From capstone project to real-world resource

Michael’s project led to the creation of the Critical Infrastructure Security Lab, aka the PRT lab — a scaled model of the PRT and Evansdale campus infrastructure where students apply real-world technologies in cybersecurity, artificial intelligence, computer, and electrical engineering into practice. 

Michael Barchett and his scaled size model of the PRT and Evansdale campus.

A Parkersburg, West Virginia, native, Michael majored in electrical engineering and discovered a newfound passion for computer engineering, so he became a double major. His interest grew even more thanks to the high level of hands-on involvement the field offered. “I have friends who went to other engineering colleges, and they don’t have nearly the same number or type of opportunities for hands-on learning and applying classroom concepts that WVU provides,” he said. 

Q: You were the catalyst for the new Critical Infrastructures Security/PRT lab. What or who inspired you to build this model from scratch? 

This was originally my capstone when I was a student. The idea for a model of Evansdale campus originally came from the Lane Department and Computer Science and Electrical Engineering Chair Anurag Srivastava, and when he discovered that I had just returned from a co-op in industrial automation at Multi-Dimensional Integration, he found me and asked me to start the project using what I had learned in the field. Perfect timing on his part. 

Michael with Lane Department Teaching Associate Professor Mohamed Hefeida.

Q: What is the purpose of the scaled model of the Evansdale Campus and the PRT? 

Right now, the lab space is being used mainly for research, lab tours and for capstone projects. A lot of the research that’s been done so far is in machine learning and control, mainly with the traffic control systems implemented around the PRT system. That research was published by Teaching Associate Professor Mohamed Hefeida and one of the students involved in the lab, Skyler Putney, who actually works with me at TMS International now doing similar things with machine learning and machine vision. 

A lot of the research being actively done is on cybersecurity in industrial networks and control systems, particularly with penetration testing on the control devices being used on the systems in the lab. There is also a development project going on right now to integrate pick-and-place automation in with the PRT system, using it as a supply conveyor instead of as a model PRT. This research and development is being done by multiple capstone students.  

In the future, we’d like to turn the space into a learning lab as well, with at least one class, maybe more, being taught in a variety of fields, not just automation. As research is being done in the lab, we’d also like to implement that research into these classes, with lessons on networking, cybersecurity, power systems and whatever else the research students come up with.  

Michael placing the PRT model on the conveyor belt track.

Q: How were you able to start the process of building this structure? 

Most of the devices used in the lab systems were devices I had been using on my co-op, so I was already familiar with the design process and integration for these types of systems. Most of the challenges were finding sources for the parts and materials we would be using to build the systems in the lab. A lot of the sources we ended up using were industry connections I made during my co-op, some of them were industry connections that faculty members had, but some of them were companies I had never worked with before. All of them were very enthusiastic and supportive about working with educational institutions like WVU.  

Q: The PRT is such an icon to WVU, what do you hope our Mountaineers gain from working in this lab? 

I’m hoping that students realize that there isn’t really any such thing as “old tech,” everything just has a different job. For example, programmable logic controllers — rugged industrial computers used for automating and controlling processes and machinery and other automatic controllers are often seen as “old tech” in the engineering field (for good reason, the first PLC was released in 1978, and they have not changed much since then). You wouldn’t use a PLC for anything other than controlling an industrial system, just like you wouldn’t use a sword to cut butter. Everything has its place, and you can still design systems that are cutting-edge, using older technology (the cutting-edge part in most industrial environments is the process, not the technology). These machines control almost everything in industrial spaces, even new installs.  

Q: Can you give an example of how the simulation works?   

This is more like emulation being miniature software-hardware lab operated by real industrial devices. It is currently set up as a conveyor system that works pretty similar to the systems found in distribution centers like Amazon. The model PRT cars have barcodes mounted to them, which are read by the scanners on the system. The controller polls a server for a destination and then sorts the car into the destination that the server responds with. This is different from the real PRT, where some of the processing (like location data and turning operations) is being done by the cars themselves. The real PRT also has the propulsion being done by the cars, not by a conveyor.  

  
Q: Can you walk us through the process of what students can learn with the structure?   

We have a few different goals for learning, the main one being learning automation principles on machines called PLCs, which are used to automate almost every industrial application you can think of. We’re also incorporating cybersecurity, AI based control, critical infrastructure operation, and database concepts.   

On the research side, students are always welcome to design and implement improvements and changes to the system, it’s actually one of the goals of the lab. There is also a power generation and distribution system for the model buildings in the lab, which does monitor power consumption and control with IEDs.   
  
We’d like to implement the learning as a two-part courses, the first part being learning the basics, then doing more complex applications and projects with the second part. We’d also like to recruit lab assistants from these courses.  

Q: Now that you have graduated and have had time reflect, is there anything you would change or add to the lab? 

Even as an alum, I still work with Dr. Hefeida and students on this lab, and assist with research. There are several proposals right now for modifications to the lab space, and I wouldn’t have it any other way. The lab I designed was meant to be a living space. The last thing I wanted was to see it stay exactly the same.  

Michael, research assistant Tiago Breuning and Dr. Hefeida discussing functionality of the track.

Q: Where are you working now? 

I work for a firm in the steel industry called TMS, doing almost exactly the same thing I was doing in the lab. Like I mentioned earlier, one of the students, Skyler, who I worked with in the lab also works with me now, doing almost exactly the same thing he was doing in the lab. The stuff in this lab is applicable to the real world.  

Q: What advice would you give future generations in using this lab? 

Don’t be afraid to break some eggs. The whole point of a controlled space like this is to allow you to make mistakes so that you learn from them and don’t make those same mistakes in the real world. That’s what’s so important about hands-on learning with real-world devices – our job as engineers is to develop solutions to real-world problems and improve the lives of the people around us.