ME2142E
FEEDBACK CONTROL SYSTEM
NUS
EXAM SOLUTION HINTS
YEAR 2014
BODE PLOT AND NYQUIST PLOT NEED TO REFER TO YOUTUBE VIDEO, THE LECTURE NOTES MATERIAL IS TOO COMPLICATED TO UNDERSTAND AND DRAW.

© All Rights Reserved

204 views

ME2142E
FEEDBACK CONTROL SYSTEM
NUS
EXAM SOLUTION HINTS
YEAR 2014
BODE PLOT AND NYQUIST PLOT NEED TO REFER TO YOUTUBE VIDEO, THE LECTURE NOTES MATERIAL IS TOO COMPLICATED TO UNDERSTAND AND DRAW.

© All Rights Reserved

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December 2014

Question 1

The purpose of this question is to test the student on his/her basic understanding of transfer

functions that the transient response of control systems.

(a)

This part of the question tests on the students ability to derive the differential equations

of motion of a simple spring-mass-damper mechanical system and, thereby, the transfer

function of the system. Those students who did poorly on this part were those who had a

weak foundation on the dynamics of simple mechanical systems.

(b)

This part of the question tests the students ability to identify a simple first-order

response. This was covered in the lectures and also demonstrated in one of the two

experiments that students had to go through. Most students were able to identify the

response as that for a first-order system although some had difficulties determining the

exact form of the transfer function with appropriate parameters.

(c)

This part of the question tests the student understanding of the transient response of a

simple second-order system and the dynamic parameters governing such a response.

Most students did quite well.

Question 2

The purpose of this question is to test the student on his/her basic understanding of feedback

control system stability and how the parameters affecting this.

(a)

This part of the question tests on the students understanding of how the characteristic

equation and its roots affect system stability. Most students generally answered well

although some did not provide sufficient details.

(b)

This part of the question tests the students ability to use Rouths Stability Criterion to

determine the stability of a given system. Students generally did well on this part.

(c)

This part of the question tests the student on his/her understanding of a systems steadystate characteristics and requires the derivation of a given systems steady-state error for

two common test inputs. This is a straightforward question, especially given that students

are allow a page of personal notes/formulae students generally gave the correct answers.

Question 3

The purpose of this question is to test a student on his/her basic understanding of Frequency

Response.

(a)

This part of the question tests on the students ability to sketch the Bode plots (both

magnitude (or gain) versus frequency and phase versus frequency) for a given transfer

function. Most students were able to sketch these plots. However, there were a few

students who were unable to sketch these plots.

(b)

This part of the question tests the students ability to read off the gain and phase margins

from the plots of part (a). Most students were able to deduce the gain and phase margins.

(c)

This part of the question tests the student on the effect of increasing gain on the Bode

plots of part (a). Only the gain plot changes: It is shifted vertically by the gain amount in

dB. The phase plot remains unchanged. Therefore, one can compute the new gain and

phase margins without re-plotting the plots of part (a). Most students understand that the

phase plot will remain unchanged. However, this does not mean the phase margin will

remain the same as in part (a).

(d)

This part of the question tests the student on the output response of a system whose

transfer function and its input sinusoidal are given. Most students were able to calculate

the gain and phase of the system at the frequency of the input and then re-constituting the

output response with these values.

Question 4

The purpose of this question is to test a students understanding of the Nyquist Stability

Criterion.

(a)

This part of the question tests the student on the sketching of the Nyquist plot for a given

transfer function.

(b)

This part of the question tests the student on the application of the Nyquist Stability

Criterion. This requires the student to calculate the negative real axis intercept. The

student then has to determine the value of the gain such that the negative real axis

intercept is greater than -1. Generally most students were able to do the above.

However, there are a few who have left this part of the question unanswered.

(c)

This part of the question requires the student to calculate the imaginary axis intercept for

a gain of K=10. Since imaginary axis intercepts are complex conjugate pairs, the student

has to identify the appropriate of these conjugate pairs as the positive imaginary axis

intercept. Most students were able to do this.

(d)

This part of the question tests the student on the calculation of the gain margin when

K=1. For this part of the question, the definition of gain margin requires the student to

compute the reciprocal of the negative real axis intercept. Most students were able to do

this.

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