控制系统工程：Norman S. Nise教材解析

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“控制系统是Norman S. Nise编写的工程书籍，主要讨论的是关于控制系统的理论与实践。这本书提供了一套完整的控制系统的教学内容，包括电机控制、反馈机制、系统设计等多个方面。” 在控制工程中，一个典型的控制系统如标题所示，涉及到多个组件和原理。例如，"AntennaAzimuthPosition"指的是天线的方位角位置，这是控制系统的一个目标参数。"ControlSystem"是整个系统的中心，负责监测和调整系统的运行状态。"Motor"是执行机构，根据控制信号改变其旋转角度以达到期望的方位角。图中的"Potentiometer"（电位器）被用来测量和控制电机的转动角度，"θ"表示实际的天线方位角。"i(t)"和"o(t)"分别是输入电流和输出角度信号，"Desired azimuth angle"是期望的目标方位角。"Differential amplifier and power amplifier"则作为放大电路，将微弱的控制信号转换为足够的驱动电机的力量。控制系统的方块图显示了系统的主要组成部分："Potentiometer"（电位器）、"Preamplifier"（前置放大器）、"Power amplifier"（功率放大器）、"Motor"（电机）以及一系列的"Gear"（齿轮）。这些齿轮（N1、N2、N3）用于传递和放大电机的转动力，以驱动负载，如天线的转动。"BlockDiagramParameters"部分列出了各个配置的参数值，如电阻"Ra"、惯量"Ja"、电机力矩常数"Kt"等，这些参数影响着系统的动态性能。在数学模型方面，"s+a"代表传递函数中的极点，"K1"、"K"是系统增益，"s(s+am)"是典型的二阶系统模型。"qm(s)"、"Ea(s)"、"Ve(s)"、"Vi(s)"和"Vp(s)"是系统中的各变量的拉普拉斯变换形式，它们反映了系统的动态响应。配置1、配置2和配置3展示了不同的系统参数设定，比如电压"V"、电机转速常数"n"、电位器增益"Kpot"等。通过改变这些参数，可以研究系统性能的变化，如稳定性和响应速度。这个控制系统教材深入浅出地介绍了如何设计和分析一个电机控制系统，涵盖了从基本概念到复杂设计的各个方面，对于理解和应用控制理论具有很高的价值。

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edition, we have included LabVIEW as an option to computer-aided analysis and

design.

Many pro blems in this text can be solved with either a computer or a hand-held

programmable calculator. For example, students can use the programmable calcu-

lator to (1) determine whether a point on the s-plane is also on the root locus, (2) find

magnitude and phase frequency response data for Nyquist and Bode diagrams, and

(3) convert between the following representations of a second-order system:



Pole location in polar coordinates



Pole location in Cartesian coordinates



Characteristic polynomial



Natural frequency and damping ratio



Settling time and percent overshoot



Peak time and percent overshoot



Settling time and peak time

Handheld calculators have the advantage of easy accessibility for homework

and exams. Please consult Appendix H, located at www.wile y.com/college/nise, for a

discussion of computational aids that can be adapted to handheld calculators.

Personal computers are better suited for more computation-intensive appli-

cations, such as plotting time response s, root loci, and frequency response curves, as

well as finding state-transition matrices. These computers also give the student a

real-world e nvironment in which to analyze and design co ntrol systems. Those not

using MATLAB or LabVIEW can write their own programs or use other programs,

such as Program CC. Please consult Appe ndix H at www.wiley.com/college/nise for a

discussion of computational aids that can be adapted for use on computers that do

not have MATLAB or LabVIEW installed.

Without access to computers or programmabl e calculators, students cannot

obtain meaningful analysis and design results and the learning experience will be

limited.

Icons Identifying Major Topics

Several icons identify coverage and optional material. The icons are summ arized as

follows:

Control Solutions for the student are identified with a WileyPLUS icon. These

problems, developed by JustAsk, are worked in detail and offer explanations of

every facet of the solution.

The MATLAB icon identifies MATLAB discussions, examples, exercises, and

problems. MATLAB coverag e is provided as an enhancement and is not required to

use the text.

The Simulink icon identifies Simulink discussions, exampl es, exercises, and

problems. Simulink coverage is provided as an enhancement and is not required to

use the text.

The GUI Tool icon identifies MATLAB GUI Tools discussions, examples,

exercises, and problems. The discussion of the tools, which includes the LTI Viewer,

the Simulink LTIViewer, and the SISO Design Tool, is provided as an enhancement

and is not required to use the text.

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Preface

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The Symbolic Math icon identifies Symbolic Math Toolbox discussions, exam-

ples, exercises, and problems. Symbolic Math Toolbox coverage is provided as an

enhancement and is not required to use the text.

T h e LabVIEW icon identifies LabVIEW discussions , examples, exercises, and

problems. LabVIEW is provided as an enhancement and is not required to use the text.

T he State Space icon highlights state-space discussions , examples, exercises, and

problems. State-space material is optional and can be omitted without loss of continuity.

The Design icon clearly identifies design problems involving physical systems.

New to This Edition

The following list describes the key changes in this sixth edition

End-of-chapter problems More than 20% of the end-of-chapter problems

are either new or revised. Also, an additional Progressive Analysis and Design

Problem has been added at the end of the chapter problems. The new progressive

problem analyzes and designs a hybrid electric vehicle.

MATLAB T he use of MATLAB for computer -aided analysis and design con-

tinues to be integrated into discussions and problems as an optional feature in the sixth

edition. T he MATLAB tutorial has been updated to MATLAB Version 7.9 (R 2009b),

the Control System Toolbox Version 8.4, and the Symbolic Math Toolbox Version 5.3

In addition, MATLAB code continues to be incorporated in the chapters in the

form of sidebar boxes entitled TryIt.

Virtual Experiments Virtual experiments, developed by National Instru-

ments and Quanser, are included via sidebar references to experiments on Wiley-

PLUS. The experiments are performed with 3-D simulations of Quanser hardware

using developed LabVIEW VIs. Virtual Experiments are tightly focused and linked

to a discussion or example.

Cyber Exploration Laboratory Experiments using LabVIEW have been

added. Cyber Exploration Laboratory experiments are g eneral in focus and are

envisioned to be used in an associated lab class.

MATLAB’s Simulink The use of Simulink to show the effects of nonlinear-

ities upon the time response of open-loop and closed-loop systems appears again in

this sixth edition. We also continue to use Simulink to demonstrate how to simulate

digital systems. Finally, the Simulink tutorial has been updated to Simulink 7.4

Chapter 11 Lag-lead compensator design using Nichols charts has been

added to Section 11.5.

LabVIEW New to this edition is LabVIEW. A tutorial for this tool is

included in Appendix D. LabVIEW is used in Cyber Exploration Laboratory

experiments and other problems throughout the textbook.

Book Companion Site (BCS) at www

.wiley.com/college/nise

The BCS for the sixth edition includes various student and instructor resources. This

free resource can be accessed by going to www.wiley.com/college/nise and clicking

on Student Companion Site. Professors also access their password-protected re-

sources on the Instructor Companion Site available through this url. Instructors

should con tact their Wiley sales representative for access.

Preface

E1FPREF 10/27/2010 21:39:14 Page 16

For the Student:



All M-files used in the MATLAB, Simulink, GUI Tools, and Symbolic Math

Toolbox tutorials, as well as the TryIt exercises



Copies of the Cyber Exploration Laboratory experiments for use as experi-

ment cover sheets



Solutions to the Skill-Assessment Exercises in the text



LabVIEW Virtual Experiments and LabVIEW VIs used in Appendix D

For the Instructor;



PowerPoint

files containing the figures from the textbook



Solutions to end-of-chapter problem sets



Simulations, developed by JustAsk, for inclusion in lecture presentations

Book Organization by Chapter

Many times it is helpful lo understand an author’s reasoning behind the organization

of the course material. The following paragraphs hopefully shed light on this topic.

The primary goal of Chapter 1 is to motivate students. In this chapter, students

learn about the many applications of control systems in everyday life and about the

advantages of study and a career in this field. Control systems engineering design

objectives, such as transient response, steady-state error, and stability, are intro-

duced, as is the path to obtaining these objectives. New and unfamiliar terms also are

included in the Glossary.

Many students have trouble with an early step in the analysis and design sequence:

transforming a physical system into a schematic. This step requires many simplifying

assumptions based on experience the typical college student does not yet possess .

Identifying some of these assumptions in Chapter 1 helps to fill the experience gap .

Chapters 2, 3, and 5 address the representation of physical systems. Chapters 2 and 3

cover modeling of open-loop systems , using frequenc y response techniques and state-

space techniques, respectively. Chapter 5 discusses the representation and reduction of

systems formed of interconnected open-loop subsystems. Only a representative sample of

physical systems can be covered in a textbook of this length. Electrical, mechanical (both

translational and rotational), and electromechanical systems are used as examples of

physical systems that are modeled, analyzed, and designed. Linearization of a nonlinear

system—one technique used by the engineer to simplify a system in order to represent it

mathematically—is also introduced.

Chapter 4 provides an introduction to system analysis, that is, finding and

describing the output response of a system. It may seem more logical to reverse the

order of Chapters 4 and 5, to present the material in Chapter 4 along with other

chapters covering analysis. However, many years of teaching control systems have

taught me that the sooner students see an application of the study of system

representation, the higher their motivation levels rema in.

Chapters 6, 7, 8, and 9 return to control systems analysis and design with the

study of stability (Chapter 6), steady-state errors (Chapter 7), and transient respon se

of higher-order systems using root locus techniques (Chapter 8). Chapter 9 covers

design of compensators and controllers using the root locus.

PowerPoint is a registered trademark of Microsoft Corporation.

xvi

Preface

E1FPREF 10/27/2010 21:39:14 Page 17

Chapters 10 and 11 focus on sinus oidal frequency analysis an d design. Chapter

10, like Chapter 8, covers basic concepts for stability, transient response, and steady-

state-error analysis. However, Nyqui st and Bode methods are used in place of root

locus. Chapter 11, like Chapter 9, covers the design of compensators, but from the

point of view of sinusoidal frequency techniques rather than root locus.

An introduction to state-space design and digital control systems analysis and

design completes the text in Chapters 12 and 13, respectively. Although these

chapters can be used as an introduction for students who will be continuing their

study of control systems engineering, they are useful by themselves and as a

supplement to the discussion of analysis and design in the previous chapters. The

subject matter cannot be given a comprehensive treatment in two chapters, but the

emphasis is clearly outlined and logically linked to the rest of the book.

Acknowledgments

The author would like to ackn owledge the contributions of faculty and students, both

at California State Polytechnic University, Pomona, and across the country, whose

suggestions through all editions have made a positive impact on the new edition.

I am deeply indebted to my colleagues, Elhami T. Ibrahim, Salomon Oldak,

and Norali Pernalete at California State Polytechnic University, Pomona for author-

ing the creative new problems you will find at the end of every chapter. Dr. Pernalete

created the LabVIEW experiments and problems you will find in this new edition.

The new prog ressive problem, hyb rid vehicle, that is at the end of every chapter is the

creation of Dr Ibrahim. In addition to his busy schedule as Electrical and Computer

Engineering Department Chairman and author of many of the new problems,

Professor Oldak also error checked new additions to the book and prevented

glitches from ever reaching you, the reader.

I would like to express my appreciation to contributors to this sixth edition who

participated in reviews, accuracy checking, surveys, or focus groups. They are: Jorge

Aravena, Louisiana State University; Kurt Behpour, Cal Poly San Luis Obispo; Bill

Diong, Texas Christian University; Sam Guccione, Eastern Illinois University;

Pushkin Kachroo, Virginia Tech; Dmitriy Kalantarov, Cal State San Diego; Kamran

Iqbal, University of Arkansas, Little Rock; Pushkin Kachroo, Virginia Tech; Kevin

Lynch, Northwestern Uni versity; Tesfay Meressi, University of Massachusetts,

Dartmouth; Luai Najim, University of Alabama at Birmingham; Dalton Nelson,

University of Alabama at Birmingham; Marcio S. de Queiroz, Louisiana State

University; John Ridgely, Cal Poly San Luis Obispo; John Schmitt, Oregon State

University; Lili Tabrizi, California State University, Los Angeles; Raman Unnik-

rishnan, Cal State Fullerton; Stephen Williams, Milwaukee School of Engineering;

Jiann-Shiou Yang, University of Minnesota, Duluth; and Ryan Zurakowski, Uni-

versity of Delaware.

The author would like to thank John Wiley & Sons, Inc. and its staff for once

again providing professional support for this project through all phases of its

development. Specifically, the following are due recognition for their contributi ons:

Don Fowler, Vice President and Publisher, who gave full corporate support to the

project; Daniel Sayre, Publisher, with whom I worke d closely and who provided

guidance and leadership throughout the development of the sixth edition; and Katie

Singleton, Senior Editorial Assistant, who was always there to answer my questions

and respond to my concerns in a professional manner. There are many others who

Preface

xvii

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控制系统工程：Norman S. Nise教材解析

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