Richard L. Zollars

1
Real or Simulation Experiences Using Computer
Simulation versus Remote Operation for Process
Control
Richard L. Zollars Washington State University
Jim Henry University of Tennessee at Chattanooga
Student Feedback
Results from 2002

• In 2002 we initiated a study to compare student
  responses and learning using both a simulations
  package (Control Station) and the remotely
  operated modules at the University of Tennessee
  at Chattanooga. Student feedback indicated two
  concerns
• difficulty logging on to the UTC site
• data analysis for results from the UTC site
  took too long
• For 2003 we again conducted the Process Control
  class at WSU as we did in 2002 using both Control
  Station and the remotely operated experiments at
  UTC. To address the complaints from 2002 we
  arranged a scheduling algorithm so that students
  could sign-up for blocks of time on the UTC site.
  The students were also allowed (encouraged) to
  use the data analysis tools in Control Station
  for all analysis, regardless of the source of the
  data.

• Students in the 2003 class were asked to respond
  to 10 questions concerning their experiences.
  Seven of these questions had been used in 2002.
  The results are shown to the right from the 19
  students in 2002 and the 12 students in 2003 who
  responded (Strongly Disagree 1 and Strongly
  Agree5).
•  These responses show the following
• The students in 2003 were neutral on the
  effectiveness of the scheduling algorithm, but
  had no difficulties using the analysis tools in
  Control Station for analyzing their data
• Despite being able to schedule times on the UTC
  site the 2003 students found remote operation to
  be even less available than did the 2002 students
  (Question 2)
• The 2003 students also felt that the simulated
  process gave a more real life experience
  (Question 5)
• The 2003 students felt, even more strongly than
  did the 2002 students, that they learned the
  material better using the simulation software
  (Question 9)
• In response to some open ended questions about
  their experiences the 2003 students
• Acknowledged that the best feature of the UTC
  site was that it was real equipment, even with
  the quirks that working with real equipment
  brings
• Agreed with the 2002 students that the best
  feature of the simulation software was the
  ability to conduct experiments at faster than
  real time speeds.
• The 2003 students most common suggestion for
  improving the remotely operated equipment was to
  provide a means for fixing equipment problems in
  real time.
• A complete listing of the student responses is
  available at http//chem.engr.utc.edu/ASEE/2003/Na
  tional

Conduct for 2003

• Other than the two changes noted above the
  conduct of the Process Control class at WSU in
  2003 was the same as before
• half of the class used Control Station and half
  used the UTC site
• each student did as many experiments using
  Control Station as the UTC site
• the task was the same regardless of where the
  assignment was being performed
• students were surveyed for their impressions
  about using Control Station or the UTC site at
  the conclusion of the course
• A typical assignment is shown to the right and
  the computer screens seen by the students using
  Control Station and the UTC are shown below.

Screen Using Control Station
Screen Using UTC Site
Conclusions

• No differences in learning the course material
  were observed although this aspect was not
  assessed directly.
• The students biggest concern is time, time,
  time. Anything that will shorten the amount of
  time needed to complete an assignment will be the
  favored mode of operation.

• Assess student learning/attitudes prior to first
  exposure to each technique to determine initial
  learning curve differences

Future Plans