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Advances in undergraduate control education: the analytical design approach

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Please use this identifier to cite or link to this item: http://hdl.handle.net/1928/20330

Advances in undergraduate control education: the analytical design approach

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dc.contributor.author Abdallah, Chaouki T.
dc.contributor.author Dorato, Peter
dc.date.accessioned 2012-04-07T16:51:48Z
dc.date.available 2012-04-07T16:51:48Z
dc.date.issued 1999-06
dc.identifier.citation Proceedings of the 1999 American Control Conference, 1999, 1: 470-474 en_US
dc.identifier.isbn 0-7803-4990-3
dc.identifier.uri http://hdl.handle.net/1928/20330
dc.description Digital Object Identifier : 10.1109/ACC.1999.782872 en_US
dc.description.abstract Introductory 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.sponsorship IEEE en_US
dc.language.iso en_US en_US
dc.publisher IEEE en_US
dc.subject Algorithm design and analysis en_US
dc.subject Design methodology en_US
dc.subject Feedback control en_US
dc.title Advances in undergraduate control education: the analytical design approach en_US
dc.type Article en_US


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