Feedback System Design (Spring 2021)
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Welcome to 6.302/6.320 -- Taking Control has never been more important!
See the calendar and handouts link on the "Information" tab above for handouts and syllabus.
Have you ever wondered about the control strategies used temperature regulators, quad-copters, aircraft autopilots, self-driving cars and agile robots? Are you curious about the policies that govern flow in large networks, like the web or the electric power grid? Or are your interests more biological, and you want to know how the body maintains balance, regulates glucose, or repels infection? Or maybe you used a PID controller in a robotics competition, and are now ready to learn more?
If so, you are interested in the general topic of feedback control, in which sensor data (e.g. brightness, temperature, velocity, location, etc.) is used to adjust or correct actuation (e.g. steering, acceleration, or heater output). And yes, as the above examples make clear, feedback control is ubiquitous. But, it is also a uniquely compelling example of mathematical theory guiding practical design. In 6.302/6.320 we will try to introduce you to this beautiful marriage of theory and practice, and try to give you a framework for further study, by focusing on a small set of key concepts, which we will apply to controlling several different physical artifacts.
6.302/6.320 Anywhere -- The lab kit.
KITS ARE SELF-CONTAINED AND SHIPPABLE: 6.302/6.320 can be taken anywhere!
The core of the lab kit is our PC board with two microcontrollers, four pulse-width modulated drivers, and several operational amplifier buffers. The microcontrollers are easily programmed with a version of the widely-used Arduino environment, sensors and actuators are easy to connect, and we've written software (in python and javascript) so your laptop can monitor and make adjustments in real time (you can even turn your laptop into a rudimentary oscilloscope). With the PC Board, a kit of parts (which includes motors, coils, sensors, propellers,lego, and 3-D printed connectors), a laptop (or better, two laptops), and our additional software, you will be able to build a variety of interesting artifacts, control them with a variety of approaches, and EASILY run experiments and collect data. We've worked very hard on the EASILY part, but there are so many laptops running so many different sets of software packages, so sometimes easily requires a little patience.
We think students who work together in pairs will have the best experience, but to make sure everyone can participate, and that everyone can do one-on-one interviews, we will get every student, on-campus or off, a 6.302/6.320 PC board and kit. The kit of parts, spread out and assembled into artifacts is shown below.
The left picture above is a spread of all the parts in the lab kit (except for the PC Board). As you can sort of see, there are motors, propellers, a coil, a high-permeability steel rod, optical distance sensors, hall-effect magnetic sensors, several small circuit bread boards, resistors, capacitors, jumpers, Lego parts, Lego-compatible 3-D printed parts, two power supplies, two USB to microUSB cables, a wire stripper, and a screwdriver. In the lower left corner are extra parts for midterm projects (wheels for a standing robot, extra parts for making a two-axis arm, an extra coil for magnetic positioning). The right picture above shows the parts assembled into artifacts (from right to left): optical sensing speed controller, two-propeller one-axis arm, and a magnetic levitator. The artifacts are shown in action below.
In the left picture above, we show a snapshot of a system that uses proportional-feedback to control the speed of a propeller. The propeller is spinning at a nominal speed of 80 rotations per second (RPS), so it appears as a blur in the picture. In the picture on the right, we show the plots from the laptop that is being used to monitor the behavior of the control system. As the leftmost plot (of the measured and desired speeds) shows, the desired propeller speed is being toggled between 80-5 and 80+5 RPS, and the measured (or actual) speed of the propeller is tracking (mostly) that toggling of the desired speed. Please take particular note of the "overshoot" in the propeller's measured RPS. That is, when the desired speed changes from 80-5 to 80+5 RPS, the measured speed exceeds 80+5 RPS but eventually "settles down" to the correct value. You'll come to understand why this overshoot occurs, and more importantly, will know how to change the sensing and the control to improve the system's performance, by the end of the first week of 6.302/6.320.
On the left is the magnetic levitation control system in action, in which an electromagnet is holding a permenant magnet suspended in space. If you look carefully, you can see that a small step input is causing a perturbation in the permenant magnet's position. That is, every second or so, the permanent magnet moves up or moves down slightly. On the right is a two-propeller arm, being controlled using a state-space based approach. Note that the arm is taking steps from -2 to 2 radians (or rotating about 230 degrees), and that three plots of the system behavior are being displayed on the laptop screen. If you look carefully at the leftmost of the three plots, which shows rotation angle, while watching arm rotation, you can see angle "overshoot" in both. That is, the arm rotates a little too far and then corrects itself. By the end of this class, you will be able to eaily design a much better state space controller.
6.302/6.320 FAQ
What is a typical week in 6.302/6.320?
Is 6.302/6.320 too advanced? Or too elementary?
How is 6.302/6.320 graded?
What class hours are required?
What are the final checkoff interviews?
Each of the final lab checkoff interviews are one-on-one, but are pass/retry(without penalty). We do these interviews individually because we try to tailor the interview to each student. So, we expect many of the first tries at these one-on-one interviews will involve untangling some confusions, but will be followed by second try interviews that demonstrate more thorough mastery. But we will also try to extend the understanding of even the best prepared students, so that every student learns something in every interview, and the experience is never just "box-checking".
Will there be an open-ended project?