Development of the security and fire system training stand for student training

Yusupov Bulat Zufarovich Student of the Information Security Systems Department of Kazan National Research Technical University named after A.N. Tupolev-KAI 420015, Russia, Republic of Tatarstan, Kazan, Bolshaya Krasnaya str., 55 Bulatusupov9@gmail.com Other publications by this author

Introduction

The task of a modern university is to prepare future specialists to carry out professional activities in production conditions and is currently focused on the ever–increasing demands from the labor and services market, which necessarily includes a sufficient level of formation of professional competencies and a high level of development of professionally important qualities and personal properties of the future graduate ^[1]. In the conditions of digitalization of higher professional education, the concept of personal development of students requires a revision of the role of the teacher and the organization of special training of participants in the mixed educational process ^[2]. The survey conducted by the authors of the work ^[3] confirmed that most of the students are ready for a new stage in the development of educational technologies, but they have insufficient knowledge and do not fully understand the complexity and versatility of digitalization of education. To increase competence, it is important to use real laboratory complexes, where students receive practical work experience ^[4,5,6]. As an example, let's consider the created laboratory stand of the security and fire system (hereinafter OPS) within the framework of the discipline "Technical means of protection".

 Stand development

The laboratory stand is an OPS built on the basis of the receiving and control device (hereinafter referred to as the control panel) "Astra-812 Pro" (Fig. 1), which serves to process data from the detectors, transmit signals to the centralized monitoring panel (PCN) about the status, alert security services, as well as control of the detectors themselves ^[7].

Figure 1. Training stand OPS ASTRA – 812

The laboratory stand consists of the following components:

1. power supply Astra-712/0, feeding all components of the stand;

2. receiving and control device Astra-812 Pro;

3. The Astra-713 expander, which is connected to the control panel;

4. Matrix-II card key reader;

5. light security and fire alarm Astra-10;

6. sound security and fire alarm Oriole;

7. Alarm loop SHS1;

8. Optical-electronic detectors IO 409-26 connected to the SHS1 loop;

9. SHC2 alarm loop;

10. Security surface sound detectors IO 329-5 connected to the SHS2 loop;

11. SHS3 alarm loop;

12. smoke smoke detectors optoelectronic IP 212-45, connected to the SHS3 loop;

13. SHS4 alarm loop;

14. fire detectors thermal IP 103-5/4, connected to the SHS4 loop;

15. SHS5 alarm loop;

16. doors with security magnetic contact detectors IO 102-16/2 connected to the SHS5 loop;

17. devices for monitoring loops USK-01;

18. electronic voltmeter, for measuring the voltage of the loops;

19. analog ammeter, for measuring loop currents.

There are clamp connectors on the stand for wiring detectors into the loop and selecting their number from one to three. In addition, there are pin connectors with a diameter of 4 mm on the input and output contacts of the loop, for connecting various monitoring and analysis devices, for example, a voltmeter and an ammeter, by connecting which we can measure the voltage characteristics of the loops in real time in various operating modes of the system ^[8].

Students connect each of the five alarm loops and check their operability by simulating violations, then record the results in reports. Consider the wiring diagrams of the loops to the Astra-713 expander.

Figure 2. Connection diagram of magnetic contact detectors

Magnetic contact detectors are attached to the doors (Fig. 2). These detectors are connected to the fifth loop. Two contacts are used for connection: SHS5 and "ground", at the end of the loop there is a terminal resistor. When the door is opened, the permanent magnet is withdrawn from the reed switch and the contact is opened ^[9,10].

Figure 3. Connection diagram of fire-fighting heat detectors

Fire-fighting heat detectors are connected to the fourth loop (Fig. 3). Two contacts are used for connection: SHC4 and "ground", at the end of the loop there is a terminal resistor. When the heat-sensitive element of the detector is heated, the loop breaks.

Figure 4. Connection diagram of fire smoke detectors

Fire smoke detectors are connected to the third loop (Fig. 4). Two contacts are used for connection: SHS3 and "ground", at the end of the loop there is a terminal resistor. When smoke enters the optoelectronic system of the detector, the current changes on the photocell in the detector chamber. In this case, the detector closes the loop by connecting its internal resistance.

Figure 5. Connection diagram of acoustic detectors

Acoustic (passive) detectors are connected to the second loop (Fig. 5). Three contacts are already used for connection: "power", SHC2 and "ground" and four connections between the detectors, where the "ground" is common for powering the detectors and the control output of SHC2. The terminal resistor is located between the terminals SHC2 from the last detector and "ground". The detectors monitor the glass breaking according to the characteristics of the sound spectrum within 12 kHz, and also filter out other spectra, for example, speech in order to eliminate false triggering.

Figure 6. Connection diagram of optoelectronic detectors

Optoelectronic detectors are connected to the first loop (Fig. 6). Three contacts are used for connection: "power", SHS1 and "ground" and four connections between the detectors, where "ground" is common for powering the detectors and the control output of SHS1. The terminal resistor is located between the terminals of SHS 1 from the last detector and "ground". The detectors monitor the movement of people in the viewing area by thermal radiation.

Methods of conducting classes

To conduct training at this training stand, methods of conducting classes were developed. The first lesson is aimed at studying theoretical material, familiarization with the stand and the design of reports (Fig. 7).

Figure 7. The methodology of the introductory lesson

The second lesson is aimed at practical work, where students work directly at the stand, connecting detectors, loops, setting up control panels and testing the operation of the OPS system as a whole, also making reports (Fig. 8).

Figure 8. Methodology of practical training

Conclusion

This article demonstrates the relevance and effectiveness of the developed educational stand of the security and fire system in the context of the formation of professional competencies of students. Practical skills acquired as a result of training at the stand include knowledge of module connection schemes, switching of detectors in loops, system configuration, monitoring of the state of the loops, understanding of the principles of operation of detectors, as well as system design features. The presented development offers the possibility of connecting several detectors, which deepens the practical interaction of students with the system and expands their competencies. This approach strengthens students' understanding of the real functioning and maintenance of security and fire safety systems, thereby strengthening their preparation for future professional activities. The effectiveness of the developed system is confirmed by studies published in ^[6]. In this work, the authors used a stand with only detectors on loops, which also confirms the significance and practical suitability of such approaches.

Thus, the training stand for the security and fire system proposed in the article is an effective tool for the formation of students' professional competencies, expanding their practical skills and preparing for future professional activities. The results of the study confirm the significance and practical suitability of this approach. However, further research in this direction can be continued in the context of the integration of modern information and computing technologies into training stands. As studies have shown ^[11,12,13], there is a potential for improving the learning process using distributed computing systems and parallel programming methods. This can provide students with an even deeper understanding of the functioning of security and fire systems and ensure greater practical suitability of training, especially in the context of big data processing and the use of complex algorithms. We believe that the integration of such approaches into training at the stand can be the subject of further research in the field of vocational education.