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Advanced DSP for Undergraduates at a Small University

Advanced DSP for Undergraduates at a Small University

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Advanced DSP for Undergraduates at a Small University

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  1. Advanced DSP for Undergraduates at a Small University David Waldo Associate Professor Electrical Engineering dwaldo@oc.edu August 2, 2000

  2. Contents • Introduction • Motivation • Oklahoma Christian Curriculum • Implementation at a Small University • Conclusion • Question/Answers

  3. Introduction • OC EE Curriculum update began implementation two years ago • Partial support for DSP lab development under NSF CCLI grant DUE-9952720 • Similar undergraduate courses offered at Georgia Tech

  4. Motivation • OC EE Department goal to "produce students who are immediately productive in industry" • Shift in industry from analog to digital and from fixed to programmable • Concepts of data structures, object oriented design, concurrent and real-time systems

  5. OC Curriculum (a) • Emphasis areas for electives: • DSP • Communications • Computers • Electronics • 16 Hours of Bible • 4-1/2 years for graduation • Small University (<2000 total students, <200 in Engineering)

  6. OC Curriculum (b) • DSP prerequisites • Math: calculus, differential equations, linear algebra, probability • Programming: C++, assembly • Discrete and Continuous-time Systems: time and frequency domain analysis of discrete and continuous-time systems, Fourier transform, Z-transform, sampling, frequency response, digital filters, state-space analysis • Digital Circuits • Stochastic Processes: stationarity, correlation, types of processes, power spectral density, response of linear systems

  7. OC Curriculum (d) • DSP I Topics • Implementation of discrete-time systems • DSP device architecture and programming • Finite word length effects • FIR/IIR digital filter design • Multirate DSP • Power spectrum estimation • Linear prediction and optimal filtering

  8. OC Curriculum (e) • DSP I Laboratory • Previously used C31 DSK • New lab to use C62x/C67x EVM • Reasons for using C6x platform • Functionality of the C6x chips • Later courses will be using the C6x chips because of the CCS and DSP/BIOS functionality needed • Texas Instruments, as well as third parties and publishers, are giving much support and attention to the C6x

  9. OC Curriculum (f) • DSP II Topics • Real-time system development • DSP processor architecture and systems • DSP programming • DSP II Laboratory (CCS & DSP/BIOS II) • Basics, compiling, loading, project management • Breakpoints, probe points, file I/O • Graph window, profiling, host interface • Spawning and controlling tasks and data I/O • Real-time scheduling analysis, load analysis • Queues, semaphores and mailboxes

  10. OC Curriculum (g) • DSP III Topics • Stationary processes and models • Eigenanalysis • Kalman filtering • LMS and RLS • Introduction to non-linear adaptive filters

  11. Implementation at a Small University(a) • Resources • 5 ME Professors • 5 EE professors • Support for Math, Science and General Education courses • Maximum of 145 total credit hours for an EE degree • 60 credit hours for general education courses (including 16 hours for Bible)

  12. Implementation at a Small University(b) • Problems/Solutions • Number of hours • Some General Ed covered by EE courses • Limited to 145 hours, resulted in 140 required • Small number of faculty • First 2 years in ME & EE identical • Most EE courses only offered once a year • Breadth/depth of topics • Judicious selection of fundamental topics • Emphasis/electives in a small number of areas • Electives stack three courses

  13. Conclusion • Advanced topics in DSP at a small university is possible • Tradeoffs are always necessary • Judicious choices of courses, topics and number of hours is necessary

  14. Questions/Answers