英語で学ぶ電気回路 = Introduction to electric circuits

Wireless communications has become an emerging and fastly growing field in our modern life and creates enormous impact on nearly every feature of our daily life A tremendous technological transformation during the previous two decades has provided a potential growth in the field of digital communication and lot of latest applications and technologies are coming up every day due to these valid reasons Digital modulation schemes contribute to the evolution of mobile communications by increasing the capacity, speed as well as the quality of the wireless network In communication, the concept of modulation is a prime factor  because without an appropriate modulation scheme, it would be impossible to achieve an expected throughput Available bandwidth, permissible power and inherent noise level of the system are the constraints which should be considered while developing the communication systems Due to error-free capability in digital  modulation, it is preferred over the analogue modulation techniques The Worldwide interoperability for Microwave Access (Wi-max) uses combinations of  different modulation schemes which are BPSK, QPSK , 4-QAM AND 16-QAM and it is a promising technology which offers high speed voice, video and data services In this paper the literature review on the different digital modulation techniques which are generally used for the wireless communication is presented

Digital Modulation Schemes Employed in Wireless Communication: A Literature review

This paper details a “Continuous Improvement Process” (CIP) that was developed and implemented by the Department of Electrical and Computer Engineering Technology (ECET) for the Technology Accreditation Commission / Accreditation Board for Engineering and Technology (TAC/ABET) visit. The continuous Improvement Program is based on “Outcome Based Education” (OBE) Philosophy. This Paper describes the assessment tools that were developed and used to provide a path to achieve CIP. This process was implemented four years ago and has shown a positive trend in student learning. This CIP is an ongoing one and the data collected since its inception will be shared at the conference.

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Continuous Improvement Process Based on Outcome Based Education

Student design projects are very useful for practically bringing student knowledge areas to bear, for giving students open ended, creative experiences, in developing team skills and for enhancing communication abilities. Management of these projects through sound project management principles can help expand the range of experiences, as well as simply help keep projects on track. Project management is performed to some extent on many projects in many schools, as a survey in this paper of publications indicates, with mixed results being experienced. The paper then focuses on an extensive application of project management techniques to capstone design courses involving engineering technology students and to other student design projects (e.g. SAE Mini Baja) at Penn State Altoona, through involvement by business school faculty and students. Future plans, lessons learned and student perceptions are discussed and recommendations made.

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Project Management Applied to Student Design Projects

One of the fundamental challenges of program assessment is to develop a process that is sustainable and has the rigor to deliver the results required for continuous improvement. At the same time the process should on a steady basis be able to provide the data that is expected to be an integral component in the preparation of the ABET Self-Study when the time comes for requesting accreditation. In this paper we describe such a process. The process consists of three components: 1. A fast feedback procedure to implement continuous improvement at the course level. This procedure includes a course improvement form completed by the course instructor that documents their positive and negative reflections, suggested actions for course improvement, and deviations from the institutional syllabus in their offering of the course. A mechanism for evaluating and implementing suggested improvements is detailed. 2. A program outcome assessment procedure that directly assesses specific program outcomes and implements curricular changes resulting from evaluation of the data. This procedure incorporates an outcome assessment form with assessment tools, rubrics, benchmarks, and suggested curricular actions. The application of the form to the outcome assessment procedure for creating, implementing, and evaluating curricular change is explained. 3. Ongoing documentation of the process is accomplished via an institutionally-mandated annual program audit. The audit is based on essential elements that are consistent with, and mirror the format of the ABET Self-Study. Details and reflections on this audit by two program directors are included. Program outcomes are assessed directly and not inferred from course outcomes. Specific assignments are required in courses designated to provide the evidence in the form of student work that demonstrates the extent to which the program outcomes are met. The result of this process is to consistently gather data that is critical for the ABET Self-Study and provide ongoing curriculum continuous improvement at both the course and program levels. Key observations are that decision-making has become more formalized and subject to more rigorous, documented scrutiny. Faculty buy-in to the process has been very favorable because of the ease and clarity of the tasks to be done. Introduction and Purpose Undergraduate engineering programs are discovering the benefits and costs of continuous improvement. Since the 2006-07 accreditation cycle ABET has required programs to implement a Continuous Improvement Process (CIP). The plan must demonstrate evidence of actions which improve the program based on the assessment and evaluation of a program’s objectives and outcomes. In the 2009-10 accreditation cycle the ABET Criteria for Accrediting P ge 15152.2 Engineering Programs established Criterion 4 Continuous Improvement as a separate criterion. Long before ABET formally required continuous improvement, effective engineering faculty and programs utilized many ad hoc procedures to improve their performance. For example, instructors constantly assess student learning through comparison to standards that represent competency in course material. Self-reflection and peer interaction often occur during and after teaching a course. These ad hoc procedures and interactions create tribal knowledge that form an institutional history. Such a history can enrich and improve the program on a continuous basis. However, in such an environment program administrators are challenged to collate and leverage the collective knowledge of the program’s faculty in their efforts to steer the overall curriculum towards greater effectiveness. Further, Whiteman contends that “If the learning community, to include students, faculty, and constituents, are able to continuously improve the teaching and learning experience for the students, the assessment process should be considered a success.” While ad hoc methods are beneficial, a formal institutional-based continous improvement process is required to create a sustainable process while simultaneously minimizing costs of implementation. Numerous Continuous Improvement Processes (CIP) models exist and are well studied. Such models include plan-do-check-act, Six Sigma, and Total Quality Management (TQM). One key factor that determines the success and sustainability of each of these CIP initiatives is the active participation in the CIP by all participants involved. A second key factor is the communication of the findings and the results to all the participants. A third factor is simplicity since it is unrealistic to expect a high level of training for all participants. The ability to continuously improve is conditioned on the sustainability of the process. The pre-ABET continuous improvement procedures used by faculty, albeit somewhat effective, had been ad hoc, disparate, and largely undocumented. There is an administrative overhead cost that is incurred to standardize and document continuous improvement processes. The benefits to be had include compliance with ABET requirements, systematic change, and documented improvement rising above the course level to the curricular level. The process described in the remainder of this paper has been adopted by multiple engineering and technology programs at our university. It was designed with two overriding specifications: sufficiency and sustainability. The process contains many Kaizen principles such as: • Improvements are made using small changes that do not require large investments • Ideas for improvements come from those closest to the process and most capable for the success • The active parties take ownership of the improvement process In addition, the overall process contains essential elements that are consistent with and mirror the format of the ABET Self-Study.

Sustainable Assessment For Program Improvement And Abet Preparation

The paper expounds actual implementation of TAC-ABET mandated Outcome Based Assessment in the Department of Electrical and Computer Engineering Technology at Purdue University Calumet. The paper presents the Continuous Improvement Plan that has been implemented for the last three years and has resulted in a successful TC2K TAC_ABET visit in the year 2005. The paper examines the origin of Outcome Based Education as a philosophy and its implementation in the curriculum. It elaborates and discusses the TAC-ABET model of Outcome Based Assessment. Define all its components such as Constituencies of the Program, Program Educational Objectives, and Program Outcomes with examples that have been implemented. It defines the twelve assessment tools that were employed to assess the Program Educational Objectives and Program Outcomes. Paper provides a road map and serves as a pointer to the ECET Department’s Continuous Improvement Plan. The paper presents the details of the protocols that were utilized and adhered to in the implementation.

Outcome Based Education And Assessment

The proposed Computer Engineering Technology progra m is designed to meet industry’s overwhelming need for employees with an in-depth knowle dge of both hardware and software. There is a shortage of individuals who could implement ha rdware-software integration in design and development. The proposed degree curriculum plan wi ll bridge the gap between these two disciplines, and will provide the students a solid foundation in each. The proposed curriculum will integrate the knowledge in the areas of electr onics, computer and software with intensive classroom and laboratory experiences. From a software perspective, the proposed curriculu m would draw its resources and would include most of the existing courses from the Compu ter Science curriculum within the department of Mathematics, Computer Science, & Sta tistics . Students will gain proficiency in software design and development using programming l a uages currently used in industry. The proposed curriculum would allow the students to dra w courses from the areas like Algorithms, Image Processing, Distributed Systems, Automata and Computability, Database systems, Computer Graphics, Artificial Intelligence and Nume rical Analysis. Students learn industry standard approaches to application software develop ment as well as state-of-the-art problem solving techniques. The hardware focus of the proposed curriculum would draw its resources from the Electrical and Computer Engineering Technology curriculum. The cur ri lum provides a fresh look at Electrical Engineering Technology curriculum from t he perspective of System Design. It examines the subject areas that prepares the studen t to pursue the discipline of System Design from at least four different perspectives; via: 1) PLD/FPGA centric system design, 2) Microcontroller based Embedded System Design, 3) PC based Network-oriented Distributed System Design and 4) DSP based Real-time Processing based System Design . The hardware focus is in the areas of PLD design, Analog Electr onics Embedded System design, Electronic fabrication, Biomedical Electronics, Computer Netwo rking, Distributed Systems and Digital Signal Processing (DSP) . This proposed plan emphasizes on both disciplines ( Electrical and Computer Engineering Technology and Computer Science), along with a soli d math, science and general education background, to enable industry ready students to ta ckle the challenges of the future. The proposed integrated curriculum would empower the st udents to embark upon the path of a Life Long Learning. Introduction (from the Job Market’s perspective) The following extract from US Department of Labor, Occupational Outlook Handbook illustrates and endorses the validity of this proposal from an unbiased third party . P ge 22363.2 “Computer software engineers are projected to be on e of the fastest-growing occupations from 2004 to 2014. Rapid employment growth in the comput er systems design and related services industry, which employs the greatest number of comp uter software engineers, should result in very good opportunities for those college graduates with at least a bachelor’s degree in computer engineering or computer science and practical exper ience working with computers. Employers will continue to seek computer professionals with s trong programming, systems analysis, interpersonal, and business skills. ....... Employment of computer software engineers is expect ed to increase much faster than the average for all occupations, as businesses and othe r rganizations adopt and integrate new technologies and seek to maximize the efficiency of their computer systems. Competition among businesses will continue to create an incentive for increasingly sophisticated technological innovations, and organizations will need more compu ter software engineers to implement these changes. In addition to jobs created through employ ment growth, many job openings will result annually from the need to replace workers who move into managerial positions, transfer to other occupations, or leave the labor force. Demand for computer software engineers will increas e s computer networking continues to grow. For example, the expanding integration of Int er et technologies and the explosive growth in electronic commerce—doing business on the Intern e —have resulted in rising demand for computer software engineers who can develop Interne t, intranet, and World Wide Web applications. Likewise, expanding electronic data-p rocessing systems in business, telecommunications, government, and other settings continue to become more sophisticated and complex. Growing numbers of systems software engine ers will be needed to implement, safeguard, and update systems and resolve problems. Con ulting opportunities for computer software engineers also should continue to grow as businesses seek help to manage, upgrade, and customize their increasingly complicated computer s ystems. New growth areas will continue to arise from rapidl y evolving technologies. The increasing uses of the Internet, the proliferation of Web sites, an d mobile technology such as the wireless Internet have created a demand for a wide variety o f new products. As individuals and businesses rely more on hand-held computers and wireless netwo rks, it will be necessary to integrate current computer systems with this new, more mobile technol ogy. Also, information security concerns have given rise to new software needs. Concerns ove r “cyber security” should result in businesses and government continuing to invest heav ily in software that protects their networks and vital electronic infrastructure from attack. Th e expansion of this technology in the next 10 years will lead to an increased need for computer e ngin ers to design and develop the software and systems to run these new applications and integ rate them into older systems.” Program’s Goals The program’s goals is a 5 years ( 2 + 2 + 1) 3-deg rees plan that would offer students Associate, Bachelor and Master degree. The plan of study incl udes courses in the areas of Electronics, Hardware, Software, Firmware, Networking, Algorithm s Design, Image Processing, Distributed Systems, Automat and Computability, Database system s, Computer Graphics, Artificial Intelligence, Numerical Analysis and DSP. This inte grated unified approach provides a road map P ge 22363.3 in the form of curriculum that utilizes the same to ols which industry is employing. This approach to curriculum bridges the gap that exists between t h classroom practices and industrial practices. This unified approach would deliver students with c areer-bound knowledge essential for the industry. Time line for a student in the Program Curriculum: • 2 years in the program Associate of Science degree. • 4 years in the program Bachelor degree with a Minor in Computer Science . • 5 years in the program Masters in Technology by selecting courses from both Electrical and Computer Engineering Technology prog ram and Computer Science. Another projected goal is to offer courses on line in a Virtual Class room setting thereby taping into the student market that does not have access t o traditional University. Currently a number of ECET designated courses are being offered in Distan ce Learning Format. This proposal has got Global scope and could be marketed to International students. Proposed methodology and plan of work 1. Methodology The following citation illustrates the popularly accepted Methodology tha t would be used as the guideline in defining the Electrical Engineering Technology Program with minor in Computer Science. “Software engineering is the application of a syst ematic, disciplined, quantifiable approach to the development, operation, and maintenance of soft ware. The term software engineering was popularized during the 1968 NATO Software Engineeri ng Conference (held in Garmisch, Germany) by its chairman F.L. Bauer, and has been i n widespread use since. The discipline of software engineering encompasses knowledge, tools, and methods for defining software requirements, and performing software design, softw are construction, software testing, and software maintenance tasks. [2] Software engineering also draws on knowledge from fields such as computer engineering, computer science, manageme nt, athematics, project management, quality management, software ergonomics, and system s engineering. [2] As of 2004, the U. S. Bureau of Labor Statistics co unts 760,840 software engineers holding jobs in the U.S.; for comparison, in the U.S. there are some 1.4 million practitioners employed in all other engineering disciplines combined. [3] The term software engineer is used very liberally in the corporate world. Very few of the practicing sof tware engineers actually hold engineering degrees from accredited universities. There are est imated to be about 1.5 million practitioners in the E.U., Asia, and elsewhere. SE pioneers include Barry Boehm, Fred Brooks, C. A. R. Hoare, and David Parnas.” Page 22363.4 2. Program’s Administration The administration of the Program is based upon the following criteria. 1) The program meets ABET accreditation. 2) Identifying the program’s strengths which has simil arities with our respective departments. 3) Conduct market surveys with Employers to keep the c urrency of the curriculum.. 4) Curriculum design for the program is through input from faculty of both the programs. 5) The currency of the program is maintain by two coor dinators one from each department. Proposal’s Pedagogy The underpinning pedagogy of the proposal is derive d n having a curriculum that provides the perspective of System Design based upon the followi ng four design methodologies via: 1) PLD/FPGA centric system design, 2) Microcontroller based Embedded System Design, 3) PC based Network-oriented Distributed System Design an d 4) DSP based Real-time Processing based System Design . The curriculum provides a totally fresh look at Electrical Engineering Technolo

Computer Engineering Technology Program: A Curriculum Innovation Initiative

This paper presents advanced methods of calculation and visualization in AC circuit analysis with the objective of replacing the computational drudgery by the focus on conceptual learning. These methods are designed using Object Oriented Programming (OOP) on the MATLAB platform. OOP methodology is used to specify phasors, perform mathematical and graphical algebraic operations, and visualize in phasor and time domain. Phasors are used as objects under a class definition. Using several methods and a set of user defined functions, the paper presents examples for solving a large gamut of problems like doing mesh and nodal analyses, Thevenin equivalents and power calculations and visualization of power in single and three phase circuits. The examples illustrate the simplicity and power of these methods. It is hoped that both the educators and learners will find them very useful in ac sinusoidal circuit analysis in the engineering education.

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Advanced Methods of Phasor Calculation and Visualization in AC Circuits Using OOP in MATLAB

In this paper, we present simulation exercises with emphasis on learning to build blocks and subsystems and integrating them into a communication system. Through these exercises, the students learn to build communication subsystems from the basic building blocks that are available in the SIMULINK library. The subsystems are built as close approximation of instruments and hardware modules that are available in a laboratory. Data sources have included programmable jitter. Students make their own library of these subsystems and use them to build large and complex communication systems such as the BFSK, BPSK, QPSK and QAM systems. Exercises include finding frequency spectrum of analog signals and digital data streams, analogto-digital conversion, digital modulation systems, phase lock loop operation and frequency synthesizer, coding and decoding processes.

Simulink Laboratory Exercises In Communication Technology

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Jai P. Agrawal

Papers

Outcome Based Education And Assessment

Computer Engineering Technology Program: A Curriculum Innovation Initiative

Advanced Methods of Phasor Calculation and Visualization in AC Circuits Using OOP in MATLAB

Simulink Laboratory Exercises In Communication Technology

A Course on Biomedical Instrumentation Utilizing Laboratory Based on System Design Approach