到達目標
Electronics and Compter Engineering students are provided with fundamentals in classical control theory. While understanding the action of a system, I aim at understanding relevance with an electric circuit. 1. Fequency response is utilizable. 2. Nyquist's discrimination-of-stability method is utilizable. 3. The method of distinguishing a Lowth and Hurwitz's method of distinguishing are utilizable.
ルーブリック
| Ideal Level of Achievement (Very Good) | Standard Level of Achievement (Good) | Unacceptable Level of Achievement (Fail) |
| Frequency response | Able to deduce a transfer function, a Nyquist diagram, and a Bode diagram unrestrictedly. | Able to deduce a transfer function, a Nyquist diagram, and a Bode diagram from the electric diagram given to the differentiation circuit and the integration circuit. | Not able to deduce a transfer function, a Nyquist diagram, and a Bode diagram from the electric diagram given to the differentiation circuit and the integration circuit. |
| Distinction of stability: Nyquist's method | Able to master Nyquist's method of distinguishing unrestrictedly. | Able to eplane the feature of Nyquist's method of distinguishing | Not able to eplane the feature of Nyquist's method of distinguishing |
| Distinction of stability: Lowth-FulVitz method | Able to master the feature of the method of distinguishing Lowth-FulVitz method unrestrictedly. | Able to explane the feature of the method of distinguishing Lowth-FulVitz method. | Not able to explane the feature of the method of distinguishing Lowth-FulVitz method. |
学科の到達目標項目との関係
JABEE B2
説明
閉じる
ディプロマポリシー 1
説明
閉じる
教育方法等
概要:
Electronics and Compter Engineering students understands the contents of a lesson indicated to the syllabus, and they can perform explanation and calculation.
授業の進め方・方法:
I aim at mastering of the contents of this course by lectures and drills.
注意点:
＜Confirmation examination＞ I will carry out the confirmation examination, when evaluation requests and carries out to those who are less than 60 points and sufficient study is accepted.
授業の属性・履修上の区分
授業計画
|
|
週 |
授業内容 |
週ごとの到達目標 |
| 後期 |
| 3rdQ |
| 1週 |
Guidance and frequency response (1) |
Frequency transfer function
|
| 2週 |
Frequency response (2) |
Overview of Nyquist diagram and Bode diagram
|
| 3週 |
Characteristic of basic transfer function (1) |
Nyquist diagram and Bode diagram of proportionality element, differentiation, and an integration element
|
| 4週 |
Characteristic of basic transfer function (2) |
Nyquist diagram and Bode diagram of 1st delay elements and 1st progress elements
|
| 5週 |
Characteristic of basic transfer function (3) |
Nyquist diagram and Bode diagram of 2nd delay elements and a useless time factor
|
| 6週 |
Characteristic of basic transfer function (4) |
Drills
|
| 7週 |
Distinction of stability (1) |
Nyquist diagram on s foctor of the 2nd or 3rd transfer function
|
| 8週 |
Midterm exam. |
|
| 4thQ |
| 9週 |
Distinction of stability (2) |
Characteristic equation and stability condition
|
| 10週 |
Distinction of stability (3) |
The method of distinguishing Lowth, and Hurwitz's method of distinguishing
|
| 11週 |
Distinction of stability (4) |
Nyquist's method of distinguishing
|
| 12週 |
Distinction of stability (5) |
Evaluation of stability
|
| 13週 |
Stationary response (1) |
Stationary error
|
| 14週 |
Stationary response (1) |
Stationary error under disturbance
|
| 15週 |
Term-end examination |
|
| 16週 |
Scholastic evaluation and check |
|
モデルコアカリキュラムの学習内容と到達目標
| 分類 | 分野 | 学習内容 | 学習内容の到達目標 | 到達レベル | 授業週 |
評価割合
| Examination | Presentation | Mutual Evaluations between students | Behavior | Portfolio | Other | 合計 |
| 総合評価割合 | 100 | 0 | 0 | 0 | 0 | 0 | 100 |
| Basic Ability | 10 | 0 | 0 | 0 | 0 | 0 | 10 |
| Technical Ability | 90 | 0 | 0 | 0 | 0 | 0 | 90 |
| Interdisciplinary Ability | 0 | 0 | 0 | 0 | 0 | 0 | 0 |