Scicoslab を活用した直流モータ制御実習プログラムの改良 Improvement

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Scicoslab を活用した直流モータ制御実習プログラムの改良 Improvement ScicosLab を活用した直流モータ制御実習プログラムの改良 Improvement of a Laboratory Course for DC Motor Control using ScicosLab ○ 沢口 義人(木更津高専) 岡本 峰基(木更津高専) 大橋 太郎(木更津高専) 鴇田 正俊(木更津高専) Yoshihito SAWAGUCHI, Kisarazu National College of Technology, Kiyomidai-higashi 2-11-1, Kisarazu-shi, Chiba Mineki OKAMOTO, Kisarazu National College of Technology Taro OOHASHI, Kisarazu National College of Technology Masatoshi TOKITA, Kisarazu National College of Technology In system control education, laboratory experiments on real equipments largely contribute to developing practical skills. We have been improving a laboratory course for DC motor control using ScicosLab. ScicosLab is a freeware platform for numerical computation with block diagram modeler/simulator. Using the ScicosLab graphical user interface, students can easily operate a real closed-loop system which consists of a DC motor and its driver, an analog data acquisition device and a personal computer running ScicosLab. This paper describes a brief overview of the laboratory course, improvements for the last semester and results of student questionnaire. Key Words: System control education, Free software, DC motor control, Laboratory course, ScicosLab 1. はじめに 2. ScicosLab の活用 システム制御教育に際しては,モータ等の実機を用いた実 ScicosLab[4] は,工学と科学のための対話的環境を提供す 習が有用である.特に教育初期段階に実機実習を実施するこ る数値計算ソフトウェアである Scilab[3] の派生版である. とより,座学による理論の習得に対する意欲の向上を期待で Scilab が Scilab 5 へのバージョンアップに際して Java 環 きる.このような実機実習では,制御結果の適切な評価のた 境を採用したために安定性と高速性が低下したことに対し, めに制御量や操作量を容易にグラフ化できることが望まし ScicosLab は Scilab 4.1.2 を基に GTK+[6] により GUI を実 い.また,制御則や制御パラメータの容易な変更を実現する 装している.このため,比較的性能の低い電子計算機でも快 ために,電子計算機を制御器として用いることが多い.制御 適に動作する.また,前年度に Scilab 4.1.2 を活用した際に 器の電子計算機上での実装に際しては,実習者が C 言語等で 見受けられた,グラフ保存時に全動作が停止するという不具 プログラミングする方法[1] や,Matlab,LabVIEW 等の商用 合が,ScicosLab 4.4β7 では改善されていた.そこで本年度 ソフトウェアを利用する方法[2] が考えられる.しかし前者は は,この ScicosLab 4.4β7 を活用して実習を実施するものと プログラミングに多大な労力を要し,グラフ化には別途の手 した. 段が必要となる.後者は高コストとなり,複数の実習機材の ScicosLab では,Fig.1 のようなブロック線図による動的シ 導入は困難となる.また,これらはいずれも実習者が個人所 ステムの視覚的なモデル化とシミュレーションが可能であ 有する電子計算機では通常利用できず,実習終了後の自発的 る.そしてブロック線図の要素として,電子計算機に接続さ 学習への発展は見込み難い. れたアナログ入出力装置を操作するユーザ定義ブロックを, これに対して我々は,フリーソフトウェアである Scilab[3] C 言語プログラミングにより作成できる[7] .Fig.1 内の を用いて,直流モータの PID 制御を題材とした実習プログ 「DCMotor」ブロックはこのようなユーザ定義ブロックであ ラムを構築し,前年度より実施している[4].Scilab では, り,このブロックに入力された値を D/A 変換してモータド Scicos というツールボックスを用いることで GUI による ライバに出力し,アナログ電圧で出力されるモータの回転角 ブロック線図の直感的な操作が可能であり,制御則や制御パ や角速度が A/D 変換された値が,このブロックから得られ ラメータの変更,制御結果のグラフ化等を容易に実現できる. また自由な利用が可能であり,実習者各自の計算機環境での 自発的学習も期待できる.しかし前年度の実習では,実習に 用いる Scilab 機能の一部に不具合が見受けられた.また角 度制御のみを実習題材としたため,一部の制御動作の確認が 困難であった.そこで本年度には,Scilab の派生版である ScicosLab[5] を用いることとし,新たに直流モータ角速度制 御装置を増設して実習を実施した.本稿では,この実習プロ グラムの改良内容と,改良した実習プログラムの実施状況に ついて報告する. Fig.1 Block diagram of PID control -241- る.そのため,Fig.1 のブロック線図に対してシミュレーシ ョンを実行することで,モータの回転角や角速度を閉ループ 制御する実機実験を行うことができる.本実習プログラムで はアナログ入出力装置として,PCMCIA カード (CSI-360116, Interface 社) と USB 機器 (USB-6009,National Instruments 社) を用いることとし,Linux 上で ScicosLab から操作する ためのユーザ定義ブロックを作成した. 3. 角速度制御装置の増設 前年度には制御対象として,モータドライバ (MS-100V05, 澤村電気工業株式会社),直流モータ (SS40E2-EM-L1-50, 澤 村電気工業株式会社),および直流モータ内蔵のロータリー エンコーダ出力を積算して回転角度をアナログ電圧出力す るパルスカウンタ (汎用マイコンにて自作) を縦続接続し, 台座とアームを取り付けたものを活用した.この制御対象は 一次遅れ+積分器とみなすことができるが,積分器を含むた めに PID 制御における積分動作の効果の確認が困難であっ た.そこで本年度は,モータドライバ (MS-60E2402, 澤村電 気工業株式会社),直流モータ (SS23F-E0-LH-25, 澤村電気工 業株式会社),および直流モータ内蔵のロータリーエンコー ダ出力を一定時間ごとに積算して角速度をアナログ電圧出 力するパルスカウンタ (汎用マイコンにて自作) を縦続接続 した制御対象を新たに導入し,角速度制御により積分動作を 確認するものとした. 4. 改良実習プログラムの実施 前項までのように改良した実習プログラムについて,工業 高等専門学校の電子制御工学科 4 年生を対象に実施した.具 体的には,前期に開講する「実験実習 IV」の 9 テーマ中の 1 テーマとして,3~4 人の班での 4 校時(180 分)×2 週を 1 回 とし,計 6 班 23 名に対しての実施となった.実習目的は PID 制御の概要を中心とした制御工学の基礎知識を習得するこ Fig.2 Student questionnaire results ととし,まず,担当教員より実習内容の概要と基礎知識につ イム性能や操作性の向上,モータドライバ等に含まれる非線 いて説明した.続いて班内を 2 組に分けて,角度制御装置な 形性への対応などが挙げられる. いし角速度制御装置について,ステップ応答から伝達関数モ デルのゲインと時定数を推定させた.そして出力をステップ 文 献 目標値に追従させるものとして,任意波形を入力するフィー ドフォワード制御,P 制御,PI 制御,PD 制御および PID 制 [1] R. Kelly and J. Moreno: Learning PID Structures in an 御を,伝達関数モデルおよび実機を制御対象として実行させ, Introductory Course of Automatic Control; IEEE Trans. 各制御動作の意義,制御パラメータや制御対象の変化の影響 Educ., vol. 44, no. 4, pp. 373-376 (2001) などを検討させた.なお,各組ごとに途中で実習装置を入れ [2] 中浦茂樹,三平満司: 学生のやる気を引き出す制御実験 換えて,PI 制御は角速度制御装置で,PD 制御は角度制御装 ―MATLAB と LabVIEW を併用した倒立振子実験―; 計測 置で,それぞれ実行させるものとした. と制御, vol. 46, no. 9, pp.705-708 (2007) 各班が実習を終えた際に,5 段階選択式 10 項目,自由記 [3] Consortium Scilab – DIGITEO: Scilab WebSite; 述式 1 項目のアンケートを実施した.このうち選択式アンケ http://www.scilab.org/ (参照 2010-09-02) ートの結果を図 2 に示す.アンケート結果を前年度(28 名を [4] The Metalau team: ScicosLab; http://scicoslab.org/ 対象に実施)と比較すると否定的な傾向が見られ,特に内容 (参照 2010-09-02) への興味や,ソフトウェアの使用感と分かり易さを問う設問 [5] 沢口義人, 岡本峰基, 大橋太郎, 鴇田正俊: Scilab/Scicos に対して否定的な回答が多かった.一方で分量や難易度,制 を活用した直流モータ制御実習プログラムの構築と施 御パラメータと制御結果の関係の分かり易さについては,若 行; 第 52 回自動制御連合講演会, 大阪, 2009 年 11 月, 発 干ながら改善が見られた.自由記述は 8 名から回答があり, 表番号 C5-1 計算機環境や操作感に対する意見が複数見られた一方で,実 [6] The GTK+ Team: The GTK+ Project; http://www.gtk.org/ 機実験により理解が深まった旨の回答も得られた. (参照 2010-09-02) [7] S. Mannori, R. Nikoukhah and S. Steer: SCICOS-HIL おわりに 5. Scicos Hardware in the Loop; Ver. 11 (2006) http://www.scicos.org/ScicosHIL/SCICOS_HIL_ULW_11.pdf 本稿では,前年度より実施しているフリーウェアを活用し 参照 た直流モータ制御の実習プログラムについて,本年度の改良 ( 2010-09-02) 内容と実施状況を報告した.今後の改善点として,リアルタ -242-.
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