Calvin College Engineering Department Engineering 315 - Control Systems Fall 2003

1. Calvin College Engineering Department Engineering 315 - Control Systems Fall 2003 Professor: Paulo F. Ribeiro SB134 x 6407 pribeiro@calvin.edu http://engr.calvin.edu/PRibeiro_WEBPAGE/ Textbooks: Modern Control Systems, 9th ed., Dorf and Bishop http://cwx.prenhall.com/bookbind/pubbooks/dorf/ Lectures: 12:30 – 1:20PM M W F NH B54, SB 128, SB 136 Lab A: 1:30PM – 3:20PM T SB136 Lab B: 1:30PM – 2:20PM Th SB136

2. Introduction Teaching / Learning Process: An Integrated-Participative Approach (No Spoon-Feeding) General Goals (Design of Control Systems and Development of Christian Character) Curriculum/Syllabus Instruction (Variety of Methods) Web-Based Environment Tutoring Method No Student versus Instructor Responsibility and Interaction “The only people who achieve much are those who want knowledge so badly that they seek it while the conditions are still unfavorable. Favorable conditions never come.” CS Lewis

3. Students are, then, strongly encouraged (in the context of studying engineering fundamentals and applied disciplines) to: • 1- Become immersed (mind and heart) and take ownership of the learning process; • 2- Strive for excellence in learning the fundamentals and applications of engineering design related disciplines; • 3- Consider engineering in a broader context, and to appreciate the multi-faceted nature, coherency and unity of creation; • 4- Understand the real world reality (in terms of businesses, economics and politics) in which projects are developed; • 5-Make the connection between faith and engineering practice and find ways in which engineering can be used as a redemptive tool; • 6-Translate into their designs normative, sustainable characteristics and integrity, or in other words, the permanent moral values; • 7- Realize that Christian engineering, though sometimes apparently indistinguished from the “humanist” technology, needs to lead the way in considering the unity, coherency and diversity of creation; • 8- Articulate and communicate their understanding through presentations and paper writing for professional and educational conferences; • 9- Grow and gain maturity in their emotions, sentiments and spirituality; • 10 -Demonstrate their passion and compassion as they seek to learn and serve God in the engineering arena; • All of these need to be achieved in a balanced way - that is, Christian engineers are to cultivate their relationship with God and seek to serve Him in all areas of life.

4. “It often happens that two students can solve difficulties in their work for one another better than the master can. When you took the problem to a master, as we all remember, he was very likely to explain what you understood already, to add a great deal of information which you didn’t want, and say nothing at all about the thing that was puzzling you. I have watched this from both sides of the net; for when, as a teacher myself, I have tried to answer questions brought me by students, I have sometimes, after a minute, seen that expression settle down on their faces which assured me that they were suffering exactly the same frustration which I had suffered from my own teachers. The fellow-student can help more than the master because he knows less. The difficulty we want him to explain is one he has recently met. The expert met it so long ago that he has forgotten. He sees the whole subject, by now, in a different light that he cannot conceive what is really troubling the student; he sees a dozen other difficulties which ought to be troubling him but aren’t.” CS Lewis

5. Quote from Derek Brewer about the way Lewis taught at Oxford (through tutoring): “It conceived of learning as a way of life, exemplified by the bachelor fellows who normally lived in the college. They read books in their own rooms, where they lived, not in “offices”: they had no secretaries. Their reading, thinking and writing were part of a unified life, neither “job” nor “recreation,” because they were both. They did not, strictly speaking, “teach.” In the morning and evenings of the term they were visited in their rooms by arrangement by their pupils, who “read the subject with them.” It was not exactly an egalitarian society, but there was a sense of fundamental equality and unity, divided into ranks and stages. I had not doubt, at the age of eighteen, that for all the differences of temperament, intelligence, ability, learning, repute, and age between me and this distinguished, jolly man, we were nevertheless of the same kind, engaged in the same pursuit. And the reason I felt this was no doubt because that was how Lewis treated me. I was not a school boy to be taught and disciplined, not a “student,” but a “man”

6. "I only once detected a pupil offering me some one else (Elton) as his own work. I told him I was not a detective nor even a schoolmaster, nor a nurse, and that I absolutely refused to take any precaution against this puerile trick; that I'd as soon think it my business to see that he washed behind his ears or wiped his bottom. He went down of his own accord the next week and I never saw him again. I think you ought to make a general announcement of that sort. It is bad for them to think this is "up to you." Flay them alive if you happen to detect them; but don't let them feel that you are a safeguard against the effects of their own idleness. What staggers me is how any man can prefer the galley-slave labor of transcription to the freeman's work of attempting an essay on his own."

7. “Engineering is a human cultural activity that involves an interplay between theory, experiment and imagination, in which human beings form and transform nature for practical ends and purposes, with the aid of tools and procedures.”

8. Schedule Subject Chapter # of classes Introduction to The Nature of Control Systems. 1 1 Laplace Transforms 2 4 Transfer functions of systems Block diagrams Signal flow graph models Examples State Variable Models 3 Reading Assign. Sensitivity of systems 4 2 Disturbances and steady state error Examples Performance of second order systems 5 6 S-plane locations vs. transient response Steady state error and system type number Steady state error System performance evaluation Examples Stability and the Routh Hurwitz criterion 6 2 No classes on October 6, 7, 27, 29 Exam I: October 6, Chapters 1, 2, 4 and 5

9. Schedule Subject Chapter # of classes The root locus 7 4 Examples Frequency Response Methods - Bode plots 8 2 Examples Stability in the frequency domain 9 4 Relative Stability and Nyquist Criterion Design of Feedback Control Systems 10 6 Phase lead design: root locus Use of integrators in design Phase lag design using the root locus Phase lag design using the bode plot Examples PID Design Design with a pre-filter Digital Control Systems 13 Reading Assign Philosophical Reflections on Controls and Automation

10. Thanksgiving Break November 27 - 30 Reading Recess December 12 Final Exam: Due Date December 18

11. Laboratories 9/16-18 Lab. 1 - MATLAB / Simulink Tutorial (Appendix A, B and http://www.engin.umich.edu/group/ctm/ ) 9/23-25 Lab. 2 - Open-loop / Closed-loop Simulations 9/30-10/2 Lab. 3 - System Sensitivity 10/7-9 Lab. 4 - System Dynamics 10/14-16 Lab. 5 - System Stability 10/21-23 Lab. 6 - System Root Locus 11/4-6 Lab. 7 - PID Controls 11/11-13 Lab. 8 - PID Controls 11/18-20 Lab. 9 - System Frequency Response Methods 11/25-27 Lab. 10 - Inverted Pendulum (http://www.engin.umich.edu/group/ctm/examples/pend/invpen.html ) 12/2-4 Lab. 11 - Modern Control Topics (Research Paper) 12/9-11 Lab. 12 - Modern Control Topics (Research Paper)

12. Homework Assignments Students are recommended to work out most of the problems in the back of each assigned chapter. Additional design problems will also be required to be completed. For the Multiple Choices or Matching Concepts go to the Textbook Webpage http://cwx.prenhall.com/bookbind/pubbooks/dorf/ Chapter 1 – P1.6, P1.9, P1.20, DP1.3 Submit One Set of Multiple Choices, and Matching Concepts Chapter 2 – E2.8, E2.14, E2.20, E2.25, E.2.27, P2.7, P2.11, MP2.1, MP2.6 (choose 3 Exercises, 1 Problem, and 1 MatLab Problem) Submit One Set of Multiple Choices, and Matching Concepts Chapter 3 - Submit One Set of Multiple Choices, and Matching Concepts  Chapter 4 - E4.8, P4.8, P4.15, AP4.5, AP4.6, MP4.3 (choose 5) Submit One Set of Multiple Choices or Matching Concepts. Chapter 5 – E5.5, E5.16, DP5.4 – Select 3 more problems of your choice Submit One Set of Multiple Choices, and Matching Concepts

13. Homework Assignments Students are recommended to work out most of the problems in the back of each assigned chapter. Additional design problems will also be required to be completed. For the Multiple Choices or Matching Concepts go to the Textbook Webpage http://cwx.prenhall.com/bookbind/pubbooks/dorf/ Chapter 6 - Select 4 out of the 6 Design Problems of Chapter 6. Submit One Set of Multiple Choices or Matching Concepts. Chapter 7 - P7.6, AP7.9, AP7.12, DP7.2 Submit One Set of Multiple Choices, and Matching Concepts Chapter 8 – 8.7, P8.24, AP8.5, DP8.2, MP8.4 Chapter 9 – 9.25, AP9.1, AP9.8, MP9.2 Chapter 10 - 10.17, P10.32, AP10.1, AP10.4, MP10.1, MP10.3 Chapter 13 - Summary (3 Pages)

14. Grading: Labs 20% Test I 20% Participation / Interaction 10% Homework 20% Final Exam (Research Paper) 30% All laboratory and homework exercises must be turned in on time for full credit. Late assignments will be assessed a penalty. Assignments more than one week late will be assessed a 50% penalty. Although not required, homework and lab assignments should be prepared electronically (MathCAD, PSpice, PSCAD, MATLAB / Simulink, etc.)