The investigated nonlinear control system consists-of a linear member with an ensemble of possible discrete combinations of proportional and derivative feedback around the linear member. The particular combination of proportional and derivative feedback employed at any instant i s determined by a feedback switching cipcuit which i s i n t u r n operated by sensed binary information obtained from the output, output derivative, error and error derivative Cnamely, the signs (sgn) of these variables] . Techrdques t h a t are common t o the digital computer f i e l d are used t o implement t h i s switching circuit.

No abstract

A typical undergraduate curriculum introduces linear control systems concepts only, often in a single elective course. This curriculum structure introduces challenges to student involvement in control systems research as nonlinear concepts are the focus of the majority of such efforts. With undergraduate participation in engineering research steadily increasing, nonlinear control concepts must be introduced prior to formal classroom study of linear systems. Given this reality, we propose an intense and relatively brief research program, consisting of three distinct phases. The program objective is to present a targeted educational experience in nonlinear control theory based upon the design and implementation of control laws developed for a particular nonlinear system class. Given significant interaction between the student and the faculty mentor, we believe that an excellent opportunity in undergraduate education and research will be realized, despite the student’s initial unfamiliarity with nonlinear control systems concepts. A research program consisting of three phases is proposed and initial technical results are presented to facilitate a candid discussion of the issues that may prevent undergraduate participation in research and to detail the manner in which many of these obstacles were overcome.

No abstract

It has been well documented in the engineering education literature that introductory linear control systems courses present unique pedagogical challenges. Similarly, it has been reported that engaging undergraduate students in control systems research is challenging. The control of nonlinear systems is the focus of much research; Therefore, a paradox exists; research programs involving undergraduate students are often conducted in a “nonlinear before linear” fashion. Prior research by the authors approached this paradox by investigating whether a meaningful research project in nonlinear control systems could be conducted. While the author and co-author were willing to execute this research (despite the intense time commitment), this type of project is not sustainable long-term unless the significant time invested results in Item 1) illumination of new pedagogical techniques that generalize to each student in the linear control systems course (not just participants in the research project). This manuscript will describe in detail Item 1). Given the student and faculty mentors experience in the nonlinear controls research project and the student’s experience in the linear control systems course, pedagogical insights gained through this endeavor will be detailed by the faculty member. These are meant to close the loop of instructor assessment of the course during preparation for future offerings. Therefore, the undergraduate student directly provides an accounting of the experiences throughout the research program and introductory control systems course. The result is a proposed pedagogical approach to be implemented by three distinct methodologies. Methodology (1) Traditional lecture format, Methodology (2) Targeted physical or hands-on experiences where students are exposed to a controlled system/process commonly seen in industry, and Methodology (3) Direct student participation in the design of certain aspects of course materials.