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Basic Elements of Control System, Open loop and Closed loop systems, Differential
equations and Transfer function, Modeling of Electric systems, Translational and rotational
mechanical systems, Block diagram reduction Techniques, Signal flow graph
Basic Elements of Control System, Open loop and Closed loop systems, Differential
equations and Transfer function, Modeling of Electric systems, Translational and rotational
mechanical systems, Block diagram reduction Techniques, Signal flow graph
Ch2 mathematical modeling of control system Elaf A.Saeed
Chapter 2 Mathematical modeling of control system From the book (Ogata Modern Control Engineering 5th).
2-1 introduction.
2-2 transfer function and impulse response function.
2-3 automatic control systems.
Discrete Time Signal Processing 3rd Edition Oppenheim Solutions Manualgamuhuto
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Discrete Time Signal Processing 3rd Edition Oppenheim Solutions Manual
Ch2 mathematical modeling of control system Elaf A.Saeed
Chapter 2 Mathematical modeling of control system From the book (Ogata Modern Control Engineering 5th).
2-1 introduction.
2-2 transfer function and impulse response function.
2-3 automatic control systems.
Discrete Time Signal Processing 3rd Edition Oppenheim Solutions Manualgamuhuto
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Discrete Time Signal Processing 3rd Edition Oppenheim Solutions Manual
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Continuous Time Convolution1. Solve the following for y(t.docxmaxinesmith73660
Continuous Time Convolution:
1. Solve the following for y(t)=x(t)*h(t)
x(t) = u(t)-u(t-4); h(t) = r(t)
2. Convolve the following:
3. Find the response of a system to an input of x(t)=2u(t-10) if h(t)=sin(2t)u(t).
4. A linear time invariant system has the following impulse response:
Use convolution to find the response y(t) to the following input:
Sketch y(t) for the case when a = 1.
h t e u tat( ) ( )= −2
x t u t u t( ) ( ) ( )= − − 4
5. Determine y(t) = x(t)*h(t) where x(t0 = u(t) and
6. Compute x(t)*v(t)
1
2
2 t
h(t)
1. a)
dy
dt
y t x t+ =6 4( ) ( )
This is an ordinary differential equation with constant coefficients, therefore, it is linear and time-
invariant. It contains memory and it is causal.
b)
dy
dt
ty t x t+ =4 2( ) ( )
This is an ordinary differential equation. The coefficients of 4t and 2 do not depend on y or x, so the
system is linear. However, the coefficient 4t is not constant, so it is time-varying. The system is also
causal and has memory
c)
This is a difference equation with constant coefficients; therefore, it is linear and time-invariant. It is
noncausal since the output depends on future values of x. Specifically, let x[n] = u[n], then y[-1] = 1.
d) y(t) = sin(x(t))
check linearity:
y t x t1 1( ) sin( ( ))=
y t x t2 2( ) sin( ( ))=
Solution
to an input of a x t a x t1 1 2 2( ) ( )+ is sin( ( ) ( ))a x t a x t1 1 2 2+ .
This is not equal to a y t a y t1 1 2 2( ) ( )+ .
As a counter example, consider x t1( ) = π and x t2 2( ) /= π , a a1 2 1= =
the system is causal since the output does not depend on future values of time, and it is memoryless
the system is time-invariant
e)
dy
dt
y t x t+ =2 ( ) ( )
The coefficient of y means that this is nonlinear; however, it does not depend explicitly on t, so it is time-
invariant. It is causal and has memory.
f) y n y n x n x n[ ] [ ] [ ] [ ]+ + = + −1 4 3 1
Rewrite the equation as y n y n x n x n[ ] [ ] [ ] [ ]+ − = − −4 1 3 1 by decreasing the index.
This is a difference equation with constant coefficients, so it is linear and time-invariant. The output does
not depend on future values of the input, so it is causal. It has memory.
y n y n x n[ ] [ ] [ ]+ − = +2 1 1
h) y n x n[ ] [ ]= 2
has memory since the output relies on values of the input at other the the current index n,
causal? Let x[n] = u[n-2], so x[1] = 0. Then y[1] = x[2] = 1, so not causal.
linear? Let y1 [n] = x1[2n] and y2 [n] = x2[2n]. The response to an input of x[n] = ax1[n]+bx2[n] is
y[n] = ax1[2n]+bx2[2n], which is ay1[2n]+by2[2n], so this is linear
time-invariant: Let y1[n] represent the response to an input of x[n-N], so y1[n] = x[2(n-N)]. This is also
equal to y[n-N], so the system is time-invariant.
i) y n nx n[ ] [ ]= 2
This is similar to part h), except for the n coefficient. Similar to above, it is noncausal, has memory and is
linear. Check time-invariance:
Let y1[n] represent the response to an input of x[n-N], so y1[n] =.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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2. P3.1 Sketch each of the following signals.
(a) x[n] = b[n] + 3[n - 3]
(b) x[n] = u[n] - u[n - 5]
(c) x[n] = 6[n] + 1n + (i)2 [n - 2] + (i)ag[n - 3]
(d) x(t) = u(t + 3) - u(t - 3)
(e) x(t) = 6(t + 2)
(f) x(t) = e-'u(t)
P3.2 Below are two columns of signals expressed analytically. For each
signal in column A, find the signal or signals in column B that are identical.
P3.3 (a) Express the following as sums of weighted delayed impulses, i.e., in
the form
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Problems
3. (b) Express the following sequence as a sum of step functions, i.e., in the form
P3.4 For x(t) indicated in Figure P3.4, sketch the following:
(a) x(1 - t)[u(t + 1) - u(t - 2)]
(b) (b) x(1 - t)[u(t + 1) - u(2 - 3t)]
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4. P3.5
Consider the three systems H, G, and F defined in Figure P3.5-1
The systems in Figures P3.5-2 to P3.5-7 are formed by parallel and cascade combination of H, G,
and F. By expressing the output y[n] in terms of the input x[n], determine which of the systems
are equivalent.
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5. P3.6 Table P3.6 contains the input-output relations for several continuous-time and
discrete-time systems, where x(t) or x[n] is the input. Indicate whether the property along
the top row applies to each system by answering yes or no in the appropriate boxes. Do not
mark the shaded boxes.
Signals and Systems
P3-4
Table P3.6
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6. P3.7
Consider the following systems
where the input is x(t) and the output is y(t).
(a) What is H-', the inverse of H? What is G- ?
(b) Consider the system in Figure P3.7. Find the inverse F-1 and draw it in block
diagram form in terms of H-1 and G-1.
Optional
Problems
P3.8 In this problem we illustrate one of the most important consequences of the
properties of linearity and time invariance. Specifically, once we know the
response of a linear system or of a linear, time-invariant (LTI) system to a single
input or the responses to several inputs, we can directly compute the responses to
many other input signals.
(a) Consider an LTI system whose response to the signal x 1(t) in Figure P3.8-1(a)
is the signal y1(t) illustrated in Figure P8-1(b). Determine and sketch carefully the
response of the system to the input x 2(t) depicted in Figure P3.8-1(c).
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7. (b) Determine and sketch the response of the system considered in part
(a) to the input x3(t) shown in Figure P3.8-1(d).
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8. Signals and Systems
P3-6
(c) Suppose that a second LTI system has the following output y(t) when the input is the
unit step x(t) = u(t): y(t) = e-'u(t) + u(-1 - t)
Determine and sketch the response of this system to the input x(t) shown in Figure P3.8-
1(e).
(d) Suppose that a particular discrete-time linear (but possibly not time-invariant) system
has the responses yi[n], y2[n], and yAn] to the input signals xi[n], x2[n], and x[n],
respectively, as illustrated in Figure P3.8-2(a). If the input to this system is x[n] as
illustrated in Figure P3.8-2(b), what is the output y[n]?
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9. (e) If an LTI system has the response y1[n] to the input xi[n] as in Figure P3.8-2(a), what
would its responses be to x 2[n] and x3[n]?
(f) A particular linear system has the property that the response to t' is cos kt. What is the
response of this system to the inputs
P3.9
(a) Consider a system with input x(t) and with output y(t) given by +0o y(t) = ( x(t)b(t
- nT) (i) Is this system linear? (ii) Is this system time-invariant? For each part, if
your answer is yes, show why this is so. If your answer is no, produce a
counterexample.
(b) Suppose that the input to this system is x(t) = cos 27rt. Sketch and label carefully
the output y(t) for each of the following values of T: T = 1, 1, 1, 1, -. All of your
sketches should have the same horizontal and vertical scales.
(c) Repeat part (b) for x(t) = e' cos 27rt.
P3.10
(a) Is the following statement true or false? The series interconnection of two linear,
time-invariant systems is itself a lin ear, time-invariant system. Justify your
answer.
(b) Is the following statement true or false? The series connection of two nonlinear
systems is itself nonlinear. Justify your answer.
(c) Consider three systems with the following input-output relations:
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10. Suppose that these systems are connected in series as depicted in Figure P3.10. Find the
input-output relation for the overall interconnected system. Is this system linear? Is it
time-invariant?
(d) Consider a second series interconnection of the form of Figure P3.10 where the
three systems are specified by the following equations, with a, b, and c real
numbers:
System 1: y[n] = x[-n]
System 2: y[n] = ax[n - 1] + bx[n] + cx[n + 1]
System 3: y[n] = x[-n]
Find the input-output relation for the overall interconnected system. Under what conditions
on the numbers a, b, and c does the overall system have each of the following properties?
(i) The overall system is linear and time-invariant.
(ii) (ii) The input-output relation of the overall system is identical to that of system 2.
(iii) The overall system is causal.
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11. P3.11
Determine whether each of the following systems is linear and/or time-invariant. In
each case, x[n] denotes the input and y[n] denotes the output. Assume that x[] > 0.
(a) y[n] = x[n] + x[n - 1]
(b) y[n] = x[n] + x[n - 1] + x[O]
P3.12
(a) Show that causality for a continuous-time linear system implies the following
statement: For any time to and any input x(t) such that x(t) = 0 for t < to, the
correspond ing output y(t) must also be zero for t < to. The analogous statement can
be made for discrete-time linear systems.
(b) Find a nonlinear system that satisfies this condition but is not causal.
(c) Find a nonlinear system that is causal but does not satisfy this condition.
(d) Show that invertibility for a discrete-time linear system is equivalent to the following
statement: The only input that produces the output y[n] = 0 for all n is x[n] = 0 for
all n. The analogous statement is also true for continuous-time linear systems.
(e) Find a nonlinear system that satisfies the condition of part (d) but is not invertible.
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12. Solutions
3 Signals and Systems: Part II Solutions to
Recommended Problems
S3.1
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14. S3.3
S3.4
We are given Figure S3.4-1.
x(- t) and x(1 - t) are as shown in Figures S3.4-2 and S3.4-3.
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15. (a) u(t + 1) - u(t - 2) is as shown in Figure S3.4-4.
Hence, x(1 -1 - t)[u(t + 1) 0 1 2- u(t - 2)]1 looks as in Figure
S3.4-5.
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16. S3-4
(b) -u(2 - 3t) looks as in Figure S3.4-6.
Hence, u(t + 1) Figure S3.4-6 - u(2 - 3t) is given as in Figure S3.4-7.
So x(1 t)[u(t + F u(2 - 3t)] is given as in Figure S3.4-8.
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17. S3.5
(a) y[n]
(b) y[n]
(c) y[n]
(d) y[n] = = = = x2[n] + x[n] - x2[n] + x[n] -
H[x[n] x[n - x 2 [n] + x 2[n - G[x 2 [n]] x 2
[n] - X 2 [n - x[n x[n 1]] 1] - 1 - 1] - 1]
2x[nJx[n 1]
(e) y[n] = F[x[n] - x[n - 1]] = 2(x[n] - x[n - 1]) + (x[n - 1]
- x[n - 2]) y[n] = 2x[n] - x[n - 1] - x[n - 2]
(f) y[n] = G[2x[n] + x[n - 11] = 2x[n] + x[n - 11 - 2x[n -
1] - x[n - 21 = 2x[n] - x[n - 1] - x[n - 2] (a) and (b) are
equivalent. (e) and (f) are equivalent.
S3.6
Memoryless:
(a) y(t) = (2 + sin t)x(t) is memoryless because y(t) depends only on x(t)
and not on prior values of x(t).
(d) y[n] = Ek=. x[n] is not memoryless because y[n] does depend on
values of x[-] before the time instant n.
(f) y[n] = max{x[n], x[n - 1], ... , x[-oo]} is clearly not memoryless.
Linear:
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24. (f) From linearity,
y1(t) = 1r + 6 cos(2t) - 47 cos(5t) + '/e cos(6t),
1 + 0t 4" x 2(t) = 1 + t2 = (-t 2 )". n=O
So y 2(t) = 1 - cos(2t) + cos(4t) - cos(6t) +
cos(8t).
S3.9
(a) (i) The system is linear because
(ii) The system is not time-invariant. For example, let xi(t) = sin(22rt/T). The
corresponding output yi(t) = 0. Now let us shift the input xi(t) by r/2 to get
Now the output
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29. S3.10
We see that the system is time-invariant from
(a) True. To see that the system is linear, write
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30. (b) False. Two nonlinear systems in cascade can be linear, as shown in Figure S3.10. The
overall system is identity, which is a linear system.
The system is linear and time-invariant.
(i) The overall system is linear and time-invariant for any
choice of a, b, and c.
(ii) a= c
(iii) a= 0
S3.11
The system is time-invariant because
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31. (b) The system is linear, shown by similar steps to those in part (a).
It is not time-invariant because
S3.12
(a) To show that causality implies the statement,
suppose
S3-14
This is a nonlinear, noncausal system.
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32. (c) y(t) = x(t) + 1 is a nonlinear, causal system.
(d) We want to show the equivalence of the following two
statements: Statement 1 (S1): The system is invertible.
Statement 2 (S2): The only input that produces the output y[n] = 0 for all n is x[n] = 0 for
all n is
To show the equivalence, we will show that
S2 false S1 false and
S1 false S2 false
S2 false == S1 false: Let x[n] # 0 produce y[n] = 0. Then cx[n] == y[n] = 0.
S1 false S2 false: Let xi => yi and x 2 =* Y2. If x 1 # X2 but y1 = Y2, then X1 - X2 0 0 but yi
– yi= 0.
(e) y[n] = x 2 [n] is nonlinear and not invertible.
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