[25 Years Ago]

Aperennial task that plagues engineering faculty is that of keeping students interested in a rigorous introductory class in dynamic systems modeling and automatic control. As the students progress from sophomorelevel courses, such as differential equations, and up to advanced-level systems classes, the question before educators is when and how to bring some relevancy to the typically theoretical and abstract mathematical treatment associated with systems theory. Sophomore-level courses introduce simple elements such as springs and dashpots, however, the motivational value at that level is questionable. Junior- and senior-level courses often use somewhat more complex devices as physical examples, such as liquid-level control of tanks. Few students, in this author\´s experience, seem to get excited about the relevancy and scientific challenge presented by a passive toilet-water closet where a float controls the water flow in. Advanced courses may utilize "high-tech" examples, such as aircraft autopilots and fly-by-wire concepts, but the students who continue on in the systems area to see these illustrations are usually a minority. Those students who acquire an interest in systems theory often do so because of its mathematical elegance and not necessarily because a meaningful application stimulated their interest ...