DC Notes

DC NOTES
Department of Electronics and Communication

Engineering
RNS INSTITUTE OF TECHNOLOGY

AICTE Approved, VTU Affiliated and NAAC A Grade Accredited)
(UG programs - ECE, CSE, ISE, EIE and EEE have been Accredited by NBA for the Academic
years 2018-2019,2019-2020 and 2020-2021)
Dr. Vishnuvardhan Road, Raja Rajeshwari Nagar, Bengaluru -560 098, Karnataka.
RNS INSTITUTE OF TECHNOLOGY
(AICTE Approved, VTU Affiliated and NAAC A Grade Accredited)
(UG programs - ECE, CSE, ISE, EIE and EEE have been Accredited by NBA for the Academic
years 2018-2019,2019-2020 and 2020-2021)
Dr. Vishnuvardhan Road, Raja Rajeshwari Nagar, Bengaluru -560 098, Karnataka.
Department of Electronics and Communication Engineering
VISION
Conquering technical frontiers in the field of Electronics and Communication.
REVISED MISSION STATEMENTS
The department promotes an intellectual and ethical environment in which the strengths and
skills of Electronics Professionals will flourish by.
Mission 1: Achieving and fostering excellence in core Electronics and Communication

engineering with focus on the hardware, simulation and design.
Mission 2: Pursuing Research, Development and Consultancy to achieve self sustenance.
Mission 3: Preparing industry ready graduates by providing skill training and nurturing
innovation and creativity
REVISED PEO STATEMENTS
PEO1
Apply fundamental concepts obtained from mathematics, basic sciences and engineering
subjects to solve challenging problems Electronics, Communication and allied disciplines.
PEO2
Exhibit technical and analytical skills for the design and development of innovative and cost
effective solutions.
PEO3
Pursue higher education and participate in Life long learning with right learning attitude to
emerge as good human beings and responsible citizens.
PEO4
Adapt to rapid changes in tools and technology and work in multidisciplinary fields to come
up with new environment friendly, sustainable technologies catering to societal needs.
PEO5
Cultivate skills which helps in building leadership qualities, entrepreneurships, effective
communication and ethics needed for a successful professional career.
REVISED PSO STATEMENTS
The graduates of the department will be able to
PSO1
Apply knowledge of Electronics and Communication systems in the design, development and
analysis of integrated electronic systems for the betterment of human life.
PSO 2
Demonstrate competence in using advanced hardware languages, IT tools and create
innovative electronic technologies as per industry standards.
PROGRAM OUTCOMES
Program Outcomes as defined by NBA (PO) Engineering Graduates will be able to:
1. Engineering knowledge: Apply the knowledge of mathematics, science, engineering
fundamentals, and an engineering specialization to the solution of complex engineering
problems.
2. Problem analysis: Identify, formulate, review research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of
mathematics, natural sciences, and engineering sciences.
3. Design/development of solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate
consideration for the public health and safety, and the cultural, societal, and environmental
considerations.
4. Conduct investigations of complex problems: Use research-based knowledge and research
methods including design of experiments, analysis and interpretation of data, and synthesis of
the information to provide valid conclusions.
5. Modern tool usage: Create, select, and apply appropriate techniques, resources, and
modern engineering and IT tools including prediction and modeling to complex engineering
activities with an understanding of the limitations.
6. The engineer and society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal and cultural issues and the consequent responsibilities relevant
to the professional engineering practice.
7. Environment and sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for sustainable development.
8. Ethics: Apply ethical principles and commit to professional ethics and responsibilities and
norms of the engineering practice.
9. Individual and team work: Function effectively as an individual, and as a member or leader
in diverse teams, and in multidisciplinary settings.
10. Communication: Communicate effectively on complex engineering activities with the
engineering community and with society at large, such as, being able to comprehend and
write effective reports and design documentation, make effective presentations, and give and
receive clear instructions.
11. Project management and finance: Demonstrate knowledge and understanding of the
engineering and management principles and apply these to one’s own work, as a member and
leader in a team, to manage projects and in multidisciplinary environments.
12. Life-long learning: Recognize the need for, and have the preparation and ability to engage
in independent and life-long learning in the broadest context of technological change.
COURSE OBJECTIVES
A course objective specifies a behavior, skill, or action that a student can demonstrate if they
have achieved mastery of the objective. As such, objectives need to be written in such a way
that they are measurable by some sort of assessment. It will be specific to each Course.
COURSE OUTCOMES
Course Outcomes are the statements that help the learners to understand the reason for
pursuing the course and helps him to identify what he will be able to do at the end of the
course.
OUTCOME BASED EDUCATION

Outcome-based education or outcomes-based education (OBE) is an educational
theory that bases each part of an educational system around goals (outcomes). By the end of
the educational experience, each student should have achieved the goal. There is no single
specified style of teaching or assessment in OBE; instead, classes, opportunities, and
assessments should all help students achieve the specified outcomes. The role of the faculty
adapts into instructor, trainer, facilitator, and/or mentor based on the outcomes targeted.
Outcome-based methods have been adopted in education systems around the world, at
multiple levels. Australia, South Africa, United States, Hong Kong, Malaysia, Europe and
other countries have adopted OBE.
The Washington Accord was created in 1989; it is an agreement to accept undergraduate
engineering degrees that were obtained using OBE methods. As of 2017, the full signatories
are Australia, Canada, Taiwan, Hong Kong, India, Ireland, Japan, Korea, Malaysia, New
Zealand, Russia, Singapore, South Africa, Sri Lanka, Turkey, the United Kingdom, Pakistan,
China and the United States.
Benefits of OBE
Clarity
The focus on outcomes creates a clear expectation of what needs to be accomplished by the
end of the course. Students will understand what is expected of them and teachers will know
what they need to teach during the course. Clarity is important over years of schooling and
when team teaching is involved. Each team member, or year in school, will have a clear
understanding of what needs to be accomplished in each class, or at each level, allowing
students to progress. Those designing and planning the curriculum are expected to work
backwards once an outcome has been decided upon; they must determine what knowledge
and skills will be required to reach the outcome.
Flexibility
With a clear sense of what needs to be accomplished, instructors will be able to structure their
lessons around the student’s needs. OBE does not specify a specific method of instruction,
leaving instructors free to teach their students using any method. Instructors will also be able
to recognize diversity among students by using various teaching and assessment techniques
during their class. OBE is meant to be a student-centered learning model. Teachers are meant
to guide and help the students understand the material in any way necessary, study guides,
and group work are some of the methods instructors can use to facilitate students learning.
Comparison
OBE can be compared across different institutions. On an individual level, institutions can
look at what outcomes a student has achieved to decide what level the student would be at
within a new institution. On an institutional level, institutions can compare themselves, by
checking to see what outcomes they have in common, and find places where they may need
improvement, based on the achievement of outcomes at other institutions. The ability to
compare easily across institutions allows students to move between institutions with relative
ease. The institutions can compare outcomes to determine what credits to award the student.
The clearly articulated outcomes should allow institutions to assess the student’s
achievements rapidly, leading to increased movement of students. These outcomes also work
for school to work transitions. A potential employer can look at records of the potential
employee to determine what outcomes they have achieved. They can then determine if the
potential employee has the skills necessary for the job.
Involvement
Student involvement in the classroom is a key part of OBE. Students are expected to do their
own learning, so that they gain a full understanding of the material. Increased student
involvement allows students to feel responsible for their own learning, and they should learn
more through this individual learning. Other aspects of involvement are parental and
community, through developing curriculum, or making changes to it. OBE outcomes are
meant to be decided upon within a school system, or at a local level. Parents and community
members are asked to give input in order to uphold the standards of education within a
community and to ensure that students will be prepared for life after school.
15
Scanned with CamScanner
Module 5
Scanned by CamScanner
Direct Sequence Spread Spectrum (DSSS)
• Each bit represented by multiple bits using spreading code
• Spreading code spreads signal across wider frequency band
— In proportion to number of bits used
— 10 bit spreading code spreads signal across 10 times bandwidth of 1 bit code
• One method:
— Combine input with spreading code by multiplication
— Input bit 1, doesn’t alter spreading code bit
— Input zero bit makes zero in spreading code bit
— Data rate equal to original spreading code
• Performance similar to FHSS

Example 3
Example 4
solution
Q(√(2𝐸𝑏/𝑁𝑜) ) = Pe
2𝐸𝑏
√ =4.25
𝑁𝑜
Eb/No= 4.252/2 = 9.03

219 -1 = 524287
524287 - 9.03
47.20 – 9.55 = 37.64 dB

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DC NOTES

Department of Electronics and Communication

RNS INSTITUTE OF TECHNOLOGY

Department of Electronics and Communication Engineering

REVISED MISSION STATEMENTS

Mission 1: Achieving and fostering excellence in core Electronics and Communication

Mission 2: Pursuing Research, Development and Consultancy to achieve self sustenance.

REVISED PEO STATEMENTS

The graduates of the department will be able to

OUTCOME BASED EDUCATION

• Spreading code spreads signal across wider frequency band

— In proportion to number of bits used

— Combine input with spreading code by multiplication

— Input bit 1, doesn’t alter spreading code bit

— Input zero bit makes zero in spreading code bit

— Data rate equal to original spreading code

• Performance similar to FHSS

Eb/No= 4.252/2 = 9.03

47.20 – 9.55 = 37.64 dB

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