SY ay LICREATE™ Analog and Digital Motor Control Curriculum Manual CAO6 ©2009 13 Create. This publication is copyright and no Issue: ME1219/€ part of it may be adapted or reproduced in any material Lesson Module: 17.06/0 form except with the prior written permission of U3 Create,CA06 Analog and Digital Motor Control Curriculum Manual Contents Chapter Contents Pages Introduction eer ee i-iv Chapter 1 Analog Control - Equipment Overview 1-18 Chapter 2 Introduction to Control Systems eee 19 40. Chapter 3 Time Response ees 31-50 Chapter 4 Frequency Response 51-62 Chapter 5 Principles of Feedback ee 63-78 Chapter 6 Proportional Position Control sam PtH Chapter 7 Behavior of Second Order Systems... 89-104 Chapter 8 Position Control with Velocity Feedback 0... 105-114 Chapter 9 Three-Term or PID Contt0l «2... 115 - 128 Chapter 10 Stability 129 - 136 Chapter 11 The Use of Computers for Control... 137-144 Chapter 12 Analog Interfacing neem . 145 - 160 Chapter 13 Direct Digital Control 161-174 Chapter 14 Digital Interfacing 175 - 196Analog and Digital Motor Control CA06 Contents Curriculum ManualCA06 Analog and Digital Motor Control Curriculum Manual Introduction Introduction Introduction This curriculum text is designed to introduce analog and digital contro! methods used to control the MS15 DC Motor Control Module. ‘The work is presented in a largely non-mathematical form with the aim of clearly establishing the principles involved prior to the mathematical approach that has to be accepted beyond this level This curriculum makes use of Real-time Windows™ based Virtual Control Laboratory sofiware and a Control Laboratory Input/Output (CLIO) interface module which enables the student PC workstation to: perform as a function generator to supply (if required) the command (reference) input signal in various forms, for example, step or sinewave inputs. © supply a wide range of different adjustable controller configurations, for example, open-loop or PID. perform as an eight-channel oscilloscope or voltmeter to display various control signals, for example, command input, position output. Because this curriculum is concemed with the control of a servomechanism (the MS15 DC Motor Module) the terminology used is that related to servo systems rather than to process systems but the basic concepts are of course applicable to all types of control. ‘Throughout industry today, microcomputers are increasingly being used to control electromechanical servomechanisms with applications that can vary from the driving and controlling of elevators to robotic drive and control systems, This text looks at this important area of systems control and explains in detail the techniques employed when using a microcomputer to carry out these various control tasks.Analog and Digital Motor Control CA06 Introduction Curriculum Manual WARNING The digital control material presented in the later chapters of this curriculum text is split into two sections in order to cover this subject in its broadest possible context. The first explains the techniques associated with analog interfacing and the second with digital interfacing. Numerous hands-on exercises are included covering both approaches. All DC motors have a limited life. When not performing an experiment, switch the unit off or remove the signal applied to the motor input (click disable on the control software) The motor should be prevented from entering a state of high frequency oscillation for more than a few seconds. This manifests itself as either an audible ‘buzz’ or rough running of the motor. If this condition is not removed the motor may fail The experiments in this manual ensure that this condition should not arise. If it does, remove the input to stop the oscillation and check that the instructions have been followed correctly The Module Power Supplies The System Power 90 Power Supply (or equivalent) contains all of the power supplies needed to make all the modules operate. You can switch these power supplies ON and OFF with the switch located on the front panel Making Circuit Connections During each Pra Exercise in this manual, you will be asked to make circuit connections using the 4 mm Patching Cords. Whenever you make (or change) circuit connections, it is good practice to always do so with the Power Supplies switch in the OFF position. You should switch the Power Supplies ON only after you have made, and checked, your connections. Remember that the Power Supplies switch must be ON in order for you to be able to make the observations and measurements required in the Exercise. At the end of each Exercise, you should return the Power Supply switch to the ‘OFF position before you dismantle your circuit connections.CA06 Analog and Digital Motor Control Curriculum Manual Introduction Your Workstation Depending on the laboratory environment in which you are working, your workstation may, or may not, be computer managed. This will affect the way that you use this curriculum manual. If you are in any doubt about whether your workstation is computer managed, you should consult your instructor. Using this Manual at a Computer Managed Workstation In order to use this curriculum manual at a computer managed workstation you will require a personal computer (PC) that has been installed with computer managed student workstation software. If you are working in a computer managed environment for the first time, you should first read the operating information that has been provided with your computer managed workstation. This tell you how to: Log onto the management system and request work. Make responses to questions in a computer managed environment. Hand in your work when completed. Log off at the end of your work session. Whenever you see the symbol S% in the left-hand margin of this Curriculum Manual, you are required to respond to questions using your computer managed workstation. You should also record your responses in your student workbook so that you can review them at any time in the future The following D3000 Lesson Module is available for use with this Curriculum Manual: 13000 Lesson Module 17.06Analog and Digital Motor Control CA06 Introduction Curriculum Manual Using this Manual at a Workstation that is not Computer Managed iv Whenever you see the symbol 7 in the left-hand margin of this Curriculum Manual, you are required to answer a question. If your workstation is nor computer managed, you should record your answer in your student workbook so that it can be subsequently marked by your instructor, Good luck with your Studies.CA06 ‘Analog and Digital Motor Control Curriculum Manual Chapter 1 Chapter 1 Analog Control - Equipment Overview Objectives of this Chapter Having completed this chapter you will be able to: ™ Locate the analog features of the DC Motor, Input Potentiometer and Interface Modules ™ Connect together the modules for analog control exercises @ Operate the software controls to drive the DC Motor and observe its behavior Equipment Required for this Chapter MS15 DC Motor Module AS3 Command Potentiometer CLIO Interface Module with PC Connection Lead System Power 90 Power Supply (or equivalent) 4 mm Connecting Leads PC running VCL Virtual Control Laboratory Software Trim ToolAnalog and Digital Motor Control Chapter 1 CA06 Curriculum Manual 12 Introduction Practical exercises are an integral part of the course and waveforms displayed on the PC are used to illustrate parts of the course. APC with the Virtual Control Laboratory software and CLIO Control Laboratory Input/Output interface is used to replace a number of different traditional instruments, eliminating the need for separate signal generator, oscilloscope, multimeter or controller. In this first chapter, you will refresh your knowledge of the DC Motor which is used as the ‘Plant’ and familiarize yourself with the interface board and the operation of the software The MS15 DC Motor Module The ‘Plant’ is the MS15 DC Motor Module (Fig 1.1). This is an extremely versatile unit which provides a sufficient variety of instrumentation on board to enable a whole range of analog and digital investigation to be carried out. A schematic of the system is shown in Fig 1.2. 00000000, 2 2eR28 en 00 Fig 1.1 The MS1S DC Motor ModuleCA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 Motor Shaft Motion Leaded Tacho- Gearing Motor [| seneator [9:1 Output Potentiometer y Power q Signal Ee Amplifier | | Conditioning | | Conditioning E vin Vout Vout Enable Drive Velocity Position Fig 1.2 Schematic of MSI5 DC Motor Module The DC Motor system ‘A constant voltage applied to the DC motor produces a constant torque which, with a constant load on the motor, produces a constant motor speed. This applied voltage is the plant input. ‘The motor speed (or more correctly velocity) is measured using a tachogenerator mounted on the same shaft as the motor. A tachogenerator is just another motor connected in a different way and produces a voltage proportional to the motor speed. The voltage from the tachogenerator is used as the plant output in motor speed control experiments, The motor drives an output shaft via a 9:1 speed reduction two stage belt drive. This means that the output shaft rotates at 1/9th the speed of the motor shaft. The position of the output shaft can be seen on the calibrated dial on the front of the unit, A voltage proportional to output shaft position is produced by a potentiometer mounted on the rear of the output shaft, The voltage from this potentiometer is used in position control experiments. The plant input The 12V motor requires significantly more current than can be supplied by the drive signal therefore the MS15 module contains a power amplifier which allows the low power drive signal to modulate the high power supply to the motor. An input of +5 volts will produce maximum speed in the counter-clockwise direction.Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual The 4 mm socket for this input is in the MOTOR DRIVE INPUT section of the module and is marked Vjy. The analog drive input is only available when the Not Enable (E) line is grounded and the MOTOR DRIVE switch (upper switch at center bottom of the circuit board) is in the Vy position Velocity (or speed) output The tachogenerator is connected to the output shaft and produces (after signal conditioning) a DC voltage in the range +5 volts proportional to the rotational velocity of the motor. This output provides the primary feedback of information for closed loop speed control applications and performs a secondary role in many positional applications. A positive voltage is produced with the output shaft rotating in a counter-clockwise direction. The 4 mm socket for this output is in the TACHOGENERATOR OUTPUT section of the module and is marked Vor This velocity output signal is only available when the TACHOGENERATOR switch (lower switch at center bottom of the circuit board) is in the Voyr position. With the switch in the LOAD position, the tachogenerator is connected to a variable resistor load which can be used to load the motor. Position output, The output shaft carries a calibrated disc (degrees) and is coupled to a precision potentiometer which, via appropriate signal conditioning, provides a DC voltage in the range +5 volts according to the position of the output shaft. This potentiometer ‘output provides the primary feedback of information for closed loop position control over about 340° of output rotation. The output voltage is 0 when the shaft is at 180°, positive for angles above this and negative for angles below this. The 4 mm socket for this output is in the POTENTIOMETER OUTPUT section of the module and is marked VoyCA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 1.3 The AS3 Command Potentiometer The AS3 Command Potentiometer (Fig 1.3) is used to provide a manually generated input signal. It is calibrated in degrees to correspond with the calibrated disc on the output shaft of the MS15 DC Motor Module, The unit gives a nominal output of 25V. [COWRIAND POTENTIOMETER say Otay, 0-0 0-0 0-0 Fig 1.3 Command Potentiometer 1.4 Virtual Instrumentation Virtual Instrumentation means that @ personal computer (PC) is being used in place of a number of conventional instruments such as a Signal Generator, Oscilloscope, Panel Meter and a number of different types of controller. Fig 1.4 overleaf shows a schematic of the Virtual Control Laboratory used in this course In this course we are concerned with understanding the performance of the closed loop systems rather than how you would build a controller. To simplify the experiments, all the controls are on the screen. This means that the control is always being implemented digitally but, as long as the conversion to digital and the conversion back to analog are performed fast enough, the system can represent an analog controller.Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual ees Flo Contaler Pant say Freee Help eu Controller z Display (Chart or Panel Meter Displa Controt oT COMPUTER - PC with Windows Parallel Port | PLANT Referee INTERFACE |] | |_Prve MIs — cLI0, Dc MOTOR Postion 4} Interface of Fig 1.4 Schematic of the Virtual Control Laboratory System The digital computer is connected to the MS15 DC Motor module via the CLIO Interface unit. This contains a fast Digital to Analog Converter (DAC) which provides a continuous analog drive to the motor and a 3-input Analog to Digital Converter (ADC) to convert the analog outputs from the motor (tachogenerator and potentiometer) and the command potentiometer into digital form for the computer 1.5 The CLIO Interface Module The Control Laboratory Input/Output (CLIO) module is the interface between the analog voltages of the motor system and the digital numbers of the computer system.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 Fig 1.5 isa layout diagram of the interface module. Toren Compucr Parl Pot Fig 15 CLIO Interface Module ‘The inpuvoutput connections described below should be identified on the actual unit. Analog drives - Motor module inputs An analog signal is required to drive the DC motor. The Analog Drive provides a +5 volt signal. This is obtained from the PC via a fast DAC (Digital-to-Analog Converter) ‘The 4 mm socket for this output is in the ANALOG DRIVE section and is marked Vout The drive to the motor should be disabled when the motor is not in use. This can be controlled from the computer. The disable signal appears on the Ey socket which should be wired to the E socket on the motor board. The 4 mm socket for this output is in the ANALOG DRIVE section of the CLIO interface and is markedAnalog and Digital Motor Control CA06 Chapter 1 Curriculum Manual LY 15a LY 5p Analog Measurements - Motor module outputs To control the motor it is necessary to know what the motor is doing. This requires measurement. Three signals (each +5 volt) can be measured by the Analog Measurement ADC (Analog-to-Digital Converter) and transmitted to the PC. The three signals measured are Position The output shaft position provided by the MSI5 Potentiometer output voltage Vout. The 4 mm socket for this input is in the ANALOG MEASUREMENT section of the CLIO interface and is marked Pos. Velocity The motor shaft velocity voltage provided by the MSIS Tachogenerator output voltage Vout: ‘The 4 mm socket for this input is in the ANALOG MEASUREMENT section of the CLIO interface and is marked Vel. Reference input The required (or reference) position or velocity as provided by the AS3 Command Potentiometer Vo, The 4 mm socket for this input is in the ANALOG MEASUREMENT section of the CLIO interface and is marked Ref. ‘The purpose of the MS15 Potentiometer is to measure: [a] output position output torque. output speed. ‘The purpose of the MSI5 Tachogenerator is to measure: output position. [b) output speed. output torqueCA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 SH isc ‘The purpose of the AS3 Command Potentiometer is to produce an input for: [a] position control [8] speed control. either depending on the application. LH 15d The measurement range of the input signals to the CLIO module is: $5V +10V [a] +i5v 2v 1.6 Operating the Hardware System Engaging and disengaging the output potentiometer For position experiments, the output potentiometer is required. The output potentiometer is on the output shaft at the opposite end from the calibrated dial. The output potentiometer should be disengaged when not required, such as during speed control experiments, as unnecessary use will wear the unit. Practice engaging and disengaging the output potentiometer. ‘* To disengage the output potentiometer, push the output potentiometer assembly backwards, away from the calibrated dial. * To engage the output potentiometer, align the flat on the output shaft with the flat on the output potentiometer boss, then pull the output potentiometer assembly forward towards the calibrated dial. It should move about 7 mm. Leave the potentiometer in the engaged position. Applying the brake ‘The eddy current brake is used to put a load onto the motor. In the upright position (position 0) there is no braking action. There are 2 braking positions marked 1 and 2. Position 2 gives heavier braking than position |Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual Wiring the system All the experiments in the Analog section of this course are physically wired in the same way. Different configurations are achieved using data signal paths in the computer. Fig 1.6 below shows the wiring between the MSI5 DC Motor module, the CLIO Interface Module and the AS3 Command Potentiometer. a= Cable To OO Parallel Por | sitear orewnonereR Sree siorrep O] °> = oll" Fig 1.6 Wiring Diagram - Analog Control 10CA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 These connections should be used unless instructed differently. If possible, the circuit should be left connected between experiments. Whether left connected or not, these connections should be checked at the beginning of each practical exercise. Wire up the system as in Fig 1.6 but, for the moment, leave the switch on the System Power 90 power supply in the OFF position 1.7 The Virtual Control Laboratory Software Much of the instruction in this course involves observing and understanding the responses of the plant under different operating conditions, Most of the observations and changes will be made using the PC-based VCL software and the mouse Loading the software Start the Virtual Control Laboratory software by selecting the VCL Start menu item in the LJ Create group, or if running through a ClassAct managed workstation, click “Launch CAW/App’ and enter VCL as an Application Launch Code. Some time will now be spent introducing the elements of the package. Loading the setup for the current experiment Load the initial setup of Exercise 1 by selecting File from the Tool Bar then Load setup from the drop down menu. From the Load Dialog, select file CAO6PEOL ini and click the Open button. [Note: If the CAQ6PEO ini file is not in the list of files, navigate to the Program installation folder — usually C:\Program Files\LJ Create\VCL. If the file still eannot be found, ask your instructor to ‘reset’ the configuration files.) In subsequent instructions, such a command sequence will be written File | Load setup | CAQ6PEO1 | Open or just Load setup | CA06PE01 ‘The control system elements across the top of the PC screen The Signal Generator This is at the left of the sereen. It is used to generate a variety of input signals. This source is used as the reference when Internal or Int+Ex1 is selected as the reference signal to the control system, The Controller This is the top center area of the screen. The controller is currently set to Open Loop. Different controllers can be selected via the Controller option on the Tool Bar.Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual 12 The Plant This is to the right of the screen. For this section of the course, the Plant is normally set to MSI5 Analog indicating that the software is assumed to be interfaced to the analog control section of the MS1S DC Motor Control Module, The Display This takes up the lower two-thirds of the screen. Up to 8 channels can be displayed, normally in graphical form. This allows the relationships between various signals to be examined. The channels are color coded with the measurement point, channel number and trace color shown on the Controller mimic diagram. To access the controls of a particular channel, point the mouse and click at the channel number in the channel select area. Only the channels which have a meaning with the selected control method are available. There are three other display options selectable via the Display option on the Tool Bar. These are:- Bar, Meter and List. Select Display | Meter and you will see a numerical display of the signals being measured. Go back to Graph using Display | Graph. Adjusting on-screen controls All on-screen controls are set by pointing and clicking ‘Flip’ Controls These have a control bar above and below the legend or number. Clicking the upper bar flips the legend to the next in the sequence or increments the digit. Clicking the lower bar flips the legend to the previous one in the sequence or decrements the number. Try it and see - you will not harm anything. Click above Signal Generator, Signal, Step and see the legend change to Random. Click below Random and see the legend return to Step. Note that the click area actually extends up or down from the center of the legend. Now click above and below the Signal Generator Leve/ numbers. When you are sure how this works, return the number to 0%.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 ‘Select’ Controls These look like push buttons. Click on the option you require. To practice, point and click at 2 in the Channel Select area and see the Scale change to show the scale for channel 2. The ON/OFF, Magnify and Shift controls for channel 2 are now available. These behave rather like oscilloscope controls. Change them to see their effects. Return them to Magnify = 1, Shifi = 0. 1.8 Getting to Know the Equipment Working with VCL Software and MSI5 Motor Control Module Wire up the system or check the wiring as shown in Fig 1.6. In this exercise you will learn your way around the MS15 hardware and the VCL Software. If you do not have the software loaded, start it now by selecting the VCL Start menu item in the LJ Create group or, if running through a ClassAct managed workstation, click ‘Launch CAV/App’ and enter VCL as an Application Launch Code. Load the initial setup for this experiment by selecting: File | Load setup | CA06PE01 | Open The table below is the summary of the setup required for this experiment. The values shown have been set by loading setup file CAO6PEO1. Any of the values may be changed by accessing the appropriate menu from the tool bar or by clicking the on-screen controls. The items on the last two rows are test rig settings and must be set manually. File Controlier | Plant Display CAQ6PEOL Open-loop_| MS15 Analog Graph Signal Generator Graph Signal DC-Level_ | 1 Input ON Level 50% 2 Position ON Offset 0% Rate 10 msec__| 4 Velocity ON Reference External DC Motor Output Potentiometer Engage Brake 0 Command Potentiometer__ 180° 13Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual 14 This table format will be used throughout this manual to indicate the initial settings for an experiment and for changes that need to be made to existing settings. Set the command potentiometer to 180° and switch power ON. Nothing much should happen. Enable the motor by clicking in the Disable box Changing speed using the Command Potentiometer Rotate the Command Potentiometer towards 360°. The motor will start to rotate counter-clockwise. On the screen you will see the traces move. * Channel 1/Dark Blue/Input follows the command potentiometer movement. With the angle above 180°, the drive voltage is positive and the shaft rotates counter-clockwise. © Channel 2/Blue/Position shows the position of the output shaft. As the output shaft position moves towards 360° on the calibrated dial, the trace moves up the sereen towards +5 volts. Near the top, the output potentiometer reaches the end of its range then jumps to the bottom of the sereen as it picks up the negative voltage equivalent to 0° (approximately -5V). ‘* Channel 4/Purple/Velocity follows the command input as it is changed but lags behind any movement. This is the measurement of speed of rotation from the Tachogenerator. It can be seen that this signal tends not to show a constant velocity even when the command potentiometer is not being moved. This is a characteristic of mechanical tachogenerators, Vary the position of the command potentiometer and observe how the traces change. As the command position goes below 180°, the motor rotates in the opposite direction and the output position ramps down before shooting up to the top of the screen. Stop the motor by setting the command potentiometer to 180°.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 Changing Speed using the Signal Generator In the Controller area, set Reference to Internal by clicking on the bar below External. This selects the internal signal generator as the reference input signal. Select Signal DC Level and increase the Offset to 50%. This has the same effect on the motor speed (and the display) as increasing the angle of the Command Potentiometer. Make the Offset negative and observe that the motor rotates in the opposite direction, Return the Offset to +50%, Applying the Brake The eddy current brake is located forward of the DC Motor. This can be varied through three positions:- 0 = Off, 1 = Half and 2 ‘ull. Set the brake to each position and note the effect of the braking action upon the rotational speed of the motor. Calibrating the Command Potentiometer For correct operation, the command potentiometer and the output potentiometer should generate the same voltage when at the same angular position. It may be necessary fo adjust the trim pots on the command potentiometer to ensure that the voltages are the same. * Select Display | Meter ‘Set Reference to External. This selects the command potentiometer as the input to the system. * Disable the motor drive by clicking Enable in the controller area * Manually set both potentiometer dials to 300°. Using the trim tool, adjust ADJ ‘V+ on the Command Potentiometer module until the Input voltage (channel 1) equals the Position voltage (channel 2) Set both potentiometer dials to 20°. Adjust ADJ V- on the Command Potentiometer until again the Input voltage equals the Position voltage. If a large adjustment has been made, the last two steps should be repeated to ensure correct calibration. It is difficult to repeat the exact degree settings on the dials So do not waste time repeating the steps more than once‘Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual 16 Relationship between degrees and volts All the measurements are made in volts so we need to know the relationship between the measured position voltage and the position in degrees. Rotate the command potentiometer until the measured input voltage on channel 1 is OV. Note the degrees in column 1 of Table 1.1 in your workbook. Rotate the potentiometer until the output reads 1V. Enter this in column 2. Calculate Kq by subtracting Degrees at OV from Degrees at 1V Table 1.1 Potentiometer calibration The relationship between degrees and voltage is then: Degrees = Ky X Vpos + Degree Offset = x Vout = Finishing with the equipment If not continuing immediately with Chapter 2, switch power OFF, exit from the software and dismantle the wiring if instructed to do so by the laboratory supervisor,CA06 Analog and Digital Motor Control Curriculum Manual Chapter 1 In speed control, with External input, the motor is stationary when the ‘command potentiometer is at: [B) 90° 180° [a 270° Rotating the command potentiometer towards 360° causes the motor to rotate: [a] clockwise. counter-clockwise. Setting the Signal Generator Offset positive causes the motor to rotate: clockwise counter-clockwise. Setting the brake to position 2 causes the motor to: [a] speed up. [8 stow down. stay at the same speed. 7Analog and Digital Motor Control CA06 Chapter 1 Curriculum Manual wy Student Assessment 1 Thy r a constant input voltage, the DC Motor in the MS15 produces: a fixed position. constant speed For [al [e] constant acceleration. 2. The Command Potentiometer provides: a measure of the motor speed. [B] a measure of the motor position. the external reference input to the controller. [d] the setting for the motor position. ‘The DAC in the CLIO interface converts: digital numbers in the computer to analog motor drive voltages. al [b] analog voltages from the MS15 to digital numbers in the computer digital signals in the MS15 to digital numbers in the computer [a] digital signals in the MS15 to analog signals in the computer. 4. The ADC in the CLIO interface converts: digital numbers in the computer to analog motor drive voltages. [b] analog voltages from the MS15 to digital numbers in the computer. [e] digital signals in the MS15 to digital numbers in the computer. [q] digital signals in the MS1S to analog signals in the computer. 5. The Virtual Control Laboratory software provides: [a] chart display of signals in the DC Motor and controller. (8) a signal generator to provide the reference signal. various types of controller action. [d] all of the above.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 Chapter 2 Introduction to Control Systems Objectives of this Chapter Having completed this chapter you will be able to: HM Outline the objectives of control Indicate the width of application of control systems ™ Describe what is meant by the 'Plant Model’ Equipment Required for this Chapter MSI5 DC Motor Module + AS3 Command Potentiometer + CLIO Interface Module with PC Connection Lead + System Power 90 Power Supply (or equivalent) 4mm Connecting Leads PC running VCL Virtual Control Laboratory SoftwareAnalog and Digital Motor Control CA06 Chapter 2 Curriculum Manual 2.1 The Objective of Control Engineering Control systems are all around us although they are not always obvious. In the domestic kitchen there are control systems in the washing machine (water temperature, water level, drum speed, spin speed), refrigerator (freezer and fridge temperatures), oven temperature... . Elsewhere in the house there can be three control loops in a central heating system, tape and head speed controls in a video tape recorder, platter speed and head position in CD-ROM, hard and floppy disk drives in a computer. There are also a number of purely electronic contro! systems in radios, televisions and sound systems. Then there are the control systems in cars, ships, aircraft The objectives of control engineering will be demonstrated by some examples using the DC motor as a speed control system - the sort of system used to control tape and head rotation speed in a Video Recorder. Wire up the system as in Fig 1.6 shown in Chapter | With the motor off or disabled, disengage the MS15 Output Potentiometer from the output shaft to reduce wear. Start VCL software and Load setup | CA06PE02. This sets up the system as: Controller Open-loop Plant Display MSI5 Analog Graph Graph 1 Input ON 2Position OFF CAO6PE02 ignal Generator Signal DC-Level Level 50% Offset 0% Rate 10 msec Reference Internal DC Motor Brake 4 Velocity ON Output Potentiometer __Disengage Command Potentiometer__180° The reference input is set to Infernal which uses the internal signal generator to drive the system. Switch ON and enable the motor. Nothing should happen. The Controller is set to Open-loop. This means that there is no feedback control 20CA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 Reaching the desired output We would like the motor to run at half speed. For this the tachogenerator output should be 2.5V (50% of SV full scale value). What input voltage is then required? Find out by constructing an input/output table. Measure the input voltage (channel 1) and tachogenerator output voltage (channel 4) over the range of Offset values as shown in Table 2.1 and enter the values in your workbook. Input Volt Tacho Output Voltage 0 10 20 30 40 50 60 70 80 90 100 Table 2.1 Relationship between drive input and velocity output Disable the motor then plot your results in the graph in Fig 2.1 in your workbook You will get a graph as shown overleaf in Fig 2.1. It can be seen that there is not a linear relationship between input voltage and speed. To run the motor at half speed, the input has to be set to approximately 56% of its range, With open loop, there is no guarantee that the actual speed will equal the set speed, Many stems do work in open loop but it does not lead to good control ‘The first objective of a control system is that the controlled output, reaches the value desired of it. 21Analog and Digital Motor Control CA06 Chapter 2 Curriculum Manual s Be z 2 z | 3, ° | ° 1 2 3 4 5 ‘Input Voltage Fig 2.1 Drive vs speed under no load conditions Reacting to Load Changes Enable the motor and set the Offser to 50%. The brake is Off so this is the no load condition. Make a note of the tacho voltage in Table 2.2 in your workbook. Now move the eddy current brake to position 1. You will see on the screen and on the motor rig that the speed drops as the motor is loaded. This is the half load condition. Again note the tacho speed in Table 2.2 Repeat for full loading with the brake in position 2. Then disable the motor. Loading Tacho voltage No load Half Load Full Load) Table 2.2 Change of speed with loadCA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 Not only is there a nonlinear relationship between input voltage and speed but the speed will change depending on the load If the control objective is to maintain a constant velocity under changing load conditions, then we cannot use open-loop control. A tape recorder operates under changing load as the tape is transferred from one spool to the other. So an open- loop control cannot be used to control a system subject to a changing load, ‘The second objective of a control system is that it maintains its output under changing load conditions. Minimizing Transients The third problem with a dynamic system is the time it takes to reach the required value from rest. We are all familiar with the comparison between cars based on the time to go from 0 to 60 mph (or 0 to 100 kph), Put the brake back to 0, set the Offset to 0% and the Signal to Step. Adjust the Level until the velocity output reaches 50% (2.5V) at the end of the step period. You are now asking the motor to reverse and seeing how long it takes the velocity to reach its new value. Measure the time from when the input changes until the output reaches 2V. The Time expansion controls may help you with this measurement. Open-loop no load transient time to 2.5V = Secs Owing to the inertia of the motor and other factors, it takes some time for the ‘motor to react to a change in demand. The time it takes to make a change is called the Transient Time. ‘The third objective of a control system is to reduce the transient time to as short as possible.Analog and Digital Motor Control CA06 Chapter 2 Curriculum Manual 24 Fulfilling the objectives using feedback Reaching the required level From the tool bar, select Controller | PID. You can see the changes this has made from the controller mimic. The velocity output is now being fed back and compared with the input. This is a Feedback Control system or Closed Loop Control system. Do not be concerned with the controller detail - we will come back to this later. After the transient period. the velocity and input voltages are now the same. ‘You can see that the velocity trace (purple) now reaches the input trace (dark blue). The first objective has been met - the controlled value reaches the steady state value required of it. Speeding up the system Set the Level to 50%. Now measure the transient time. Enter the value into your workbook and compare this closed loop transient time with the open-loop transient time measured earlier. Open-loop no load transient time Closed loop no load transient time Adding the feedback controller has met the third objective - reducing the transient time of any change. Reacting to load changes Set Signal to DC Level and Offset to 50% Again examine the effect of changing the load by applying the brake. As the load is added there is a small decrease in the velocity then it recovers to its demanded level. When the load is removed, the motor speeds up then again recovers, The second objective has been met - the controlled value maintains its steady state value in spite of load changes. Disable the motor.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 You have seen that feedback control does work. Eventually you will understand how it works but before you can do that you must learn how to describe the behavior of the plant you are trying to control. ky 2a Is the relationship between input voltage and rotational speed: linear. [b]nontinear. ky 2.1b Ina realistic control system, when the input is changed, the output should: [a] _ reach the demanded output immediately. [B] reach the demanded output as soon as practical. never reach the demanded output LH 2.1¢ —_imareatistic contro! system, when the load is changed, the output should: [a] not change. [Bl een cee rerrora eecyis ere erncer ersten’ rene on re never return to its previous steady state value. ky 21d Introducing feedback control to a system: increases the transient time. [b]_ makes no change to the transient time. reduces the transient time, ky 2.1e Which of these features of a home generally does not contain a closed loop control system washing machine oven. refrigerator, toaster. 25Analog and Digital Motor Control CA06 Chapter 2 Curriculum Manual 22 26 Plant Model There becomes too many different entities described by the word ‘system’. In this manual the word ‘Plant’ is used to describe the unit that has to be controlled, System will be reserved for the complete unit - Plant plus Controller. All linear systems follow the same rules In the illustrations above, you saw that the motor was characterized by how it responded to a Step input - the Transient Response - and how it behaved after the transient had died out - the Steady State Response. The transient was of the motor speed in response to a change in drive voltage. If you applied the same step signal to a resistor/capacitor network as shown in Fig 2.2 below, you would get similar curves. You also get similar curves if you measure the temperature after switching on an oven or the room heating of your home. The water level in a cistem after if has been flushed also follows this curve. These are examples from mechanical engineering, electrical engineering, thermodynamics and hydraulics. All linear dynamic systems obey the same rules, Although the DC Motor is used as an example, the techniques being taught have applications in many other disciplines such as financial systems, management systems, learning systems and any dynamic system which can be described by the same differential equations which describe the behavior of engineering systems. Ouiput Vos TE =RC= | second reinbeereterbeestntectbeersttenebeetieet 020) 310) 40 es0) Time - Seconds Fig 2.2 Step Response of a Simple RC NetworkCA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 Characterizing a system by its response in time Many systems are subjected to a step change in demand. Controlling the head position of the hard disk drive in the PC you are using is such an example. For these systems, the response in time is important. There are other systems where the demand input is a ramp, not a step. Examples of these systems are Satellite Tracking Aerials and Scanning Radar systems. Here we are concerned with how the system tracks the steadily moving input in time. For Step and Ramp inputs, the control engineer works with the Time Model of the system, which is how the system behaves in time after the signal is applied to it Characterizing a system by its frequeney response There are other systems where the demand input is much more complex. Consider the situation where a battle tank is trying to destroy a target while moving at high speed across rough terrain, The barrel must remain steady in space. The demand input in this case is a changing signal with no pattern to it - a Random Signal. The actual signal cannot be specified but the frequency range of the signal can be found and the system designed to cope with such a range of frequencies. For Random or complex periodic signals, the control engineer works with the Frequency Model of the system, which is how the system behaves to a range of sine waves of different frequencies. Developing the plant model A control engineer needs to know how to determine both the Time and Frequency Models of systems and how to design controllers using these models, The usual starting point is to investigate the behavior of the basic plant and, on the basis of the results, add whatever controller is required to improve the performance to a satisfactory level. Transducers and signal conditioning devices have to be added to monitor events and produce signals suitable for manipulation. These cannot be ‘perfect’ and we must always seek to minimize errors that are introduced by our instrumentation devices but generally the dynamics of the monitoring equipment are inconsequential in the overall system. 27‘Analog and Digital Motor Control CA06 Chapter 2 Curriculum Manual Only a certain level of performance can be achieved. There are limits to the current that power supplies can deliver, the torque that motors can deliver, and so on. cts to be m mathematically will only allow such eff included if they are accounted for in the analysis and, in all cases, involve a certain degree of compromise. During the course we will see instances where the actual behavior of the system does not agree with that predicted because of such effects, Initially such ‘nonlinear’ behavior will be ignored and only the Linear Small Signal Model will be considered. Representing the s The Linear Small Signal Model is the behavioral description of the system when small changes are made which do not take the system into nonlinear operating area The plant model is developed in two ways - analytically or experimentally The analytical approach analyses the plant and from this develops a mathematical model. For the DC motor, we could calculate the inertia of all the rotating parts, assess the viscous friction of the bearing, calculate the current/torque relationship, determine the inductance and resistance of the field coils and, from all this, develop a model, The experimental approach treats the plant as a 'Black Box’, such that it has inputs and outputs but nothing is known, or needs to be known, of what actually happens inside. All our knowledge of the plant is gained from changing the inputs and observing the resulting outputs. In this course the experimental approach is favored but what knowledge we have of the plant is used to our advantage. A Plant Model is a description of how a system behaves. It is stated in terms which allow the determination of the steady state and {transient performances of the plant. This allows a control engineer to formulate a control scheme which will result in the satisfactory performance of the overall system.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 2 GY 22 LY 22 A linear dynamic system model applies to: [a] electrical systems only. mechanical systems only. any linear dynamie system. Alll linear dynamic systems obey the same rules. This means that a control ginee must know the detailed engineering of many types of system. [b] ony needs to know how a system behaves, not how it works. does not need to know anything of the plant to be controlled. needs to know how the system behaves but is helped by knowing how it works, The linear small signal model is vali [a] under all conditions. [b) for small changes only. for large changes. If you wished to determine the transient response of a plant, you would use: the time model. [b] the frequency model. Ifyou wished to determine the random response of a plant, you would use: the time model. [b] the frequency model. 29Analog and Digital Motor Control Chapter 2 CA06 Curriculum Manual y Student Assessment 2 1. Which of the following is not an objective of a control system: the output should reach its demanded value. the output should react to input changes in a minimum time. the output should recover to its steady state value if the load changes. [@] the output must remain steady in spite of load changes. 2. Control theory is applicable t engineering systems. [B] financial systems. ‘management systems. all of the above and any system represented by linear differential equations. Which of the following is not required in plant model for control purposes: [a] _ the transient behavior. [b] the steady state behavior. the details of the plant operation. power consumption of the plant.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 Chapter 3 Time Response Objectives of this Chapter Having completed this c! pter you will be able to: @ = Measure the parameters of a plant using step tests Describe the characteristics of a first order lag ®@ = State the time model of the DC motor Required for this Chapter + MSIS DC Motor Module + AS3 Command Potentiometer + CLIO Interface Module with PC Connection Lead + System Power 90 Power Supply (or equivalent) + 4mm Connecting Leads + PC running VCL Virtual Control Laboratory Software 31Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual a 32 Step Response We wish to determine a model which describes the time behavior of the plant using the 'Black Box' approach. To do this, you will ask the motor to change speed and infer the relationship between input voltage and output speed from the way i which the motor responds. You will be measuring the Step Response of the motor. Fig 3.1 shows the block diagram of the motor with the parts used for a speed control system included within the shaded region. Mone Shaft Mation Leaded Tach Gouting Motee seneratoe [T] 9:1 ‘Ouiput Potenemster Power | [ Signat Signal fe mpi | | Conditioning ||| Conditioning E vin Vout Vout Enable Drive Velocity | Position Fig 3.1 Block Diagram of the DC Motor Behavior of the Plant in Time The system should be wired with the standard analog system connections as shown in Fig 1.6 of Chapter | Start the VCL software and Load setup | CA06PE03. Controller | Plant Display CAO6P! Open-loop_| MS15 Analog Graph Signal Generator Graph Signal Step 1 Input ON Level 60% 2 Position OFF Offer 0% Rate 20 msec Reference Tnternal DC Motor Output Potentiometer ___Disengage Brake o Command Potentiometer 180° 4Velocity ONCA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 Disengage the output potentiometer then switch power ON and Enable the motor The output velocity trace (purple) on the PC shows what is called the Step Response (what happens when there is a step change in the input). There are two parts to any output time response when there is a change in input: «A Transient period which occurs immediately the input changes and during which the system seems to be dominated by something other than the input. A Steady State condition which is reached after the transient has died out. The system scems to have settled down to the influence of the input. The transient situation is produced by elements within the plant which cannot respond instantly. Mass in a mechanical system and capacitance in an electrical system both store energy so it takes time to change the velocity of a mass or to change the voltage across a capacitor. In the DC motor, it is the mass of the motor armature and all the disks and dials connected to the motor shaft which require energy to get them moving or stop them moving. Actually it is the inertia of these elements, not mass, since we are dealing with rotating bodies, The purple trace is the Step Response of motor speed. Observe that the speed does become constant after a time but initially lags behind the input. Expand the time scale by decreasing the Rafe to 10msec and click the x2 time multiplier. Click Freeze | Freeze. This freezes the display at the end of the current cycle. The ‘Frozen’ control box appears when the cycle ends. The motor can now be disabled and measurements made from the screen. You are going to measure the Gain and Time Constant which characterize the motor. Fig 3.2 overleaf shows the measurements to be made, The measurement facility is activated from the Frozen control box by clicking Time ON. The measurement lines and value boxes appear on the graph.Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual 34 ccs m0} +0.500 +1.000 +1.500 +5000 Voits Time 1 (0225 [Slope] [| +0.000 AAmplitud <5} Line A A (+2750) B[-2.750 Line B [5.000 Line T Fig 3.2 Sketch of ouput showing measurements to be made Steady State Response Input Span Input span is the amount by which the input changes. # Select channel 1/Input/Dark Blue. The scale will show the input channel scale * Select Line A by clicking within the A box. The box and the line will change color. ‘* Move the mouse until the pointer is pointing at the upper dark blue trace in the graph area. Click the left button and line A will move to where you are pointing. You can click again if you did not position the line exactly the first time. The A box indicates the level of the line. ‘* Click in the B box and, in the same way, position line B over the lower part of the dark blue trace, The difference between A and B is the Input Span Input Span = A1-B1= Enter the results in your workbook.‘Analog and Digital Motor Control Chapter 3 Output Span Output span is the amount by which the output changes in response to the input changes. Change to channel 4/Velocity/purple and repeat the measurements on the purple trace. Line B should be positioned where the trace can be seen starting at the left of the graph. ‘Output Span = A4 - B4 = Enter these results in your workbook. Gi Gain, or Magnitude Ratio or Amplitude Ratio, is the ratio between input and output when they have reached a steady state. The spans have been measured when the output has reached a steady state so: _ Output Span A4—B4 _ Input Span AI-BI Gain The steady state relationship between input and output is characterized by the Gain of the plant. Transient Response There are a number of ways to characterize the transient response. These come under the general heading of 'Rise Time’ but there are many different definitions of Rise Time. You will measure three different times then we will see how these are related, Initial Slope Method * Make sure that lines A and B are the final and initial values of trace 4 respectively * Click in the Slope box. The line from the beginning of the transient sloping up to the right has changed to blue. This allows you to measure the initial slope of the velocity trace. The slope of the line can be changed by clicking in the graph area, The top of the line will move to the time at which you clicked. 35Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual ‘* Move the slope line until its slope is the same as that of the initial part of the transient, such that the blue line covers the initial part of the purple velocity trace line. ‘* Click in the Time box. The vertical time line is highlighted. ‘* Click where the slope line crosses line A. The time shown is the Time Constant measured by the initial slope method. Time Constant ty = seconds Settling time method ‘The time constant can also be calculated from the time it takes the transient to reach the final value. its * Move the Time line to the time at which the velocity trace first reaches final value (when the purple trace reaches line A). The time shown is 5 time constants from the start of the transient ‘Time Constant ty = seconds 63% Method Another time measurement is the time it takes for the transient to change by 63%. From above, the output span = A4 - B4, The 63% level is then: B4 + 0.63 (Ad - B4) = volts Use the values you have measured to calculate the 63% level for your experiment © Click the A box to highlight Line A and move it to the 63% level. You may not be able to set the line exactly owing to the screen resolution, Expanding the scale using the Magnify and Shift controls may help. The traces require to be redrawn using Freeze | Redraw option after Magnify or Shift are changes. ‘* Now click the Time box and move the time line to the time at which the velocity trace reaches its 63% level. The time shown is the Time Constant measured by the 63% method. Time Constant ts = secondsCA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 LY sc LY 3.10 LY s.10 | aaa a 3 Input Span_[ Output Span Gain ms ms ms volts | volts Table 3.1 Step Response Results Experience has shown us that the 63% measurement is more accurate than the other two techniques so use t; as the time constant in your model Enter your model gain and time constant into Table 3.2 in your workbook Plant ‘Time Constant msec Table 3.2 Motor model parameters ‘The transient response is that part of the response curve which: is determined by something other than the input signal [b] is determined by the input signal. ‘The steady state is that part of the response curve which: [b] is determined by the input signal. is determined by something other than the input signal. ‘The span of a signal [a] the value of the signal. [b) the difference between the initial and final values of the signal the ratio of the output value to the input value. If the input signal goes from 1 to 2 volts and the output signal goes from 5 to 10 volts, what is the system gain? Which of the following e: not be used to measure the time constant? Initial slope of the transient. [b] Final stope of the transient. Time to reach the final value of the transient Time to reach 63% of the output span, 37Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual 32 38 st Order Lag The step response obtained is characteristic of a First Order Time Lag. A first order lag produces an exponential rise to a step input. Mathematically this is of the form: Change in Output = Change in Input x Gain x [i -e! ] Eqn 3.1 where e is the exponential (or natural) number 2.7183... . t is called the Time Constant and, with the Gain, fully characterizes a first order lag. ty, t> and ty are measured estimates of this time constant. To check that the measured step response is an exponential, or close to it, the computer can plot the response of an ideal curve over the measured one Click on Plant | Servo. The Plant has changed to a simulation of a servomotor such as the MSI. In the top box of the plant area, set K, equal to the gain you have measured. In the next lower box enter the value of time constant measured (in milliseconds) then click in the Overlay box alongside the plant area. Note that for the overlay feature to be of use the magnify feature must be set to x1 This will show you the measured response of the motor (purple) and the response of an exponential (light green) having the Gain and Time Constant you have measured. The values of gain and time constant can be changed and the graph redrawn until you have a good fit between the experimental data and the response of the theoretical model. The values of Gain and Time Constant set are the parameters which can be used to model the plant. The two traces will not be an exact match owing to nonlinearities in the electronics and mechanics (such as deadband in the drive amplifier, or static bearing friction) but should be close enough for you to see that the response of the ‘motor speed to a step input can be represented by an exponential function. ‘The two parameters that define the model are Gain and Time Constant. Gain (K) is the Steady State relationship between input and output. ime Constant () defines the Transient Time.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 From Table 3.2, the control model parameters for the motor, under no load conditions are’ Gain (K) = Time Constant (t) = seconds g 3.2a Is there an adequate match between the measured motor response and the response of the theoretical model? Yes] or [No GY 3.2» Which of the following would not contribute to the discrepancies between actual and theoretical results [a] Static friction in the bearings. & cous friction in the bearings. Error in measuring gain and time constant. Deadband in the drive amplifier 3.3 Characteristics of the First Order Exponential Lag You now know what the exponential curve looks like but how does knowing the time constant give you a picture of the time behavior of the transient curve? Value after 1 or more time constants Use the Windows calculator on the computer to calculate the value of the curve. Do this at multiples of the time constant. Using the keying sequence given below, calculate the values of ] when tt=0, 1, 2, 3,4 and 5 and enter the values in Table 3.3, An exponential is the inverse of the Natural Logarithm In (In =log,). To calculate the value the curve has reached after I time constant, t = t or t/t = 1, use the Windows calculator key sequence: 1 +4 Inv In +- + 1 = [i-e'] 39Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual 40 This gives the answer 0.632... . This is where the 63% figure used earlier came from. After 1 time constant, an exponential response to a step has covered 63.2% of its total span. The same keying sequence, but beginning with the other time ratios shown (0, 2 3, 4 and 5), can be used to calculate the exponential values after 0 and 2 to 5 time constants. ~ Table 3.3 Step Response of an exponential lag From these figures, you can see that a step response will be at a value which is 32.8% (100 - 63.2) of its span away from its final value after | time constant, and 0.7% of its span away from its final value after 5 time constants, It can therefore be assumed that the transient has died out and the response has reached its Steady State value afier 5 time constants. here is an easier keying sequence. The first result gave us the value at the first me constant as 0,632 = 1 - 0.368. The value at the n™ time constant is 1— 0.368" Initial Slope One of the characteristics of an exponential is that a line drawn at the initial slope crosses the final value of curve after one time constant. This was used as one of the methods of measuring the time constant of the motor. It can also be used to sketch an exponential curve without calculating lots of points along the curve. Sketching an exponential We want to show the shape of a response which has the form Y = af A is an amplitude multiplier. If it is assumed that A = 1 then the amplitude scale need only be multiplied by the actual value of A. assumed that 1 = | and the time scale is multiplied, 1 ~ is the time multiplier so it t by the time constant to give the actual time curve. This process is called normalization.CA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 Fig 3.3 shows a sketch of the normalized exponential. Using the following procedure, you can sketch the exponential in your workbook. ‘* Draw a line from the starting point normalized amplitude value = 0 (at normalized time t = 0) to value = | (at t = 1). This is the initial slope of the normalized exponential curve. * Mark the 63% point (value = 0.63) at t= 1 (the curve has covered 63% of its span, and is therefore 0.37 away from its normalized final value of 1). The curve will pass through this point. ‘© Draw a straight line from the 63% point (at t = 1) to normalized amplitude value = | (at t = 2). This line is the final slope of the first section of the curve (fiom t = 0 to t= 1) and the initial slope of the second section (from t = 1 to t=2). ‘* During this second section of the curve the curve will again cover 63% of the distance to its final value (which, with an initial value at t = 1 of 0.37 away from its final value, gives the value at t = 2 of 0.37 x 0.37 = 0.14 away from its final value (or normalized amplitude value of 1 - 0.14 = 0.86). ‘© Draw a straight line from 14% at t= 2 to | at t= 3. This is the final slope of the second section and the initial slope of the third section, Each section can be treated as if it is the first section of a new exponential. By the fifth section the changes are too small to be graphed. 9 1 Amplitude os: ° Fig 3.3 Normalized sketch of the exponential curve ALAnalog and Digital Motor Control CA06 Chapter 3 Curriculum Manual GY 33a A plant has a gain of 0.8 and time constant of 3 seconds. Using the normalized sketch of a step response, determine the output response (in volts) to a 2 volt step input after 1.5 seconds. 3.4 Steady State and Transient Response If you multiply out Eqn 3.1, you see that Change in Output = (Change in Input x Gain) - (Change in Input x Gain x e “). Now e ” tends towards 0 as t increases so the above term containing e represents the transient response, and the other term represents the steady state response. The Gain determines the Steady State Response. Our equation can therefore be re-written as: Change in Output = Steady State Response ~ Transient Response 34a ‘The steady state output is determined by [a] the plant gain only [b) the plant time constant only. both the plant gain and time constant. ky 3.4b The transient response is determined by: the plant gain only, the plant time constant only both the plant gain and time constant 5 What Contributes to the Time Constant In the case of the DC motor, there are two factors controlling the time constant - the inertia of the rotating parts and the viscous friction of the bearings. a2CA06 ‘Analog and Digital Motor Control Curriculum Manual Chapter 3 Step Response with a different load The brake has the effect of increasing the friction. Unfreeze the display by selecting Freeze | Start then select Plant | MS 15 Analog. Set the eddy current brake to position 2 and repeat the gain and time constant measurements. Unloaded gain= Unloaded time constant = ms Loaded gain = Loaded time constant = ms Your results should show that both the gain and time constant are changed. Both changes are due to increased frictional losses. Applying the eddy current brake: [a] increases the gain, [B) decreases the gain. has no effect on the gain Applying the eddy current brake: [a] increases the time constant. [b] decreases the time constant, has no effect on the time constant 3.6 Position Response You may have noticed that, so far in this chapter, it is the speed that has been measured, not position. There is a good reason for this. With the motor disabled, engage the output potentiometer. Unfieeze then enable the motor and click channel 2/Position/ON. This shows the position output and does not make much sense. There are a number of difficulties in measuring the position of the servo shaft while driving speed. ‘© The output potentiometer only measures position over | revolution so, as the dial goes through 360°, the trace jumps from top to bottom (or vice versa) of the graph, ‘© During the transient period there may be odder looking curves as the transient ‘goes over the dead spot in the potentiometer. 43Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual ‘The reason for this is that position is the integral of velocity so that, with a constant velocity, the position keeps changing. It can be difficult to measure something that is constantly moving which is why velocity was used to identify the plant time constant. Although it can make identification difficult, you will see later that the integral effect makes servo control easier. To be able to model the plant it is necessary to know the relationship between the velocity measured by the tachometer voltage and rate of change of position measured by the potentiometer voltage This relationship is called the Integral Gain K;. With the motor disabled, change the settings to those shown below. File Controller | Plant Display CAOGPEO3 Open-loop_| MSi5 Analog Graph Signal Generator Graph Signal DC Level | 1 Input ON Level 2 Position ON Offset Rate 4Velocity ON Reference DC Motor Output Potentiometer Engage Brake 0 Command Potentiometer __180° 44 Enable the motor. The motor will run at a constant speed with the potentiometer ‘output ramping up then returning to the bottom of the screen, Make a note in your workbook of the velocity as shown on the red LED display. Velocity = rpm Set the timebase multiplier to x2, freeze the picture and switch the time markers ON. The graph will look like that shown in Fig 3.4. The rate of change of position is measured by measuring the time it takes for the position trace (blue) to go from the bottom of the screen to the top. © Select channel 2 then set Line A to +4.000 volts and Line B to -4.000 volts. Using the Time line, measure the times at which the output ramp crosses the two voltage markers. Enter these values into Table 3.4. of your workbook. A-B 72-71 © Slope volts/second,CA06 Analog and Digital Motor Control Curriculum Manual Chapter 3 * Select channel 4 and use a voltage line to measure the tachometer voltage Ve, (purple trace) © Calculate the integrator gain K; = Slope/V_1 volts per second per volt. secs 0000 0500 ——*1,000 1.500 2.000 5,000 1 i Voits p AA ree Time (0.270 ! [Sepa] 1 +0000 1 f Amplitude | News| t B[ -4.000] {| Wel Line B 5.000 | TI Tr Fig 3.4 Determining the Relationship between Velocity and Position. A B Tl 2) Slope Voel Ki Volts_| Volts sees sees_| volts/sec | volts +4.000__ | -4.000 Table 3.4 Relationship between velocity and position A tachometer output of Vy¢i volts will produce a rate of change of position of Kj x Vie volts/second. GY 3.62 Positions the: [a] rate of change (or derivative with respect to time) of velocity. [b] integral (with respect to time) of velocity. 45Analog and Digital Motor Control CA06 Chapter 3 Curriculum Manual 3.6b Which of the following is not true - Position is not used for identification of a servomotor because: [a] the limited range of the output potentiometer makes it difficult to measure the transient, it is difficult to measure the transient on top of the output ramp especially when it crosses the dead spot of the output potentiometer, noise on the output makes it difficult to see the transient. 3.7 Relationship between voltages and the parameters they represent The model developed is based on the voltages being measured and it is this model on which all the calculations are based but it is also necessary to know the relationship between the voltages being measured and what is really happening in the plant, That is, what is the relationship between tachometer output volts and the rotational speed of the output in Revolutions per Minute (RPM) or Degrees per Second? This can be found from other measurements on the graph already on the screen. You already know the tachometer output voltage so now you need to measure the actual rotational velocity this measures. Fig 3.5 below shows the measurements to be taken. TI secs Vyei volts | T2-TI secs/rev | revsisec | revsimin] RPM | K, Table 35 Rotational Velocity Voel A500) 8 [4.000 | 5000 | 1 Fig 3.5 Measuring actual rotational velocity 46