Flow Control

Introduction

 

Our task was to create and build a model which helps teachers explaining the difference between control circuit and loop system. The pupils can learn the difference between the influence of the proportion of P-, I-, and D- singular. Then they can see that the proportions in each case affect the courses of the trajectory in direction proportional, differential or integral.  It has to be realized with the SPS-cupboards from the project of the other students in 2017. The SPS-cupboards are in BBS1 Mainz in room C308. Our idea is that they can see a cylinder which is flying with an fan and this fan will be controlled by SPS-cupboards.

 

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Main part

 

Our objectives:

 

1. Easy to store.

 

2. Big enough to see it in the last row.

 

3. Different test schedules for students.

 

 

 

The basic idea was to create and build a model which helps teachers explaining the difference between control circuit and loop system. After our application was accepted, we started with the planning of our project. We developed a detailed timetable in the course of our planning phase. At first, we needed resources to build our project. Therefore we discussed which kind of resources we be needed. Also we tested the fan to figure out  how strong it is and what we exactly need. Than we looked for sponsoring. For our meetings and the implementation, we were allowed to use the rooms of our school. As we got the resources we began with the implementation phase. First we build the structure of the model. Than we installed the cable routing, the sensors and the actuators. In a next step, we started the programming process. We wrote a program for the HMI ass well for the fan, distance meter and the potentiometer. After it, we started with testing. Because of the good test could turn on starting the model with the HMI. This causes a short bootstrap routine, in which the fan is working with a default number of revolution until the actual value is bigger than the nominal value. Afterwards the PID-controler is turned on. On the HMI you can find three operator interfaces. First one students: When the SPS starts, all values are set back to the minimum values. Now the students are free to change the parameters. Second one teacher: This page is secured with a password. Here you can find our tested values in which the model works optimal. Also it is possible to change them as long as the SPS is turned on. If you restart it, all values are set back to the default ones. Third one admin: This page is also secured with a password. Here you can only find our default values. If you change them, they are going to stay this way and after a restart you can find them in the teacher-interface. If you testing the model you will see the cylinder is on the default value and stays at this height.

 

 

 

 

Conclusion

 

The Project was a challenge and we had many problems for example limited resources, suitable licensed engineering-Tools. Nevertheless we think it is a good model and we learned that for the success of a project a detailed planning and constant updates of the timetable are most important. Furthermore we got practical insight into project management. We also gained further knowledge in designing, programming and of course constructing.