Linear Servo Base Unit - Workbook (Student)

STUDENT Workbook
IP02 Base Unit Experiment for MATLAB /Simulink Users

Standardized for ABET * Evaluation Criteria
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IP02 Workbook - Student Version 2

CONTENTS
1 IP02 Modeling 5
1.1 Background 6
1.1.1 Modeling Using First-Principles 6
1.2 Pre-Lab Questions 9
1.3 In-Lab Exercises 10
1.3.1 Model Validation Experiment 10
1.4 System Requirements 12
1.4.1 Overview of Files 12
1.4.2 Configuring the IP02 and the Lab Files 12
2 IP02 Position Control 14

2.1 Background 15
2.1.1 Desired Position Control Response 15
2.1.2 Peak Time and Overshoot 15
2.1.3 Steady-State Error 17
2.1.4 IP02 Position Control Specifications 17
2.1.5 PID Control 18
2.3.1 Simulation 21
2.3.2 Implementing PV Controller 22
3 IP02 Speed Control 27

3.1 Background 28
3.1.1 Desired Speed Control Response 28
3.1.2 Lead Control Design 29
3.3.1 Simulation 36
3.3.2 Implementing LEAD Speed Control 37
4 Lab Report 42
4.1 Template for Modeling Report 42
4.2 Template for Position Control
Report 43
4.3 Template for Speed Control
Report 43
4.4 Tips for Report Format 45
A IP02 QUARC Integration 47
IP02 Workbook - Student Version v 1.0

A.1 Applying Voltage to IP02
Motor 48
A.1.1 Making the Simulink Model 48
A.1.2 Compiling the Model 50
A.1.3 Running QUARC Code 52
A.2 Measuring Position using
Encoder 53
A.3 Saving Data 55
A.4 Instructor's Guide 56
A.4.1 Pre-lab Questions and Lab Experiments 57
A.4.2 Assessment for ABET Accreditation 57
A.4.3 Rubrics 63

LABORATORY 1
IP02 MODELING
The objective of this experiment is to find a transfer function that describes the linear motions of the IP02 cart. The
dynamic model is derived analytically from classical electromechanical principles.
Topics Covered
• Deriving the dynamics equation representing the linear motion servo plant using first-principles.
• Obtaining the transfer function that describes the cart velocity with respect to the motor input voltage from the
dynamic equation previously found.
• Tuning the obtained transfer function and validating it with the actual system response.
Prerequisites
In order to successfully carry out this laboratory, the user should be familiar with the following:
• The required software and hardware outlined in Section 1.4.
• Transfer function fundamentals, e.g. obtaining a transfer function from a differential equation.
• Basics of QUARCr .
• Laboratory described in the QUARC Intergation Section A in order to be familiar using QUARCr with the IP02.

1.1 Background
The linear velocity of the IP02 cart with respect to the input motor voltage can be described by the following first-order
transfer function
Vc (s) K
= (1.1.1)
Vm (s) τs + 1
where Vc is the Laplace transform of the cart speed vc (t), Vm (s) is the Laplace transform of motor input voltage
vm (t), K is the steady-state gain, τ is the time constant, and s is the Laplace operator.
The IP02 transfer function model is derived analytically in Section 1.1.1.
1.1.1 Modeling Using First-Principles

If we apply Newton's second law of motion to the IP02 system, we can derive the relationship between the force
applied to the cart by the DC motor and resultant motion of the cart as
M v̇c (t) = Fc (t) − Bc vc (t) (1.1.2)
where M is the mass of the cart, vc is the linear velocity of the cart, and Beq is the equivalent viscous damping
coefficient as seen at the motor pinion. The inertial force due to the motor's armature in rotation is neglected.
The driving force, Fc , generated by the DC motor and acting on the cart through the motor pinion can be expressed
as
ηg Kg τm
Fc = (1.1.3)
rmp
where ηg is the planetary gearbox efficiency, Kg is the gear ratio, τm is the torque generated by the motor, and rmp
is the motor pinion radius.
To determine Fc as a function of the motor voltage, we will first focus on the electrical components of the system.
The DC motor armature circuit schematic is illustrated in Figure 1.1.1. Recall, as specified in [2], that Rm is the
motor resistance, Lm is the inductance, Bm is the motor damping, and km is the back-emf constant.
Figure 1.1.1: IP02 DC motor armature circuit
As is illustrated in Figure 1.1.1, the back-emf (electromotive) voltage, eb , depends on the speed of the motor shaft
and the back-emf constant of the motor according to

eb (t) = km ωm (t) = 0
Using Kirchoff's Voltage Law, which states that voltages in a closed-loop circuit must be equal to zero, we can write
the following equation
Vm (t) − Rm Im (t) − Lm I˙m (t) − km ωm (t) = 0
Since the motor inductance, Lm is much less than its resistance, it can be ignored. Solving for Im (t), the motor
current can be described as
Vm (t) − km ωm (t)
Im (t) = (1.1.4)
Rm
By introducing the motor torque constant, kt , we can relate the motor current to the torque generated by the motor
as
τm (t) = ηm kt Im (t) (1.1.5)
where τm is the motor torque, and ηm is the motor efficiency.
We can now begin to pull together the electrical and mechanical equations into a complete equation of motion for
the IP02 system. Substituting Equation 1.1.4 and Equation 1.1.5 into Equation 1.1.3 yields:
ηg Kg ηm kt (Vm (t) − km ωm (t))

Fc (t) = (1.1.6)
Rm rmp
The translation between the angular velocity of the motor shaft and the linear velocity of the cart can be expressed
as
Kg vc (t)
ωm (t) = (1.1.7)
rmp
which allows us to define the force applied to the cart in terms of the linear velocity of the cart by substituting Equation
1.1.7 into Equation 1.1.6 as
ηg Kg ηm kt (Vm (t)rmp − km Kg vc (t))

Fc (t) = 2 R
(1.1.8)
rmp m
Now that we have the force applied to the cart expressed as a function of the input voltage, we substitute Equation
1.1.8 into the equation of motion Equation 1.1.2
ηg Kg ηm kt (Vm (t)rmp − km Kgvc (t))
M v˙c (t) + Bc vc (t) = 2 R
rmp m
After collecting the terms, the equation becomes

( )
km ηg Kg2 ηm kt ηg Kg ηm kt Vm (t)
M v˙c (t) + 2
+ Bc vc (t) =
rmp Rm rmp Rm
This equation can be re-written as

M v˙c (t) + Beq vc (t) = Am Vm (t) (1.1.9)

where the equivalent damping term is given by
ηg Kg2 ηm kt km + Bc rmp
2
Rm
Beq = 2 R
(1.1.10)
rmp m
and the actuator gain equals
ηg Kg ηm kt
Am = (1.1.11)
rmp Rm

1.2 Pre-Lab Questions
Before you begin the lab experiments in Section 1.3, you should study the background material presented in Section
1.1, and work through the questions in this section.
1. In Section 1.1, we obtained Equation 1.1.9 that described the dynamic behavior of the cart speed, vc , as a
function of the motor input voltage, vm . Starting from this equation, find the transfer function VVmc (s)
(s) .
2. Express the steady-state gain, K, and the time constant, τ , of the first-order process model in terms of the M ,
Bm , and Am parameters.
3. In the analysis performed in Section 1.1, the inertial force due to the rotating motor armature was neglected.
If the inertial force of the motor armature as seen at the cart is included in the equation of motion, by applying
Newton's second law of motion and D'Alembert's principle we can recreate Equation 1.1.2 as
M v̇c (t) + Faj (t) = Fc (t) − Bc vc (t) (1.2.1)
The armature inertial force due to the motor rotation acting on the cart can be expressed as a function of the
armature inertial torque using
ηg Kg τaj
Faj = (1.2.2)
rmp
By applying Newton's Second Law of motion, we can express the armature inertial torque as
Jm ω̇m (t) = τaj (t) (1.2.3)
Generate the equation of motion for the more accurate model.
4. How will the revised model you found in Question 3 affect the steady-state gain, K, and the time constant, τ ?
Revise the model parameters if necessary.

1.3 In-Lab Exercises
The main goal of this laboratory is to find a transfer function (model) that describes the linear motion of the IP02 cart
as a function of the input voltage.
In this laboratory, you will conduct an experiment to fine tune the parameters of the transfer function you calculated
in Section 1.2 to validate them.
Experiment Setup
The q ip02 mdl Simulink diagram shown in Figure 1.3.1 is used to perform the modeling exercises in this laboratory.
The IP02 Speed subsystem contains QUARC blocks that interface with the DC motor and sensors of the IP02
system, as discussed in the QUARC Integration Lab Section A. The IP02 Plant Model subsystem uses a Transfer
Fcn block from the Simulink library to simulate the IP02 system. Thus both the measured and simulated cart speed
can be monitored simultaneously given the set open-loop input voltage.
Figure 1.3.1: q ip02 mdl Simulink diagram used to model IP02
Note: Before you can conduct these experiments, you need to make sure that the lab files are configured according
to your IP02 setup. If they have not been configured already, then go to Section 1.4.2 to configure the lab files before
you begin.
1.3.1 Model Validation Experiment

In this experiment we will adjust the parameters you found in Section 1.2 to tune the transfer function. Our goal is
to match the simulated response as closely as possible to the response of the actual system.
To create a step input:
1. Double-click on the Signal Generator block and ensure the following parameters are set:
• Wave form: square
• Amplitude: 1.0
• Frequency: 1
• Units: Hertz

2. Set the Amplitude (V) slider to 1.0 V.
3. Open the speed scope, Meas.(0) and Sim.(1) Resp., and the motor input voltage scope, Vm (V).
4. Click on QUARC | Build to compile the Simulink diagram.
5. Select QUARC | Start to run the controller. The IP02 cart should begin moving back and forth along the track,
and the scopes should be as shown in figures 1.3.2 and 1.3.3. Recall that the yellow trace is the measured
cart speed and the purple trace is the simulated trace. By default, the steady-state gain and the time constant
of the transfer function used in simulation are set to: K = 0.1 rad/s/V and τ = 0.01 s. These model parameters
do not accurately represent the system.
Figure 1.3.2: Input square voltage. Figure 1.3.3: Speed step response. Simu-
lation done with default model parameters:
K = 0.1 and τ = 0.01.
6. Enter the command K = 0.125 in the MATLAB Command Window.

7. Update the parameters used by the Transfer Function block in the simulation by selecting the Edit | Update
Diagram item in the q ip02 mdl Simulink diagram and observe how the simulation changes.
8. Enter the command tau = 0.02 in the MATLAB Command Window.
9. Update the simulation again by selecting the Edit | Update Diagram and observe how the simulation changes.
10. Vary the gain and time constant model parameters. How do the gain and the time constant affect the system
response?
11. Calculate the model parameters Beq , Am and the equivalent innertia term, Jeq , where Jeq is the acceleration
coefficient from Question 3 in Section 1.2 using the appropriate workspace variables. Then use Matlabr to
calculate the nominal values, K and τ , that were defined in Section Section 1.2.
12. Enter the nominal values, K and τ , that were found in Question 11 in the MATLAB Command Window. Update
the parameters and examine how well the simulated response matches the measured one.
13. Create a MATLAB figure that compares the simulated and experimental response, and provide two reasons
why the nominal model does not represent the IP02 with better accuracy. When the model is stopped, the
Meas.(0) and Sim.(1) Resp. scope saves the last five seconds of response data to the MATLAB workspace in
the data x comp parameter. It has the following structure: data x comp(:,1) is the time vector, data x comp(:,2)
is the measured position, and data x comp(:,3) is the simulated position.
14. Try varying the model parameters until the simulated trace matches the measured response better. Record
your tuned values.
15. Create a MATLAB figure that shows the measured and simulated response of the system using the nominal
and tuned parameters. Recall that the position data is automatically saved each time the model is run in the
MATLAB workspace under the data x comp variable.

1.4 System Requirements
Before you begin this laboratory make sure:
• QUARCr is installed on your PC, as described in the QUARC Installation Guide [3].
• You have a QUARC compatible data-aquisition (DAQ) card installed in your PC. For a listing of compliant DAQ
cards, see the QUARC User Manual [1].
• IP02 and amplifier are connected to your DAQ board as described the IP02 User Manual [2].
1.4.1 Overview of Files
File Name Description

IP02 Modeling Workbook (Student).pdf This laboratory guide contains pre-lab and in-lab exercises
demonstrating how to model the Quanser IP02 linear plant.
The in-lab exercises are explained using the QUARC soft-
ware.
setup ip02 modeling.m The main Matlabr script that sets the IP02 model parame-
ters. Run this file only to setup the laboratory.
config ip02.m Returns the configuration-based IP02 model specifications
Rm, kt, km, Kg, eta g, Beq, Jeq, and eta m, the sen-
sor calibration constant K ENC and the amplifier limits
VMAX AMP and IMAX AMP.
q ip02 mdl.mdl Simulinkr file that implements the open-loop IP02 model
using QUARC.
Table 1.4.1: Files supplied with the IP02 Modeling Laboratory.
1.4.2 Configuring the IP02 and the Lab Files

Before beginning the lab exercises the IP02 device, the q ip02 mdl Simulink diagram, and the setup ip02 modeling.m
script must be configured.
Follow these steps to get the system ready for this lab:
1. Set up the IP02 without the additional weight as described in the IP02 User Manual [2].
2. Load the Matlabr software.
3. Browse through the Current Directory window in Matlabr and find the folder that contains the IP02 modeling
files, e.g. q ip02 mdl.mdl.
4. Double-click on the q ip02 mdl.mdl file to open the Simulink diagram shown in Figure 1.3.1.
5. Configure DAQ: Double-click on the HIL Initialize block in the Simulink diagram and ensure it is configured
for the DAQ device that is installed in your system. For instance, the block shown in Figure 1.3.1 is setup for
the Quanser Q2-USB hardware-in-the-loop board. See the QUARC Installation Guide [3] for more information
on configuring the HIL Initialize block.
6. Go to the Current Directory window and double-click on the setup ip02 modeling.m file to open the setup script
for the q ip02 mdl Simulink model.

7. Configure setup script: The beginning of the setup script is shown below. Ensure the script is setup to match
the configuration of your actual IP02 device. For example, the script given below is setup for an IP02 plant
without the additional weight and it is actuated using the Quanser VoltPAQ device with a gain of 1. See the
IP02 User Manual [2] for more information on IP02 plant options and corresponding accessories.
Finally, make sure MODELING TYPE is set to 'MANUAL'.
% ############### IP02 CONFIGURATION ###############

% Type of Cart Load: set to 'NO_LOAD', 'WEIGHT'
IP02_LOAD_TYPE = 'NO_LOAD';
% IP02_LOAD_TYPE = 'WEIGHT';
% Turn on or off the safety watchdog on the cart position: set it to 1 , or 0
X_LIM_ENABLE = 1; % safety watchdog turned ON
%X_LIM_ENABLE = 0; % safety watchdog turned OFF
% Safety Limits on the cart displacement (m)
X_MAX = 0.3; % cart displacement maximum safety position
X_MIN = - X_MAX; % cart displacement minimum safety position
% Amplifier Gain: set VoltPAQ amplifier gain to 1
K_AMP = 1;
% Power Amplifier Type: set to 'VoltPAQ'
AMP_TYPE = 'VoltPAQ';
% Digital-to-Analog Maximum Voltage (V); for Q2-USB cards set to 10
VMAX_DAC = 10;
% ##############################
% ############### LAB CONFIGURATION ###############

% Type of Controller: set it to 'AUTO', 'MANUAL'
% MODELING_TYPE = 'AUTO';
MODELING_TYPE = 'MANUAL';
% ##############################
8. Run the script by selecting the Debug | Run item from the menu bar or clicking on the Run button in the tool
bar.

LABORATORY 2
IP02 POSITION CONTROL
The objective of this laboratory is to develop a feedback system to control the position of the IP02 cart. Using a
proportional-velocity (PV) control scheme, a controller is designed to meet a set of specifications.
Topics Covered
• Design of a proportional-velocity (PV) controller for position control of the linear servo within particular require-
ments.
• Simulation of the PV controller using a developed plant model to ensure the specifications are met.
• Implementation of the controller on the Quanser IP02 to evaluate performance.
Prerequisites

2.1 Background
2.1.1 Desired Position Control Response
The block diagram shown in Figure 2.1.1 is a general unity feedback system with compensator (controller), C(s),
and a transfer function representing the plant model, P (s). The measured output, Y (s), tracks the reference signal,
R(s), within a particular set of design specifications.
Figure 2.1.1: Unity feedback system
The output of this system can be written as:

Y (s) = C(s)P (s)(R(s) − Y (s))
By solving for Y (s), we can find the closed-loop transfer function:
Y (s) C(s)P (s)

P (s) = = (2.1.1)
R(s) 1 + C(s)P (s)
Recall in Linear Servo Modeling [5], the IP02 voltage-to-speed transfer function was derived. To find the voltage-to-
position transfer function, we can introduce an integrator (1/s) in series with the speed transfer function (effectively
integrating the speed to get position). The resulting voltage-to-position transfer function becomes:
K
P (s) = (2.1.2)
s(τ s + 1)
As you can see from Equation 2.1.2, the plant is a second order system. In fact, when a second order system
is placed in series with a proportional compensator in the feedback loop as shown in Figure 2.1.1, the resulting
closed-loop transfer function can be expressed as:
Y (s) ωn2
= 2 (2.1.3)
R(s) s + 2ζωn s + ωn2
where ωn is the natural frequency and ζ is the damping ratio. This is called the standard second-order transfer
function. Its response properties depend on the values of ωn and ζ.
2.1.2 Peak Time and Overshoot

Consider a second-order system as shown in Equation 2.1.3, subjected to a step input given by
R0
R(s) =
s

with a step amplitude of 1.5. The system response to this input is shown in Figure 2.1.2, where the red trace is the
response (output), y(t), and the blue trace is the step input, r(t). The maximum value of the response is denoted by
the variable ymax and it occurs at time tmax . For a response similar to Figure 2.1.2, the percent overshoot is found
using
100(ymax − R0 )
PO = .
R0
From the initial step time, t0 , the time it takes for the response to reach its maximum value is
tp = tmax − t0 .
This is called the peak time of the system.
Figure 2.1.2: Standard second-order step response
In a second-order system, the amount of overshoot depends solely on the damping ratio parameter and it can be
calculated using the equation
 
−πζ
√ 
P O = 100e 1 − ζ2 . (2.1.4)
The peak time depends on both the damping ratio and the natural frequency of the system, and can be derived as:
π
tp = √ (2.1.5)
ωn 1 − ζ 2
Generally speaking, the damping ratio affects the shape of the response while the natural frequency affects the
speed of the response.

2.1.3 Steady-State Error
Steady-state error is illustrated in the ramp response given in Figure 2.1.3 and is denoted by the variable ess . It is
the difference between the reference input and output signals after the system response has settled. Thus, for a
time t when the system is in steady-state, the steady-state error equals:
ess = rss (t) − yss (t) (2.1.6)
where rss (t) is the value of the steady-state input and yss (t) is the steady-state value of the output.
Figure 2.1.3: Steady-state error in ramp response
We can find the error transfer function E(s) in Figure 2.1.1 in terms of the reference R(s), the plant P (s), and the
compensator C(s). The Laplace transform of the error is
E(s) = R(s) − Y (s) (2.1.7)
Solving for Y (s) from Equation 2.1.7 and substituting it into Equation 2.1.1 yields
R(s)
E(s) = (2.1.8)
1 + C(s)P (s)
2.1.4 IP02 Position Control Specifications

The desired time-domain specifications for controlling the position of the IP02 position are:
tp = 0.15s
P O = 10%
and
ess = 0

Therefore, when tracking the position reference, the transient response should have a peak time less than or equal
to 0.15 seconds, an overshoot of less than or equal to 10%, and a steady-state response with no error.
2.1.5 PID Control

The control action of a proportional, integral, and derivative (PID) controller can be expressed mathematically as
follows
∫
u(t) = kp e(t) + ki e(t)dt + kd ė(t) (2.1.9)
where kp is the proportional gain, ki is the integral gain, kd is the derivative gain, and e(t) is the feedback error where
e(t) = r(t) − y(t). The PID controller can also be described by the transfer function
ki
C(s) = kp + + kd s (2.1.10)
s
The corresponding block diagram is given in Figure 2.1.4.
Figure 2.1.4: Block diagram of PID control
The proportional term is based on the the present error, the integral term depends on past errors, and the derivative
term is a prediction of future errors. Advanced model-based controllers differ from the PID controller by using a
model of the process for prediction.
The PID controller described by Equation 2.1.9 is the ideal PID controller. Attempts to implement these formulas
directly may not yield good controllers. For example, most measurement signals are subject to noise, which can
result in very large fluctuations when differentiated.
2.1.5.1 PV Control
In order to control the position of the linear servo cart, a variation of the classic PD control will be used: proportional-
velocity (PV) control, illustrated in Figure 2.1.5. Unlike the standard PD control scheme, the negative velocity is

fed back (as opposed to the velocity of the error) and a high-pass filter, H(s) is used instead of a direct derivative.
Filtering the differentiated signal reduces the noise in the negative velocity term.
Figure 2.1.5: Block diagram of PV control
The PV control strategy has the following structure
u = kp (r(t) − y(r)) − kv ẏ(t)
where kp is the proportional gain, kd is the derivative gain, r = xd (t) is the setpoint cart position, y = xa (t) is the
measured cart position, and u = Vm (t) is the control input or IP02 motor input voltage.

1. Find the closed-loop transfer function Y (s)/R(s) = Xa (s)/Xd (s) for the closed-loop PV position control of the
IP02. Assume all initial conditions are zero, i.e., xa (0− ) = 0 and ẋa (0− ) = 0.
2. Using IP02 closed-loop transfer function that was derived in Step 1, find the control gains kp , and kv in terms
of ωn and ζ. Hint: Remember the standard second order system Equation 2.1.3.
3. Calculate the minimum damping ratio and natural frequency required to meet the design specifications listed
in Section 2.1.4.
4. Based on the nominal IP02 model parameters, K = 0.1433 m/(V-s) and τ = 0.0584 s, found in Linear Servo
Modeling [5], calculate the control gains needed to satisfy the time-domain response requirements listed in
Section 2.1.4.
5. Find the steady-state error of the system, ess , for the step input R(s) = Rs0 , where R0 is the desired cart
position. Use the PV control equation from Step 1, and the error transfer function Equation 2.1.7. HINT: Use
the Final-Value Theorem.

The goal of this laboratory is to explore position control of the IP02 cart using a PV controller. You will conduct an
experiment to fine tune the parameters of the PV controller you calculated in Section 2.2 to validate them.
2.3.1 Simulation
First, you will simulate the closed-loop response of the IP02 with a PV controller to a step input. Our goals are to
confirm that the desired response specifications in an ideal situation are satisfied, and to verify that the motor is not
saturated.
Experiment Setup
The s ip02 position Simulink diagram shown in Figure 2.3.1 is used to simulate the closed-loop position control
response with the PV controller. The IP02 Model subsystem uses a Transfer Fcn block from the Simulink library to
simulate the IP02 system. The PV Control subsystem contains the PV controller detailed in Section 2.1.5.1.
Figure 2.3.1: Simulink diagram used to simulate the IP02 closed-loop position response
you begin.
Closed-loop Response with the PV Controller
1. Run the setup ip02 position script.

2. To generate a step reference, ensure the Signal Generator is set to the following:
• Signal type = square
• Amplitude = 1
• Frequency = 0.66 Hz
3. In the Simulink diagram, set the Amplitude (m) gain block to 0.01 to generate a step with an amplitude of 10
millimeters (i.e., square wave goes between ±0.01 m which results in a step amplitude of 0.02 m).
4. Inside the PV Control subsystem, set the Manual Switch to the upward position so the Derivative block is used.
5. Open the cart position scope, x c (m), and the motor input voltage scope, Vm (V).
6. Start the simulation. By default, the simulation runs for 5 seconds. The scopes should be displaying responses
similar to figures 2.3.2 and 2.3.3. Note that in the x c (m) scope, the yellow trace is the setpoint position while
the purple trace is the simulated position (generated by the IP02 Model block). This simulation is called the
Ideal PV response as it uses the PV compensator with the derivative block.

Figure 2.3.2: Ideal PV position response. Figure 2.3.3: Ideal PV motor input voltage.
7. Change the proportional gain, kp , and examine its effect on the response. In particular, what happens to the
overshoot and settling time as kp is increased?
8. Change the velocity gain, kv , and examine its effect on the response. In particular, what happens to the settling
time and overshoot?
9. Enter the proportional and velocity control gains found in Pre-Lab question 2 in Matlabr as kp and kv.
10. Generate a MATLAB figure showing the Ideal PV position response and the ideal input voltage. After each
simulation run, each scope automatically saves their response to a variable in the MATLAB workspace. That
is, the x c (m) scope saves its response to the variable called data pos and the Vm (V) scope saves its data
to the data vm variable. The data pos variable has the following structure: data pos(:,1) is the time vector,
data pos(:,2) is the simulated angle, and data pos(:,3) is the setpoint. For the data vm variable, data vm(:,1)
is the time and data vm(:,2) is the simulated input voltage.
11. Measure the steady-state error, the percent overshoot and the peak time of the simulated response. Does the
response satisfy the specifications given in Section Section 2.1.4? Hint: Use the MATLAB ginput command
to take measurements off the figure.
2.3.2 Implementing PV Controller

In this experiment, you will control the position of the IP02 cart using the PV controller. Measurements will then be
taken to ensure that the specifications are satisfied.
Experiment Setup
The q ip02 position Simulink diagram shown in Figure 2.3.4 is used to implement the position control experiments.
The IP02 Position subsystem contains QUARC blocks that interface with the DC motor and sensors of the IP02
system, as discussed in the QUARC Integration Lab Section A. The PV Control subsystem implements the PV
controller detailed in Section 2.1.5.1, except a high-pass filter is used to obtain the velocity signal (as opposed to
taking the direct derivative).
you begin.
1. Run the setup ip02 position script.

Figure 2.3.4: Simulink diagram used with QUARC to run the PV controller on the IP02
2. Enter the proportional and velocity control gains found in Pre-Lab question 2.
3. Set Signal Type in the Signal Generator to square to generate a step reference.
4. Set the Amplitude (m) gain block to 0.01 to generate a step with an amplitude of 10 millimeters.
5. Open the cart position scope, Meas.(0) and Sim.(1) Resp., and the motor input voltage scope, Vm (V).

7. Select QUARC | Start to begin running the controller. The scopes should display responses similar to figures
2.3.5 and 2.3.6 Note that in the x c (m) scope, the yellow trace is the measured position, the purple trace is
the simulated position, and the cyan trace is the setpoint.
Figure 2.3.5: Measured PV step response. Figure 2.3.6: PV control input voltage.
8. When a suitable response is obtained, click on the Stop button in the Simulink diagram toolbar (or select
QUARC | Stop from the menu) to stop running the code.
9. Generate a MATLAB figure showing the measured PV position response and its input voltage. As in the
s ip02 position Simulink diagram, when the controller is stopped each scope automatically saves their re-
sponse to a variable in the MATLAB workspace. Thus, the x c (m) scope saves its response to the data xc
variable and the Vm (V) scope saves its data to the data vm variable.
10. Measure the steady-state error, the percent overshoot, and the peak time of the IP02. Does the response
satisfy the specifications given in Section 2.1.4?

11. Why do the experimental results not match the simulated model response?
12. How could you alter the controller to compensate for the steady-state error?
13. Click the Stop button on the Simulink diagram toolbar (or select QUARC | Stop from the menu) to stop the
experiment.
14. Turn off the power to the amplifier if no more experiments will be performed on the IP02 in this session.

• QUARCr is installed on your PC, as described in Reference [3].

cards, see Reference [1].
• IP02 and amplifier are connected to your DAQ board as described Reference [2].

IP02 Position Control Workbook (Student).pdf This laboratory guide contains pre-lab and in-lab
exercises demonstrating position control of the
Quanser IP02 linear plant. The in-lab exercises are
explained using the QUARC software.
setup ip02 position.m The main Matlabr script that sets the IP02 position
control parameters. Run this file only to setup the
laboratory.
setup ip02 configuration.m Returns the configuration-based IP02 model speci-
fications Rm, Jm, Kt, Eff m, Km, Kg, Eff g, M, r mp,
and Beq
d model param.m Determines the model parameters K, and tau.
s ip02 position.mdl Simulink file that simulates the closed-loop IP02 po-
sition control step response.
q ip02 position.mdl Simulink file that implements the closed-loop IP02
position controller using QUARC.
Table 2.4.1: Files supplied with the IP02 Position Control Laboratory.

Before beginning the lab exercises the IP02 device, the q ip02 position Simulink diagram and the setup ip02 position.m
1. Set up the IP02 without the additional weight as described in [2].

files, e.g. q ip02 position.mdl.
4. Double-click on the q ip02 position.mdl file to open the Simulink diagram shown in Figure Figure 2.3.4.

6. Go to the Current Directory window and double-click on the setup ip02 position.m file to open the setup script
for the q ip02 position Simulink model.

% if IP02: Type of Cart Load: set to 'NO_LOAD', 'WEIGHT'
% Amplifier Gain: set VoltPAQ amplifier gain to 1
K_AMP = 1;
% Power Amplifier Type: set to 'VoltPAQ' or 'Q3'
% Digital-to-Analog Maximum Voltage (V); for Q2-USB cards set to 10
VMAX_DAC = 10;
% ############### USER-DEFINED CONTROLLER DESIGN ###############

% Type of Controller: set it to 'PV', 'MANUAL'
%CONTROLLER_TYPE = 'AUTO_PV'; % PV controller design: automatic mode
CONTROLLER_TYPE = 'MANUAL'; % controller design: manual mode
% PV Controller Design Specifications
PO = 10; % spec #1: maximum of 10% overshoot
tp = 0.15; % spec #2: 150 ms time of first peak
bar.

LABORATORY 3
IP02 SPEED CONTROL
The objective of this laboratory is to develop a feedback system to control the speed of the IP02 cart. A lead
compensator is designed to regulate the speed of the linear cart accoding to a set of specifications.
Topics Covered
• Design of a lead compensator for speed control of the linear servo within particular requirements.
• Simulation of the lead compensator using the plant model to ensure the specifications are met without satu-
rating the actuator.
• Implementation of the controller on the Quanser IP02 to evaluate performance.
Prerequisites

3.1 Background
3.1.1 Desired Speed Control Response
The following frequency-domain design requirements are are to be met when designing the lead compensator to
reduce steady-state errror, and increase the bandwidth and phase margin of the system to improve the transiant
response:
ωc = 80 rad/s
ϕm = 85 deg
The phase margin mainly affects the shape of the response. Having a higher phase margin implies that the system
is more stable and the corresponding time response will have less overshoot.
The crossover frequency is the frequency where the gain of the Bode plot is 1 (or 0 dB). This parameter mainly
affects the speed of the response, thus having a larger ωc decreases the peak time.
These frequency-domain specifications should result in a system that fufills the following time-domain specifications:
tp ≤ 0.05 s
PO ≤ 5 %
ess = 0 m/s
3.1.1.1 Steady State Error
Consider the speed control system with unity feedback shown in Figure 3.1.1. Let the compensator be C(s) = 1.
Figure 3.1.1: Unity feedback loop.
We can find the steady-state error using the final value theorem:
ess = lim s E(s)

s→0
where
R(s)
E(s) = (3.1.1)
1 + C(s) P (s)

P (s) is the plant transfer function that was determined in the IP02 Modeling Laboratory as
K
P (s) = (3.1.2)
τs + 1
where K is the steady-state gain and τ is the time constant.

R0
Substituting R(s) = s and C(s) = 1 gives:
R0
E(s) = ( )
K
s 1+ τ s+1
Applying the final-value theorem to the system gives
( )
τs+1
ess = R0 lim
s→0 τs+1+K
When evaluated, the resulting steady-state error due to a step response is
R0
ess = (3.1.3)
1+K
3.1.2 Lead Control Design

In order to control the speed of the IP02 cart within the specifications outlined in Section 3.1.1, a lead compensator
with an integrator, as shown in Figure 3.1.2, will be designed.
Figure 3.1.2: Closed-loop SRV02 speed control with lead compensator.
To obtain zero steady-state error, an integrator is placed in series with the plant. This system is denoted by the
transfer function
P (s)
Pi (s) = (3.1.4)
s
The phase margin and crossover frequency specifications listed in Section 3.1.1 can be satisfied using a proportional
gain, Kc , and the lead transfer function
1 + aT s
Glead (s) = (3.1.5)
1+T s

The a and T parameters change the location of the pole and zero of the lead compensator, which changes the gain
and phase margins of the system. The design process involves examining the stability margins of the open-loop
transfer function G(s) = C(s)P (s), where the compensator is given by
Kc (1 + a T s)
C(s) = (3.1.6)
s(1 + T s)
3.1.2.1 Finding the Lead Compensator Parameters
The Lead compensator is an approximation of a proportional-derivative (PD) controller. A PD controller can be used
to add damping to reduce the overshoot in the transient portion of a step response, and effectively make the system
more stable. In other words, it increases the phase margin. In this particular case, the lead compensator is designed
for the following system
Kc P (s)
H(s) = (3.1.7)
s
The proportional gain Kc is designed to attain a certain crossover frequency. Increasing the gain crossover frequency
essentially increases the bandwidth of the system which decreases the peak-time in the transient response (makes
the response faster). However, if Kc > 1 the system less is stable since the phase margin of the H(s) system is
therefore lower than the phase margin of the Pi (s) system and this translates to having a large overshoot in the
response. The lead compensator is used to dampen the overshoot and increase the overall stability of the system,
effectively increasing its phase margin.
The frequency response of the lead compensator given in Equation 3.1.5 is
1 + a T ωj
Glead (ω j) =
1+T ωj
and its corresponding magnitude and phase equations are
√
T 2 ω 2 a2 + 1
|Glead (ω j)| =
1 + T 2 ω2
and
ϕG = arctan(a T ω) − arctan(T ω)
The Bode plot of the lead compensator is shown in Figure 3.1.3.

Figure 3.1.3: Bode of lead compensator.
3.1.2.2 Lead Compensator Design
In this section, we will design a lead compensator that will satisfy the frequency-based specifications given in Section
3.1.1.
1. Create a Bode diagram of the open-loop uncompensated system, Pi (s): To generate the Bode plot of
Pi (s), enter the following commands in Matlabr .
Note: If your system has not been set up yet, then you need to first run the the setup ip02 speed.m script, as
outlined in Section 3.4.2. This script will create the model parameters K and tau in the MATLAB workspace.
The model parameters are used with the commands tf and series to create the Pi (s) transfer function. The
margin command generates a Bode plot of the system and it indicates the gain and phase stability margins as
well as the phase and gain crossover frequencies.
% Plant transfer function

P = tf([K],[tau 1]);
% Integrator transfer function
I = tf([1],[1 0]);
% Plant with Integrator transfer function
Pi = series(P,I);
% Bode of Pi(s)
margin(Pi);
set (1,'name','Pi(s)');

Figure 3.1.4: Bode of Pi(s) system.
2. Find the required gain: The gain must be determined such that the gain crossover frequency is 40.0 rad/s
(use the ginput Matlabr command). As mentioned before, the lead compensator adds gain to the system and
will increases the phase as well. Therefore, gain Kc is not to be designed to meet the specified 80.0 rad/s fully.
As given in Figure 3.1.4, the crossover frequency of the uncompensated system is 0.143 rad/s. To move the
crossover frequency to 40.0 rad/s, a gain of
Kc = 57 dB
or
Kc = 708 V/rad
in the linear range is required. The Bode plot of the loop transfer function Hp (s) (from Section 3.1.2) is given
in Figure 3.1.5.
Figure 3.1.5: Bode of Hp (s) system.
After the initial estimate of the gain was found, the gain was then adjusted according to the crossover frequency
calculated in the generated Bode plot of the Hp(s) system.

3. Find the gain needed for specified phase margin: Next, the gain needed to specify the phase margin of 85
degrees must be found. Also, to ensure the desired specifications are reached, we'll add another 5 degrees
to the maximum phase of the lead.
To attain the necessary phase margin, the maximum phase of the lead can be calculated using
ϕm = P Mdes − P Mmeas + 5
Given the desired phase margin, and the phase margin of H(s) is
P Mmeas = 23.2 deg
the maximum lead phase has to be about

ϕm = 66.8 deg
or
ϕm = 1.17 rad
The lead compensator, as explained in Section 3.1.2.1, has two parameters: a and T . To attain the maximum
phase ϕm shown in Figure 3.1.3, the Lead compensator has to add 20 log10 (a) of gain. This is determined
using the equation
1 + sin(ϕm )
a=
1 − sin(ϕm )
The gain needed is found by inserting the max phase into this equation to get
a = 23.73 (3.1.8)
which is
20 log 10(a) = 27.5 dB
4. Place the frequency at which the lead maximum phase occurs: The lead maximum phase frequency
must be placed at the new gain crossover frequency ωc,new . This is the crossover frequency after the lead
compensator is applied. As illustrated in Figure 3.1.3, ωm occurs halfway between 0 dB and 20 log10 (a), i.e. at
10 log10 (a). So, the new gain crossover frequency in the H(s) system will be the frequency where the gain is
−10 log10 (a).
From Figure 3.1.5, it is found that the frequency where the −10 log10 (a) gain in the H(s) system occurs is at
about 99.6 rad/s. Thus, the maximum phase of the lead will be set to
ωm = 110 rad/s
As illustrated earlier in Figure 3.1.3 in Section Section 3.1.2.1, the maximum phase occurs at the maximum
phase frequency ωm . Parameter T , given by
1
T = √ , (3.1.9)
ωm a
is used to attain a certain maximum phase frequency. This changes where the Lead compensator breakpoint
frequencies 1/aT and 1/T shown in Figure 3.1.3 occur. The slope of the lead compensator gain changes
at these frequencies. We can find the parameter T by substituting ωm = 99.6 and the lead gain value from
Equation 3.1.8 into Equation 3.1.9
T = 0.0019 s/rad
Therefore, the lead breakpoint frequencies are:
1
= 22.58 rad/s
aT
and
1
= 535.88 rad/s
T

5. Create a Bode diagram of the lead compensator Glead (s): Defined in Equation 3.1.5.
Figure 3.1.6: Bode of lead compensator Glead (s).
6. Create a Bode diagram of the loop transfer function H(s): Described in Equation 3.1.7. The phase margin
of H(s) is 78 degrees and is below the desired phase margin of 85 degrees, as specified in Section 3.1.1.
Figure 3.1.7: Bode of loop transfer function H(s).
7. Check response: If the crossover frequency and/or phase margin specifications are not satisfied, then the
lead design needs to be re-visited.

1. Based on the steady-state error result of a step response from Equation 3.1.3, what type of system is the IP02
when performing speed control (Type 0, 1, or 2) and why?
2. Using the transfer function of the lead compensator Equation 3.1.6, and the error transfer function Equation
3.1.1, find the steady-state error result from a step response when the lead compensator outlined in Section
3.1.2 is used for speed control of the IP02.
3. Find the frequency response magnitude, |Pi (ω)|, of the transfer function Pi (s) given in Equation 3.1.4.
4. The gain crossover frequency, ωc , is the frequency at which the gain of the system is 1, or 0 dB. Express
the crossover frequency symbolically in terms of the IP02 model parameters K and τ . Then, evaluate the
expression using the nominal IP02 model parameters K=0.1433 m/s/V and τ =0.0584 s, (or use what you
found for K and τ in the IP02 Modeling Laboratory).

The goal of this laboratory is to explore closed-loop speed control of the IP02 cart using a lead controller. You will
conduct an experiment to observe the performance of the lead controller designed in Section 3.1.2.2.
3.3.1 Simulation
First, you will simulate the closed-loop response of the IP02 with a lead controller to a step input. Our goals are to
confirm that the desired response specifications in an ideal situation are satisfied, and to verify that the motor is not
saturated.
Experiment Setup
The s ip02 speed Simulink diagram shown in Figure 3.3.1 is used to simulate the closed-loop speed control response
with the lead controller. The IP02 Model subsystem uses a Transfer Fcn block from the Simulink library to simulate
the IP02 system. The Lead Compensator subsystem contains the lead controller detailed in Section 3.1.2.
Figure 3.3.1: Simulink diagram used to simulate the IP02 closed-loop speed response
you begin.
1. Run the setup ip02 speed script.

2. To generate a step reference, ensure the Signal Generator is set to the following:
• Signal type = square
• Amplitude = 1
• Frequency = 0.5 Hz
3. In the Simulink diagram, set the Amplitude (m/s) gain block to 0.1 to generate a step with an amplitude of 0.2
meters/second (i.e., square wave goes between ±0.1 m which results in a step amplitude of 0.2 m).
4. Open the cart speed scope, v c (m/s), and the motor input voltage scope, Vm (V).
5. Start the simulation. By default, the simulation runs for 5 seconds. The scopes should be displaying responses
similar to figures 3.3.2 and 3.3.3. Note that in the v c (m/s) scope, the purple trace is the setpoint position while
the yellow trace is the simulated position (generated by the IP02 Model block).

Figure 3.3.2: Ideal lead speed response. Figure 3.3.3: Ideal lead motor input voltage.
6. Varify that the time-domain specifications in Section 3.1.1 are satisfied and that the motor is not being saturated.
To calculate the steady-state error, peak-time, and percent overshoot, use the simulated response data stored
in the data v variable.
7. If the specifications are not satisfied, go back in the lead compensator design. You may have to, for example,
add more maximum phase in order to increase the phase margin. If the specifications are met, move on to the
next step.
8. Generate a MATLAB figure showing the Simulated Lead speed response and its input voltage.
3.3.2 Implementing LEAD Speed Control

In this section, the speed of the IP02 cart is controlled using the lead compensator. Measurements will then be taken
to ensure that the specifications are satisfied.
Experiment Setup
The q ip02 speed Simulink diagram shown in Figure 3.3.4 is used to implement the speed control experiments. The
IP02 Speed subsystem contains QUARC blocks that interface with the DC motor and sensors of the IP02 system,
as discussed in the QUARC Integration Lab Section A. The Lead Control subsystem implements the lead controller
detailed in Section 3.1.2, except a high-pass filter is used to obtain the velocity signal (as opposed to taking the
direct derivative).
you begin.
1. Run the setup ip02 speed script.
2. Enter the Kc , a, and T parameters found in Section 3.1.2.2.

3. Set Signal Type in the Signal Generator to square to generate a step reference.
4. Set the Amplitude (m/s) gain block to 0.1 to generate a step with an amplitude of 0.2 meters.
5. Open the cart speed scope, Meas.(0) and Sim.(1) Resp., and the motor input voltage scope, Vm (V).

Figure 3.3.4: Simulink diagram used with QUARC to run the lead controller on the IP02
7. Select QUARC | Start to begin running the controller. The scopes should display responses similar to figures
3.3.5 and 3.3.6. Note that in the Meas.(0) and Sim.(1) Resp. scope, the yellow trace is the measured position,
the purple trace is the simulated position, and the cyan trace is the setpoint.
Figure 3.3.5: Measured and Simulated lead

step response. Figure 3.3.6: Lead control input voltage.
8. When a suitable response is obtained, click on the Stop button in the Simulink diagram toolbar (or select
QUARC | Stop from the menu) to stop running the code.
9. Generate a MATLAB figure showing the measured speed response and its input voltage. As in the s ip02 speed
Simulink diagram, when the controller is stopped each scope automatically saves its response to a variable
in the MATLAB workspace. Thus, the Meas.(0) and Sim.(2) Resp. scope saves its response to the data v
variable and the Vm (V) scope saves its data to the data vm variable.
10. Measure the steady-state error, the percent overshoot, and the peak time of the IP02. Does the response
satisfy the specifications given in Section 3.1.1?
11. Do the experimental results match the simulated model response? Give some possible reasons why discepen-
cies may exist.

12. Click the Stop button on the Simulink diagram toolbar (or select QUARC | Stop from the menu) to stop the
experiment.
13. Turn off the power to the amplifier if no more experiments will be performed on the IP02 in this session.

• QUARCr is installed on your PC, as described in Reference [3].

cards, see Reference [1].
• IP02 and amplifier are connected to your DAQ board as described Reference [2].

IP02 Speed Control Workbook (Student).pdf This laboratory guide contains pre-lab and in-lab ex-
ercises demonstrating speed control of the Quanser
IP02 linear plant. The in-lab exercises are explained
using the QUARC software.
setup ip02 speed.m The main Matlabr script that sets the IP02 speed
control parameters. Run this file only to setup the
laboratory.
s ip02 speed lead.mdl Simulink file that simulates the closed-loop IP02 lead
speed control step response.
q ip02 speed lead.mdl Simulink file that implements the closed-loop IP02
lead speed controller using QUARC.
Table 3.4.1: Files supplied with the IP02 Speed Control Laboratory.

Before beginning the lab exercises the IP02 device, the q ip02 speed lead Simulink diagram and the setup ip02 speed.m
1. Set up the IP02 without the additional weight as described in [2].

files, e.g. q ip02 speed.mdl.
4. Double-click on the q ip02 speed.mdl file to open the Simulink diagram shown in Figure Figure 3.3.4.
6. Go to the Current Directory window and double-click on the setup ip02 speed.m file to open the setup script
for the q ip02 speed Simulink model.


% Type of Cart Load: set to 'NO_LOAD', 'WEIGHT'
% Amplifier Gain used: set VoltPAQ to 1
K_AMP = 1;
% Amplifier Type: set to 'VoltPAQ' or 'Q3'
% Digital-to-Analog Maximum Voltage (V); for Q4/Q8 cards set to 10
VMAX_DAC = 10;
% ############### USER-DEFINED CONTROLLER DESIGN ###############

% Type of Controller: set it to 'LEAD', or 'MANUAL'
%CONTROLLER_TYPE = 'LEAD'; % LEAD controller design: automatic mode
CONTROLLER_TYPE = 'MANUAL'; % controller design: manual mode
%CONTROLLER_TYPE = 'PI'; % PI controller design: automatic mode
bar.

LAB REPORT
This laboratory contains three groups of experiments, namely,
1. Linear Servo Modeling,

2. Position Control, and
3. Speed Control.
For each experiment, follow the outline corresponding to that experiment to build the content of your report. Also,
in Section 4.4 you can find some basic tips for the format of your report.
4.1 Template for Modeling Report

I. PROCEDURE
1. Implementation
• Briefly describe the main goal of this experiment.

• Briefly describe the experimental procedure in Step 10 in Section 1.3.1.
II. RESULTS
Do not interpret or analyze the data in this section. Just provide the results.
1. Response plot from step 13 in Section 1.3.1, Model and experimental comparison.
III. ANALYSIS
Provide details of your calculations (methods used) for analysis for each of the following:
1. The model parameters Beq , Am , Jeq , K, and τ in Step 11 in Section 1.3.1.
IV. CONCLUSIONS
Interpret your results to arrive at logical conclusions for the following:
1. Why the nominal model does not represent the IP02 with better accuracy in Step 13 in Section 1.3.1.

4.2 Template for Position Control
Report
I. PROCEDURE
1. Simulation
• Briefly describe the main goal of the simulation.
• Briefly describe the simulation procedure and observations in Step 7 in Section 2.3.1.
• Briefly describe the simulation procedure and observations in Step 8 in Section 2.3.1.
2. Implementation
• Briefly describe the proposed changes in Step 12 in Section 2.3.2.
II. RESULTS
1. Ideal position response plot from 10 in Section 2.3.1, Position control simulation.
2. Ideal position response plot from 9 in Section 2.3.2, Position control implementation.
III. ANALYSIS
1. Peak time, percent overshoot, steady-state error, and input voltage in Step 11 in Section 2.3.1.
3. Explanation of the simulation and implementation response comparison in Step 11 in Section 2.3.2.
IV. CONCLUSIONS
1. Whether the controller meets the specifications in Step 11 in Section 2.3.1, Position controller simulation.
2. Whether the controller meets the specifications in Step 10 in Section 2.3.2, Position controller implementation.
4.3 Template for Speed Control

Report
I. PROCEDURE
1. Simulation
• Briefly describe the main goal of the simulation.

2. Implementation

II. RESULTS
1. Simulated Lead speed response plot from 8 in Section 3.3.1, Speed control simulation.
2. Lead speed response plot from 9 in Section 3.3.2, Speed control implementation.
III. ANALYSIS
3. Explanation of the simulation and implementation response comparison in Step 11 in Section 3.3.2.
IV. CONCLUSIONS
1. Whether the controller meets the specifications in Step 6 in Section 3.3.1, Speed controller simulation.
2. Whether the controller meets the specifications in Step 10 in Section 3.3.2, Speed controller implementation.

4.4 Tips for Report Format
PROFESSIONAL APPEARANCE
• Has cover page with all necessary details (title, course, student name(s), etc.)
• Each of the required sections is completed (Procedure, Results, Analysis and Conclusions).
• Typed.
• All grammar/spelling correct.
• Report layout is neat.

• Does not exceed specified maximum page limit, if any.
• Pages are numbered.

• Equations are consecutively numbered.
• Figures are numbered, axes have labels, each figure has a descriptive caption.
• Tables are numbered, they include labels, each table has a descriptive caption.
• Data are presented in a useful format (graphs, numerical, table, charts, diagrams).
• No hand drawn sketches/diagrams.
• References are cited using correct format.

APPENDIX A.0
IP02 QUARC INTEGRATION
In this section, we explain how to send voltage commands to the Quanserr IP02 and measure the position of the
cart and pendulum in real-time using your computer.
Prerequisites
• The required software and hardware outlined in Section 1.4, Section 2.4 or Section 3.4.

--------------------------------------------------------------------------------------------------
A.1 Applying Voltage to IP02

Motor
Here are the basic steps to apply a voltage to the IP02 motor using QUARCr :
1. Make a Simulinkr model that interacts with your installed data-acquisition device using blocks from the QUARC
Targets library. This is explained in Section Section A.1.1,
2. From the Simulinkr model, build real-time code as shown in Section Section A.1.2, and
3. Execute the code as explained in Section Section A.1.3.
A.1.1 Making the Simulink Model
In this section, we will make a Simulinkr model as shown in Figure A.1.1 using QUARCr blocks to feed a sinusoidal
voltage to the IP02 DC motor. The blocks from the QUARC Targets library are used to interact with a data-acquisition
board, e.g. Quanser Q2-USB or Q8-USB device.
Figure A.1.1: Simulink model used with QUARC to apply voltage to IP02
Follow these steps to make the Simulinkr diagram:
2. Create a new Simulinkr diagram. To do this, go to File | New | Model item in the menu bar.
3. Open the Simulink Library Browser window by clicking on the View | Library Browser item in the Simulink menu
bar or clicking on the Simulink icon.
4. Expand the QUARC Targets item and go to the Data Acquisition | Generic | Configuration folder, as shown in
Figure A.1.2.

Figure A.1.2: QUARC Targets in Simulinkr Library Browser
5. Click-and-drag the HIL Initialize block from the library window into the blank Simulinkr model. This block is
used to configure your data-acquisition device, e.g. the Quanser Q2-USB or Q8-USB hardware-in-the-loop
(HIL) boards.
6. In the Library Browser, go to the Data Acquisition | Generic | Immediate I/O category. This contains various
blocks used to interact with actuators and sensors.
7. Click-and-drag the HIL Write Analog block from the library into the Simulinkr diagram. This block is used to
output a voltage from an Analog Output channel, i.e. digital-to-analog (D/A) channel, on the data-acquisition
device.
8. Add the Signal Generator block, found in the Simulinkr | Source folder, and the Slider Gain block, from the
Simulinkr | Math Operations category, into the Simulinkr model. Connect the blocks as shown in A.1.1.
9. Double-click on the HIL Initialize block:
• In the Board type field, select the board that is installed in your PC. For example, if you have a Quanser
Q2-USB board then select q2 usb.
• If more than one of the same board is installed (e.g. two Q2-USB devices), ensure the Board number
field is set correctly, e.g. if two boards are used, then choose either 0 or 1.
10. Go to the Analog Output pane shown in Figure A.1.3. Make sure the Analog output channels field includes
0. This will ensure 0 V is output from Analog Output channel #0 when the QUARC controller is stopped. For
more information, click on the Help button. Otherwise, click on the OK button and proceed.
Note: If you are using a NI DAQ device, make sure you enter [0] in the Analog Output channel box. The
analog output channels for the NI boards are not selected by default.

Figure A.1.3: Configuring Analog Output channel on DAQ device
11. Double-click on the HIL Write Analog block.
• Make sure Board name is set to HIL-1 (i.e. points to the HIL Initialize block).
• Set Channels to 0 (default setting). Recall that, as instructed in Reference [2], the DC motor is connected
to Analog Output Channel #0 on the hardware-in-the-loop board. Therefore, Channels should be set to
0.
• Set Sample time to -1 (default setting). This implies that the sampling interval is inherited from the previous
block.
12. Click on the OK button to save and close the HIL Write Analog block properties.
13. Save the Simulinkr mode by selecting the File | Save item in the menu bar or clicking on the Save icon.
A.1.2 Compiling the Model
The Simulinkr model we made in Section Section A.1 can now be used by QUARC to generate code. When you
execute this code, a voltage is sent to the IP02.
Follow these steps to generate code from a Simulinkr diagram:
1. In the Simulinkr diagram made in Section Section A.1, go to the QUARC | Set default options item to set the
correct Real-Time Workshop parameters and setup the Simulinkr model for external use (as opposed to the
simulation mode).
2. To view the compiler options shown in Figure A.1.4, go to QUARC | Options in the Simulinkr model tool bar.

Figure A.1.4: Default QUARC solver settings
3. Real-Time Workshop pane:

• System target file is set to Target Language Compiler file quarc windows.tlc.
• Make command is set to make rtw and the Template makefile is set to quarc default tmf file.
4. Solver pane:
• Stop time is set to inf in order for the code to be executed continuously until it is stopped manually by the
user. Alternatively, the Stop time parameter can be set to the desired duration (code will cease executing
when the stop time value is reached).
• Type parameter is set to Fixed-step. When compiling real-time code, the solver must be fixed-step as
opposed to variable step which can be used in simulations.
• Solver is set to discrete. There are no continuous blocks inside the designed Simulinkr model, therefore
having a discrete solver is fine. However, if an Integrator block or another continuous system were be
added, then the Solver field would have to be changed to an integration method such as ode1 (Euler).
• Fixed-step size field sets the sampling interval, or sampling time, of the controller. By default this is set
to 0.002 seconds, which is a sampling rate of 500 Hz.
5. Click on the OK button to close the Configuration Parameters window.
6. Select the QUARC | Build item. Various lines in the Matlabr Command Window should be displayed as the
model is being compiled.
7. Once done compiling, a QUARC Windows executable file along with a folder containing various ''C'' and
Matlabr files are generated. Note that once the executable is created, the folder is no longer needed. If you
like, you can remove the executable and associated code folder may be removed from the current directory
by clicking on QUARC | Clean item.
See [1] for more information about configuring QUARCr .

A.1.3 Running QUARC Code
Once the Simulinkr model has been compiled, the code can be executed and the voltage set in the Simulinkr model
can be sent to the SRV02 motor. Here are the steps to follow:
1. Power ON your power amplifier (e.g. Quanser VoltPAQ).
2. To begin executing the code, click on the QUARC | Start item in the Simulinkr model. The IP02 cart should
begin moving back-and-forth. This command actually does two things: it connects to the target and then
executes the code. Alternatively, users may decide to go through these steps individually:
Option 1: In the Simulinkr model tool bar, click on the Connect to target icon and then click on the Run icon.
These buttons are shown in Figure A.1.5.
Option 2: Select the Simulation | Connect to target item from the menu bar and the select Simulation | Start
Real-Time Code item.
Figure A.1.5: Simulinkr model toolbar: connect to target and compilation
3. Double-click on the Signal Generator block to open its parameter window.
4. Set the Frequency field to 0.5 Hz and click on the OK button. Notice how the parameter change effects the
IP02 immediately: the velocity of the cart begins to switch back-and-forth slowly.
5. Vary the value of the Slider Gain block between 0 and 2. Examine how the speed of the IP02 cart changes
proportionally with the amplitude of the sine wave.
6. Select the QUARC | Stop item to stop the code execution (or click on the Stop button in the Simulinkr model
tool bar).
7. Power OFF the amplifier if no more experiments will be run in this session.

A.2 Measuring Position using
Encoder
The Simulinkr diagram designed previously is modified to include an encoder measurement, as illustrated in Figure
A.2.1 below.
Figure A.2.1: Simulinkr model used with QUARC to send voltage to IP02 and read the encoder sensors.
Using the Simulinkr model designed in Section A.1, follow this procedure to add encoder functionality:
1. From the QUARC Targets | Data Acquisition | Generic | Immediate I/O category in the Library Browser, add a
HIL Read Encoder block.
2. Recall that, as instructed in [2], the cart encoder is connected to Encoder Input #0 and the pendulum encoder
is connected to Encoder Input #1 on the data acquisition board. The HIL Read Encoder block is configured for
to read channel 0 by default, and should be changed to read both encoders by updating the Channels: field to
''[0 1]''. The default encoder configurations in the HIL Initialize block are fine (but keep in mind that these can
be changed).
3. Add two Scope and Gain blocks from the Math Operations folder in the Library Browser, into the Simulinkr model.
4. Add a Mux block from the Signal Routing folder in the Library Borwser.
5. Connect the Scope and Gain blocks as depicted in Figure A.2.1.
• Connect the HIL Read Encoder block outputs to the Mux, followed by the Gain block. Label the gain
Encoder Calibration (deg/count).
• Connect the output of this gain block to the input of the Scope block and label the scope theta c and
theta p (deg). This scope will display the measured angular position of the cart and pendulum in degrees.
6. Set the Frequency parameter in the Signal Generator block to 1.0 Hz and the Slider Gain block to 1.
7. Open the Vm (V) and theta c and theta p (deg) scopes.

8. Save the Simulinkr model (you may want to save the model as a different file).
9. Power ON the power amplifier.

10. Go to QUARC | Build to compile the code.

11. Click on QUARC | Start to execute the code. As the IP02 cart moves back-and-forth, the theta c and theta p
(deg) should display the encoder readings. Rotate the pendlum shaft to ensure that the pendulum encoder is
functioning correctly. Since the Encoder Calibration (deg/count) gain has not been configured yet, the scope
is displaying the number of counts from the encoder output, which is proportional to the position of the encoder
shaft.
Note: The measurement will be very large. Click on the Autoscale icon in the scope to zoom out and view the
entire signal. Alternatively, the y-range of the scope can be set manually. To do this, right-click on the y-axis,
select Axes Properties from the drop-down menu, and set the desired y-range values.
12. As discussed in the IP02 User Manual [2], the encoder outputs 4096 counts for every full revolution. To
measure the load gear angle, set the Encoder Calibration (deg/count) gain block to 360 / 4096 degrees per
count.
13. The measurement will be very small. Click on the Autoscale icon in the scope to zoom up on the signal or
adjust the range of the y-axis manually. The position scope should appear similarly as shown in Figure A.2.2.
Note that no further calibration is needed since the encoder positions increase when the input voltage goes
positive or the pendulum encoder is rotated CCW.
Figure A.2.2: Position reading using encoder.
14. Select the QUARC | Stop item to stop the code from running.
15. Power OFF the amplifier if no more experiments will be run in this session.

A.3 Saving Data
The scopes in the Simulinkr model can be configured to save variables in the Matlabr workspace. For instance, to
configure the position scope theta c and theta p (deg) in the Simulinkr model from Section Section A.2 perform the
following:
1. Open the theta c and theta p (deg) scope.
2. Click on Parameters icon and select the Data History tab, as shown in Figure A.3.1.
• Select the Save data to workspace check box.
• Set the Variable name field to a desired variable, e.g. theta data.
• Set Format to Array.
Figure A.3.1: Adjusting scope parameters to save data
Note: By default, the Limit data points to last box is set to 5000. This means that only the last 5000 points of
data will be saved in the variable. Thus, given that the controller runs at 500 Hz, this implies that the last 10
seconds of data shown in the theta l (deg) scope will be captured.
3. Click on the OK button.
4. Save the Simulinkr model.

5. Select QUARC | Build to rebuild the model.
6. Click on QUARC | Run.

7. Run the controller for a few seconds and stop QUARC.
8. When the controller is stopped, the variable theta data is saved to the workspace. The variable is a three-
dimensional array with a maximum of 5000 elements. The first vector is the running time and the second
vector is the position of the cart, and the third vector is the position of the pendulum. You can plot the data into
a Matlab figure using a script like:
t = theta data(:,1);
th c = theta data(:,2);
th p = theta data(:,3); plot(t,th c);
hold on
plot(t,th p,'r');

You can then add Matlabr commands such as xlabel, ylabel, and title to desribe the data and units you are
plotting.
Note: If the controller has not run for the full 10 seconds then, it will have tf /Ts number of elements, where tf
is the duration of the controller and Ts is the sampling interval. For instance, if you ran QUARC for 4 seconds
then there will be 4/0.002 = 2000 elements.
9. Running the script generates a Matlab figure as shown in Figure A.3.2.
Figure A.3.2: Plotting saved data
Note: Use the Matlabr command ginput to measure points directly from the Matlab figure.
There are many different ways to save data for offline analysis, e.g. saving data to a Matlab MAT file. Go to [1] in
the QUARC Basics | Data Collection category for more information.
A.4 Instructor's Guide

Every laboratory in this manual is organized into four parts:
Background section provides all the necessary theoretical background for the experiments. Students should read
this section first to prepare for the Pre-Lab questions and for the actual lab experiments.
Pre-Lab Questions section is not meant to be a comprehensive list of questions to examine understanding of the
entire background material. Rather, it provides targetted questions for preliminary calculations that need to be done
prior to the lab experiments.
Lab Experiments section provides step-by-step instructions to conduct the lab experiments and to record the col-
lected data. The lab may also include a set of pre-lab questions that need to be done prior to the lab experiments.
System Requirements section describes all the details of how to configure the hardware and software to conduct
the experiments. It is assumed that the hardware and software configuration have been completed by the instructor
or the teaching assistant prior to the lab sessions. However, if the instructor chooses to, the students can also
configure the systems by following the instructions given in this section.
Assessment of ABET outcomes is incorporated into this manual as shown by indicators such as . These indicators
correspond to specific performance criteria for an outcome.

A.4.1 Pre-lab Questions and Lab Experiments
A.4.1.1 How to use the pre-lab questions
All or some of the questions in the Pre-Lab Questions sections can be assigned to students as homework. One
possibility is to assign them as a homework one week prior to the actual lab session and ask the students to bring
their assignment to the lab session. This would help them get ready for the lab session. You should encourage
them to study the background section of the chapter prior to attempting the pre-lab questions. Note that solutions
for some of the Pre-Lab questions are parameters needed for the experiments in the lab session.
Another possibility is to go over some of these questions either in class or in the lab session together with the
students. This could generate an interactive learning opportunity for them prior to the lab.
Finally, it is possible to use some of the pre-lab questions in your mid-term or final exams. This would reinforce the
concepts covered in the labs; connections between the abstract theory and the real hardware; and would give you
an option to integrate some of the work done in the lab sessions into your exams.
A.4.1.2 How to use the laboratory experiments
This manual is organized into several laboratory sections. Each section contains several experiments which are,
for the most part, independent of each other. Therefore, one possible way to use this material is to conduct the
individual experiments in your weekly lab sessions. Another possibility is to divide the class into teams and have
each team conduct an experiment given in a section.
A.4.2 Assessment for ABET Accreditation

In the United States, accreditation is a peer-review process. Educational institutions or programs volunteer to un-
dergo this review periodically to determine if certain criteria are being met. The Accreditation Board for Engineering
and Technology, ABET, is responsible for the specialized accreditation of educational programs in applied science,
computing, engineering, and technology. ABET accreditation is assurance that a college or university program
meets the quality standards established by the profession for which it prepares its students.
It is the responsibility of the program seeking accreditation to demonstrate clearly that the program meets a set of
criteria. One of these criteria is the ``Criterion 3: Program Outcomes''. Engineering programs must demonstrate
that their students attain program outcomes (a) through (k). Much more information about this can be found in the
``Criteria for Engineering Accreditation'' document ABET publishes on its website annually (http://www.abet.org).
For fulfillment of Criterion 3, a program must show that there is an assessment and evaluation process in place that
periodically documents and demonstrates the degree to which the program outcomes are attained by their students.
Most programs do this by mapping the outcomes (a) through (k) to the courses in the curriculum1 . Then, these
outcomes are assessed in the courses. Finally, the assessment results are collected from the courses and compiled
into program-level data to demonstrate the ``degree to which the program outcomes are attained by their students''.
If your course is part of a similar assessment effort in your program, you probably need to assess the following
outcomes in your course:
(A) An ability to apply knowledge of mathematics, science, and engineering,

(B) An ability to design and conduct experiments, as well as to analyze and interpret data,
(G) An ability to communicate effectively, and
(K) An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
These outcomes can be assessed in your course using various assessment tools, such as student surveys and

assignments or questions targeting specific outcomes. To measure achievement of an outcome (such as outcome
`À'' in the list above), typically some performance criteria are defined for the outcome. The performance criteria
are a set of measurable statements to define each learning outcome. They identify the specific knowledge, skills,
attitudes, and/or behavior students must demonstrate as indicators of achieving the outcome.
For the purpose of this laboratory curriculum, we defined a set of performance criteria for each outcome. These
criteria are labeled as `À-1, A-2, B-3, ..., K-3'' as indicated in the rubrics in Section A.4.3 below. We also embedded
these performance criteria in the curriculum shown by indicators such as .
A.4.2.1 Assessment in your course
Assessment of outcomes is different than grading. A course grade (or a grade on an assignment or exam), is a
composite indicator. For example, if a student receives "B" as a grade in your course, it is probably difficult to tell
his/her level of achievement in outcome "A" versus "G". One of the purposes of assessment is to "measure" the level
of achievement of these specific skills and knowledge so that improvements can be made in the future offerings of
the course.
So, how should you introduce outcomes assessment into your course? The outcomes assessment approach
described here can be applied to each pre-lab homework assignment and lab report of each student throughout the
semester. This may or may not be feasible depending on your class size. In general, a representative sample of
student work is assessed.
You can continue to give assignments/exams and grade them in the traditional way. To introduce assessment into
your course, you can pick a representative sample of student work and "score" their work using the scoring sheets
and rubrics given in this manual. This is a good way to start introducing assessment into your course.
Recall that for fulfillment of Criterion 3, a program must ``document'' the assessment process. Programs collect sam-
ple student work in the academic year prior to the site visit by an ABET team. You can retain the sample homeworks,
lab reports, their scoring sheets and the assessment workbook as `èvidence'' for the ongoing assessment effort in
your course. This collection can then be given to the assessment committee in your program to be incorporated into
the program-level evidence they will compile prior to the ABET site visit.
A.4.2.2 How to score the pre-lab questions
If you choose to assign the pre-lab questions as homework, then the outcome targetted by these questions can be
assessed using the student work. The pre-lab questions require students to `àpply'' their math and engineering
science knowledge through calculations and problem solving strategies. Therefore, outcome `À'' was mapped to
the pre-lab questions through its performance criteria.
If you assign the pre-lab questions as homework, you can ``score'' the returned homeworks using the rubric for
outcome `À'' given in Section A.4.3 and the scoring sheet provided for that pre-lab in that chapter.
To score homework of one student:
1. Print the scoring sheet for the Pre-Lab Questions section you assigned as homework. One sheet is used per
student.
2. Use the rubric for `Òutcome A'' (Section A.4.3) to assign a score for each question. The rubric gives the de-
scription of ``levels of achievement'' (4 = exemplary, 3 = proficient, 2 = developing and 1 = beginning/incomplete)
for each criterion. As an example, below is a completed sample scoring sheet after evaluating the homework
of one student.
1 Disclaimer: The opionions expressed or the assessment techniques described here have not been endorsed by ABET in any way.

Question A-1 A-2 A-3
1 3 2
2 4 2
3 3
4 3
5 4
6 3
7 3
8 3
9 3 3
10 3 4
11 3 4
Total 10 32 8
3. You can then enter the ``Total'' for each performance criterion into the assessment workbook [4] as shown in
Figure A.4.1.
Figure A.4.1: Pre-Lab entry into the assessment workbook for one student.
A.4.2.3 How to score the lab reports
As mentioned earlier in Section A.4.1.2, there are various ways in which you can use the material provided in this
manual. In any case, the outcomes targetted by the lab experiments can be assessed from the lab reports submitted
by the students. These reports should follow the specific template for content given at the end of each laboratory
chapter. This will provide a basis to assess the outcomes easily.
The lab activities correspond to the `àpplied'' part of engineering. Therefore, outcomes ``B'' and ``K'' were mapped
to the lab activities through their performance criteria. The lab reports themselves match outcome ``G'' on effective
communication skills.
If you choose to do an individual experiment in your weekly lab sessio then you can ask the students to submit a lab
report using the report template provided for this experiment. The template contains the main ``content'' sections you
would expect in a typical lab report (procedure, results, analysis, conclusions). Each section of the report template

ties back to the activities in the lab and the corresponding assessment indicators. It also contains performance
criteria related to the ``format'' of the report.
You can score the lab reports using the rubric for outcome ``G'' given in Section A.4.3 and the scoring sheet provided
for the experiment in that section. Note that each lab report scoring sheet directly corresponds to the lab report
content template for that experiment. Also, note that the rubric for outcome ``G'' already contains rubrics for outcomes
``B'' and ``K'' since these outcomes appear as an integral part of the report.
To score the lab report of one student:
1. Print the scoring sheet for the Lab Report for the experiment they conducted in the lab. One sheet is used per
student.
2. Use the ``Content'' rubric (Section A.4.3) to assign a score for each entry in the scoring sheet. The rubric
gives the description of ``levels of achievement'' (4 = exemplary, 3 = proficient, 2 = developing and 1 = begin-
ning/incomplete) for each criterion. As an example, below is a completed scoring sheet after evaluating the
lab report of one student.
3. Use the ``Format'' rubric (Section A.4.3) for the ``GS-1 and GS-2'' criteria to score the formatting of the report
on the same scoring sheet.
CONTENT FORMAT
Item1 K-1 K-2 B-5 B-6 B-7 B-9 GS-1 GS-2
I. PROCEDURE
I.1. Frequency Response Experiment
1 4
I.2. Bump Test Experiment
1 4
I.3. Model Validation Experiment
1 4
II. RESULTS
1 4
2 3
3 3
4 3
III. ANALYSIS
III.1. Frequency Response Experiment
1 2
2 3
III.2. Bump Test Experiment
1 3
IV. CONCLUSIONS
1 3
Total 6 10 12 3 2 3 4 3
4. You can then enter the ``Total'' for each performance criterion into the assessment workbook [4] as show in
Figure A.4.2.
Figure A.4.2: Lab report score entries in the workbook for one student.

A.4.2.4 Assessment of the outcomes for the course
As explained earlier, the performance criteria, such as A-1, A-2, A-3, are used to describe a set of measurable
statements to define each learning outcome. Up to this point, we explained how to assess each performance
criterion using the pre-labs, the lab reports and the scoring sheets.
A single score for each outcome can be computed to indicate the level of attainment of that outcome by the entire
class. One approach is to simply average the scores for the performance criteria for that outcome. For example, in
case of outcome `À'', you can use:
SCOREA−1 + SCOREA−2 + SCOREA−3
SCOREA = (A.4.1)
3
Another possibility is to use a weighted-average where some of the performance criteria are considered to be more
important than the others. In case of outcome `À'', you can use:
w1 · SCOREA−1 + w2 · SCOREA−2 + w3 · SCOREA−3

SCOREA = (A.4.2)
w1 + w2 + w3
where w1 , w2 and w3 are weights you can assign (on the 0 to 1 scale) for the performance criteria A-1, A-2 and A-3,
respectively. The total of all weights should equal 1.
A.4.2.5 Course Score for outcome A
The assessment workbook [4] incorporates the simple average approach as shown in Figure A.4.3.
Figure A.4.3: Computation of single score for outcome `À'' in the assessment workbook.
A.4.2.6 Course Scores for outcomes B, K and G
Similarly, the simple average approach is also used for outcomes B, K and G. Referring to the rubrics in Section
A.4.3, it should be noted that outcome ``G'' contains performance criteria for both ``B'' and ``K'' to assess the content
of the report. In addition, there are two performance criteria, GS-1 and GS-2, to assess the format of the report. The
scores for all of these performance criteria are averaged to arrive at the single score for outcome G. For example,
the single score for outcome G in Figure A.4.4 for the Modelling experiment was calculated using:

SCOREG = AV ERAGE(SK−1 + SK−2 + SB−5 + SB−6 + SB−7 + SB−9 + SGS−1 + SGS−2 ) (A.4.3)
where SK−1 · · · SGS−2 are the scaled average scores for K-1 through GS-2 in the workbook.
Figure A.4.4: Computation of single score for outcome ``G'' in the assessment workbook.
A.4.2.7 Assessment workbook
The assessment workbook [4] was developed using Microsoft Excelr . It is intented to give a general idea for how
the assessment scores can be tracked and brought together. On purpose we designed the workbook to have no
automatic features. You can use it as is or customize it in any way you like.
The assessment workbook has a tab for the Pre-Lab Questions and a tab for each of the laboratory chapters. Only
10 students were listed assuming you would use samples of student work and not the entire class. If you want to
add more students, you can insert rows into the spreadsheets. Note: If you insert new rows, make sure that the
formula ranges in the cells with calculations are correct.
At the bottom of each pre-lab section, there is a row entitled ``Total Possible''. To count a pre-lab assignment in
the calculation of the overall scores, you need to enter the correct totals here. For example, to count the Pre-Lab
for modeling, you need to enter 12, 44 and 8 (Figure A.4.1). If you want to exclude an assignment from the overall
calculation, enter ``0'' as shown in Figure A.4.5. Of course, if you are excluding a pre-lab, then do not enter any
scores for the students under those columns.

Figure A.4.5: Enter ``0'' to exclude or ``correct totals'' to include a Pre-Lab assignment in the calculation of the overall
scores.
A.4.3 Rubrics

4 3 2 1
Code Perf. Criteria Exemplary Proficient Developing Beginning or
incomplete
A-1 Has strategies Uses a Uses an Has a strategy Uses a wrong
to solve the sophisticated appropriate for solution but strategy or there
problem strategy. strategy for content is no evidence
Employs refined solution. knowledge has of a strategy.
Apply math, science and engineering
and complex Content some Content

reasoning to knowledge is conceptual knowledge has
arrive at the used correctly. errors. many errors.
solution.
A-2 Performs Arrived at Arrived at Arrived at No answer or
calculations correct answer. correct answer correct answer. arrived at wrong
Calculations are with correct Calculations are answer.
complete. calculations. mostly correct Calculations are
Precise math but there are mostly or
language, some minor completely
symbolic errors. wrong.
notation, graphs
diagrams, etc.
are used.
A-3 Explains results Explains the Explains the Some There are no
result in the result in the explanation of explanations of
context of the context of the the result is the result or an
completed completed provided but it attempt was
calculations by calculations. does not made to provide
providing Logical demonstrate an explanation
complex conclusions are logical but it is
reasoning and drawn. reasoning. incomplete or
interpretations. wrong.
Clear logical
conclusions are
drawn.
Table A.4.1: OUTCOME A: An ability to apply knowledge of mathematics, science, and engineering

4 3 2 1
incomplete
B-1 Identifies hy- Framed a Framed a Framed a ques- Incomplete or
pothesis to testable ques- testable question that may no testable
test tion correctly tion correctly or may not be question
and explained testable
the anticipated
cause-and-
effect expecta-
tion leading to
the question
Design
B-2 Identifies inde- All variables All variables Most variables None or only a
pendent and are identified are identified are identified few variables
dependent correctly, expla- correctly correctly are identified
variables nations about correctly
their relations
are provided
B-3 Lists assump- All assumptions All assumptions Assumptions No assumptions
tions made and their rea- are listed are listed but listed or most of
sons are clearly some are miss- them are miss-
listed ing ing
B-4 Formulates ex- Developed a Developed cor- Attempted but Could not
perimental plan sophisticated rect experimen- could not com- develop an
to investigate a experimental procedure to pletely develop accurate ex-
phenomenon tal procedure test the hypoth- an experimental perimental
complete with esis procedure to procedure
details of every test the hypoth-
step to test the esis
hypothesis
B-5 Follows ex- Follows ex- Follows exper- Follows ex- Follows ex-
perimental perimental imental proce- perimental perimental
procedures procedures dures leading procedures procedures
carefully with to correct mea- with some mis- with many mis-
great atten- surements takes leading to takes leading to
Conduct
tion to detail. mostly correct mostly wrong

Makes precise measurements measurements
measurements
(Continued on the next page)

4 3 2 1
incomplete
B-6 Documents data Systematically Documents all Documents No data are
collected documents all data and with data with some documented or
data in an ex- accurate units. mistakes in the there are major
emplary way units or some mistakes in the
and by using data missing. units
accurate units Data organi-
zation needs
improvement
B-7 Uses appropri- Excellent, in- Appropriate Some data anal- No analysis or
ate methods to depth analysis level of analysis ysis but incom- attempts to ana-
analyze data of the data us- of data using plete lyze with wrong
ing appropriate correct methods methods
methods
Analyze
B-8 Accounts for Is aware of Is aware of all Is aware of Is unaware of

experimental all potential potential experi- some of the any experimen-
uncertainties experimental mental errors potential experi- tal errors
errors and can mental errors
fully account
for them with
suggestions to
improve them
B-9 Interprets re- Provides clear, Provides accu- Provides expla- No explanation
sults with in-depth, accurate explana- nations and con- or conclusions
Interpret
respect to the rate explanations and logical clusions but with are provided or
original hypoth- tions, including conclusions some errors they are wrong
esis trends, and based on data
arrives at logical and results
conclusions
based on data
and results
Table A.4.2: OUTCOME B: An ability to design and conduct experiments, as well as to analyze and interpret data.

4 3 2 1
Code Perf. Crite- Exemplary Proficient Developing Beginning or
ria incomplete
B-1 Identifies Framed a testable Framed a testable Framed a question Incomplete or no
hypothesis question correctly question correctly that may or may not testable question
to test and explained be testable
the anticipated
cause-and-effect
expectation leading
to the question
B-2 Identifies All variables are All variables are Most variables are None or only a few
indepen- identified correctly, identified correctly identified correctly variables are identi-
dent and explanations about fied correctly
dependent their relations are
Procedure
variables provided
B-3 Lists as- All assumptions and All assumptions are Assumptions are No assumptions
sumptions their reasons are listed listed but some are listed or most of
made clearly listed missing them are missing
B-4 Formulates Developed a sophis- Developed correct Attempted but could
experimen- ticated experimental experimental pro- not completely
tal plan to procedure complete cedure to test the develop an experi-
investigate with details of every hypothesis mental procedure to
a phe- step to test the hy- test the hypothesis
nomenon pothesis Could not develop
an accurate experi-
mental procedure
B-5 Follows ex- Follows experi- Follows experimen- Follows experimen- Follows experimen-
perimental mental procedures tal procedures lead- tal procedures with tal procedures with
procedures carefully with great ing to correct mea- some mistakes lead- many mistakes lead-
attention to detail. surements ing to mostly correct ing to mostly wrong
Makes precise measurements measurements
measurements
(Continued on the next page)

4 3 2 1
Code Perf. Crite- Exemplary Proficient Developing Beginning or
ria incomplete
B-6 Documents Systematically doc- Documents all data Documents data No data are docu-
data col- uments all data in and with accurate with some mistakes mented or there are
lected an exemplary way units. in the units or some major mistakes in
and by using accu- data missing. Data the units
rate units organization needs
improvement
K-2 Uses soft- Can use various Can use software Can use software Cannot use soft-
Results
ware tools software tools and tools correctly for tools for data pre- ware tools for data
to present their advanced fea- data presentation sentation with only a presentation or
data in use- tures correctly for few mistakes attempts to use
ful format data presentation them but with many
(graphs, mistakes (missing
numeri- labels, etc.)
cal, table,
charts,
diagrams)
K-3 Uses soft- Can use software Can use software Can use software Cannot use software
ware tools tools and their ad- tools correctly for tools for simulation tools for simulation
to simulate vanced features simulation with only a few or attempts to use
physical correctly for simula- mistakes them but with many
systems tion mistakes
B-7 Uses appro- Excellent, in-depth Appropriate level of Some data analysis No analysis or at-
priate meth- analysis of the data analysis of data us- but incomplete tempts to analyze
ods to ana- using appropriate ing correct methods with wrong methods
lyze data methods
B-8 Accounts Is aware of all poten- Is aware of all poten- Is aware of some of Is unaware of any
for exper- tial experimental er- tial experimental er- the potential experi- experimental errors
Analysis
imental rors and can fully ac- rors mental errors

uncertain- count for them with
ties suggestions to im-
prove them
K-1 Uses soft- Can use various Can use software Can use software Cannot use software
ware tools software tools and tools correctly for tools for analysis tools for analysis
for analysis their advanced fea- analysis with only a few or attempts to use
tures correctly for mistakes them but with many
analysis mistakes
B-9 Interprets Provides clear, Provides accurate Provides explana- No explanation or
results with in-depth, accurate explanations and tions and conclu- conclusions are pro-
Conclusions
respect to explanations, in- logical conclusions sions but with some vided or they are
the original cluding trends, and based on data and errors wrong
hypothesis arrives at logical results
conclusions based
on data and results
Table A.4.3: OUTCOME G: Ability to communicate effectively. (for Lab Report - CONTENT)

4 3 2 1
Code Perf. Exemplary Proficient Developing Beginning or
Criteria incomplete
GS-1 Content • Each of the required sections is Two of the Three of the Four or none
presen- completed. conditions conditions of the condi-
tation • If necessary, subsections are used for the "ex- for the "ex- tions for the
well or- • All necessary background princi- emplary" emplary" "exemplary"
ganized ples and information for the experi- category category category
ment are given were not met were not met were not met
• All grammar/spelling correct
• References are cited
GS-2 Professional • Has cover page with all neces- Two of the Four of the Five or more
appear- sary details (title, course, student conditions conditions of the condi-
ance name(s), etc.) for the "ex- for the "ex- tions for the
• Typed emplary" emplary" "exemplary"
• Report layout is neat category category category
• Does not exceed specified maxi- were not met were not met were not met
mum page limit
• Pages are numbered
• Equations are consecutively num-
bered
• Figures are numbered, axes have
labels, each figure has a descriptive
caption
• Tables are numbered, they include
labels, each table has a descriptive
caption
• No hand drawn sketches/diagrams
• References are cited using correct
format
Table A.4.4: OUTCOME G: Ability to communicate effectively. (for Lab Report - FORMAT)

4 3 2 1
incomplete
Use techniques, skills and modern eng. tools
K-1 Uses software Can use various Can use software Can use software Cannot use
tools for analysis software tools tools correctly for tools for analysis software tools for
and their analysis with only a few analysis or
advanced mistakes attempts to use
features correctly them but with
for analysis many mistakes
K-2 Uses software Can use various Can use software Can use software Cannot use
tools to present software tools tools correctly for tools for data software tools for
data in useful and their data presentation presentation with data presentation
format (graphs, advanced only a few or attempts to
numerical, table, features correctly mistakes use them but with
charts, diagrams) for data many mistakes
presentation (missing labels,
etc.)
K-3 Uses software Can use software Can use software Can use software Cannot use
tools to simulate tools and their tools correctly for tools for software tools for
physical systems advanced simulation simulation with simulation or
features correctly only a few attempts to use
for simulation mistakes them but with
many mistakes
Table A.4.5: OUTCOME K: An ability to use the techniques, skills, and modern engineering tools necessary for
engineering practice

BIBLIOGRAPHY
[1] Quanser Inc. QUARC User Manual.
[2] Quanser Inc. IP02 User Manual, 2009.
[3] Quanser Inc. QUARC Installation Guide, 2009.

[4] Quanser Inc. IP02 Assessment Workbook, 2012.
[5] Quanser Inc. Linear Servo Modeling Workbook, 2012.

Nine linear motion plants for teaching fundamental and advanced controls concepts
IP02 Base Unit Linear Pendulum Linear Flexible Inverted Pendulum
Double Inverted Pendulum Linear Flexible Joint Linear Flexible Joint with
Inverted Pendulum
Seesaw Seesaw Pendulum Linear Flexible Joint on Seesaw
Quanser’s linear collection allows you to create experiments of varying complexity – from basic to advanced. With nine
plants to choose from, students can be exposed to a wide range of topics relating to mechanical and aerospace
engineering. For more information please contact [email protected]
©2013 Quanser Inc. All rights reserved.
[email protected] +1-905-940-3575 QUANSER.COM

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STUDENT Workbook

IP02 Base Unit Experiment for MATLAB /Simulink Users

Quanser educational solutions

Captivate. Motivate. Graduate.

Printed in Markham, Ontario.

IP02 Workbook - Student Version 2

2 IP02 Position Control 14

3 IP02 Speed Control 27

A IP02 QUARC Integration 47

IP02 Workbook - Student Version v 1.0

IP02 Workbook - Student Version 4

• The required software and hardware outlined in Section 1.4.

IP02 Workbook - Student Version v 1.0

The IP02 transfer function model is derived analytically in Section 1.1.1.

1.1.1 Modeling Using First-Principles

M v̇c (t) = Fc (t) − Bc vc (t) (1.1.2)

Figure 1.1.1: IP02 DC motor armature circuit

IP02 Workbook - Student Version 6

Vm (t) − Rm Im (t) − Lm I˙m (t) − km ωm (t) = 0

τm (t) = ηm kt Im (t) (1.1.5)

where τm is the motor torque, and ηm is the motor efficiency.

ηg Kg ηm kt (Vm (t) − km ωm (t))

ηg Kg ηm kt (Vm (t)rmp − km Kg vc (t))

After collecting the terms, the equation becomes

This equation can be re-written as

IP02 Workbook - Student Version v 1.0

and the actuator gain equals

IP02 Workbook - Student Version 8

M v̇c (t) + Faj (t) = Fc (t) − Bc vc (t) (1.2.1)

Jm ω̇m (t) = τaj (t) (1.2.3)

Generate the equation of motion for the more accurate model.

IP02 Workbook - Student Version v 1.0

Figure 1.3.1: q ip02 mdl Simulink diagram used to model IP02

1.3.1 Model Validation Experiment

To create a step input:

IP02 Workbook - Student Version 10

6. Enter the command K = 0.125 in the MATLAB Command Window.

IP02 Workbook - Student Version v 1.0

1.4.1 Overview of Files

File Name Description

Table 1.4.1: Files supplied with the IP02 Modeling Laboratory.

1.4.2 Conﬁguring the IP02 and the Lab Files

IP02 Workbook - Student Version 12

% ############### IP02 CONFIGURATION ###############

% ############### LAB CONFIGURATION ###############

IP02 Workbook - Student Version v 1.0

IP02 POSITION CONTROL

• Implementation of the controller on the Quanser IP02 to evaluate performance.

• The required software and hardware outlined in Section 2.4.

IP02 Workbook - Student Version 14

Figure 2.1.1: Unity feedback system

The output of this system can be written as:

By solving for Y (s), we can find the closed-loop transfer function:

Y (s) C(s)P (s)

2.1.2 Peak Time and Overshoot

IP02 Workbook - Student Version v 1.0

This is called the peak time of the system.

Figure 2.1.2: Standard second-order step response

IP02 Workbook - Student Version 16

ess = rss (t) − yss (t) (2.1.6)