Czech technical University in Prague

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Czech technical University in Prague

• Computing and Information Centre
• DynLAB Promoter and Co-ordinator

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CTU overview

• Founded 1707 (Charles University 1348)
• Faculties electrical, mechanical, civil and
  nuclear engineering plus architecture (chemistry,
  economics and agriculture now independent)
• About 10 000 students and 3 000 employees all
  over Prague
• Computing and Information Centre supports ICTs
• Web is exploited for education by enthusiasts
  only, but
• students access to computers and Internet is
  quite good

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Our ICT exploitation in education

• The first true simulation software developed by
  us after return from the University of Waterloo,
  Canada 1969-70
• Since then our simulation software used as a
  standard education tool by all electrical
  engineering students
• During seventies, fruitful collaboration with DTH
  Lyngby
• In 1985, first multidisciplinary predecessor of
  DYNAST with all the key features (implicit
  integration, semisymbolic analysis,
  object-oriented hierarchical modeling ...)

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DYNAST allows for submitting dynamic-system
models in the form of

• sets of nonlinear algebro-differential equations
  in a natural textual form,
  and/or
• block and multipole diagrams in a graphical form
• While the block diagrams represent equations that
  must be first set up manually, multipole diagrams
  represent configuration of real systems so that
  the underlying equations can be formed by a
  computer automatically

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DYNAST Solver
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Two-level control designsupported by DYNAST
Control synthesis
Control objectives
functional level
Real-parts implementation
Model reduction
physical level
Control design verification
Controlled system
Plant to be controlled
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Copying lathe
physical model
functional model
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• From middle eighties, we organise seminars for
  DYNAST users from academia and industry who
  present their own applications
• Comparison 1 in EUROSIM Simulation News Europe,
  Nov. 1991, p.32 DYNAST 2000-times faster then
  MATLAB
• Since 1996 DYNAST made accessible across the
  Internet
• In 1996 installed TopClass virtual university,
  upgraded, and later replaced by WebCT - DYNAST
  became a part of the virtual university
  environment

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DYNAST on-line
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• In 1998, we have learned from Learning about Open
  Learning, a course given by the Institute of
  Computer-Based Learning, Heriot-Watt University,
  Edingburgh
• In 1999, we were invited to establish the Virtual
  Action Group on Multidisciplinary System
  Simulation, a part of the IEEE Control Systems
  Society TC on CACSD
• At the same year, we started to co-ordinate the
  Socrates ODL project called RichODL
• Since 2001, we are using learning environments
  developed by North Rhine-Westphalia universities
  within the CampusSource initiative

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DynLAB - Course on dynamics
of multidisciplinary
and controlled systems
in a virtual lab

• Ideas behind

a Pilot Project ?
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Critique in Future Directions in Control
Education, IEEE Control Systems, Oct. 1999
Current control curriculum is

• exposing students to rigor math before motivating
  them by practical engineering issues
• presenting textbook problems carefully
  engineered to fit the underlying theory
• using computers to carry old exercises without
  exploiting the computers efficiently

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Considerations for control educationby S. D.
Bencomo Control Learning Present and Future, in
b02 IFAC plenary paper

• Automatic control education currently has a very
  narrow approach ...
• It is necessary to attach greater importance to
  all the design cycle of a control system
• Modelling and identification ... are a key factor
  for achieving a good design ...

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Our goal in DynLAB

• stirring up interest in dynamics
• introduction to dynamic modelling
• later formulation of system equations
• introduction to control design
• design of virtual experiments for teachers

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Target groups of DynLAB

• young people - potential students of engineering
  schools
• engineering students wishing to complement the
  traditional face-to-face courses
• distance-education students at different levels
  of vocational study and training
• practising engineers in the context of their
  continuing education or lifelong learning
• teachers intending to innovate their courses on
  dynamics and control

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Innovated curriculum in DynLAB

• unified multidisciplinary modelling of dynamic
  systems using dynamic diagrams
• hands-on training in efficient modelling and
  simulation of simple yet practical examples
• equation formulation and solving - comparing
  results with those of dynamic diagrams
• topics more advanced mathematically only after
  the learners are motivated sufficiently

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Students will be supported by

• Web-based course on modelling and simulation
• keyword search engine and glossary
• on-line access to a simulation package
• collection of solved and resolvable problems
• on-line tutor monitoring, correcting and
  activating
• QAs and discussion forum
• knowledge-sharing problem solving support

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Examples of key graphical representationson
which DynLAB is based
(a)
(b)
(c)
virtual experiment dynamic model
simulated response
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Inverse pendulum experiment
from Control Tutorials for MATLAB OPEN LOOP
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Inverse pendulum experiment
Control Tutorials for MATLAB http//www.engin.umic
h.edu/group/ctm/
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Inverse pendulum experiment
CLOSED-LOOP CONTROL designed by
clients Matlab and simulated by server-based
Dynast across the Internet
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Inverse pendulum experiment
Control Tutorials for MATLAB http//www.engin.umic
h.edu/group/ctm/
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Cold rolling mill - a more complex model
controlled across the Internet