625.260.81 - Introduction to Signals and Systems

Course Structure

The course materials are divided into modules which can be accessed by clicking Course Modules on the left menu. A module will have several sections including the overview, content, readings, discussions, and assignments. You are encouraged to preview all sections of the module before starting. Modules run for a period of seven (7) days. You should regularly check the Calendar and Announcements for assignment due dates.

Course Topics

• Signal examples, Feedback examples, Simple dynamical systems, Introduction to MATLAB
• Introduction to Image analysis, Loops and Ligand binding, Vertical Pendulum, More MATLAB learning
• Continuous time systems, Differential equations and control, Introduction to stability analysis, Time invariance and differential equations
• PID Control, Introduction to discrete systems, Introduction to  Convolution, LTI systems
• Stability in Linear Dynamical Systems, Initial conditions and Differential Equations, Phase Portraits, Blood pressure control
• Introduction to Laplace Transform, Examples of Laplace Transform, Damped Harmonic Oscillator, Radioactive Decay
• BIBO, Block Laplace, Open and Closed Loop Control, Stability and Transient Analysis
• Fourier representations of Signals, Filters for LTI systems, Continuous and Discontinuous Functions, RC Circuit
• Introduction to Fourier Transform, Modulation and Convolution, Filtering, Poles, and Zeros, Spectrum Analysis
• Matrix exponential, Jordan form, Linear Feedback, Sinusoidal and Step Function responses
• Reachability, Stabilization by State Feedback, State Feedback Design, Reachable Canonical Form
• Ideal and Uniform Sampling, Aliasing, Nyquist, Quantization, Signal Reconstruction
• Z-transform, Discrete Fourier transform, FFT, Poles and Zeros, Relationships between Transforms
• Kalman Filters, Observability, State Estimation, Control using Estimated State, General Controls
  

Course Goals

You should be able to define, determine, calculate and apply the insights from systems analysis and control.  This means developing an ability to think in terms of frequency spectrums, convolutions, and feedback and control mechanisms.  You should also become proficient in MATLAB and its applications to signal analysis and control.

Course Learning Outcomes (CLOs)

• Identify and describe Fourier, Laplace, and Z-transforms, along with their applications
• Understand, develop, and complete a semester long project involving systems analysis and/or control
• Evaluate what is the most appropriate analysis and/or control to use for linear, continuous or discrete systems with or without feedback and control mechanisms

Textbooks

Chaparro, L.  (2014). Signals and Systems using MATLAB (2nd ed.).  Academic Press.

ISBN-13: 978-0123948120

ISBN-10:  0123948126

Astrom, K.J. and Murray R.M. (2016) Feedback Systems: An Introduction for Scientists and Engineers. Princeton University Press. 

ISBN-13: 978-0691135762

ISBN-10: 0691135762

(Note that the electronic version of the 2nd edition will be our primary reference point. This can be referenced at the following URL: http://www.cds.caltech.edu/~murray/amwiki/index.php/Second_Edition)

{the Princeton press version is here: http://press.princeton.edu/titles/8701.html}

Textbook information for this course is also available online through the appropriate bookstore website: For online courses, search the MBS website at http://ep.jhu.edu/bookstore.

Other Materials & Online Resources

There are many textbooks and materials available for learning about signals and systems. Depending on your background and approach, the following two textbooks may also be helpful

• Oppenheim A.V. and Verghese G.C. (2015) Signals, Systems, and Inference (1st edition), Prentice Hall
  • ISBN-10: 013394328
  • ISBN-13: 978-0133943283
  • Amazon link: http://www.amazon.com/Signals-Systems-Inference-Alan-Oppenheim/dp/0133943283/r ef=sr_1_3?s=books&ie=UTF8&qid=1440809668&sr=1-3&keywords=signals+oppenheim
• Lathi B.P. (2004) Linear Systems and Signals (2nd edition) Oxford University Press,
  • ISBN-10: 0195158334
  • ISBN-13: 978-0195158335
  • Amazon link: http://www.amazon.com/Linear-Systems-Signals-2nd-Lathi/dp/0195158334/ref=sr_1_4?s=books&ie=UTF8&qid=1440809849&sr=1-4&keywords=signals+and+systems

In addition, if you need further textbook references for MATLAB, Linear Algebra and/or Differential Equations, I will be happy to recommend textbooks, or suggest online learning web-sites.

Required Software

MATLAB:  You will need access to a recent version of MATLAB with the Signal Processing Toolkit. The MATLAB Total Academic Headcount (TAH) license is now in effect. This license is provided at no cost to you. Send an email to software@jhu.edu to request your license file/code. Please indicate that you need a standalone file/code. You will need to provide your first and last name, as well as your Hopkins email address. You will receive an email from Mathworks with instructions to create a Mathworks account. The MATLAB software will be available for download from the Mathworks site.

Student Coursework Requirements

It is expected that each module will take approximately 12–16 hours per week to complete. Here is an approximate breakdown: reading the assigned sections of the texts (approximately 3–4 hours per week) as well as any additional reading, listening and interacting with the course presentations (approximately 2–3 hours per week), problem set assignments (approximately 3-5 hours per week), discussion contributions (1-2 hours per week), personal learning journal entries (1-2 hours per week), progress towards your project (2-4 hours per week).

This course will consist of four basic student requirements:

Preparation and Participation (Module Discussions, Learning Journals) (20% of Final Grade Calculation)

You are responsible for carefully reading all assigned material and being prepared for discussion. The majority of readings are from the course text. Additional reading may be assigned to supplement text readings.

In addition to the open discussion each student will keep a journal throughout the length of the course. The journal will be a forum for exploration of the topic that is read by the instructor and used to provide additional feedback on the student’s progress. The journal entries are related to the subjects covered each week and students should take responsibility for timely and topical entrance of material to their journal. Keeping a journal is an extremely good habit for learning to organize and think through new material. The instructor will be evaluating how engaged the journal entries are with the material and how deeply considered is the grappling with new concepts.

Post your initial response to the discussion questions by the evening of day 3 for that module week. Posting a response to the discussion question is part one of your grade for module discussions (i.e., Timeliness).

Part two of your grade for module discussion is your interaction (i.e., responding to classmate postings with thoughtful responses) with at least two classmates (i.e., Critical Thinking). Just posting your response to a discussion question is not sufficient; we want you to interact with your classmates. Be detailed in your postings and in your responses to your classmates' postings. Feel free to agree or disagree with your classmates. Please ensure that your postings are civil and constructive.

I will monitor module discussions and will respond to some of the discussions as discussions are posted. In some instances, I will summarize the overall discussions and post the summary for the module.

Your journal entries should be consistent throughout the week. Please don’t plan on doing one massive journal entry at the end of the week. The grading of your journal entries will evaluate the degree of your involvement with the subject and your willingness to think beyond the textbook for how the material might be applied to areas that interest you. Documenting your thoughts and explorations is a central part of a successful career and the initial steps along that path are part of what is being evaluated through your journal entries. Thus, your growth and your engagement with the material should be evident through what you put into the journal.

Evaluation of preparation and participation is based on contribution to discussions.

Preparation and participation is evaluated by the following grading elements:

1. Timeliness (50%)
2. Critical Thinking (50%)

Preparation and participation is graded as follows:

100–90 = A—Timeliness [regularly participates; all required postings; early in discussion; throughout the discussion]; Critical Thinking [rich in content; full of thoughts, insight, and analysis].

89–80 = B—Timeliness [frequently participates; all required postings; some not in time for others to read and respond]; Critical Thinking [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Timeliness [infrequently participates; all required postings; most at the last minute without allowing for response time]; Critical Thinking [generally competent; information is thin and commonplace].

Assignments (30% of Final Grade Calculation)

Assignments will include quantitative problem sets. Include a cover sheet with your name and assignment identifier. Also include your name and a page number indicator (i.e., page x of y) on each page of your submissions. Each problem should have the problem statement, assumptions, computations, and conclusions/discussion delineated. All Figures and Tables should be captioned and labeled appropriately.

All assignments are due according to the dates in the Calendar.

Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

If, after submitting a written assignment you are not satisfied with the grade received, you are encouraged to redo the assignment and resubmit it. If the resubmission results in a better grade, that grade will be substituted for the previous grade.

Qualitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If you do not have direct experience related to a particular question, then you are to provide analogies versus examples.)
5. Outside references are included (15%)

Qualitative assignments are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70=C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

<70=F—Some parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rudimentary and superficial; no analysis or insight displayed].

Quantitative assignments are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Assumptions are clearly stated (20%)
3. Intermediate derivations and calculations are provided (25%)
4. Answer is technically correct and is clearly indicated (25%)
5. Answer precision and units are appropriate (10%)

Quantitative assignments are graded as follows:

100–90 = A—All parts of question are addressed; All assumptions are clearly stated; All intermediate derivations and calculations are provided; Answer is technically correct and is clearly indicated; Answer precision and units are appropriate.

89–80 = B—All parts of question are addressed; All assumptions are clearly stated; Some intermediate derivations and calculations are provided; Answer is technically correct and is indicated; Answer precision and units are appropriate.

79–70=C—Most parts of question are addressed; Assumptions are partially stated; Few intermediate derivations and calculations are provided; Answer is not technically correct but is indicated; Answer precision and units are indicated but inappropriate.

<70=F—Some parts of the question are addressed; Assumptions are not stated; Intermediate derivations and calculations are not provided; The answer is incorrect or missing; The answer precision and units are inappropriate or missing.

Course Project (30% of Final Grade Calculation)

You each will choose a project that will build throughout the class. There are four deliverables during the 14-weeks of the class that should document your progress on your project. The first deliverable is the choice of topic. This needs to be carefully thought through and considered. You want to pick something that is substantial, but not overly ambitious. Likewise you want to make sure that it’s not trivial. The overall project should impress those who know the subject, but should also be a level of work that you can bring to completion with your skill set and time availability. You will be evaluated on the quality of your estimate for what you can do and what you accomplish with the project.

The course project is evaluated by the following grading elements:

1. Student preparation and participation (as described in Course Project Description) (40%)
2. Student technical understanding of the course project topic (as related to individual role that the student assumes and described in the Course Project Description) (20%)
3. Team preparation and participation (as described in Course Project Description) (20%)
4. Team technical understanding of the course project topic (as related to the Customer Team roles assumed by the students and the Seller Team roles assumed by the students and described in the Course Project Description) (20%)

Course Project is graded as follows:

100–90 = A—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Zoom; individual/ team work product(s) agreed to, well prepared and available to all team members/ instructors]; Student Understanding/ Team Understanding [rich in content; full of thought, insight, and analysis].

89–80 = B—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities well defined and understood; individual/ team well versed in use of Zoom; individual/ team work product(s) agreed to and prepared]; Student Understanding/ Team Understanding [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Student Preparation and Participation/ Team Preparation and Participation [individual/ team roles and responsibilities agreed to; individual/ team well versed in use of Zoom; individual/ team work product(s) prepared]; Student Understanding/ Team Understanding [generally competent; information is thin and commonplace].

Quizzes (20% of Final Grade Calculation, from the four quizzes)

There will be four quizzes placed throughout the course. These will be part of your weekly workflow for that week.  They will be made available for you to complete in the week of Modules 4, 7, 10 and 13. You may use the course text to complete the quizzes (ie these are ‘open book’ and timed with the timing meant to indicate an expectation of the time needed and not an absolute cutoff).

The quizzes are evaluated by the following grading elements:

1. Each part of question is answered (20%)
2. Writing quality and technical accuracy (30%) (Writing is expected to meet or exceed accepted graduate-level English and scholarship standards. That is, all assignments will be graded on grammar and style as well as content.)
3. Rationale for answer is provided (20%)
4. Examples are included to illustrate rationale (15%) (If a student does not have direct experience related to a particular question, then the student is to provide analogies versus examples.)
5. Outside references are included (15%)

Quizzes are graded as follows:

100–90 = A—All parts of question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [rich in content; full of thought, insight, and analysis].

89–80 = B—All parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [substantial information; thought, insight, and analysis has taken place].

79–70 = C—Majority of parts of the question are addressed; Writing Quality/ Rationale/ Examples/ Outside References [generally competent; information is thin and commonplace].

Grading Policy

Detailed Rubrics are available for the evaluation of each of the four components. Basically the following criteria will be used:

Participation (20% of grade; with two components)

• Discussions (10% of grade): (1) number of original posts, replies to other posts (politeness, on-topic, helpful and engaged comments), (2) quality of post (logical argument, depth of engagement with material, politeness, on-topic), (3) originality of post (going beyond the usual or a web-search), (and as part of the same component)
• Personal Journal Entries (10% of grade): (1) number of entries, quality of entries (originality, degree of engagement with the material, amount of effort demonstrated), (2) originality of entries (going beyond the book/modest web search; demonstrating clear independent thinking), (3) willingness to think outside the boundaries of the class and to find problems/application domains that impact on your interests

Quizzes (20% of grade): (1) all assigned problems completed, extra-credit for more problems done (maximum of five extra points) (2) quality of work (intermediate steps demonstrated, neatly and clearly organized), (3) final answer correct (with steps illustrated and with final answer clearly demonstrated).

Project (30% of grade; with four deliverables before the final due date)

• Topic (10-percent): (1) doableness of the project (not too hard and not too easy), (2) amount of thinking behind the topic choice demonstrated (the why that project question), (3) some presentation of nearby alternative topics and why they were not selected (further rationalizing the choice and its doability)
• Outline/Bibliography (15-percent): (1) quality and quantity of references; (2) initial demonstration of grappling with the topic through outline; quality and originality of the outline; (3) continued ‘doability’ check (that ‘mission creep’ hasn’t happened with it becoming too hard or too easy)
• Pseudo Code (15-percent): (1) should flow logically, (2) should be clearly laid out, (3) amount of actual underlying code or math needed to fill in the steps should be possible to estimate from the pseudo code,
• Fifty-percent Done (10-percent): (1) continued ‘doability’ check, should clearly be showing significant progress (not just the easy things done with all the hard work ahead); (2) ideally working prototypes of code with demonstrations that they are working; (3) logical analysis of the remaining steps to completion and timelines for when those will be done
• Final (50-percent): (1) quality of final work (significant class project achieved on-time), (2) steps clearly defined and described, if code (quality of documentation, quality of demonstration that it works correctly), if math (quality of intermediate steps; demonstration of logical completeness and soundness of result), if bio-related (connections to literature and to other bio projects in literature demonstrated; quality of results and logical connections to intermediate steps) (3) context clearly documented (connections to other’s work; ideal end-point for this type of project; any possible connections to your own long term goals and plans)

We generally do not directly grade spelling and grammar. However, egregious violations of the rules of the English language will be noted without comment. Consistently poor performance in either spelling or grammar is taken as an indication of poor written communication ability that may detract from your grade.

A grade of A indicates achievement of consistent excellence and distinction throughout the course—that is, conspicuous excellence in all aspects of assignments and discussion in every week.

A grade of B indicates work that meets all course requirements on a level appropriate for graduate academic work. These criteria apply to both undergraduates and graduate students taking the course.

EP uses a +/- grading system (see “Grading System”, Graduate Programs catalog, p. 10). You should contact your Program Chair for guidance on the breakdown used by your program.

Example:

100–98 = A+

97–94 = A

93–90 = A−

89–87 = B+

86–83 = B

82–80 = B−

79–70 = C

<70 = F

Final grades will be determined by the following weighting:

Academic Policies

Deadlines for Adding, Dropping and Withdrawing from Courses

Students may add a course up to one week after the start of the term for that particular course. Students may drop courses according to the drop deadlines outlined in the EP academic calendar (https://ep.jhu.edu/student-services/academic-calendar/). Between the 6th week of the class and prior to the final withdrawal deadline, a student may withdraw from a course with a W on their academic record. A record of the course will remain on the academic record with a W appearing in the grade column to indicate that the student registered and withdrew from the course.

Academic Misconduct Policy

All students are required to read, know, and comply with the Johns Hopkins University Krieger School of Arts and Sciences (KSAS) / Whiting School of Engineering (WSE) Procedures for Handling Allegations of Misconduct by Full-Time and Part-Time Graduate Students.

This policy prohibits academic misconduct, including but not limited to the following: cheating or facilitating cheating; plagiarism; reuse of assignments; unauthorized collaboration; alteration of graded assignments; and unfair competition. Course materials (old assignments, texts, or examinations, etc.) should not be shared unless authorized by the course instructor. Any questions related to this policy should be directed to EP’s academic integrity officer at ep-academic-integrity@jhu.edu.

Students with Disabilities - Accommodations and Accessibility

Johns Hopkins University values diversity and inclusion. We are committed to providing welcoming, equitable, and accessible educational experiences for all students. Students with disabilities (including those with psychological conditions, medical conditions and temporary disabilities) can request accommodations for this course by providing an Accommodation Letter issued by Student Disability Services (SDS). Please request accommodations for this course as early as possible to provide time for effective communication and arrangements.

For further information or to start the process of requesting accommodations, please contact Student Disability Services at Engineering for Professionals, ep-disability-svcs@jhu.edu.

Student Conduct Code

The fundamental purpose of the JHU regulation of student conduct is to promote and to protect the health, safety, welfare, property, and rights of all members of the University community as well as to promote the orderly operation of the University and to safeguard its property and facilities. As members of the University community, students accept certain responsibilities which support the educational mission and create an environment in which all students are afforded the same opportunity to succeed academically. 

For a full description of the code please visit the following website: https://studentaffairs.jhu.edu/policies-guidelines/student-code/

Classroom Climate

JHU is committed to creating a classroom environment that values the diversity of experiences and perspectives that all students bring. Everyone has the right to be treated with dignity and respect. Fostering an inclusive climate is important. Research and experience show that students who interact with peers who are different from themselves learn new things and experience tangible educational outcomes. At no time in this learning process should someone be singled out or treated unequally on the basis of any seen or unseen part of their identity. 
 
If you have concerns in this course about harassment, discrimination, or any unequal treatment, or if you seek accommodations or resources, please reach out to the course instructor directly. Reporting will never impact your course grade. You may also share concerns with your program chair, the Assistant Dean for Diversity and Inclusion, or the Office of Institutional Equity. In handling reports, people will protect your privacy as much as possible, but faculty and staff are required to officially report information for some cases (e.g. sexual harassment).

Course Auditing

When a student enrolls in an EP course with “audit” status, the student must reach an understanding with the instructor as to what is required to earn the “audit.” If the student does not meet those expectations, the instructor must notify the EP Registration Team [EP-Registration@exchange.johnshopkins.edu] in order for the student to be retroactively dropped or withdrawn from the course (depending on when the "audit" was requested and in accordance with EP registration deadlines). All lecture content will remain accessible to auditing students, but access to all other course material is left to the discretion of the instructor.