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Course Summary Unit 1: Introduction Unit 2: Modeling in the Frequency Domain Unit 3: Time Response Unit 4: Block Diagram Reduction Unit 5: Stability Unit 6: Steady-State Error Unit 7: Root Locus Techniques Unit 8: Design via Root Locus Course Summary The course cannot be summarized in one lecture. ENGI 5821 Course Summary
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Page 1: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Course SummaryUnit 1: Introduction

Unit 2: Modeling in the Frequency DomainUnit 3: Time Response

Unit 4: Block Diagram ReductionUnit 5: Stability

Unit 6: Steady-State ErrorUnit 7: Root Locus TechniquesUnit 8: Design via Root Locus

Course Summary

The course cannot be summarized in one lecture.

The intent hereis to go through each unit of the course and mention some of themost important or poorly understood concepts.

This brief tour is no replacement for the course itself! Manyimportant details will be skipped.

ENGI 5821 Course Summary

Page 2: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Course SummaryUnit 1: Introduction

Unit 2: Modeling in the Frequency DomainUnit 3: Time Response

Unit 4: Block Diagram ReductionUnit 5: Stability

Unit 6: Steady-State ErrorUnit 7: Root Locus TechniquesUnit 8: Design via Root Locus

Course Summary

The course cannot be summarized in one lecture. The intent hereis to go through each unit of the course and mention some of themost important or poorly understood concepts.

This brief tour is no replacement for the course itself! Manyimportant details will be skipped.

ENGI 5821 Course Summary

Page 3: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Course SummaryUnit 1: Introduction

Unit 2: Modeling in the Frequency DomainUnit 3: Time Response

Unit 4: Block Diagram ReductionUnit 5: Stability

Unit 6: Steady-State ErrorUnit 7: Root Locus TechniquesUnit 8: Design via Root Locus

Course Summary

The course cannot be summarized in one lecture. The intent hereis to go through each unit of the course and mention some of themost important or poorly understood concepts.

This brief tour is no replacement for the course itself!

Manyimportant details will be skipped.

ENGI 5821 Course Summary

Page 4: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Course SummaryUnit 1: Introduction

Unit 2: Modeling in the Frequency DomainUnit 3: Time Response

Unit 4: Block Diagram ReductionUnit 5: Stability

Unit 6: Steady-State ErrorUnit 7: Root Locus TechniquesUnit 8: Design via Root Locus

Course Summary

The course cannot be summarized in one lecture. The intent hereis to go through each unit of the course and mention some of themost important or poorly understood concepts.

This brief tour is no replacement for the course itself! Manyimportant details will be skipped.

ENGI 5821 Course Summary

Page 5: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 6: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 7: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 8: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 9: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 10: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 11: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specifications

required performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 12: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measures

schematictransfer function for componentstransfer function for systemanalysis and design

Page 13: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematic

transfer function for componentstransfer function for systemanalysis and design

Page 14: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for components

transfer function for systemanalysis and design

Page 15: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for system

analysis and design

Page 16: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 1: Introduction

Introduction

System Configurations

Open-loop vs. Closed-loop

Measuring Performance

Transient response, steady-state error, stability

The Design Process

specificationsrequired performance measuresschematictransfer function for componentstransfer function for systemanalysis and design

Page 17: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentialsTables of transform pairs and theoremsUse partial-fraction expansion to decompose ratio ofpolynomials

Page 18: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentialsTables of transform pairs and theoremsUse partial-fraction expansion to decompose ratio ofpolynomials

Page 19: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentialsTables of transform pairs and theoremsUse partial-fraction expansion to decompose ratio ofpolynomials

Page 20: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentials

Tables of transform pairs and theoremsUse partial-fraction expansion to decompose ratio ofpolynomials

Page 21: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentialsTables of transform pairs and theorems

Use partial-fraction expansion to decompose ratio ofpolynomials

Page 22: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 2: Modeling in the Frequency Domain

Complex Frequency: x(t) = <{Xest}We can express constants, exponentials, sinusoids, andexponentially decaying or growing sinusoids by varying s. Theactual amplitude and phase of a particular signal is expressedin X .

Laplace Transform

Transforms any signal into a combination of complexexponentialsTables of transform pairs and theoremsUse partial-fraction expansion to decompose ratio ofpolynomials

Page 23: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 24: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditions

Transfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 25: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 26: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 27: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TF

Fast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 28: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 29: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 30: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Transfer Functions

Can be developed for LTI systems with zero-initial conditionsTransfer function G (s) gives the system output C (s) for anyinput R(s): C (s) = R(s)G (s)

Electrical Systems

Slow method: Develop DE’s, apply Laplace, form TFFast method: Define transfer functions for individualcomponents and state the problem in the freq. domain

Circuit analysis techniques developed for resistive circuitsautomatically work for L’s and C’s in the freq. domain!

Op-Amps: Utilize ideal op-amp assumptions

Page 31: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 32: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms

∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 33: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 34: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motion

In rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 35: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 36: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shafts

Mechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 37: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 38: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 39: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)

Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 40: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 41: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 42: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Mechanical Systems

Mechanical components in translational and rotational forms∑opposing forces =

∑applied forces

One equation of motion for each linearly independent motionIn rotational systems torque replaces force (T = FR if F ⊥axis of rot.) and moment-of-inertia replaces mass

Gears linearly relate the motions of multiple shaftsMechanical impedances can be reflected between shafts tosimplify the calculation of TF

Motors: Electromechanical systems

Derived θm(s)/Ea(s) = K/s(s + α)Jump back to the time-domain to run tests and evaluatemotor parameters

Linearization

Final exam will cover only the concept and application to asimple DE

Page 43: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 44: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 45: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 46: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 47: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole position

Additional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 48: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 49: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effect

A pole can cancel a nearby zero

Page 50: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 3: Time Response

The poles give the form of the response, the zeros give theweights

First-order systems yield exponential responses characterizedby time constant

Second-order systems yield four different responsescharacterized by ζ and ωn

Response specifications: Tp, %OS , and Ts

Relationship between response specs. and pole positionAdditional poles or zeros

Real-axis poles or zeros far to the left have little effectA pole can cancel a nearby zero

Page 51: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 4: Block Diagram Reduction

Recognize and reduce cascade, parallel, and feedback forms

If none of the forms are apparent, blocks can be shift to theleft or right of summing junctions and pickoff points

Moving blocks = algebraic manipulation

Signal-flow graphs

nodes are signals; edges are systems

Page 52: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 4: Block Diagram Reduction

Recognize and reduce cascade, parallel, and feedback forms

If none of the forms are apparent, blocks can be shift to theleft or right of summing junctions and pickoff points

Moving blocks = algebraic manipulation

Signal-flow graphs

nodes are signals; edges are systems

Page 53: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 4: Block Diagram Reduction

Recognize and reduce cascade, parallel, and feedback forms

If none of the forms are apparent, blocks can be shift to theleft or right of summing junctions and pickoff points

Moving blocks = algebraic manipulation

Signal-flow graphs

nodes are signals; edges are systems

Page 54: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 4: Block Diagram Reduction

Recognize and reduce cascade, parallel, and feedback forms

If none of the forms are apparent, blocks can be shift to theleft or right of summing junctions and pickoff points

Moving blocks = algebraic manipulation

Signal-flow graphs

nodes are signals; edges are systems

Page 55: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 4: Block Diagram Reduction

Recognize and reduce cascade, parallel, and feedback forms

If none of the forms are apparent, blocks can be shift to theleft or right of summing junctions and pickoff points

Moving blocks = algebraic manipulation

Signal-flow graphs

nodes are signals; edges are systems

Page 56: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 57: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 58: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 59: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 60: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 61: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first column

Special case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 62: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 63: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 64: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 5: Stability

Definitions: Stability of the total response and the naturalresponse (we focused on the natural response)

RHP: Unstable, jω: Marginally stable, LHP: Stable

All it takes is one RHP pole for instability (or one pair of jωpoles for marginal stability)

Characteristic coef’s missing or differing in sign ⇒ unstable(opposite is not true)

Routh-Hurwitz

Special case: zero in first columnSpecial case: ROZ ⇒ EP factor

EP has symmetric roots so system is either unstable ormarginally stable

Problem: find K such that...

Page 65: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 66: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 67: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 68: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 69: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 70: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 6: Steady-State Error

For any control system: E (s) = R(s)− C (s)

Apply final value theorem to determine e(∞)

Unity feedback systems

Input Type 0: e(∞) Type 1: e(∞) Type 2: e(∞)

Step, u(t) 11+Kp

0 0

Ramp, tu(t) ∞ 1Kv

0

Para., t2u(t) ∞ ∞ 1Ka

Disturbances: e(∞) = eR(∞) + eD(∞)

Page 71: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 72: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 73: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 74: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 75: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 76: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 77: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 78: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 7: Root Locus Techniques

Vector representation of complex numbers

Root locus: locations of closed-loop system poles as K isvaried

Properties of the RL

If ∠KG (s)H(s) = (2k + 1)180o we can find a K to satisfy|KG (s)H(s)| = 1

Sketching rules

Refinements: breakaway and break-in points, jω crossings,angles of departure and arrival

Search procedure required to find points with particular spec’s

Positive feedback requires changes to the RL definition andsketching rules

Page 79: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 8: Design via Root Locus

First check acceptable operating point on uncompensated RL

PI compensation: increase system type while maintainingtransient resp.

Gc(s) =K (s + zc)

sChoose zc as a small number; Requires active amplification

Lag compensation: increase static error constant (whichreduces e(∞)

Gc(s) =K (s + zc)

s + pc

Choose pc as a small number and adjust zc accordingly

PD compensation: Adjust transient response

Gc(s) = K (s + zc)

Place zc to move RL to intersect desired operating point;Requires active amplification

All of our design techniques rely on 2nd order approx.. Verifyapprox. validity and simulate

Page 80: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 8: Design via Root Locus

First check acceptable operating point on uncompensated RL

PI compensation: increase system type while maintainingtransient resp.

Gc(s) =K (s + zc)

sChoose zc as a small number; Requires active amplification

Lag compensation: increase static error constant (whichreduces e(∞)

Gc(s) =K (s + zc)

s + pc

Choose pc as a small number and adjust zc accordingly

PD compensation: Adjust transient response

Gc(s) = K (s + zc)

Place zc to move RL to intersect desired operating point;Requires active amplification

All of our design techniques rely on 2nd order approx.. Verifyapprox. validity and simulate

Page 81: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 8: Design via Root Locus

First check acceptable operating point on uncompensated RL

PI compensation: increase system type while maintainingtransient resp.

Gc(s) =K (s + zc)

sChoose zc as a small number; Requires active amplification

Lag compensation: increase static error constant (whichreduces e(∞)

Gc(s) =K (s + zc)

s + pc

Choose pc as a small number and adjust zc accordingly

PD compensation: Adjust transient response

Gc(s) = K (s + zc)

Place zc to move RL to intersect desired operating point;Requires active amplification

All of our design techniques rely on 2nd order approx.. Verifyapprox. validity and simulate

Page 82: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 8: Design via Root Locus

First check acceptable operating point on uncompensated RL

PI compensation: increase system type while maintainingtransient resp.

Gc(s) =K (s + zc)

sChoose zc as a small number; Requires active amplification

Lag compensation: increase static error constant (whichreduces e(∞)

Gc(s) =K (s + zc)

s + pc

Choose pc as a small number and adjust zc accordingly

PD compensation: Adjust transient response

Gc(s) = K (s + zc)

Place zc to move RL to intersect desired operating point;Requires active amplification

All of our design techniques rely on 2nd order approx.. Verifyapprox. validity and simulate

Page 83: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

Unit 8: Design via Root Locus

First check acceptable operating point on uncompensated RL

PI compensation: increase system type while maintainingtransient resp.

Gc(s) =K (s + zc)

sChoose zc as a small number; Requires active amplification

Lag compensation: increase static error constant (whichreduces e(∞)

Gc(s) =K (s + zc)

s + pc

Choose pc as a small number and adjust zc accordingly

PD compensation: Adjust transient response

Gc(s) = K (s + zc)

Place zc to move RL to intersect desired operating point;Requires active amplification

All of our design techniques rely on 2nd order approx.. Verifyapprox. validity and simulate

Page 84: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 85: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-amp

Digital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 86: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 87: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 88: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 89: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shaped

Method 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 90: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search

Page 91: Course Summary - Memorial University of Newfoundland · Course Summary The course cannot be summarized in one lecture. The intent here is to go through each unit of the course and

PID: Design for transient response, then e(∞)

Analog PID implemented via op-ampDigital PID can be implemented in software (or digitalhardware)

PID tuning: Strategies to apply when system model isunknown

Ziegler-Nichols (rules of thumb)

Method 1: Unit-step response is S-shapedMethod 2: System appears to involve integration and/orunderdamped poles

Computational search


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