programmable logic controller training module...
TRANSCRIPT
PROGRAMMABLE LOGIC CONTROLLER TRAINING MODULE FOR
POSITIONING AND SORTING
MUHAMAD FAUZI BIN ANUAR
A project report submitted in partial fulfilment of the
requirements for the award of the degree of
Master of Engineering (Mechanical – Advanced Manufacturing Technology)
Faculty of Mechanical Engineering
Universiti Teknologi Malaysia
JUNE 2014
iii
To my beloved mother Hajah Nurhajati, father Haji Anuar, mother-in-law Hajah
Rasenah, my wife Fauziah, my son Muhammad Faris and Muhammad Fitri, and my
daughter Faezah and Fatiha. Thank for all your support.
iv
ACKNOWLEDGEMENTS
Alhamdulillah, thank to Allah s.w.t., because of Him we are still here,
breathing His air, pleasuring His entire gift in this world. And most of all, for giving
me opportunities to learn His knowledge.
In preparing this thesis, I was in contact with many people, researchers,
academicians, and practitioners. They have contributed towards my understanding
and thoughts. In particular, I wish to express my sincere appreciation to my main
thesis supervisor, Associate Professor Dr. Adnan Hassan, for encouragement,
guidance, advices, critics, motivation and friendship. Without his continued support
and interest, this thesis would not have been the same as presented here.
I am indebted to my parents, Haji Anuar and Hajah Nurhajati, without whose
help, encouragement and patience. I would also like to thank my wife, Fauziah, for
her love, support and encouragement and other help throughout. Without their
continued support, I would never have gotten this thesis completed and who made it
all worthwhile.
My fellow postgraduate students should also be recognised for their support.
My sincere appreciation also extends to all my colleagues and others who have
provided assistance at various occasions. Their views and tips are useful indeed.
Unfortunately, it is not possible to list all of them in this limited space. I am also
grateful to all my family members.
v
ABSTRACT
In this project, a prototype of a Programmable Logic Controller (PLC)
training module for positioning and sorting was designed and developed. The design
was based on Programme Educational Objectives (PEO) and Program Learning
Outcomes (PLO) for Diploma in Industrial Mechatronics Engineering Technology
and Course Learning Outcomes (CLO) for Automation course (HFC4033) in Kolej
Kemahiran Tinggi MARA Balik Pulau. The prototype consists of two main parts that
are: i) Plug and Learn PLC Controller, and ii) Positioning and Sorting Training Kit.
Plug and Learn PLC Controller was developed using the Siemen S7-200 CPU 226 as
a controller and EM 253 was used as positioning wizard module. Positioning and
Sorting Training Kit used standard automation components namely conveyor, sensor
and others as input/output (I/O) to the prototype system. The learning activities were
conducted using two approaches that is Teacher Centred Learning (TCL) approach
and Student Centred Learning (SCL) approach. The effectiveness of the learning
approach and the PLC Training Module was evaluated using rubric marking scheme
and qualitative survey questionnaire. Based on this evaluation, two group taught in
SCL approach managed to complete assigned tasks faster than the group taught using
TCL approach. Group from the TCL approach completed the task in procedural
stages (structured) compared to the groups from the SCL approach that completed
the task in less structured (unstructured). However not all groups using SCL method
scored high marks in evaluation criteria for project functionality, design skills and
level of understanding. Finding also suggests that SCL approach does not guarantee
better performance among passive student. With this PLC training module using
SCL approach, the finding shows that the learning strategy can better prepare student
to solve real industrial problem. However, it does not necessarily motivated passive
student.
vi
ABSTRAK
Dalam projek ini, prototaip modul latihan PLC untuk memposisi dan
menyusun telah direka dan dibangunkan. Rekabentuk ini berdasarkan Objektif
Program Pendidikan (PEO) dan Program Hasil Pembelajaran (PLO) untuk kursus
Diploma Kejuruteraan Teknologi Mekatronik Industri dan Kursus Hasil
Pembelajaran (CLO) bagi kursus Automasi (HFC4033) di Kolej Kemahiran Tinggi
MARA Balik Pulau. Prototaip ini terdiri daripada dua bahagian utama iaitu i)“Plug
and Learn PLC Controller” dan ii)“Positioning and Sorting Training Kit”. “Plug and
Learn PLC Controller” telah dibangunkan menggunakan PLC Siemen S7-200 CPU
226 sebagai pengawal dan EM 253 digunakan sebagai modul bestari kedudukan.
“Positioning and Sorting Training Kit” menggunakan komponen piawai automasi
iaitu penghantar, sensor dan lain-lain sebagai masukan/keluaran (I/O) kepada sistem
prototaip. Aktiviti – aktiviti pembelajaran dijalankan menggunakan dua pendekatan
iaitu Pembelajaran Berpusatkan Guru (TCL) dan pendekatan Pembelajaran
Berpusatkan Pelajar (SCL). Keberkesanan pendekatan pembelajaran dan Modul
Latihan PLC dinilai menggunakan rubrik pemarkahan dan soal selidik kajian
kualitatif. Berdasarkan penilaian ini, dua kumpulan diajar dalam pendekatan SCL
berjaya menyiapkan tugas yang diberikan lebih cepat daripada yang diajar
menggunakan pendekatan TCL. Kumpulan daripada pendekatan TCL melengkap
tugas berstruktur berbanding dengan kumpulan dari pendekatan SCL melengkap
tugas kurang berstruktur. Walau bagaimanapun tidak semua kumpulan menggunakan
pendekatan SCL mendapat markah tinggi dalam kriteria penilaian untuk fungsi
projek, kemahiran reka bentuk dan tahap pemahaman. Penemuan juga menunjukkan
bahawa pendekatan SCL tidak menjamin prestasi yang lebih baik di kalangan pelajar
pasif. Dengan modul latihan PLC menggunakan pendekatan SCL, kajian
menunjukkan bahawa strategi pembelajaran yang lebih baik boleh menyediakan
pelajar untuk menyelesaikan masalah industri sebenar. Walau bagaimanapun, ia tidak
semestinya dapat memotivasikan pelajar pasif.
vii
TABLE OF CONTENTS
CHAPTER TITLE PAGE
DECLARATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
ABSTRAK vi
TABLE OF CONTENTS vii
LIST OF TABLES xi
LIST OF FIGURES xii
LIST OF ABBREVIATIONS xv
LIST OF APPENDICES xvi
1 INTRODUCTION
1.1 Introduction 1
1.2 Background of Study 1
1.3 Characteristics of Design Project 3
1.4 Statement of Problems 4
1.5 Objective of Study 5
1.6 Scope of Study 6
1.7 Important of Study 6
viii
2 LITERATURE REVIEW
2.1 Introduction 8
2.2 Overview on the Automation Course in KKTMBP 8
2.3 Overview of the Student Centred Learning 10
2.4 Positioning Module EM 253 12
2.5 Sorting Material 13
2.5.1 Proximity Sensors 14
2.6 Electrical Drive 16
2.6.1 Stepper Motor 17
2.7 Pneumatic Actuator 18
2.8 Programmable Logic Controller 19
2.9 Siemen S7-200 Programming 20
2.10 Review of on Related Works 24
2.10.1 Problem Based Learning Approach in
Programmable Logic Controller by Ahmad
Fairuz Muhd Amin et al. (2005)
24
2.10.2 Application of Problem-Based Learning to
PLC Experiment by Hu et al. (2010) 25
2.11 Summary of Literature Review 26
3 METHODOLOGY
3.1 Introduction 27
3.2 Project Planning 27
3.3 Project Flow Chart 27
3.4 Mission Statement 28
3.5 Gather Raw Data 29
3.6 Class Structure and Format 33
3.7 Prepare PLC course using SCL Approach 35
3.8 Developing Ill-Structured Problems 35
3.9 Develop a Trigger Question 38
3.10 The Method Applied Inside the Controller 38
3.11 Experiment Scheme 40
ix
3.12 Develop A Rubric Marking Scheme 43
3.13 Develop A Qualitative Survey Questionnaire 46
4 DEVELOPMENT OF THE PROTOTYPE TRAINING
KIT
4.1 Introduction 48
4.2 CAD Model and Drawing 48
4.3 Develop the PLC Training Set 51
4.4 Electrical and Pneumatic Diagram 53
4.4.1 Electrical and Pneumatic Diagram 53
4.4.2 Pneumatic System 56
4.5 Integration between the Controller and Training Kit 57
4.6 EM253 Position Module Setup Wizard 58
4.7 Assignment List of Input and Output 65
4.8 Sequence Step Diagram 66
4.9 PLC Logic Programming 68
5 LEARNING APPROACH AND RESULT ANALYSIS
5.1 Introduction 77
5.2 Sample of Work Sheet 77
5.3 Student Result 79
5.4 Analysis on Student Feedback 82
5.4.1 Student Feedback on TCL Approach 83
5.4.2 Student Feedback on SCL Approach 85
5.4.3 Student Feedback on the PLC Training
Module 88
5.5 Analysis of Effectiveness of the Training Module 89
x
6 CONCLUSION
6.1 Introduction 90
6.2 Conclusion 90
6.3 Suggestion for Future Development 93
REFERENCES 94
APPENDICES 99
xi
LIST OF TABLES
TABLE NO. TITLE PAGE
2.1 Siemens PLC characteristic 20
3.1 Automation Syllabus 31
3.2 Objectives and Syllabus Used In Developing the Training
Module
32
3.3 Relationship between Dimensions of Performance and
Objectives / Syllabus
43
3.4 Marking Rubric 44
4.1 The PLC Assignment List in Project 66
5.1 Efficiencies of TCL method 83
5.2 Deficiencies of TCL method 84
5.3 Efficiencies of SCL Method 86
5.4 Deficiencies of SCL Method 87
5.5 The Efficiencies of the PLC Training Module 88
5.6 The Deficiencies of the PLC Training Module 89
xii
LIST OF FIGURES
FIGURE NO. TITLE PAGE
2.1 The Basic Teacher Centred Learning Approach (Existing) 9
2.2 Student Centred Learning (SCL) 12
2.3 Positioning Module EM 253 13
2.4 Inductive and Capacitive Sensor 14
2.5 Photoelectric Proximity Sensor Configurations: (A)
Diffuse Reflector; (B) Retro Reflector; (C) Through
Beam, (D) Fixed Focus, and (E) Fibre Optics
15
2.6 A Rotating Electric Motor 16
2.7 Stator and Rotor Electric Fields and the Forces Acting On
a Rotating Machine.
16
2.8 Internal Structure of PLC 19
2.9 Siemen PLC S7-200 CPU226 20
2.10 MicroWin software 21
2.11 Timer 21
2.12 Counter 22
2.13 RS/SR 23
3.1 Project Flow Chart 28
3.2 Mission Statement 29
3.3 PLO and PEO Matrix 30
3.4 CLO and PLO Matrix 30
3.5 Screenshot of the Lecture Note of 4A Class 34
3.6 Screenshot of the Practical Question of 4A Class 36
3.7 Screenshot of the Practical Question of 4B Class 37
3.8 Positioning and Sorting Flow Chart 37
xiii
3.9 Screenshot of the Trigger Question 38
3.10 PLC Experiment Scheme by SCL Approach 41
3.11 PLC Experiment Scheme by TCL Approach 42
3.12 Rubric Marking Formula 45
3.13 Rubric Marking Scheme 45
3.14 Questionnaire for 4A Class 47
3.15 Questionnaire for 4B Class 47
4.1 Isometric View of Plug N Learn PLC Controller 49
4.2 Panel Layout of the Plug N Learn PLC Controller 49
4.3 Isometric View of the Positioning and Sorting Training
Kit
50
4.4 Panel Layout of the Positioning and Sorting Training Kit 50
4.5 Top View of the Positioning and Sorting Training Kit 50
4.6 Front View of the Positioning and Sorting Training Kit 51
4.7 Side View of the Positioning and Sorting Training Kit 51
4.8 Working Prototype of the Plug N Learn PLC Controller 52
4.9 Working Prototype of the Positioning and Sorting
Training Kit
52
4.10 S7-200 CPU 226 Wiring Diagrams 53
4.11 Connecting an EM 253 Position Module to an Oriental
Motor Driver
54
4.12 Wiring Diagram of the Positioning and Sorting Training
Kit
54
4.13 Actual Wiring Diagram of the Plug N Learn PLC
Controller
55
4.14 Actual Wiring Diagram of the Positioning and Sorting
Training Kit
55
4.15 Pneumatic Wiring Diagram at the Positioning and Sorting
Training Kit
56
4.16 (a) Solenoid Valve and (b) Filter Regulator 56
4.17 Cylinder for Eject Part 57
4.18 Training Set Wiring Diagram 57
4.19 Integration between Controller And Training Kit 58
xiv
4.20 Module Position 58
4.21 Module Input Response 59
4.22 Motor Speeds 60
4.23 Jog Setting 60
4.24 Acceleration and Deceleration Times 61
4.25 Jerk Time 61
4.26 Reference Point Setting 62
4.27 Command Byte 62
4.28 Motion Profile Setting 63
4.29 Configure V-Memory 64
4.30 Configuration Generate 64
4.31 Position Configuration for 0 (Module 0) 65
4.32 The Sequence Step Diagram of the PLC 67
4.33 PLC program (network 1 to network 2) 68
4.34 PLC program (network 3 to network 5) 69
4.35 PLC Program (network 6 and network 8) 70
4.36 PLC Program (network 9 and network 11) 71
4.37 PLC Program (network 12 and network 15) 72
4.38 PLC Program (network 16 and network 18) 73
4.39 PLC Program (network 19 and network 21) 74
4.40 PLC Program (network 22 and network 24) 75
4.41 PLC Program (network 25 and network 28) 76
5.1 Answer Script Screenshot of Student 4A Class 78
5.2 Answer Script Screenshot of Student 4B Class 78
5.3 Student Perform the Experiment 79
5.4 Screenshot of Answer Script for Trigger Question (a) 1
and (b) 2
81
5.5 Screenshot of Rubric Marking Scheme for (a) 4A and (b)
4B
81
xv
LIST OF ABBREVIATATIONS
i. Programmable Logic Controllers PLC
ii. Direct Current DC
iii. Alternating Current AC
iv. Central Processing Unit CPU
v. Liquid-Crystal Display LCD
vi. Plug And Play PNP
vii. Earth Leakage Circuit Beaker ELCB
viii. Miniature Circuit Breaker MCB
ix. Problem-Based Learning PBL
x. Student Centred Learning SCL
xi. Teacher Centred Learning TCL
xii. Light Emitting Diode LED
xiii. Kolej Kemahiran Tinggi MARA Balik Pulau KKTMBP
xiv. Input/Output I/O
xv. Dominant Reset / Dominant Set RS/SR
xvi. Programme Educational Objectives PEO
xvii. Program Learning Outcomes PLO
xviii. Course Learning Outcomes CLO
xvi
LIST OF APPENDICES
APPENDIX NO. TITLE PAGE
A Gantt Chart 99
B Mapping Objective and Syllabus 102
C Drawing 108
D Student Name and Group 116
E Practical Question 119
F Trigger Question 1 126
G Trigger Question 2 130
H Rubric 147
I Qualitative Survey Questionnaire 150
J Student Result 155
K Survey Answer Script 193
1
CHAPTER 1
INTRODUCTION
1.1 Introduction
This chapter is introduced and consist of the Background of Study,
Characteristics of Design Project, Problem Statements, Objectives of Study, Scopes
of Study and Important of Study.
1.2 Background of Study
Well know, the Personal Computer (PCs) is popular used for process control
(Rullản, 1997). However, PCs is commercial-grade controllers are not normally
designed to tolerate the shock, vibration, temperature, and electrical noise frequently
found on the manufacturing floor (Gee, 1995). Therefore to overcome this problem a
Programmable Logic Controller (PLCs) are been used widely. The use of PLC
equipment has been increasing day by day being parallel to progress in the systems
of controls nowadays. Besides having technological advantages of using PLC, it also
decreases the prices in the advanced level and complex control systems.
2
Petruzella, F. D. (2005) defined Programmable Logic Controller (PLCs) is a
specialized computer used for the control and operation of manufacturing process
and machinery. It uses a programmable memory to store instructions and execute
functions including on/off control, timing, counting, sequencing, arithmetic, and data
handling (Johnson, 2007). Where older automated systems would use hundreds or
thousands of electromechanical relays, a single PLC can be programmed as an
efficient replacement (Hassapis, 2003; Kamen and Gazarik, 1997; Anderson, 2002).
The functionality of the PLCs has evolved over the years to include capabilities
beyond typical relay control. Sophisticated motion control, process control,
distributive control systems, and complex networking have now been added to the
PLC’s functions (Saygin and Kahraman, 2004). Therefore, PLCs provide many
advantages over conventional relay type of control, including increased reliability,
more flexibility, lower cost, communication capability, faster response time and
convenience to troubleshoot (Rehg, 2002).
PLC can be a part of an automated system in manufacturing company
(Barrett, 2008). The automation systems use electro-pneumatic technology. Electro-
pneumatic technologies are formed mainly by three kinds of elements: actuators or
motors, sensors or buttons and control elements like valves. Most of the control
elements used to execute the logic of the system was substituted by the
Programmable Logic Controller (PLC). Sensors and switches are plugged as inputs
and the direct control valves for the actuators are plugged as outputs. An internal
program executes all the logic necessary to the sequence of the movements,
simulates other components like counter, timer and control the status of the system
(Świder et al., 2005).
With the use of the PLC, the manufacturing lead time will be reduced.
Because it is possible to create and simulate the system as many times as needed.
Therefore, time can be saved, risk of mistakes reduced and complexity can be
increased using the same elements.
For the reason and advantage of PLC as main control device used by the
industry, thus the learning model or tool must be design and develop to prepare
students knowledge and experience to the real-world situation. In Kolej Kemahiran
3
Tinggi MARA Balik Pulau (KKTMBP), the automation course, which is done by
practicing PLC simulation in the laboratories, will increase the knowledge of the
students in this subject. However, the successful of it will decrease if the PLC
education module is not suitable for the education purpose. For this concern, the
PLC education module, which is the subject of this thesis, is considered.
1.3 Characteristics of Design Project
The topic of this project named as: Programmable Logic Controller Training
Module for Positioning and Sorting. A small scale (prototype) positioning and
sorting machine will be developed and it was fully automated and controlled by
programmable logic controller (PLC). The prototype of project will be designed for
education purpose in Kolej Kemahiran Tinggi MARA Balik Pulau. The observation
of the education module will be done to measure it effectiveness and it deficiencies.
The aim of this project is to develop a training module that will be used on
training courses, education lectures or lab sessions to show the application of
automation in industry and bear out ease of use of automation in processing and
production line. The training module will be used as a demo to show how a
mechanical system aided by programming system to enhance its functions without
human intervention. By development of training module, this will provide
convenience for trainer or lecture do their presentation to trainee or students and they
easy understand by observe the demo executed by training module. The purpose of
this project is to fulfil requirements in market especially high education institutes,
manufacturing industries and semiconductor industries because these areas needed
different types of small scale automate machine as training module for their
automation and PLC curriculum.
In this project, stepper motor, electro-pneumatic, sensor and conveyer were
used for PLC education. These all elements are fixed in the training module. So,
students will be given education about programming of PLC, PLC wiring and setting
the stepper motor into Programmable Logic Controller. Inside the module S7-200
4
CPU 226 PLC was used that the SIEMENS firm manufactured, this PLC is enough
for the education at the basic level (Yilmaz and Çobantepe, 2010).
1.4 Statement of Problems
The trend toward automation of production equipment is putting great
demands on people since the early of 1970s. The manufacturers have worked to
increase productivity, capability, reliability, and flexibility by using technologies. In
order to achieve these are making use more and more automation in manufacturing.
PLC is one of the solutions. PLCs remain the tool of choice for end-users as they are
designed specifically for use in industrial environments and are guaranteed long-term
support by vendors (Hajarnavis and Young, 2008). At this point, understanding PLC
system, PLC programming and PLC connections and briefly PLC education are
important for the student (Bayrak and Cebeci, 2012) especially student that involved
with automation, manufacturing and mechatronics engineering discipline.
The PLC education, which is done by practicing in the laboratories, will
increase the success of the students in this subject who attends to vocational high
school (Yilmaz and Katrancioglu, 2011). In Kolej Kemahiran Tinggi MARA Balik
Pulau, the PLC courses were taught to semester three students for Diploma in
Manufacturing Engineering Technology programme and Diploma in Industrial
Mechatronics Engineering Technology programme. At the middle of this course, the
student will practically do a laboratory exercises. Generally, teacher will give a short
introduction of experiment scheme, and then tell students how to connect input and
output ports of PLC to a simulation I/O (input/output) panel. The simulation I/O
panels provide switches for input into the PLC and light emitting diodes (LEDs) for
output from the PLC. The LED were arranged to meet the suitability of the
simulation mask for example a traffic light simulator. Experiment result is only
checked with LED effect. Thus, students not have experience in a real industrial
situation. From author’s experience, this traditional approach resulted in:-
5
a) Many students do experiment by copying other student’s program because
doing a same simulation I/O. Then, program ability of PLC does not be
trained.
b) Student will have a problem to understand the integration between PLC and
connecting the I/O based on the real situation in the industry
c) Less experience because the existing training system is too simple and does
not meet the requirement in the manufacturing industry
d) Student will have a problem to start programming the PLC controller if the
problems are slightly different.
1.5 Objective of Study
The main objectives of this project are:-
a) To design Programmable Logic Controllers training module for positioning
and sorting as an input/output (I/O)
b) To develop a PLC training module towards Student Centred Learning (SCL)
approach for teaching and learning of the:-
i) Integration between controller (PLC) and its I/O (positioning and
sorting).
ii) Setup and configure the I/O
iii) PLC Logic programming (software structure)
c) To evaluate effectiveness of the designed training module by comparison
between Teacher Centred Learning approach and Student Centred Learning
approach.
6
1.6 Scope of Study
The main aim of this study is to design and development of PLC training
module for positioning and sorting. At this stage basic there is important to recognize
the scope of study. The scope consists five main section stated below: The scope of
the study is:-
a) the PLC training module is using for student mechatronics semester four
undertaking the automation course at KKTMBP of January - June 2014
session
b) student will not involve in hardware development but focusing on integration
between controller and input/output and setup and construct a PLC logic
programming using prototype develop in the study
c) for student understanding in the knowledge, comparison between existing
approach (Teacher Centred Learning) and Student Centred Learning
approach based on achievement in technical knowledge (problem solving
skill – quality and timing) and soft skill ( team work and presentation skill)
d) conduct a questionnaire survey to identify the effectiveness and deficiencies
of the both approach and the developed prototype
1.7 Important of the Study
Consumer product manufacturers increasingly rely on the cooperative
development of multi-disciplinary technical systems that often span the electrical,
mechanical, and industrial engineering domains. Design and production engineers
are frequently organized into cross-functional teams in which members bring critical
skills to the assembled group (Wagner, 1999). To facilitate multi-disciplinary teams,
engineers must develop their teamwork, problem solving, synergistic design, and
communication skills as well as the traditional technical competencies (Slivovsky et
al., 2003; Simpson et al., 2001). Further, it is increasingly presumed that competitive
engineering graduates will have these skill sets in place and be able to contribute
immediately to their assigned teams (Steiner, 2004). In essence, the expanding
7
implementation of sensors, actuators, and digital control across all engineering
systems suggest that students need a mechatronic systems perspective (Grimheden
and Hanson, 2001) with an opportunity to develop leadership, communication, and
interpersonal skills. The availability of mechatronic courses within the engineering
curriculum can help prepare students for the global workplace. In order to make this
happen, the study for design and development of PLC training module for
positioning and sorting are importance. In this training module, student will be able
to:-
a) Learn the basic operation of positioning and sorting.
b) Structure of input and output (switches button and components) and their
address.
c) Identify the positioning and sorting components on PLC training module.
d) Describe the function of PLC logic programing such as position and timer
function.
e) Design a ladder diagram and function block diagram program structure and
learn how to program then minimize the program language to be a simple
network program.
94
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