Using Project Based Learning (PBL) with Control Theory

Stephen Wilkerson; Andrew Lee

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Multidisciplinary Engineering Division Technical Session - PBL with Control Theory, Writing, ABET, and Shaping Ethical Worldviews
Page Count: 14
DOI: 10.18260/1-2--40645
Permanent URL: https://peer.asee.org/40645
Download Count: 370

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Paper Authors

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Stephen Wilkerson York College of Pennsylvania

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Stephen Wilkerson swilkerson@ycp.edu received his PhD from Johns Hopkins University in 1990 in Mechanical Engineering. He retired from the Army Research Laboratory (ARL) Aberdeen Proving Grounds after 33 years of service. During the last 15 years of Stephen Wilkerson’s work for the U.S. Army; his focus was on unmanned systems mainly drones and small robots. During his career with ARL he has been an instructor at the United States Military Academy West Point for three years and the exchange scientist to Germany. He is currently an Associate Professor at York College of PA. His current research interests include unmanned systems, drones, control theory, and astrophotography.

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Andrew Lee University of Maryland Baltimore County

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Abstract

Using Project Based Learning (PBL) with Control Theory

Control theory and system identification can be very mathematically heavy. Whether analyzing systems with Laplace transfers, state space or with differential equations in the time domain, the problem formulation can be mathematically tedious . Not surprisingly, it is often difficult for students to relate the direct effects of the mathematical methods on controlling the system or plant. In other words, it can be challenging for students to fully grasp how to physically change their control apparatus to yield the same results that they observe in numerical simulations. To mediate this source of confusion most control course curriculums include some form of laboratory experiment, if not for any other reason than to show the students how systems can be controlled to yield specific behavior in the real world. Nonetheless, these experiments often require the learning of new software and hardware like LabView and their products to create the control law. Unfortunately, this can leave students not understanding how to control even the simplest of systems without the use of proprietary equipment and software. Moreover, the proprietary equipment and software may be beyond the resources of smaller 4-year college programs.

In this paper we present two PBL control experiments that are low cost and non-propriety. One of the control examples was developed by John Hedengren at BYU, who also provides detailed do-it-yourself instructions and class materials for others to use . The other PBL control experiment was developed by us and provided likewise in this paper. We contrast the two projects with some faculty observations and some limited student feedback. In order to give a better overview of these PBL experiments we additionally provide some background details for topics covered in this paper so that others can duplicate the experiments we use. We also make an argument for the importance of PBL for teaching control theory. The two PBL experiments include a 1st and 2nd order dynamic system that needs to be controlled. The 1st order heat system is a stable system and very easy for students to understand and learn from. The 2nd order see-saw system is not stable and provides students with the challenge to use what they have already learned to tackle a more difficult problem. Sufficient details are provided herein to allow others to replicate the PBL experiments and to expand on what is presented in this limited offering.

Citation
Format

Wilkerson, S., & Lee, A. (2022, August), Using Project Based Learning (PBL) with Control Theory Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40645

TY - CPAPER
AB - Using Project Based Learning (PBL) with Control Theory

Control theory and system identification can be very mathematically heavy. Whether analyzing systems with Laplace transfers, state space or with differential equations in the time domain, the problem formulation can be mathematically tedious . Not surprisingly, it is often difficult for students to relate the direct effects of the mathematical methods on controlling the system or plant. In other words, it can be challenging for students to fully grasp how to physically change their control apparatus to yield the same results that they observe in numerical simulations. To mediate this source of confusion most control course curriculums include some form of laboratory experiment, if not for any other reason than to show the students how systems can be controlled to yield specific behavior in the real world. Nonetheless, these experiments often require the learning of new software and hardware like LabView and their products to create the control law. Unfortunately, this can leave students not understanding how to control even the simplest of systems without the use of proprietary equipment and software. Moreover, the proprietary equipment and software may be beyond the resources of smaller 4-year college programs.

In this paper we present two PBL control experiments that are low cost and non-propriety. One of the control examples was developed by John Hedengren at BYU, who also provides detailed do-it-yourself instructions and class materials for others to use . The other PBL control experiment was developed by us and provided likewise in this paper. We contrast the two projects with some faculty observations and some limited student feedback. In order to give a better overview of these PBL experiments we additionally provide some background details for topics covered in this paper so that others can duplicate the experiments we use. We also make an argument for the importance of PBL for teaching control theory. The two PBL experiments include a 1st and 2nd order dynamic system that needs to be controlled. The 1st order heat system is a stable system and very easy for students to understand and learn from. The 2nd order see-saw system is not stable and provides students with the challenge to use what they have already learned to tackle a more difficult problem. Sufficient details are provided herein to allow others to replicate the PBL experiments and to expand on what is presented in this limited offering.

AU - Stephen Wilkerson
AU - Andrew Lee
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Using Project Based Learning (PBL) with Control Theory
UR - https://peer.asee.org/40645
DO - 10.18260/1-2--40645
ER -