Feedback Systems: Notes on Linear Systems Theory
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What Is a Complex Adaptive System?
PROJECT GUTS What is a Complex Adaptive System? Introduction During the last three decades a leap has been made from the application of computing to help scientists ‘do’ science to the integration of computer science concepts, tools and theorems into the very fabric of science. The modeling of complex adaptive systems (CAS) is an example of such an integration of computer science into the very fabric of science; models of complex systems are used to understand, predict and prevent the most daunting problems we face today; issues such as climate change, loss of biodiversity, energy consumption and virulent disease affect us all. The study of complex adaptive systems, has come to be seen as a scientific frontier, and an increasing ability to interact systematically with highly complex systems that transcend separate disciplines will have a profound affect on future science, engineering and industry as well as in the management of our planet’s resources (Emmott et al., 2006). The name itself, “complex adaptive systems” conjures up images of complicated ideas that might be too difficult for a novice to understand. Instead, the study of CAS does exactly the opposite; it creates a unified method of studying disparate systems that elucidates the processes by which they operate. A complex system is simply a system in which many independent elements or agents interact, leading to emergent outcomes that are often difficult (or impossible) to predict simply by looking at the individual interactions. The “complex” part of CAS refers in fact to the vast interconnectedness of these systems. Using the principles of CAS to study these topics as related disciplines that can be better understood through the application of models, rather than a disparate collection of facts can strengthen learners’ understanding of these topics and prepare them to understand other systems by applying similar methods of analysis (Emmott et al., 2006). -
2.161 Signal Processing: Continuous and Discrete Fall 2008
MIT OpenCourseWare http://ocw.mit.edu 2.161 Signal Processing: Continuous and Discrete Fall 2008 For information about citing these materials or our Terms of Use, visit: http://ocw.mit.edu/terms. Massachusetts Institute of Technology Department of Mechanical Engineering 2.161 Signal Processing - Continuous and Discrete Fall Term 2008 1 Lecture 1 Reading: • Class handout: The Dirac Delta and Unit-Step Functions 1 Introduction to Signal Processing In this class we will primarily deal with processing time-based functions, but the methods will also be applicable to spatial functions, for example image processing. We will deal with (a) Signal processing of continuous waveforms f(t), using continuous LTI systems (filters). a LTI dy nam ical system input ou t pu t f(t) Continuous Signal y(t) Processor and (b) Discrete-time (digital) signal processing of data sequences {fn} that might be samples of real continuous experimental data, such as recorded through an analog-digital converter (ADC), or implicitly discrete in nature. a LTI dis crete algorithm inp u t se q u e n c e ou t pu t seq u e n c e f Di screte Si gnal y { n } { n } Pr ocessor Some typical applications that we look at will include (a) Data analysis, for example estimation of spectral characteristics, delay estimation in echolocation systems, extraction of signal statistics. (b) Signal enhancement. Suppose a waveform has been contaminated by additive “noise”, for example 60Hz interference from the ac supply in the laboratory. 1copyright c D.Rowell 2008 1–1 inp u t ou t p u t ft + ( ) Fi lte r y( t) + n( t) ad d it ive no is e The task is to design a filter that will minimize the effect of the interference while not destroying information from the experiment. -
Lecture 2 LSI Systems and Convolution in 1D
Lecture 2 LSI systems and convolution in 1D 2.1 Learning Objectives Understand the concept of a linear system. • Understand the concept of a shift-invariant system. • Recognize that systems that are both linear and shift-invariant can be described • simply as a convolution with a certain “impulse response” function. 2.2 Linear Systems Figure 2.1: Example system H, which takes in an input signal f(x)andproducesan output g(x). AsystemH takes an input signal x and produces an output signal y,whichwecan express as H : f(x) g(x). This very general definition encompasses a vast array of di↵erent possible systems.! A subset of systems of particular relevance to signal processing are linear systems, where if f (x) g (x)andf (x) g (x), then: 1 ! 1 2 ! 2 a f + a f a g + a g 1 · 1 2 · 2 ! 1 · 1 2 · 2 for any input signals f1 and f2 and scalars a1 and a2. In other words, for a linear system, if we feed it a linear combination of inputs, we get the corresponding linear combination of outputs. Question: Why do we care about linear systems? 13 14 LECTURE 2. LSI SYSTEMS AND CONVOLUTION IN 1D Question: Can you think of examples of linear systems? Question: Can you think of examples of non-linear systems? 2.3 Shift-Invariant Systems Another subset of systems we care about are shift-invariant systems, where if f1 g1 and f (x)=f (x x )(ie:f is a shifted version of f ), then: ! 2 1 − 0 2 1 f (x) g (x)=g (x x ) 2 ! 2 1 − 0 for any input signals f1 and shift x0. -
Introduction to Aircraft Aeroelasticity and Loads
JWBK209-FM-I JWBK209-Wright November 14, 2007 2:58 Char Count= 0 Introduction to Aircraft Aeroelasticity and Loads Jan R. Wright University of Manchester and J2W Consulting Ltd, UK Jonathan E. Cooper University of Liverpool, UK iii JWBK209-FM-I JWBK209-Wright November 14, 2007 2:58 Char Count= 0 Introduction to Aircraft Aeroelasticity and Loads i JWBK209-FM-I JWBK209-Wright November 14, 2007 2:58 Char Count= 0 ii JWBK209-FM-I JWBK209-Wright November 14, 2007 2:58 Char Count= 0 Introduction to Aircraft Aeroelasticity and Loads Jan R. Wright University of Manchester and J2W Consulting Ltd, UK Jonathan E. Cooper University of Liverpool, UK iii JWBK209-FM-I JWBK209-Wright November 14, 2007 2:58 Char Count= 0 Copyright C 2007 John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England Telephone (+44) 1243 779777 Email (for orders and customer service enquiries): [email protected] Visit our Home Page on www.wileyeurope.com or www.wiley.com All Rights Reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except under the terms of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London W1T 4LP, UK, without the permission in writing of the Publisher. Requests to the Publisher should be addressed to the Permissions Department, John Wiley & Sons Ltd, The Atrium, Southern Gate, Chichester, West Sussex PO19 8SQ, England, or emailed to [email protected], or faxed to (+44) 1243 770620. -
Linear System Theory
Chapter 2 Linear System Theory In this course, we will be dealing primarily with linear systems, a special class of sys- tems for which a great deal is known. During the first half of the twentieth century, linear systems were analyzed using frequency domain (e.g., Laplace and z-transform) based approaches in an effort to deal with issues such as noise and bandwidth issues in communication systems. While they provided a great deal of intuition and were suf- ficient to establish some fundamental results, frequency domain approaches presented various drawbacks when control scientists started studying more complicated systems (containing multiple inputs and outputs, nonlinearities, noise, and so forth). Starting in the 1950’s (around the time of the space race), control engineers and scientists started turning to state-space models of control systems in order to address some of these issues. These time-domain approaches are able to effectively represent concepts such as the in- ternal state of the system, and also present a method to introduce optimality conditions into the controller design procedure. We will be using the state-space (or “modern”) approach to control almost exclusively in this course, and the purpose of this chapter is to review some of the essential concepts in this area. 2.1 Discrete-Time Signals Given a field F,asignal is a mapping from a set of numbers to F; in other words, signals are simply functions of the set of numbers that they operate on. More specifically: • A discrete-time signal f is a mapping from the set of integers Z to F, and is denoted by f[k]fork ∈ Z.Eachinstantk is also known as a time-step. -
Digital Image Processing Lectures 3 & 4
2-D Signals and Systems 2-D Fourier Transform Digital Image Processing Lectures 3 & 4 M.R. Azimi, Professor Department of Electrical and Computer Engineering Colorado State University Spring 2017 M.R. Azimi Digital Image Processing 2-D Signals and Systems 2-D Fourier Transform Definitions and Extensions: 2-D Signals: A continuous image is represented by a function of two variables e.g. x(u; v) where (u; v) are called spatial coordinates and x is the intensity. A sampled image is represented by x(m; n). If pixel intensity is also quantized (digital images) then each pixel is represented by B bits (typically B = 8 bits/pixel). 2-D Delta Functions: They are separable 2-D functions i.e. 1 (u; v) = (0; 0) Dirac: δ(u; v) = δ(u) δ(v) = 0 Otherwise 1 (m; n) = (0; 0) Kronecker: δ(m; n) = δ(m) δ(n) = 0 Otherwise M.R. Azimi Digital Image Processing 2-D Signals and Systems 2-D Fourier Transform Properties: For 2-D Dirac delta: 1 1- R R x(u0; v0)δ(u − u0; v − v0)du0dv0 = x(u; v) −∞ 2- R R δ(u; v)du dv = 1 8 > 0 − For 2-D Kronecker delta: 1 1 1- x(m; n) = P P x(m0; n0)δ(m − m0; n − n0) m0=−∞ n0=−∞ 1 2- P P δ(m; n) = 1 m;n=−∞ Periodic Signals: Consider an image x(m; n) which satisfies x(m; n + N) = x(m; n) x(m + M; n) = x(m; n) This signal is said to be doubly periodic with horizontal and vertical periods M and N, respectively. -
Environmental Influences: Family Systems Theory
Environmental Influences: Family Systems Theory Family Systems Theory provides a broad and comprehensive mechanism for understanding the core aspects of the Performance Competence Lifespan Framework — quality of life, member- ship, and a personal sense of competence. It also focuses on the most important component of environmental influences—home and family. From birth, a child’s Quality of Life is directly influ- enced by the kind of care, support, stimulation and education he or she receives from family mem- bers in the home. As infants begin to develop secure attachments with significant others, particu- larly family members, they begin to establish themselves as members of the first and most basic unit of society—the family, which forms the foundation for secure Membership in other groups throughout life. The infant begins to develop a Personal Sense of Competence when his mother responds consistently to his distress, when he takes his first step or says his first word, or when his father praises him for using the toilet. These early beginnings, then, are at the core of what each individual child will come to know and be able to do. As the PC Framework indicates, there are multiple environmental influences on performance and competence, but the family is the first and most important. The influence of family members on one another is not simple, but complex; it is not one-way, but reciprocal. The family, like a mechanical system, is made up of multiple parts that are interdependent. When one part does not function well, all other parts are impacted. Further, the family interacts with other systems, includ- ing those that provide direct services to the child—child care/preschools, schools and community agencies—and each system affects the other. -
CHAPTER TWO - Static Aeroelasticity – Unswept Wing Structural Loads and Performance 21 2.1 Background
Static aeroelasticity – structural loads and performance CHAPTER TWO - Static Aeroelasticity – Unswept wing structural loads and performance 21 2.1 Background ........................................................................................................................... 21 2.1.2 Scope and purpose ....................................................................................................................... 21 2.1.2 The structures enterprise and its relation to aeroelasticity ............................................................ 22 2.1.3 The evolution of aircraft wing structures-form follows function ................................................ 24 2.2 Analytical modeling............................................................................................................... 30 2.2.1 The typical section, the flying door and Rayleigh-Ritz idealizations ................................................ 31 2.2.2 – Functional diagrams and operators – modeling the aeroelastic feedback process ....................... 33 2.3 Matrix structural analysis – stiffness matrices and strain energy .......................................... 34 2.4 An example - Construction of a structural stiffness matrix – the shear center concept ........ 38 2.5 Subsonic aerodynamics - fundamentals ................................................................................ 40 2.5.1 Reference points – the center of pressure..................................................................................... 44 2.5.2 A different -
Robustness of Multiloop Linear Feedback Systems
WA1 - 10:45 ROBUSTNESS OF MJLTILOOP LINEAR FEEDBACK SYSTEMS* J. C. Doyle Consultant Honeywell Systems and Research Center 2600 Ridgway Parkway Minneapolis, Minnesota 55413 ABSTRACT critical role in evaluating system robustness. The Bode plot or scalar Nyquist or Inverse Nyquist This paper presents new a approach to the diagram (polar plots of the loop transfer function) frequency-domain analysis of multiloop linear feed-provides a meansof assessing these quantities at back systems. The properties of the return a glance. For multiloop systems, individual loops difference equation are examined using the conceptsmay be analyzed using scalar techniques, but these of singular values, singular vectors and the methods fail to capture the essentially multi- spectral norm of a matrix.A number of new tools variable nature of manysystem. For example, for multiloop systems are developed which are scalar methods may ignore variations which analogous to those for scalar Nyquist and Bode simultaneously affect multiple loops. analysis. These provide a generalization of the scalar frequency-domain notions such as gain, There are a number of other possible ways bandwidth, stability margins and M-circles, and to extend the classical frequency-domain tech- provide considerable insight into system robust- niques. One involves using compensation or feed- ness. back to decouple(or approximately decouple) a multiloop system into a set of scalar systems which may be treated w#th scalar techniques (i.e., 1. Introduction "Diagonal Dominance", bsenbrock[4]). Another A critical property of feedback systems is method uses the eigenvaluesof the loop transfer their robustness; that is, their ability to main-matrix (G(s) in Figure 1) as a function of fre- tain performance in the face of uncertainties. -
Emergence in Psychology: Lessons from the History of Non-Reductionist Science
Paper Human Development 2002;45:2-28 Human Development Emergence in Psychology: Lessons from the History of Non-Reductionist Science R. Keith Sawyer Washington University, St.louis, Mo., USA KeyWords Cognitive science. Emergence. History. Reductionism. Socioculturalism Abstract Theories of emergence have had a longstanding influence on psychological thought. Emergentism rejects both reductionism and holism; emergentists are scientific materialists, and yet argue that reductionist explanation may not always be scientifically feasible. I begin by summarizing the history of emergence in psy- chology and sociology, from the mid-19th century through the mid-20th century. I then demonstrate several parallels between this history and contemporary psy- chology, focusing on two recent psychological movements: socioculturalism and connectionist cognitive science. Placed in historical context, both sociocultural ism and connectionism are seen to be revivals of 19th and early 20th century emergen- tism. I then draw on this history to identify several unresolved issues facing socio- culturalists and connectionists, and to suggest several promising paths for future theory. Copyright @ 2002 S. Karger AG, Base! 1. Introduction Emergentism is a form of materialism which holds that some complex natural phe- nomena cannot be studied using reductionist methods. My first goal in this paper is to identify the historical roots of two emergentist paradigms in contemporary psychology: sociocultural psychology and cognitive science. My second goal is to draw on this histo- ry to explore several unresolved issues facing these contemporary paradigms. Sociocul- tural psychologists are sociological emergentists; they hold that group behavior is consti- KARG E R <92002 S. Karger AG, Basel R. Keith Sawyer, Washington University .OOI8-716X/02/0451-0()()2$18.50/0 Department of Education, Campus Box 1183 Fax+41613061234 St. -
An Analysis of Power and Stress Using Cybernetic Epistemology Randall Robert Lyle Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 1992 An analysis of power and stress using cybernetic epistemology Randall Robert Lyle Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Educational Psychology Commons, Family, Life Course, and Society Commons, and the Philosophy Commons Recommended Citation Lyle, Randall Robert, "An analysis of power and stress using cybernetic epistemology " (1992). Retrospective Theses and Dissertations. 10131. https://lib.dr.iastate.edu/rtd/10131 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afreet reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from lefr to right in equal sections with small overlaps. -
Adaptation of Elaborated Feedback in E-Learning
Adaptation of Elaborated Feedback in e-Learning Ekaterina Vasilyeva1,2, Mykola Pechenizkiy2, and Paul De Bra2 1 Department of Computer Science and Information Systems, University of Jyväskylä, P.O. Box 35, 40351 Jyväskylä, Finland 2 Department of Mathematics and Computer Science, Eindhoven University of Technology, P.O. Box 513, 5600MB Eindhoven, the Netherlands {e.vasilyeva,m.pechenizkiy}@tue.nl, [email protected] Abstract. Design of feedback is a critical issue of online assessment develop- ment within Web-based Learning Systems (WBLSs). In our work we demon- strate the possibilities of tailoring the feedback to the students’ learning style (LS), certitude in response and its correctness. We observe in the experimental studies that these factors have a significant influence on the feedback prefer- ences of students and the effectiveness of elaborated feedback (EF), i.e. stu- dents’ performance improvement during the test. These observations helped us to develop a simple EF recommendation approach. Our experimental study shows that (1) many students are eager to follow the recommendations on ne- cessity to read certain EF in the majority of cases; (2) the students more often find the recommended EF to be useful, and (3) the recommended EF helped to answer related questions better. Keywords: feedback authoring, feedback personalization, online assessment. 1 Introduction Online assessment is an important component of modern education. Nowadays it is used not only in e-learning for (self-)evaluation, but also tends to replace or comple- ment traditional methods of formal evaluation of the student’s performance in blended learning. Feedback is usually a significant part of the assessment as students need to be in- formed about the results of their (current and/or overall) performance.