Session F4H

Block Diagram in Undergraduate Engineering Courses Other Than Control Systems

Laszlo M. Hideg, Member IEEE Associate Professor Lawrence Technological University Department of Electrical Engineering 21000 West Ten Mile Southfield, Michigan 48075-1058 Phone 248-204-2535 FAX 248-204-2509 Email HIDEG@LTU.EDU

Abstract - Traditional control system topics have included block diagrams and Mason's Gain Theorem. Flow charts have been used in computer programming classes and in planning techniques in industry. This paper proposes the introduction of a systems approach to other parts of the engineering curriculum. It would not require additional mathematics. It would introduce a different interpretation of the phenomena under investigation. Functionality of system components is emphasized.
I. INTRODUCTION

emphasized. When the following examples are used in a controls course, students have new appreciation for material covered in previous courses.
11. BLOCK DIAGRAM ALGEBRA

Most controls courses examine larger sophisticated systems by reducing them into collections of simpler relationships [ 1,2,3]. Then, the interconnections of those smaller portions are established. Finally, analysis by mathematics or simulation [4] can be effectively conducted. This fundamental approach could be used in noncontrols courses to emphasize the functionality of system elements. In courses such as circuits or electronics, circuits are reduced to a system of describing equations and analyzed or simulated in that form. While this process is valid, it does not emphasize the functionality of different elements. This paper will present examples in basic physics, circuits, electronics and mechanics. The examples will be reexamined in the systems approach. Physically significant and measurable signals will be identified and utilized. Functionality will be
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Block diagrams are meant to functionally breakdown some system. Usually, the signals between the blocks carries some physical significance. Each block represents a transfer function. A transfer function "G" represents the system under analysis which takes some input "R", processes it yielding a result, the output "C". Consider: Figure 1 and (1) for the most basic diagram; Figure 2 and (2) for cascade systems; Parallel systems in Figure 3 and (3); and Figure 4 and (4) for feedback. Additional manipulations are possible and simplifications can either be ad hoc or by use of Mason's Gain Theorem [1,2,3].

Figure 1
C=G*R (1)

Figure 2
C=GimG2*R (2)

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Figure 3 Figure 4

1II.A. Physics- The Lever Figure 5a considers the first class lever with Figure 5b as the block diagram with (5a), (5b) as the associated equations. Assume F1 is the input and F2 is the output.

C-

1+G. H

R .

(4)

111. BLOCK DIAGRAMS APPLIED

Figure 5 a

Figure 5 1 , (5b)

Several examples of linear models will be examined and then expressed in block diagram form. Such an approach emphasizes individual element functionality, physically significant signals, and non-unique representations. The process is:
ALGORITHM I. (1) Determine input/output signals. Maintain these signals. (2) Create separate block diagrams for each equation. Physically significant signals are often preferred. (3) Determine interconnection between each diagram. (4) Possibly recast certain equatioddiagrams to align with the entire system. (5) During the process, adhere to physically meaningful signals, and appropriately realizable blocks.

Fl*Ll=F2*L2 (5a) F 2 U . F l

L2

1II.B. Electricity- Volt Divider Figure 6a is a resistor network with labeled voltages. Mesh equations and Ohm's Law describe the circuit (6a), (6b), (6c). Figure 6b manipulates the equations into blocks with physically significant signals (Currents and Voltages).

Vi

Figure 6 a
O=R~*II+R~'(I~-I~)-V (6a) ~~

The algorithm seems quite general. The process from equation to block diagram though potentially simple is still quite specific to the system under analysis. Step ( 5 ) emphasizes use of measurable phenomenon such as voltage, or position. Realizable blocks imply mathematical validity and practical implementation. It is best to examine several examples. The final
block diagrams also show highlights. These are

equations that contributed to various portions of the block diagram.

, * + j * &
IOC,

In Figure 6c, two blocks are switched. It does not change the final transfer function (6d) but it is not consistent with the original equations and the signal X carries no physical significance. Algebra is typically used to reduce (6a), (6b), (6c) into (6d) in non-controls courses. Figure 6b illustrates a feedback signal via R2. Figure 6a shows R2

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i d a a b j
h"*,~,.*$

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common to both loops, hence feedback coupling, Figure 6b.

Vout = A*(V+ - V-) = -A*V-

(7b)

Equations (7a) and (7b) are converted to blocks in Figure 7b. The figure is converted to a transfer function (7c) followed by the typical approximation (7d).

Eqn(6a) Eqnttib) (6c) Figure 6 b

Vout = R2 .R3 .Vin R1.R2 +R1@R3 +Rz*R3

(64

1II.C. Electronics- Op-Amp The operational amplifier (op-amp) is the first practical application of feedback analyzed by electrical engineering students. Figure 7a is an inverting amplifier with typical op-amp model elements. Node voltage (7a) and dependent source (7b) equations drive this analysis. Node is at V- and the dependent source is the diamond. Supply voltages are assumed appropriate.

lim
A+m
1II.D. Electronics -Transistor The usual common emitter bipolar junction transistor circuit is Figure 8a. Quiescent DC circuit is Figure 8b. Loop equations are (8a),(8b). Dependent supply is (8c).

Figure 7 a

Figure 8 a
I

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Figure 9 a Figure 8b
Note: Vbb and Rb are the Thevinin equivalent of Vcc, R1 and R2. The effect of & is profound as seen in Figure 8c (Re=O), Figure 8d ( W O ) . Clearly in Figwe 8d, Re has a feedback and feed forward fbnction. Additional treatment of voltage and current gains of the AC models is possible but will not be shown here.

Since these are linear dynamic equations, use Laplace transforms (9c) and (9d). Figure 9b is the block diagram. F(s), G(s) and H(s) are defined. Transfer function is (9e) using F,G,H, then the m,D,K.

[m2*~2+D2*s+K2]*X2(s) = (9d) 1(s)+R(s) [D2*s+K2]*X

vbb

e
Figure 9 b

1II.E. Mechanics -Two Masses Now consider Figure 9a, two coupled springmass-damper systems. Equations of motion are (9a), (9b). Input force is "rrr and carts are on frictionless rollers. Assume x 1(t) is the output. Also, x2(t) could be an output, but will not be examined here.

.,.'**2-*>>
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REFERENCES

[ l ] Feedback Control of Dynamic Systems, Gene Franklin, et. al., Addison-Wesley, 3rd Ed., 1994 [2] Design of Feedback Control Systems, D. Miron, Harcourt,Brace, Jovanovich, 1989 [3] Control Engineers Handbook, J. Truxal, McGraw-Hill, 1st. Ed 1958 While the algebra is quite involved, the emphasis is on the coupling and inherent feedback of the system. The m,D2 ,K2 elements perform a feed forward from R to X2 via F. They also perform a feedback via H. Note that all elements except m2 are in the transition from X2 to X i .
IV. CONCLUDING REMARKS [4] MATLAB by Mathworks, 24 Prime Park Way, Natick, MA 01760-1500, www.mathworks.com

The systems approach has a larger role than is generally perceived. Flow charts and signal diagrams are used for task decomposition and for assignments in organizations. Such techniques are also used in process and part tracking in assembly plants and even in assembling toys and models, if you really think about it! A feedback resistor in an operational amplifier circuit has an obvious function. Consider that the emitter resistor in a common emitter transistor circuit also has a feedback (and feed forward) function. Further, multiple functionality of individual system elements can be emphasized when they appear in multiple locations in a system diagram. The process of converting from equations to block diagrams needs some organized thinking first.
While generalized, Algorithm I provides a basis

for developing the analysis. The process of the algorithm develops the system representation in constituent parts: the equations. Then, the connectivity is noted as the individual block diagrams are integrated. This diagram provides additional insight into the role various individual elements play in a system.
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