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dc.contributor.authorAbdallah, Chaouki T.
dc.contributor.authorDorato, Peter
dc.date.accessioned2012-04-07T16:51:48Z
dc.date.available2012-04-07T16:51:48Z
dc.date.issued1999-06
dc.identifier.citationProceedings of the 1999 American Control Conference, 1999, 1: 470-474en_US
dc.identifier.isbn0-7803-4990-3
dc.identifier.urihttp://hdl.handle.net/1928/20330
dc.descriptionDigital Object Identifier : 10.1109/ACC.1999.782872en_US
dc.description.abstractIntroductory undergraduate control courses in the USA are generally limited to trial-and-error design techniques, based largely on the Nyquist stability criterion and root-locus analysis. The corresponding theory is well over fifty years old. Very little is presented on analytic design, where one has an existence theorem, and a computable algorithm to find a solution when one exists. One reason for the lack of analytic design in introductory courses is the level of mathematics required to understand much of this theory. Here we summarize some of the existing analytic design techniques, and their mathematical pre-requisites, and then we propose the interpolation approach for analytic design, as one requiring the least amount of mathematics.en_US
dc.description.sponsorshipIEEEen_US
dc.language.isoen_USen_US
dc.publisherIEEEen_US
dc.subjectAlgorithm design and analysisen_US
dc.subjectDesign methodologyen_US
dc.subjectFeedback controlen_US
dc.titleAdvances in undergraduate control education: the analytical design approachen_US
dc.typeArticleen_US


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