COURSE Project (30%)

2022-2023

Feedback System Analysis & Design

EE 382
Semester: Summer 2023
 Table of Contents
I. Introduction .................................................................................................................... 3
II. Project Description ......................................................................................................... 4
III. ABET Learning Outcome ............................................................................................... 7
IV. Project Management & Deliverables .............................................................................. 7
V. Turnitin ........................................................................................................................... 8
VI. APA Style....................................................................................................................... 8
VII. Academic Honesty and Integrity Assurance ................................................................... 8
VIII. Copyrights...................................................................................................................... 9
IX. Project and team-based work......................................................................................... 9
X. Marking Scheme and Student Assessment Rubric ....................................................... 10

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I. Introduction

Projects for engineering students give an edge over the race of recruitment to work hard to ensure a
good career. In spite of employment practices in recent times, students are progressively taking up
projects to pad up their skill-set. Engineering projects help students to learn and acquire practical
knowledge. Despite of theory concept they acquire, various industries also need to know their capacity
to complete projects using their specific initiatives. Thus, we recommend students to realize
engineering projects in their four years of engineering and try to present as many white papers as
possible. Students who give importance to their course projects are expected to learn how to:
• Work in teams including multidisciplinary teams
• Build a major design experience based on the knowledge and skills acquired in the course work
• Build a major design experience incorporates appropriate engineering standards and multiple
realistic constraints
• Apply both analysis and synthesis in the engineering design process, resulting in designs
that meet the desired needs
In the design process, both creativity and criticism are essential. The followings are the seven steps that
students should consider while designing their projects:
• Recognition of the need and identifying opportunities: Every project begins with recognition
that needs improvement. These needs may be obvious or hidden to be revealed by
investigation, surveys or research.
• Definition of the design problem: It is a major task requires gathering information about the
problem.
• Definition of the design criteria and constraints: While the problem is being defined, the design
criteria and constraints must be defined.
a. Design criteria are performance standards to be met by the design.
b. Design constraints are limitations placed on the designer, the final design or manufacturing
process. Examples of possible constraints include accessibility, aesthetics, codes,
constructability, cost, ergonomics, extensibility, functionality, interoperability, legal
considerations, maintainability, manufacturability, marketability, policy, regulations,
schedule, standards, sustainability, or usability.
c. Risk analysis
• The design loop: design is a repetitive process of:
a. Synthesis (Brainstorming - Generating new ideas)
b. Analysis (Breaking ideas – find expected results)
c. Decision-making (Deciding the best alternative)
• Optimization: Design team must ask themselves if it is the optimum design. Optimum is the
best design that can be achieved at reasonable cost. The proposed design is judged against the
design criteria
• Evaluation: Design team should hold a design review to approve drawings and specifications
before they are released. If an optimum design cannot be achieved, the design team might
revise the problem definition, the design criteria or the constraints in order to achieve the
optimal solution or prototype.

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II. Project Description

Scenario: You have been hired as a control engineer at a company working on chemical
industries. Your mission is to conceive an appropriate controller to control the level of a fluid
inside a tank by adjusting the rate of the incoming fluid flow to the container. The idea of this
system (as shown in Figure 1 ) is to vary the speed of a DC motor water pump that is filling the
container. The speed will be then transformed to height through a Speed-To-Height (STH) block
that relates the speed to the flow rate and then to the water level h(t).

Figure 1. Fluid level control system

The proposed system comprises a DC motor water pump that pumps water to the container,
a PID controller and a water tank.
The block diagram of the control system is given by the following block diagram:

Figure 2. Block diagram of the fluid level control system

where h(t) represents the actual level of fluid inside the tank and href(t) is the desired level.
The transfer function of the system {Motor pump + STH block} is given as below:

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 𝑏
𝐺(𝑠) =
𝑠 3 + 𝑎2 𝑠 2 + 𝑎1 𝑠 + 𝑎0

Where the parameters are given in the following tables:

Group 1 2 3 4 5 6 7 8 9 10
Nr
𝒂𝟎 20 150 50 160 10 180 15 200 30 220
𝒂𝟏 100 110 300 120 80 140 100 150 130 160
𝒂𝟐 100 120 200 130 110 150 150 170 120 140

Section Nr 𝒃
F1 1
F2 2
M1 3
M2 4
U1 5

The desired behavior of the controlled system should satisfy the following constraints:
• The steady state error should be zero.
• The rise time should be less than 0.5 seconds.
• The overshoot should be less than 25%.

1. Using the Routh criterion, assess the stability of the closed loop system without the
controller.
2. Identify the matrices A, B, C and D corresponding to the state-space representation of
the system.
3. Draw the block diagram of the proposed state-space representation.
4. We start with conceiving a Proportional controller with a positive gain 𝐾𝑝 . What is the
condition on 𝐾𝑝 for the closed-loop controlled system to be stable?
5. Choose a value for 𝐾𝑝 that will ensure the stability.
6. Using MATLAB/SIMULINK, build the block diagram of the closed-loop PID control
system (as shown in Figure 3). Simulate your system with the chosen value of 𝐾𝑝
(calculated in question 5).
7. Identify the following parameters of the step response and determine whether the
given constraints were satisfied or not:
a. The value of the steady state error
b. The value of the maximum overshoot in %
c. The rise time 𝑇𝑟
d. The settling time 𝑇𝑠

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 Figure 3. PID control system on MATLAB/ Simulink

8. We want now to use the Ziegler and Nichols methods to tune our PID controller.
a. Which method (first or second) is to be used for this system? Justify your
answer.
b. Use the Ziegler and Nichols method that you identified in question 8.a and tune
3 controllers for your system: P, PI and PID.
c. Plot on MATLAB/SIMULINK your step response for each one of the controllers
conceived in question 7.b and determine the following specifications from each
step response:
• The overshoot in percent,
• The settling time,
• The peak time
• The rise time.
d. Compare the results of the three controllers in terms of stability, precision and
rapidity. Were you able to satisfy the given constraints? Draw your conclusions
on the accuracy of the controllers you designed by the Ziegler and Nichols
method.
9. Use the Root Locus method to design a proportional controller for the studied system.
Choose a value of 𝐾𝑝 that satisfies the given constraints.
10. Plot on MATLAB/SIMULINK your step response for the proportional controller
conceived in question 9. Use the trial-and-error method to build a PI and a PID
controllers, and determine the following specifications from the step responses with
each one of these controllers:
• The overshoot in percent,
• The settling time,
• The peak time
• The rise time.
11. Compare the results obtained by this method with the results obtained in question 7
and draw your conclusions.

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III. ABET Learning Outcome

The aim of this project is to

a. Obtain mathematical models of electrical and mechanical systems [1].
b. Perform stability and sensitivity analyses of linear time-invariant feedback systems [1].
c. Design a controller to meet specifications in time and frequency domain [1,2].
d. Use computer-aided tools for control system analysis and design [1,2].
e. Function on multidisciplinary team to attain the ability of [3,4,5,7]:
- Acquire and apply new knowledge as needed, using appropriate learning
strategies.
- Function effectively on a team whose members together provide leadership,
create a collaborative and inclusive environment, establish goals, plan tasks, and
meet objectives.
Communicate effectively with a range of audiences.

IV. Project Management & Deliverables

This project is divided into the following deliverables:

Deliverable 1: Project technical report (due date is week 6 – Thursday 20/07/2023):

• Students of each class need to form project groups (group of 2 or 3 depending on
number of students)
• Based on the variable parameters, each group of students will be working on a different
system.
• Students are required to propose a design regarding the project which includes a
detailed description of the PID tuning and related simulation results. In addition, the
full schematic for the block diagram should be provided along with a description of the
control system operation. A complete design includes the following:
✓ The state-space representation of the plant.
✓ Detailed steady-state error calculations.
✓ Design of P, PI and PID controllers with simulation results of the time response
on MATLAB/Simulink
• A scientific report must be written and submitted. The provided template should be
used.
• The report should include the full analysis of the project with hand calculations and
simulation results.
• The report should include a comparison between the different used methods and a
conclusion on the most appropriate ones.
• Students should clarify the followed learning strategy in order to get an optimum
design of their controller.
• An electronic copy of the report must be submitted through Moodle (Turnitin) on the
due date.

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 Deliverable 2: Oral Presentation (due date is week 7-24/07/2023):
• The presentation duration is 5 minutes that is followed by 5-10 minutes of a discussion
period. All presentations must be done using presentation software like MS
PowerPoint. An electronic copy of the presentation must be submitted through
Moodle prior to the presentation due date. A rough structure of oral presentation is as
follows:
a. Introduction
b. Project Overview and Project Statement (Explanation of project goals and aims)
c. Steps and methods involved in the project
d. Representation of final product (Prototype, simulations.)
e. Reflections of the project on students` learning
f. Conclusion and Future Remarks
g. References

Deliverable 3: Interview and Q&A (due date is week 7-24/07/2023):

• Each student will be interviewed individually on:
- Parts of the projects (from PD1 and PD2)
- The different commands of MATLAB/Simulink that were used during the project
- General questions of the concept of PID controllers

V. Turnitin

Turnitin is a web-based solution that lets AUM faculty and AUM students check written work for
improper citation or misappropriated content. You may be assigned a username and a password to be
able to upload your assignments online, when and if requested. If you face any technical problem,
please contact IT at AUM.

VI. APA Style

AUM adopts the APA writing style for all its academic programs. AUM students need to use this style
for their assignments. The following web site is of value for students:
http://owl.english.purdue.edu/owl/resource/560/01/. Students are also encouraged to visit the AUM
Writing Lab to receive help and guidance on all APA-related questions.

VII. Academic Honesty and Integrity Assurance

One of the signs that the course material has been properly understood is honesty when accomplishing
the assignments. Lack of academic integrity (e.g. plagiarism, copying another person’s work, the use of
unauthorized aids on examinations, cheating, facilitating acts of academic dishonesty by others) will
not be tolerated. Therefore, if students include ideas, sentences, or other material that are not theirs
in their work, they must properly quote the source(s). Students are encouraged to consult with the

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 instructor if they have any questions on the issues of academic integrity or technical formatting of the
references.
Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the right to ask
the student to verify her/his work. This can be done through, but not limited to, repeating the work,
oral examination or discussion, alternative or similar on spot class assignment, pop quiz, or any other
action deemed necessary. If the student fails to prove the authenticity of the work, then the Instructor
will apply the academic misconduct rules as mentioned in the AUM Student Handbook which may
include awarding the work a zero grade.
Students are expected and encouraged to be honest and to maintain the highest standards of academic
integrity in their academic work and assignments at the University. Any act of Academic Dishonesty
may result in severe consequences for violations range from zero grades given for the assignments,
failing the course, and suspension from the University. Students will refrain from any academic
dishonesty or misconduct including, but not limited to:
• Upon suspicion and doubt of the authenticity of the work submitted, the Instructor has the
right to ask the student to verify her/his work. This can be done through, but not limited to,
oral examination or discussion, or any other action deemed necessary. If the student fails to
prove the authenticity of the work, then the Instructor will apply the academic misconduct
rules as mentioned in the AUM Student Handbook
• A zero grade will be given to all students that share exactly the same results: You will also be
held responsible if someone else copies your work - unless you can demonstrate that you have
taken reasonable precautions against copying.
• Any violation of the AUM standards will be taken as a violation to AUM policy and can lead to
penalties. If you wonder whether a course of action violates this policy, simply ask in advance
and please refer to the undergraduate AUM Student Handbook.
For a detailed description of academic misconduct, please refer to the AUM Student Handbook.

VIII. Copyrights

Students are expected to adhere to copyright practices, refer to the undergraduate AUM Student
Handbook.

IX. Project and team-based work

The Project component of the course, if exist, is essential to passing this course. The project shows
competency in understanding and applying the course objectives and achieving the learning outcomes.
The project should allow the student to investigate, apply, research, and practice real-life business
situations. It is expected that each student to fully and actively participate in the project as an effective
team member. A project document will be distributed later in the semester with details about the
project.
For all group related work, the entire team is responsible for the team outcome and the deliverables,
except for the specific parts of the project that may be graded individually depending on the project’s
requirement and as communicated in the project document.

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X. Marking Scheme and Student Assessment Rubric

The project is worth 30% of the total grade of your course; each deliverable is worth 10%. The grade
will be based on every group’s work, simulation, prototype, analysis, etc. The student will be evaluated
based on the below grading scheme:

Final Report:

EE 382
Project Deliverable 1 (Design Detailed Report (10%)) Grading Rubric

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)

•the report covers •the report covers an

• The report covers •the report covers an
Theoretical some theoretical important part of the
minor (or no) part of excellent and detailed
analysis and analysis. theoretical analysis.
the theory. theoretical analysis.
hand
calculation • no (or wrong) hand • some hand
• no (or wrong) hand • all hand calculations are
(35%) calculation is calculations are
calculation is provided provided with all steps
provided provided

· The student’s
· The student did not missed some · The student’s
provide a complete simulation results. provided most of the
· The student’s provided a
simulation results. .Titles and simulation results.
complete and clear
Simulation .Titles and information information on x and .Titles and
simulation results section.
results (35%) on x and y axis are not y axis are not information on x and
.Titles and information on
provided. provided. y axis are provided.
x and y axis are provided.
Data can not be read Graphs are not clear, Few data can not be
from the graphs. data can not be read read from the graphs.
from the graphs.
• •
conclusion/discussion conclusion/discussion • excellent conclusion
• brief conclusion and of the project are of the project are that summarizes the work
discussion. partially relevant. relevant. done in the project.
Discussion • future work is not • future work is not • future work is well • excellent future work is
and discussed. well discussed. discussed. provided.
conclusion Weak comparison has A comparison has A comparison has A comparison has been
(30%) been done between been done between been done between done between simulated
simulated and simulated and simulated and and theoretical results
theoretical results. theoretical results theoretical results correctly that covered all
but did not cover all but missing few results.
simulation results. values.

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Project Presentation:

EE 382
Project Deliverable 2 (Project Presentation (10%)) Grading Rubric

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)

• The presentation • The presentation

• The presentation covered all of the covered all of the
covered all of the topics topics in the final topics in the final
• The presentation in the final report. report. report.
covered most of the • Information is • Information is • Information is
topics in the final report. presented in logical presented in logical presented in logical
• The presentation order. order. order.
Presentation
included mistakes. • The presentation • The presentation is • The presentation is
Slides (30%) -
• Problems with format included some mistakes. well structured and it well structured and it
Group
and use of language. • Adequate format and does not include does not include
• Unclear results (figures, use of language. mistakes. mistakes.
graphs…) and • Some results (figures, • Adequate format and • Correct format and
illustrations. graphs…) and use of language. use of language.
illustrations are not • Clear results (figures, • Clear results (figures,
clear. graphs…) and graphs…) and
illustrations. illustrations.
• Student • Student
• Student demonstrated
demonstrated good demonstrated excellent
• Student demonstrated sufficient understanding
understanding of the understanding of the
poor understanding of of the subject.
subject. subject.
Knowledge of the subject. • The analysis is
• The analysis is clearly • The analysis is clearly
subject (50%) - • Lacking the analysis discussed and the
discussed and the discussed and the
Individual and method discussion. implemented method is
implemented method implemented method
•Only few questions are debated.
is debated. is debated.
answered correctly. • Some of the questions
• Most of the questions • All of the questions
are answered correctly.
are answered correctly. are answered correctly.

• Acceptable language • Excellent language

• Poor language skills, • Good language skills,
Presentation skills, gestures, etc. skills, gestures, etc.
gestures, etc. gestures, etc.
Skills (20%) - • Student showed • Student showed
• Student showed poor • Student showed good
Individual adequate presentation outstanding
presentation skills presentation skills
skills presentation skills

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Interview:

EE 382
Project Deliverable 3 (Interview (10%)) Grading Rubric

Unsatisfactory Developing Satisfactory Excellent

(0-59%) (60%-74%) (75%-87%) (>88%)

• The student is
not able to answer • The student answers
• The student answers • The student is able to
any of the 2 out of the three
only one of the answer all the questions
questions asked by questions asked by the
questions asked by the asked by the instructor.
Q&A the instructor. instructor.
instructor. • The student shows a very
(100%) • The student is • The student has a
• The student vaguely good understanding of the
not able to explain good understanding of
explains the concepts of different concepts of the
any of the the different concepts
the control theory. control theory
concepts seen in of the control theory.
the course.

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XI. Appendix: Matlab-Simulink hands-on

In this Matlab introduction, students will:

(1) First study the “SIMPLE MATLAB TUTORIAL FOR BEGINNERS”,
(2) Then study the “A MATLAB-SIMULINK EXAMPLE”,
(3) Then you write a Matlab code to automatically run the following Simulink model
as follows:
a. Build the Simulink file in the below figure.
b. Write a MATLAB script to automatically run the Simulink file when
parameter b changes from 7 to 12 with step size 0.2.
c. For each simulation run, determine the system output when time is about
0.5 s. The performance index is defined as the system output when the
time is about 0.5 s.
d. Finally, you plot the corresponding performance index versus parameter b
as a 2D plot.

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 A SIMPLE MATLAB TUTORIAL FOR BEGINNERS
First, every student writes and examines the following 5 exercises individually. Matlab codes
are in red. Then solve the question in the end of this document.
Q.1) How can we write a vector in MATLAB?
A.1) Example:
>> x = [-2.1 -2.57 3.5 -7.2 9.2 6.1 12 5.2];

Q.2) A vector x is given as x = [-1 2 3.2 -4.2 9.1 7 -2]. How can you find the maximum
entry and its index in the vector?
A.2) >> x = [-2.1 -2.57 3.5 -7.2 9.2 6.1 12 5.2];
>> [maxElement index] = max(x)
maxElement =
12
index =
7

Q.3) A vector x is given as x = [-1 2 3.2 -4.2 12.3 7 -2]. How can you find if vector x has
an entry which is equal to 9.1 and its index?
A.3) >> x = [-1 2 3.2 -4.2 12.3 7 -2] ;
>> >> index = find(x == 12.3)
index =
5
This means that the answer is yes and the 5th entry is equal to 12.3.

Q.4) How can we plot 3D figure in MATLAB:

A.4) One way is by command “mesh”
mesh(y_vector, x_vector, f_xy_matrix)
where x_vector is vector whose dimension is 1 by N,
where y_vector is vector whose dimension is 1 by M, and
f_xy_matrix is a matrix whose dimension is 1 by N by M.

Example: Let’s plot 𝑓(𝑥, 𝑦) = 2𝑥 2 −𝑦 2 where x_vec = [0 : 0.2 : 3] and y_vec = [1 : 0.25 : 2].
>> x_vec = [ 12 : 0.2 : 15 ]
means
x_vec = [12 12.2 12.4 12.6 12.8 13. 13.2 13.4 13.6 13.8 14. 14.2 14.4 14.6 14.8
15]

clear all
x_vec = [ 12 : 0.2 : 15 ];
y_vec = [ 1 : 0.25 : 2 ];

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for i=1:length(x_vec)
for j=1:length(y_vec)
f_x_y_mat( i, j ) = 2*x_vec(i)^2 - y_vec(j)^2 + 1;
end
end
mesh(y_vec, x_vec, f_x_y_mat)
xlabel('variable y')
ylabel('variable x')
zlabel('function f(x,y)')

In the example above,

x_vec is vector whose dimension is 1 by 16.
where y_vector is vector whose dimension is 1 by 5, and
f_x_y_mat is a matrix whose dimension is 16 by 5.

Q.5) How can you simulate your SIMULINK model automatically from your MATLAB script.
A.5) Let your SIMULINK model be simu_production_system.mdl.

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 A MATLAB-SIMULINK EXAMPLE
In this example, you will write a Matlab code to automatically run your Simulink model where
one parameter changes, and save the performance index. Finally, you plot the corresponding
performance index as a 2D plot.
Step 1) Build the following system in Simulink and name it as “FirstOrderSystem.mdl”.

In this system, you have one parameter to change: b (Here, b is called pole location).
Performance index: System output when time is about 0.9 seconds.
Step 2) Write a for-loop in your Matlab script which
• changes b from 1 to 5 with step size of 0.25. (This means b will be 1, 1.25, 1.50,
…, 4.75, 5.0).
• automatically simulates your Simulink file for each b value.
• finds the performance index which is system output when time is close to 0.9
[sec] for each b value.
After the for-loop, plot the performance index with respect to parameter b.

Every student should write, run and understand the following MATLAB code:
clear all
b_vec = [ 1 : 0.25: 5 ];
%Performance index = System output value when time is around 0.9 seconds.
performanceIndex_vec = [];
for j=1:length(b_vec)
b = b_vec(j); %Here, you chose the value of b.

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 sim('FirstOrderSystem.mdl'); %This automatically simulates your Simulink model. After,
the simulation finishes, the time vector called “tout” and output vector called “yout” are
automatically generated by the MATLAB/SIMULINK. They are vectors as follows:

[tmpmin index] = min( abs( tout - 0.9) ); %Here you find the index in the time-vector
which is closest 0.9 seconds.
performanceIndex_vec(j) = yout(index); % Here, you save actual performance in a vector
after each simulation.
end

figure, plot(b_vec, performanceIndex_vec, '*-')

xlabel('pole location (-b)'), ylabel('Performance Index'), grid

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 MATLAB and Root-Locus

MATLAB Control System Toolbox contains two Root Locus design GUI.

Matlab Function Usage Description

rlocfind [K,P]=rlocfind(system) Finds root-locus gains
rlocus rlocus(system) Draws the Evans root locus
rltool rltool(Plant) Interactive root locus tool

- Example: consider the following open-loop system’s transfer function:

𝑠−7
𝐺(𝑠) =
𝑠(𝑠 + 5)(𝑠 + 15)(𝑠 + 20)

The root locus of this system will be given by the following Matlab code:
zeros=[7]
poles=[0 -5 -15 -20]
gain=1
G=zpk( zeros, poles, gain) %zero-pole-gain system model
rlocus(G) %draws the root locus of the open loop system

The plot above shows all possible closed-loop pole locations for a pure proportional controller.
To plot lines of constant damping ratio and natural frequency, use the command: sgrid(Zeta,Wn) where
Zeta is the damping ratio and Wn is the natural frequency.
For example, if we want to have an overshoot less than 5%, Zeta should be greater than 0.7. And for a
rise time of 1 second, Wn should be greater than 1.8.
➔ Zeta=0.7

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Wn=1.8
sgrid(Zeta, Wn)

[K,poles] = rlocfind(G)

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Select a point in the graphic window and you will get the corresponding K and poles

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