova, 2012). Additionally, To end, education was developed using the this twin-rotor model system helicopter in Fig. 1. toolsAment, were developed developed for an an embedded system in ineducation (Bonicke this end, an antype education wasshown developed using tools were for embedded system (Bonicke and 2012), a sun tracker was developed using Ar- To thethis twin-rotor type model system helicopter shown in and Fig. 1. tools were developed for an embedded system in (Bonicke the twin-rotor type model helicopter shown in Fig. 1. In system, the controlled value is altitude, the and Ament, 2012), a sun tracker was developed using Arthe twin-rotor type model helicopter shown in Fig. 1. and Ament, 2012), sun tracker developed using Arduino (Carcia et al.,aa 2015), and awas commercial multicopter In this system, the controlled value is altitude, and the and Ament, 2012), sun tracker was developed using ArIn this system, the is altitude, and the manipulated value is controlled the electricvalue voltage sent to the motor duinoenhanced (Carcia et et al., 2015), and and navigation a commercial commercial multicopter In this system, the controlled value is altitude, and the duino (Carcia al., 2015), a multicopter was for autonomous (Gongora and manipulated value is the electric electric voltage sent to the the motor motor duino (Carcia et 2015), and navigation a commercial multicopter manipulated the to drivers of thevalue two is rotors. In thevoltage case ofsent manual was enhanced enhanced foral., autonomous (Gongora and value is the electric voltage sent to thecontrol, motor was Jimenez, 2015).for Inautonomous this study, navigation in order to(Gongora increase and the manipulated drivers of the two rotors. In the case of manual control, was enhanced for autonomous navigation (Gongora and drivers of the two rotors. In the case of manual control, the electric voltage supplied to the rotors can be changed Jimenez, 2015). In this study, in order to increase the drivers of the two rotors. In the case of manual control, Jimenez, 2015). study, order to the depth of understanding control theory stuthepressing electric voltage voltage supplied to the the rotors can be changed Jimenez, 2015). In In this this imparted study, in in on order to increase increase the the electric supplied to rotors by one of eight buttons shown in can Fig.be 2 11changed , which depth of of understanding imparted on control theory stuelectric voltage supplied to the rotors can be changed depth imparted on control dents, we understanding developed an education system thattheory allows stuthe the 1 by pressing one of eight buttons shown in Fig. 2 which depth of understanding imparted on control theory stu1 ,,button by pressing one of eight buttons shown in Fig. 2 which increase or reduce the voltage depending on which dents, we developed an education system that allows the by pressing one of the eight buttons shown inonFig. 2 ,button which dents, we an education that allows the altitude ofdeveloped a model helicopter to be system controlled manually or increase or reduce voltage depending which dents, we developed an education system that allows the increase or reduce reduce the voltage voltage depending oncontrol which button button is pressed. In contrast, in the automatic mode, altitude of a model helicopter to be controlled manually or increase or the depending on which altitude of a model helicopter to be controlled manually or automatically. In the case of manual control, because the is pressed. contrast, in thebyautomatic control altitude of a model helicopter to be controlled or the is pressed. In contrast, in control mode, referenceIn is changed manipulating the mode, single automatically. In the the case of manual manual control, manually because the is pressed. Ininput contrast, in the thebyautomatic automatic control mode, automatically. In case of control, because the altitude is controlled by physically changing the control the reference input is changed manipulating the single automatically. In the case of manual control, because the the reference input is changed by manipulating the single lever shown in the figure (Fig. 2), and the actual control altitudestudents is controlled controlled by physically physically changing theofcontrol control reference input is changed by manipulating thecontrol single altitude is by changing the input, experience the actual dynamics flight the lever shown in the figure (Fig. 2), and the actual altitude is controlled by physically changing the control lever shown in the figure (Fig. 2), and the actual control input is decided by the PID control, where the PID input, students experience the actual dynamics of flight lever shown in the figure (Fig. 2), and the actual control input, students experience the actual dynamics of flight and thereby more deeply understand requirements related by PID control, where the input, students experience the actualrequirements dynamics ofrelated flight input input is is decided decided by the the PID control, where theofPID PID parameters have been set in advance. An overview the and thereby more deeply understand input is decided by the PID control, where the and thereby deeply understand requirements related to automatic control. Additionally, both linearity and non- parameters have been set in advance. An overview ofPID the and thereby more more deeply understand requirements related parameters have been set in advance. An overview of the fully developed education system is shown in Fig. 3. to automatic control. Additionally, both linearity and nonparameters have been set in advance. An overview of the to automatic control. Additionally, both and nonlinearity can be experienced because thelinearity system dynamics fully developed education system is shown in Fig. 3. to automatic control. Additionally, both linearity and nonfully developed education system is shown in Fig. 3. linearity can be experienced because the system dynamics fully developed education system is shown in Fig. 3. linearity can be experienced because the system dynamics of helicopter flight change with variations in altitude. For linearity can be experienced because the system dynamics 3. EDUCATION SYSTEM EFFICACY of helicopter helicopter flight change with with variations initsaltitude. altitude. For of flight change variations For example, when the automatic mode is used,in availability of helicopter flight change with variations in altitude. For 3. 3. EDUCATION EDUCATION SYSTEM SYSTEM EFFICACY EFFICACY example, when the automatic mode is used, its availability 3. EDUCATION SYSTEM EFFICACY example, when the automatic mode is used, its availability can be recognized intuitively. Our study results show that example, when the automatic mode is used, its availability can be recognized intuitively. Our study results show that Using the developed system, control education was procan be intuitively. Our study that the use of our developed education enablesshow students can be recognized recognized intuitively. Our system study results results show that Using Using the eight developed system, control control education waswhich prothe developed system, education was prothemore use ofreadily our developed developed education system enables students vided for undergraduate students, each of Using the developed system, control education waswhich prothe use of our education system enables students to recognize the basic physical phenomena the use ofreadily our developed education system enables students vided for eight undergraduate students, each of vided for eight undergraduate students, each of which to more recognize the basic physical phenomena 1 vided for eight undergraduate students, each of which to more readily recognize the basic physical phenomena associated with control theory. Hori Ltd to more readily recognize the basic physical phenomena 1 Hori Ltd associated with control control theory. 1 associated 1 Hori associated with with control theory. theory. Hori Ltd Ltd Copyright © 2016, 2016 IFAC 1 Hosting by Elsevier Ltd. All rights reserved. 2405-8963 © IFAC (International Federation of Automatic Control) Copyright © 2016 IFAC 1 Copyright © 2016 IFAC 1 Peer review under responsibility of International Federation of Automatic Copyright © 2016 IFAC 1 Control. 10.1016/j.ifacol.2016.07.142
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Table 2. Evaluation values obtained before experiment evaluated value
evaluation
1 2 3 4
unheard and unknowing familiar but unknowing familiar and knowing knowing and explainable to others
10 1 2 3 4
9 8
Fig. 1. Twin-rotor type model helicopter (Noma et al., 2014) headcount
7 6 5 4 3 2 1 0
1
2
3 evalulation item
4
5
Fig. 4. Self-evaluation for Table 1 before experiment Next, the evaluation results obtained after the experiment are plotted in Fig. 5, where the legends denote the evaluated values shown in Table 3. In this figure, the definitions of all the items shown in Table 1 are now clearly understood. Therefore, it can be said that a more comprehensive understanding of the basic control area phenomena was obtained through this control experiment.
Fig. 2. Controller
Table 3. Evaluation and its after experiment value evaluated value
evaluation
1 2 3 4
unheard and unknowing familiar but unknowing familiar and knowing both knowing and intuitively understood
10
Fig. 3. Flight control system
1 2 3 4
9
Table 1. Self-evaluation item evaluation item
1 2 3 4 5
dynamics linearity nonlinearity control difference between manual with automatic control
8 7 headcount
#
6 5 4 3
individually evaluated all of the items shown in Table 1 before and after the flight control experiment.
2
The evaluation results collected before the experiment are plotted in Fig. 4, where the legends denote the evaluated values shown in Table 2. This figure shows that while the basic control definitions and the differences between manual and automatic control are understood intellectually, the concepts of dynamics, linearity, and nonlinearity have not been fully grasped. Therefore, it can be said that most students have an incomplete understanding of the control area phenomena.
0
1 1
2
3 evalulation item
4
5
Fig. 5. Self-evaluation for Table 1 after experiment 4. CONCLUSION This paper discussed a method of increasing student understanding of control theory using an education system 2
2016 IFAC ACE June 1-3, 2016. Bratislava, Slovakia
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based on the flight control system of a model helicopter. Using this system, undergraduate students used different methods to vary the altitude of the helicopter, and, in the process, directly experience dynamics, linearity, and nonlinearity, as well as the control requirements and differences between manual and automatic control. In our experiments, the altitude of the twin-rotor type model helicopter was controlled manually or automatically. From the results of this study, it was found that students gained an effective understanding of the basic phenomena in the control area, even if their understanding of the control theory had been insufficiently grasped beforehand. Because the design method of a control system cannot be studied in the current education system, our future work will be to extend the education system such that a control system can be designed. ACKNOWLEDGEMENTS The present study was supported by the Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Young Scientists (B) Grant Number 25820186. REFERENCES Bonicke, H. and Ament, C. (2012). Increased usability through user interface modification of development and education tools for embedded systems. In 2012 IEE Multi-Conference on Systems and Control, 675–680. Dubrovnik. Carcia, F.J., Moya, E.J., Cervero, V., and Lopez, D. (2015). Full building of a sun tracker and control. In 23rd Mediterranean Conference on Control and Automation, 1264–1269. Torremolinos. Gongora, A. and Jimenez, J.G. (2015). Enhancement of a commercial multicopter for research in autonomous navigation. In 23rd Mediterranean Conference on Control and Automation, 1251–1256. Torremolinos. Noma, H., Tanabe, S., Sato, T., Araki, N., and Konishi, Y. (2014). Flight control of a twin-rotor type model helicopter based on first-order approximate linearization. IEEJ Trans. on Electronics, Information and Systems, 134(9), 1271–1272. (in Japanese). Oravec, J. and Bakosova, M. (2012). PIDDESIGN – software for pid control education. In IFAC Conference on Advanced PID Control. Brescia. Sanale, M. and Brunet, S.C. (2013). A lego mindstorms NXT experiment for model predictive control education. In ECC 2013, 254–2554. Z¨ urich.
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