PROGRAMMABLE LOGIC CONTROLLER TRAINING MODULE FOR

POSITIONING AND SORTING

MUHAMAD FAUZI BIN ANUAR

A project report submitted in partial fulfilment of the

requirements for the award of the degree of

Master of Engineering (Mechanical – Advanced Manufacturing Technology)

Faculty of Mechanical Engineering

Universiti Teknologi Malaysia

JUNE 2014

iii

To my beloved mother Hajah Nurhajati, father Haji Anuar, mother-in-law Hajah

Rasenah, my wife Fauziah, my son Muhammad Faris and Muhammad Fitri, and my

daughter Faezah and Fatiha. Thank for all your support.

iv

ACKNOWLEDGEMENTS

Alhamdulillah, thank to Allah s.w.t., because of Him we are still here,

breathing His air, pleasuring His entire gift in this world. And most of all, for giving

me opportunities to learn His knowledge.

In preparing this thesis, I was in contact with many people, researchers,

academicians, and practitioners. They have contributed towards my understanding

and thoughts. In particular, I wish to express my sincere appreciation to my main

thesis supervisor, Associate Professor Dr. Adnan Hassan, for encouragement,

guidance, advices, critics, motivation and friendship. Without his continued support

and interest, this thesis would not have been the same as presented here.

I am indebted to my parents, Haji Anuar and Hajah Nurhajati, without whose

help, encouragement and patience. I would also like to thank my wife, Fauziah, for

her love, support and encouragement and other help throughout. Without their

continued support, I would never have gotten this thesis completed and who made it

all worthwhile.

My fellow postgraduate students should also be recognised for their support.

My sincere appreciation also extends to all my colleagues and others who have

provided assistance at various occasions. Their views and tips are useful indeed.

Unfortunately, it is not possible to list all of them in this limited space. I am also

grateful to all my family members.

v

ABSTRACT

In this project, a prototype of a Programmable Logic Controller (PLC)

training module for positioning and sorting was designed and developed. The design

was based on Programme Educational Objectives (PEO) and Program Learning

Outcomes (PLO) for Diploma in Industrial Mechatronics Engineering Technology

and Course Learning Outcomes (CLO) for Automation course (HFC4033) in Kolej

Kemahiran Tinggi MARA Balik Pulau. The prototype consists of two main parts that

are: i) Plug and Learn PLC Controller, and ii) Positioning and Sorting Training Kit.

Plug and Learn PLC Controller was developed using the Siemen S7-200 CPU 226 as

a controller and EM 253 was used as positioning wizard module. Positioning and

Sorting Training Kit used standard automation components namely conveyor, sensor

and others as input/output (I/O) to the prototype system. The learning activities were

conducted using two approaches that is Teacher Centred Learning (TCL) approach

and Student Centred Learning (SCL) approach. The effectiveness of the learning

approach and the PLC Training Module was evaluated using rubric marking scheme

and qualitative survey questionnaire. Based on this evaluation, two group taught in

SCL approach managed to complete assigned tasks faster than the group taught using

TCL approach. Group from the TCL approach completed the task in procedural

stages (structured) compared to the groups from the SCL approach that completed

the task in less structured (unstructured). However not all groups using SCL method

scored high marks in evaluation criteria for project functionality, design skills and

level of understanding. Finding also suggests that SCL approach does not guarantee

better performance among passive student. With this PLC training module using

SCL approach, the finding shows that the learning strategy can better prepare student

to solve real industrial problem. However, it does not necessarily motivated passive

student.

vi

ABSTRAK

Dalam projek ini, prototaip modul latihan PLC untuk memposisi dan

menyusun telah direka dan dibangunkan. Rekabentuk ini berdasarkan Objektif

Program Pendidikan (PEO) dan Program Hasil Pembelajaran (PLO) untuk kursus

Diploma Kejuruteraan Teknologi Mekatronik Industri dan Kursus Hasil

Pembelajaran (CLO) bagi kursus Automasi (HFC4033) di Kolej Kemahiran Tinggi

MARA Balik Pulau. Prototaip ini terdiri daripada dua bahagian utama iaitu i)“Plug

and Learn PLC Controller” dan ii)“Positioning and Sorting Training Kit”. “Plug and

Learn PLC Controller” telah dibangunkan menggunakan PLC Siemen S7-200 CPU

226 sebagai pengawal dan EM 253 digunakan sebagai modul bestari kedudukan.

“Positioning and Sorting Training Kit” menggunakan komponen piawai automasi

iaitu penghantar, sensor dan lain-lain sebagai masukan/keluaran (I/O) kepada sistem

prototaip. Aktiviti – aktiviti pembelajaran dijalankan menggunakan dua pendekatan

iaitu Pembelajaran Berpusatkan Guru (TCL) dan pendekatan Pembelajaran

Berpusatkan Pelajar (SCL). Keberkesanan pendekatan pembelajaran dan Modul

Latihan PLC dinilai menggunakan rubrik pemarkahan dan soal selidik kajian

kualitatif. Berdasarkan penilaian ini, dua kumpulan diajar dalam pendekatan SCL

berjaya menyiapkan tugas yang diberikan lebih cepat daripada yang diajar

menggunakan pendekatan TCL. Kumpulan daripada pendekatan TCL melengkap

tugas berstruktur berbanding dengan kumpulan dari pendekatan SCL melengkap

tugas kurang berstruktur. Walau bagaimanapun tidak semua kumpulan menggunakan

pendekatan SCL mendapat markah tinggi dalam kriteria penilaian untuk fungsi

projek, kemahiran reka bentuk dan tahap pemahaman. Penemuan juga menunjukkan

bahawa pendekatan SCL tidak menjamin prestasi yang lebih baik di kalangan pelajar

pasif. Dengan modul latihan PLC menggunakan pendekatan SCL, kajian

menunjukkan bahawa strategi pembelajaran yang lebih baik boleh menyediakan

pelajar untuk menyelesaikan masalah industri sebenar. Walau bagaimanapun, ia tidak

semestinya dapat memotivasikan pelajar pasif.

vii

TABLE OF CONTENTS

CHAPTER TITLE PAGE

DECLARATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ABSTRAK vi

TABLE OF CONTENTS vii

LIST OF TABLES xi

LIST OF FIGURES xii

LIST OF ABBREVIATIONS xv

LIST OF APPENDICES xvi

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of Study 1

1.3 Characteristics of Design Project 3

1.4 Statement of Problems 4

1.5 Objective of Study 5

1.6 Scope of Study 6

1.7 Important of Study 6

viii

2 LITERATURE REVIEW

2.1 Introduction 8

2.2 Overview on the Automation Course in KKTMBP 8

2.3 Overview of the Student Centred Learning 10

2.4 Positioning Module EM 253 12

2.5 Sorting Material 13

2.5.1 Proximity Sensors 14

2.6 Electrical Drive 16

2.6.1 Stepper Motor 17

2.7 Pneumatic Actuator 18

2.8 Programmable Logic Controller 19

2.9 Siemen S7-200 Programming 20

2.10 Review of on Related Works 24

2.10.1 Problem Based Learning Approach in

Programmable Logic Controller by Ahmad

Fairuz Muhd Amin et al. (2005)

24

2.10.2 Application of Problem-Based Learning to

PLC Experiment by Hu et al. (2010) 25

2.11 Summary of Literature Review 26

3 METHODOLOGY

3.1 Introduction 27

3.2 Project Planning 27

3.3 Project Flow Chart 27

3.4 Mission Statement 28

3.5 Gather Raw Data 29

3.6 Class Structure and Format 33

3.7 Prepare PLC course using SCL Approach 35

3.8 Developing Ill-Structured Problems 35

3.9 Develop a Trigger Question 38

3.10 The Method Applied Inside the Controller 38

3.11 Experiment Scheme 40

ix

3.12 Develop A Rubric Marking Scheme 43

3.13 Develop A Qualitative Survey Questionnaire 46

4 DEVELOPMENT OF THE PROTOTYPE TRAINING

KIT

4.1 Introduction 48

4.2 CAD Model and Drawing 48

4.3 Develop the PLC Training Set 51

4.4 Electrical and Pneumatic Diagram 53

4.4.1 Electrical and Pneumatic Diagram 53

4.4.2 Pneumatic System 56

4.5 Integration between the Controller and Training Kit 57

4.6 EM253 Position Module Setup Wizard 58

4.7 Assignment List of Input and Output 65

4.8 Sequence Step Diagram 66

4.9 PLC Logic Programming 68

5 LEARNING APPROACH AND RESULT ANALYSIS

5.1 Introduction 77

5.2 Sample of Work Sheet 77

5.3 Student Result 79

5.4 Analysis on Student Feedback 82

5.4.1 Student Feedback on TCL Approach 83

5.4.2 Student Feedback on SCL Approach 85

5.4.3 Student Feedback on the PLC Training

Module 88

5.5 Analysis of Effectiveness of the Training Module 89

x

6 CONCLUSION

6.1 Introduction 90

6.2 Conclusion 90

6.3 Suggestion for Future Development 93

REFERENCES 94

APPENDICES 99

xi

LIST OF TABLES

TABLE NO. TITLE PAGE

2.1 Siemens PLC characteristic 20

3.1 Automation Syllabus 31

3.2 Objectives and Syllabus Used In Developing the Training

Module

32

3.3 Relationship between Dimensions of Performance and

Objectives / Syllabus

43

3.4 Marking Rubric 44

4.1 The PLC Assignment List in Project 66

5.1 Efficiencies of TCL method 83

5.2 Deficiencies of TCL method 84

5.3 Efficiencies of SCL Method 86

5.4 Deficiencies of SCL Method 87

5.5 The Efficiencies of the PLC Training Module 88

5.6 The Deficiencies of the PLC Training Module 89

xii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

2.1 The Basic Teacher Centred Learning Approach (Existing) 9

2.2 Student Centred Learning (SCL) 12

2.3 Positioning Module EM 253 13

2.4 Inductive and Capacitive Sensor 14

2.5 Photoelectric Proximity Sensor Configurations: (A)

Diffuse Reflector; (B) Retro Reflector; (C) Through

Beam, (D) Fixed Focus, and (E) Fibre Optics

15

2.6 A Rotating Electric Motor 16

2.7 Stator and Rotor Electric Fields and the Forces Acting On

a Rotating Machine.

16

2.8 Internal Structure of PLC 19

2.9 Siemen PLC S7-200 CPU226 20

2.10 MicroWin software 21

2.11 Timer 21

2.12 Counter 22

2.13 RS/SR 23

3.1 Project Flow Chart 28

3.2 Mission Statement 29

3.3 PLO and PEO Matrix 30

3.4 CLO and PLO Matrix 30

3.5 Screenshot of the Lecture Note of 4A Class 34

3.6 Screenshot of the Practical Question of 4A Class 36

3.7 Screenshot of the Practical Question of 4B Class 37

3.8 Positioning and Sorting Flow Chart 37

xiii

3.9 Screenshot of the Trigger Question 38

3.10 PLC Experiment Scheme by SCL Approach 41

3.11 PLC Experiment Scheme by TCL Approach 42

3.12 Rubric Marking Formula 45

3.13 Rubric Marking Scheme 45

3.14 Questionnaire for 4A Class 47

3.15 Questionnaire for 4B Class 47

4.1 Isometric View of Plug N Learn PLC Controller 49

4.2 Panel Layout of the Plug N Learn PLC Controller 49

4.3 Isometric View of the Positioning and Sorting Training

Kit

50

4.4 Panel Layout of the Positioning and Sorting Training Kit 50

4.5 Top View of the Positioning and Sorting Training Kit 50

4.6 Front View of the Positioning and Sorting Training Kit 51

4.7 Side View of the Positioning and Sorting Training Kit 51

4.8 Working Prototype of the Plug N Learn PLC Controller 52

4.9 Working Prototype of the Positioning and Sorting

Training Kit

52

4.10 S7-200 CPU 226 Wiring Diagrams 53

4.11 Connecting an EM 253 Position Module to an Oriental

Motor Driver

54

4.12 Wiring Diagram of the Positioning and Sorting Training

Kit

54

4.13 Actual Wiring Diagram of the Plug N Learn PLC

Controller

55

4.14 Actual Wiring Diagram of the Positioning and Sorting

Training Kit

55

4.15 Pneumatic Wiring Diagram at the Positioning and Sorting

Training Kit

56

4.16 (a) Solenoid Valve and (b) Filter Regulator 56

4.17 Cylinder for Eject Part 57

4.18 Training Set Wiring Diagram 57

4.19 Integration between Controller And Training Kit 58

xiv

4.20 Module Position 58

4.21 Module Input Response 59

4.22 Motor Speeds 60

4.23 Jog Setting 60

4.24 Acceleration and Deceleration Times 61

4.25 Jerk Time 61

4.26 Reference Point Setting 62

4.27 Command Byte 62

4.28 Motion Profile Setting 63

4.29 Configure V-Memory 64

4.30 Configuration Generate 64

4.31 Position Configuration for 0 (Module 0) 65

4.32 The Sequence Step Diagram of the PLC 67

4.33 PLC program (network 1 to network 2) 68

4.34 PLC program (network 3 to network 5) 69

4.35 PLC Program (network 6 and network 8) 70

4.36 PLC Program (network 9 and network 11) 71

4.37 PLC Program (network 12 and network 15) 72

4.38 PLC Program (network 16 and network 18) 73

4.39 PLC Program (network 19 and network 21) 74

4.40 PLC Program (network 22 and network 24) 75

4.41 PLC Program (network 25 and network 28) 76

5.1 Answer Script Screenshot of Student 4A Class 78

5.2 Answer Script Screenshot of Student 4B Class 78

5.3 Student Perform the Experiment 79

5.4 Screenshot of Answer Script for Trigger Question (a) 1

and (b) 2

81

5.5 Screenshot of Rubric Marking Scheme for (a) 4A and (b)

4B

81

xv

LIST OF ABBREVIATATIONS

i. Programmable Logic Controllers PLC

ii. Direct Current DC

iii. Alternating Current AC

iv. Central Processing Unit CPU

v. Liquid-Crystal Display LCD

vi. Plug And Play PNP

vii. Earth Leakage Circuit Beaker ELCB

viii. Miniature Circuit Breaker MCB

ix. Problem-Based Learning PBL

x. Student Centred Learning SCL

xi. Teacher Centred Learning TCL

xii. Light Emitting Diode LED

xiii. Kolej Kemahiran Tinggi MARA Balik Pulau KKTMBP

xiv. Input/Output I/O

xv. Dominant Reset / Dominant Set RS/SR

xvi. Programme Educational Objectives PEO

xvii. Program Learning Outcomes PLO

xviii. Course Learning Outcomes CLO

xvi

LIST OF APPENDICES

APPENDIX NO. TITLE PAGE

A Gantt Chart 99

B Mapping Objective and Syllabus 102

C Drawing 108

D Student Name and Group 116

E Practical Question 119

F Trigger Question 1 126

G Trigger Question 2 130

H Rubric 147

I Qualitative Survey Questionnaire 150

J Student Result 155

K Survey Answer Script 193

1

CHAPTER 1

INTRODUCTION

1.1 Introduction

This chapter is introduced and consist of the Background of Study,

Characteristics of Design Project, Problem Statements, Objectives of Study, Scopes

of Study and Important of Study.

1.2 Background of Study

Well know, the Personal Computer (PCs) is popular used for process control

(Rullản, 1997). However, PCs is commercial-grade controllers are not normally

designed to tolerate the shock, vibration, temperature, and electrical noise frequently

found on the manufacturing floor (Gee, 1995). Therefore to overcome this problem a

Programmable Logic Controller (PLCs) are been used widely. The use of PLC

equipment has been increasing day by day being parallel to progress in the systems

of controls nowadays. Besides having technological advantages of using PLC, it also

decreases the prices in the advanced level and complex control systems.

2

Petruzella, F. D. (2005) defined Programmable Logic Controller (PLCs) is a

specialized computer used for the control and operation of manufacturing process

and machinery. It uses a programmable memory to store instructions and execute

functions including on/off control, timing, counting, sequencing, arithmetic, and data

handling (Johnson, 2007). Where older automated systems would use hundreds or

thousands of electromechanical relays, a single PLC can be programmed as an

efficient replacement (Hassapis, 2003; Kamen and Gazarik, 1997; Anderson, 2002).

The functionality of the PLCs has evolved over the years to include capabilities

beyond typical relay control. Sophisticated motion control, process control,

distributive control systems, and complex networking have now been added to the

PLC’s functions (Saygin and Kahraman, 2004). Therefore, PLCs provide many

advantages over conventional relay type of control, including increased reliability,

more flexibility, lower cost, communication capability, faster response time and

convenience to troubleshoot (Rehg, 2002).

PLC can be a part of an automated system in manufacturing company

(Barrett, 2008). The automation systems use electro-pneumatic technology. Electro-

pneumatic technologies are formed mainly by three kinds of elements: actuators or

motors, sensors or buttons and control elements like valves. Most of the control

elements used to execute the logic of the system was substituted by the

Programmable Logic Controller (PLC). Sensors and switches are plugged as inputs

and the direct control valves for the actuators are plugged as outputs. An internal

program executes all the logic necessary to the sequence of the movements,

simulates other components like counter, timer and control the status of the system

(Świder et al., 2005).

With the use of the PLC, the manufacturing lead time will be reduced.

Because it is possible to create and simulate the system as many times as needed.

Therefore, time can be saved, risk of mistakes reduced and complexity can be

increased using the same elements.

For the reason and advantage of PLC as main control device used by the

industry, thus the learning model or tool must be design and develop to prepare

students knowledge and experience to the real-world situation. In Kolej Kemahiran

3

Tinggi MARA Balik Pulau (KKTMBP), the automation course, which is done by

practicing PLC simulation in the laboratories, will increase the knowledge of the

students in this subject. However, the successful of it will decrease if the PLC

education module is not suitable for the education purpose. For this concern, the

PLC education module, which is the subject of this thesis, is considered.

1.3 Characteristics of Design Project

The topic of this project named as: Programmable Logic Controller Training

Module for Positioning and Sorting. A small scale (prototype) positioning and

sorting machine will be developed and it was fully automated and controlled by

programmable logic controller (PLC). The prototype of project will be designed for

education purpose in Kolej Kemahiran Tinggi MARA Balik Pulau. The observation

of the education module will be done to measure it effectiveness and it deficiencies.

The aim of this project is to develop a training module that will be used on

training courses, education lectures or lab sessions to show the application of

automation in industry and bear out ease of use of automation in processing and

production line. The training module will be used as a demo to show how a

mechanical system aided by programming system to enhance its functions without

human intervention. By development of training module, this will provide

convenience for trainer or lecture do their presentation to trainee or students and they

easy understand by observe the demo executed by training module. The purpose of

this project is to fulfil requirements in market especially high education institutes,

manufacturing industries and semiconductor industries because these areas needed

different types of small scale automate machine as training module for their

automation and PLC curriculum.

In this project, stepper motor, electro-pneumatic, sensor and conveyer were

used for PLC education. These all elements are fixed in the training module. So,

students will be given education about programming of PLC, PLC wiring and setting

the stepper motor into Programmable Logic Controller. Inside the module S7-200

4

CPU 226 PLC was used that the SIEMENS firm manufactured, this PLC is enough

for the education at the basic level (Yilmaz and Çobantepe, 2010).

1.4 Statement of Problems

The trend toward automation of production equipment is putting great

demands on people since the early of 1970s. The manufacturers have worked to

increase productivity, capability, reliability, and flexibility by using technologies. In

order to achieve these are making use more and more automation in manufacturing.

PLC is one of the solutions. PLCs remain the tool of choice for end-users as they are

designed specifically for use in industrial environments and are guaranteed long-term

support by vendors (Hajarnavis and Young, 2008). At this point, understanding PLC

system, PLC programming and PLC connections and briefly PLC education are

important for the student (Bayrak and Cebeci, 2012) especially student that involved

with automation, manufacturing and mechatronics engineering discipline.

The PLC education, which is done by practicing in the laboratories, will

increase the success of the students in this subject who attends to vocational high

school (Yilmaz and Katrancioglu, 2011). In Kolej Kemahiran Tinggi MARA Balik

Pulau, the PLC courses were taught to semester three students for Diploma in

Manufacturing Engineering Technology programme and Diploma in Industrial

Mechatronics Engineering Technology programme. At the middle of this course, the

student will practically do a laboratory exercises. Generally, teacher will give a short

introduction of experiment scheme, and then tell students how to connect input and

output ports of PLC to a simulation I/O (input/output) panel. The simulation I/O

panels provide switches for input into the PLC and light emitting diodes (LEDs) for

output from the PLC. The LED were arranged to meet the suitability of the

simulation mask for example a traffic light simulator. Experiment result is only

checked with LED effect. Thus, students not have experience in a real industrial

situation. From author’s experience, this traditional approach resulted in:-

5

a) Many students do experiment by copying other student’s program because

doing a same simulation I/O. Then, program ability of PLC does not be

trained.

b) Student will have a problem to understand the integration between PLC and

connecting the I/O based on the real situation in the industry

c) Less experience because the existing training system is too simple and does

not meet the requirement in the manufacturing industry

d) Student will have a problem to start programming the PLC controller if the

problems are slightly different.

1.5 Objective of Study

The main objectives of this project are:-

a) To design Programmable Logic Controllers training module for positioning

and sorting as an input/output (I/O)

b) To develop a PLC training module towards Student Centred Learning (SCL)

approach for teaching and learning of the:-

i) Integration between controller (PLC) and its I/O (positioning and

sorting).

ii) Setup and configure the I/O

iii) PLC Logic programming (software structure)

c) To evaluate effectiveness of the designed training module by comparison

between Teacher Centred Learning approach and Student Centred Learning

approach.

6

1.6 Scope of Study

The main aim of this study is to design and development of PLC training

module for positioning and sorting. At this stage basic there is important to recognize

the scope of study. The scope consists five main section stated below: The scope of

the study is:-

a) the PLC training module is using for student mechatronics semester four

undertaking the automation course at KKTMBP of January - June 2014

session

b) student will not involve in hardware development but focusing on integration

between controller and input/output and setup and construct a PLC logic

programming using prototype develop in the study

c) for student understanding in the knowledge, comparison between existing

approach (Teacher Centred Learning) and Student Centred Learning

approach based on achievement in technical knowledge (problem solving

skill – quality and timing) and soft skill ( team work and presentation skill)

d) conduct a questionnaire survey to identify the effectiveness and deficiencies

of the both approach and the developed prototype

1.7 Important of the Study

Consumer product manufacturers increasingly rely on the cooperative

development of multi-disciplinary technical systems that often span the electrical,

mechanical, and industrial engineering domains. Design and production engineers

are frequently organized into cross-functional teams in which members bring critical

skills to the assembled group (Wagner, 1999). To facilitate multi-disciplinary teams,

engineers must develop their teamwork, problem solving, synergistic design, and

communication skills as well as the traditional technical competencies (Slivovsky et

al., 2003; Simpson et al., 2001). Further, it is increasingly presumed that competitive

engineering graduates will have these skill sets in place and be able to contribute

immediately to their assigned teams (Steiner, 2004). In essence, the expanding

7

implementation of sensors, actuators, and digital control across all engineering

systems suggest that students need a mechatronic systems perspective (Grimheden

and Hanson, 2001) with an opportunity to develop leadership, communication, and

interpersonal skills. The availability of mechatronic courses within the engineering

curriculum can help prepare students for the global workplace. In order to make this

happen, the study for design and development of PLC training module for

positioning and sorting are importance. In this training module, student will be able

to:-

a) Learn the basic operation of positioning and sorting.

b) Structure of input and output (switches button and components) and their

address.

c) Identify the positioning and sorting components on PLC training module.

d) Describe the function of PLC logic programing such as position and timer

function.

e) Design a ladder diagram and function block diagram program structure and

learn how to program then minimize the program language to be a simple

network program.

94

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