SIGNALS AND SYSTEMS
Learning outcomes of the course unit
This course aims at introducing and developing the concepts of deterministic signal and random signal, as models for physical systems of interest in the engineering contexts (electronics, computer science, telecommunications and related subjects). Signal transfomrations are introduced, as models of various systems encountered in several areas of ICT (amplifiers, filters, transmission lines, modulators, samplers, etc.).
At the end of the course, the Student should:
- know the techniques for the analysis of signals in the frequency domain;
- being able to apply these techniques to the filtering an sampling of an analog signal;
- understand and being able to model problems in the context of probability theory;
- personally manage simple probabilistic models, and be able to compare them critically, with the tools of random variables;
- know and be able to communicate concepts related to random signal (mean parameters; power spectral density, stationarity,).
- be able to face the face and deepen autonomously the case-study of specific random processes (harmonic process, PAM signal, etc.).
Knowledge of the fundamentals of Claculus, with specific reference to the algebra of complex numbers and their representation in the exponential form (and related Euler's forulae).
Course contents summary
The course is divided in three parts:
- in the first part, we introduce deterministic signals and their analysis, both in the time- and in the frequency-domain. We shall analyze the trasformations that signals undergo through linear systems and through the sampling process;
- the second part is an introduction to the fundamentals of the theory of probability and random variables, with applications to engineering problems;
- the third part sums up the first two in the concept of stochastic process, as a model to study random signals and their transformations throgh systems.
- A. Vannucci, "Segnali analogici e sistemi ineari", Pitagora Editrice, Bologna, 2003, ISBN: 88-371-1416-8.
- A. Bononi, G. Ferrari, "Introduzione a Teoria della probabilità e variabili aleatorie con applicazioni all'ingegneria e alle scienze", Soc. Editrice Esculapio, Bologna, aprile 2008, ISBN: 978-88-7488-257-1.
- A. Vannucci, "Esercizi d'esame di Teoria dei Segnali", Pitagora Editrice, Bologna, 2018, ISBN: 88-371-1811-2.
This is a course of 9 credits (CFU), for which 72 hours of Class Lecturesare foreseen, to build up the understanding and critical processing of the subject matter.
Applications and exercises related to the presented topics are regularly proposed (via traditional or flipped classroom techniques) to develop application skills. Other assignments are given through the web learning platform Elly.
As foreseen by the long-term teaching plan of this University, a Tutor will give a 2-hours classe of guided exercises, every week throughout the course.
Teaching methods shall be adapted to the possible presence (detected according to laws and guidelines) of students with special needs and or disabilities.
Assessment methods and criteria
The overall assessment of the learning outcomes foresees two tests within the same exam session:
1) a structured written test with 3 open questions, where the student shall demonstrate his/her ability to:
- analyze an analog signal and its possible transformations, in the time and frequency domain;
- model and solve a problem of probabiility theory, that possibly employs random variables;
- analyze a random signal and its possible filtering, by evaluating its moments and/or power spectrum
The duration of the written test is 2hours. The test is evaluated on a 0-30 scale, plus possible honors, in the case of top grades in all items together with an ppropriateness of language.
2) an oral test, consisting of a critical discussion about the topics developed during the course. The student shall demonstrate proper knowledge and ability to illustrate the topic, with sufficient accuracy in the language.
Students can optionally take two intermediate written tests- to take place halfway during the course and at the end of the course, respectively - that shall replace the overall assessment procedure above (this option is subject to the necessary sanitary conditions).
The first test is a sequence of 10 closed multiple choice questions, followed by two open questions, similar to those illustrated at point 1) above.
The second test is is ismply made up of two open questions, similar to those illustrated at point 1) above.
In case the student takes both intermediate tests, the overall evaluation shall be assessed without an oral test.ue prove, senza necessità di una prova orale successiva.
Assessment methods shall be adapted to the possible presence (detected according to laws and guidelines) of students with special needs and or disabilities.
- Quoting the General Director of UniPR (document dated 07/09/2020), "teaching activities in presence are generally characterized by a high risk of infection, both for workers and for studenrs". At the same time, the latest directions from the Ministry of University foresee "filling classrooms at 50%" (regardless of the classroom geometry),which implies a maximum distance of 90cm between students' mouths, within our classrooms at 'sede didattica di Ingegneria'.
- with the conditions recalled above, teaching in presence is not safe and it is unfortunately mandatory to adopt remote teaching.
- in order to achieve a decent degree of interactivity with students, the Instructor will adopt a "synchronous on-line" approach, where lectures shall be held in streaming on approriate platforms (to be agreed with attending students). A calendar of lectures will be posted on the web-learning (Elly) site. Possible streaming from physical classrooms, if allowed by University facilities, will be broadcast in a dedicated way, withouth students being physically present.
- within the same conditions above, the two "intermediate written tests" (see section on exams) shall be abolished, thus accessing directly the exam sessions in january.
- in any case: a) there won't be any recorded lecture to access off-line (i.e., asynchronous method); no lecture shall be given to physically present students and on-line remote students at the same time: this a discouraged hybrid and uneffective teaching method, often and inappropriately called 'blended' by italians.