控制系统技术概论（英文影印版）（原书第7版）

    书籍
    计算机书籍
    本书的作者有长达10年的控制工程技术工作经历，加之非常明确的编著目的——培养学生掌握闭环控制系统构建、控制器设计、系统现场调试等方面的技术与方法，使本书具有理论联系实际、工程背景强的基本特色和鲜明特点。
1.总体结构独特，突出工程实践；
全书正文由五部分组成，思路开阔，内容由浅入深，层次分明，系统性强。第一部分“引论”共四章，占全书除附录外的23.3%篇幅，这在其他同类书籍中较为少见，有利于初学者对自动控制的概念、闭环系统的基本组成与常用部件、系统类型、控制的目的与评价标准等有一个全面、清晰的认识。
2.内容融合多门课程，结合技术标准；
本书以闭环控制系统的分析、设计为主线，涉及的被控对象包括电系统、气动系统、液压系统、热力系统、机械系统等，将自动控制理论、自动检测技术、自动检测技术、电机气动基础、电力电子技术、过程控制系统、运动控制系统、电气控制与plc等多门课程融合在一起，形成一个有机的整体。
3.论述深度把握合理，采用启发性方式叙述；
书中每章前都列出该章学习目的和需要重点掌握的内容，便于读者目标明确地学习，并自我衡量是否达到本章学习要求。全书的16章中有14章都引论。引论的内容起到如下几个作用：①概括全章的内容；②承上启下，提出问题，以便在此后的各节中逐一解决；③阐明重要要领。
4.插图强调联系实际，习题侧重工程训练。
全书的插图经过精心设计，直观、清晰，有助于概念的理解。书中有相当数量的工程图，如气动控制阀的机械结构图、工业传送带控制系统电气控制原理图等等，体现了与工程紧密联系的特点。一插图配有较大篇幅的文明说明，一方面方便了读者，另一一方面使正文的文字简练。

出版说明ⅳ
序ⅴ
preface ⅶ
part0ne introductioi
chapter i basic concepts and terminology
1.1 introduction
1.2 block diagrams and transfer functions
1.3 open-loop control
1.4 closed-loop control: feedback
1.5 control system drawings
1.6 nonlinearities
1.7 benefits of automatic control
1.8 load changes
1.9 damping and instability
1.11 criteria of good control
1.12 block diagram simplification
chapter 2 types of control
2.1 introduction
2.2 analog and digital control
2.3 regulator and follow-up systems

　　GOAL .
　　The goal of Introduction to Control System Technology is to provide both a textbook on the subject and a reference that engineers and technicians can include in their personal libraries. This text can help students master the concepts and language of control and help engineers and technicians analyze and design control systems. The text covers the terminology, concepts, principles, procedures, and computations used by engineers and technicians to analyze, select, specify, design, and maintain control systems. Emphasis is on the application of established methods with the aid of examples and computer programs.
　　EVOLUTION OF TEXT
　　The writing of this text began 34 years ago when I faced the challenge of developing and teaching a control systems course in a 2-year engineering technology program. I had just entered the teaching profession after 10 years as a research engineer at General Mills, where I had become fascinated with control systems. I was especially intrigued by the combined electrical, mechanical, thermal, liquid, and gas elements in the mathematical models used to analyze and design control systems. This fascination led to the completion of an evening MSEE program with a major in control systems and a hands-on design course at Brown Institute in Philadelphia. In my course work, we used straight-line Bode diagrams to design control systems. This method works very well for processes with dead-time lags. The graphical approach gives the designer an "intuitive feel" of the way the controller changes the frequency response of the system. I found that this "feel" was very helpful working on plant start-ups. Indeed, the greatest benefit from learning the frequency-response design method was the understanding and judgment it imparted. It made me a much better engineer.
　　You can imagine the excitement with which I approached the teaching of my favorite subject. I wanted my students to feel that excitement. I wanted to impart some of the feeling and judgment that I acquired from frequency-response design of a control system. There was one major obstacle, however. There was no suitable text for my students. So I wrote 100 pages of notes on control fundamentals with emphasis on graphical design using straight-line Bode diagrams. These notes were the genesis of this text. The thrust of the notes was to bring students to the point where they could complete frequency-response design of control systems under my direction. My role was that of a control engineer, and my students were my engineering technicians. Those 100 pages of notes have grown to become the seventh edition of a 700-page textbook, but the thrust has not changed. The thrust of this text is to bring students to the point where they can complete computer-aided, frequency-response design of control systems under the direction of their instructor or control engineer. ..
　　Frequency-response graphs are constructed from the transfer functions of the system components. The chapters on common elements and Laplace transforms were written to give students the foundation required to determine these transfer functions. Analogies were used to develop common elements for modeling and analyzing electrical, thermal, mechanical, and fluid flow elements. These analogies helped students translate their knowledge of one type of component to components of other types. The parts on measurement, manipulation, and control extended the students' mastery of transfer functions and developed their ability to select, specify, and design measuring and manipulating systems. Finally, we reached the point where the students actually began the graphical design process. The frequency-response (or Bode) design method worked very well, but constructing and reconstructing Bode diagrams is very tedious and time consuming. By the time the students learned how to construct Bode diagrams, there was little time or energy left to learn how to design the controller. My goal was unfulfilled.
　　Then I had a dream. My dream was a computer program that would construct the Bode diagrams so that students, technicians, and engineers could concentrate on the design of the controller. The first attempt to realize my dream was a FORTRAN program that generated frequency-response data from the open-loop transfer function. The program made all the design decisions, and all the student had to do was input the transfer function. As an engineering tool, it was great, but as a teaching tool, it failed. Students could complete the design very well, but they did not understand the results. When design exceptions required an override of the program's results, students had no idea what to do---no pain but no gain.
　　The first program did too much, and the students did too little. The next program generated tables of frequency-response data that the students used to draw the Bode diagrams. It was not as good an engineering tool but was a much better teaching tool. Drawing the graphs took time, but the students did understand the design process.
　　The third version of the program uses the graphing capabilities of the QuickBASIC programming language. The program DESIGN is an interactive program that plots frequencyresponse graphs on the screen and accepts user inputs of the control modes. This program emulates the classical Bode design method with precise plots based on the transfer functions of the system components. The designer observes how each control mode changes the shape of the open-loop frequency response of the system. On-screen design decision data allow the designer to determine PID control mode values, which can be easily changed in a "what-if" analysis. This enables the designer to use a "design-by-trial" procedure to search for the best possible control system design. It worked; my dream was fulfilled: DESIGN is both a good engineering design tool and a good teaching tool.
　　This text was developed to facilitate the education of engineering technicians. Its purpose is to train technicians who understand the language and methods used by engineers, techniclans who can use established methods to complete engineering design work under the direction of a control engineer.
　　I believe an essential part of the education of the engineering technician is to develop the ability to communicate with engineers using their language. Mathematical terms are an essential part of this language. The engineering technician must understand and be comfortable with terms such as derivative, integral, transfer function, frequency domain, and Laplace transform--not at the theoretical level, of course, but certainly at the applied level. A goal of this text is to develop an understanding of the language of control, including the mathematical terms mentioned. ...