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Outline • • • Motivation and Curriculum Goals What Changes? Overall Structure of Proposed Curriculum Suggested Topics for Discussion Transition Plan
Background/Broader Motivation • Global economy and opportunities. – Study abroad. – Alternative semesters. • Engineering as a “liberal arts” education. – Interdisciplinary/Combine with other disciplines. – Other disciplines study engineering – minors. – Transition to learn how to learn balanced with a particular body of knowledge. • ECE as a discipline is broader than ever. • Sources: NAE, Association of American Universities, Al Soyster, Provost Director, Other Writers, Students, Faculty, Other Curricula. See USC Web Site.
Some Goals of the Revised Curriculum • Students understand connections among a broad range of Electrical and Computer Engineering concepts. • Provide early, integrated, hands-on courses to motivate students, make connections within ECE, help students choose area of focus, and improve coop preparation. • Not survey courses, real ECE content, Sophomore year. • Provide breadth to the EE and CE curricula. • Offer flexibility, including options for alternative semester or summer experiences. • Students can tailor program to interests. • Semester abroad or Dialogue or research or other. • Build a curriculum that can be modified easily in the future. • Reduce # of credits. (Why? )
Curriculum Structures Current and Proposed
Current Curricular Structure, BSCE Capstone CE Tech. Electives General Electives CE Core Freshman Eng. Science Math Arts, Hum. , S. S. Writing 32 four-credit courses + 10 one-credit extras = 138 credits
New Curricular Structure, BSEE and BSCE Capstone CE Tech. Electives General Electives ECE Broad Intro. + EE or CE core. Freshman Eng. Science Math Arts, Hum. , S. S. Writing 31 four-credit courses + 10 one-credit extras = 134 credits
What Changes? • Two broad introductory courses are new, include material from Circuits, Linear Systems, Networks, Digital Logic Design, Embedded Programming, Biology, Energy • Circuits/Electronics sequence is modified • Some CE core courses change • Electives mostly stay the same • Probability – to be discussed • One 4 -credit course removed
Proposed New BS in EE/CE 2 Capstone • • EEs take at least 2 EE technical electives CEs take at least 2 CE technical electives ECEs take at least 2 CE and 2 EE electives ECEs take all 6 fundamentals courses Capstone II EE CE Other Micro and Nano. Fabrication Electrical Machines Biomedical Optics Computer and Telecommunicati on Networks CAD for Deign and Test Semiconductor Device Theory Electric Drives Biomedical Signal Processing Embedded System Design Parallel and Distributed Computing Antennas Biomedical Electronics Power Systems Analysis Digital Control Systems Hardware Description Lang. Synthesis VLSI Design Microwave Circuits and Networks Power Electronics Wireless Personal Communications Systems Classical Control Systems High-Speed Digital Design Networks Electronic Materials Electronic Design Wireless Communications Circuits Digital Signal Processing Microprocessor Based Design Software Engineering I Optics for Engineers 5 General Electives Capstone I Electronics II Communications Image Processing and Pattern Recognition Computer Architecture Optimization Methods EE Fundamentals of Electromagnetics EE Fundamentals of Electronics EE Fundamentals of Linear Systems CE Fundamentals Dig. Logic Comp. Organization CE Fundamentals of Networks CE Fundamentals of Engineering Algorithms Numerical Methods and Comp. App. Subsurface Sensing and Imaging 4 Technical Electives 3 EE + 1 CE or 3 CE + 1 EE Fundamentals 2 Broad Introductory Sophomore 2 Freshman Engineering Probability? Current or All Math or All ECE Introduction I Biomedical Circuits and Signals Freshman Engineering I ECE Introduction II Smart Lighting Systems Freshman Engineering II EEs must have a programming course (AP, Freshman, CE Fundamentals, or other).
Biomedical Circuits and Signals • Covers a little more than half of circuits (some signals material is covered in circuits) – – R, L, C, sources, Kirchoff’s Laws Thevenin and Norton equivalent circuits Op-Amp Circuits Phasor Analysis • Covers Portions of Linear Systems – – LTI Systems, Convolution and Impulse Response CT and DT Fourier Transform Detailed, class-by. Transfer Functions and Filters class draft syllabus on web site. ADC • Biological Component (2 classes)
Smart Lighting Systems Topics • Networking – Layer-based Implementation model based on OSI/ISO – Concepts of packets and reliable end to end delivery – Using TCP and its contrast with UDP – Addressing using Internet Protocol – Socket programming fundamental • Digital Logic Design – Combinational Logic intro – Sequential circuits intro – Number representation • Embedded systems programming – Digital I/O -> controlling LED strip with multi-color – PWM / Hardware timers Detailed, class-byclass draft syllabus on web site.
EE Fundamentals Courses • Electromagnetics is mostly unchanged. – Can be taken earlier – Easier to take electromagnetics electives • Linear Systems is mostly unchanged – Too much material now – Starts at a more advanced level • Fundamentals of Circuits and Electronics focuses on transistors as switches, including CMOS. Includes an introduction to Small-Signal Analysis Detailed, – Preparation for Computer Engineers and Electrical class-byclass draft Engineers. Prerequisite for VLSI syllabus on web site.
Consequences for Other Courses, EE • Electronics II will be analog electronics • Electronic Design may be offered as an elective Detailed, class-byclass draft syllabus on web site. – Would go beyond the current course • Communications becomes an elective • Need to discuss probability course/noise and stochastic processes course • Fundamentals of Electromagnetics available earlier – Easier to take electromagnetics electives
CE Fundamentals Courses • Digital Logic and Computer Organization – Most of the current Digital Logic course is here – Covers the beginning of Comp. Architecture • Fundamentals of Networks More detailed descriptions follow below – Most of current Networks course is here – Benefits from exposure in Smart Home – May offer more advanced networks elective • Fundamentals of Engineering Algorithms – Most of the current Optimization Methods course is here
Consequences for Other CE Courses • Computer Architecture – Becomes technical elective – Expand topics with head start in Fundamentals course • Optimization Methods – More optimization aspects (much programming covered in Fundamentals course) – Becomes elective • CS programming course eliminated
Transition Plan, Earliest Adoption • Approve the new curriculum in September, with feedback from this meeting and ongoing discussions • Teach the Introduction Circuits and Signals course fall 2012 as a pilot for 15 volunteer students • New Circuits and Signals Course offered Fall 2013 • Smart Lighting Course offered Spring 2014 • Consequences for the rest of the curriculum: – Electronics I in 2014 would change – Electronics II in 2015 would change – New CE Fundamentals courses would be offered starting in 2014
Discussion Topics Smart Lighting and 3 CE Fundamentals Courses Probability (same, all ECE, all Math) 32 to 31 courses Introductory Course Lecture/Lab Instructional Model • Everything else!! • •
Fundamentals of Digital Logic & Comp. Organization Change: Updated version of: EECE 2322/2323 Digital Logic – Reduce manual optimizations, e. g Karnaugh maps, – Shift to somewhat higher level abstractions: functional units – Cover basic computer organization concepts Topics – Boolean logic – Number systems • Datatype and number representation (Base 2 – 16 bit, 32 bit; Hexadecimal, 2’s complement) – Combinational Logic (introduction covered in Smart. Home) • Logic gates and combinatorial circuits – – Sequential circuits Building an ALU + Functional Unit in one Hardware Description Language (HDL) Adressable memory (registers) Build simple single cycle data path: state machine, register, data path
CE Fundamentals of Networks Change: EECE 4628 moves to sophomore year – Networking into covered in Smart Lighting Topics • • Overview of computer networks and the Internet Application layer: communicating processes, details of HTTP, FTP, SMTP, and DNS. Transport layer: Multiplexing, UDP, TCP including congestion control, flow control, reliability. Network layer: Virtual circuits, Internet routing protocols, on broadcast vs. multicast. Link layer: Error detection and correction, the MAC sub-layer Wireless and mobile networks: IEEE 802. 11, Bluetooth and emerging wireless Network security: cryptography, authentication, denial of service attacks. Multimedia networking: Audi/video compression and streaming, RTSP, RTP and SIP protocols, quality of service metrics like delay and jitter.
Fundamentals of Engineering Data Structures Change: Replaces CS 1500 – More ECE topics as examples, tighter integration into ECE curriculum Topics – Principles of object-oriented programming – Software development practices – Elementary data structures (arrays, vectors, strings, stacks, queues, and linked lists) – Advanced data structures (priority queues, trees, graphs, and hash tables) – Fundamental algorithms (sorting and searching) – Application to solve engineering problems – Analysis of algorithms
Instructional Model, Circuits/Intro to ECE vs Biomedical Circuits and Signals Current Model Section 1, Prof. 1, TA 1, 2 35 Students Section 2, Prof. 2, TA 1, 2 35 Students Proposed Model Section 3, Prof. 3, TA 1, 2 35 Students Section 2, Prof. 1, 2, 3, 4 TA 1, 2 105 Students Tues. Morning Tues. Aft. Fri. Morning Fri. Aft. ILS 1, TA 1, 2, Prof 4 Lab 1, TA 3, 4, Prof. 4 ILS 3, TA 1, 2, Prof 4 Lab 3, TA 3, 4, Prof. 4 ILS 5, TA 1, 2, Prof 5 Lab 5, TA 3, 4, Prof. 5 ILS 7, TA 1, 2, Prof 5 Lab 7, TA 3, 4, Prof. 5 Lab 1, TA 3, 4, Prof. 1 UG 1? Lab 1, TA 3, 4, Prof. 2 UG 2? Lab 1, TA 3, 4, Prof. 3 UG 3? Lab 1, TA 3, 4, Prof. 4 UG 4? ILS 2, TA 1, 2, Prof. 4 Lab 2, TA 3, 4, Prof. 4 ILS 4, TA 1, 2, Prof. 4 Lab 4, TA 3, 4, Prof. 4 ILS 6, TA 1, 2, Prof. 5 Lab 6, TA 3, 4, Prof. 5 ILS 8, TA 1, 2, Prof. 5 Lab 8, TA 3, 4, Prof. 5 Lab 1, TA 3, 4, Prof. 1 UG 1? Lab 1, TA 3, 4, Prof. 2 UG 2? Lab 1, TA 3, 4, Prof. 3 UG 3? Lab 1, TA 3, 4, Prof. 4 UG 4 ? Circuits Tutors TA 1, 2 Office Hours HKN Tutors Prof. Office Hours Summary: • 5 Professor-Loads • 5 Credits 4/1 • Lecture/ILS/Lab/Grading/Tutor coordination is a problem • Students don’t know where to turn Prof. Office Hours HKN Tutors Summary: • 4 Professor-Loads • 5 Credits 4/1 (re-examine!) • More consistent set of resources • Could be 2, 3, or 4 professors depending on teaching loads
Proposed Pilot Development, Biomedical Circuits and Signals Proposed Model Task List Pilot: 2 Prof. , 1 TA, 15 Students Tues. Morning Tues. Aft. Fri. Morning Fri. Aft. Lab 1, TA 1 Prof. 1, 2 Lab 1, TA 3, 4, Prof. 2 UG 2? Lab 1, TA 3, 4, Prof. 3 UG 3? Lab 1, TA 3, 4, Prof. 4 UG 4? Lab 1, TA 3, 4, Prof. 1 UG 1? Lab 1, TA 3, 4, Prof. 2 UG 2? Lab 1, TA 3, 4, Prof. 3 UG 3? Lab 1, TA 3, 4, Prof. 4 UG 4? • Develop detailed syllabus. • Early summer • Develop course materials (in conjunction with lab). • Summer and Fall • Develop lab experiments. • Through Summer • Write lab manual (including tie-in with course). • Through Summer Resources • PAL Availability (Gunar, Dave), need some by early summer, 20? by fall. • Intro to ECE lab equipment, PAL, ? • TA in summer • Do we want undergraduates in the lab. Maybe the second year, after they have had the course?
Example Broad Introductory ECE Course Biomedical Circuits and Signals
Example Unit: Electrocardiogram (EKG) measurements: Students build and test a multi-stage differential amplifier on a prototyping breadboard and then measure their own EKG signal by attaching electrodes to their forearms or chest EKG Signal from a student (actual): R T P Q S To understand the signals, they must first understand some basic “biology. ” - Anatomy of the heart - electrophysiology of the heart - ‘normal’ and ‘abnormal’ EKG signals
ECE concepts involved in doing this lab: How do I isolate and amplify the EKG signal while rejecting noise? - Operational amplifiers - Differential amplifier circuits - input/output impedance considerations -multi-stage instrumentation amplifier configurations -common mode rejection ratio - Frequency content of the signal - Fourier transforms, power spectral density - matching the frequency response of the amplifier - Active filters vs. passive filters How do I get the amplified EKG signal into a computer? - Embedded systems - Data acquisition, analog-to-digital conversion - Sampling rate, Nyquist rate, ADC bit-depth, sources of ADC noise - Programming automated data acquisition (Matlab) What information can I extract (process) from the EKG signal once I have acquired it? - signal filtering - automatic extraction of heart rate - automatic detection of electrophysiological abnormalities such as AV heart block, ectopic beats, flutter, fibrillation etc. on (hopefully) simulated data