Introductory description

This 30CATS module, running throughout the academic year, gives learners an opportunity to apply academic knowledge to real-life scenarios/work-based challenges.

The module provides an overview on architectures and technologies for control and supervision of industrial automation and follows a bottom-up approach. The first part is dedicated to microcontrollers as tools for implementing field control (lowest control level). The second part introduces the students to the problem of task scheduling, which is central to process control (middle control level). The third and final part focuses on architectures of distributed communication networks for supervision and coordination of processes (high level control).

This module is linked with C1, C2,C3,C4, C5, C6, C9,C11,C12, C13, C16, C17, C18 of the AHEP 4.

LO1- C3, C4, C12, C13
LO2- C1,C2,C3,C6,C9,
LO3- C1,C2,C3,C4,C6,C9,C11,C12,C13
LO4- C17
LO5- C16

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

• Introduction to Automation Systems
• Microcontrollers: general characteristics, integrated peripherals, programming, motion control.
• Task scheduling: definition of the problem, classification of scheduling algorithms, Rate Monotonic Priority Ordering (RMPO), Earliest Deadline First (EDF), Deadline Monotonic Priority Ordering (DMPO), Time Scheduling (TS), .
• Distributed computer systems: communication networks, classification of networks, ISO-OSI architecture, fieldbus.
• CAN bus protocol, simulations and practical work
• LIN and FlexRay protocols and applications
• XCP (ECU measurement and calibration protocol) simulations

Learning outcomes

By the end of the module, students should be able to:

• Select and program a microcontroller for motion control. [AHEP:4-C3, C4, C12, C13]
• Define and solve problems of task scheduling for the coordination of different processes. [AHEP:4-C1,C2,C3,C6,C9]
• Formulate requirements and identify control architectures for distributed systems at the coordination level.[AHEP:4-C2,C3, C4, C12]
• Communicate the findings of their work to technical and non-technical audience. [AHEP:4-C17]
• Demonstrate the ability to work as an individual or a team member to achieve shared objectives in a project of work while being able to reflect and retrospectively critique the overall outcome of one's contribution. [AHEP:4-C16]

Indicative reading list

Reading lists can be found in Talis

Specific reading list for the module

Subject specific skills

• Translate conceptual ideas or technical requirements into developmental outcomes or operational designs or specifications for systems or components to solve electrical/control challenges. (S1 in both DA standards)
• Select, use and apply approved problem-solving methods to solve complex problems and determine appropriate solutions or actions (S2 in both DA standards).
• Collate and use a range of data sources and supporting documentation to support projects. (S3 in both DA standards).
• Observe, record and draw accurate and auditable conclusions from data and/or developmental or test evidence.(S5 in both DA standards).
• Manage assigned projects or programmes of work, taking into account factors such as safety, quality, cost and performance criteria (S6 in both DA standards).
  -Identify resources required to complete control system projects, project tasks or programmes of work, with consideration to factors such as cost, quality, safety, security, environmental impact as applicable to the activity. (S8 in ST0023; S9 in ST0024).
  -Create a project or work programme plan and develop activities in a logical process embedding mechanisms for adapting to changing circumstances or requirements.(S9 in ST0023; S10 in ST0024).
  -Ensure that all systems or testing/prototyping equipment has been correctly configured and checked for safe operation before use. (S11 in ST0023; S13 in ST0024).

Transferable skills

-The systematic collection, analysis and evaluation of information in the investigation of a topic.
-Manages priorities and time.
-Aware of personal strengths and emotional intelligence.
-Reflect on learning, seeking feedback on and evaluating personal practices, strengths and opportunities for personal growth.
-Written communication: Present arguments, knowledge and ideas, in a range of formats

• Use rational and logical reasoning to deduce appropriate and well-reasoned conclusions.
  -Operate within, and contribute to, a respectful, supportive and cooperative group climate.