675.753.81 - Avionics

Course Structure

The course materials are divided into modules which can be accessed by clicking Modules on the left menu in Canvas. In general, one module is covered per calendar week (Monday through Sunday). Each module will consist of readings, lectures, a discussions, and an assignment. You are encouraged to preview all sections of the module before starting. Most modules run for a period of seven (7) days, exceptions are noted in the Course Outline. You can find assignment due dates in the course Canvas calendar.

Course Topics

• Introduction to Avionics Systems
• Requirements and Data Systems
• Radiation Environment and Mitigations
• Introduction to Electrical Data Interfaces
• Low-Speed Electrical Data Interfaces
• High-Speed Electrical Data Interfaces
• Spacecraft Processors
• Memory
• Digital Circuits and FPGAs
• Design Reviews
• Sensors and Analog Circuits
• Fault Protection, Timekeeping, and Interface Control Documents
• Hardware Design Considerations and Smallsat Avionics Design
  
• Conclusions

Course Goals

To gain an appreciation and understanding of the role of the spacecraft avionics system. Through the course project, advance a spacecraft avionics subsystem from an initial concept through the preliminary design phase. There is a focus on digital and analog electronics concepts that are commonly used with the avionics system.

Course Learning Outcomes (CLOs)

• Describe the essential functions, components, and subcomponents of a Spacecraft Avionics system.
• Develop and evaluate candidate spacecraft data communication architectures.
• Design a conceptual spacecraft Avionics system at the block diagram level with accompanying key parts selections such as the spacecraft processor, memories and FPGAs.
• Analyze the technical approaches and trade-offs involved in Avionics system design, implementation and deployment.
• Apply Industry and Government agency guidance and requirements to the Avionics system.

Textbooks

This course assigns several readings from the textbook used in the Fundamentals of Engineering Space Systems courses.

Wertz, J. R. (Editor), (2011). Space Mission Engineering: The New SMAD (Space Technology Library, Vol. 28) First Edition. Location: Springer. 

Student Coursework Requirements

It is expected that each module will take approximately 7–10 hours per week to complete. An average weekly breakdown is readings (approximately 1-2 hours per week), lectures (approximately 2–3 hours per week), weekly homework assignments (approximately 2 hours per week), and the course project (approximately 2 hours per week).

This course will consist of the following basic student requirements:

Discussions (10% of Final Grade Calculation)

There are a multiple discussion threads assigned throughout the course. Each Discussion assignment is open for multiple weeks. Each discussion prompt requires an initial response based upon a reading or scenario description and the course material to date.

The student responsibilities for each discussion thread as well as the timeline for posts will be found in the discussion prompts on Canvas.

Assignments (50% of Final Grade Calculation)

Homework is assigned weekly to reinforce the module readings and lectures. Each assignment expects student application of general and specific course material. This may be written analysis, evaluation of candidate space-grade hardware, or developing engineering conceptual designs. Reference readings are provided where appropriate. Student research beyond these readings and the course lectures may be needed. Any external sources used in the student solution needs to be cited. If a web page is cited, it must be available throughout the following module as well; it is also possible to include a “pdf” print of the web page and include it in your submission. All assignments are due according to the dates in the Calendar. Homework submitted on-time will receive detailed comments back; late submissions receive less or no feedback. Late submissions will be reduced by one letter grade for each week late (no exceptions without prior coordination with the instructors).

The homework format is varied across the course, but in general:

• Answering the questions adequately earns a “B”
• Providing insight and demonstrating depth of understanding earns an “A”

Resubmission is allowed only in cases where the student obviously misunderstood the assignment, or unintentionally left a section out.

 Course Project (40% of Final Grade Calculation)

A course project will be assigned with three individual deliverables throughout the course. The objective of the project is to mature a baseline spacecraft Avionics subsystem concept through early development activities. This consists of compiling requirements and providing a preliminary design in response to design update prompts and peer review feedback.

Grading Policy

Letter Grade	Range
A+	100% to 97%
A	<97% to 93%
A−	<93% to 90%
B+	<90% to 87%
B	<87% to 83%
B−	<83% to 80%
C+	<80% to 77%
C	<77% to 73%
C−	<73% to 70%
D+	<70% to 67%
D	<67% to 63%
F	<63% to 0%

Final grades will be determined by the following weighting:

Item	% of Grade
Discussion Board Responses	10%
Homework Assignments	50%
Course Project: Reference Mission Selection	8%
Course Project: Mid-Point Review Package	16%
Course Project: PDR Package	16%
Total	100%

Course Policies

Citation Policy
Submission are to be solely the work of the student with any information sources documented. There is no prescribed format for citations, but information must allow the instructors to review the source. For web-based sources, a complete web address must be provided; vanity text with an embedded link is not acceptable. Be sure to cite any use of AI and collaboration with other students .

AI Policy

Introduction

We all find ourselves in a new world where AI in general, and generative AI (genAI) in particular, has become a ubiquitous tool being employed by nearly everyone, some more “successfully” than others.  Technically savvy engineering professionals and students are certainly no exception.  In the academic environment we collectively operate in for this class, and for the SSE program as a whole, it would benefit us all to have clear guidelines and expectations for how we employ genAI.

Discussion

Simply producing products and deliverables is not the main reason for course assignments and project work. The assignments and project activities and the active, iterative process of producing deliverables are meant to engage you in the art and science of applied systems thinking and systems engineering. Possibly in 10-20 years, AI programs will be able to do most of the thinking, writing, and engineering for you.  But today and for the near future, success in your academic and career endeavors will continue to be enabled by your ability to engage in critical thinking, develop innovative ideas, discuss and evaluate alternatives, engineer solutions to complex problems, and communicate via the written and spoken word, all enabled and enhanced by your engineering knowledge and demonstrated technical excellence.  Please make sure the convenience of genAI does not rob you of the learning opportunities that higher education avails you.

 genAI tools may produce individual sentences or even paragraphs that seem well written, but please be mindful of the following concerns associated with genAI tools and/or their products:

• can perpetuate social/societal biases (that can even affect space engineering topics)
• can hallucinate; that is, make stuff up
• often generates incomplete and disorganized results when assessed broadly
• limitations and flaws necessitate critical review; question, check, or otherwise verify outputs

 The use of genAI technology itself does not violate JHU’s academic misconduct policy.

 When using genAI tools for assignments and other assessments in this course, please note the following:

• presenting the output of genAI as one's own work is considered plagiarism
• the tools JHU uses to check for plagiarism and originality also detect AI-generated text
• use only as a support tool, not as the primary source of your deliverable
• use is permitted, and citation is not required, for basic applications such as seeking a better or different word, or for help rephrasing a sentence
• this genAI policy should be considered as a use case of our general course policy on citations

 Requirements

• citation is required when you refer to, summarize, paraphrase, cut and paste, or quote from a genAI tool or genAI output products
• genAI citation requirements:

• o unique in-text identification (e.g., superscript number) of the content that was affected or influenced by genAI usage
• o include a description of the source in a reference list within your deliverable
  • name of genAI tool used; LLM used; description of how the genAI product was used

Penalties

• use of genAI products in a way that violates this policy will trigger a grade reduction for the affected deliverable, resulting in a grade as low as zero (0)
• violation of this policy could also initiate actions as defined in JHU's Academic Misconduct Policy

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. 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. Our courses are designed with a proactive approach to accessibility to minimize the need for disability disclosure and accommodation requests, but we recognize that you may need additional support. 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 EP Student Disability Services at 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 Student Conduct Code website.

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.