RU2012065C1 - Simulator for operator of manufacturing process control systems - Google Patents

Abstract

FIELD: training equipment. SUBSTANCE: device has teacher and student boards 5 and 6, regulation channels simulating units 11-13, adders 15-19, comparison units 20-24, disturbance setting units 10, switches 29-34, unit 14 for simulation of channel of disturbance conversion, switch 28, information displaying unit 27, units 1-4 for memory of natural control actions, disturbances, tasks and outputs, generator 7 for setting errors of implementation of control actions, measurement error generator 8, task alteration unit 9. EFFECT: increased functional capabilities. 6 dwg

Description

 The invention relates to technical training aids and can be used for initial training, advanced training and training of operators of process control systems.

 A known simulator of an operator of technological process control systems, comprising a teacher’s console connected to trainees’s panels, simulation units for real processes, perturbation task units connected to the teacher’s console and simulation units for real processes, process analysis blocks, analysis blocks for the control actions of students, display units information connected to the corresponding trainees' panels, process analysis blocks and control actions of the trainees (ed. St. USSR N 62954 4, CL G 09 B 9/00, 11.08.76).

 A disadvantage of the known simulator is the low quality of training due to the limited modeling capabilities, since the construction and implementation of adequate mathematical models of technological processes in the entire range of variation of control and disturbing influences is a difficult and often unrealizable task. The use of inadequate models leads to a low quality of modeling and, as a consequence, low quality of training. In addition, the well-known simulator does not provide for the possibility of training in real typical situations represented by field data.

 The closest in technical essence and the achieved result to the invention is a simulator of an operator of technological process control systems (ed. St. USSR N 1208571, class G 09 B 9/00, 12/01/83), containing a teacher’s console, connected to the student’s console in series, the first comparison unit, first key, first model of the control channel, first adder and second comparison unit, series-connected perturbation unit, third comparison unit, second additional key, model of the perturbation conversion channel, properly connected first and second switches, an information display unit, storage units for full-scale controls, disturbances, tasks and exits, and the teacher’s console is connected to the inputs of the trainee’s console, the first key, disturbance assignment blocks, storage blocks for full-scale controls, disturbances, tasks and outputs, the second additional key, the first and second switches, the outputs of the trainee’s console are connected to the input of the second switch, the outputs of the storage units for field controls, disturbances, and outputs with are dined with the inputs of the second switch, to which the output of the second comparison unit is connected, the second input of the first comparison unit is connected to the output of the storage unit for full-scale controls, the second input of the second comparison unit is connected to the output of the storage unit for full-scale outputs, the second input of the third comparison unit is connected to the output of the storage unit full-scale disturbances, the output of the channel model of the transformation of disturbances is connected to the input of the first adder, the outputs of the second switch are connected to the inputs of the information display unit.

 A disadvantage of the known simulator is its limited functionality. This is due to the fact that training is carried out at full-scale values of controls, tasks and exits, which, as a rule, reflect the modes of normal operation of the technological process or similar modes, while the need for training operators in technology modes that simulate a variety of emergency or pre-emergency situations is obvious. Another disadvantage is the low effectiveness of training, which is associated with the difficulty of obtaining an objective assessment of the quality of management and training. To obtain such an assessment, it is necessary to have some basic (exemplary) decisions regarding which the quality of work of trained operators should be evaluated. Field data in general cannot serve as an objective basis for assessing the quality of management and training, since even pre-selected "good" field data can be the result of the activities of not only production operators, but also automated control systems interacting with them that implement complex control algorithms , to assess the quality of work which requires special experiments or modeling contours at the existing facility.

 The purpose of the invention is the expansion of functionality and increase the effectiveness of training.

 The goal is achieved in that in the simulator containing the teacher’s panel, student’s panel, first key, first comparison unit, series-connected first model of the control channel, first adder and second comparison unit, series-connected perturbation task unit, third comparison unit, second key and channel model transformations of perturbations, also containing a switch of types of perturbations, an information display unit, storage units for field controls, perturbations, tasks and outputs, and the teacher’s console is the first m, the second, third, fourth and fifth outputs are connected respectively to the input of the student’s console, with the first input of the first key, the second input of the second key, the input of the perturbation unit and the first input of the perturbation type switch, the second input of the third comparison unit is connected to the output of the full-scale memory unit of disturbances, the output of the channel model of the transformation of disturbances is connected to the second input of the first adder, introduced generators of errors in the implementation of control and measurement errors of the outputs, the unit for changing tasks, the second, third, the fourth and fifth adders, the second and third models of control channels, the fourth and fifth comparison blocks, the first and second blocks of performance evaluation, the third, fourth, fifth and sixth keys and an exemplary control system, while the error generator for implementing controls through the second model of the control channel is connected with the first input of the fourth adder, the second and third inputs of which are connected respectively with the output of the error generator for measuring the outputs and the output of the storage unit for full-scale outputs, the output of the unit for changing the task th is connected to the first input of the third adder, the second input of which is connected to the output of the unit for storing full-scale tasks, the output of the error generator of control implementations is also connected to the first input of the second adder, with the second input of which is connected the output of the unit for storing full-scale controls, inputs of the blocks of full-scale controls, full-scale disturbances , full-time tasks and full-scale outputs are connected through the sixth key to the sixth output of the teacher’s remote control, the student’s remote control is connected to the first input of the first a comparison latch, with the second input of which the output of the second adder is connected, the output of the first comparison unit is connected to the input of the first model of the control channel, an exemplary control system is connected through the first input of the fifth comparison unit, the third model of the control channel, and the first input of the fifth adder is connected to the first input of the fourth comparison unit , the second input of which is connected to the output of the fourth adder, the output of the fourth comparison unit is connected to the first inputs of the exemplary control system, the fifth key, the first evaluation unit and efficiency and the fourth key, the second input of the second comparison unit is connected to the output of the fourth adder, and the output of the second comparison unit is connected to the second input of the fifth key, the second input of the fifth adder is connected to the output of the disturbance conversion channel model, the output of the exemplary control system is also connected to the third input of the fifth key, by the second inputs of the first block for evaluating the effectiveness and the fourth key, the second input of the fifth block of comparison is connected to the output of the second adder, the output of the third adder is connected to the second the first input of the exemplary control system and with the first input of the information display unit, the second and third inputs of which are connected respectively to the first and second outputs of the fourth key, the fourth and fifth inputs of the information display unit are connected respectively to the output of the first efficiency assessment unit and to the seventh output of the teacher's console, the eighth output of which is connected to the third input of the exemplary control system, the sixth input of the information display unit is connected to the output of the perturbation mode switch, which also connected to the fourth input of the exemplary control system, the seventh input of the information display unit is connected to the output of the first key, which is also connected to the first input of the second efficiency evaluation unit, the output of which is connected to the eighth input of the information display unit, the ninth input of the information display unit is connected to the first output the fifth key, which is also connected to the second input of the second block of performance evaluation, the third and fourth inputs of which are connected to the second and third outputs of the fifth key, the tenth the eleventh inputs of the information display unit are connected to the first and second outputs of the third key, the first and second inputs of which are connected to the outputs of the second and fourth adders respectively, the second and third inputs of the perturbation type switch are connected respectively to the output of the perturbation task unit and the output of the storage unit for perturbations, third and the fourth inputs of the first block of performance evaluation are connected to the outputs of the second and fourth adders, the seventh output of the teacher’s console is also connected to four the first input of the exemplary control system, the ninth, tenth, eleventh, twelfth, thirteenth and fourteenth outputs of the teacher's console are connected respectively to the inputs of the control implementation error generator, the task change unit, the output measurement error generator, the third inputs of the third and fourth keys and the fourth input of the fifth key .

 With the introduction of an exemplary control system, the first and second units for evaluating the effectiveness, the unit for changing tasks, the generators of control errors and measurement errors for the outputs, the second and third models of control channels, the second, third, fourth and fifth adders, the fourth and fifth comparison units, the third, fourth , of the fifth and sixth keys, the proposed operator simulator acquires substantially new properties (in comparison with the known simulators for training by modeling the operators of control systems), namely It allows operators to be trained in comparison with regulatory solutions developed by the exemplary control system, which ensures the efficient mastering of the functioning algorithms of the exemplary control system and contributes to the rapid and high-quality formation of process control skills. In addition, the introduction of task change blocks, control error generators and output measurement errors with the corresponding models, adders and comparison blocks provides more training opportunities through reproduction by modeling modes different from full-scale emergency ones with a simulation of various control and monitoring errors, and also modes with new technological tasks for output variables. In this case, a qualitative change in the content of the learning process is possible due to the introduction of such additional mastered functions as, for example, highlighting the useful components of the output variables against the background of high-frequency measurement errors.

 Based on this, it is believed that the proposed technical solution meets the criterion of the invention "significant differences", as distinctive features from the prototype and analogues, known in the art, exhibit new properties in the proposed solution, namely, they provide increased learning efficiency, that is, reduced time training and improving its quality, as well as expanding the capabilities of the learning process through model reproduction of technology modes that differ from full-scale ones, the introduction of new management functions for oeniya their trainees.

 In FIG. 1 shows a block diagram of a simulator operator of process control systems; in FIG. 2 and 3 are structural diagrams of the first and second blocks of performance evaluation; in FIG. 4 is a block diagram of an exemplary control system; in FIG. 5 is a diagram of a switch of types of disturbances; in FIG. 6 is a diagram of a third key.

 The simulator of the operator of the process control systems contains (Fig. 1) a unit 1 for storing field controls, a unit 2 for storing field perturbations, a unit 3 for storing field tasks, a unit 4 for storing field outputs, a student 5, a teacher 6 console, a control implementation error generator 7, generator 8 of error in measuring the outputs, block 9 for changing tasks, block 10 for setting disturbances, first 11, second 12, and third 13 models of control channels, model 14 of the channel for transforming disturbances, first 15, second 16, third 17, Thursday the first 18 and fifth 19 adders, the first 20, the second 21, the third 22, the fourth 23 and the fifth 24 blocks of comparison, the first 25 and second 26 blocks of the evaluation of effectiveness, block 27 display information, switch 28 types of disturbances, the first 29, second 30, third 31, fourth 32, fifth 33 and sixth 34 keys, exemplary control system 35.

 The first block 25 of the evaluation of effectiveness (Fig. 2) consists of the sixth 36 and seventh 37 comparison blocks, the first 38 and second 39 squares, the first 40 and second 41 integrators, the first 42 and second 43 scaling blocks, the sixth adder 44.

 The second block 26 of the evaluation of effectiveness (Fig. 3) consists of the eighth 45 and ninth 46 comparison blocks, the third 47 and fourth 48 squares, the third 49 and fourth 50 integrators, the third 51 and fourth 52 scaling blocks, the sixth adder 53.

 The exemplary control system 35 consists (FIG. 4) of the tenth 54 and eleventh 55 comparison units, a disturbance controller 56, a feedback controller 57, a seventh adder 58, a switch 59.

 Blocks 1,2, 3 and 4 of storing field controls, disturbances, tasks and outputs, a generator 7 of errors in the implementation of controls, a generator of 8 errors in measuring the outputs and a block of 10 settings for disturbances can be implemented, for example, on the basis of memory devices on magnetic tape (tape recorders) . Unit 9 changes tasks can be implemented in the form of, for example, a manual remote master used in automation systems. The student’s remote control 5 contains, for example, the same as in block 9, a manual remote control and a light board indicating the operation mode with two inscriptions “Passive learning mode” and “Active learning mode”. The teacher’s console 6 contains the controls for the switch 28, keys 29-33, and a light board on the student’s console. These controls can be made, for example, in the form of buttons or switches on / off relays, the contacts of which act as switches or keys. In addition, the teacher’s remote control 6 contains a manual remote control unit similar to those described above and designed to enter the disturbance reference values into the exemplary control system 35. The remote control 6 also controls the switch 59 of the system 35. The switch 59 is integrated into the system 35, which can be located within reach of the teacher working at the console 6.

 The exemplary control system 35 is implemented as a combined control system that performs joint regulation of perturbation and feedback (see Tsypkin Ya. Z. Fundamentals of the theory of automatic systems. M.: Nauka, 1977, p. 80, Fig. 6.5), supplemented switch 59 selects the operating modes (regulation) of the exemplary control system. Technical implementation of an exemplary control system can be performed, for example, according to the regulator circuit according to ed. St. USSR N 815713, class G 05 B 13/02, 12.01.79. One of the private options for implementing the exemplary control system 35 is discussed below in the description of the simulator.

 The switches and keys that make up the simulator provide interaction between the simulator blocks in various training and simulation modes. The switch 28 of the type of disturbances (Fig. 5) has two operating positions (I and II). Position I corresponds to the simulation mode with full-scale perturbations when the full-scale perturbations from the unit 2 for storing field perturbations enter the input of the exemplary control system 35 and the input of the information display unit 27 through this switch. Position II corresponds to the simulation mode with arbitrary disturbances (full-scale model), which are entered into the modeling circuit (and through switch 28 to blocks 35 and 27) from block 10 of the disturbance setting.

 The first key 29 is designed to disconnect the remote control 5 of the learner from the inputs of the modeling circuit in the passive learning mode. The sixth key 34 is designed to synchronously start the memory blocks for full-scale controls 1, full-scale disturbances 2, full-scale tasks 3 and full-scale outputs 4 on command from the teacher’s remote control 6. The third key 31 (Fig. 6) is designed to connect full-scale or modified (full-scale) controls and outputs to the information display unit 27. The fourth key 32 is designed to connect the control actions of the exemplary control system 35 and the corresponding model exemplary outputs of the control object from block 23 to the input of the information display unit 27. The fifth key 33 is designed to connect the outputs of blocks 21, 23, 35 to the second block 26 of the effectiveness assessment, where the quality of regulation of the student is evaluated, and the output of block 21 in addition to the input of the information display unit 27.

 Keys 29-34 can be implemented in the form of normally open contacts of electrical relays, which are turned on from the remote control 6 of the teacher. The switch 28 can be implemented in the form of, for example, a polarized relay, also controlled from the teacher's remote control.

 The switch 59 of the exemplary control system 35 is a dial switch (FIG. 4) with two groups of contacts (K1 and K2) in each field. Each contact group has three contacts, designated K1-1, K1-2, K1-3 and K2-1, K2-2, K2-3, respectively, for the first (K1) and second (K2) groups. The switch 59 allows you to organize three modes of operation of the system 35: when the contacts K1-1, K2-1 are closed, the control is perturbed, when the contacts K1-2, K2-2 are closed, the control is feedback, when the contacts K1-3, K2- 3 - combined regulation. The switch 59 switches to the desired position by the teacher manually and allows the student to demonstrate the effectiveness of various regulatory principles by changing the connection diagram of the controllers 56 and 57.

, (1) где k_u, Т и τ - коэффициент передачи по каналу управление - выход, постоянные времени инерции и запаздывания.The first 11, second 12 and third 13 models of control channels are implemented each in the form of, for example, a serial connection of the comparison unit, integrator and delay link, and the output of the integrator is also connected to the second input of the comparison unit, i.e., in the form of a first-order inertial link with delay with the transfer function of the form
φ _and (p) =

, (1) where k _u , Т and τ are the transmission coefficient for the control - output channel, the inertia and delay time constants.

The perturbation transformation channel model 14 is implemented, for example, in the form of a proportional link with a transfer function of the form
φ _ω (p) = k _ω , (2) where k _ω is the transmission coefficient of the channel perturbation - output.

 Models of control channels, a model of a perturbation transformation channel, adders, comparison blocks, integrators, scaling blocks can be implemented, for example, on the basis of standard operating elements of analog computing equipment (see Tetelbaum I.M., Shneider Yu.R. Practice of analog simulation of dynamic systems.: Reference manual. - M.: Energoatomizdat, 1987, p. 22, table B. 3; p. 74; table 1.3; p. 107, section 1.8).

 Quadrators can be implemented, for example, in the form of a circuit on p. 124, fig. 2.7 (see previous book).

 The information display unit 27 is implemented, for example, in the form of a graphic display, one or more multi-point recording devices or a group of single-point recording devices according to the number of monitored and displayed parameters (see A. Andreev A. Automatic indicating, recording and regulating devices. M.: Mechanical Engineering , 1973, p. 125, Fig. 37).

 The simulator device provides the parallel operation of two model-closed control systems: the learner, acting through the learner's console 5, and the exemplary control system 35. The learner's control actions are closed through the first model 11, the control actions of the exemplary control system 35 are closed through model 13.

 An exemplary control system 35, depending on the learning task, may operate in a combined control mode, in a feedback control mode, in a disturbance control mode. The desired mode is selected by switch 59.

 The simulator provides the ability to implement various modeling modes.

Simulation with full-scale disturbances ω, controls U, tasks y ^* and outputs y. The switch 28 is set to I. On the information display unit 27, in the exemplary control system 35, the data from the blocks 1,2,3 and 4 are received without changes to the inputs of the comparison blocks 20, 21, 23 and 24. The generators 7 and 8 are turned off. Block 9 changes tasks set to the middle (zero output) position. The input of model 14 is disconnected from sources 2 and 10 of disturbances by the second key 30.

Simulation for given perturbations ω ^* . Switch 28 is set to position II. The perturbation conversion channel model 14 is connected to the inputs of the perturbation sources through the third comparison unit 22 with a key 30. The teacher from the remote control 6 includes the perturbation setting unit 10. From its output, a perturbation of the required form ω ^* (a given perturbation) is input to the third block of comparison 22. The same signal ω ^* through the switch 28 is supplied to the information display unit 27. The second input of the third comparison block 22 receives a signal about full-scale disturbances ω from the output of block 2. At the output of block 22, a difference δω = ω-ω ^* is generated, which is fed to the disturbance transformation channel model 14, where δω is converted to the scale of the output value of the object δy _ω ^m according to the rule
δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{ω}}$ = k _ω · δω, (3) where k _ω is the transfer coefficient of model 14 (channel of the object perturbation – output). The signal δy _ω ^m shows how much the field value of the output value of the object from the unit 4 for storing field outputs will change if the specified perturbation ω ^* were realized instead of the perturbation ω on the object. The signal δy _ω ^m then goes to the modeling circuit for adders 15 and 19, where it is summed up with the output of the first 11 and third 13 models of control channels.

Mode of simulation with the generation of errors in the implementation of controls. In this mode, from the teacher’s remote control 6, a generator 7 of control implementation errors is started, where signals simulating control errors ε _and with the desired properties are recorded or generated. In the second adder 16, the control errors ε _and from the output of the generator 7 are summed with the full-scale controls U from the unit 1 for storing full-scale controls, forming a signal
U ^NM (t) = U (t) + ε _and (t). (4)
The signal U ^nm (t) is a full-scale model, that is, it changes purposefully with respect to the full-scale control action of U.

The signal ε _also arrives at the input of the second model 12 of the control channel, where the correction δy _U ^ε (t) of the output value of the object by the amount of control errors according to the rule
δy $\genfrac{}{}{0ex}{}{\text{ε}}{\text{and}}$ (t) = φ ₁₂ [ε _and (t)], (5) where φ ₁₂ is the operator of model 12 of the form (1).

The signal δy _and ^ε (t) is summed in the fourth adder 18 with the field value y (t) of the object output from block 4. The value of y _{ε, and} ^nm (t) = y (t) + δy _and ^ε (t) show what was would be the value of the output value of the object if the control action U would be implemented with an error ε _and at time t.

Mode of simulation with the generation of measurement errors of the outputs. In this mode, from the teacher’s remote control 6, a generator 8 of measuring errors of the outputs ε _y (t) is started and in the fourth adder 18 a field model signal y _{ε, y} ^nm (t) = y (t) + ε _y (t) is generated, showing what would be the value of the output of the object when measured with an error ε _y .

Simulation mode with changing tasks for the output of the object. In this mode, from the remote control 6, the teacher, through block 9, assigns the required correction δ y ^{* of the} full-scale job y ^* to the output value recorded in block 3, as a result of which a new task y ^{* is} received in the information display unit 27 and in the exemplary control system 35 ^* (t) = y ^* (t) + δ y ^* (t), which is formed in the third adder 17.

 Simulation modes, except the first one, can be implemented all at the same time or in any combination. The choice of simulation modes does not depend on the operating modes of the exemplary control system 35, i.e., all of the above simulation modes can be implemented both when the system 35 is operated in the combined control mode, and in the control modes by feedback or perturbations.

 Operator training using this simulator can be carried out in two modes: passive training and active training.

 Passive learning mode.

 The training is carried out by observing the trainee for full-scale or altered field-model data and the operation of the exemplary control system 35. Active adjustment of the trainee is not performed. The output of the student’s remote control 5 is switched off with the key 29 from the input of the modeling circuit (block 20) and the information display unit 27. Opening the key 29 is carried out with the remote control 6 of the teacher. From the same remote control the board on the remote control 5 of the student "Passive learning mode" is turned on. The output of the model student’s object of regulation is disconnected from the second block 26 for evaluating the effectiveness and the block 27 for displaying information by opening the contacts of the key 33. The output of the system 35 and the output of block 23 (the output of the simulating circuit of the system 35) are disconnected from the block 26. The second block 26 performance evaluation does not work. To the inputs of the information display unit 27 are turned on via the switch 28 full-scale (from block 2) or specified (from block 10) perturbations; reference values of disturbances entered from the teacher's panel 6; assessment of the effectiveness of full-scale controls from the first block 25 of the assessment of effectiveness; exemplary controls and exits from blocks 35 and 23, respectively, through a fourth key 32; full-scale or full-scale model controls and outputs from the adders 16 and 18, respectively, through the third key 31; full-scale or altered tasks from the output of the adder 17.

 The teacher from the remote control 6 launches through the sixth key 34 blocks for storing field controls 1, disturbances 2, tasks 3 and outputs 4. Depending on the selected simulation mode, the generator 7 of errors in the implementation of controls and the generator of 8 errors in measuring the outputs turn on or off, corrects the task if necessary through block 9. The switch 28 is set to the desired position. If the simulation mode with the specified disturbances is selected, then the disturbance setting block 10 is additionally turned on from the teacher's console 6. Key 59 sets the operating mode of the exemplary control system 35 — combined control, feedback control, disturbance control.

 In this mode, on-site information display unit 27, the student is shown full-scale or full-scale model data in comparison with model solutions. The student, observing them, learns to make decisions in specific production situations recorded in blocks 1-4 or simulated using blocks 7-10 and the corresponding models 12 and 14.

 Active learning mode.

 In this mode, the trained operator directly controls the simulated object, acting on model 11, and monitors the reaction of the object to its effects. As in the passive training mode, the exemplary control system 35 operates in this mode and the operator is able to compare the results of his activity with the exemplary results that are generated in the system 35.

 To work in this learning mode, the teacher from the remote control 6 performs the following actions: with the key 29 connects the learner's remote control 5 to the input of the learner’s model control object (input of the comparison unit 20), to the input of the second efficiency assessment unit 26 and to the input of the information display unit 27; the key 33 connects the output of the model control object of the student (the output of block 21) to the input of the second block 26 of the effectiveness assessment and to the input of the information display unit 27; with the same key, exemplary controls and outputs from blocks 35 and 23, respectively, are connected to block 26; on the remote control 5 of the learner the “Active learning mode” panel is turned on.

 In addition to the passive learning mode listed in the description of the passive learning mode, the inputs of the information display block 27 now include the student’s control actions from the student’s remote control 5 output via key 29, the student’s model control object’s output from block 21 output through key 33, and the student’s activity efficiency assessment from the second block output 26 performance evaluations.

 Depending on the task of teaching the teacher from the remote control 6 from the information display unit 27, groups of variables can be disabled in any combination: full-scale or full-scale controls and exits from adders 16 and 18 with key 31, exemplary controls and exits from blocks 35 and 23 with key 32 This, for example, needs to be done at the final stages of training, when the student must work completely independently without any clue, which can be used as field data and data from the model system, then the teacher from the remote control 6 sets the switch 28 to the desired playback mode of disturbances. If the switch is set to position II (set disturbances), then the block 10 sets the disturbances. The switch 59 selects the operating mode of the system 35. Runs through the key 34 blocks 1-4 storing field data and, if necessary, depending on the selected simulation mode, the generators 7 and 8.

The student, observing the readings of the devices of the information display unit 27, makes a decision on the process control and implements it with the help of a manual remote set-up, installed on the student’s remote control 5. From the output of the setter, the signal U ^m enters the input of the first comparison unit 20, the second input of which receives a signal about the full-scale U or full-scale model U ^nm control action from the adder 16. Next, for the convenience of presentation, we consider the simulation mode with full-scale data.

In block 20, a difference signal is generated
δU ^m (t) = U (t) -U ^m (t), (6) which is fed to the input of the first model 11 of the control channel, where the reaction of the model is formed
δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{and}}$ (t) = φ ₁₁ [δU ^M (t)], (7) where φ ₁₁ is the model 11 operator of type (1).

The signal δy _and ^M passes without change through the adder 15 and enters the input of the second comparison unit 21, the second input of which receives a signal about the full-scale output y from the adder 18.

In block 21, a model value of the output quantity is formed.
y ^m (t) = y (t) - δy _and ^m (t), (8) which shows what would happen on the object if instead of the full-scale control actions U (t), the effects of the learner U ^m (t) were implemented.

The signal y ^m from the output of block 21 through key 33 enters the second block 26 for evaluating the effectiveness and in block 27 of the information display, and the control process continues until the task of learning is solved.

If, for example, training takes place with given perturbations, then the signal δy ^m from model 11 is added to the signal δy _ω ^m from model 14 in the adder 15, and the model value of the output quantity in this case is
y $\genfrac{}{}{0ex}{}{\text{M}}{\text{t}}$ = y (t) - [δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{and}}$ (t) + δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{ω}}$ (t)]. (9)
If training is carried out in the simulation mode with the generation of errors in measuring the outputs ε _y , then in expressions (8) and (9), instead of y, the quantity y _{ε, y} ^nm (t) = y (t) + ε _y (t) will be involved.

If the training is conducted in simulation mode with the generation of errors in the implementation of control ε _and , then expression (6) is written as follows:
δU ^m (t) = U ^nm (t) -U ^m (t), (10) where U ^nm (t) = U (t) + ε _and (t), and expressions (8) and (9) have, respectively view
y ^M (t) = y (t) -δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{and}}$ (t) + δy $\genfrac{}{}{0ex}{}{\text{ε}}{\text{and}}$ (t); (eleven)
y ^M (t) = y (t) - [δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{and}}$ (t) + δy $\genfrac{}{}{0ex}{}{\text{m}}{\text{and}}$ (t)] + δy $\genfrac{}{}{0ex}{}{\text{ε}}{\text{and}}$ , (12) where δy _and ^ε are the change in the output value of the object under the influence of errors ε _{and the} implementation of controls formed in model 12 (5).

The specific form of the formulas for calculating y ^m is determined by the selected combination of control modes, which were described above.

 In parallel with the trainee, an exemplary control system 35, closed to its model object, works. The operation of an exemplary control system 35 will be considered sequentially by control modes.

In the control (regulation) mode perturbation to the output of the system 35 through the switch 59 is connected only the output of the controller 56 perturbation. Communication between regulators 56 and 57 is absent. A signal δω = ω-ω ^o is supplied to its input ^{. It} is generated in block 54 of the comparison and is equal to the difference between the full-scale ω (from switch 28) and the reference ω ^o (from console 6) perturbation values. If the simulation is carried out according to the given disturbances ω ^* , then δω = ω ^* -ω ^o . The controller 56 perturbation can be implemented, for example, in the form of a proportional link with a tuning factor k _{p, w} . Then a control action is formed at its output
U $\genfrac{}{}{0ex}{}{\text{0}}{\text{w}}$ (t) = k _{p, w} δ _ω (t), (13) which passes to the output of system 35.

y $\genfrac{}{}{0ex}{}{\text{0}}{\text{(}}$ _t-τ)-y

, (14) где y⁰ - образцовое модельное значение выходной переменной, соответствующее образцовым управлениям U_y ⁰; y^* - задание, поступающее из сумматора 17 (натурное или измененное);
k_р,y - настроечный коэффициент регулятора обратной связи. Разность [y⁰(t- τ)-y^*(t)] формируется в блоке 55 сравнения.When controlling by feedback, only the output of the feedback controller 57, which implements, for example, the following algorithm, is connected to the output of the system 35 via a switch 59:
U $\genfrac{}{}{0ex}{}{\text{0}}{\text{y}}$ (t) = k

y $\genfrac{}{}{0ex}{}{\text{0}}{\text{(}}$ _t-τ) -y

, (14) where y ⁰ is the model model value of the output variable corresponding to the model controls U _y ⁰ ; y ^* - task coming from the adder 17 (full-scale or changed);
k _{p, y} - tuning factor of the feedback regulator. The difference [y ⁰ (t-τ) -y ^* (t)] is generated in the block 55 comparison.

The signal U _y ⁰ (t) passes through the switch 59 to the output of the system 35.

With combined regulation, the total control action is formed
U ⁰ (t) = U _w ⁰ (t) + U ⁰ _y (t), (15) where U _w ⁰ (t) and U _y ⁰ (t) are the control actions generated by the regulators according to the disturbance 56 and feedback 57 .

 Modeling to assess the effects of model controls is as follows.

A control action, for example, U ⁰ (t) is supplied to the fifth comparison unit 24, in which a difference, for example, of the form
δU ⁰ (t) = U (t) -U ⁰ (t), (16) where U is the full-scale control (in the general case, the full-scale control U ^nm can be used instead of U).

The signal δ U ⁰ (t) arrives at model 13, where the reaction of the model is formed
δy $\genfrac{}{}{0ex}{}{\text{0}}{\text{and}}$ (t) = φ ₁₃ [δU ⁰ (t)], (17) where φ ₁₃ is the model 13 operator of type (1).

y $\genfrac{}{}{0ex}{}{\text{0}}{\text{и}}$ (t)+δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{ω}}$ (t)

; (19)
в режиме моделирования с генерацией ошибок управления
y⁰(t)= y(t)-δy $\genfrac{}{}{0ex}{}{\text{0}}{\text{и}}$ (t)+δy $\genfrac{}{}{0ex}{}{\text{ε}}{\text{и}}$ (t); (20)
в режиме моделирования с генерацией ошибок измерения выходов
y⁰(t)= y(t)-ε_y(t)-δy $\genfrac{}{}{0ex}{}{\text{0}}{\text{и}}$ (t). (21)
Уравнения, описывающие процесс формирования выхода y⁰(t) при комбинации режимов, получаются из уравнений (18)-(21) путем комбинации составляющих их правых частей.Next, in the adder 19 and the comparison unit 23, a model output y ⁰ (t) of an exemplary control system is formed similar to the student’s model output. The equations describing this process for the main modeling modes have the form when using only field data
y ⁰ (t) = y (t) - δ y _and ⁰ (t); (eighteen)
when modeling with given perturbations
y ⁰ (t) = y (t) -

y $\genfrac{}{}{0ex}{}{\text{0}}{\text{and}}$ (t) + δy $\genfrac{}{}{0ex}{}{\text{M}}{\text{ω}}$ (t)

; (nineteen)
in simulation mode with control error generation
y ⁰ (t) = y (t) -δy $\genfrac{}{}{0ex}{}{\text{0}}{\text{and}}$ (t) + δy $\genfrac{}{}{0ex}{}{\text{ε}}{\text{and}}$ (t); (twenty)
in simulation mode with output measurement error generation
y ⁰ (t) = y (t) -ε _y (t) -δy $\genfrac{}{}{0ex}{}{\text{0}}{\text{and}}$ (t). (21)
The equations describing the process of formation of the output y ⁰ (t) with a combination of modes are obtained from equations (18) - (21) by a combination of the right-hand sides that compose them.

The output y ⁰ (t) comes from block 23 to blocks 26 and 25 for evaluating the effectiveness, to block 27 of the information display and to the input of controller 57 of the exemplary control system 35.

The signal y ⁰ (t) shows what would be at the output of the control object if instead of, for example, full-scale controls U, the control actions U ⁰ (t) of the exemplary control system 35 were implemented.

[y(t)-y⁰(t)] ²dt+

[U(t)-U⁰(t)] ²dt, (22) где Q^н(t) - оценка качества натурного управления; y(t) и U(t) - натурные выходы и управления; y⁰(t) и U⁰(t) - образцовые выходы и управления; γ₁, γ₂ - настраиваемые коэффициенты первого 42 и второго 43 масштабирующих блоков; γ₁+γ₂ = 1, например; пределы интегрирования: 0 - начало работы, Т - момент окончания управления, соответствующее началу и концу участка натурных данных.The signals U ⁰ (t) and y ⁰ (t) serve as the basis for evaluating the effectiveness of managing the full-scale object and the trainee, which are formed respectively in the first 25 and second 26 blocks of evaluating the effectiveness. In the first block 25 of the effectiveness assessment, the quality of control on the full-scale object is evaluated in comparison with the model outputs y ⁰ and controls U ⁰ according to the following algorithm:
Q ^H (t) = γ ₁

[y (t) -y ⁰ (t)] ² dt +

[U (t) -U ⁰ (t)] ² dt, (22) where Q ⁿ (t) is the assessment of the quality of field control; y (t) and U (t) are field outputs and controls; y ⁰ (t) and U ⁰ (t) - exemplary outputs and controls; γ ₁ , γ ₂ - customizable coefficients of the first 42 and second 43 scaling blocks; γ ₁ + γ ₂ = 1, for example; limits of integration: 0 - the beginning of work, T - the moment of termination of control corresponding to the beginning and end of the field of field data.

[y^М(t)-y⁰(t)] ²dt+

[U^M(t)-U⁰(t)] ²dt, где Q^м(t) - оценка качества управления обучаемого;
y^м(t) и U^м(t) - его управляющие воздействия и соответствующие им выходы; γ₁, γ₂ - коэффициенты третьего 51 и четвертого 52 масштабирующих блоков, равные коэффициентам γ₁и γ₂ из выражения (22).In the second block 26 of evaluating the effectiveness, the quality of management, which is achieved by the trainee, is also evaluated with respect to exemplary outputs and controls. Block 26 implements the following algorithm:
Q ^M (t) = γ ₁

[y ^M (t) -y ⁰ (t)] ² dt +

[U ^M (t) -U ⁰ (t)] ² dt, where Q ^m (t) is the assessment of the student’s management quality;
y ^m (t) and U ^m (t) are its control actions and their corresponding outputs; γ ₁ , γ ₂ are the coefficients of the third 51 and fourth 52 scaling blocks, equal to the coefficients γ ₁ and γ ₂ from expression (22).

Assessment of the quality of management Q ⁿ (t) and Q ^m (t) are received in the information display unit 27 and serve as the basis for stimulating the learner, for controlling the learning process, for example, by changing the complexity of the control tasks, changing the tempo of reproduction of data sections, etc.

 The use of the proposed simulator for training operators of process control systems, in particular, in the metallurgical industry, made it possible to reduce the training period by more than two times in comparison with the prototype. The rate of formation of management skills using the proposed simulator corresponds to an approximately exponential curve with a transition period from the beginning of training to the established control quality of 150-200 heats for the converter and 50-70 issues for the blast furnace. When training using the prototype simulator, selected as the base object, these figures are 300-350 swimming trunks and 70-120 issues, respectively.

 By the end of the training period, the quality of management of students on the proposed simulator was 0.75 units. from achieved on a full-scale object against 0.35 units; when training using the prototype simulator.

 In addition, the use of the proposed simulator made it possible to train the operator not only in full-scale modes, but also to reproduce modes different from natural ones, for example, emergency ones and with imitation of various kinds of control errors, and to train operators in actions in these modes with modeling and demonstrating to the learner the results of their activities, which ensured the expansion of the training process on the simulator (compared to the prototype simulator selected as the base object).

Claims (1)

 SIMULATOR OF THE OPERATOR OF TECHNOLOGICAL PROCESSES CONTROL SYSTEMS, containing teacher and student remote controls, four comparison units, first adder, first and second keys, perturbation unit, natural perturbation memory units, controls, tasks and output signals, information display unit and switch, the output of which is connected with the first input of the information display unit, the first output of the teacher’s console is connected to the input of the perturbation unit, the output of which is connected to the first inputs of the first comparison unit and a switch, the second input of which is connected to the second output of the teacher’s panel, the third output of which is connected to the input of the student’s panel, and the fourth output is connected to the first input of the first key, the second input of which is connected to the output of the first comparison unit, the second input of which is connected to the third input of the switch and the output of the memory unit full-scale disturbances, characterized in that, in order to expand the didactic capabilities of the simulator, the fifth comparison unit, the second, third, fourth and fifth adders, the third, the fourth the second and fifth keys, a block for setting errors of control signals, a block for setting errors in output signals, a block for changing tasks, two blocks for evaluating the effectiveness of control, a block for modeling a channel for converting disturbances, and three blocks for modeling control channels, the outputs of which are connected to the first inputs of the first, second, and of the third adders, the outputs of the second key are connected to the inputs of the memory blocks of natural disturbances, controls, tasks and output signals, and the input is connected to the fourth output of the remote control I, the fifth, sixth and seventh outputs of which are connected respectively to the inputs of the error signal assignment blocks of the control signals, the error signal assignment block of the output signals and the task change block, and the eighth output is connected to the first input of the third key, the second input of which is connected to the output of the student’s console, and the output connected to the first input of the first control effectiveness evaluation unit, the second input of the information display unit and the first input of the second comparison unit, the output of which is connected to the input of the first control channel modeling unit and the second input of which is connected to the first inputs of the fourth key, the second control efficiency evaluation unit and the third comparison unit and the output of the fourth adder, the first input of which is connected to the output of the full-scale memory control unit, and the second input is connected to the output of the control signal error setting unit and the input of the second control channel simulation block, the outputs of the full-scale job memory block and the job change block are connected respectively to the inputs of the fifth adder, the output of which is connected to the first the input of the reference signal specifying unit and the second input of the information display unit, the third and fourth input of which are connected to the first and second outputs of the fourth key, and the fifth and sixth inputs are connected to the output of the fifth key, the first input of which is connected to the ninth output of the teacher's console, tenth output which is connected to the second input of the reference signal setting unit, the third input of which is connected to the eighth input of the information display unit and the tenth output of the teacher's console, the fourth input is connected to the output of the switch, the fifth input is connected to the first inputs of the fifth and sixth keys, the second input of the second control efficiency evaluation unit and the output of the fourth comparison unit, and the output is connected to the third input of the second control efficiency evaluation unit and the second inputs of the fifth and sixth keys and the third comparison unit, output which is connected to the input of the third block of modeling the control channel, the ninth and tenth inputs of the information display block are connected to the outputs of the first and second blocks of evaluating the effectiveness of control, you the first key path is connected to the input of the perturbation conversion channel modeling block, the output of which is connected to the second inputs of the first and second adders, the outputs of which are connected respectively to the first inputs of the fourth and fifth comparison blocks, the second inputs of which are connected to the second input of the fourth key, the fourth input of the second block evaluating the effectiveness of control and the output of the third adder, the second and third inputs of which are connected to the outputs of the unit for setting errors in measuring the output signals and the natur memory block outputs, the twelfth, thirteenth and fourteenth outputs of the teacher’s desk are connected respectively to the third inputs of the fourth, fifth and sixth keys, the fourth input of the sixth key is connected to the output of the fifth comparison unit, and the second and third outputs are connected to the third and fourth inputs of the first control evaluation unit .

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