Engineering Institute of Technology

 

Unit Name

PROGRAMMABLE LOGIC CONTROLLERS

Unit Code

BIA 205S

 

Unit Duration

Term

Award

Bachelor of Science (Engineering)

 

Duration 3 years

Year Level

Two

Unit Creator/Reviewer

 

Core/Sub-discipline

Sub-discipline

Pre/Co-requisites

 

-

Credit Points

3

 

Total Program Credit Points 81 (27 x 3)

Mode of Delivery

Online or On-campus

Unit Workload

(Total student workload including “contact hours” = 10 hours per week)

Pre-recordings / Lecture – 1.5 hours Tutorial – 1.5 hours

Guided labs / Group work / Assessments – 2 hours

Personal Study recommended - 5 hours

Unit Description and General Aims

The objective in presenting this unit is to impart to students relevant knowledge of programmable electronic controllers, particularly programmable logic controllers (PLCs). The subject matter covered in this unit will include: the basic architecture of PLCs and the associated principles of input/output devices and communication systems; the basic principles of programming PLCs, in conjunction with more advanced programming principles and practices; and, the important aspects of system design and integration. Students will also undertake a project involving system design and testing, with emphasis on design, integration, safety, and security.

Learning Outcomes

On successful completion of this Unit, students are expected to be able to:

  1. Detail the basic architecture for PLCs.

  2. Compute number code conversions.

  3. Detail the principles of operation of input/output signals and devices.

  4. Construct simple programs for basic control functions.

  5. Construct advanced programs using sub-routines, timers, etc.

  6. Design and implement an integrated system.

Professional Development

Completing this unit may add to students professional development/competencies by:

  1. Fostering personal and professional skills and attributes in order to:

    1. Conduct work in a professionally diligent, accountable and ethical manner.

    2. Effectively use oral and written communication in personal and professional domains.

    3. Foster applicable creative thinking, critical thinking and problem solving skills.

    4. Develop initiative and engagement in lifelong learning and professional development.

    5. Enhance collaboration outcomes and performance in dynamic team roles.

    6. Effectively plan, organise, self-manage and manage others.

    7. Professionally utilise and manage information.

    8. Enhance technologist literacy and apply contextualised technologist skills.

  2. Enhance investigatory and research capabilities in order to:

    1. Develop an understanding of systematic, fundamental scientific, mathematic principles, numerical analysis techniques and statistics applicable to technologists.

    2. Access, evaluate and analyse information on technologist processes, procedures, investigations and the discernment of technologist knowledge development.

    3. Foster an in-depth understanding of specialist bodies of knowledge, computer science, engineering design practice and contextual factors applicable to technologists.

    4. Solve basic and open-ended engineering technologist problems.

    5. Understand the scope, principles, norms, accountabilities and bounds associated with sustainable engineering practice.

  3. Develop engineering application abilities in order to:

    1. Apply established engineering methods to broadly-defined technologist problem solving.

    2. Apply engineering technologist techniques, tool and resources.

    3. Apply systematic technologist synthesis and design processes.

    4. Systematically conduct and manage technologist projects, work assignments, testing and experimentation.

Engineers Australia

The Australian Engineering Stage 1 Competency Standards for Engineering Technologists, approved as of 2013. This table is referenced in the mapping of graduate attributes to learning outcomes and via the learning outcomes to student assessment.

 

Stage 1 Competencies and Elements of Competency

1.

Knowledge and Skill Base

1.1

Systematic, theory based understanding of the underpinning natural and physical sciences and the engineering fundamentals applicable to the technology domain.

1.2

Conceptual understanding of the, mathematics, numerical analysis, statistics, and computer and information sciences which underpin the technology domain.

1.3

In-depth understanding of specialist bodies of knowledge within the technology domain.

1.4

Discernment of knowledge development within the technology domain.

1.5

Knowledge of engineering design practice and contextual factors impacting the technology domain.

1.6

Understanding of the scope, principles, norms, accountabilities and bounds of sustainable engineering practice in the technology domain.

2.

Engineering Application Ability

2.1

Application of established engineering methods to broadly-defined problem solving within the technology domain.

2.2

Application of engineering techniques, tools and resources within the technology domain.

2.3

Application of systematic synthesis and design processes within the technology domain.

2.4

Application of systematic approaches to the conduct and management of projects within the technology domain.

3.

Professional and Personal Attributes

3.1

Ethical conduct and professional accountability.

3.2

Effective oral and written communication in professional and lay domains.

3.3

Creative, innovative and pro-active demeanour.

3.4

Professional use and management of information.

3.5

Orderly management of self and professional conduct.

3.6

Effective team membership and team leadership.

Graduate Attributes

Successfully completing this Unit will contribute to the recognition of attainment of the following graduate attributes aligned to the AQF Level 7 criteria, Engineers Australia Stage 1 Competency Standards for Engineering Technologists and the Sydney Accord:

 

Graduate Attributes

(Knowledge, Skills, Abilities, Professional and Personal Development)

EA Stage 1 Competencies

Learning Outcomes

A. Knowledge of Science and Engineering Fundamentals

A1. Breadth of knowledge of engineering and systematic, theory-based understanding of underlying principles, and depth of knowledge across one or more engineering sub- disciplines

 

1.1, 1.3

 

1, 2, 3, 4, 5, 6

A2. Knowledge of mathematical, statistical and computer sciences appropriate for engineering technology

 

1.2

 

1, 2, 3, 4, 5, 6

A3. Discernment of knowledge development within the technology domain

1.4

1, 4, 5, 6

A4. Knowledge of engineering design practice and contextual factors impacting the technology domain

 

1.5

 

1

B. Problem Solving, Critical Analysis and Judgement

B1. Ability to research, synthesise, evaluate and innovatively apply theoretical concepts, knowledge and approaches across diverse engineering technology contexts to effectively solve engineering problems

 

1.4, 2.1, 2.3

 

4, 5

B2. Technical and project management skills to design complex systems and solutions in line with developments in engineering technology professional practice

 

2.1, 2.2, 2.3, 3.2

 

6

C. Effective Communication

C1. Cognitive and technical skills to investigate, analyse and organise information and ideas and to communicate those ideas clearly and fluently, in both written and spoken forms appropriate to the audience

 

3.2

 

4, 5, 6

C2. Ability to engage effectively and appropriately across a diverse range of cultures

3.2

 

D. Design and Project Management

D1. Apply systematic synthesis and design processes within the technology domain

2.1, 2.2, 2.3

1

D2. Apply systematic approaches to the conduct and management of projects within the technology domain

 

2.4

 

3, 5

E. Accountability, Professional and Ethical Conduct

E1. Innovation in applying engineering technology, having regard to ethics and impacts including economic; social; environmental and sustainability

 

1.6, 3.1, 3.4

 

6

E2. Professional conduct, understanding and accountability in professional practice across diverse circumstances including team work, leadership and independent work

 

3.3, 3.4, 3.5, 3.6

 

4, 5

Unit Competency and Learning Outcome Map

This table details the mapping of the unit graduate attributes to the unit learning outcomes and the Australian Engineering Stage 1 Competency Standards for the Engineering Technologist.

 

 

 

Graduate Attributes

A1

A2

A3

A4

B1

B2

C1

C2

D1

D2

E1

E2

 

Engineers Australia Stage 1 Competency Standards for Engineering Technologist

1.1

 

 

 

 

 

 

 

 

 

 

 

1.2

 

 

 

 

 

 

 

 

 

 

 

1.3

 

 

 

 

 

 

 

 

 

 

 

1.4

 

 

 

 

 

 

 

 

 

 

1.5

 

 

 

 

 

 

 

 

 

 

 

1.6

 

 

 

 

 

 

 

 

 

 

 

2.1

 

 

 

 

 

 

 

 

 

2.2

 

 

 

 

 

 

 

 

 

 

2.3

 

 

 

 

 

 

 

 

 

2.4

 

 

 

 

 

 

 

 

 

 

 

3.1

 

 

 

 

 

 

 

 

 

 

 

3.2

 

 

 

 

 

 

 

 

 

3.3

 

 

 

 

 

 

 

 

 

 

 

3.4

 

 

 

 

 

 

 

 

 

 

3.5

 

 

 

 

 

 

 

 

 

 

 

3.6

 

 

 

 

 

 

 

 

 

 

 

 

Unit Learning Outcomes

LO1

 

 

 

 

 

 

 

LO2

 

 

 

 

 

 

 

 

 

 

LO3

 

 

 

 

 

 

 

 

 

LO4

 

 

 

 

 

 

LO5

 

 

 

 

 

LO6

 

 

 

 

 

 

Student assessment

Assessment Type

When assessed

Weighting (% of total unit marks)

Learning Outcomes Assessed

 

Assessment 1

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation

Example Topic: Number code conversions, PLC architecture.

Students may complete a quiz with MCQ type answers and solve some simple equations to demonstrate a good understanding of the fundamental concepts.

 

Week 3

 

15%

 

1, 2

 

Assessment 2

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation

Example Topic: Programming a PLC (basic principles) Students will write a short program, to be defined by the lecturer, in which a PLC will receive data; process it and provide an appropriate output signal. Functional block diagrams; logic functions and ladder diagrams to be used.

Students may provide solutions to simple problems on the listed topics.

 

Week 6

 

20%

 

3, 4

 

Assessment 3

Type: Multi-choice test / Group work / Short answer questions / Practical / Remote Lab / Simulation / Project

/ Report

Example Topic: Programming a PLC (advanced principles) - Students will write a short program, defined by the lecturer, for a PLC which employs multiple input conditions, subroutines, timers and counters

Students may complete a quiz with MCQ type answers or solve some simple problems or using software to complete a practical.

 

Week 9

 

20%

 

6

 

Assessment 4

Type: Examination or practical Example Topic: All topics

An examination with a mix of detailed report type questions and/or simple numerical problems to be completed in 3 hours

 

Final Week

 

40%

 

1 to 6

 

Attendance / Tutorial Participation

Example: Presentation, discussion, group work,

Continuous

5%

1 to 6

Assessment Type

When assessed

Weighting (% of total unit marks)

Learning Outcomes Assessed

exercises, self-assessment/reflection, case study analysis, application.

 

 

 

 

Prescribed and Recommended Readings

Textbook

IDC Technologies, Practical Programmable Logic Controllers (PLCs) for Automation and Process Control, IDC Technologies, Perth.

 

Reference

Hackworth JR, Hackworth FD, Programmable Logic Controllers: Programming Methods and Applications. Online version available at: https://www.nfiautomation.org/FREE_Download/Technical%20Documents/PLC/%28eBook%2 9%20%20PLC%20Programming%20Methods.pdf

 

 

Journal, website

N/a

 

Notes and Reference texts

IDC notes and Reference texts as advised Other material advised during the lectures Knovel library: https://app.knovel.com

 

Unit Content

One topic is delivered per contact week, with the exception of part-time 24-week units, where one topic is delivered every two weeks.

Topic 1

 

Programmable Logic Controllers

  1. Basic architecture (internal architecture, buses, systems)

  2. Number codes and systems (binary, hexadecimal, BCD, and etc.)

Topics 2 and 3

 

Input and Output

  1. Input and Output (I/O) devices (switches, sensors, strain gauges, and etc.)

  2. I/O processing (analogue, digital)

  3. Input units (opto-isolators, multiplexing, analogue to digital conversion)

  4. Output units (digital to analogue conversion, signal conditioning)

  5. Processing input signals

  6. Remote connections

Topics 4 and 5

 

Programming

  1. Ladder diagrams

  2. Logic functions (AND, NOT, OR, XOR, NAND, NOR)

  3. Functional block diagrams

  4. IEC 1131-3 programming languages (instruction lists, sequential function charts, structured text)

Topics 6 and 7

 

Communications

  1. Field buses

  2. Open standard communications systems and protocols

  3. Functional block diagrams

  4. IEC 1131-3 programming languages (instruction lists, sequential function charts, structured text)

Topics 8 and 9

 

Advanced programming

  1. Programming with multiple input conditions

  2. Set and reset

  3. Subroutines (jump and call programming)

  4. Timers (programming, sequence, cascade, and etc.)

  5. Counters, shift register, data manipulation

Topics 10 and 11

 

System design and integration

  1. Principles of Software Engineering

  2. Program development and testing

  3. Safe systems

  4. Commissioning and fault diagnosis

  5. Documentation

  6. Control systems

Topic 12

Project and Unit Review

In the final week students will have an opportunity to review the contents covered so far. Opportunity will be provided for a review of student work and to clarify any outstanding issues.