A_Matlab-Based_Game_for_Advanced_Automatic_Control_Education….pdf
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A_Matlab-Based_Game_for_Advanced_Automatic_Control_Education….pdf
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UlrichMunzChristophBohmJohannesEckMarcusReblePeterSchummFrankAllgowerAMatlab-BasedGameforAdvancedAutomaticControlEducationStuttgart,October2009InstituteforSystemsTheoryandAutomaticControl(IST),UniversityofStuttgart,Germany,Pfaffenwaldring9,70550Stuttgart/Germanyreble,cboehm,allgowerist.uni-stuttgart.dewww.ist.uni-stuttgart.deAbstractEducationalgameshelptoincreasethemotivationofthestudentsandtoenhancetheirlearningperformance.Forinstance,educationalgamesillustratethelinkbetweentheoreticalmethodspresentedinclassandpracticalapplications.ThispapershowshowaneducationalgamebasedonMatlabwasdesignedforandimplementedinanadvancedautomaticcontrolcourseattheUniversityofStuttgart.Thedifferentlevelsofthegamearedescribedthatrequiredifferentcontrollerdesignmethods.Moreover,implementationalissuesanddidacticalconceptsbehindthisgamearediscussed.Finally,thisgameiscomparedtoeducationalgamesdevelopedforbasiccontrolcourses.KeywordsControleducationPostprintSeriesIssueNo.2009-40StuttgartResearchCentreforSimulationTechnology(SRCSimTech)SimTechClusterofExcellencePfaffenwaldring7a70569Stuttgartpublicationssimtech.uni-stuttgart.dewww.simtech.uni-stuttgart.de2U.Munzetal.1IntroductionManyautomaticcontrollecturescovercomplex,theoreticalmaterialwhereasmoststudentsaremainlyinterestedinsolvingpracticalcontrolproblems.Inordertobridgethisgap,universitylecturersenhancetheircoursesusinge-learningmoduleslikevirtualandremotelabs,e.g.2,7,13,1517andeducationalgames3,4,11.In11,wehaveshownhoweducationalgameshelptoincreasemotivationandlearningperformanceinbasicautomaticcontrolcourses.Inthispaper,weextendtheseconceptstoadvancedautomaticcontrolcourses.Ingeneral,educationalgamesprovideausefulwayforstudentstolearnaspectsnottreatedinthelecture.Examplesofeducationalgamesatuniversitylevelcanbefoundin1,5,8,14andinthespecialissue9.10summarizesdifferentdidacticalfeaturesthatareinherentlyusedinmostcomputer-games,e.g.,interactivity,experimentallearning,continuousfeedback,andseverallevelswithincreasingdifficulty.Incontroleducation,gamesallowstudentstoapplycomplexmethodstorealistic,yetsimple,controlproblems.Inaddition,studentsexperiencehowcomputersareusefulorevennecessaryinaniterativedesignprocess.Thereby,theycandevelopanengineeringintuitionandcreativity,whichisessentialforgoodsolutions.Studentscanexperimentbymodifyingparametersandimmediatelyidentifythechangesinthesystemsbehavior.Furthermore,visualizationhelpsunderstandingcomplexandabstractmathematicalconcepts.ThispapershowsexemplarilyhowaneducationalgamenamedSpacecraftRT6hasbeendesignedforanadvancedautomaticcontrolcourseforabout90thirdyearstudents.Incontrasttoourbasicautomaticcontrolcoursedescribedin11,theadvancedcourseisalmostexclusivelyattendedbystudentsinterestedinautomaticcontrol,eitherstudentsofengineeringcyberneticsorofotherstudyprogramshavingchosenautomaticcontrolasmajorsubject.Hence,themainobjectiveisdifferenttothatofgamesforbasicautomaticcontrolcourses,suchastheSubmarineRTgamepresentedin12.TheSubmarineRTgameaimsmainlyatmotivatingthestudentsusingfancygraphicswithgimmicks.Inthegamepresentedinthispaper,thefocusismoretoprovideasimplesimulationenvironmenttodeepentheunderstandingofadvancedautomaticcontrolconcepts.AneasytouseinterfaceisprovidedsuchthatstudentscanplaythegamewithouthavingtowriteanycodeinMatlab.Thisreducestheinhibitionthresholdandallowsa“soft”introductiononhowtousecomputertoolsforsolvingcontrolengineeringproblems.Thestudentscanfocusontheadvancedcontrolconceptsandontheinfluenceandmeaningofparametersincontrollerdesigntools.Thepaperisorganizedasfollows:
ThecourseisbrieflydescribedinSection2.TheimplementationofthegameisexplainedindetailinSection3.OurexperiencesregardingthesoftwareimplementationandacomparisontoothergamesarepresentedinSection4.Finally,concludingremarksaregiveninSection5.2AnAdvancedAutomaticControlCourseattheUniversityofStuttgartTheeducationalgamepresentedinthispaperisusedinourcourseAutomaticControl2attheUniversityofStuttgart.Itisthecontinuationofthebasicautomaticcontrolcoursewhichhasbeendescribedin11.Ingeneral,AutomaticControl2isattendedbyabout90studentsduringtheirthirdyear.Thecourseismandatoryforstudentsinengineeringcyberneticsandforstudentswithmajorsubjectinautomaticcontrolwithinthestudyprogramsofmechatronics,processengineeringandmechanicalengineering.Thecourseconsistsof45hoursoflecturesand15hoursofexercisesduringonesemester,i.e.4hoursperweekoveraperiodof15weekswhichcorrespondsto6ECTS-credits(EuropeanCreditTransferSystem).Thiscourseisintendedtobridgethegapbetweenourbasiccontrolcourse,whichcoversthebasicsofsystemanalysisandcontrolforlineartime-invariantsystems,andmorespecializedlecturessuchasNonlinearControl,RobustControl,andOptimalControl.Thus,itcoversabroadspectrumofadvancedcontrolconceptsforlinearsystemsaswellasthefoundationsofnonlinearcontrol.Inparticular,cascadecontrol,disturbancedecoupling,linearquadraticregulation(LQR,LQG),andinternalmodelcontrolareconsideredforlinearsystems.Fornonlinearsystems,theconceptsofLyapunovstability,exactfeedback-linearizationandslidingmodecontrolareintroduced.TheeducationalSpacecraftRTgamedescribedinthispaperisthefirste-learningmoduleforthiscourse.Sofar,otherconventionaltrainingmodulesenhanceourteachinginthiscourse.ForAMatlab-BasedGameforAdvancedAutomaticControlEducation3instance,mini-quizzesarehandedouttothestudentsonaweeklybasis.Duringthesemester,avoluntaryone-weekprojectisofferedinwhichstudentstryandsolveasophisticatedcontroltask.Prizesaregiventothegroupswiththebestsolutions.Moredetailscanbefoundonthecoursehomepage(http:
/www.ist.uni-stuttgart.de/education/courses/RTII/).3Matlab-BasedEducationalGameThissectiongivesanoverviewoftheMatlab-basedSpacecraftRTgame.Weintroducethedifferentmodels,levels,andcontroltasksinSections3.1and3.2.Furthermore,wediscussthedidacticalconceptaswellasimportantfeaturesofMatlabasprogrammingplatformforeducationalgamesinSections3.3and3.4.Theaimofthegameistotransportastronautstoadistantplanet.First,theastronautsflyinaspaceshipcalledspaceballtotheplanet.Thereby,thespaceballhastofinditswaythroughasteroidbeltsdespitedisturbanceslikeasolarwind.Whenthespaceballhasreachedtheplanet,ashuttleisuncoupledfromthespaceballthatbringstheastronautstotheplanetssurface.Asuitablecontrollerforthisshuttlehastobedesignedinordertoachieveasmoothlandingapproach.Generally,thegameshallmotivatethestudentstospendtimeon“real-world”controlproblems,therebylearningontheflythedesignmethodspresentedinclass.Thefirstlevelscanbeplayedbyhandwithoutdesigningacontroller.Yet,thestudentsseeimmediatelythataproperlydesignedcontrollersolvesthetaskmuchbetter.Themoredifficultlevelsencouragethestudentstorecapitulatethetheoreticalbackgroundtaughtinclass.Beyondthat,thegameshowshowthetheoreticalcontrolconceptsofthecoursecanbeappliedtoreal-worldproblems.Thegameitself,theconsideredmodels,andthedifferentlevelsandcontroltasksareintroducedtothestudentsinoneofthefirstlecturesoftheAutomaticControl2course.Thestudentscanplaythefirstlevelsalreadyafteronlyafewlectures,sincethenecessarytheoreticalbackgroundistaughtearlyinthecourse.3.1SpacecraftRTModels3.1.1Spaceball.Inthefirsttwolevels,thespaceballflyinginthespaceisrepresentedbyadoubleintegratorx=u.3.1.2Shuttle.Inthelevels3and4,thestudentsdesigncontrollersfortheshuttle.Theverticaldynamicsforthelongitudinalmotionoftheshuttleareh=v0(+z),=q,q=b2q6a10a,=qb2,whichareobtainedvialinearizinganonlinearmodelofanairplaneasdescribedforexamplein18.Thealtitudeoftheshuttleisexpressedbyh,andqarethepitchangleandrate,respectively,andrepresentstheangleofattack.Thepitchelevator,whichisthecontrolinput,isdescribedby.Themeasurableoutputsarey1=handy2=hv0=+z,wherey2isdeterioratedbythedisturbancez.Forsimplicity,weassumethattheshuttleflieswithaconstantlongitudinalvelocityv0.Wehavechosentheparametersv0=200msanda=b=1sinordertoachieveanaggressiveshuttlebehaviorandaninterstingcontroltask.Notethatthedifferentialequationsaboverepresentaverysimplemodelforthelongitudinalaircraftmotion.Theintentionofthegameistoapplycontrolmethodstaughtinclass4U.Munzetal.toapracticalrelevantexample,eventhoughthesedesignmethodsarenotspecializedforflightcontrolproblems.Inthegame,weuseboththestatespacerepresentationintroducedaboveaswellasthetransferfunctionsG1(s)andG2(s)whichrepresenttheinput-outputdynamicsoftheshuttlefromy2toy1andfromtoy2.UsingstandardlinearcontroltechniquesandthechosenparametersthetransferfunctionsoftheshuttleareG1(s)=200s,G2(s)=20s(4s2+4s+25).3.2DifferentLevelsDifferentControlTasksAsmentionedbefore,thegameconsistsoffourlevels.Eachofthelevelsisintendedtocoverdifferentcontroldesignmethodsintroducedinthecourse,suchasexactdisturbancedecoupling,cascadecontrolandLQRcontrol.3.2.1Level1.Thecontroltaskinthefirstlevelistotrackareferencetrajectorywiththespaceball.Thereferencesignalcanbechosentobeeitherastepfunction,asinusoidalsignal,orarandomsignal.T
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