This is a Case Study about you. (me) As you reflect your readings and experience in this class, please comment on the following items.  Since this is about you, first person writing is encouraged.  Focus your responses on personal and professional application and how they may have evolved over the past seven weeks. · Your Problem Solving Strategies · Your Critical Thinking Style · Sharing Fact versus Opinion · Personal and Professional Application - Have you or will you apply? Specific Case Study Guidelines: •         The paper must follow APA 6th edition formatting with a cover page and reference page •        THe paper is to be written in Time New Roman, 12-point font and double spaced •         All papers must have a cover page, introduction, headings in the body, and conclusion. · A minimum of three peer-reviewed sources must be used Supplemental Reading http://bobsutton.typepad.com/my_weblog/2009/11/intuition-vs-datadriven-decisionmaking-some-rough-ideas.html My Critical thinking Case Study for reference to work on the case study above Thinking Styles Assessment Introduction The purpose of this paper is describe my critical thinking after taking an assessment of my thinking styles on the “Talent Lens Website”. Will be describing the top two thinking styles and sharing a few examples related to the thinking styles. This will help describe me and my way of thinking. Open-Minded After going through the online assessment from the “Talent Lens Website”, the results of the primary thinking style was open-minded. I agree with open-minded as first on this assessment, it is very easy to adapt to any kind of environment and to different places around the world. The biggest example is when moving from Puerto Rico to Orlando Florida alone in August, 2005. It was an amazing experience learning new cultures from different part of the world, knowing new people with different backgrounds and adapting to a new environment. After a year went to Miami for a few months accepting the idea of getting a new job in Industrial Engineer and accepting an offer to move to Seattle on January 2007. In Seattle was a different ball game and a new journey in the professional world as Industrial Engineer in an aerospace environment very new and the first time for me. A place with a different kind of weather, snow during the winter and raining most of the time. After a year and one month an opportunity to travel to Italy show up. Without any hesitation the travel to Italy become true and spend four years working in a new environment with a different culture compare with Seattle. Yes open-minded can describe the way I think for new challenges. As an open-minded person I believe in second chances, this is what make me a person with fair minded. Helping people in career development and providing opportunities of grow is my passion. Many times when I supervise a group of people and a few make a few mistakes I just concentrate in the root cause and how can be avoide ...

1. This is a Case Study about you. (me)
As you reflect your readings and experience in this class, please
comment on the following items. Since this is about you, first
person writing is encouraged. Focus your responses on personal
and professional application and how they may have evolved
over the past seven weeks.
· Your Problem Solving Strategies
· Your Critical Thinking Style
· Sharing Fact versus Opinion
· Personal and Professional Application - Have you or will you
apply?
Specific Case Study Guidelines:
• The paper must follow APA 6th edition formatting with a
cover page and reference page
• THe paper is to be written in Time New Roman, 12-point
font and double spaced
• All papers must have a cover page, introduction,
headings in the body, and conclusion.
· A minimum of three peer-reviewed sources must be used
Supplemental Reading
http://bobsutton.typepad.com/my_weblog/2009/11/intuition-vs-
datadriven-decisionmaking-some-rough-ideas.html
My Critical thinking Case Study for reference to work on the
case study above
Thinking Styles Assessment
Introduction
The purpose of this paper is describe my critical thinking after
taking an assessment of my thinking styles on the “Talent Lens
Website”. Will be describing the top two thinking styles and
sharing a few examples related to the thinking styles. This will
help describe me and my way of thinking.

2. Open-Minded
After going through the online assessment from the “Talent
Lens Website”, the results of the primary thinking style was
open-minded. I agree with open-minded as first on this
assessment, it is very easy to adapt to any kind of environment
and to different places around the world. The biggest example is
when moving from Puerto Rico to Orlando Florida alone in
August, 2005. It was an amazing experience learning new
cultures from different part of the world, knowing new people
with different backgrounds and adapting to a new environment.
After a year went to Miami for a few months accepting the idea
of getting a new job in Industrial Engineer and accepting an
offer to move to Seattle on January 2007. In Seattle was a
different ball game and a new journey in the professional world
as Industrial Engineer in an aerospace environment very new
and the first time for me. A place with a different kind of
weather, snow during the winter and raining most of the time.
After a year and one month an opportunity to travel to Italy
show up. Without any hesitation the travel to Italy become true
and spend four years working in a new environment with a
different culture compare with Seattle. Yes open-minded can
describe the way I think for new challenges.
As an open-minded person I believe in second chances, this is
what make me a person with fair minded. Helping people in
career development and providing opportunities of grow is my
passion. Many times when I supervise a group of people and a
few make a few mistakes I just concentrate in the root cause and
how can be avoided. Sometimes spending extra time in the
process is better than been concentrated in the people. If the
process is fix, then the people will perform accordantly. An
important aspect of open-minded thinking, therefore, involves
the capacity and willingness to provide reasons for choice, and
autonomy in judgment depends upon this exercise (Kam, 2006).
Systematic
Systematic was the second of the thinking styles results, as
a systematic person is described as a conceptual, process

3. oriented and intuitive. Is something that is practice every day
when making decisions, as a big believer of everything can be
possible and finding the way to get things accomplished. At
work one day there was an issue in the production floor with an
installation due to ergonomics issues and no one was able to
figure it out in the past. One day walking by the area that had
the issue, was observed that the ergonomic environment was not
per standards, quickly the process was follow and an ergonomic
consultant was call to the work area to perform an assessment.
Once this assessment was complete, action was put in place
base on the findings and after two days the issue was resolved.
This issue was happening for more than a year and was not
resolved thinking that it was normal the way it was performed
the installation. Logic and intuitive thinking was used to resolve
the issue, this help to have a positive outcome. Studies on
logical and intuitive thinking styles mainly focus on cognitive
shortcut utilization, misjudgments, personal characteristics and
developmental aspects (Koçak, 2013).
Other Thinking Style
The rest of the styles are Analytical, Inquisitive,
Insightful, Timely and Truth Seeking. The assessment is very
assertive of my thinking style and it will be very helpful to print
the assessment to post it on my desk. This way I remember
myself to practice the different way of critical thinking. Also
the assessment can be share with co-workers and supervisors of
my thinking styles, it will help them to understand me better as
a person and the way I think. I’m very directive and think out of
the box in many ways. I always looking for the different whys
of things and share my thoughts.
Conclusion
The top two results of the assessment were Open-Minded and
Systematic. These two has been my style for all my life. Since I
was a child, now I just got confirmation using this assessment
and will put in practice the rest of the results more often
depending the situation. After a few months of practice, sharing
the results with others and getting feedback, the next step is to

4. take another assessment to improve my critical thinking. To be
good at assessment requires that we consistently take apart our
thinking and examine the parts with respect to standards of
quality (Paul & Elder, 2002).
References
Kam, C. D. (2006). Political Campaigns and Open-Minded
Thinking. Journal of Politics, 68(4), 931-945.
doi:10.1111/j.1468-2508.2006.00479.x
Koçak, C. (2013). The Effects of Process-Based Teaching
Model on Student Teachers Logical/Intuitive Thinking Skills
and Academic Performances. Journal of Baltic Science
Education, 12(5), 640-651.
Paul, R. & Elder, L. (2002). Critical thinking: Tools for taking
charge of your professional and personal life. Upper Saddle
River, NJ: FT Press.
ECET345 Signals and Systems—Lab #9 Page 10eDeVry
UniversityECET345 Signals and Systems
Name of Student Class Room Activity #9 Transfer Function
Analysis of Continuous Systems in s Domain Using MATLAB
Objective of the lab experiment:
The objective of this experiment is to create continuous (s
domain) transfer functions in MATLAB and explore how they
can be manipulated to extract relevant data.
We shall first present an example of how MATLAB is used for s
(Laplace) domain analysis, and then the student shall be

5. required to perform specified analysis on a given circuit.
Equipment list:
· MATLAB version 7.0 or higher
· Software needed: Sdomainanalysis.m : This file is available in
Doc Sharing. If not, it can be obtained from Professor Ajeet
Singh of Devry University, Fremont, CA ([email protected]).
Theory
Brief Explanation of Creating Transfer Functions of Circuits in
Laplace Domain
We shall illustrate such analysis by calculating the TF of a
filter.
Aside from resistors, there are two other common analog
components that are found in circuits: capacitors and inductors.
These are reactive components; that is, they are capable of
storing (and giving back) energy, in contrast to resistors, which
can only convert electrical energy into heat but cannot store it.
The volt ampere relationship of the two reactive components are
given by
where L is the inductance and C is the capacitance. This is in
contrast with the resistive case, where v(t) = i(t) R, (Ohm’s
law), a linear and simple algebraic relationship without any
derivative terms.
If one of these reactive components is located in a circuit, then
a differential equation would need to be solved in order to see
their output over time. The presence of two reactive components
would mean a second-order differential equation; three would
mean a third order, and so on. As the number of reactive
components increases, generating a solution by hand is very
tedious, if not impossible. In this case, computer software such
as MATLAB is utilized to generate the desired answer. This lab
will explore how to convert differential equations into a
MATLAB-compatible form, using Laplace transforms and what
MATLAB commands can do to find information of interest

6. about circuits and systems.
In order to model the previous derivative relationships in
MATLAB, Laplace transform operations will have to be
performed on the volt ampere relationship of capacitor and
inductor.
This is true where V(s) and I(S) are the voltages across and the
current through the reactive components respectively and s is
the Laplace operator , a complex number that we write as The
impedance of the reactive components can now be defined in
Laplace domain as algebraic ratios (rather than as derivative
relations).
Laplace Domain Transfer Function Analysis Using MATLAB
We illustrate such analysis using the example of an analog
circuit. Given the circuit below, find the transfer function. Note
that the transfer function is defined as Vout / Vin. In order to
find the TF, we apply Kirchhoff’s laws or use the voltage
divider rule, with the circuit impedances represented in Laplace
domain. In this example we will apply the voltage divider rule.
Figure 1. An analog filter that uses no active
components (such as op amps, etc.)
This is not a simple circuit. So we must break it down into
something easier to calculate. Aim to use the voltage divider
rule and break the circuit into the following components:
Figure 2. A symbolic representation of two complex
impedances connected as shown
Therefore, the transfer function is defined by

7. In order to solve this equation, the circuit must be broken down
even further. If we apply parallel and series impedance rules,
we can get the following. Note that in Z1, R and L are in series,
while C is parallel, and the impedance of a resistor is just the
resistance because it is not a reactive component.
Substituting numerical values of L and C, we get the equation
below.
Substituting numerical value of R, we get the equation below.
All three components of Z2 are in series, so we add them
together.
Substirtuting numerical values of R, L, and C, we get the
following.
Now combine the impedances to obtain the transfer function
using the voltage divider rule.
Expand and simplify to get the following.
Now that we have our transfer function, we must enter it into
MATLAB. Because a transfer function is a special type of
function, we must use the proper syntax to let MATLAB know
that we want a transfer function. A special command called tf is
used to generate our transfer function. The syntax for the tf
command is as follows.
tf(num,den)
The num and den items are arrays that represent the coefficients
of the polynomials in the numerator and denominator
respectively, in descending order (i.e., starting with the
coefficient of the highest power of s). Note also that if a
particular power of s is missing in the polynomial, its
coefficient must be entered as 0. The following MATLAB code
will generate a desired transfer function for our circuit.

8. num = [1,0.2,2.01,0.2,1];
den = [1,0.2,3.01,0.3,1];
circuitTF = tf(num,den)
This will generate the following transfer function.
Transfer function:
s^4 + 0.2 s^3 + 2.01 s^2 + 0.2 s + 1
------------------------------------
s^4 + 0.2 s^3 + 3.01 s^2 + 0.3 s + 1
Having obtained the transfer function, we can now use the
power of MATLAB to study its properties—among them step
and impulse response—as well as a Bode plot and pole zero
constellation.
You can study the supplied MATLAB file sdomainanalysis.m to
see how the whole process can be automated.
Example Commands (Impulse, Step, Bode, Pzmap)
For obtaining key properties of the transfer function, we use
certain special commands of MATLAB. Some commands to note
are impulse, step, bode, and pzmap. These operations will tell
us a number of properties of the circuit in both time and
frequency domain.
The key word impulse is used to obtain the impulse response of
a transfer function. Note that because the Laplace transform of a
unit impulse is unity, the impulse response is simply the
inversion of the transfer function back to time domain.
The syntax for this command is
impulse(name of the variable representing the transfer
function). In our case, it becomes
impulse(circuitTF).
The plot below shows the graph presented by MATLAB in
response to this command.

9. Figure 1. Impulse response of circuit as computed by using the
impulse command in MATLAB
The key word step is used to obtain the unit step response of a
transfer function. Note that because the Laplace transform of a
unit step is (1/s), the step response is simply the inversion of
the transfer function back to time domain after multiplying it
with 1/s.
The syntax for this command is
step(name of the variable representing the transfer function). In
our case, it becomes
step(circuitTF).
The graph presented by MATLAB in response to this command
is shown below.
Figure 2. Step response of circuit as computed by using the step
command in MATLAB
The key word pzmap is used to obtain the pole zero
constellation associated with the transfer function. The syntax
for this command is
pzmap(name of the variable representing the transfer function).
In our case, it becomes
pzmap(circuitTF).
The graph presented by MATLAB in response to this command
is shown below.

10. Figure 3. Pole zero constellation of the circuit transfer function
as computed by using the pzmap command in MATLAB. Note
that both pairs of complex zeroes are located at the same place
in the s plane.
The key word bode is used to obtain the Bode plot of a transfer
function. Note that the frequency is plotted in radians/sec and
amplitude is in decibels.
The syntax for this command is
bode (name of the variable representing the transfer function).
In our case, it becomes
bode(circuitTF).
The graph returned by MATLAB in response to this command is
shown below.
Figure 4. Bode plot or frequency response (FR) of the circuit as
computed by using the bode command in MATLAB. Note that
the frequency scale is in radians.
Note that the Bode plot is represented in radians/second. Most
people are more comfortable with hertz instead, so here is a
trick to get the Bode plot to display in hertz.
How to Plot Frequency Response in Hertz Rather than Radians
First, generate an array of frequencies in radians to use as a
scale for both magnitude and phase plots. This can be done
using the colon operator of MATLAB. It can be named
anything, but this example will use the letter W as the variable.
W = [0.1:0.01:10];
This command creates a row vector (a 1 x N matrix or a matrix
of 1 row and N columns) of frequencies, W, which starts at 0.1
radians/sec and increments with a step size of 0.01 until it

11. reaches the ending upper value of 10 radians/sec.
The reason we chose this range is that the most interesting part
of the Bode plot of our circuit occurs between 0.1 rad/sec and
10 rad/sec, and we chose a reasonably small step size to give
the graph a good resolution, 0.01 rad/sec. Now, we want to
extract the data from the Bode plot and manipulate it. This can
be accomplished by putting an array before the bode command.
We use MAG and PHASE as our variables, but any variable
name that is not a key word in MATLAB can be used instead.
[MAG,PHASE] = bode(circuitTF,W);
This will extract the data for the magnitude and phase parts of
the graph and store them in the variable MAG and PHASE. Note
that the outputs are three-dimensional matrices. In order to
change the format to a more manageable one, type in the code
below.
MAG1D = MAG(:);
PHASE1D = PHASE(:);
When the data are extracted using this method, magnitude is in
a linear form. Standard Bode plots have the magnitude
displayed using the decibel scale. Use the normal format to
change magnitude to decibels.
MAG1DB = 20*log10(MAG1D);
The final thing of note is that the reference array W is
interpreted to be in radians per second. In order to change that
to frequency in hertz, we use the frequency and radian
relationship.
Wfreq = W/(2*pi);
Now use the subplot command to generate a Bode plot with
frequency on the X axis.
hold on
subplot(2,1,1), plot(Wfreq,MAG1DB)
title('Bode plot in frequency')
ylabel('Magnitude (dB)')
subplot(2,1,2), plot(Wfreq,PHASE1D)
xlabel('Frequency (Hz)')
ylabel('Phase (deg)')

12. hold off
This will generate the figure below.
Figure 4. Bode plot or frequency response of the circuit as
computed by using the bode command in MATLAB with further
modifications to plot the frequency response in hertz rather than
radians.
Procedure for completing the lab requirements:
An analog circuit is given below . Manually derive the transfer
function of this circuit shown below using the voltage divider
rule. Express the transfer function with the coefficients of the
highest power of s unity in both the numerator and denominator.
Show your various steps by entering them on this page using the
equation editor of Word. Then, using MATLAB, determine its
step and impulse response, pole zero map, and Bode plot with
frequency scale in hertz.Paste the answers below. Be sure to
give the legend of the figure describing what the figure is
showing and label the axis, including the units as was done in
the figures above.
Now answer the questions below.
1. Why does the unit step response of the circuit given in the
theory part of this lab settle out at 1 and not at 0? Justify and
briefly explain your answer based on the transfer function
derived in the theory part. (Hint: it has to do with the DC gain

13. of the circuit and in circuit terms with the impedance of
capacitor and inductor at DC.) What kind of a filter does this
circuit represent (bandpass, bandstop, low pass, high pass)?
When s goes to infinite it goes to one it’s the transfer functions
2. Why does the unit step response of the circuit given in the
procedure part of the lab go to zero rather than unity? Briefly
explain and justify your answer.
3. What kind of filter (bandpass, bandstop, low pass, high pass)
does the circuit shown in the procedure part represents? Briefly
justify your answer.
4. Why does swapping the arms of the filter change the type of
filter that is realized?
5. What is the numerical value of impedance of an ideal
inductor at DC and as frequency approaches infinity?
6. What is the numerical value of impedance of an ideal
capacitor at DC and as frequency approaches infinity?
7. Why does the pole zero map shown above have only two
zeroes, while the transfer function has four zeroes? (Hint: use
the roots command of MATLAB to find out.)
-60
-40
-20
0
20
Magnitude (dB)
System: TF
Frequency (rad/sec): 0.997

14. Magnitude (dB): -40.1
10
-1
10
0
10
1
-180
-90
0
90
180
Phase (deg)
Bode Diagram
Frequency (rad/sec)
00.20.40.60.811.21.41.6
-60
-40
-20
0
20
Bode plot in frequency
Magnitude (dB)
X: 0.1592
Y: -40.13
00.20.40.60.811.21.41.6
-200
-100
0
100
200
Frequency (Hz)
Phase (deg)
+
Vout
-

15. +
Vin
-
R3
0.5Ω
L2
1H
C1
1F
C3
1F
R1
0.5Ω
L1
1H
R1
0.1Ω
C1
1F
L1
1H
R2
0.1Ω
C2
1F
L2
1H
VinVout
VinVoutZ1
Z2
020406080100120
-0.8
-0.6
-0.4
-0.2
0

16. 0.2
0.4
0.6
0.8
1
Impulse Response
Time (sec)
Amplitude
020406080100120
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
Step Response
Time (sec)
Amplitude
-0.06-0.05-0.04-0.03-0.02-0.010
-2
-1.5
-1
-0.5
0
0.5
1
1.5
2
Pole-Zero Map
Real Axis
Imaginary Axis