Ebb320eng 2009stgde

School of Engineering
Department of Electrical, Electronic and

Computer Engineering
Control Systems EBB320

Lecturer: Prof IK Craig
Last revision: 2009-07-31
Study Manual: Control Systems EBB 320, Second Semester 2009
Table of Contents
ORGANISATIONAL COMPONENT 3
1 GENERAL PREMISE AND EDUCATIONAL APPROACH 3
2 LECTURERS, VENUES AND CONSULTING HOURS 3
3 STUDY MATERIALS AND PURCHASES 4
4 LEARNING ACTIVITIES 4
4.1 Contact time and learning hours 4
4.2 Lectures 5
4.3 Assignments 5
4.4 Laboratory work 5
5 RULES OF ASSESSMENT 5
6 General 6
6.1 Plagiarism warning 6
STUDY COMPONENT 7
1 MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES 7

1.1 General objectives 7
1.2 Critical learning outcomes 7
2 MODULE STRUCTURE 9
3 GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS 9

3.1 Learning outcomes of the study theme 9
3.2 Study units 9
3.3 Self-study activities 9
3.4 Assignments for assessment 10
3.5 Criteria of assessment 10
4 STUDY THEME DESCRIPTIONS 11

4.1 STUDY THEME 1: Introduction to control systems 11
4.2 STUDY THEME 2: Laplace Transform revisited 12
4.3 STUDY THEME 3: Basic Bode plots revisited 12
4.4 STUDY THEME 4: Modelling of dynamical systems 13
4.5 STUDY THEME 5: State variable analysis 14
4.6 STUDY THEME 6: Feedback control system characteristics 14
4.7 STUDY THEME 7: The performance of feedback control systems 15
4.8 STUDY THEME 8: Stability of systems 16
4.9 STUDY THEME 9: Root locus analysis 16
4.10 STUDY THEME 10: Frequency domain analysis and stability 17
4.11 STUDY THEME 11: Control system design 18
PRACTICALS 18
Page 2 of 18
ORGANISATIONAL COMPONENT
1 GENERAL PREMISE AND EDUCATIONAL APPROACH
The objective of the course is to familiarize the student with standard control system engineering
concepts. The focus will be on the analysis and design of single-input-single-output (SISO) feedback
systems. The basic analysis and design tools will be studied using both a frequency- and time-domain
approach.
It is important for students to develop a realistic view of what control engineering is all about.
Exercises will also be used to give students a practical feel for some of the issues discussed in class.
Students are expected to prepare the indicated material for the week in question. This preparation
includes doing the assigned exercises from the text on an individual basis. Experience has shown that
students who fall behind on their weekly preparation and do not do the homework, perform badly in
the tests and the exam. You will be afforded the opportunity to share you homework answers with the
rest of the class. Selected homework problems will be graded and will contribute towards the semester
mark. To help you prepare for the semester tests, two class tests will be written, one before each
semester test.
The practicals are important as they allow students the opportunity to become acquainted with
concepts described in class. This work is to be completed in assigned groups, and it is very important
that each group member has a thorough understanding of the work covered, as the exam and tests will
focus thereon. The practicals will be graded and will contribute to the semester mark as indicated.
2 LECTURERS, VENUES AND CONSULTING HOURS
Name Room No. Telephone No.

and Building and E-mail Address
Lecturer Prof. I.K.Craig Eng 1, 14-21 420 2172
icraig@postino.up.ac.za
Lab. Instructor Will be announced
Teaching Stewart Smith 420 3602
Assistant s23125099@tuks.co.za
Secretary Mrs. H. van Aswegen Eng 1, 13-20 420 3757
Location of the Laboratory: A-Lab, Eng. 2.
Page 3 of 18
Lecture times:
Ma/Mo 10:30-11:20 Ing/Eng II 2-27

Di/Tu 07:30-08:20 Ing/Eng II 2-27
Do/Th 09:30-10:20 Ing/Eng II 2-27
Vr/Fr 09:30-10:20 Ing/Eng II 2-27
The Thursday lecture period will be used to discuss assignments.
Consulting hours:
Hours for consultation of lecturers, tutors and teaching assistants will be announced at the beginning of
the semester, and will also be displayed on their office doors. Students may consult lecturers, tutors
and teaching assistants only during the consulting hours as indicated, or by appointment. This policy
also holds before tests and exams. In other words, lecturers, tutors and teaching assistants are only
available during their normal consulting hours on the day before a test or examination. This policy
aims to encourage students to plan their work and to work continuously.
3 STUDY MATERIALS AND PURCHASES
Prescribed text book:
Dorf, R.C. and Bishop, R.H., Modern Control Systems, 11th Ed., 2008, Prentice Hall.
Additional references:
1. Kuo, B.J., Golnaraghi, F., Automatic Control Systems, 8th Ed., 2003, John Wiley & Sons.
2. Goodwin, G.C., Graebe, S.F., Salgado, M.E., Control System Design, 2001, Prentice Hall:
Upper Saddle River, New Jersey, USA.
3. Dorf, R.C., Bishop, R.H., Modern Control Systems, 9th Ed., 2001, Prentice Hall: Upper Saddle
River, New Jersey, USA.
4. Nise, N.S., Control Systems Engineering, 3rd Ed., 2000, John Wiley & Sons, Inc.: New York,
USA.
5. Furuta, K., Sano, A. and Atherton, D., State variable methods in automatic control, 1988, John
Wiley & Sons, Inc.: Chichester, UK.
6. D’Azzo, J.J., and Houpis, C.H., Linear control system analysis and design-conventional and
modern, 4th Ed., 1995, McGraw-Hill series in electrical engineering, McGraw-Hill, Inc.: New
York, USA.
7. Nagrath, I.J. and Gopal, M., Control System Engineering, 2nd Ed., 1990, John Wiley & Sons,
Inc.: Singapore.
8. Reid, J.G., Linear Systems Fundamentals, 1983, McGraw Hill.
The prescribed book will be used extensively and it is compulsory that each student obtain a copy. It
should be used in conjunction with the accompanying electronic resources.
4 LEARNING ACTIVITIES
4.1 Contact time and learning hours
Number of lectures per week: 4 (one lecture per week will be used to discuss assignments)
Laboratory work: Three experiments of three hours each.
This module carries a weighting of 16 credits, indicating that on average a student should spend some
160 hours to master the required skills (including time for preparation for tests and examinations).
Page 4 of 18
This means that on average you should devote some 10 hours of study time per week to this module.
The scheduled contact time is approximately 4 hours per week, which means that another 4 hours per
week of own study time should be devoted to the module.
4.2 Lectures
Lectures are presented in a style of co-operative and student-centred learning. Brief clarification and
explanation of the subject matter and concepts are given during the lectures. Problems related to the
subject matter are posed and students will often be expected to attempt these problems in groups of
three to four persons. This exercise will be followed up by class discussions. Students are advised not
to take comprehensive notes during lectures. The time should rather be used more effectively by
concentrating on the lecturing and by active participation in discussions. All the relevant study
material is adequately referenced and is available in the textbook, the book website, the study guide
and on the module website.
4.3 Assignments
Assignments will consist of exercises from the prescribed text and will be discussed in class. All
assignments must be handed in by the due date, but only selected assignments and assignment
problems will be marked and incorporated in the semester mark. No late submissions will be accepted.
4.4 Laboratory work
Laboratory groups and sessions: Students will be allocated to groups and their group allocation will
be given on the module web site. The onus is on each student to find out his/her particular group
allocation. Each student must perform a total of three experiments. A timetable that must be
consulted is posted on the module website.
Just one report has to be handed in per group. These reports must adhere to departmental guidelines,
and the following must appear on the title page:
Title and due date; Group number and other group information (e.g. Einstein, A. 0012345 – Mr.
Einstein's own signature – contribution 25%).
Reports without the above will not be graded.
Rules and requirements: An additional requirement for a pass in this module is a subminimum of
40% for the laboratory work and attendance of all scheduled laboratory sessions. The laboratory mark
is compiled from the laboratory report plus the laboratory demonstration. Furthermore, the laboratory
mark accounts for 10% of the semester mark.
5 RULES OF ASSESSMENT
Also see the examination regulations in the Year Books of the Faculty of Engineering, Built
Environment and Information Technology (Part 1: Engineering).
For examination admission, a semester mark of 40% is required as well as a subminimum of 40% for
the laboratory work and attendance of all scheduled laboratory sessions.
Pass requirements In order to pass the module a student must

1 obtain a final mark of at least 50%.
and
2. obtain a subminimum of 40% for the laboratory work and also attend the laboratory sessions.
Page 5 of 18
Calculation of the final mark The final mark is calculated as follows:

Semester mark: 50%
Examination mark: 50% (The final examination takes three hours.)
Calculation of the semester mark The semester mark is compiled as follows:

Semester tests: 80%
Laboratory work: 10%
Assignments and class tests 10%
Semester tests. Two tests of 90 minutes each will be written during the scheduled test weeks of the
School of Engineering. Dates, times and venues will be announced as soon as the timetables become
available.
Any absence from semester tests must be supported by an official and valid statement (e.g. a medical
certificate) and must be submitted to Ms. C Freislich (14-6 Eng 1) within seven days of the date of the
test. All legitimate absentees (for both semester tests) will write one aegrotat test at the end of the
semester. This test will be based on all the work done in the module.
6 General
6.1 Plagiarism warning
Students are encouraged to discuss work with each other. However, each student should hand in
his/her own work for assignments. Plagiarism, which also includes copying the work of another
student during tests and exams and copying from the Internet, can lead to expulsion from the
University.
Even if another student gives you permission to use his/her assignments or other research to hand in
as you own, you are not allowed to do it. It is a form of plagiarism. You are also not allowed to let
anybody copy your work with the intention of passing it off as his/her own work.
Speak to your lecturer if you are uncertain about what is required. For more information, see
http://www.ee.up.ac.za/en/undergrad/guides/indexhttp://www.ee.up.ac.za/main/en/undergrad/guides or
consult the brochure available at the Academic Information Service.
A statement regarding the originality of your work must be appended to ALL written work submitted
for evaluation in this module. The statement can be found at:
http://www.ee.up.ac.za/main/en/undergrad/guides.
Page 6 of 18
STUDY COMPONENT
1 MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES
1.1 General objectives
The purpose of this module is to familiarize the student with control system design concepts. The field
of automatic control provides the tools that are used to design systems that can automatically maintain
performance by adjusting to changes in the environment. The use of control systems in modern
society has become so widespread that we simply cannot perform effectively without them. Control
systems are used in the production of almost anything you can think of e.g. electricity, fuel, motor
vehicles; in transportations systems such as airplanes and motor vehicles; in disk drives and CD
players; in communication networks; etc.
Control systems as an enabling technology therefore has a huge impact on modern society, and it is
especially important for engineering students to have a firm grasp of control system design concepts.
In the study of this module, skills are developed which will enable the learner to:
• understand the fundamental concept of feedback, and its use in control systems design;
• analyse single-input-single-output (SISO) feedback control systems;
• synthesize SISO controllers;
• understand the fundamental limitations in SISO control systems;
1.2 Critical learning outcomes
The following ECSA exit-level outcomes are addressed in the module, i.e. at the conclusion of this
module the student will be able to:
1.2.1 Exit level outcome 1: Problem solving

Learning outcome: Demonstrate competence to identify, assess, formulate and solve convergent and
divergent engineering problems creatively and innovatively.
Associated Assessment Criteria
The candidate applies in a number of varied instances, a systematic problem solving method
including:
1. Analyses and defines the problem, identifies the criteria for an acceptable solution;
2. Identifies necessary information and applicable engineering and other knowledge and skills;
3. Generates and formulates possible approaches to solution of problem;
4. Models and analyses possible solution(s);
5. Evaluates possible solutions and selects best solution;
6. Formulates and presents the solution in an appropriate form.
The competency of the candidate to successfully solve problems according to the criteria above is
assessed using
• practical assignments where application of theory is extended to practical automation problem
solving,
• tutorial assignments (approximately ten) where students tackle typical automation problems,
• two semester tests covering the relevant material,
• an examination of the material presented in the course where specific problems have to be
addressed
Page 7 of 18
1.2.2 Exit level outcome 2: Application of scientific and engineering knowledge

Learning outcome: Demonstrate competence to apply knowledge of mathematics, basic science and
engineering sciences from first principles to solve engineering problems.
Associated Assessment Criteria
The candidate:
1. Brings mathematical, numerical analysis and statistical knowledge and methods to bear on
engineering problems by using an appropriate mix of:
a) Formal analysis and modelling of engineering components, systems or processes;
b) Communicating concepts, ideas and theories with the aid of mathematics;
c) Reasoning about and conceptualising engineering components, systems or processes
using mathematical concepts;
2. Uses physical laws and knowledge of the physical world as a foundation for the engineering
sciences and the solution of engineering problems by an appropriate mix of:
a) Formal analysis and modelling of engineering components, systems or processes using
principles and knowledge of the basic sciences;
b) Reasoning about and conceptualising engineering problems, components, systems or
processes using principles of the basic sciences.
3. Uses the techniques, principles and laws of engineering science at a fundamental level and in at
least one specialist area to:
a) Work across engineering disciplinary boundaries through cross disciplinary literacy and
shared fundamental knowledge.
The competency of the candidate to successfully apply scientific and engineering knowledge according
to the criteria above is assessed using
addressed
solving,
1.2.3 Exit level outcome 3: Engineering Design

Learning outcome: Demonstrate competence to perform creative, procedural and non-procedural
design and synthesis of components, systems, engineering works, products or processes.
Associated Assessment Criteria:
The candidate executes an acceptable design process encompassing the following:
1. Identifies and formulates the design problem to satisfy user needs, applicable standards, codes
of practice and legislation;
2. Plans and manages the design process: focusses on important issues, recognises and deals
with constraints;
3. Acquires and evaluates the requisite knowledge, information and resources: applies correct
principles, evaluates and uses design tools;
4. Performs design tasks including analysis, quantitative modelling and optimisation;
5. Communicates the design logic and information.
The competency of the candidate to successfully execute engineering design according to the criteria
above is assessed using
solving,
addressed
Page 8 of 18
2 MODULE STRUCTURE
Study theme and Mode of instruction Notional Contact Time

Study units hours Lectures Tutor class
(hours) component
(hours)
1. Introduction to control Lecture
4 1 0.4
systems
Lectures, assignments,
2. Laplace transform 3 1 0.2
tutor class
3. Basic Bode plots revisited 4 1 0.4
tutor class
4. Modeling of dynamical Lectures, assignments,
18 4 1.6
systems tutor class
5. State variable analysis 18 4 1.6
tutor class
6. Feedback control system Lectures, assignments,
3 1 0.2
characteristics tutor class
7. The performance of feedback Lectures, assignments,
18 4 0.0
control systems tutor class
8. Stability of systems 4 1 0.4
tutor class
9. Root locus analysis 9 3 0.8
tutor class
10. Frequency domain analysis 16 3 1.41
tutor class
11. Control system design 43 8 3.8
tutor class
Practical 15 3
Class tests 3 2 0.8
Semester test review 2 2
Review 1 1 0.4
Total 161 39 12
3 GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS
The information given in the next sections of this study manual under the various study theme
headings is intended to assist students in their learning, in order to acquire the required skills and
achieve the learning outcomes effectively. The following specific informational items are included
under each of the study theme headings:
3.1 Learning outcomes of the study theme
The given learning outcomes for each study theme are essential to achieve the critical learning
outcomes.
3.2 Study units
The title of the study unit and references to appropriate study material are given here. The study of the
referenced study material is regarded as the minimum required to achieve the learning outcomes
satisfactorily.
3.3 Self-study activities
Page 9 of 18
Here information is given about exercises and problems related to the study material, which should be
attempted and which are in accordance with the criteria of assessment of the study theme.
3.4 Assignments for assessment
Here information is given about assignments to be submitted for marking and assessment.
3.5 Criteria of assessment
The criteria of assessment are a list of specific skills to be mastered by the student in order to achieve
the learning outcomes of the syllabus theme. During assessment (tests and the examination), students
will be evaluated in terms of these criteria.
The statements used to define the criteria of assessment are classified in terms of a series of lower- to
higher-order thinking skills (cognitive domains), in accordance with Bloom's Taxonomy of
Educational Objectives (Bloom BS and Krathwohl DR, Taxonomy of educational objectives.
Handbook 1. Cognitive domain, Addison-Wesley, 1984):
6. EVALUATION
5. SYNTHESIS
Level of
4. ANALYSIS
complexity
3. APPLICATION
2. COMPREHENSION
1. KNOWLEDGE
The characterisation of the cognitive domains is given in the table below.
Cognitive Domain Definition Typical Action Verbs
1. Knowledge Remembering previously learned Arrange, define, describe, identify,

information. label, list, match, name, outline
2. Comprehension Understanding the meaning of Classify, discuss, estimate, explain,

information. give example(s), identify, predict,
report, review, select, summarise,
interpret, "in your own words"
3. Application Using the information appropriately Apply, calculate, demonstrate,

in different situations illustrate, interpret, modify, predict,
prepare, produce, solve, use,
manipulate, put into practice
4. Analysis Breaking down the information into Analise, appraise, calculate, compare,
the component parts and seeing the criticise, derive, differentiate, choose,
relationships. distinguish, examine, subdivide,
organise, deduce
Page 10 of 18
5. Synthesis Putting the component parts Assemble, compose, construct, create,

together to form new products and design, determine, develop, devise,
ideas. formulate, propose, synthesise, plan,
discuss, support
6. Evaluation Making judgments of an idea, Appraise, assess, compare, conclude,

theory, opinion, etc., based on defend, determine, evaluate, judge,
criteria. justify, optimise, predict, criticise
The list of criteria of assessment for a study theme and its accompanying envisaged learning outcomes
should contain statements applicable to all six levels of thinking. Accordingly, students will be
evaluated in terms of a mix of all six levels of thinking skills. On the first-year level, a larger
proportion of questions will be based on the lower levels (levels 1 to 3), whilst final-year examinations
will contain a larger proportion of questions based on the higher-level thinking skills (levels 4 to 6).
4 STUDY THEME DESCRIPTIONS
4.1 STUDY THEME 1: Introduction to control systems
4.1.1 Learning outcomes
At the end of this study theme, the student will be able to describe and name the basic components of
a control system e.g. inputs, outputs, actuators, sensors, plant, disturbances etc.; give examples of
typical control systems and place control systems into context in everyday life and industry, describe
the historical periods of control theory, describe the motivation for control, describe how
environmental issues can be addressed by control, describe and name the types of control system
design, be able to classify, identify and distinguish between an open-loop and a closed-loop control
system; describe feedback control and discuss its effect on system gain, stability and disturbances,
describe the various types of feedback control, describe, classify and differentiate between linear and
non-linear, time varying and time invariant; and multivariable and single-input-single-output systems.
4.1.2 Study units
Chapter 1 in Dorf and Bishop (2008)
4.1.3 Self-study activities
See the module web site for announcements regarding further self-study material.
4.1.4 Extra material
The module web site will provide more material if required as deemed necessary by the lecturer.
4.1.5 Assignments for assessment
Assignments will be given on the module web site.
4.1.6 Criteria of assessment
At the end of this study theme, a student must be able to perform tasks as outlined in section 4.1.1.
Page 11 of 18
4.2 STUDY THEME 2: Laplace Transform revisited
This work has been covered in previous modules (see e.g. Linear Systems ELI220). At the end of this
study theme, the student will be able to calculate Laplace transforms from the time domain to the s-
plane using the definition of the Laplace transforms, apply partial fraction expansions to calculate
inverse Laplace transforms, derive the basic theorems of the Laplace Transform, calculate Laplace
transforms and inverse Laplace transforms using the basic theorems, apply the Laplace transform to
solve linear ordinary differential equations, apply the concept of the transfer function to SISO and
multivariable systems in the light of the impulse response of a linear system, interpret the concept of a
pole and a zero; apply the transfer functions of the basic elements of electrical and mechanical
subsystems to derive model systems (e.g. V(s)=RI(s), V(s)=sLI(s), F=s2mX(s) etc.), comprehend the
idea of causal systems and the unit step input.
4.2.2 Study units
See Linear Systems ELI 220 (e.g. Carlson) or equivalent text book and relevant sections in Dorf and
Bishop (2008).
1. Note the tables of Laplace transforms and theorems in Dorf and Bishop (2008).
2. Appendix F on Complex Variable Theory on the web site of Dorf and Bishop (2008).
3. Ensure that you are also able to use Matlab to do the calculations in this theme.
4.3 STUDY THEME 3: Basic Bode plots revisited
Portions of this work have been covered in previous modules (see e.g. Linear Systems ELI220). At the
end of this study theme, the student will be able to analyze and construct a Bode plot of SISO
systems, understand and determine corner frequencies, bandwidth, phase and magnitude. Sketch
straight line approximations to 1st order, 2nd order, dominant pole/zero, integrators and differentiators
on a Bode plot and understand aspects thereof..
4.3.2 Study units
Page 12 of 18
See Linear Systems ELI 220 (e.g. Carlson) or equivalent text book and relevant sections in Dorf and
Bishop (2008).
4.4 STUDY THEME 4: Modelling of dynamical systems
Portions of this work have been covered in previous modules (see e.g. Circuits EBN210 and Physics /
Dynamics). At the end of this study theme, the student will be able to model electric networks in the
time and frequency domains from first principles; with specific emphasis on capacitors, inductors,
resistors, active elements etc., write the equations that govern an electrical circuit in state space form
and as transfer functions, represent electric networks as SFGs and block diagrams, model
translational and rotational motion in the time and frequency domains from first principles, with
specific emphasis on springs, dampers, masses, gear trains etc., write the equations that govern a
mechanical system in state space form and as transfer functions; including nonlinearities such as
backlash and dead zone, represent mechanical systems as SFGs and block diagrams, comprehend
and apply the use of sensors and encoders in systems, comprehend the working of a DC motor,
model a DC motor, linearize a nonlinear system. comprehend, incorporate and approximate
systems with time delays and transportation lags, comprehend a typical application e.g. the sun seeker
system.
4.4.2 Study units
Page 13 of 18
4.5 STUDY THEME 5: State variable analysis
At the end of this study theme, the student will be able to define and describe the state-space
representation of linear and non-linear systems of a SISO or MIMO nature, know the terminology that
is used in state-space representations, comprehend the state transition matrix, comprehend and apply
its significance as well as its properties; comprehend and apply the state transition equation in the
solution of homogenous and non-homogenous systems from state-space representations, convert
higher order differential equations into state-space, convert between state-space representations and
transfer function representations and vice versa, comprehend, calculate and apply the concepts of
characteristic equations and eigenvalue analysis, comprehend, execute and apply the decomposition
of transfer functions into state-space (SISO).
4.5.2 Study units
Chapter 3 in Dorf and Bishop (2008).
1. Appropriate Matlab commands e.g. ss2tf, tf2ss, step, etc.
4.6 STUDY THEME 6: Feedback control system characteristics
At the end of this study theme, the student will be able to comprehend the difference between open-
loop and closed-loop response of feedback control systems, comprehend the difference between the
steady-state and the dynamic response of systems, comprehend the notion of disturbances and
references in control systems, comprehend and calculate the sensitivity of control systems to
parameter variation.
4.6.2 Study units
Page 14 of 18
4.7 STUDY THEME 7: The performance of feedback control systems
At the end of this study theme, the student will be able to know the difference between transient and
steady-state responses of systems, know, define and apply the different test signals such as step, ramp
and parabolic inputs, define, specify, apply and calculate standard quantities such as overshoot, delay,
rise and settling time, define and calculate steady-state errors for different inputs, comprehend,
calculate and use the type of the system, know and apply the relationship between stead-state error
and closed loop systems, comprehend the steady-state error induced in non-linear systems,
comprehend and calculate time response quantities such as time constant, natural frequency etc. for
first and second order systems, able to recognize the time response of 1st and 2nd order systems due to
step inputs, comprehend the effect of addition of poles and zeros to transfer functions, comprehend
and apply the concept of dominant poles of a system, comprehend the concept of approximation of
higher order systems by lower order systems, comprehend and calculate the performance measures in
control systems.
4.7.2 Study units
1. Relevant Matlab commands: e.g. step, simulink.
Page 15 of 18
4.8 STUDY THEME 8: Stability of systems
This theme deals with the basic analysis of system stability and focuses on the Routh-Hurwitz
criterion. Other methods such as the Nyquist criterion and stability from Bode diagrams will be
covered in later themes. At the end of this study theme, the student will be able to comprehend the
concepts of bounded input bounded output stability, comprehend and deduce the relationship
between characteristic equation roots (poles) and stability, comprehend and deduce whether a system
has zero input stability and whether a system is asymptotically stable/unstable, calculate and apply
Routh’s tabulation and the Hurwitz criterion to describe system stability.
4.8.2 Study units
1. Relevant Matlab commands: e.g. roots
4.9 STUDY THEME 9: Root locus analysis
At the end of this study theme, the student will be able to comprehend what the root locus is and how
it is used in the analysis of systems, comprehend and apply the basic properties of the root locus,
construct the root locus, design basic control systems using the root locus, comprehend what the
effect is of adding poles and zeros to the open-loop system and its effect on the root locus during
control system design.
4.9.2 Study units
Page 16 of 18
1. Relevant Matlab commands: e.g. rlocus.
4.10 STUDY THEME 10: Frequency domain analysis and stability
Some of this work has been covered in previous modules. At the end of this study theme, the student
will be able to comprehend and calculate Bode diagrams, comprehend, analyze and specify
frequency domain specifications such as bandwidth, resonant peak, cutoff rate, etc. of dominant
second order systems, comprehend the relationship between poles and damping ratio & natural
frequency, comprehend the effects on the frequency response of adding poles and zeros, understand
the Nyquist stability criterion, comprehend and calculate when a system is unstable based on the
Nyquist criterion, understand the concepts of encircled and enclosed, comprehend the notion of a
critical point, comprehend what is meant by the Nyquist path, comprehend the effects of minimum
phase zeros on the Nyquist plot, comprehend the effects of the addition of poles and zeros on the
Nyquist plot, understand and calculate gain and phase margins on both the Bode diagram and
Nyquist plots for the analysis of stability in the frequency domain, comprehend the magnitude-phase
plot and analyze a system for stability based on the magnitude-phase plot, perform sensitivity studies
in the frequency domain.
4.10.2 Study units
Chapters 8 an 9 in Dorf and Bishop (2008).
1. Relevant Matlab commands: e.g. bode, rlocus, nyquist.
Page 17 of 18
4.11 STUDY THEME 11: Control system design
At the end of this study theme, the student will be able to interpret control system design
specifications, comprehend and design different control system configurations, know (and keep in
mind when designing) the fundamental principles of design; comprehend and design using time
domain, frequency domain, root locus and internal model control (internal model principle) with PD,
PI, PID, lead, lag, lead-lag, pole-zero cancellation, forward, reference feed-forward, disturbance feed-
forward, feed-forward-feedback, minor/major loop, state feedback and pole placement controllers,
4.11.2 Study units
1. Relevant Matlab commands: e.g. bode, rlocus, nyquist.
PRACTICALS
To be provided on the course website.
Page 18 of 18

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School of Engineering

Department of Electrical, Electronic and

Control Systems EBB320

2 LECTURERS, VENUES AND CONSULTING HOURS 3

3 STUDY MATERIALS AND PURCHASES 4

1 MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES 7

3 GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS 9

4 STUDY THEME DESCRIPTIONS 11

1 GENERAL PREMISE AND EDUCATIONAL APPROACH

2 LECTURERS, VENUES AND CONSULTING HOURS

Name Room No. Telephone No.

Location of the Laboratory: A-Lab, Eng. 2.

Ma/Mo 10:30-11:20 Ing/Eng II 2-27

The Thursday lecture period will be used to discuss assignments.

3 STUDY MATERIALS AND PURCHASES

Prescribed text book:

4.1 Contact time and learning hours

4.4 Laboratory work

Reports without the above will not be graded.

Pass requirements In order to pass the module a student must

Calculation of the final mark The final mark is calculated as follows:

Calculation of the semester mark The semester mark is compiled as follows:

6.1 Plagiarism warning

1 MODULE OBJECTIVES, ARTICULATION AND LEARNING OUTCOMES

1.1 General objectives

1.2 Critical learning outcomes

1.2.1 Exit level outcome 1: Problem solving

1.2.2 Exit level outcome 2: Application of scientific and engineering knowledge

1.2.3 Exit level outcome 3: Engineering Design

Study theme and Mode of instruction Notional Contact Time

3 GUIDELINES FOR USING THE STUDY THEME DESCRIPTIONS

3.1 Learning outcomes of the study theme

3.2 Study units

3.3 Self-study activities

3.4 Assignments for assessment

3.5 Criteria of assessment

The characterisation of the cognitive domains is given in the table below.

Cognitive Domain Definition Typical Action Verbs

1. Knowledge Remembering previously learned Arrange, define, describe, identify,

2. Comprehension Understanding the meaning of Classify, discuss, estimate, explain,

3. Application Using the information appropriately Apply, calculate, demonstrate,

5. Synthesis Putting the component parts Assemble, compose, construct, create,

6. Evaluation Making judgments of an idea, Appraise, assess, compare, conclude,

4 STUDY THEME DESCRIPTIONS

4.1 STUDY THEME 1: Introduction to control systems

4.1.1 Learning outcomes

4.1.2 Study units

Chapter 1 in Dorf and Bishop (2008)

4.1.3 Self-study activities

4.1.4 Extra material

4.1.5 Assignments for assessment

Assignments will be given on the module web site.

4.1.6 Criteria of assessment

4.2 STUDY THEME 2: Laplace Transform revisited

4.2.1 Learning outcomes

4.2.2 Study units

4.2.3 Self-study activities

4.2.4 Extra material

4.2.5 Assignments for assessment

Assignments will be given on the module web site.

4.2.6 Criteria of assessment

4.3 STUDY THEME 3: Basic Bode plots revisited