## ECE 557: Control, Signals, and Systems Laboratory

### 808 Dreese Laboratories

Sample syllabus (instructor’s syllabus takes precedence): PDF

Text: Control Systems Technology Lab by Stephen Yurkovich and Elio Abiakel
The text is available in The Ohio State University Bookstore. It has not been significantly changed since 1998, and so used or borrowed copies will typically be fine.
Sample schedule (instructor’s ordering, pre-lab activities, and exams take precedence): Due to hardware and time constraints, Labs 8 and 9 are typically combined in the same week.
 Lab 1: Introduction to Data Acquisition (DAQ), dSPACE, and Simulink Lab 2: Introduction to Digital Signal Processing (DSP) Lab 3: Time Domain System Identification for a DC Servo Lab 4: Gain Compensation and Feedback for a DC Servo Lab 5: Lag Compensation for Speed Control of a DC Servo Lab 6: Lead Compensation for Position Control of a DC Servo Lab 7: Tuning a Proportional–Integral–Derivative (PID) Controller Labs 8 AND 9: Position Control for a Flexible Joint and a Flexible Link In-class exam: theory and practice

### Lab Resources

SOURCE CODE: LaTeX has been used to generate the digital documents for this class below. The Mercurial repository at http://hg.tedpavlic.com/courses/osu/ece557/ archives the source code of these lab resources.

• Click on the files link to get started browsing the most recent manifest. The "raw" links let you download a revision of each file rather than viewing it on-line.
• Use one of the bz2, zip, or gz links to download an archive of the most recent revision of the source.
• You can use Mercurial to "clone" the entire repository onto your own machine. You can "pull" updates later as they are posted.
• You can subscribe to the RSS or Atom feeds to be notified of changes that are made.

LICENSING AND REUSE: Unless otherwise expressly stated, all original material of whatever nature created by Theodore P. Pavlic and included in this website and any related pages, including its archives, is protected by copyright and licensed under a Creative Commons Attribution-Noncommercial 3.0 United States License ("CCPL"). Use of this website is expressly conditioned upon the user’s acceptance of the terms and provisions of the CCPL. Use of this site and any of the materials thereon constitutes acceptance of the CCPL by the user.

• Lab 1: Introduction to Data Acquisition (DAQ), dSPACE, and Simulink
• Syllabus

• Discussion Notes

• ECE557_Lab1.zip – Contains the "Black Box" from class
If you use it at home, make sure all contents are in the same directory as your own files. Also make sure that directory is MATLAB’s current working directory. In particular:
1. Unzip its contents into your MATLAB working directory.
3. If the contents are in the working directory, Simulink should show an ECE557 in its library browser.
4. Drag the "Black Box" block onto your own Simulink models for testing (e.g., find the "Scope" in the "Sinks" menu).
5. It’s critical that you use a "Fixed-step" duration in your Simulation/Configuration parameters (i.e., follow setup instructions from book).

• Lab 2: Introduction to Digital Signal Processing (DSP)
• Lab 3: Time Domain System Identification for a DC Servo
• Discussion Notes

• You may want some MATLAB hints for this laboratory. Page 14 of the lab text gives an example of working with dSPACE ControlDesk data in MATLAB.
load filename;                  % Loads file structure into filename
v = filename;                   % Copies filename structure to v
t = getfield(v.X(1), 'Data');   % Copies X time vector into t
y1 = getfield(v.Y(1), 'Data');  % Copies Y(1) vector into y1
y2 = getfield(v.Y(2), 'Data');  % Copies Y(2) vector into y2

mean( y1( find( t >= 4 ) ) )    % Average of Y(1) for time after 4 s

mean( y1( t >= 4 ) )            % Equivalent averaging statement

The book likes to do a lot of copying. There is no need to copy the whole file structure into v if you don’t want to. Additionally, those getfield calls are not necessary because Data is a simple field name. So an alternative is:
load filename;                  % Loads file into  filename
t = filename.X(1).Data;         % Copies X time vector into t
y1 = filename.Y(1).Data;        % Copies Y(1) vector into y1
y2 = filename.Y(2).Data;        % Copies Y(2) vector into y2

mean( y1( t >= 4 ) )            % Average of Y(1) for time after 4 s

In fact, we can get rid of all copying and a few lines.
load filename;                                         % Loads up filename
mean( filename.Y(1).Data( filename.X(1).Data >= 4 ) )  % A mean shortcut


• Lab 4: Gain Compensation and Feedback for a DC Servo
• Discussion Notes (includes MATLAB code samples)
• triangle_approximation.m – MATLAB script that generates triangle wave approximation plots
• plot_tri_sample.m – MATLAB function that generates a reconstructed aliased triangle wave from samples.
• triangle_sample_4.m – MATLAB script that reconstructs 1 Hertz triangle wave sampled at 4 Samples/second.
• triangle_sample_4_shift.m – MATLAB script that reconstructs phase-shifted 1 Hertz triangle wave sampled at 4 Samples/second.
• triangle_sample_12.m – MATLAB script that reconstructs 1 Hertz triangle wave sampled at 12 Samples/second.
• triangle_sample_12_shift.m – MATLAB script that reconstructs phase-shifted 1 Hertz triangle wave sampled at 12 Samples/second.
• dsp_aliasing_example.m – MATLAB script that generates the positive and negative aliases that sum to zero
• All other plots are generated within the LaTeX source. See the Mercurial repository for details.

• Initial and Final Value Theorems (includes straightforward proofs) – The maximum control effort (i.e., initial value of the r-to-u system under the desired input signal r) and steady-state error (i.e., the final value of the r-to-e system under the desired input signal r) can be found using these theorems. For a step inputs of size A (i.e., r(t) = A u(t) and r(s) = A/s), the initial
u(0) = A Gcompensator(∞)/(1+Gcompensator(∞) Gplant(∞)),
ess = e(∞) = A/(1+Gcompensator(0) Gplant(0)).
Remember that the final value theorem (i.e., the steady-state error formula) only holds if the time-domain limit exists (i.e., if all closed-loop poles are either on the left-hand side of the plane or are at s = 0). Also note that because we use a rate limiter on the step inputs in the lab, the initial u(0) observed in our experiments will be zero because the input looks more like a steeply sloped ramp than a step.
• ECE 209: Operational Amplifier Basics – Shows how operational amplifier’s magic results from high-gain negative feedback.
• Demonstrations of signals, systems, and controls (via Java applets)
• An Introduction To The Root Locus
• The Root Locus Rules
• The root-locus method (a good tutorial)
• MATLAB Helpdesk

• Lab 5: Lag Compensation for Speed Control of a DC Servo
• Discussion Notes

• Lag Compensators
• Design of controllers using pole-zero compensators
• Initial and Final Value Theorems (includes straightforward proofs) – The maximum control effort (i.e., initial value of the r-to-u system under the desired input signal r) and steady-state error (i.e., the final value of the r-to-e system under the desired input signal r) can be found using these theorems. For a step inputs of size A (i.e., r(t) = A u(t) and r(s) = A/s), the initial
u(0) = A Gcompensator(∞)/(1+Gcompensator(∞) Gplant(∞)),
ess = e(∞) = A/(1+Gcompensator(0) Gplant(0)).
Remember that the final value theorem (i.e., the steady-state error formula) only holds if the time-domain limit exists (i.e., if all closed-loop poles are either on the left-hand side of the plane or are at s = 0). Also note that because we use a rate limiter on the step inputs in the lab, the initial u(0) observed in our experiments will be zero because the input looks more like a steeply sloped ramp than a step.
• ECE 209: Operational Amplifier Basics – Shows how operational amplifier’s magic results from high-gain negative feedback. In reality, operational amplifier acts like high-gain integrator with at least two other very high frequency poles. As a consequence, internal or external lag compensation is often required.
• Demonstrations of signals, systems, and controls (via Java applets)
• An Introduction To The Root Locus
• The Root Locus Rules
• The root-locus method (a good tutorial)
• MATLAB Helpdesk

• Lab 6: Lead Compensation for Position Control of a DC Servo
• Discussion Notes
• cl_bode_plots.m – This MATLAB script is not used to generate any of the graphics in the document. It was used as a prototype for some of the PSTricks-generated graphics. It shows closed-loop Bode plots, impulse responses, and step responses for different open-loop gains. The code could be simplified (e.g., using loglog, abs, impulse, etc.), but its implementation was meant to mirror the implementation used within the document’s source. Additionally, its "rawness" should hopefully help verify the mathematics to the student.

• Design of controllers using pole-zero compensators
• Initial and Final Value Theorems (includes straightforward proofs) – The maximum control effort (i.e., initial value of the r-to-u system under the desired input signal r) and steady-state error (i.e., the final value of the r-to-e system under the desired input signal r) can be found using these theorems. For a step inputs of size A (i.e., r(t) = A u(t) and r(s) = A/s), the initial
u(0) = A Gcompensator(∞)/(1+Gcompensator(∞) Gplant(∞)),
ess = e(∞) = A/(1+Gcompensator(0) Gplant(0)).
Remember that the final value theorem (i.e., the steady-state error formula) only holds if the time-domain limit exists (i.e., if all closed-loop poles are either on the left-hand side of the plane or are at s = 0). Also note that because we use a rate limiter on the step inputs in the lab, the initial u(0) observed in our experiments will be zero because the input looks more like a steeply sloped ramp than a step.
• Demonstrations of signals, systems, and controls (via Java applets)
• An Introduction To The Root Locus
• The Root Locus Rules
• The root-locus method (a good tutorial)
• MATLAB Helpdesk

• Lab 7: Tuning a Proportional–Integral–Derivative (PID) Controller
• Discussion Notes

• PID.m – Demonstrates several ways good and bad ways to simulate PID in MATLAB (calls PIDsim.mdl).
• PIDsim.mdl – Simulink model required for use of PID.m.

• The Simulink diagram we used in our implementation in class is significantly different than what you used in your pre-lab. In your post-lab analysis, it is a good idea to replace your pre-lab PID implementation with the implementation we used in class (i.e., add the derivative filter and take the derivative’s input from the output and not the error).

Alternatively, as long as you kept K_p ≤ 5, you can use the SISO tools. In the following, change plant_num and plant_den so that plant matches the model (try using both the book’s model and my slower model and see which one matches better).
%% Fast book plant: plant_num = [1], plant_den = [0.0026 0.1081 0]
%% Slow lab plant: plant_num = [1], plant_den = [0.0039 0.1081 0]

% The plant
plant = tf( plant_num, plant_den );

% The PI part of the PID controller
PIcontroller = tf( [Kp Ki], [1 0] );

% The filtered derivative part of the controller (in lab, a = 200)
Gdf = tf( [Kd 0], [1/a 1] );

% The plant modified by the filtered derivative
plantGdf = plant/(1+Gdf*plant);

% The "open loop" system now includes the differentiator
sysdf = PIcontroller*plantGdf;

% Generate a time vector with 1000 points from 0 to 0.5 seconds
t = linspace(0,0.5,1000);

% Calculate the expected output, error, and control signals
y = step( sysdf/(1+sysdf), t );
e = step( 1/(1+sysdf), t );
u = step( PIcontroller/(1 + plant*(PIcontroller + Gdf)), t );
% note: filteredPIDcontroller = PIcontroller + Gdf

The results from this simulation should match your lab data much better than your pre-lab simulation. (note: nearly identical code is used in the PID.m script linked above)

• Labs 8 AND 9: Position Control for a Flexible Joint and a Flexible Link

### Lab Report Writing Resources

Engineers are not scientists in the traditional sense. Scientists generate knowledge about the natural world by observing natural phenomena (in fact, the word "science" comes from the Latin for "knowledge" or "knowing"). Engineers use that knowledge to generate new technologies that aid in human activities, but they are rarely concerned with generating new knowledge about the natural world. Instead, engineers generate knowledge about their own creations. While the subject matter is different, the method behind the generation of knowledge is identical. That is, engineers are "technoscientists"; they use the scientific method to generate knowledge about technology.

In the engineering laboratory, you should practice all of the steps of the scientific method. In particular,

1. Define the question (e.g., "How does a certain filter respond to a generic input signal?")
2. Gather information and resources (e.g., recall your operational amplifier theory and the physical characteristics of passive electronic devices)
3. Form hypothesis (e.g., "The filter will act like an abstract linear time-invariant system with transfer function H(s).")
4. Perform experiment and collect data (e.g., measure magnitude and phase response at several frequencies)
5. Analyze data (e.g., plot the data)
6. Interpret data and draw conclusions that serve as starting point for new hypothesis (e.g., compare measured and expected responses and draw the conclusion that the theoretical model matches the qualitative low-pass behavior of the system but matches poorly in the neighborhood of the corner frequency. Suggest that cable resistance or component tolerances may have changed the effective corner frequency. Suggest a new experiment that measures cable resistance and repeats trials over several components with tight tolerances)
7. Publish results (e.g., submit your lab report)
8. Retest (e.g., assume that others will read and respond to your published report by following your suggestions for future work)
These steps should influence everything you do in the lab and everything you write in your report.

#### Section Structure

A good section structure inspired by the scientific method is:
1. Introduction – the purpose of the lab (i.e., define the questions that you are trying to answer during the experience)
2. Procedure – what was done (i.e., describe the experimental method)
3. Theoretical results – what was expected (e.g., your hypothesis would fit nicely here)
4. Measured results – what was observed (i.e., present your data without drawing conclusions)
5. Conclusions – explanation of measured results and suggestions for future work
• Interpret the data to show how it responds to the relevant questions of the experience – use the data to test your hypothesis.
• Suggest starting points for new hypotheses that explain the observed differences from the theoretical results – if possible, suggest new experiments to test these new hypotheses.
Alternatively, the conclusions section could be called an "Analysis" section and a new "Conclusions" section could be added that summarizes the report. The section structure you choose should help reinforce the message you are communicating in your report; keep the steps of the scientific method in mind.

For the lab reports you submit to me, you do not need an abstract nor any appendices. All material should be in-line with the text of the document.

Regardless of your section choices, be sure to pay attention to the course policies on lab reports (e.g., include a cover page with table number, group member names, my name, section, etc.).

#### Technical Details

• Here are some other general rules that you should consider when writing lab reports for me.
• An excerpt from the ECE 327 lab text applies to all laboratory reports as well.
Reports should be written from the following point of view: the reader is knowledgeable on the subject of electronics but knows little of your project. You must, therefore, explain your project in the most organized, economical fashion possible. This is good practice as this will, most likely, be the point of view for your monthly/quarterly/yearly reports in industry. This neatness and readability of your report is a significant factor as well as the actual contents. You should try to explain to the reader how the different parts of this circuit work in a clear and organized fashion.
• Lab reports should be computer-generated. Look below for information on obtaining digital images you can use in your report.
• Pages should be numbered.
• You may use first-person active voice or third-person passive voice, but you should be consistent.
• DO NOT refer to the
• "class"
• "instructor"
• "instructions"
• "students"
• etc.
Likewise, DO NOT discuss how you were "instructed" to do something. Your submissions are technical reports reflecting your own experimentation with using electronic devices. You should write them as if you were submitting them to a boss or a journal.
• Be clear and concise.
• When applicable, use percent error to compare measured data to expected results. Discuss reasons for differences from expectation.
• When using figures, tables, and equations,
• Number figures sequentially.
• Number tables sequentially.
• Number equations sequentially.
• Refer to them by number.
• Include them within the document’s paragraph form. Do NOT put them at the end of the document.
• Discuss every included figure, table, and equation within the text.
• If you must use Microsoft Word (or another similar package that emulates it), see these sites: In particular, take a look at the TABLES & FIGURES section of the first link. Word will make sure that your figure captions stay tied to your figures and will automatically number them properly for you. Additionally, later you can have Word manage your cross references so you never have to type a figure reference. Of course, it is always better to use TeX.

• Borrowing Class Images
• Recent versions of Adobe Acrobat Reader have a "Snapshot Tool" that allows you to copy any image out of a PDF. To use images I’ve put in the supplementary text handouts, copy and paste them into your report.
• If you are using LaTeX, you will need images to be stored in separate files to be included in your source code (i.e., you will not be able to simply "paste" them into your document).
• The ECE computer labs have the full Adobe Acrobat installed (i.e., not just the reader), and so you can use the File->Create PDF->From clipboard feature to create PDF versions of your copied snapshots.
• While viewing the PDF snapshots, you can use the File->Save As feature to convert them to a better format.
• Choose the format that fits your LaTeX engine. Remember that:
• PDFLaTeX can include PDF, GIF, JPG, and PNG images.
• Classical LaTeX can include EPS images.
• Other PDF viewers (like OS X’s Preview or Skim) have equivalent snapshot and save features.

### Help Getting Started Using TeX/LaTeX

For myriad reasons, professional technical documents are rarely produced with popular programs like Microsoft Word. In areas that are highly influenced by mathematics (e.g., engineering), the free TeX typesetting system dominates. Many TeX (pronounced "tech") users prefer the LaTeX suite of macros to simplify common typesetting tasks.

TeX documents, like the source code for computer programs, start as text files that are later "compiled" into their final document form. A typical TeX workflow is

1. Edit document source code in a standard or specialized text editor. For example, a text file called "mydocument.tex" could contain the LaTeX code:
\documentclass{article}
\begin{document}
\textbf{Hello world!}
\end{document}

2. "Compile" source code to produce printable document. The "mydocument.tex" file would produce a "mydocument.pdf" that would contain the bold text:
Hello world!
A good editor will typically provide a quick way (e.g., a "LaTeX" button on the graphical user interface) to compile your code.

If you want to compile your code manually, you can use PDFLaTeX with the command
pdflatex mydocument.tex
or you can use LaTeX with the commands
latex mydocument.tex
dvips mydocument.dvi
ps2pdf mydocument.ps
The difference between these two methods has an impact on what type of figures you can include (i.e., EPS files versus PDF, GIF, JPG, or PNG files). See below for details.

3. View printable document and repeat process to make changes (e.g., you could change the \textbf{Hello world!} line to be simply Hello world! to get rid of the bold).

Thus, many people feel that TeX typesetting is more like programming than it is like using standard word processing tools. So it’s not surprising that you’ll need a "compiler", editor, and viewer (note: the ECE computer labs are already equipped with everything you need to get started).

1. If you want to submit lab reports or pre-lab homework assignments using TeX, you will need one of the free TeX distributions. These distributions contain TeX and the popular LaTeX macros.
• Alternatively, Windows users can try TeX Live. For the moment, I recommend that new users stick with MiKTeX.
• Mac OS X users should get MacTeX. Download the MacTeX Installer.
• Unix users should get TeX Live. Follow the quick installation directions.
These distributions contain programs that can "compile" TeX source files into a nice-looking printable form.

2. Once you have installed a TeX distribution, you will need an editor. Any text editor can be used to edit TeX files, but some are more friendly than others.
• TeXmaker is a popular free LaTeX editor for Windows, Mac OS X, and Unix.
• WinShell is the free LaTeX editor used in the ECE computer labs.
• TeXnicCenter is a popular free LaTeX editor for Windows.
• WinEdt is a popular commercial shareware LaTeX editor for Windows.
• The combination of Vim with the VIM-LaTeX suite makes for a powerful LaTeX editor for Windows, Mac OS X, and Unix.
• Mac users may want to check out MacVim.
• TeXShop is a free and minimal LaTeX editor and PDF previewer (with auto-refresh) for Mac OS X.
• TeXworks is a free and minimal LaTeX editor and auto-refreshing PDF previewer (based on TeXShop) that is still in development for Windows, Mac OS X, and Unix. It is available for download. It is based on Qt and Poppler.
• Kile is a popular free LaTeX editor for KDE (i.e., for Windows, Mac OS X, and Unix).
• iTeXMac is a popular free TeX editor and PDF previewer for Mac OS X.

3. You will probably also want a good PDF viewer. Some of the editors above include decent PDF previewers, but others depend on you to find one.
• Members of the Adobe Acrobat family (including the free reader) are sufficient so long as your editor knows how to kick them whenever your PDF is regenerated. Unfortunately, they are big and bloated and have a stagnant feature set.
• Mac users should check out the free Skim, which supports auto-refreshing and lots of other helpful features.
• Windows users might want to check out the free Sumatra PDF, which is a minimal PDF viewer that supports auto-refreshing and has some other nice features.

4. You may want some examples to get you started.
It might be helpful to see a sample homework template too.

5. You will often want to include figures in your documents. To make this process easier, make sure you have these two lines in your LaTeX preamble:
\usepackage{caption}
\usepackage{graphicx}

Then, in the main part of your document, you can choose whether to include your graphics as "floats" or not. Most figures in books are "floats." That is, they do not appear exactly where they are mentioned in the text. Instead, they "float" to a convenient place (e.g., the top of the next page). In lab reports, people sometimes prefer that their graphics do not float.

To include a graphic as a float, use lines like
\begin{figure}
\includegraphics[width=0.5\columnwidth]{my_graphics_file.png}
\caption{A nice caption for my figure.}
\label{fig:a_unique_fig_label}
\end{figure}

Alternatively, if you want the figure to be typeset EXACTLY where you place it within your source code, use lines like
\begin{center}
\includegraphics[width=0.5\columnwidth]{my_graphics_file.png}
\captionof{figure}{A nice caption for my figure.}
\label{fig:a_unique_fig_label}
\end{center}

That is, replace the figure environment with a center environment and replace the \caption line with a \captionof{figure} line.

A similar procedure exists for tables (i.e., tables can be included as floats as well).

In the \includegraphics lines above, a "width" parameter is set to half of the column width (i.e., 0.5\columnwidth). You can change this to an absolute dimension as well (e.g., [width=3in] for a three inch width). You can even use height instead (e.g., [height=3in] for three inch height). In either case, the image is scaled so it maintains the correct height:width ratio.

In the example above, a PNG file was included.
• If you want to include PNG, GIF, JPG, or PDF files, you must use PDFLaTeX.
• If you want to include EPS files, you must use LaTeX.
So when you export files from MATLAB, make sure you choose an appropriate file format.

6. Additional LaTeX examples (e.g., LaTeX code for electronic circuits, graphs, and block diagrams) can be found in Ted Pavlic’s OSU Course Mercurial repositories for
• ECE 209 (not too much here),
• ECE 327 (a circuits lab with lots of documents with lots of circuit diagrams),
• ECE 557 (a controls lab with lots of LaTeX and MATLAB generated figures).
Click on the files links and navigate the tree.

7. Some other terrific examples can be found on the web.
• PSTricks lets you harness the power of PostScript to draw great looking line drawings inside TeX.
• PGF/TikZ has been growing in popularity as a more portable alternative to PSTricks.
• The TeX Users Group (TUG) links to lots of helpful resources.
• The Comprehensive TeX Archive Network (CTAN) is a huge central store of useful TeX material.
• The LaTeX Community forum can be a great resource that can quickly answer some of your questions.
• The comp.text.tex (CTT) Usenet newsgroup has been a resource for TeX users for a long time. Search and participate.

### Course Policies (instructor’s policies take precedence)

1. Course grading (instructor policy takes precedence):
• Pre-lab assignments (individual): 30%
• Lab reports (group): 40%
• Lab clean-up (group): 10%
• Final exam (individual): 20%

2. Pre-lab Reports (instructor policy takes precedence):
• At the beginning of each lab, the Laboratory Preparation section from the book for that lab should be submitted for a grade.
• Most of the theoretical work for each lab is completed here, and so you should keep a copy of your results to assist you in class.
• Pre-lab reports should be completed INDIVIDUALLY by EACH STUDENT. Pre-lab submissions are NOT group assignments.
3. Final Exam (instructor policy takes precedence):
• The final exam will be given during the last day of regularly schedule class.
• It will have a purely theoretical section as well as a practical laboratory component.
• It will be completed individually, and so all students should be familiar with both the software and hardware used in the lab.
4. Labs (instructor policy takes precedence):
• Students are required to attend all labs.
• Students will work in groups of two.
• Disk space has been prepared at each bench for storing laboratory results. However, for their lab reports, students should save their results either over the ECE network or on some other portable storage device.
5. Lab reports (instructor policy takes precedence):
• See the lab report writing resources for more information about the contents of a good lab report.

• Each group will submit one lab report.

• On your cover page, include:
1. the class identifier (i.e., "ECE 557")
2. the section day and time (e.g., "Thursday 1:30")
3. instructor name (e.g., "Instructor: Jane Engineer")
4. names of all members of group (grades are given to these members)
5. your bench number from label on each table

• Lab reports are due at the beginning of the next lab session and will be penalized 10% per day late.

• Lab reports must be typed and pages must be numbered.

• Tables and figures should be numbered and have descriptive captions. Because these items naturally float to the best location on the page, they should be referred to by their name and not be their relative position (e.g., refer to "Table 1" and not "the table below").

• Lab report grading (instructor policy takes precedence):

• Lab work (30%) – evidence of having successfully completed the lab tasks.
• Figures/Tables/Equations (20%) – the main technical details of the report
• Discussion (50%) – usually divided (depending on lab) into:
• Purpose – the purpose of the lab
• Procedures – how the lab was done
• Theoretical results – expected results (you should not re-do your laboratory preparation work on your lab report; instead, just use those results, but be sure to interpret them as expectations of experimental outcomes)
• Measurement results – actual results
• Conclusions – explanation of actual results

• Again, see the lab report writing resources for more information about the contents of a good lab report.
6. Attendance (instructor policy takes precedence):
Students must attend all labs. If a lab needs to be missed, arrangements should be made with the instructor at least 24 hours prior to the lab so that the lab work can be made up. The instructor reserves the right to determine when make-up work is allowed. Students are responsible for all assignments, change of assignments, announcements, and other course-related materials.
7. Late policy (instructor policy takes precedence):
Late lab reports will not be accepted unless prior (i.e., at least 24 hours in advance) arrangements have been made with the instructor.
8. Honor code:

While groups may work together outside of class when deciphering their results, all handed-in material must be unique. That is, each group should actually compose their lab reports separately.

Likewise, students may help each other outside of class when completing the pre-lab assignments, but the assignment submissions should reflect individual work and not any sort of collaboration.

Any written material turned in to me (lab reports, pre-labs, exams, etc.) falls under the purview of the University and the ECE Honor System rules. If a lab report does not represent a group’s understanding of the material or a pre-lab or exam does not represent an individual’s understanding of the material, I will consider it to be an honor code violation. In these cases, I must report the incident to the ECE department.

9. Disability services:
Students with disabilities that have been certified by the Office for Disability Services will be appropriately accommodated and should inform the instructor as soon as possible of their needs.
The Office for Disability Services
150 Pomerene Hall
1760 Neil Avenue
Telephone: 614-292-3307, TDD: 614-292-0901
http://www.ods.osu.edu/

### Course Information

From ECE Department ABET Syllabus for ECE 557 (as of 2010):
Course supervisor: Professor Stephen Yurkovich

#### Catalog Description:

Laboratory study of signal processing, control systems and their components, computer-controlled instrumentation, sampled data systems, analog and digital control.

Course Prerequisites or Concurring: 551

Courses that require 551 as prerequisite: 758

#### Prerequisites by Topic:

Laplace transforms, Z-transforms, stability, transfer functions, sampling, signals, systems.

#### Course Objectives:

1. Utilization of real-world plants for computer control (Criteria 3(a),(b),(k)).
2. Introduction of concepts from sampled-data systems and digital control (Criteria 3(a),(e)).
3. Implementation of design with accompanying analysis (Criteria 3(a),(c),(e),(k)).
4. Promote (interdisciplinary) team efforts via working with lab partner(s) (Criteria 3(d),(g)).
5. Improve written communication skills through laboratory and project reports (Criterion 3(g)).
6. Use of a commercially available software package (Matlab) for computer-aided analysis and design (Criteria 3(c),(k)).

#### Class Meeting Pattern

• 1 48-minute class
• 1 3-hour lab

### Related Courses

Other good control labs: ECE 757, ECE 758

Other good communications and signal processing (comm/SP) labs: ECE 508, ECE 609

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