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Course Descriptions

ENEE407 Microwave Circuits Laboratory, 2 credits

Course Description
The course consists of experiments with circuits constructed from microwave components and it is aimed to providing practical experience in the design, construction, and testing of such circuits. Projects include microwave filters and S-parameter design with applications of current technology.

Pre-Requisite
ENEE 206 or ENEE245 and ENEE381

Co-Requisite
None

Textbook(s)

Rizzi, Microwave Engineering, Passive Circuits, Prentice-Hall

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Goldhar, February 2011.

Course Objectives

Design microwave components, such as micro-filter, amplifiers, antennas, multiplexes, and mixers

Topics Covered

Transmission lines, Linecalc and Libra
W/H ratio vs. characteristic impedance
Dispersion curves (W/H and effective dielectric constant vs. frequency)
Interactions of two discontinuities
MIC Circuit elements I
RF choke
Impedance transformer
Pad (attenuator)
MIC Circuit Elements II
Parallel-coupled line directional coupler
Branch line directional coupler
MIC Circuit Design I - Microwave Filters
Low-pass filter
Band-pass filter
Discontinuities, Q, losses and bandwidth
MIC Circuit Design II - Solid State Amplifiers
Matching of impedances
DC block and RF choke
Performances of single-ended amplifier
Multiplexer
Scattering parameter measurement using swept frequency techniques .

Class/Lab Schedule
3 hours laboratory, 1 hour recitation

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to identify, formulate, and solve engineering problems
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE408A Capstone Design Project: Microprocessor-Based Design, 3 credits

Course Description
ENEE 408A provides a team-based experience in the design and implementation of a microprocessor-based system to solve a real-world problem. A product specification or client requirement forms the basis for the student team’s development of an initial technical design specification. The team then divides into smaller groups for the parallel development of hardware and software subsystems of the product or device. Upon completion and test of the various subsystems, software and hardware components are integrated into the system prototype and the system is tested and documented.

Pre-Requisite
ENEE440

Co-Requisite
None

Textbook(s)

None

Other Required Material(s)

all relevant manuals and datasheets

Syllabus Prepared By and Date
Dr. Hawkins, June 2011.

Course Objectives

Transform a general problem description in microprocessor-based systems into a design specification
Partition a design specification into a set of design tasks
Formulate a project schedule and a set of work assignments
Work in a team to implement the design tasks
Construct a prototype/working demonstration
Document the final design

Topics Covered

Transforming problem descriptions into design specifications
Economic and feasibility constraints
Partitioning design specifications into design tasks
Project scheduling
Prototyping methods
Proof-of-concept requirements
Review of digital logic design and digital logic design tools
LSI component selection
Hardware standards
Software standards
Driver software design
Operating system interface
Hardware fabrication methods
Hardware integration
Software integration
Hardware test methods
Software test methods
Design documentation requirements; engineer's responsibility to deliver a safe and usable product.

Class/Lab Schedule
3 hours laboratory, 1.25 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE408B Capstone Design Project: Digital VLSI Design, 3 credits

Course Description
Utilization of modern CAD tools for the design of medium-complexity digital VLSI chips. The designs are developed by small student teams and include chip layouts and simulation results. Teams are given the option of having their designs fabricated externally and subsequently testing the fabricated chips for additional credit.

Pre-Requisite
ENEE303, ENEE350 (ENEE446 strongly recommended)

Co-Requisite
None

Textbook(s)

Weste, Principles of CLSI Design, Addison Wesley

Other Required Material(s)

As assigned by instructor

Syllabus Prepared By and Date
Dr. Nakajima, June 2011.

Course Objectives

Consolidate and apply key concepts in digital logic design, computer organization and electronic circuits introduced earlier in the core electrical and computer engineering curricula.
Provide a complete hands-on experience in the design of custom digital VLSI circuits.
Train students in the use of state-of-the-art design tools such as MAGIC, IRSIM and HSPICE

Topics Covered

Digital systems and VLSI
Chip fabrication and layout
Design process: developing system specifications, partitioning system into components, specifying protocols between components
System optimization under real-world constraints: chip size, pin counts, operating speed, chip fabrication cost
Engineer's responsibility to perform complete simulations prior to fabrication and to properly document the tests performed on fabricated chips.
Combinational and sequential logic system design
Subsystem design
Floor planning
Architecture design
Chip design
Chip testing

Class/Lab Schedule
3 hours laboratory, 1.25 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE408C Capstone Design Project: Modern Digital System Design, 3 credits

Course Description
A real-world digital system design experience that prepares students for careers in FPGA and ASIC design. Student teams use the Verilog hardware description language together with industry-standard simulation and synthesis tools to design medium-complexity digital chips that are ultimately configured and tested on FPGAs with real-world applications. Results from these projects will be presented through in-class presentations and written reports.

Pre-Requisite
ENEE350

Co-Requisite
ENEE446 (Recommended)

Textbook(s)

M. Ciletti, Advanced Digital Design with Verilog HDL, 2003 Prentice Hall

Other Required Material(s)

Hardware: Digilent Nexys2 board with a Xilinx Spartan3E FPGA chip

Syllabus Prepared By and Date
Dr. Nakajima, February 2011.

Course Objectives

Understand HDL-based design using Verilog and FPGAs.
Apply computer-aided design tools to design, implement, and debug hardware designs.
Analyze design decisions to strike a cost-benefit balance in complex projects.
Utilize teamwork and communication skills to schedule and execute a project schedule and hardware application design with other team members.
Improve presentation and technical writing skills through oral presentations and written reports.
Understand the short and long-term ethical implications of engineering decisions.

Topics Covered

Verilog Syntax and Structure
Verilog Parameterization and Module Generation
Hardware Design Flow
Combinational Logic Design
Sequential Logic Design
Pipelining of Modules
Hardware Area Minimization Techniques
Clock Speed Maximization Techniques
Communication Protocols
FPGA Implementation of Real-World Applications

Class/Lab Schedule
3 hours laboratory, 1.25 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE408D Capstone Design Project: Mixed Signal VLSI Design, 3 credits

Course Description
This course covers the design of very large scale integrated (VLSI) circuits, including analysis and simulation of digital and analog circuits, layout, and component selection. The material involves extensive use of Computer-Aided Design (CAD) tools for circuit simulation and layout, and draws upon knowledge from 300-level EE courses. Following current industry paradigms, students work in teams to design, thoroughly simulate, and specify physical layout of mixed signal VLSI circuits prior to their fabrication in a foundry.

Pre-Requisite
ENEE302, ENEE306, and ENEE312 OR ENEE303, ENEE307, and ENEE313

Co-Requisite
None

Textbook(s)

R. J. Baker, CMOS Circuit Design, Layout and Simulation, 3rd ed., 2010.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Abshire, May 2011.

Course Objectives

Consolidate and apply key concepts in semiconductor devices, analog circuits and digital circuits, introduced earlier in the electrical and computer engineering curricula;
Select appropriate design problems, partition and distribute design tasks within each team;
Analyze, design, and optimize complex CMOS integrated circuits including: DC, transient and small signal responses; phase margin, gain, and frequency response trade-offs of op-amps; optimal fan-out and minimum propagation delay of digital circuits;
Use Computer-Aided Design (CAD) tools such as circuit simulators to confirm analysis and predict performance, layout tools to implement circuit designs on a silicon chip, and verification tools to ensure that the design satisfies design rules and implements the desired circuit;and
Understand how semiconductor physics influences chip design rules and sets limits on integrated circuit performance.

Topics Covered

CMOS IC design and fabrication
CAD tools including schematic capture, circuit simulator, layout editor, DRC, LVS
Designing and laying out the integrated circuit well
Metal layers, pads, and interconnects
Design and layout of active and polysilicon layers
MOSFET design, fabrication, and operation
Parasitic elements due to layout and device structure, and the resulting RC delay and inductive cross talk
Digital CMOS circuits: the operation and layout of the inverter, nand, and, nor gates
Advanced circuit simulation
Analog CMOS circuits: the operation and layout of current sources, differential amplifiers, active loads, cascode loads, operational amplifiers, frequency compensation, operational transconductance amplifiers
Mixed-signal circuits for specific applications (e.g., communications)
Design optimization: minimum propagation delay, optimal fan-out
Economic motivation for IC circuit fabrication
Environmental issues in chip fabrication; use and disposal of dangerous chemicals

Class/Lab Schedule
3 hours laboratory, 2 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE408E Capstone Design Project: Optical System Design, 3 credits

Course Description
The purpose of this course is to teach optical analysis and design techniques by reference to the performance of many different optical components and systems. Attention will be given to real world design in terms of component selection, optimization, and integration into systems.

Pre-Requisite
Completion of all MATH, PHYS, and ENEE 200-level courses, and ENEE 380

Co-Requisite
ENEE381

Textbook(s)

Christopher C. Davis, Lasers and Electro-Optics, Cambridge University Press, 1996.

Other Required Material(s)

Handouts of additional material

Syllabus Prepared By and Date
Dr. Davis, February 2011.

Course Objectives

Understand techniques of optical system analysis.
Apply industry-standard design software (Code-V) to optical system design.
Understand, select, and specify optical materials and passive components
Understand, select, and apply appropriate optical sources in system design.
Understand, select, and apply appropriate optical detectors in system design
Understand, analyze, and optimize the performance of optical receivers
In a team-based project design a practical optical system.
Present the team-based design in interim and final reports and final oral presentation.

Topics Covered

Ray Optics: Basic Design Techniques,Reflection, refraction and total internal reflection, Paraxial ray analysis: ray transfer matrices, principal planes, Ray tracing, Lenses, mirrors and prisms, Imaging, magnification, f/number
Code-V Optical Design Software: System settings, Lens Data Manager, System drawing, Spot Diagrams, Aberrations, Optimization
Wave Optics in Isotropic Media: Detailed System Analysis, Impedance methods, Anti-reflection coatings, half-wave layers, Brewster's angle, Polarization effects and analysis: Jones matrices, Interference, Diffraction, Gaussian beams, Focusing of Gaussian beams, Resonator design
Optical Instruments: Design Concepts. Stops, pupils and vignetting, Simple microscope, Compound microscope, Astronomical and terrestrial, refracting telescopes, reflecting telescopes, Periscopes, Zoom lenses, Camera lenses
Aberrations: Spherical aberration, Astigmatism, Chromatic aberration, Coma, Distortion, Curvature of field, Non-spherical lenses and mirrors, Quantification of aberration coefficients, Reduction of aberrations
Wave Optics in Anisotropic Media: Birefringence, The indicatrix, Wave-plates and polarizers, Faraday effect and optical isolators, Electro-optic devices: amplitude and phase modulators, Designing with crystals
Fiber Optics: Selection and Utilization: Numerical aperture, Single and multi-mode fibers, V-number, Coupling to fibers
Optical Sources: Selection and Evaluation: Radiometry and Photometry units and definitions, Point sources, extended sources, Lambertian sources, Characterization by spectrum and coherence, Black-body sources for absolute calibration, Incandescent lamps, Discharge lamps, LEDs, Lasers
Optical Detectors: Selection and Evaluation, Figures of merit, NEP, D*, Responsivity, Speed of response, Vacuum tube devices: photodiodes, photomultipliers, channeltrons, Semiconductor detectors: photovoltaic and photoconductive detectors, Thermal detectors: thermopiles, Golay cell, bolometer, Hot carrier detectors
Optical Systems: Design Concepts ; Design Examples: cameras, telescopes, range finders, optical communication systems, wide-angle lenses, LIDAR.
Opto-Mechanical Design, Project Feasibility, Manufacturability, Cost Estimation
Safety Issues Related to Laser Radiation
Design Documentation

Class/Lab Schedule
3 hours lecture, 1 hour recitation

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE408G Capstone Design Project: Multimedia Signal Processing, 3 credits

Course Description
An introductory course on multimedia signal processing bringing real-world design experience to students using state-of-the-art multimedia software and hardware. Each week there will be one 75-minute lecture and three-hour design lab (see below). Lectures will provide basic theories and principles on multimedia compression, processing, communications, security, and recognition.

Pre-Requisite
ENEE 420 or ENEE 425

Co-Requisite
None

Textbook(s)

Related reading material is assigned with each lecture.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Wu, March 2011.

Course Objectives

Understand basic principles and techniques of multimedia signal processing, regarding four major modalities (digital image, video, speech, and audio).
Understand and carry out a design task related to multimedia signal processing, including determining system specifications; partitioning into design tasks and phases; implementing, testing, and documenting the design.
Ability to communicate the design, in both oral and written ways.
Ability to work effectively as a team.

Topics Covered
Outlined in the four design labs below, regarding four major multimedia modalities and their interactions and integrations.

Lab Design Projects: There are four design labs elements on fundamental multimedia issues employing the state-of-the-art technologies on digital image, video, audio processing and speech recognition.

Design Lab 1: Image Processing and Digital Photography
Color coordinates, visual perception, image enhancement and compression, and digital photography
Design Lab 2: Digital Video and Multimedia Communication
Video capturing, motion estimation/compensation, video code, content-based indexing and database, scene change detection, and video conferencing.
Design Lab 3: Speech Processing and Recognition
Speech analysis, coding, synthesis, recognition, and speech-enabled human-computer interface.
Design Lab 4: Digital Audio and Information Security
Perceptual audio compression, synthetic audio, watermarking, and digital rights management.

Final Design Project: This is a team-based project on designing and implementing multimedia signal processing systems. Each student team will emulate a high-tech company that will:

develop ideas of a multimedia product and decide on system specifications,
partition and coordinate the design tasks within the team,
implement, test, and document the design, and
demonstrate and market the product.

Class/Lab Schedule
3 hours laboratory, 1.5 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE408I Capstone Design Project: Autonomous Robotics, 3 credits

Course Description
The course involves students in the design, development, and application of autonomous robotic systems. The robots are 4 wheeled vehicles with onboard sensors (cameras, acoustic sensors), computers and wireless communications capabilities. The students work in teams (of 3) to program the robots to accomplish a task individually and in “teams” of 2 or more robots. Applications vary from semester to semester, including racing with passing, soccer, search and identify, etc.

Pre-Requisite
ENEE322

Co-Requisite
None

Textbook(s)

G. Blankenship, H. Kwatny, J. Karvounis Introduction to Autonomous Robots.

Other Required Material(s)

Notes provided by the instructor

Syllabus Prepared By and Date
Dr. Blankenship, May 2011.

Course Objectives

Understand autonomous systems operation.
Understand Arduino programming for robot maneuver control
Understand programming in Visual Studio C# for image processing and tactical control
Understand programming in Visual Studio C# for wireless communications and data exchange among two or more robots
Demonstrate capability of robot to track and follow an object
Demonstrate capability of robot to transverse a course composed of colored cones
Demonstrate capability of robots to complete a competition in minimum time
Demonstrate capability of robots to collaborate as a “team” in a task.

Topics Covered

Programming using Arduino
Programming in VS C#
Image processing using OpenCV and EMGU
Guidelines for autonomous competitions

Class/Lab Schedule
4 hours laboratory, 1 hour lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE1408J Capstone Design Project: Filter Design, 3 credits

Course Description
This is a senior level course, using the unifying theme of filters, brings together many aspects of electrical engineering: passive and active circuits, signal processing, communications, electromagnetic waves. The course will be design-based, but the fundamentals of different techniques in filters (analog filters, digital filters, high-frequency filters of extended dimensions) will be covered. In high-frequency filters, circuit and signal-processing concepts and techniques will be applied whenever possible, to provide conceptual unity to the course. In addition, some more accessible literature in current active research areas such as nano-photonic filters and photonic/microwave filters will also be discussed.

The course is centered on three design projects. The first project is in the audio frequency domain, and analog (passive and active) low-pass, band-pass, and high-pass, and notch filters will be designed, and demonstrated using simple audio and electronic components. The second project is also in the low frequency domain, and the same filters as in the first will be designed, but using digital techniques. The third project is in high frequencies where filters of extended physical dimensions are required. The project can be in either the optical domain such as the signals in optical fiber communications, or in the microwave domain such as mobile phones or radars.

Pre-Requisite
ENEE303, ENEE322, and ENEE380. In addition, students must be familiar with one standard mathematical package like Mathlab or Mathcad, and have access to a personal computer

Co-Requisite
ENEE381

Textbook(s)

Design of Analog Filters by Rolf Schaumann and Mac E. Van Valkenburg, Oxford, 2001
Digital Filters, Richard W. Hamming, Dover Publications; Revised edition (1997)
Digital Filters, Andreas Antoniou, McGraw-Hill Science/Engineering/Math; 2nd edition (2000)
Microwave Filters for Communication Systems: Fundamentals, Design and Applications, Richard J. Cameron, Raafat Mansour, Chandra M. Kudsia, Wiley-Interscience (2007)
Microwave Resonators and Filters for Wireless Communication: Theory, Design and Application (Springer Series in Advanced Microelectronics), Mitsuo Makimoto, Sadahiko Yamashita, Springer (2006)
Optical Filter Design and Analysis: a Signal Processing Approach, by Christie K. Madsen and Jian H. Zhao, Wiley, 1999, ISBN 0-471-18373-3

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Ho, February 2011.

Course Objectives

Learn engineering design with filters as examples, using principles and techniques acquired in previous, required courses.
Understand and appreciate how unifying concepts and principles are used in seemingly different areas (analog, digital, physically extended systems) where different techniques have to be used to implement the designs and to achieve desired goals.
Understand merits and limitations of different engineering techniques in solving practical problems; understand ideal and practically reachable goals.
Learn to work in teams; learn how to make effective oral and written reports.

Topics Covered

Introduction: Role of filters in electrical engineering; low-frequency filters (analog and digital); high-frequency filters in microwaves and optics.
Analog and digital filters: relative merits and limitations. Review of basic circuits and signals. Basics and types of filters.
Design Project No. 1.
Design Project No. 2.
Need of filters of extended dimensions in high frequencies. Introduction to common filter techniques in microwaves and optics. Review of some commercial products and possible improvements.
Design Project No. 3

Class/Lab Schedule
3 hours recitation

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE416 Integrated Circuit (IC) Fabrication Laboratory, 3 credits

Course Description
Characterization of wafers and fabrication steps. Oxide growth, lithography, dopant diffusion, and metal deposition and patterning will be discussed in the lectures and carried out in the lab in fabricating NMOS transistor circuits. The transistor characteristics will be measured and related to the fabrication parameters.

Pre-Requisite
A grade of C (2.0) or higher in ENEE303 and all required 200-level ENEE courses and permission of department; ENEE 313

Co-Requisite
None

Textbook(s)

R. C. Jaeger, “Introduction to Microelectronic Fabrication”, Second Edition (Prentice Hall 2002), ISBN 0-201-44494-1.

Other Required Material(s)

None

Syllabus Prepared By and Date
Nathan Siwak, February 2011.

Course Objectives

Provide students an understanding of how a silicon wafer is turned into an operating integrated circuit.
Review transistor operation and the IC fabrication steps stressing how processing parameters affect transistor performance.
Carry out the fabrication steps needed to produce transistors, resistors, and capacitors.
Test the transistors and other related components that have been fabricated and investigate the effects of processing parameters.

Topics Covered

Semiconductor device fundamentals
Lithography (resist spinning, contact aligner exposure, and development)
Oxide growth
Chemical vapor deposition
Reactive ion etching
Doping and dopant diffusion
Metal deposition and patterning
Analysis of fabricated devices
Silicon bulk and surface micromachining

Class/Lab Schedule
3 hours laboratory, 1.5 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE417 Microelectronic Design Laboratory

Course Description
This is an advanced laboratory course in which students design, build and test fairly sophisticated circuits that are mainly composed of discrete transistors and integrated circuits. There are various projects students may become involved in. Many of the projects are designed to require that students synthesize from what they have learned in a number of the disciplines in electrical engineering. Students learn they can actually use their knowledge to build something very practical, which may include a high-fidelity amplifier, a radio, a memory cell, a transmitter, etc. As teaching of the course rotates among Microelectronics faculty material differs from year to year with some instructors emphasizing automated testing.

Pre-Requisite
ENEE303 and ENEE307

Co-Requisite
None

Textbook(s)

Literature Papers
ENEE303 Textbook
A. Sedra and K. C. Smith, “Microelectronic Circuits” . (Recommended)
R. H. King, “Introduction to Data Acquisition with LabVIEW.” (Recommended)

Other Required Material(s)

Circuit boards, electronic parts, as needed

Syllabus Prepared By and Date
Drs. Newcomb and Goldsman, May 2011.

Course Objectives

To give students hands-on opportunity to use their theoretical background in engineering to build fairly complex electronic circuits that actually work.
To require students to synthesize information from numerous classes
To use mathematics, computer aided design, and precise engineering principles to design and construct modern circuits which often include: Power supplies; Audio Power Amplifier; Video Amplifiers; AM Radio Receivers; Radio Transmitters; Memory Cells
To learn means of automated testing

Topics Covered

Analog Circuits
Differential Amplifiers
Audio/video Amplifiers
Communications Modules
Modulators-demodulators
RF Receivers-transmitters
Computer Modules: Digital Circuits
ECL
Memories
Automated testing

Class/Lab Schedule
3 hours laboratory, 1 hour lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE419A Analog and Digital Electronics II, 3 credits

Course Description
This course is the second in a series that provides students with a strong background in the design and analysis of mixed signal electronics. ENEE 419A is an elective that begins with a description of analog and digital device models for analysis, design and simulation of transistor level electronic circuits. The course mainly utilizes Metal Oxide Silicon Field Effect Transistors (MOSFETs), which are the most common devices in today’s integrated circuits (chips). The course reviews fundamental single transistor configurations. Multi-transistor circuits are discussed such as current mirrors, differential amplifiers, voltage references, operational amplifiers and data converters. Frequency response, feedback, and stability compensation in multi-transistor circuits are covered. Complementary Metal Oxide Silicon (CMOS) implementations of static and clocked digital as well as mixed signal circuits are discussed.

Pre-Requisite
ENEE303

Co-Requisite
None

Textbook(s)

R. J. Baker, CMOS Circuit Design, Layout and Simulation, 3rd ed., 2010.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Abshire, May 2011.

Course Objectives

Consolidate and apply key concepts in semiconductor devices, analog circuits and digital circuits, introduced earlier in the electrical and computer engineering curricula;
Analyze and design complex CMOS integrated circuits including: DC, transient and small signal responses of components such as current mirrors and differential pairs and circuits such as op-amps;
Optimize complex analog circuits in terms of performance characteristics such as phase margin, gain, and frequency response trade-offs, and optimize digital circuits in terms of fan-out and minimum propagation delay;
Use circuit simulators to confirm analysis and predict performance; and
Understand how semiconductor physics influences chip design rules and sets limits on integrated circuit performance.

Topics Covered

Device Models for Analog and Digital Design
The Inverter and Static Logic Gates
Clocked Circuits: Latches, Transmission Gates, Flip-Flops
Current Mirrors: Basic and Cascode
Amplifiers: Fundamental Configurations
Differential Amplifiers: Passive and Active Loads
Frequency Response
Operational Amplifiers
Feedback
Stability Compensation
Data Converters

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE419W Advanced Operational Amplifier Laboratory, 3 credits

Course Description
Students learn to design, simulate, build and test a variety of op-amp based, real-world, analog and mixed-signal circuits. Along the way, students learn to measure and account for non-ideal op-amp parameters. They learn about different classes of op-amps (precision, high-speed, instrumentation, etc.) and how to choose the correct op-amps and related components to optimize their circuits.

Pre-Requisite
ENEE307

Co-Requisite
None

Textbook(s)

Jung, W., Op Amp Applications Handbook, Elsevier

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Lawson, April 2011.

Course Objectives

Analyze and design useful, complex op-amp circuits such as filters, video amplifiers, and low power analog signal processing circuits.
Master use of test and measurement equipment necessary to evaluate the performance of modern op-amp circuits.
Understand basic limitations, inaccuracies, and tolerances of the test equipment, components, and procedures.
Design cheap, robust, optimized, reliable circuits that meet realistic specifications.
Use good techniques for drawing circuits and wiring diagrams, breadboarding circuits, and trouble shooting circuits.
Use simulation tools to design circuits and analyze performance.
Work cooperatively with others in the lab to maximize results.

Topics Covered

Design with non-ideal op-amp parameters
Active filter design. Second and third-order LP, HP, and BP circuits. Butterworth, Bessel,
Tschebchev, Gaussian, and other filters
Single-sided op-amp circuit design
Low voltage / Low power op-amp circuit design
Low signal op-amp circuit design (noise considerations)
High frequency op-amp circuit design (video amplifiers)
Op-amp circuits with A/D and/or D/A converters
Programmable-gain amplifiers
Op-amps with sensor circuits
Logarithmic Amplifiers
Oscillator (and other useful) circuits
Differential, level-shifting op-amp circuit design

Class/Lab Schedule
3 hours laboratory

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE420 Communication Systems, 3 credits

Course Description
Communication is the process by which a message generated at one point is represented by a signal that is transmitted through an imperfect medium to a receiver, where a (hopefully accurate) estimate of the message is reconstructed. Topics to be covered include:

(i) A presentation of continuous waveform modulation techniques (including amplitude modulation and angle modulation techniques), with emphasis on time and frequency representations, bandwidth requirements and power efficiency;
(ii) An understanding of analog-to-digital (A/D) and digital-to-analog (D/A) conversions, and of sampling and quantization techniques for implementing these processes;
(iii) A discussion of inter-symbol interference, and ways of combating it through baseband pulse shaping;
(iv) An introduction to digital modulation techniques;
(v) Insights into the role of random processes in communication systems analysis, both as a model for system noise and as a model for message generation.

Pre-Requisite
ENEE324 and completion of all lower-division technical courses in the EE curriculum.

Co-Requisite
None

Textbook(s)

B.P. Lathi and Z. Ding, Modern Digital and Analog Communications Systems (Fourth Edition), Oxford University Press, Oxford (UK), 2009.
S. Haykin, Communication Systems (Fouth Edition), John and Sons Wiley, 2001.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Makowski, May 2011.

Course Objectives

Understand the fundamentals of point-to-point communication link design and analysis.
Develop the basic ideas behind the processes of sampling and quantization.
Appreciate the comparative merits of different modulation/demodulation, signal processing and error control schemes in analog and digital communication systems.
Analyze noisy information-bearing signals using frequency and time domain methods.

Topics Covered

Amplitude modulation: Conventional AM, suppressed carrier AM (DSB-SC), single-sideband AM (SSB) and vestigial sideband AM (VSB) – Time and frequency representations of a signal, bandwidth requirements, power efficiency, coherent and envelope detection.
Frequency modulation: Time/frequency representation, bandwidth requirements, demodulation techniques.
Performance of AM and FM in the presence of noise.
Sampling: The Shannon-Nyquist criterion for exact reconstruction of band-limited signals.
Quantization: Uniform quantization, companding and other quantization techniques.
Pulse code modulation (PCM) and digital telephony
An introduction to digital modulation – Phase shift keying (PSK), frequency shift keying (FSK), amplitude shift keying (ASK).
Optional topics: Introduction to Information Theory; data compression; inter-symbol interference and equalization; error control codes.

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE425 Digital Signal Processing, 3 credits

Course Description
Sampling as a modulation process; aliasing; the sampling theorem; the Z-transform and discrete-time system analysis; direct and computer-aided design of recursive and nonrecursive digital filters; the Discrete Fourier Transform (DFT) and Fast Fourier Transform (FFT); digital filtering using the FFT; analog-to-digital and digital-to-analog conversion; effects of quantization and finite-word-length arithmetic.

Pre-Requisite
ENEE322 and completion of all lower division courses

Co-Requisite
None

Textbook(s)

Oppenheim and Schafer, Discrete-time Signal Processing, Prentice Hall

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Espy-Wilson, April 2011.

Course Objectives

Understand how analog signals are represented by their discrete-time samples, and in what ways digital filtering is equivalent to analog filtering.
Master the representation of discrete-time signals in the frequency domain, using the notions of z-transform, discrete-time Fourier transform (DTFT) and discrete Fourier transform (DFT).
Learn the basic forms of FIR and IIR filters, and how to design filters with desired frequency responses.
Understand the implementation of the DFT in terms of the FFT, as well as some of its applications (computation of convolution sums, spectral analysis).

Topics Covered

Uniform sampling: sampling as a modulation process; aliasing; ideal impulse sampling; sampling theorem; sampling bandpass signals.
Data reconstruction by polynomial interpolation and extrapolation: zero-order hold; first order hold; linear point connector.
The z-transform: definition; inverse; useful transform relationships; Parseval's theorem; difference equations
Analysis of sampled-data systems by transform methods: transfer functions for discrete-time systems; sinusoidal steady-state frequency response; structures for realizing transfer functions; stability; decimation and interpolation
The design of transfer functions for digital filtering: bilinear transformation method for IIR filters; Fourier series, windowing and the Remez algorithm for FIR filters
Effects of quantization and finite word length arithmetic in digital filters
The discrete Fourier transform (DFT): definition of the DFT and its inverse; transform relationships; cyclic convolution and correlation; fast Fourier transform (FFT); filtering long sequences using the FFT.

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE426 Communication Networks, 3 credits

Course Description
This course covers the basics of communication networks. It covers layered architectures for the construction of networks, following a simplified OSI reference model. This includes error detection, protocols for retransmission, data link control protocols, medium access control protocols, and both intradomain and interdomain routing. In addition to detailed study of TCP/IP networks, SONET, ATM, and WDM are considered. Both wired and wireless local area networks are studied.

Pre-Requisite
ENEE324

Co-Requisite
None

Textbook(s)

A. Leon-Garcia and I. Widjaja, Communication Networks, 2nd edition, McGraw Hill, 2004.
E. Aboelela, Network Simulation Experiments Manual, 4th edition, Morgan Kaufmann, 2008.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Shayman, February 2011.

Course Objectives

Understand the distinguishing features of circuit switched and packet switched networks.
Understand the principle of layered architecture and the individual layers of the OSI reference model..
Understand the key protocols used in the Internet.
Be able to use tools from probability, including basic queuing models, to design and analyze the quantitative performance of a network.
Be able to use network simulation software to analyze the performance of a network.

Topics Covered

Layering and the OSI reference model
Error detection and correction
Multiplexing
SONET and WDM
ARQ protocols
Data link control protocols
Statistical multiplexing
Medium access control protocols
Local area networks and wireless LANs
Datagram and virtual circuit networks
Routing and shortest path algorithms
Traffic management, quality of service and congestion control
Internet protocol
TCP and UDP
Internet routing: RIP, OSPF and BGP
ATM networks
Integrated services, differentiated services and MPLS

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top

ENEE428 Communications Design Laboratory, 2 credits

Course Description
This course explores the signal processing and communication system theoretical concepts presented in ENEE 322 Signals and Systems, ENEE 324 Engineering Probability, ENEE 420 Communication Systems, and ENEE 425 Digital Signal Processing by implementing them on actual hardware in real time. In the process, students gain experience using equipment commonly used in industry, such as, oscilloscopes, spectrum analyzers, error rate test sets, channel simulators, digital signal processors, analog-to-digital and digital-to-analog converters, and signal generators. The experiments are based on using a Texas Instruments TMS320C6713 DSP Starter Kit (DSK) stand-alone board that communicates with the PC through a USB port.

Pre-Requisite
ENEE322 and ENEE324

Co-Requisite
ENEE420 and/or ENEE425

Textbook(s)

Steven A. Tretter, Communication System Design Using DSP Algorithms with Laboratory Experiments for the TMS320C6713 DSK, Springer, 2008.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Tretter, March 2011.

Course Objectives

Learn about the TMS320C6713 DSK and Code Composer Studio
Implement and test IR and IIR digital filters.
Implement and test AM, DSCSC-AM, SSB, and FM modulators and demodulators.
Implement and test an FFT and spectrum analyzer
Implement and test a band-limited PAM transmitter
Implement and test a QAM transmitter and receiver if time permits.

Topics Covered

Architecture of the TMS320C6713 DSP and DSK.
Using Code Composer Studio to create, load, and run DSP program.
FIR and IIR digital filters.
Amplitude Modulation (AM) modulators and demodulators.
Double-sideband suppressed-carrier amplitude modulation (DSBSC-AM) and demodulation.
Single-sideband modulation (SSB) and demodulation.
Frequency modulation (FM) and demodulation.
The fast Fourier transform and spectrum analysis.
Pulse amplitude modulation (PAM).

Class/Lab Schedule
3 hours laboratory

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE434 Introduction to Neutral Networks, 3 credits

Course Description
Introduction to the generation and processing of bio-electric signals including structure and function of the neuron, membrane theory, generation and propagation of nerve impulses, synaptic mechanisms, transduction and neural coding of sensory events, central nervous system processing of sensory information and correlated electrical signals, control of effector organs, muscle contraction and mechanics, and models of neurons and neural networks.

Pre-Requisite
ENEE204 or ENEE205 or Consent of Instructor

Co-Requisite
None

Textbook(s)

Hagen, Neural Network Design, College University Printing
MATLAB with Simulink (Student Version - Software)

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Newcomb, May 2011.

Course Objectives

To learn the biological basis for artificial neural networks
To learn the theory of artificial neural networks
To be able to design and apply an artificial neural network

Topics Covered

single layer networks
multi-layer networks
backpropagation
parameters
adapting to the network structure
predication applications and time-delays
optimization networks
biological neural networks
implementation: hardware, optical
overview of other techniques in computational intelligence
applications of neural networks
CAD via Matlab neural network toolbox

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE435 Introduction to Electrical Processes, Structures and Computing Models of the Brain, 3 credits

Course Description
The latest concepts about human neurons, signals, brain networks and systems are introduced, based on our current electrical science and computing modeling knowledge. Emerging novel methodologies/technologies used to “reverse-engineer” brain structures and functions are covered. Current instruments, experimental and heuristic techniques for examining and studying brains are reviewed. The course integrates neuroscience system science and engineering via: a) signal generation, information processing and decision-making aspects at the cellular, molecular and nanometer physical levels, and b) methods for studying brain memory, associations, adaptations, learning, thoughts and emotions. A neuroscience-dogma, the “Grand-Design Scheme”, is introduced. The course concludes with selected overviews of on-going human brain inspired approaches for addressing rapidly emerging global-scale challenges. The Course is built on Lectures, recommended library reference material and websites, homework, and website searches.

Pre-Requisite
The course is self-contained for ECE Graduates, Seniors and Juniors in good academic standing.

Non-ECE graduate or undergraduate students in good academic standing require prior permission of the instructor.

Co-Requisite
None

Textbook(s)

None

Other Required Material(s)

Library, web, and technical paper references.

Syllabus Prepared By and Date
Drs. DeClaris and Newcomb, May 2011.

Course Objectives

Introduce human-brain processes of signaling, thought, information, knowledge, discovery and emotion.
Explore “computing modeling and simulation” for studying human-brain biological processes.
Explore emerging novel circuit, network and system science methodologies for human-brain-based applications.

Topics Covered

Cellular, molecular, informational, hormonal aspects of non-human and human neural structures and brains.
Neural signals, information generation, transfer and storage; diversity of structures and functions.
Intercellular signaling and communication; structure, function and modeling.
Biological Circuits, Networks and Systems - Synaptic Organization; Emerging Novel Hardware; Nanotechnology
Brain Spatial Modular Organization; Forebrain, Midbrain and Hindbrain
Brain Functional Organization ; Emerging Novel Software.
Overview of Human-Brain Functions: Modeling Approaches; Knowledge
Computing Methodologies and Implementations; Software & Hardware
Selected optional topics for Mini-Project in Liu of the Final Exam or for extra credit. Required prior discussion with instructor, submission of written proposal and written approval of the instructor to commence Mini-Project.

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE440 Microprocessors, 3 credits

Course Description
Students learn assembly-language programming and embedded systems software development for 8-bit (Microchip ‘PIC’ 18F) and 32-bit (NXP ‘ARM’ LPC23xx) processors. Students assemble an inexpensive microprocessor board kit which is used in homework for programming practice and device testing. One project for each processor is given in the form of a product specification and is implemented on the board. Lectures, readings, homework, and projects cover peripheral device hardware: parallel I/O, interrupt controller, timer/counter, DMA controller, serial communication (uart, SPI, I2C, USB). Software topics include assembly macros, modular programming techniques, C-language interface, and simple multitasking.

Pre-Requisite
ENEE350

Co-Requisite
None

Textbook(s)

“PIC18F2455/2550/4455/4550 Datasheet “, Microchip Inc.,
http://ww1.microchip.com/downloads/en/DeviceDoc/39632D.pdf
“MPASM User’s Guide”, Microchip Inc.,
http://ww1.microchip.com/downloads/en/DeviceDoc/33014K.pdf
“LPC23XX User manual”, NXP Semiconductor
http://ics.nxp.com/support/documents/microcontrollers/pdf/
user.manual.lpc23xx.pdf

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Hawkins, June 2011.

Course Objectives

Design real-time microprocessor-based system software to meet a specification
Implement a system in assembly language on microprocessor-based hardware
Configure and write drivers for a standard set of LSI peripherals (timer, interrupt, serial, parallel, system configuration), other devices (switch array, LED array), and communication protocols (header, checksum)
Formulate test procedures for demonstration and validation of a design
Document the system design, system test procedures, and write a user manual.

Topics Covered

(PIC) cpu, memory, I/O architecture
(PIC) data move, control transfer op codes
(PIC) arithmetic and logic operations, applications
(PIC) macros; C-function interface
(PIC) PIC184550 peripheral devices and applications
debug methods, modular programming, programming style
embedded programming methods; multitasking
(ARM) cpu, memory, I/O architecture
(ARM) data move, control transfer op codes
(ARM) arithmetic and logic operations
(ARM) macros; C-function interface
(ARM) LPC2368 peripheral devices and applications

Class/Lab Schedule
2.5 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE445 Microcomputer Laboratory, 2 credits

Course Description
Students work in groups of two or three to design the microprocessor software and FPGA logic of embedded system applications. Students use current-technology design tools for software and hardware design and simulation, then download their designs to a microprocessor/FPGA board for hardware debug and test using digital logic analyzers and oscilloscopes. Two or three designs will be assigned over the semester, and a design document writeup is required for the final design problem.

Pre-Requisite
ENEE206 or ENEE245 and ENEE350

Co-Requisite
ENEE 440, ENEE 459A (recommended)

Textbook(s)

None

Other Required Material(s)

All relevant data sheets and manuals for devices and tools
Purchase of microprocessor/FPGA board

Syllabus Prepared By and Date
Dr. Hawkins, June 2011.

Course Objectives

Design digital logic, microprocessor software, and LSI component (peripherals, memory, analog interface) to meet a problem specification
Learn to implement embedded systems with mixed technology designs using both programmable logic and software
Develop skills in current-technology logic and software design environments
Use digital bench instruments to observe and debug embedded system hardware and software
Practice in writing technical design documentation

Topics Covered

FPGA architecture and design tools
interfacing microprocessors to FPGAs
interface and application of standard peripherals
debugging with simulation
debugging with bench instruments
system bus standards and implementation
making software/hardware tradeoffs
memory interface design
hardware design with timing constraints
realtime software design
system fault and error recovery
communication and control protocols
embedded system operator interface design
writing technical documents

Class/Lab Schedule
3 hours laboratory, 0.84 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to function on a multi-disciplinary team
Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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ENEE446 Digital Logic Design, 3 credits

Course Description
The main objective of the course is to introduce the basic concepts in contemporary computer architecture, including instruction sets, pipelining, parallelism in its many forms, advanced processor design, memory hierarchy, and storage systems. The emphasis is on quantitative evaluation of various design issues. Specific examples from current microprocessors are given.

Pre-Requisite
ENEE350

Co-Requisite
None

Textbook(s)

J.L. Hennessy and D.A. Patterson. Computer Architecture a Quantitative Approach, Fourth Edition. Morgan-Kaufmann, San Francisco, 2007.

Other Required Material(s)

None

Syllabus Prepared By and Date
Dr. Vishkin, January 2011.

Course Objectives

Introduction to quantitative principles of digital computer design.
Understanding the architecture of current digital computers.
Contemporary issues in computer architecture.
A developmental understanding of computer architecture.
Current and potential roles for parallelism in computer architecture.

Topics Covered

Principles of computer design.
Cost/performance of design options.
Processor design.
Instruction set design and implementation.
Pipelining and instruction-level parallelism.
Floating-point arithmetic.
Memory-hierarchy design: caches, main memory, virtual memory.
Input/output design and performance measures, types of I/O devises, connections of I/O to CPU and main memory.
The increasing role of parallelism from fine-grained to coarse-grained; what forms of parallelisms appear to be easier for programmers.

Class/Lab Schedule
3 hours lecture

Relationship of Course Objects to Program Outcomes

SIGNIFICANT	This is an outcome/theme that frequently reoccurs in a course and is clearly present more than 50% of the time/effort in all sections of the course.
MODERATE	This is an outcome that occurs one or more times in a course, but definitely less than 50% of the time. Still, the emphasis is such that it would be reasonable to assess at least one dimension of this outcome in this course if necessary.
LITTLE	This is an outcome that should occur at least once in a class, irrespective of who teaches it, but it would not be reasonable to assess the outcome due to a lack of required depth of coverage across all sections of the course.
NONE	Absolutely, positively not required to be covered in a class.

Ability to apply knowledge of mathematics, science, and engineering

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design and conduct experiments, as well as analyze and interpret data

Relevant Content:

Method of Evaluation:

Level of Coverage:

Ability to design a system, component, or process to meet desired needs

Relevant Content:

Method of Evaluation:

Emphasis:

Ability to identify, formulate, and solve engineering problems
Understanding of professional and ethical responsibility
Ability to communicate effectively
Broad education necessary to understand the impact of engineering solutions in a global and societal context
Recognition of the need for, and an ability to engage in life-long learning
Knowledge of contemporary issues
Ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

↑ Back to Top