diff --git "a/BookOfModules-Export-17-Dec-2024.rtf.txt" "b/BookOfModules-Export-17-Dec-2024.rtf.txt" new file mode 100644--- /dev/null +++ "b/BookOfModules-Export-17-Dec-2024.rtf.txt" @@ -0,0 +1,33674 @@ +Book of Modules Export + View: + Full View + Faculty: + Faculty of Science and Engineering + Department: + Electronic & Computer Engineering + Module: + All + Year: + All + Semester: + All + Graduate: + All + Prerequisites: + All +________________ + + +Module Code - Title: +CE2002 - FOUNDATIONS OF CONVERSATIONAL AI DESIGN +Year Last Offered: +2020/1 +Hours Per Week +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 3 + 3 + + +Grading Type: +Prerequisite Modules: +Rationale and Purpose of the Module: +Conversational Artificial Intelligence is the software and processes by which speech is transformed into input for computers and smart devices. + + +This module will provide students with a use case based approach to the Design of modern Conversational AI systems. + + +Syllabus: +Requirements analysis for systems that are based on Human Computer Spoken word interaction + + +Conversation flow design. The fundamental components of a conversation tree. Branch and bound techniques. + + +Use case based example CAI specification that classifies Agents, Intents, Entities, Contexts, Interactions, reasoning and responses in enterprise level Conversational AI, (CAI) ecosystems. Scripted versus CAI systems for Human Computer spoken word interaction. + + +Students will build a functioning CAI system using an enterprise level design tool. Students will be required to implement a Conceive Design Implement Operate (CDIO) approach to the construction of their CAI system, + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Design a functional conversation narrative that can be successfully implemented in a Conversational AI (CAI) use case. + + +Build a basic CAI application using an enterprise level design tool. + + +Determine the individual component subsystems of a CAI design. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Explain the difference between a scripted Chatbot and a conversational artificial intelligence system. + + +Critically assess the performance of a functioning CAI system. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Materials will be delivered in a blended manner through weekly pre-recorded sessions and live class sessions. The module material will include video recordings as well as readings, exercises, and assignments. The focus is on the reduction of theory to practice so there will be a strong emphasis on developing participants' practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Jurafsky, Daniel. +and Martin, James H. (2008) Speech and Language Processing: International Edition, Pearson + + +Other Texts: +Kamath, Uday. and Liu, John. (2020) Deep Learning for NLP and Speech Recognition, Springer + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE2003 - THEORY AND PRACTICE FOR CONVERSATIONAL AI + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 2 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Conversational Artificial Intelligence (CAI) is the software and processes by which speech is transformed into input for computers and smart devices. + + +This module will provide students with practical insights regarding the theoretical concepts that underpin modern Conversational AI systems. + + +Syllabus: +Introduction to machine learning for Conversational AI, (CAI). Scripted versus CAI systems for Human Computer spoken word interaction. + + +Neural Networks for CAI. The definition and application of RNN, CNN, DNN, xNN subsystems to CAI. + + +Speech recognition, language modeling and language decoding for CAI. Evaluation of Speech recognition tools. Data collection and labelling for training in CAI. Bag of words testing. An introduction to N-gram based modelling of speech. + + +Evaluation of intent in CAI. Development of training sentences. Evaluation of Semantics, context and embedding in CAI systems. + + +Dialog management: Introduction to Reasoning and Response generation in computer-based CAI systems. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Identify the fundamental components of a Conversational AI (CAI) system + + +Decode elementary speech patterns for use in CAI systems. + + +Determine intent from uttered speech data in CAI systems. + + +Explain how computer controlled responses are generated in modern CAI systems + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Explain the difference between a scripted Chatbot and a conversational artificial intelligence system. + + +Characterise the performance of a CAI system. + + +Demonstrate an understanding of how useful information is extracted from raw speech in CAI systems. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Materials will be delivered in a blended manner through weekly pre-recorded sessions and live class sessions. The course material will include video recordings as well as readings, exercises, and assignments. The focus is on the reduction of theory to practice so there will be a strong emphasis on developing participants' practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Jurafsky, Daniel, & Martin, James H. (2008) Speech and Language Processing: International Version: an Introduction to Natural Language Processing, Computational Linguistics, and Speech Recognition, Pearson +Uday, K. and Liu, J. (2020) Deep Learning for NLP and Speech Recognition, Springer + + +Other Texts: +Wu Chou,& Biing-Hwang Juang (2005) Pattern Recognition in Speech and Language Processing (Electrical Engineering & Applied Signal Processing Series), CRC Press +Rabiner, L. and Schafer, R. (2010) Theory and Applications of Digital Speech Processing, Pearson + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE2012 - PROGRAMMING FOUNDATIONS FOR CONVERSATIONAL AI + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 3 + 3 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Conversational Artificial Intelligence is the software and processes by which speech is transformed into input for computers and smart devices. + + +This module will provide students with an overview of the programming foundations that are used to engineer modern Conversational AI (CAI) systems. + + +Syllabus: +An introduction to scripting Languages and Environments for Scientific Computing: An introduction to the syntax of one modern scripting languages (e.g. Python, Julia or the latest equivalent) and environments. + + +An introduction to Numerical issues in CAI systems. The bag of words test and the generation of analysis vectors. Numerics support in typical scientific scripting (e.g., Numpy/Scipy). Matrices and linear algebra + + +Graphics and Scientific Visualization of words and sentences in CAI systems: Using scripting languages to build scientific visualizations (scalar, vector fields). + + +Random Numbers and Probability: Random number generation: +Classification in CAI systems. Simple classifiers. K-means. Linear classifiers: Perceptron. Least squares and gradient descent. Modern optimization for neural networks: Nesterov momentum, the ADAM optimizer. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Given a target programming language, demonstrate proficiencies in the syntax necessary to implement standard programming constructs in CAI systems. + + +Given a basic bag of words dataset, construct simple programmes to perform simple analysis operations. + + +Given a CAI problem, identify and evaluate the outputs through appropriate visualisation. + + +Given a CAI problem, discriminate and select basic approaches to scientific computing. + + +Given an appropriate bag of words data set, the student will write a program to process the data e.g. find the principal components. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Given datasets, demonstrate knowledge of how to question whether the data is representative and how to attempt to address any biases. + + +Given a bag of words to investigate, demonstrate knowledge of how to identify and discuss any potential ethical considerations that might obtain. + + +Through the use of appropriate outputs including visualisation, demonstrate ability to +identify a basic intent from a bag of words dataset. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Materials will be delivered in a blended manner through weekly pre-recorded sessions and live class sessions. The module material will include video recordings as well as readings, exercises, and assignments. The focus is on the reduction of theory to practice so there will be a strong emphasis on developing participants' practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Langtangen (2016) A Primer on Scientific Programming with Python , Springer + + +Other Texts: +Beazley (2016) Machine Learning , Cambridge +Goodfellow & Bengio (2014) Deep Learning , MIT Press + Lane Hobson (Author), Howard Cole (Author), Hapke Hannes (Author) (2019) Natural Language Processing in Action: Understanding, analyzing, and generating text with Python , Manning + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE2013 - INDUSTRY PROJECT + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 4 + 3 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to combine previously learned course material with their individual talents in order to solve real-life industry projects. To develop in the students the ability to organise and direct their own work and to present this work in written and verbal format in a proper manner. + + +Syllabus: +[Project Management] Students undertaking of this module must implement a project plan outlining various phases of the project. Estimation of goals and task scheduling must analysed, identified and prioritised. + + +[Independent Research] Students must demonstrate an ability to research and investigate aspects of the project independently. A proven aptitude in coordination of, and active involvement in, information gathering, analysis and formal presentation of findings must be exhibited + + +[Knowledge Implementation] Implementation of the project must incorporate all modules associated within the project stream. In this manner students are guaranteed to be equipped with the essential tools to acquire further knowledge and insight. + + +[Documentation Proficiency] As part of the module criteria a report must be completed to support the project. This should include the initial scope, methodologies applied and tools and techniques employed, in addition to the motivations for the project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Develop and present a project plan, modularise the project into work packages, and identify the resources required to complete work packages. + + +Demonstrate the ability to develop solutions to moderately complex problems. + + +Work as an individual and within a team, with support from a supervisor, drawing on knowledge and experience to solve problems. + + +Report the work done on the project, including references to previous work, and recommendations for future work. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +foster the ability to recognise the potential for investigation in existing work practices + + +provide students with a awareness of the potential research has to generate ideas and solve problems in an industrial setting + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be thought in a flexible mode; content delivery will be through online and offline video classes and short learning materials. +Each student is required to obtain a suitable project based on an industrial need. Under the supervision of a member of staff, the student will progress along a logical path to resolve the specified problem. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Wisker, Gina (2009) The undergraduate research handbook, Palgrave MacMillan +Thomas, Gary (2017) How to do your research project : a guide for students, Sage + + +Other Texts: +Breach, Mark. () Dissertation Writing for Engineers and Scientists, Prentice Hall +Robson, Colin () How to do a Research Project. A Guide for Undergraduate Students, Blackwell Publishing + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring +Summer + + +Module Leader: +Martin.J.Hayes@ul.ie +________________ + + + + +Module Code - Title: +CE4008 - VLSI DIGITAL PROCESSING SYSTEMS + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4817 + + +Rationale and Purpose of the Module: +Introduce and use advanced algorithms and architectures for the efficient digital implementation of signal processing algorithms. + + +Syllabus: +Pipelining and parallel processing. Signal flow graphs, Fine grain pipelining. Block processing. Low power architectures. Fault-tolerant DSP. + + +Cyclic and acyclic convolution. Digital filter structures. CSD techniques, Distributed arithmetic, Fast convolution algorithms. Parallel FIR filters. Multidimensional convolution. Sampling-rate converters. + +Cooley-Tukey FFT, Goertzel algorithm. Bounds on multiplicative complexity. Multidimensional transforms. + + +Modular arithmetic. Galois field Architectures for multiplication, division and exponentiation. + + +Trellis and tree searching with the Viterbi algorithm, VLSI structures for the Viterbi decoder. Berlekemp Massey Algorithm for Toeplitz Systems. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + +On successful completion of this module, students should be able to: + + +- Implement efficient solutions for modular arithmetic operations +- Employ appropriate techniques for implementing filtering operations in hardware and software +- Quantify the effects of arithmetic errors for fixed point DSP implementations +- Apply architectural techniques for power reduction +- Describe methods for reducing the complexity of polynomial multiplication + + +All of the above will be accessed through project work and/or final examination. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Concepts, theory, implementations and examples presented in lectures. Term projects will enable student to study, explore and gain insight into problems, related solutions and practical issues. Weekly exercises provide a challenging and interesting means of reviewing lecture material. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +Keshab. K. Parhi (1999) ¿VLSI digital signal processing systems¿,, John Wiley and Sons. +Richard Conway (2007) "Course notes for CE4008", UL + + +Other Texts: +Richard. E. Blahut (1985) ¿ Fast algorithms for digital signal processing¿, Addison-Wesley Publishing company +Hari Krishna Garg (1998) ¿Digital signal processing algorithms¿, CRC Press + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Richard.Conway@ul.ie +________________ + + + + +Module Code - Title: +CE4021 - INTRODUCTION TO SCIENTIFIC COMPUTING FOR AI + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To prepare students to take a range of Artificial Intelligence related modules by introducing the associated scientific computing, programming language and host platforms. + + +Syllabus: +1. Scripting Languages and Environments for Scientific Computing: Modern scripting languages (e.g. Python, Julia) and environments. +2. Numeric: Numerics support in typical scientific scripting (e.g., Numpy/Scipy). Matrices and linear algebra +3. Graphics and Scientific Visualization: Using scripting languages to build scientific visualizations (scalar, vector fields). +4. Acceleration: Accelerating scientific codes. Threading and parallelism. +5. Random Numbers and Probability: Random number generation: linear congruential generators. Distributions: uniform, normal, etc. Bayesian methods: Gaussian naïve Bayes classification. +7. Classifiers and Optimization: Simple classifiers. K-means. Linear classifiers: Perceptron. Least squares and gradient descent. Other cost functions: cross-entropy. Application: training classifiers. Modern optimization for neural networks: Nesterov momentum, ADAM optimizer. +8. Scientific Computing in the Cloud: Docker images. Cloud services. Running scientific code in the cloud. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Given a target programming language, the student will become proficient in the syntax necessary to implement standard programming constructs. +2. Given a set of basic scientific problems, the student will construct simple programmes to investigate the problems. +3. Given a scientific problem, the student will identify and evaluate the outputs through appropriate visualisation. +4. Given a scientific problem, the student will discriminate and select basic approaches to scientific computing, including the use of cloud services. +5. Given an appropriate data set, the student will write a program to process the data e.g. find the principal components. +6. Given an image, the student will write a program to implement an operation on the image e.g. dithering to reduce its bit depth. +7. Given a classifier, the student will write a program to implement and analyse it e.g. plot its decision boundary; display an animation of its trajectory of weights over the error surface. + + +Affective (Attitudes and Values) + + +1. Given datasets, the student will question whether the data is representative and attempt to address any biases. +2. Given problems to investigate, the student will identify and discuss any potential ethical considerations. +3. On completion of an investigation using appropriate outputs including visualisation, the student will be able to defend the approach adopted. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures, labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Langtangen (2016) A Primer on Scientific Programming with Python, Springer + + +Other Texts: +Beazley (2016) Python Essential Reference, 4th ed., O'Reilly +Flach (2012) Machine Learning, Cambridge +Goodfellow & Bengio (2014) Deep Learning, MIT Press +Marsland (2014) Machine Learning: An Algorithmic Perspective, CRC Press +Foster & Gannon (2017) Cloud Computing for Science and Engineering, MIT Press + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +CE4031 - INTRODUCTION TO DEEP LEARNING AND FRAMEWORKS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give students an insight into Deep Learning and associated Frameworks and prepare them to take more advanced Artificial Intelligence modules. + + +Syllabus: +1. Fundamentals and basic concepts of deep learning and related machine learning +2. Programming basics for deep learning +3. Introduction to deep learning frameworks (e.g. TensorFlow, PyTorch, Caffe2, CNTK etc. ) +4. Deep learning platforms and acceleration +5. Applications of deep learning (e.g. image classification, signal processing, natural language processing etc) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Given information and instruction, the student will gain insight and understand the key components in machine learning and deep learning systems. +2. Given representative problems, the student will be able to identify use-cases for machine learning and deep learning +3. Given information on prominent deep learning frameworks, the student will understand and compare their core features and usability. +4. Given a relevant cloud hosted platform, the student will develop the ability to use the supported deep learning frameworks. +5. Given problems to investigate, the student will implement, analyse and present outputs from deep learning frameworks. +6. Given large and real-world data sets for deep neural networks, the student will develop the ability to process and analyse the data. +7. Given selected practical problems, the student will have the ability to identify, develop and implement appropriate deep learning solutions. + + +Affective (Attitudes and Values) + + +1. Given problems and data to investigate, the student will identify and discuss any significant ethical issues such as privacy, confidentiality, ownership, transparency and identity. +2. Given datasets, the student will question and demonstrate whether the data is representative and identify potential biases. +3. Following exposure to various frameworks and hosted platforms, the student will judge and challenge the limitations of current deep learning techniques. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures, labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Goodfellow & Bengio (2016) Deep Learning, MIT Press + + +Other Texts: +Chollet (2017) Deep Learning with Python, Manning Publications +Kim (2017) MATLAB Deep Learning: With Machine Learning, Neural Networks and Artificial Intelligence, Apress +Subramanian + (2017) Deep Leaning with PyTorch, Packt Publishing +Langtangen (2016) A Primer on Scientific Programming with Python, Springer +Beazley (2009) Python Essential Reference, O'Reilly +Marsland (2014) Machine Learning: An Algorithmic Perspective, CRC Press + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +CE4041 - ARTIFICIAL INTELLIGENCE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4703 + + +Rationale and Purpose of the Module: +To provide the student with a solid theoretical and practical understanding, knowledge and skill in the application of artificial intelligence and expert systems. +This new module is created to provide an appropriate BE/ME masters level code to the level 9 module in AI in ECE department. +This module will be offered to the Master of Engineering in Electronic and Computer Engineering programme using module ID 3301 Artificial Intelligence + + +Syllabus: +Section (i) - Introduction to Prolog and "Logic Programming" +Rule-based systems and logic programming. The resolution principle, unification & backtracking. +Recursion & iteration. Prolog representation of algorithms. Extra-logical features of Prolog. +Section (ii) - State-Space Search +Use of state-space search in A.I. programming. Representation of problems in state-space form. +Prolog representation of state-spaces. Heuristics. Search strategies: depth-first, breadth-first, hillclimbing, best-first, branch & bound, Algorithm A, Algorithm A*. Admissibility, Monotonicity, Informedness. +Section (iii) - Expert Systems +The structure of an expert system. Knowledge Representation. The inference engine. Inference strategies. Reasoning under uncertainty. +Section (iv) - Neural Networks +Neural models: McCulloch & Pitts, Rosenblatt. Hebbian learning. The Adaline. Multi-layer +Perceptrons & Backpropagation. Associative networks. Competitive networks. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Use the resolution technique to solve problems stated in terms of predicate logic. +2. Formulate a search problem in terms of an appropriate state-space representation. +3. Apply suitable search algorithms and heuristics to problem solving. +4. Apply neural network techniques to the solution of classification problems. +5. Construct problem-solving programs in a suitable A.I. language such as Lisp or Prolog. +6. Evaluate the current state of the art in artificial intelligence research and applications. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs/Tutorials, Self-directed research and project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Luger, G.F. (2005) Artificial Intelligence, 5th ed., Pearson/Addison-Wesley +Russell, S. & Norvig, P. (2003) Artificial Intelligence: A Modern Approach, 2nd ed., Pearson/Addison-Wesley + + +Other Texts: +Bishop, C.M. (2006) Pattern Recognition & machine Learning, Springer +Levesque, H.J. (2004) Brachman, R.J. & Knowledge Representation & Reasoning., Elsevier +Alpaydin, E. (2003) Introduction to Machine Learning, MIT Press +McKay, D. (2003) 2003 Information Theory, Inference & Learning Algorithms., Cambridge +Dechter, R. (2003) Constraint Processing., Elsevier +Negnevitsky, M. (2002) Artificial Intelligence: A Guide to Intelligent Systems, Pearson +Bratko, I. (2000) Prolog Programming for Artificial Intelligence, 3rd ed. , Addison-Wesley +Nilsson, N.J. (1998) Artificial Intelligence: A New Synthesis, Morgan Kaufmann + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +CE4051 - INTRODUCTION TO DATA ENGINEERING AND MACHINE LEARNING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 2 + 0 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give students an insight and grounding into data engineering and machine learning and prepare them to take more advanced Artificial Intelligence modules. + + +The module will cover mathematical and coding skills essential to developing machine learning applications in Python and will provide an introduction to more advanced machine learning topics such as modern machine learning platforms, data visualisation and deep learning. + + +Syllabus: +Students undertaking this module will undertake learning in: a programming language (e.g. Python) for machine learning; numeric support in typical scientific scripting (e.g., Numpy/Scipy); graphics and Scientific Visualization: Using scripting languages to build scientific visualizations (Matplotlib); fundamentals and basic concepts of machine learning algorithms (Perceptron, Logistic Regression, Support Vector Machines, Multi-Layer Perceptron); programming basics for machine learning (Scikitlearn, Pandas); and, applications of machine learning (e.g. inference, image classification, etc) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Understand the key components of machine learning systems. +2. Justify the use of appropriate machine learning approaches for given applications. +3. Apply suitable visualisation, pre-, and post-processing technique. +4. Investigate trends and potential biases in data pertaining to machine learning problems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Defend the machine learning approach adopted in solving given problems. +2. Understand that there is no single machine learner that is best in all cases (the so-called 'No Free Lunch Theorem'). + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach with online aspects as well as face-to-face interaction. The content is divided into two-week activities with a submission at the end of every two-week window. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sebastian Raschka & Vahid Mirhjalili (2017) Python Machine Learning: Machine Learning and Deep Learning with Python, scikit-learn, and TensorFlow, 2nd Edition, Packt Publishing +Introduction to Machine Learning with Python: A Guide for Data Scientists (2016) Andreas C. Müller and Sarah Guido, O'Reilly +Erwin Kreyszig (2006) ADVANCED ENGINEERING MATHEMATICS, Wiley + + +Other Texts: +Brian K. Jones and David M. Beazley (2011) Python Cookbook: Recipes for Mastering Python 3, O'Reilly + + +Programmes +MSAIMLTFA - MS ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +CE4132 - INTRODUCTION TO CYBER-PHYSICAL SYSTEMS + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Cyber-physical systems are systems that combine digital and physical capabilities, such as robots, aircraft, and autonomous vehicles. The aim of this module is to introduce cyber-physical systems in the context of robotics, sensing and smart manufacturing. + + +Syllabus: +• Introduction to system design: system description, controllability, observability, identifiability, Linear Systems Models +• Embedded computing: Hardware architectures, control systems, hardware-software codesign +• Cyber-physical system design: requirements, functional decomposition, system design, software design, implementation, case study, system engineering, software engineering +• The Internet of Things: RFID, Wireless Sensor Networks, Applications, Case Study, Smart Cities, Internet of Everything, Network Security +• Smart Manufacturing: Industry 4.0, Smart factory, Integrated Industry, case studies +• Mobile Robotics: the mobile robotics paradigm, robotic sensors, computer vision, mapping, path planning, mission control, autonomous driving +• The societal impact of cyber-physical systems: economic, social, organizational challenges, the working world + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of system design, embedded systems, and cyber-physical systems +2. Design a cyber-physical system, from requirement through to software design +3. Describe the main areas where cyber-physical systems are impacting on their development. +4. Critically describe the impact that current and future cyber-physical systems have on everyday life + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +1. Differentiate from various design techniques that could be used and be able to justify an appropriate technique to tackle a given cyber physical problem. +2. Practice an objective approach to the selection of cyber-physical design methodologies to solve specific problems. +3. Given a set of requirements, effect a high-level design of a cyber-physical system + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended learning format, with an initial workshop followed by online support and concept development leading into the application of the material in an assessment. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietmar P.F. Möller (2016) Guide To Computing Fundamentals In Cyber-Physical Systems: Concepts, Design Methods, And Applications, Springer +Raj Rajkumar, Dionisio de Niz, Mark Klein (2016) Cyber-Physical Systems, Addison-Wesley Professional + + +Other Texts: +Roland Siegwart, Illah Reza Nourbakhsh, Davide Scaramuzza (2011) Introduction to Autonomous Mobile Robots, MIT Press +Alasdair Gilchrist (2016) Industry 4.0: The Industrial Internet of Things, Apress + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE4204 - OPERATING SYSTEMS 1 + + +Year Last Offered: +2009/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4513 +CE4702 + + +Rationale and Purpose of the Module: +To introduce a complete single-user, disk based operating system. Students will already understand small systems at the logic level and at the programmerÆs model level. The module will include a project incorporating the design/use of an operating system tool. + + +Syllabus: +Operating system definitions, components, command shells, services overview. Review of 80x86 assembly language programming techniques. Memory map organisation, Extended and Expanded memory. Process execution. Interrupt handlers, BIOS and DOS functions. Device drivers and Resident Utilities: Data structures used in operating system design. Disk Storage Organisation:. Introduction to Microsoft Windows XP. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Recall and describe the components and services provided by a single task operating system. + + +2. Describe and illustrate how memory management and memory addressing is performed in a single task operating system. + + +3. Identify and describe the data structures used in single task operating system design. + + +4. Recall and explain how files are organised and tracked on a FAT disk partition. + + +5. Describe and demonstrate with regards to TSR program design the operation and use of hardware interrupts 8 (clock) and 9 (keyboard). + + +6. Design, implement and demonstrate a working operating system component for a single task operating system such as a device driver, TSR or disk utility. + + +Affective (Attitudes and Values) + + +- + + +Psychomotor (Physical Skills) + + +- + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum, A.S. (2001) Modern Operating Systems. 2nd Edition., Prentice Hall +Davis and Rajkumar (2001) Operating Systems: A systematic view. 5th Edition., Addison Wesley. + + +Other Texts: +Nutt, G., (2004) Operating Systems. 3rd Edition., Addison Wesley. +Deitel, Deitel and Choffnes (2004) Operating Systems. 3rd Edition., Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Thomas.Newe@ul.ie +________________ + + + + +Module Code - Title: +CE4205 - MICROCOMPUTER SYSTEMS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is designed for 'transferee students'. Students must be capable of writing programs at assembly language level for some modern computer or microprocessor. + + +The main purpose is to: + + +1. Teach 8086 assembly language programming. + + +2. To introduce operating system design and implementation concepts based on a complete single-user, disk based operating system. MS-DOS and Microsoft Windows will be the example operating systems. + + +Syllabus: +8086 assembly language programming. 8086 architecture, standard PC components, instruction set, linking, debugging. Operating system introduction. MS-DOS memory organisation. Interrupt handlers. Process execution, device drivers, disk storage organisation. Introduction to Microsoft Windows OS . + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Students will be able to define the 8086 architecture and recognise the importance of each system + + +2. Students will be able to define the key concepts in an Operating System + + +3. Students will be able to name and discuss various Operating Systems + + +4. Students will be able to explain the concepts of Disk Storage Organisation + + +Affective (Attitudes and Values) + + +No learning outcomes of this type in the module. + + +Psychomotor (Physical Skills) + + +5. Students will be able to demonstrate skills in 8086 assembly language by designing and testing code + + +6. Students will be able to analyse and assess modern embedded system devices + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on the standard academic term structure, with 2 lecture hours and 2 laboratory hours per week. The module contains a significant software project which is worth a substantial portion of the module assessment (with the remaining amount assigned to the end of module written examination). + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The module lecturer (Dr Derek O'Keeffe) is an active researcher in the area of embedded systems engineering. As such, the examples and projects are based on current industry needs and the types of embedded systems encountered in practice. + + +Prime Texts: +Barry B. Brey (2006) INTEL Microprocessors 8086/8088, 80186/80188, 80286, 80386, 80486, Pentium, Prentium ProProcessor, Pentium II, III, 4, Prentice Hall + + +Other Texts: +Kip Irvine (2007) Assembly Language for Intel-Based Computers, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Richard.Conway@ul.ie +________________ + + + + +Module Code - Title: +CE4206 - OPERATING SYSTEMS 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4204 + + +Rationale and Purpose of the Module: +Study of multitasking operating systems. Study will be confined to single processor systems. A Unix or WIN-32 operating system will be selected as the prime example operating system. The module lab work will teach the student to develop concurrent program solutions. The module includes: concurrency, states, queues, scheduling. Process inter-communication. Memory management. File systems to support multitasking, File sharing, file protection, performance issues. Conditions for deadlock and solutions. I/O devices and device drivers. File security and protection. + + +Syllabus: +1) Processes: Concurrency, states, queues, scheduling. 2) Process Communication: Mutual exclusion, race conditions, busy-waiting solutions, Test/Set locks, semaphores, monitors, simple message passing, pipes, classical problems. 3) Memory Management: Swapping, virtual memory, paging, segmentation, performance and protection issues. 4) File systems to support multitasking: File sharing, file protection, performance issues. The UNIX i-node system. 5) Deadlock: Conditions for deadlock and solutions. 6)Input/Output: I/O Devices for multitasking environments, need for design of re-entrant drivers. 7) Computer Security and Protection: User authentication; protection matrix; ACL; capabilities. 8) Case Study: The UNIX Operating System: Origins; Standards; Shells; Utilities; Process Management; Memory Management; File Management; Programming in the Unix environment (Or, equivalent study based on a WIN-32 operating system.) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +- Be able to define the underlying concepts for computer operating system design. +- Be able to identify concurrency problems in software examples and describe how they can be fixed using appropriate synchronisation mechanisms. +-Compare the features of two separate operating systems (Unix and WIN-32) by identifying the underlying architectural and conceptual differences. so that they can compare and relate to the underlying concepts. +-Describe the key concepts and requirements for a memory management system, including virtual memory, partitioning, paging, protection and performance. +-Analyse problems that can be solved with understanding of API/libraries in an operating system context. Given a specific programming problem show, without reference to a resource, how operating system APIÆs and libraries can be used to reduce the amount of code that has to be written to solve the problem. +- Develop a simple I/O device driver, know the individual steps necessary to copy the contents of a memory buffer to a physical block on a hard disk, as a formal driver. + + + + +Affective (Attitudes and Values) + + +NA + + +Psychomotor (Physical Skills) + + +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Formal lectures, laboratory based assignments and projects, laboratory based tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +A. Silberschatz (2005) Operating System Concepts, Wiley + + +Other Texts: +W. Stallings (2008) Operating Systems: Internals and Design Principles, Prentice Hall +A. Tanenbaum (2007) Modern Operating Systems, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +CE4208 - DISTRIBUTED SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 3 + 3 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4607 +CE4206 + + +Rationale and Purpose of the Module: +This module is designed to provide students with a framework for comparing emerging distributed systems, as well as an understanding of the algorithms necessary to support a distributed system. Computing models and data communications will be studied, as well as software development issues relating to the development of distributed applications. + + +Syllabus: +To introduces application design principles and techniques using available web-based technologies. (e.g SOAP, Microsoft.NET, Java Services). Reliability and security issues of distributed applications are addressed. Use of cookies and the covert use of applications to provide a community-wide service. + + +Characterization of Distributed Systems. Tools and technologies used to develop distributed applications. Mechanisms to secure applications from malicious attacks and errant processes. Component based software development (e.g. CORBA, JavaBeans). Service portability via virtual servers. Replication and Fault Tolerance. Study of evolving Web services. The role of the hidden internet for intelligence gathering. Remotely hosted application environments. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +ûDesign at a high level a distributed application that meets given performance, security and reliability criteria +ûCritically review existing web service frameworks (e.g SOAP, Microsift.Net) +ûIdentify potential threats to a company implementing a distributed application- based on web services +ûDevelop a list of design requirements for a distributed application to ensure that a companyÆs assets are protected. +-Show an understanding of the capabilities of the various web service technologies that are available commercially or provided by the research community. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A., & van Steen M (2007) Distributed Systems ¿ Principles and Design 2e, Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +CE4317 - INTRODUCTION TO DATA ENGINEERING AND MACHINE LEARNING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 2 + 2 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give undergraduate students an insight and grounding into information/data engineering and machine learning. +The module will cover mathematical and coding skills essential to developing machine learning applications in Python and will provide an introduction to some advanced machine learning topics such as modern machine learning platforms, data visualisation, and deep learning. + + +Syllabus: +Students undertaking this module will undertake learning in: a programming language (e.g. Python) for machine learning; numeric support in typical scientific scripting (e.g., Numpy/Scipy); graphics and Scientific Visualization: Using scripting languages to build scientific visualizations (Matplotlib); fundamentals and basic concepts of machine learning algorithms (Perceptron, Logistic Regression, Support Vector Machines, Multi-Layer Perceptron); programming basics for machine learning (Scikitlearn, Pandas); and, applications of machine learning (e.g., netwrok intrusion detection, etc) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will be able to: +1. Solve a simple machine learning problem. +2. Demonstrate an understanding, select and apply appropriate machine learning approaches from those presented in the module. +3. Demonstrate an understanding, select and apply suitable data visualisation techniques. +4. Demonstrate an understanding, select and apply suitable machine learning algorithms to investigate and identify trends in data. + + +Affective (Attitudes and Values) + + +On successful completion of this module students will be able to: +1. Demonstrate an understanding of potential biases potential biases in given datasets +2. Following exposure to various frameworks and hosted platforms, the student will be able to judge and challenge the limitations of current machine learning techniques. +3. Demonstrate an understanding that there is no single machine learner that is best in all cases (the so-called 'No Free Lunch Theorem'). + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach with online aspects as well as face-to-face laboratory interaction. The content is divided into two-week activities with a submission at the end of every two-week window. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sebastian Raschka & Vahid Mirhjalili (2017) Python Machine Learning: Machine Learning and Deep Learning with Python, scikit-learn, and TensorFlow, 2nd Edition, Packt Publishing +Andreas C. Müller and Sarah Guido (2016) Introduction to Machine Learning with Python: A Guide for Data Scientists, O'Reilly +Erwin Kreyszig (2006) ADVANCED ENGINEERING MATHEMATICS, Wiley + + +Other Texts: +Brian K. Jones and David M. Beazley (2011) Python Cookbook: Recipes for Mastering Python 3, O'Reilly + + +Programmes +BSCSIFUFA - CYBER SECURITY AND IT FORENSICS + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +CE4518 - COMPUTER ARCHITECTURE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4517 + + +Rationale and Purpose of the Module: +To provide a grounding in the analytic study of computer architecture and an introduction to various architectural styles, e.g., CISC, RISC, and variousnon-von Neumann architectures. + + + + + + +Syllabus: +Review of Von-Neumann architecture: Brief discussion of evolution in processor design from 1940's to today. Computer classifications. Flynn's taxonomy: SISD, SIMD, MIMD. +Computer performance measurement: Execution time and clock cycles per instruction (CPI). MIPs, MFLOPs. Benchmarks: Dhrystone, Whetstone. Kernels: Livermore loops, Linpack, SPECmarks. +Floating point arithmetic: IEEE 754. Addition. Rounding. Denormalised numbers. Multiplication. Iterative division. Precision. +Instruction set design and architecture: Classification. Register machines. Addressing modes. The role of high-level languages and compilers in determining instruction set architecture, "semantic gap", "high-level language architecture", CISC and RISC architectures. +Processor implementation techniques: Datapath. Execution steps. Control: hardwired, microcoded. Handling exceptions. +Pipelining: Hazards in pipelines. CISC and RISC pipelines. Multicycle pipelines (superpipelining). Dynamic scheduling. Scoreboarding. Tomasulo's algorithm. Instruction level parallelism. Superscalar architecture. VLIW. Software pipelining and trace scheduling. +Memory hierarchy design: Register windows. Caches: strategies, replacement policies, block size. Main memory: width, interleaving. Virtual memory: page tables, translation lookaside buffers. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Evaluate the impact on CPU performance of instruction set design +2. Evaluate the merits and demerits of various computer performance benchmarks +3. Evaluate the performance characteristics of computer arithmetic algorithms +4. Analyse and compare the performance of various caching algorithms +5. Describe the structure of pipelined and superscalar CPU microarchitectures + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Tutorials/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hennessy, J.L. & Patterson, D.A. (2007) Computer Architecture: A Quantitative Approach, 4th ed., Elsevier +Patterson, D.A. & Hennessy, J.L. (2005) Computer Organization & Design, 3rd ed., Elsevier + + +Other Texts: +Fisher, J.A. Faraboschi, P. & Young C. (2005) Embedded Computing: A VLIW Approach to ARchitecture, Compilers & Tools, Elsevier +Shen, J.P. & Lipasti, M.H. (2005) Modern Processor Design: Fundamentals of Superscalar Processors, McGraw-Hill +Ercegovac, M.D. & Lang, T. (2004) Digital Arithmetic, Elsevier +Stines, J.E. (2004) Digital Computer Arithmetic Datapath Design Using Verilog HDL, Kluwer +Lee, S. & Sjoholm, S. (2003) Design of Computers and Other Complex Digital Devices with VHDL for Designers, Prentice Hall +Koren, I. (2002) Computer Arithmetic Algorithms, 2nd ed., A K Peters Ltd +Shriver, B. & Smith, B. (1998) The Anatomy of a High-Performance Microprocessor, IEEE Computer Society Press + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +CE4607 - COMPUTER NETWORKS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4616 + + +Rationale and Purpose of the Module: +This module provides a unified view of the field of computer communications and networks. The module seeks to integrate a number of topics introduced in earlier parts of the course and addresses the analysis, design and performance evaluation of data communication systems. The module covers communications within and between computer systems, and communications protocols and standards. + + +Syllabus: +* [Introduction to Data and Computer Communications] Communications tasks; Protocol elements, characteristics, and functions; Protocol architectures; Reference communications models overview: OSI vs. TCP/IP (layersÆ description and functions, PDU encapsulation). +* [Physical Transmission] Transmission modes (simplex, half duplex, full duplex) and transmission types (baseband, broadband); Analogue and digital signals; Transmission impairments (attenuation, delay distortion, noise); Channel capacity; Data encoding and modulation; Physical interfacing; Asynchronous & synchronous transmission; Transmission media; Multiplexing techniques (FDM, TDM, WDM). +* [Link-by-Link Communication] Line disciplines (ENQ/ACK, poll/select); Framing; Frame synchronization & data transparency, Flow control; Error control; Addressing; Link management; Protocol examples (character-oriented, byte-count, bit-oriented). +* [Network Services] Switching (circuit-, message-, packet switching); Addressing (classful vs. classless IP addressing); NAT operation (static and dynamic); IP subnetting and supernetting; Routing (concepts and principles; routing algorithms û flooding, static, dynamic; central and distributed control; distance vector vs. link state routing; hierarchical routing; routing protocols examples: interior vs. exterior); Congestion control; QoS provision; IP protocol: main functions and operation (IPv4 vs. IPv6); Mobile IP; Address resolution with ARP and RARP; Internet multicasting (MBone operation) and group management (IGMP protocol); Control and assistance mechanisms (ICMP protocol: v4 vs. v6). Modular design of protocols. +* [Transport Services] Overview (connection-oriented vs. connectionless; segmentation and re-assembly; end-to-end delivery, flow control & buffering; crash recovery); Unreliable datagram transport with UDP; Real-time transport with RTP and RTCP; Reliable connection-oriented transport with TCP and SCTP; Wireless TCP; Modular design of protocols. +* [End-to-End Communication] Session management (SIP and SDP protocols); Data presentation (ASN.1 and NVT); Client-server communication model; Domain Name System (DNS); TCP/IP configuration: static (BOOTP protocol) vs. dynamic (DHCP protocol); Terminal networking with Telnet; File transfer with FTP and TFTP; E-mail service (SMTP, POP, IMAP protocols); Browsing with HTTP; Network management with SNMP. +* [Practical Implementation] Building and testing different types of patch cables; Serial interface configuration; Device configuration: IOS software, managing configuration files, updating software; Router configuration: initialisation, commands and modes of operation; Routing protocolsÆ configuration, operation and evaluation: RIP, IGRP etc.; Network configuration: testing established connectivity and routes. Analysing and interpreting IP addresses and subnets; Scaling the IP address space: CIDR, private addressing, secondary IP addressing, MTU and fragmentation; NAT configuration; TCP/IP protocols configuration and operation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Locate, analyse and assess different elements of communication protocols used in computer networks. + + +2. Differentiate between different communication services and identify suitable ones for use in computer networks. + + +3. Given requirements for computer network, find correct solutions for internetworking / interoperability, including subnetting and supernetting, verification of addresses, and traffic filtering. + + +4. Given a computer (inter)network topology, identify problems that a routing algorithm may encounter, describe techniques to reduce these problems, construct correct routing tables (find optimal path between any two end points) without reference to a source. + + +5. Given requirements for performance and reliability of computer network, define, categorise, discuss and employ different techniques for error control, flow control, QoS control, and congestion control. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +1. Load with software and configure layer 2 & 3 networking devices, i.e. switches and routers. + + +2. Understand how to configure, connect, and troubleshoot IP networks. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A.S. (2003) Computer Networks, 4th ed., Prentice Hall +Stallings, W. (2007) Data and Computer Communications, 8th ed., Prentice Hall + + +Other Texts: +Forouzan B.A. (2005) TCP/IP Protocol Suit, 2nd updated ed., McGraw-Hill +Forouzan B.A. (2007) Data Communications and Networking, 4th ed., McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +CE4701 - COMPUTER SOFTWARE 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 6 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduce students to a high level object-oriented programming language and its software development environment + + +Syllabus: +The focus of this module is to introduce a modern high level object-oriented programming language to enable the student to develop the programming skills necessary to write simple but useful applications. The following topics will be covered: + + +Introduction to software development. +Short comparative study of different programming languages. +Simple program design techniques e.g. flowcharts. +Basic data types, control statements, methods, scope. +Relationship between the program, the run time environment and the operating system. +Introduction to programming language documentation. +Introduction to Class Libraries. +Interactive Development Environments. +Introduction and demonstration of a low level graphics toolkit. +Basic test practices and test case definition. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Given a problem definition, formulate an algorithm to provide a solution. +2. Describe an algorithm using pseudocode. +3. Code a program solution using structured programming constructs. +4. Test and debug a program +5. Apply top-down design and modular design to a problem and employ this structure in a program. + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and individual software assignments + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: + + +Other Texts: +Deitel P. & Deitel H. (2017) Java-How to Program, Early Objects, 11e (8e+ will suffice), Pearson +Liang, Y. D. (2020) Introduction to Java Programming, Pearson +Savitch W. (2018) Java: An Introduction to Problem Solving and Programming, Pearson +Malik D. S & Nair P. S. (2012) Java Programming: From Problem Analysis to Program Design, Thomson + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +John.Nelson@ul.ie +________________ + + + + +Module Code - Title: +CE4702 - COMPUTER SOFTWARE 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 6 + 0 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4701 + + +Rationale and Purpose of the Module: +Further the students knowledge of a modern object oriented programming language with particular emphasis on classes, objects and Graphical User Interfaces. +Understand the concepts of inheritance and polymorphism. +Develop the ability to produce moderately complex event driven programs with user interfaces developed using a graphical toolbox. + + + + +Syllabus: +The following topics will be covered: +In depth study of the object oriented principles, abstraction, inheritance and polymorphism. +Abstract data types including interfaces, abstract classes. +Input and output including files and streams. +Introduction to the use of regular expressions to manipulate text files +Introduction to algorithms - efficiency, simple analysis and comparison +Error handling techniques +Binary trees +Recursion +Graphical user interfaces and development of event driven applications +Unique global class naming and creation of class libraries +Code documentation and code reviews +Use case analysis + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Decompose a problem into a set of classes, using the concepts of inheritance and polymorphism +2. Construct code, using existing class libraries, to implement specific programming problems +3. Demonstrate the use of regular expressions, error handling techniques and recursion. +4. Implement programs that manage dynamic data structures. +5. Implement applications with graphical user interfaces to accept dynamic data and modify the gui in response to an input +6. Demonstrate the use of software structuring techniques including use case analysis, code documentation and code reviews + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and software development projects + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: +Dietel and Dietel (2020) Java - How to Program, Early Objects, 11e editions (8e+ suffices), Pearson +Liang, Y. D. () Introduction to Java Programming, Pearson +Savitch W. () Java: An Introduction to Problem Solving and Programming, Pearson +Malik DS and Nair PS () Java Programming, From Problem Analysis to Program Design, Thomson + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +John.Nelson@ul.ie +________________ + + + + +Module Code - Title: +CE4703 - COMPUTER SOFTWARE 3 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 6 + 0 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4702 + + +Rationale and Purpose of the Module: +To introduce the student to algorithms and dynamic data structures (e.g. queue, trees, and dynamic arrays). +Introduce software engineering practices, Flow diagrams and class diagrams. +Use good software practice to develop a significant application + + + + +Syllabus: +The following will be covered: +* Algorithms +* Growth of functions +* Data structures - Linked lists, Stacks, Queues and Red-Black Trees. +* Greedy Algorithms +* Hash functions and search minimisation techniques +* Class/Object unit testing +* Analysis of algorithms +* Case study/Project + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Select an appropriate algorithm for a given application and understand the impact of the growth of functions. +2. Develop sophisticated algorithms to manage large amounts of data +3. Demonstrate the use of hash functions and search minimisation techniques +4. Use sophisticated software development environments to manage large projects +5. Demonstrate an understanding of the limitations of algorithms and NP-completeness +6. Develop a application that compares two algorithms application. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and software development projects + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietel and Dietel (2007) Java - How to Program, 7th ed, Prentice hall +Cormen, T. H., Leiserson, C.E., Rivest, R. L., Stein (2001) Introduction to Algorithms 2e, MIT Press + + +Other Texts: +1 Liang, Y. D. (2007) Introduction to Java Programming 6e, Pearson +Malik DS and Nair PS (2006) Java Programming, From Problem Analysis to Program Design (2e), Thompson + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +CE4706 - SOFTWARE ENGINEERING 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +- To introduce the domain of software engineering from a programmers perspective focusing on object oriented analysis, design and programming. +- To revisit and develop existing computer software skills and competence. +- To emphasise good Software Engineering Practices +- To enhance individual and team working skills + + +Syllabus: +Introduction to Software Engineering. Software Development Paradigms.Software Evolution and Reliability. Human Factors in Software Engineering.Software Specification, System Modelling. Requirements Definition/Specification.Software Design: Modularity, Cohesion, Coupling.Function Oriented Design. Diagramming Techniques. Structured Design.Software Reviewing and Testing. Software Quality Assurance and metrics.More ADTs and algorithms. Introduction to Object Oriented Analysis/Design and Programming Programming Languages Programming Practice: Coding, Style, DocumentationThe C++ Programming Language (continued):C++ versus C, Objects and Classes, Function and Operator Overloading, Inheritance and Polymorphism, Input and Output, Memory Management, Templates. Development Environments: Debuggers, Profilers, Browsers.Individual and Team Project/Case Study. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will: +Apply basic software engineering concepts and techniques to the software development process. +Design Abstract Data Types (ADTs). Create computer programs to implement and test them using a language such as C++. +Use UML diagrams for the specification, visualization, construction and documentation of software artefacts. +Describe the stages of the software development cycle in terms of inputs, outputs, resources and design documents. +Employ a structured approach to the design and construction of a small but complete software system and its associated documentation. +Prepare software engineering technical reports to professional standards. + + +Affective (Attitudes and Values) + + +. + + +Psychomotor (Physical Skills) + + +. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs, Tutorials and Project Work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Pressman R.S. (2015) Software Engineering - A practitioners approach, 8th Ed, McGraw-Hill +Sommerville I. (2016) Software Engineering, 10th Ed, Addison Wesley +3. Deitel H.M. & P.J. Deitel (2007) C++ How to Program, Prentice Hall + + +Other Texts: +Kruchten, P (2004) The Rational Unified Process: An Introduction, Addison-Wesley +Fowler, M. (2003) UML Distilled, Addison-Wesley +Booch, Rumbaugh, Jacobson (2005) UML User Guide, Addison-Wesley +Rumbaugh, Blaha, Premerlani, Eddy, Lorensen (1991) Object-Oriented Modeling and Design, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +CE4708 - ARTIFICIAL INTELLIGENCE + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4703 + + +Rationale and Purpose of the Module: +To provide the student with a solid grounding in the theoretical and practical foundations of artificial intelligence and expert systems. + + +Syllabus: +Section (i) - Introduction to Prolog and "Logic Programming" +Rule-based systems and logic programming. The resolution principle, unification & backtracking. Recursion & iteration. Prolog representation of algorithms. Extra-logical features of Prolog. +Section (ii) - State-Space Search +Use of state-space search in A.I. programming. Representation of problems in state-space form. Prolog representation of state-spaces. Heuristics. Search strategies: depth-first, breadth-first, hill-climbing, best-first, branch & bound, Algorithm A, Algorithm A*. Admissibility, Monotonicity, Informedness. +Section (iii) - Expert Systems +The structure of an expert system. Knowledge representation. The inference engine. Inference strategies. Reasoning under uncertainty. +Section (iv) - Neural Networks +Neural models: McCulloch & Pitts, Rosenblatt. Hebbian learning. The Adaline. Multi-layer Perceptrons & Backpropagation. Associative networks. Competitive networks. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Use the resolution technique to solve problems stated in terms of predicate logic. +2. Formulate a search problem in terms of an appropriate state-space representation. +3. Apply suitable search algorithms and heuristics to problem solving. +4. Apply neural network techniques to the solution of classification problems. +5. Construct problem-solving programs in a suitable A.I. language such as Lisp or Prolog. +6. Evaluate the current state of the art in artificial intelligence research and applications. + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs/Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Relevant research papers authored by the module leader in the areas of pattern recognition and machine learning will be discussed and used as the basis of tutorial/project work. + + +Prime Texts: +Luger, G.F. (2005) Artificial Intelligence, 5th ed., Pearson/Addison-Wesley +Russell, S. & Norvig, P. (2003) Artificial Intelligence: A Modern Approach, 2nd ed., Pearson/Addison-Wesley + + +Other Texts: +Bishop, C.M. (2006) Pattern Recognition & machine Learning, Springer +Brachman, R.J. & Levesque, H.J. (2004) Knowledge Representation & Reasoning, Elsevier +Alpaydin, E. (2003) Introduction to Machine Learning, MIT Press +McKay, D. (2003) Information Theory, Inference & Learning Algorithms, Cambridge +Dechter, R. (2003) Constraint Processing, Elsevier +Negnevitsky, M. (2002) Artificial Intelligence: A Guide to Intelligent Systems, Pearson +Bratko, I. (2000) Prolog Programming for Artificial Intelligence, 3rd ed., Addison-Wesley +Nilsson, N.J. (1998) Artificial Intelligence: A New Synthesis, Morgan Kaufmann + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +CE4717 - LANGUAGE PROCESSORS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4703 + + +Rationale and Purpose of the Module: +To introduce the theory of compiler design and show its application in a simple compiler. An important part of the module is the implementation of a compiler for a simple, Pascal-like, language. + + +Syllabus: +Compiler structure: Definition of terms. Source, object and executable files. Symbols, definition and resolution. Phases of a compiler and their functions. Single and multi-pass compilation. Cross-compilation, interpreters and pseudo-machines. +Grammars: Mathematical grammars for language definition. BNF and EBNF notations. Parse trees. Properties of grammars. The Chomsky hierarchy. Syntax diagrams. Restrictions on grammars. +Parsing: Top-down parsing. Lookahead. Recursive descent. LL(l) grammars. First, follow and predict sets. +Syntactic error detection and recovery for recursive descent parsers. +Semantic processing: The symbol table. Handling semantic errors. +Code generation for a simple stack machine: Translation of expressions to reverse-Polish form. Procedure calls and block structure. Static and dynamic scope. Storage management for modern languages. +Scanning: Regular expressions. State machine implementation. Nondeterministic automata and translation to deterministic automata. The use of a scanner generator such as LEX. +Table-driven parsing techniques: +LL(l) table-driven parsers. Shift-reduce parsers. LR parsing. The LR(0) Characteristic Finite State Machine. LR(l). SLR. LALR(l). The use of a parser generator such as yacc. +Code generation for register architectures. Introduction to code optimisation techniques. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the structure, phases, major data structures and algorithms of a compiler. +2. Given a formal EBNF grammar for a computer language, construct a parser program for that language. +3. Given examples of syntactic structures, design appropriate formal grammar constructs describing them. +4. Analyse a grammar in terms of the LL(1), LR(0), SLR &LALR(1) criteria. +5. Create (by hand) scanning and parsing automata for simple grammars. +6. Use scanner and parser synthesis tools such as lex and yacc. +7. Construct a compiler for a simple computer language. + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Terry, P. (2005) Compiling with C# and Java, Pearson +Appel, A.W. (2002) Modern Compiler Implementation in Java, Cambridge + + +Other Texts: +Aho, A.V., Lam, M.S., Sethi, R. & Ullman, J.D. (2007) Compilers: Principles, Techniques, & Tools, 2nd ed., Pearson +Parr, T. (2007) The Definitive ANTLR Reference, Pragmatic Bookshelf +Cooper, K.D. & L. Torczon (2004) Engineering a Compiler, Morgan Kaufmann +Grune, D., H.E. Bal, C.J.H. Jacobs & K.G. Langendoen (2001) Modern Compiler Design, Wiley +Waite, W.M. & L.R. Carter (1993) An Introduction to Compiler Construction, Harper Collins +Holub, A.I. (1990) Compiler Design in C, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +CE4817 - DIGITAL SIGNAL PROCESSING 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4816 + + +Rationale and Purpose of the Module: +This module provides practical coverage of the fundamentals of digital signal processing, with emphasis on the following key topics: the discrete Fourier transform, the z-transform and digital filter design. + + +Syllabus: +TRANSFORMS: Review of the Fourier transform, its properties and the more general Laplace transform. Sampling and Railings leading to the z-transform for discrete signals. The DFT and its relationship to these transforms. +SYSTEMS: Difference equations and the z-transform. Recursive and non-recursive systems and their z-plane descriptions. Examples: averaging filter, integrator, differentiator. Important properties; linear phase systems, all pass systems. +SIGNAL WINDOWING: Choice of windows for reduced spectral leakage. The DFT as a signal analyser. Windowing in the DFT context. Padding with zeros to reduce picket-fence effect. +NON-RECURSIVE FILTERS: Design by windowing methods. Sample design. +RECURSIVE FILTERS: Design based on analogue prototypes. Bi-linear mapping approach and Impulse-invariant approach, their areas of suitability. Case studies. +FILTER TRANSFORMATION: Transformations for BP and HP filters. Analogue and digital approaches. +NOISE: Overview of noise issues and the correlation method. +RATE CONVERSION: Introduction to up-sampling and down-sampling.SIGMA-DELTA methods in A/D and D/A conversion. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +* Examine the various components of a typical DSP system and identify factors that influence their functionality, specifications and choice +* Demonstrate how digital signal and data are represented in time and frequency domains, and deal with related qunatisation issues +* Recognise, predict and quantify sources and levels of noise in DSP systems, and devise means to reduce noise effect +* Apply the FFT and a choice of tapered windows to monitor and analyse signals correctly while minimising errors due to leakage and with due compensation for tapered window properties +* Carry out various numerical computations related to implementation and analysis of key DSP operations, such as convolution and domain transformation +* Recognise how key DSP algorithms are implemented for real-time applications and evaluate the effects of qunatisation and finite-word length + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +* Examine the behaviour of linear time-invariant systems as frequency selective-filters using convolution and FFT-based techniques +* Design and model FIR and IIR digital filters to meet a given frequency response specification using the Window and Biline + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered via 2 lecture hours and 2 laboratory hours per week over 12 teaching weeks. Assessment is based 30% coursework and 70% final exam. Coursework comprises 3 lab-based assignments (20%) whereby students work in groups on a number of problems related to linear filtering of different types of signals, such as images and speech, and a mid-term test (10%). The main focus of the mid-tern test is on analysis and design problems and associated numerical computation. The lab assignments are designed to assess how the students select an approach, formulate an algorithm and implement it, using Matlab environment. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ifeachor, E. C. and Jervis, B. W (2002) Digital Signal Processing: A Practical Approach, 2/E, Prentice Hall, Essex, UK. +Diniz, P. S. R., de Silva, E. A. B. and Netto, S. (2006) Digital Signal Processing: System Analysis and Design, Cambridge University Press, Cambridge, UK. + + +Other Texts: +Mitra, S. K. (2006) Digital Signal Processing: A Computer Based Approach, 3/E, McGraw-Hill, Boston, Massachusetts. +McClellan, J. H., Schafer, R. W. and Yoder, M. A. (2003) Signal Processing First, Pearson Education - Prentice Hall, NJ. + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +CE5001 - INTRODUCTION TO VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will introduce students to the principles of Machine & Computer Vision. Key topics such as linear image processing, feature detection and basic object detection are introduced. Practical examples of these techniques are included in the laboratories for this module to increase student engagement with this material. + + +Syllabus: +1. Introduction to Machine/Computer Vision. + Image formation, camera basics, computer representation of images. + Linear Image processing, morphology operations & basic edge detection. + Canny Edge Detection and Hough Transform. + Clustering and Image Segmentation (K-means, Watershed & Mean shift Algorithms). + Case studies of Automated Inspection with Machine Vision. +2. Feature Detection, Descriptors and applications. + Corner Detection (Harris Algorithm) + Laplacian of Gaussian and blob detectors. + Feature Descriptors (SIFT & binary descriptors) + Feature Matching with Descriptors. +3. Basics of Machine Learning for vision. + Machine Learning Introduction (Types of Classifiers SVM, CNN) + Principle Component Analysis and Eigenfaces & Fisher faces. +4. Classical Methods of Object Detection. + Sliding window based Viola Jones & Histogram of Orientated Gradients algorithms. + Bag of Features for image classification and retrieval. +5. Introduction to use of Deep Learning in Machine & Computer Vision. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of basic image processing, morphology operations and edge detection algorithms. +2. Demonstrate an understanding of the reasons for feature detection, basic detector algorithms and the application of these detectors. +3. Demonstrate an understanding of basic principles of machine learning and it's application to machine vision. +4. Apply sliding window based object detection algorithms to different tasks. +5. Be aware of the application of Deep learning to key problems in machine vision. +6. Be able to effectively use python packages (OpenCV and SKLearn) for machine vision. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Formulate approaches utilising computer vision techniques to industrial machine vision problems. +2. Contribute meaningfully to engineering team project development on machine vision systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered to part-time students in a completely online learning format, with online pre-recorded video lectures and live interactive Q+A tutorials. The students also complete a series of coding exercises in their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +D. A. Forsyth and J. Ponce (2011) Computer Vision: A Modern Approach (2nd Edition), Prentice Hall, +R. Szeliski (2021) Computer Vision: Algorithms & Applications 2nd ed., Springer + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.grua@ul.ie +________________ + + + + +Module Code - Title: +CE5002 - GEOMETRIC COMPUTER VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Humans perceive a lot of information about the three-dimensional structure in their environment by moving around it. When the observer moves, objects around them move different amounts depending on their distance from the observer. This is known as motion parallax, and from this depth information can be used to generate an accurate 3D representation of the world around them. + + +In computer vision, we replicate this through geometric processing. Geometry is used to describe the structure and shape of the environment in which a camera is located. Geometric computer vision is, therefore, the process of determining the structure of the environment, and the position and orientation of the camera, and how the camera moves, with respect to the environment, through the analysis of camera image streams. It is commonly used in mobile robotics, vehicle autonomy and augmented reality. + + +The module builds upon the machine vision modules already taught in the ECE department and complements the modules that teach semantic reasoning through machine learning. This module will be offered on the newly proposed part-time PPD in Computer Vision Systems (ID: 1681). In future, the module will be offered on a Part MEng in Intelligent Visual System and a Part MEng in Cognitive Robotics. + + +Syllabus: +• Recap of Linear Algebra: Projective Geometry and Homogenous Coordinates +• Feature/point Correspondences +• Camera models and image formation +• Applications of Multiple View Geometry - Automotive, Drone Flight, etc. +• Epipolar Geometry and the Essential Matrix +• Visual Odometry - Estimation and Properties of the Essential Matrix, 8-point algorithm, RANSAC +• 3D Reconstruction of the scene - Midpoint, Direct Linear, "Optimal" +• The uncalibrated camera case: Fundamental Matrix - generalization of the essential matrix, Euclidian/Metric/Affine/Projective reconstruction +• Visual Simultaneous Localisation and Mapping +• Introduction to optimisation algorithms, e.g. Levenberg Marquardt +• Bundle Adjustment - multiple rays, multiple camera positions, builds from multiple view geometry +• Windowed bundle adjustment, global bundle adjustment +• Loop Closure - Bag of Words +• Stereo Vision + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of the fundamentals of camera projections and multiple view geometry +2. Demonstrate an understanding of visual simultaneous localization and mapping in applications such as mobile autonomous robotics +3. Critically evaluate different approaches in geometric computer vision for the task at hand +4. Demonstrate an understanding of the main areas in which geometric computer vision plays an important role + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Differentiate from various design techniques that could be used and be able to justify an appropriate technique from geometric computer vision +2. Practice an objective approach to the selection of geometric computer vision methodologies to solve specific problems. +3. Effect a design of a geometric computer vision system to solve problems in robotics and vehicle autonomy +4. Contribute meaningfully to an engineering team project development on geometric computer vision systems + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered to part-time students in a completely online learning format, with online pre-recorded video lectures and live interactive Q+A tutorials. The students also complete a series of coding exercises in their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Richard Szeliski (2011) Computer Vision: Algorithms and Applications, Springer +Jana Košecká, Yi Ma, Stefano Soatto, S. Shankar Sastry (2003) An Invitation to 3D Vision, Springer + + +Other Texts: +Richard Hartley, Andrew Zisserman (2003) Multiple View Geometry in Computer Vision, Cambridge + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +CE5011 - MACHINE VISION & IMAGE PROCESSING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will introduce students to the principles of Machine Vision & Image Processing. Key topics such as linear image processing, feature detection and basic object detection are introduced. +Practical examples of these techniques are included in the laboratories for this module to increase student engagement with this material. This module acts as a precursor to advanced vision modules which require a good understanding of these key principles. + + +Syllabus: +1. Introduction to Machine/Computer Vision. +Image formation, camera basics, computer representation of images. +Linear Image processing, morphology operations & basic edge detection. +Canny Edge Detection and Hough Transform. +Clustering and Image Segmentation (K-means, Watershed & Mean shift Algorithms). +Case studies of Automated Inspection with Machine Vision. +2. Feature Detection, Descriptors and applications. +Corner Detection (Harris Algorithm) +Laplacian of Gaussian and blob detectors. +Feature Descriptors (SIFT & binary descriptors) +Feature Matching with Descriptors. +3. Basics of Machine Learning for vision. +Machine Learning Introduction (Types of Classifiers SVM, CNN) +Principle Component Analysis and Eigenfaces & Fisher faces. +Classical Methods of Object Detection. +Sliding window based Viola Jones & Histogram of Orientated Gradients algorithms. +Bag of Features for image classification and retrieval. +4. Introduction to use of Deep Learning in Machine & Computer Vision + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of basic image processing, morphology operations and edge +detection algorithms. +2. Understand reasons for feature detection, basic detector algorithms and the application of +these detectors. +3. Understand basic principles of machine learning and it's application to machine vision. +4. Apply sliding window based object detection algorithms to different tasks. +5. Be aware of the application of Deep learning to key problems in machine vision. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Determine how to apply computer vision techniques to a machine vision problem. +2. Be able to effectively use python packages (OpenCV and SKLearn) for machine vision. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a online learning format, with online pre-recorded video lectures and interactive Q+A tutorials. The students will also complete a series of coding exercises either in in their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +D.A. Forsyth, J. Ponce (2011) Computer Vision: A Modern Approach (2nd Edition),, Prentice +Hall +R. Szeliski (2010) Computer Vision: Algorithms & Applications 2nd ed., https://szeliski.org/Book/ + + +Other Texts: + + +Programmes +PDCVSYTPA - Computer Vision Systems + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.grua@ul.ie +________________ + + + + +Module Code - Title: +CE5012 - INTELLIGENT VISUAL COMPUTING & APPLICATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will focus on the use of state-of-the art Deep Learning techniques in specific Machine/Computer vision applications. This model follows on from previous Machine Vision and Geometric Computer Vision modules where students have previously studied traditional machine/computer vision methods and have also been introduced to the standard deep learning vision applications (classification, object detection and semantic segmentation). This model enables students to obtain broader understanding of practical applications of deep learning techniques in vision, through a series of lectures, student engagement activities and completion of coding tasks. + + +Syllabus: +Section 1: State of the art computer vision: + Facial Detection & Deep Metric Learning approach to Facial Recognition. + Generative models for vision. (Image cleaning/reconstruction, synthetic data + generation.) + Capsule & Transformer networks. +Section 2: Application of Reinforcement Learning to Vision. + Use of Reinforcement learning in object detection & grasping. + Future directions of Deep Reinforcement Learning in Vision & Sensing. +Section 3: 3D Visual Processing. + Depth Estimation and Visual Odometry with Deep Learning. + Deep learning for 3D classification (Point clouds). + Visual Simultaneous Localisation and Mapping. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of state of the art techniques in key computer vision tasks, such as Facial detection & recognition. +2. Demonstrate an understanding of the principles of reinforcement learning and it's application to machine vision tasks. +3. Demonstrate an understanding of the use of deep learning in 3D vision processing and applications. +4. Be able to effectively code high level deep learning algorithms for vision applications using Tensorflow. +5. Determine if a Deep learning solution can be appropriately applied to a machine vision problem. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Contribute meaningfully to engineering team project development with Deep Learning based Vision Systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered to part-time students in a completely online learning format, with online pre-recorded video lectures and live interactive Q+A tutorials. The students also complete a series of coding exercises in their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +R. Sutton and A. Barto (2018) Reinforcement Learning: An Introduction (second edition), MIT Press +Russell, Stuart J., and Peter Norvig (2016) Artificial intelligence: a modern approach, Pearson Education Limited, 2016 + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +CE5021 - DEEP LEARNING FOR COMPUTER VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Deep learning has become the dominant approach to designing solutions for many common computer vision tasks. In this module the application of deep learning to the key computer vision tasks of image classification, object detection, semantic segmentation and facial recognition is discussed in detail. Fundamental concepts in the design and structure of deep neural networks will also be discussed, so students gain a full understanding of how to design and build networks for their own applications. + + +Syllabus: +Introduction to Deep Learning +Convolution Neural Networks (Padding, Pooling, Receptive Field, Convolution with multiple kernels) +Image Classification with Deep CNNs (AlexNet, VGG, GoogLeNet) +Advanced Networks for Image Classification (ResNets, SE-Net, DenseNet) +Training Deep Networks with Keras/Tensorflow/Pytorch +Visualising Neural Networks +Transfer Learning & Applications +Region Proposals +Networks for Object detection (RCNN & Derivatives) +Single Stage Object detection (Yolo, SSD) +Semantic Segmentation (Full Convolutional Networks, Transpose Convolution, DeepLab) +Introduction to Facial Recognition +Metric learning for facial recognition with DNNs. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Demonstrate an understanding of a deep learning approach compared to classical approaches to image classification and object detection. +Demonstrate an understanding of recent advances in neural networks for image classification, object detection, semantic segmentation, and other tasks +Demonstrate an understanding of the application of transfer learning to developing deep learning based systems for object detection, semantic segmentation and facial recognition. +Demonstrate an ability to design and implement neural networks for computer vision tasks using the Tensorflow Keras or Pytorch APIs. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Given a computer vision problem, identify and defend an appropriate technique to tackle it. +Contribute meaningfully to an engineering team project development on deep learning based computer vision systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in an online and/or blended learning format, with online pre-recorded video lectures and interactive Q+A tutorials. The students will also complete a series of coding exercises either in a supervised lab setting (Full time cohort) or in their own time with online moderator support (Part Time cohort). + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Russell, Stuart J. and P. Norvig (2016) Artificial Intelligence: a modern approach, Pearson Education Limited, 2016 + + +Other Texts: + + +Programmes +PDCVSYTPA - Computer Vision Systems + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +CE5022 - LOG FILES AND EVENT ANALYSIS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Log files contain valuable information for infrastructure management as most malicious exploits and intrusions leave their fingerprints all over log files and system performance issues can be identified from analyzing specific log data. In this module, the learner will evaluate log files and learn tools to extract associated valuable data for detecting cyber threats and system performance issues. +This module was developed under the CyberSkills HCI Pillar 3 Project. Please refer to the consortium agreement for ownership. + + +Syllabus: +• Log Files +o What are log files and what data do they contain? Types of log files. What type of information regarding the wellbeing and efficiency of the system do they contain? Log data transmission and collection. What collects log data (OS, applications, etc.) Extracting diagnostic data and capabilities from log data. Linux Log files and diagnostic data (grep), Application log files, Windows log files (event viewer), MAC log files (Console), Android log files (Android Studio), firewall logs (e.g. Windows Defender Firewall with Advanced Security). Reading log files using text editors and advanced read log software. Log formats. Log Security (access, data recording, configuration, etc.) + + +• Log File Access and Analysis +o Log File Access and Analysis Log file analysis - why is it important? Log file analysis use cases. Log file analysis best practices and tools- prioritization, filtering, criticality determination, the need for context and unclear messages. How do log files specify changes that have occurred? How are incident causes extracted from log files? How to log data points out red flags in systems: unusual behaviour, unauthorized access, extreme traffic, suspicious changes, etc. How to extract useful information and how to search log data by implementing regex and grep tools. +o Detect corruption of log files. + + +• Log Management Systems +o What is a log management system and how does it fit into the overall security architecture (Defense in Depth). Parameters of a complete log management system: Collection, Storage, Search, Correlation and Output. Why is log management important? Why does it make log file analysis more feasible? +o Management of log file data in embedded/resource constrained devices. +o Impact of flash based systems on ability to log "everything" continuously. + + +• SIEM +o What are system information and event management (SIEM) tools? How SIEM software operates to collect log and event data generated by different applications, security devices and host systems and collates it together into a single centralized platform. How SIEMs are used with YARA and Sigma rules to identify indicators of compromise to manage security for a large or diverse IT infrastructure. SIEM real-time threat analysis that provides real-time visibility across an organization's information security systems. + + +• Investigating an Incident - Developing the correct Mindset +o Analyzing how log management and analysis plays a crucial role during a security incident and identifying system performance issues. Determine normal behaviour (daily basis, by the hour, monthly, longer) and triggers. How Log files (and associated data) are leveraged for fighting cybercrime. Identify the logs where malicious exploits and intrusions have left their fingerprints. How to develop a log file analysis mindset for cybersecurity and system performance. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +LO1: Evaluate log files, the associated data and accessing and search mechanisms +LO2: Interpret valuable data from log files for cybersecurity and system performance purposes by applying best practices and tools. +LO3: Implement a log management system using security information and event management (SIEM) tools for use in infrastructure management. +LO4: Analyse log files from multiple devices and applications utilising log aggregation techniques and SIEM tools to identify indicators of compromise in ill-defined contexts. +LO5: Apply a log file analysis mindset for cyber security and system performance to the effective communication of incident reports. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +LO6: Value and accept the importance of log files and the information they contain regarding the system state. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered online in a blended fashion to industry-based learners and will be scheduled in the evening time by Cyberskills. The lecturing staff will be provided by the HEA HCI Pillar 3 initiative - Cyberskills. +By following recent developments with OT/ICS and its log files we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying/Analysing and Managing log files for the OT Domain. +The content of the module has been determined by aligning the module syllabus with the KSAs (Knowledge, Skills and Abilities) specified in the NIST/NICE framework for the Network Services work Role - Network Operations Specialist (OM-NET-001). The module content was discussed and designed with industry panel input from Dell and ADI. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Eric D. Knapp (Author), Joel Thomas Langill (Contributor). (2014) Industrial Network Security: Securing Critical Infrastructure Networks for Smart Grid, SCADA, and Other Industrial Control Systems, Syngress Media, U.S. + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +muzaffar.rao@ul.ie +________________ + + + + +Module Code - Title: +CE5031 - OT/ICS NETWORKS AND PROTOCOLS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to provide knowledge, skills and abilities related to communication networks and protocols used in Operational Technology (OT), and the interconnections between them in Industrial Control Systems (ICS)/Supervisory Control and Data Acquisition (SCADA) systems. The module is aimed at helping students to better understand them and be prepared to integrate the systems into IT systems. +This module was developed under the CyberSkills HCI Pillar 3 Project. Please refer to the consortium agreement for ownership. + + +Syllabus: +• Industrial control systems +ICS architecture - PLC, HMI, SCADA, DCS, SIS. ICS functions - view, monitor and control. Purdue Model for ICS. ICS zones and levels, enterprise, industrial demilitarized, and industrial zones. + + +• ICS Media and Protocols +Regular IT Network Protocols -HTTP, HTTPS, DNS, SMTP, FTP, SNMP, DHCP etc. Process Automation Protocols - Profibus, DeviceNet, ControlNet, Modbus, CIP. ICS Protocols - OLE for Process Control (OPC). OPC Unified Architecture. Building Automation Protocols - BACnet, C-Bus, Modbus, Zigbee, Z-Wave. Communication protocols mapped to different zones. AMI and the smart grid. Industrial Protocol Simulators for Modbus, DNP, OPC etc. Ethernet/IP and CIP. Availability and Resilience - Resilient Ethernet Protocol, Media Redundancy Protocol. + + +• ICS Network Topologies & Services +Common Topologies - star, bus, mesh, wireless mesh, tree, ring, dual homing. Network Segmentation, VLANs, physical and logical segmentation. Network services - DNS, DHCP, IAM etc. Network tools - wire shark, SIEM + + +• ICS Network Configuration +Modbus Serial Slave and master. PROFINET - device roles, configuration, troubleshooting. Ethernet/Industrial Protocol (IP). + + +• Current state of secure implementations of the OT network space +Secure extensions of ProfiNet, Ethercat etc. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +LO1: Evaluate network architectures and protocols used for Industrial Control Systems (ICS) +LO2: Evaluate and assess the interdependencies that can be found in ICS/Supervisory Control and Data Acquisition (SCADA) networks. +LO3: Recommend the most suitable standard industrial communication protocol for an application. +LO4: Demonstrate an understanding of good practices in ICS networking. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +LO5: Value and accept the importance of good practices that promote security in Industrial Control Systems (ICS)/Supervisory Control and Data Acquisition (SCADA) systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered online in a blended fashion to industry-based learners and will be scheduled in the evening time by Cyberskills. The lecturing staff will be provided by the HEA HCI Pillar 3 initiative - Cyberskills. +By following recent developments with OT/ICS networks and their protocols we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Managing (Secure) networking services and devices for the OT Domain. +The content of the module has been determined by aligning the module syllabus with the KSAs (Knowledge, Skills and Abilities) specified in the NIST/NICE framework for the Network Services work Role - Network Operations Specialist (OM-NET-001). The module content was discussed and designed with industry panel input from Dell and ADI. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Pascal Ackerman (2017) Industrial Cybersecurity: Efficiently secure critical infrastructure systems, Packt Publishing +Eric D. Knapp (Author), Joel Thomas Langill (Contributor). (2014) Industrial Network Security: Securing Critical Infrastructure Networks for Smart Grid, SCADA, and Other Industrial Control Systems, Syngress Media, U.S. + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +muzaffar.rao@ul.ie +________________ + + + + +Module Code - Title: +CE5032 - SECURE OT/ICS NETWORKS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to enable students to understand the differences between IT and OT security risks, the impacts of users behaviour and how to establish a Cyber Security Management System (CSMS). +This module was developed under the CyberSkills HCI Pillar 3 Project. Please refer to the consortium agreement for ownership. + + +Syllabus: +• Cyber Threats, vulnerabilities and attack vectors +o Importance of securing ICS. Threat landscape - Malware, exploits, APTs, insider threats, hacktivism, cybercrime, cyber terrorism, cyber war. Threat actors. Threat Intelligence and sharing. CIA triad. Vulnerabilities in ICS. Vulnerability assessment. Penetration testing. Vulnerability database. Common Vulnerability Scoring System (CVSS). Risk ranking - DREAD Model. + + +• The OT concept of Asset/vulnerability management +o Lots of legacy equipment, fear of IT intrusion etc. + + +• ICS Security Architecture +o Defence in Depth. Physical, Network, Computer, Application & Device Security. Security architecture for ICS. Security Architecture Patterns - access controls, network security, log management and remote access. Security Principles - Zones & Network Segmentation. establishing zones and conduits. Relationship of zones/conduits and Purdue Reference model. Zones and security device configuration. + + +• Security Principles - Firewalls and Zoning +o Network Segmentation. Zoning. Firewalls. Firewalls. Firewall configuration with zones. Access Control lists. VLANs. Host based Firewalls . Application based Firewalls + + +• Security Principles - Intrusion Detection & Prevention +o Network Intrusion Detection and Protection Systems. IDS/IPS recommendations for ICS. + + +• Introduction to Security Monitoring +o Security information and event management (SIEM). SIEM tools. SIEM data collection - firewalls, IDS/IPS, router and switch, OS and application logs. Achieving network visibility. Behavioural anomaly detection. Whitelist configuration. Event correlation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +LO1: Assess, manage and evaluate Operational Technology (OT) Security. +LO2: Present mitigation strategies for OT security. +LO3: Identify the differences between Information Technology (IT) and OT security. +LO4: Develop a Cyber Security Management Strategy. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +LO5: Value and accept the importance of security awareness for Operational Technology (OT). + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered online in a blended fashion to industry-based learners and will be scheduled in the evening time by Cyberskills. The lecturing staff will be provided by the HEA HCI Pillar 3 initiative - Cyberskills. +By following recent developments with OT/ICS and its devices we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Managing (Secure) networking services and devices for the OT Domain. +The content of the module has been determined by aligning the module syllabus with the KSAs (Knowledge, Skills and Abilities) specified in the NIST/NICE framework for the Network Services work Role - Network Operations Specialist (OM-NET-001). The module content was discussed and designed with industry panel input from Dell and ADI. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Eric D. Knapp (Author), Joel Thomas Langill (Contributor). (2014) Industrial Network Security: Securing Critical Infrastructure Networks for Smart Grid, SCADA, and Other Industrial Control Systems, Syngress Media, U.S. +Pascal Ackerman (2017) Industrial Cybersecurity: Efficiently secure critical infrastructure systems, Packt Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +muzaffar.rao@ul.ie +________________ + + + + +Module Code - Title: +CE5041 - CYBERSECURITY LAW AND REGULATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to enable students to be aware of Security Standards and associated laws and regulations for Operational Technology (OT)/Information Technology (IT) convergence. +This module was developed under the CyberSkills HCI Pillar 3 Project. Please refer to the consortium agreement for ownership. + + +Syllabus: +Landscape +Multi-level governance and regulatory system i.e. International standards, EU rules, Domestic Rules. + + +Laws, Regulations & Standard +Ireland and EU: EU Cybersecurity Act, Personally Identifiable Information (PII), GDPR/Statutory Data Audit, NIS. Criminal Justice (Offences Relating to Information Systems) Act 2017. USA: CFA Act, CSA Act, ECPA, GLB Act, SOX, DMCA, CCPA. Personal Health Information (PHI) Health Insurance Portability and Accountability Act of 1996 (HIPAA). ENISA Threat Landscape. The meaning of 'Ethics'. The relationship between Law and Morality. Ethical issues in computing. + + +Standards, Compliance & Violation +Reporting standards. NIST. SSAE-16. AT-101. Federal Risk and Authorization Management Program (FedRAMP) compliance. ISO compliance. Regulatory Compliance. Reputational damage. Gambling Commission, Auditing. Skill in implementing and testing network infrastructure contingency and recovery plans. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +LO1: Appraise the laws, regulations, policies and ethics as they relate to cyber security and privacy. +LO2: Assess manage and apply the reporting standards relevant to Operational and Information Technologies. +LO3: Demonstrate an understanding of the ethical issues associated with computing. +LO4: Evaluate the threat landscape associated with Information Technology (IT)/Operational Technology (OT) integration. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +LO5: Value and accept the importance of laws, standards and ethics in computing. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered online in a blended fashion to industry-based learners and will be scheduled in the evening time by Cyberskills. The lecturing staff will be provided by the HEA HCI Pillar 3 initiative - Cyberskills. +By following recent developments with OT/ICS standards and its devices we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Managing (Secure) networking services and devices for the OT Domain. +The content of the module has been determined by aligning the module syllabus with the KSAs (Knowledge, Skills and Abilities) specified in the NIST/NICE framework for the Network Services work Role - Network Operations Specialist (OM-NET-001). The module content was discussed and designed with industry panel input from Dell and ADI. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +lubna.luxmi@ul.ie +________________ + + + + +Module Code - Title: +CE6002 - ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Artificial Intelligence is the broader concept of machines being able to carry out tasks in a way that we would consider "smart". Machine Learning is a current application of AI based around the idea that we should be able to give machines access to data and let them learn for themselves. + + +The module covers what is is we mean by learning from data and using patterns in data to learn from it as long as we have enough data from which to learn. We will look at how to learn from data, using basic techniques and trialing them on data sets, we will look at algorithms to make machine learning better. + + +Syllabus: +1. The learning problem: feasibility of learning, error and noise +2. Theory of generalization: Effective number of hypothesis, VC bound, sample and model complexity, approximation-generalization trade-off, bias and variance +3. Linear classification and regression, logistic regression, gradient descent and feature space transformations +4. Overfitting and regularisation +5. Validation and model selection, data snooping +6. Neural Networks: Perceptrons, Multi-Layer Perceptrons and the Back-Propagation training algorithm. +7. Optimal Margin Classifiers and Support Vector Machines. +8. Parametric vs. Non-Parametric classifiers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +At the end of this module students will be able to: +1. Demonstrate an understanding of the theory of generalisation and its practical implications for machine learning algorithms, the concept of model complexity, in particular the VC bound and its practical interpretation. +2. Be able to apply regularization in order to prevent overfitting. +3. Demonstrate an understanding of and be able to apply non-linear transformations to feature spaces. +4. Recognise and manage under- and overfitting. +5. Apply methods for selecting one final machine learning model from among a collection of candidate machine learning models for a training dataset. +6. Apply methods for model validation, the process where a trained model is evaluated with a testing data set. +7. Apply a number of linear and non-linear and parametric and non-parametric machine learner training models e.g. linear regression, logistic regression, feed forward neural networks and Support Vector Machines. + + +Affective (Attitudes and Values) + + +At the end of this module students will be able to: +1. Differentiate and critique various techniques that could be used and be able to justify an appropriate classification technique for a given a classification problem. +2. Demonstrate an awareness of and be able to implement appropriate protocols and practices to manage bias and data snooping when training a machine learner, for a given data set. +3. Demonstrate an awareness of the impact of the availability of data, for a given data set used to train the machine learner, when assessing the machine learner's performance. + + +Psychomotor (Physical Skills) + + +N/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using using on-line lectures, virtual labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yaser Abu Mostafa, Malik Magdon-Ismailm Hsuan-Tien Lin (2012) Learning from Data, AML +Aurelien Geron (2017) Hands-On Machine Learning with Scikit-Learn, Keras, and TensorFlow: Concepts, Tools, and Techniques to Build Intelligent Systems, O'Reilly +Andrew Ng (2020) Machine Learning Yearning, https://www.deeplearning.ai/machine-learning-yearning/ + + +Other Texts: +Andreas C. Müller and Sarah Guido (2016) Introduction to Machine Learning with Python: A Guide for Data Scientists, O'Reilly +Trevor Hastie, Robert Tibshirani, Jerome Friedman (2009) The elements of statistical learning, Springer + + +Programmes +MSARINTPB - ARTIFICIAL INTELLIGENCE + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +CE6003 - MACHINE VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is a core module for the MSc in Artificial Intelligence. The aim is to gain a detailed insight into image formation, formats and processing. + + +Syllabus: +1. Image formation: Pinhole camera, lenses, aberrations. +2. Image formats: BW, Greyscale, Colour (RGB, HSB/HSV). Image storage: lossless & lossy. +3. Point operations on images: Histograms, contrast enhancement, histogram equalization. +4. Image filtering: Linear filters, convolution, smoothing, Gaussian filters. Nonlinear filtering: median filter. +5. Finding edges: Prewitt, Sobel, Canny edge detectors. +6. Optimal binarization: Otsu thresholding. Operations on binary images. +7. Segmentation: Watershed transform. +8. Feature detection: Hough transform for lines & circles (& general shapes). +9. Finding regions of interest (corners, etc.). Harris operator. Region descriptors, region matching, image alignment. SIFT / SURF. +10. Homographies: Calculating/applying image perspective transforms. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the major algorithms and techniques employed in machine vision systems. +2. Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. +3. Design and implement computer programs to perform low-level machine vision operations: filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. +4. Design and implement computer programs to perform high-level machine-vision operations: segmentation, labeling, classification and detection; in a suitable computer language. + + +Affective (Attitudes and Values) + + +1. Given a machine vision problem, identify and defend an appropriate technique to tackle it. +2. Use an objective approach to the selection of machine vision algorithms to solve specific problems. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures, labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Gonzales & Woods (2017) Digital Image Processing, Pearson +Nixon & Aguado (2012) Feature Extraction and Image Processing for Computer Vision, Academic Press +Birchfield (2018) Image Processing and Analysis, Cengage Learning + + +Other Texts: +Szeliski (2011) Computer Vision: Algorithms & Applications, Springer +Sonka, Hlavac, Boyle (2015) Image Processing, Analysis & Machine Vision, Cengage Learning +Solomon & Breckon (2011) Fundamentals of Digital Image Processing, Wiley-Blackwell +Davies (2018) Computer Vision, Academic Press + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +CE6011 - FIELD ROBOTICS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is created as a full time analogue for the Robotics module that was previously approved for the Blended All Ireland MSc programme in Renewable Energy. It will be offered in Year 1 of the ME in Electronic and Computer Engineering and also in the MSc in Artificial Intelligence and Machine Learning (Full Time) + + +There are many and growing application domains that require the use of Field Robots, which employ combinations of Remote Piloting/Operation and Autopilot systems. +Example robot systems include: Unmanned Aerial Vehicles UAVs; Unmanned (Sea) Surface Vehicles USVs; Unmanned Underwater Vehicles (UUVs); Agricultural Robots; Robots in Mining; Robotic vehicles in space, Planetary lander/rovers. A generic acronym for these vehicles is UXVs +This module provides the necessary understanding, knowledge and skills for students of Robotics, Engineering and Artificial Intelligence to engage in the specification, operation, design and development of such robotic systems. + + +Syllabus: +[UXV systems] classification, remote sensing class, observation class, light work-class, intervention class: electric, hydraulic, powered. [UXV sub systems] thrusters, manipulators, navigation and positioning, launch and recovery, tether management, pilot interfaces, +[UXV sensors] cameras, hyper-spectral imagers, sonar, lidar, radar. [Vehicle control] reference frames, transformations: plane rotations, earth cantered earth fixed (ECEF) to tangent plane, ECEF to geographic, vehicle to navigation frame, target referenced flight control, +[Platform dynamics] 6 Degrees of Freedom (DOF) rigid body equation of motion and dynamics, hydrodynamics forces and moments, stability and control of ROVs, state estimation, advanced control design, smart control (will AI students have the engineering background for the vehicle dynamics and control? +[UXV Applications / operations] survey, inspection, manipulation/intervention, piloting +[UXV support vessels/infrastructure and operations] dynamic positioning - vessels and UXVs, roll/heave compensation, tether management systems, operations in challenging close quarter conditions, inspection maintenance and repair (IRM) challenges, +[Advanced Related Topics] hardware-in-the-loop testing, survey planning and execution, maps and marine charts, reference frames, transformations, digital terrain models, +[Laboratory Work] problem based laboratories will use a combination of mini UXV operation and flight control, UXV simulators, virtual and augmented reality environment, development exercises, modelling and simulation of ROVs. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module students should be able to: +• Recall and describe the function and characteristics of UXV robotic systems technology for field operations in airborne, surface, sub-sea, space domains. +• Describe, illustrate and evaluate UXV systems: propulsion system, navigation system, survey and inspection system, piloting and control environment. +• Explain field operations support and UXV systems and background robotics technology: classes of UXV systems, Vehicle dynamics, navigation and control, +• Analyse UXV and support vessel/platform system design requirements taking into account UXV dynamics, navigation and control for remote observation, inselection and intervention on stationary and moving targets. +• Identify, describe and transform between different projections used in marine charting and mapping. +• Specify sonar/LIDAR/radar imaging and positioning system requirements for a given application. +• Research, design, synthesise and demonstrate a simulated environment model of a UXV system. +• Develop UXV mobilisation, deployment and inspection/intervention/survey plans. +• Describe and evaluate safety procedures in operations of UXV systems in the field and ethical considerations in field operations exploiting natural resources. + + +Affective (Attitudes and Values) + + +Upon successful completion of this module students will be able to: +1. Differentiate between various techniques for the modelling of unmanned or autonomous vehicles (UXVs) +2. Justify an appropriate technique to tackle a UXV modelling challenge. +3. Practice an objective approach to the selection of particular UXV operation and model parameters. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered normally using 2 lecture hours and 2 laboratory hours per week. +Recent Research developments within the Centre for Robotics and Intelligent Systems (CRIS) will be presented during this module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Fossen, T.I. (2012). Marine Control Rigs and Underwater Vehicles. Marine Cybernetics. Trondheim. (2012) Marine Control Systems - Guidance, Navigation and Control of Ships, Rigs and Underwater Vehicles. Marine Cybernetics, Trondheim University Press + + +Other Texts: +Farrell, J. (2018) Aided Navigation: GPS with High Rate Sensors, McGraw Hill Professional + + +Programmes +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +CE6012 - ARTIFICIAL INTELLIGENCE AND MACHINE LEARNING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Artificial Intelligence is the broader concept of machines being able to carry out tasks in a way that we would consider "smart". Machine Learning is a current application of AI based around the idea that we should be able to give machines access to data and let them learn for themselves. + + +The module covers what is is we mean by learning from data and using patterns in data to learn from it as long as we have enough data from which to learn. We will look at how to learn from data, using basic techniques and trialing them on data sets, we will look a algorithms to make or learning better. + + +Syllabus: +1. The learning problem: feasibility of learning, error and noise +2. Theory of generalization: Effective number of hypothesis, VC bound, sample and model complexity, approximation-generalization trade-off, bias and variance +3. Linear classification and regression, logistic regression, gradient descent and feature space transformations +4. Overfitting and regularisation +5. Validation and model selection, data snooping +6. Neural Networks: Perceptrons, Multi-Layer Perceptrons and the Back-Propagation training algorithm. +7. Optimal Margin Classifiers and Support Vector Machines. +8. Parametric vs. Non-Parametric classifiers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +At the end of this module students will be able to: +1. Demonstrate an understanding of the theory of generalisation and its practical implications for machine learners, the concept of model complexity, in particular the VC bound and its practical interpretation. +2. Be able to apply regularization. +3. Demonstrate an understanding of and be able to apply non-linear transformations to feature spaces. +4. Recognise and manage under- and overfitting. +5. Be able to apply methods for model validation and model selection. +6. Be able to apply a number of linear and non-linear and parametric and non-parametric machine learners: linear regression, logistic regression, feed forward neural networks and SVMs. + + +Affective (Attitudes and Values) + + +At the end of this module students will be able to: +1. Given a classification problem, identify and defend an appropriate classification technique. +2. Given a data set, train a machine learner with due consideration for bias and data snooping. +3. Given a machine learner trained on a data set, assess the impact of the availability of data on the machine learner's performance. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures, virtual labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yaser Abu Mostafa, Malik Magdon-Ismailm Hsuan-Tien Lin (2012) Learning from Data, AML +Aurelien Geron (2017) Hands-On Machine Learning with Scikit-Learn, Keras, and TensorFlow: Concepts, Tools, and Techniques to Build Intelligent Systems, O'Reilly +Andrew Ng (2020) Machine Learning Yearning, https://www.deeplearning.ai/machine-learning-yearning/ + + +Other Texts: +Trevor Hastie, Robert Tibshirani, Jerome Friedman (2009) The elements of statistical learning, Springer +Andreas C. Müller and Sarah Guido (2016) Introduction to Machine Learning with Python: A Guide for Data Scientists, O'Reilly + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +pepijn.vandeven@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +CE6013 - MASTER OF ENGINEERING DIGITAL FUTURES PROJECT + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 18 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE6021 - MACHINE VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 3 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Machine vision is the ability of a computer to see; it employs one or more video cameras, analog-to-digital conversion (ADC) and digital signal processing (DSP). +Machine vision systems can find object details too small to be detected by the human and inspect them with greater reliability. Machine vision systems can also go beyond human visual acuity. + + +The aim of this module is to allow the student to gain a detailed insight into image formation, formats and processing necessary so computers can use machine vision technologies. + + +Syllabus: +1. Image formation: Pinhole camera, lenses, aberrations. +2. Image formats: BW, Greyscale, Colour (RGB, HSB/HSV). Image storage: lossless & lossy. +3. Point operations on images: Histograms, contrast enhancement, histogram equalization. +4. Image filtering: Linear filters, convolution, smoothing, Gaussian filters. Nonlinear filtering: median filter. +5. Finding edges: Prewitt, Sobel, Canny edge detectors. +6. Optimal binarization: Otsu thresholding. Operations on binary images. +7. Segmentation: Watershed transform. +8. Feature detection: Hough transform for lines & circles (& general shapes). +9. Finding regions of interest (corners, etc.). Harris operator. Region descriptors, region matching, image alignment. SIFT / SURF. +10. Homographies: Calculating/applying image perspective transforms. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module students will be able to: + + +1. Describe the major algorithms and techniques employed in machine vision systems. +2. Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. +3. Design and implement computer programs to perform low-level machine vision operations: filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. +4. Design and implement computer programs to perform high-level machine-vision operations: segmentation, labeling, classification and detection; in a suitable computer language. + + +Affective (Attitudes and Values) + + +Upon successful completion of this module students will be able to: + + +1. Differentiate from various techniques that could be used and be able to justify an appropriate technique to tackle a given machine vision problem. +2. Practice an objective approach to the selection of machine vision algorithms to solve specific problems. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures, practicals and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Gonzales & Woods (2017) Digital Image Processing, Pearson +Nixon & Aguado (2012) Feature Extraction and Image Processing for Computer Vision, Academic Press +Birchfield (2018) Image Processing and Analysis, Cengage Learning + + +Other Texts: +Szeliski (2011) Computer Vision: Algorithms & Applications, Springer +Sonka, Hlavac, Boyle (2015) Image Processing, Analysis & Machine Vision, Cengage Learning +Solomon & Breckon (2011) Fundamentals of Digital Image Processing, Wiley-Blackwell +Davies (2018) Computer Vision, Academic Press + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +CE6022 - DIGITAL TEST AND MEASUREMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 5 + 6 + 9 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is aimed at meeting Continued Professional Development (CPD) needs for practicing engineers in test and test development within the semiconductor industry. This is a standalone module for engineers working in the semiconductor industry. The specific focus of the module is in digital Integrated Circuit (IC) test. The role of the test engineer is becoming ever more diverse with activities that link into design and IC fabrication. In this module, the role of test and test development engineering will be introduced and discussed in relation to their integration within a modern semiconductor company. The actions undertaken within the role of test will be discussed and the types of tests to be undertaken to identify the operation of digital ICs will be elaborated. + + +Syllabus: +IC technology: Rationale for test; Defects (spot defects and process variations); Fault modelling (Stuck-at fault, bridging fault, IDDQ fault, delay fault). + + +Digital IC test and measurement: Functional versus structural test; Test pattern generation: manual, fault simulation, Automatic Test Pattern Generation (ATPG); Production test. + + +Digital circuit considerations: Combinational logic test; Sequential logic test; Memory (RAM) test; Memory (ROM) test; Parametric testing (analog considerations for digital I/O and power supply current); Processor test approaches; System on a Chip (SoC) test approaches. + + +DfT and BIST: Design for Testability (DfT); Built-In Self-Test (BIST). + + +Key IEEE standards: 1149.1; 1149.4; 1500; 1687. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Discuss how electronic circuits and systems are tested. +2. Examine failure mechanisms in electronic circuits and systems. +3. Describe how test programs are developed for digital Integrated Circuits (ICs). + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Show the need for effective testing procedures and the impact of decisions on test quality and cost. +2. Acknowledge the need to develop high quality and cost-effective test procedures within an organization. +3. Discuss how real-world non-ideal electronic circuit behavior will affect the test results obtained during test program operation. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Test digital circuits using simulation models and physical prototypes. +2. Perform tests on a digital IC circuit design and analyze the results. +3. Deliver test results in a suitable manner. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is offered to practicing engineers working in digital Integrated Circuit (IC) test and test development activities. The module will be taught using a blended approach using on-campus face-to-face teaching and online using an appropriate Learning Management System (LMS). + + +The module will be run outside the normal Central Scheduling System and will be based on an initial on-campus day in week 1, online activities in weeks 2 to 14, and a final on-campus day in week 15. The required laboratory equipment to undertake the module will be provided to the participants in week 1, and this equipment will be returned after a final project presentation in week 15. + + +The module assessment will be based on the submission of weekly reports, a project with final report and demonstration, and an end of semester examination. The end of semester examination does not require a centrally scheduled examination as this will be in the form of a test that will be undertaken alongside project presentations and will be organized within the Department of Electronic and Computer Engineering. + + +Application to Graduate Attributes: + + +Curious +Through the range of learning activities, particularly the problem-solving laboratory and tutorial sessions, the participants would develop problem-solving skills when applying theory to practice. The presented problems would allow the participants to gain knowledge at an initial high level before developing in-depth understanding as presented problems are understood in more detail and overcome. + + +Agile +The participants would be working individually and in the main, through an online presence. As such, they would be responsible for developing independent learning portfolios which, when problem-solving, would require adaptation to the individually developed learning schedule and which would depend on the individual progress on a week-by-week basis. + + +Courageous +The participants would be working individually and in the main, through an online presence. This module would be undertaken alongside workplace commitments. Such an approach to learning would require the development of resilience in order to successfully undertake the module as well as tenaciousness in order to persist with the module requirements and successfully complete the module. + + +Responsible +As this is a CPD course for industry, the participants are employees of the companies that are sponsoring them. As such, they would naturally be responsible in their actions as the module is part of their company training programme. + + +Articulate +The participants would be working on the module as well as undertaking their workplace commitments. This would require the development of strong intra-personal skills in order to successfully undertake and complete the module. In addition, during the online sessions, questions arising would be formulated and communicated via the Learning Management System (LMS) Chat function. This would require the formulation of questions that are clearly defined and which would be understood by the other participants in the online sessions. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Bushnell M. and Agrawal V. (2000) Electronic Testing for Digital, Memory and Mixed Signal VLSI Circuits, Kluwer Academic Publishers +IEEE (2022) Relevant IEEE standards related to IC test and measurement. Standard documents are available online via IEEE Xplore through the Glucksman Library (IEEE Std 1149.1, IEEE Std 1149.4, IEEE Std 1500, IEEE Std 1687), IEEE +IEEE (2022) Relevant IEEE conference and journal papers available online via IEEE Xplore through the Glucksman Library., IEEE + + +Other Texts: +Laung-Terng Wang, Cheng-Wen Wu, Xiaoqing Wen (2006) VLSI Test Principles and Archiectures, Elsevier Inc. + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +CE6023 - COMPUTER VISION SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 2 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module equips the student with an understanding of and associated skills for the development of real-world robust computer vision systems. This will also bridge the gap between domain knowledge and the successful application of that knowledge in computer vision. + + +Syllabus: +Part 1: +• Architectural Design Elements of all Computer Vision Systems (Basic component selection and video chain) + + +Part 2: Camera Design +• Basics of optics: how does a lens work? +• Application Field of View (wide automotive, narrow industrial or medical) +• Lighting and light sources (controlled or uncontrolled?) +• The image sensor: How does an image sensor work, colour, Colour Filter Arrays (including Bayer pattern and hyperspectral), CMOS and CCD, electronic shutter, Rolling vs Global Shutter, SPAD, noise and sensitivity considerations, pixel resolutions, IR/hybrid spectral architectures, matching a sensor to an application +• Image Signal Processing: ADC, Exposure, Gain, Demosaicking, Denoise, Edge Enhancement, Control Loop structuring + + +Part 3: The transmission medium +• Digital and analogue: PAL/NTSC, Serialisation/Deserialisation, LVDS, Bandwidths, Slew, EMC, Shielding, Bit depth, bandwidths +• Transmission formats: components of an analogue signal, components of a digital signal, Interlaced/progressive/flyback, resolutions, security, encryption, +• Transmission over ethernet: compression (do we need all the bits?), internet connected camera, lock-loss, lock loss handling, IEEE1722 multimedia handling + + +Part 4: The central processing hub +• Types of processing: image enhancement - example image filters, computer vision - example face detection, image rendering, high dynamic range (HDR) imaging - example automotive top view, augmented reality +• Image processing units - GPUs, DSPs, SoCs, host control, diagnostics +• Memory consideration - memory bandwidth, memory size, hierarchical memories +• Latency - how fast do you need to act on image data? + + +Part 5: The onward interface (Human Viewing and Computer Vision) +• Display technology, rendering for human consumption (images + overlays), human vision system (HVS), perception +• Computer Vision considerations - calibration, dropout handling, determination of KPIs for an application in the context of the vision system +• Storage - for many applications, we record the image for later use and consumption +• Control signals - robotic, automotive control + + +Part 6 : Computer Vision System Design +• Functional Requirements Engineering for a Computer Vision System +• Hierarchical Design considerations for generation of Non-Functional Requirements and Test Cases, HLDs/LLDs, Standards and SIL considerations +• Stakeholders, Planning and RASICs + + +Part 7: Formalisms of Computer Vision System Tuning, Verification, Validation, Debugging, Releasing +• Reviews, Testing and Debugging - DVP&R, FMEA, PDCA, Change Requests, Sign-off, Maintenance + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +- Develop and validate computer vision system elements for a variety of applications ranging from industrial machine vision, robotics and automotive self-driving to medical, marine and aerospace. +- Contribute directly to the development of robust real-world production-level computer vision systems +- Collaborate on a computer vision system development team through an understanding and appreciation of the contributions of other computer vision system stakeholders +- Perform critical evaluations of the trade-offs and choices of system elements for a computer vision system application + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +- Contribute productively on a computer vision system development team to create computer vision systems for robotics, automated driving, marine, medical and aerospace applications + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be developed with a blended approach, with a combination of recorded lectures and seminars, and face-to-face lab and tutorial work. The form will be 2 hours of recorded lectures per week. Face to face time will be in a 2 hour lab and 1 hour tutorial format. There will also be contributions from other experts in the field as a supporting activity in the seminar/Q&A phases. It is intended to revisit the syllabus after first delivery of the module. The module will be designed for first delivery according to the current syllabus + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +INCOSE (2012) Systems Engineering Handbook: A Guide for System Life Cycle Processes and Activities, version 3.2.2., International Council on Systems Engineering (INCOSE) +Eugene Hecht (2017) Optics, Pearson Education +Holst & Lomheim (2011) CMOS/CCD Sensors and Camera Systems, SPIE +Charles Poynton (2007) Digital Video and HDTV - Algorithms and Interfaces, Morgan Kaufman Publishers +Malepati (2010) Digital Media Processing - DSP Algorithms Using C, Newnes Elsevier + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +CE6025 - MASTER OF ENGINEERING PROJECT - COMPUTER VISION AND ARTIFICIAL INTELLIGENCE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 50 + 30 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to Computer Vision and Artificial Intelligence + + +Syllabus: +The project is a significant engineering task, involving research, design, and implementation related to a selected problem in Computer Vision and/or Artificial Intelligence. Projects are normally undertaken individually by students, although group project work is also allowed. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project definition, including goals, methodologies, and expected deliverables will be documented and formally approved by the course leader and academic supervisor prior to the commencement of the work. Each student is required to submit a formal project report/paper on the outcomes of the work. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Choose and progress a methodology appropriate to the research problem. +2. Demonstrate a set of research skills including developing a research question, sourcing information, analysis, interpretation, and project management. +3. Critically evaluate and assess undertaken work by comparing it to the published literature in the field +4. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. +5. Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. +6. Present their work in a formal manner by writing a research thesis to reflect the progress, outcomes, and conclusions of the project. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Develop and/or demonstrate self motivation. +2. Develop and/or demonstrate competencies in time management and project management + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study with regular discussions with the academic supervisor. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +CE6026 - INTRODUCTION TO ENGINEERING RESEARCH METHODS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 2 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is part of the Master Of Engineering In Computer Vision And Artificial Intelligence programme. For those who take the project option, this module will support students in finding a suitable research topic, develop a detailed project specification, and prepare students for the academic writing of their Master's Project report. For students that take the Digital Futures and Innovation stream, this module will support the students in preparing for the modules in that stream. + + +The module covers essential topics for both streams, such as research methods, literature surveys, project planning, strategic foresight, and market analysis. + + +Syllabus: +The student will be expected to develop their own project title and description over the course of the module and will complete background reading, research community engagement, and project planning tasks. Alternatively, the student is expected to undertake research tasks to prepare themselves for the Digital Futures and Innovation (DFI) stream of the programme. + + +The student will be expected to:- +(i) Develop a specification document for their chosen project that provides a clear statement of the work that will be carried out during the project. (Project Stream) + -or- +Develop a short market analysis portfolio for a given technical topic. (DFI Stream) + + +(ii) Identify suitable background material for a literature survey, and develop the literature survey to a high standard. + + +(iii) Present and answer questions on the project specification in front of a panel of academics. + + +(iv) Attend several seminars on research practices, presentation skills, and report writing, as well as industry guest talks. + + +This module also introduces the student to the concept of peer review. The student will be required to share the outputs of many of their tasks with other students in the module, and they are required to critically appraise the work of others. + + +(v) Produce a development plan, including timelines, task identification, and resource requirements, whether that is for the project stream or the DFI stream + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Use the research literature and other resources to determine state of the art in the Student's chosen technical field. + + +Select a research topic, develop an in-depth understanding of that topic, and demonstrate its significance to broad areas of Engineering. + + +Critically evaluate and assess existing design approaches to the chosen topic. The student should base this assessment on peer-reviewed literature in the field. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +The student will identify how their project outcomes can address societal challenges through Engineering Innovation. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The student will work as an individual within the ECE dept. and/or industry support that draws on existing knowledge and experience to demonstrate how large engineering challenges can be solved. + + +The module will be delivered using a blended learning approach with online aspects as well as face-to-face interaction. + + +Tasks in the module are developed in two-week activity periods. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders, Thornhill, Lewis (2011) Research Methods, Pearson + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +CE6031 - PROJECT 1 (COMPUTER ENGINEERING) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 20 + 12 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which will involve research into a selected topic in the areas of computer engineering, data communications and/or software engineering, along with appropriate advanced design and implementation. + + +This module is M-Graded with module ID4185, but we are unable to reflect this in field 9 of this form. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion (PROJECT 2 - COMPUTER ENGUNEERING). Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the guidance and supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a significant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications and/or software engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +- Use the research literature and other resources to discover the "state of the art" in a chosen subfield of Computer, Data Communications and Software Engineering; + + +- Select a research topic and develop an in-depth understanding of it and its significance to the broad areas of Computer, Software and Communications Systems; + + +- Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic; + + +- Critically evaluate and assess their work by comparing it to the published literature in the field; + + +- Present their work in a formal manner by writing a research thesis to reflect the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + - Develop and/or demonstrate self motivation; - Develop and/or demonstrate competencies in time management and project management. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study and research guided by supervisor/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders M., Lewis P., Thornhill A. (2011) Research Methods, Pearson +Creswell J. W. (2013) Research Design: Qualitative, Quantitative, and Mixed Approaches , Sage +Ackerson L. G. (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers, Scarecrow Press + + +Other Texts: + + +Programmes +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +CE6032 - PROJECT 2 (COMPUTER ENGINEERING) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 29 + 18 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which will involve research into a selected topic in the areas of computer engineering, data communications and/or software engineering, along with appropriate advanced design and implementation. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, PROJECT 1 (COMPUTER ENGINEERING). Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the guidance and supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a significant engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications and/or software engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of the module students will be able to: - Use the research literature and other resources to discover the state of the art in a chosen field of Computer, Data Communications and Software Engineering; + + +- Select a research topic and develop an in-depth understanding of it and its significance to the broad areas of Computer, Software and Communications Systems; + + +- Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic; + + +- Critically evaluate and assess their work by comparing it to the published literature in the field; + +- Present their work in a formal manner by writing a research thesis to reflect the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +- Develop and/or demonstrate self-motivation; +- Develop and/or demonstrate competencies in time management and project management. + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study and research guided by supervisor/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Creswell J. W. (2013) Research Design: Qualitative, Quantitative, and Mixed Approaches , Sage +Saunders M., Lewis P., Thornhill A. (2011) Research Methods , Pearson +Ackerson L. G. (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers , Scarecrow Press + + +Other Texts: + + +Programmes +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ED5002 - REAL-TIME SYSTEMS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ED5021 +ED5031 + + +Rationale and Purpose of the Module: +Study of real-time (software) system design concepts and scheduling techniques. Presentation of methodologies at application level and system level. Interaction of hardware and micro-kernel services on real time applications. + + +Syllabus: +Introduction: Definitions and application examples. +Scheduling Algorithms: Clock-driven, Earliest Deadline First, Rate Monotonic, Resource allocation +Language Features: Programming language features for real-time support for concurrency, synchronisation, hard-scheduling etc. Study of features for languages such as C++, Ada, Modula-2, Chill etc. +Operating System Features: Features to define a real-time operating system. Emphasis is on embedded systems. Design Approaches: Time continuous data flow, event flow and control transformation. Ward and Mellor extensions for structured analysis. +State transition diagram representation. Design approaches eg. DARTS. +Design and Modelling using Petri Nets: Modelling of a concurrent systemÆs states and events using Petri-nets which include temporal properties in the model. +Design and Analysis: Introduction to real-time logic, RTL. Application of RTL. Real-time temporal logic. State Machines and Real-time temporal logic. +Real-Time Program Verification: Testing methods, Risk calculation, Static analysis, Simulation as a verification tool. +Formal Techniques: Study of formal techniques for real-time systems. +Case Study + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Given a specification of a real-time system and a scheduling algorithm the student will be able to determine if system meets all deadlines +2. Given a specification of a real-time system the student will be able to select and justify an appropriate scheduling algorithm +3. Use mathematical techniques to analyse and compare real-time system schedules +4. Given a set of requirements describe the process of formally specifying, developing, testing and proving the correctness of a real-time system +5. Compare the real-time features of four real-time operating systems +6. Define the precise time critical interaction between micro-controller hardware and timed events on embedded systems + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs, Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Liu, Jane W. S. (2000) Real-Time Systems, Prentice Hall + + +Other Texts: +Burns & Wellings (2001) Real-time Systems and Their Programming Languages, Addison-Wesley +Jim Cooling (2003) Software Engineering for Real-Time Systems, Addison-Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ED5005 - PROJECT AND DISSERTATION - ARTIFICIAL INTELLIGENCE + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 1 + 49 + 30 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to enable a student to research, develop, analyse and present a dissertation on a relevant AI related problem. +The project is a key element of the Master as it allows students to apply their knowledge with additional independent research to tackle a challenge in their chosen domain. +The research and development project topic will be selected early in the programme based upon an identified real world challenge within a selected domain + + +Syllabus: +The project and dissertation will require that the student: +1. Review the existing literature in the area +2. Choose an appropriate research methodology and implementation framework +3. Discuss why the chosen methodology and framework is suitable for problem chosen. +4. Develop suitable models and implement on a target platform +5. Generate, analyse and discuss the results obtained. +6. Identify and discuss the benefits and limitations of the approach adopted. +7. Make realistic recommendations based on results and findings, including future work. +8. Summarise research and results in a high-quality document consistent with academic standards in terms of format, structure, language and referencing. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Present the self-directed research that they have undertaken into complex and emerging areas relevant to the project. +2. Deduce an implementation strategy encompassing the appropriate tools, frameworks and platforms. +3. Critique the value of the research and the implementation strategy adopted. +4. Develop an appropriate model and implement on the targeted platform. +5. Organise the results in a coherent, logical manner using visualisation and structure. +6. Interpret the research results obtained and draw appropriate conclusions. +7. Summarise research and results in a high-quality document consistent with academic standards in terms of format, structure, language and referencing. + + +Affective (Attitudes and Values) + + +1. Recognise results that are of value / not of value to their research project. +2. Defend their research. +3. Question whether the data is representative and attempt to address any biases +4. Identify and discuss any significant ethical issues such as privacy, confidentiality, ownership, transparency and identity. +5. Defend their research, results and the approaches adopted. +6. Judge and challenge any limitations of the techniques adopted. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +A detailed project guideline will be given to students outlining the supervision, the project management and milestones, the deliverables and expectation. + +KNOWLEDGEABLE: Students develop knowledge and critical thinking as they put theory into practice through identifying and using the appropriate techniques and tools for their chosen project. + + +PROACTIVE: Students make active use of data sets and frameworks to , and in doing so develop confidence in managing both data and tools, and to make informed decisions based on the scientific method. + + +CREATIVE: Students develop their problem solution and visualisation, which requires them to integrate existing and module acquired knowledge. + + +RESPONSIBLE: Students manage their own project, including submitting their problem statement, method and results for external scrutiny. + + +COLLABORATIVE: Students engage regularly with their supervisory team, and work colleagues. + + +ARTICULATE: Students will communicate technical and non-technical concepts of their project. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +ED5011 - DIGITAL ELECTRONICS 1 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to give students an introduction to many of the important hardware elements and topics in digital circuits. + + +Syllabus: +The difference between digital and analogue signals +Binary numbers (unsigned) and how they can represent an analogue signal +Number systems and codes, Hexadecimal, ASCII code +Simple ADC and DAC concepts +Logic Gates: AND, OR and INVERTER gates and their truth tables +Representing data in parallel and in serial form, RS232 +Buses and addressing: the concept of selecting a device by decoding a number on an address bus +Memory devices: basic types (NO internal workings) of semiconductor memory and how they are used +LED displays: including single LEDs and 7-segment displays and how to drive them +Modem Basics +Sequential circuits: D-type flip-flops and registers; Counters and their applications; Shift registers û serial û to û parallel conversion (and vice-versa); Simple state diagrams +Mass Storage: Discs, Magnetic storage, sectors, data rates, Optical storage; Flash memory + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Explain and manipulate the representation of numbers in binary form and other codes e.g. signed forms of binary, hexadecimal +Describe basic digital logic components and use and/or interpret their representation in truth tables +Move between and make use of the different representations of digital circuits: truth tables, circuit diagrams and logical word descriptions +Describe the use of LED displays +Explain ways of transmitting and storing data, especially the concepts of computer buses and addressing and multiplexing/de-multiplexing +Explain the different requirements for transmitting data using parallel and serial interfaces +Use and interpret function tables and truth tables for simple sequential devices including flip-flops and registers +Explain the operation of simple sequential circuits, including counters and shift registers + + + + +Affective (Attitudes and Values) + + +- + + +Psychomotor (Physical Skills) + + +Use laboratory equipment such as power supplies, digital components, cables, oscilloscopes +Build and test simple digital circuits + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Floyd, T. L. (2007) Digital Fundamentals, Prentice Hall + + +Other Texts: +Green, D. C. (1999) Digital Electronics, Addison-Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ED5012 - COMPUTER NETWORKS 2 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduces students to security services and cryptographic protocols used for information and system security, in areas such as wireless networks, e-commerce and the Internet. Provides an understanding of security protocol design techniques and formal methods for evaluation of the reliability of security protocols. + + +Syllabus: +[Wireless Standards and Technologies] IEEE 802.11, WEP, Bluetooth, BlackBerry +[Review Internet security] IPSec, SSL. +[Role of security services in countering network attacks] confidentiality, data origin authentication, entity authentication, data-integrity, non-repudiation, access control, availability. +[Cryptographic components] Review of the cryptographic components required in security protocols such as: ciphers & keys, hashing functions, random number generators, message authentication codes and digital signatures. +[Public key infrastructures] X.509, SDSI, TLS. +[Protocols] Key management, peer-to-peer distribution protocols, group distribution and identification protocols. Modern cryptographic protocols for: wireless communications (mobile, radio-link, secure mobile ad-hoc networks), e-commerce (e-payment, non-repudiation), Certified e-mail, E-voting. +[Smart cards and protocols] for ATMs, passport identification and digital cash. +[Security protocol design] Study of protocol design techniques +[Use of formal methods] for evaluation of correctness of security of protocols. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Understand the operation of protocols in communication systems and security services +Explain the use of security services in countering network attacks +Identify suitable security protocols for services such as key distribution, authentication and non-repudiation +Able to design custom security protocols to satisfy given security goals +Apply formal methods to evaluate the correctness of security protocols +Explain the differences between formal analysis tools based on modal logics and model checking + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +W. Stallings & L.Brown (2018) Computer Security, Principles and Practice, 4th Ed., Prentice Hall +W. Stallings & L.Brown (2014) Cryptography and Network Security, Principles and Practice, 6th Ed, Prentice Hall +C. Boyd & A. Mathuria (2003) Protocols for Authentication and Key Establishment, Springer + + +Other Texts: +R. Temple & J. Regnault (2002) Internet and Wireless Security, Institution of Electrical Engineers +M. Hendru (2001) Smart Card Security and Applications, Artech House +A. Danthine, G. Leduc, P. Wolper (1993) IFIP Transactions Protocol Specificaition, Testing, Verification, North-Holland +C. Gehrmann, J. Persson & B. Smeets (2004) Bluetooth Security, Artech House + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +amrita.ghosal@ul.ie +________________ + + + + +Module Code - Title: +ED5031 - SOFTWARE ENGINEERING + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To understand and apply the object-oriented approach to software development. To emphasise Good Software Engineering Practices. To enhance individual and team working skills via individual investigative project and presentation, individual exercises and a team project. + + +Syllabus: +Object Oriented Analysis/Design: Object Oriented Paradigms (one in detail e.g. OMT/UML) focusing on architecture and behavioural design and representation. +Use Cases. +Design Patterns. +Software Reuse. +Overview of Object Oriented Programming Languages (e.g. Java/Smalltalk). +Individual Project/Case Study. +Team Project in the area of Software Design for Advanced Communication Systems (e.g. Call Handling and Mobility Management Systems for the 3rd generation mobile system, UMTS). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Apply basic software engineering concepts and techniques to the software development process. +Use UML diagrams for the specification, visualization, construction and documentation of software. +Describe the stages of the software development cycle in terms of inputs, outputs, resources and design documents. +Employ a structured approach to the design and construction of a small but complete software system. +Prepare software engineering technical reports to professional standards. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Tutorials/Project Work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ian Sommerville (2016) Software Engineering, 10th Edition, Addison-Wesley +Pressman (2015) Software Engineering: A Practitioner's Approach, 8th Edition, Addison-Wesley +Booch, Rumbaugh & Jacobson (1998) UML User Guide, Addison-Wesley + + +Other Texts: +Booch, G. () Object-Oriented Design, Benjamin-Cummings +Jacobson, I. () Object-Oriented Software Engineering: A Use-Case Approach, Addison-Wesley +Buschmann, F. et al. () Pattern_oriented Software Architecture, Wiley +Gamma et al. () Design Patterns: Elements of Reusable Object-Oriented Software Architecture, Wiley + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING +BSMCSEUFA - Mobile Communications and Security +HDMSCCTFA - Mobile and Secure Cloud Computing + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ED5041 - COMPUTER NETWORKS 1 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To provide students with a uni?ed view of the ?eld of multimedia communications and networking infras- +tructures and an understanding of how data is represented and reliably transmitted over different media. To +provide students with an understanding of the structure of the Internet and world-wide web. To outline the +major topics associated with multimedia communications (inter alia/ applications, networks, protocols +and standards). To equip students to quantify the communications requirements of various multimedia +applications, and the computational overhead of their underlying network protocols. + + +Syllabus: +Introduction to data communications and multimedia. Information representation. Standards for multi-media communications. Digital communication basics: data transmission, media, encoding, multiplexing, interfacing, and data-link controls. Local and wide-area networks. Routing and Internetworking. Internet +and Internetworking protocols. Transport-level protocols. Client-server model. Application layer. ISDN and B-ISDN. The world-wide web. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify, analyse and access different elements of communications protocols used in computer networks. + + +Name, describe and examine the functions of different networking devices. Con?gure and deploy layer 2 & 3 networking devices, i.e., switches & routers. + + +Find correct solutions for internetworking / interoperability, including subnetting & supernetting, veri?cation of addresses and traf?c ?ltering. + + +Identify problems that a routing algorithm may encounter, describe techniques to reduce such problems, and construct correct routing tables. + + +De?ne, categorise and discuss different techniques for error control, ?ow control and congestion control. + + +Examine and test different types of computer net work elements in order to detect, locate and repair faults. + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Halsall, F. (2004) Multimedia Communications, Pearson +Tanenbaum, A.S. (2003) Computer Networks, Prentice Hall +Stallings, W. (2007) Data and Computer Communication, Prentice Hall + + +Other Texts: +Comer, D. (2003) Computer Networks and Internet, Prentice Hall +Forouzan, B. (2002) TCP/IP Protocol Suite, McGraw-Hill +Kurose, J. & K. Ross (2000) Computer Networking: A top-down approach featuring the Internet, Addison-Wesley +Halsall, F. (2005) Computer Networking & the Internet, 5th ed., Pearson + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +ED5042 - MOBILE APP DEVELOPMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the student to the fundamentals of Mobile APP Development using a modern APP Development Platform. This will facilitate the development of APPs for SmartPhones. Additionally the module aims to enhance individual and team working skills through project work. + + +Syllabus: +Fundamentals of a Mobile App development platform. +Features of the App SDKs. +Components of the development platform: Activities, Services, Content providers and Broadcast receivers. +Development Tools available and their configuration. +Writing Apps using the development tools. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify, describe and understand the components of a mobile app development platform. +To acquaint the student with the fundamentals and intricacies of programming mobile apps. +To become familiar with the installation and use of the necessary development tools. +Design and develop structured program solutions for smartphones as an individual and as a team member. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students should be able to develop software as an individual and as a team member for use with current smartphone platforms. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Wei-Meng Lee (2011) Beginning Android Application Development, . Wrox (Wiley). ISBN:978-1-118-01711-1 +Reto Meier (2009) Professional Android Application Development, Wiley Publishing. ISBN: 978-0-470-34471-2 + + +Other Texts: +Mark L. Murphy (2008) The Busy Coders Guide to Android Development, CommonsWare, LLC. ISBN: 978-0-9816780-0-9 + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +ED5051 - MIDDLEWARE INTEGRATION SOFTWARE DEVELOPMENT 1 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 3 + 0 + 0 + 5 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +There is a requirement in industry that a middleware software developer is expected to perform the definition, implementation and testing of message flows in an IBM Integration Bus development environment. +IBM Integration Bus, provides a variety of options for implementing a universal integration foundation based on an enterprise service bus (ESB). Implementations help to enable connectivity and transformation in heterogeneous IT environments for businesses of any size, in any industry and covering a range of platforms including cloud and z/OS. + + +This module will provide the student skills to the profession standard of IBM Integrations Bus Developer Levels 1 and 2. + + +Syllabus: +How to use IBM Integration Bus to develop, deploy, and support platform-independent message flow applications. +The use of various messaging topologies to transport messages between service requesters and service providers. +Explore message flow problem determination, with an emphasis on identifying and recovering from errors in message flows. +How to construct message flows that use extended Structured Query Language (ESQL), Java, and the IBM Graphical Data Mapping editor to transform messages. Explores how to control the flow of messages by using various message processing nodes, and how to use databases and maps to transform and enrich messages during processing. +Review various messaging transports at a high level and gain a basic understanding of how message flows can use web services, Java Message Service (JMS), and other transport mechanisms. +Labs to cover topics such as creating and testing message flows, message modelling, problem determination, and error handling. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon completion of this module a student will be able to: +1. Describe how an entire organization can make smarter business decisions by providing rapid access, visibility and control over data as it flows through business applications and systems. +2. Connect throughout an array of heterogeneous applications and web services, removing the need for complex point-to-point connectivity. +3. Deliver a standardized, simplified and flexible integration foundation to help more quickly and easily support business needs and scale with business growth. +4. Create ESQL statements as well as using the Message Repository for defining and testing data layouts. +5. Apply IBM Integration Bus to develop, deploy, and support platform-independent message flow applications. +6. Review various messaging transports at a high level and demonstrate how message flows can use web services, Java Message Service (JMS), and other transport mechanisms + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a two week workshop session, by IBM approved trainers, and assessed on a Pass/Fail basis by the host departments. Students will be able to undertake the IBM Examinations at a later stage should they wish to gain the professional certifications of the IBM Integrations Bus Developer Levels 1 and 2. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Reiner.Dojen@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +ED5052 - MOBILE AND SECURE CLOUD COMPUTING PROJECT + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 12 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ED5061 - MIDDLEWARE INTEGRATION SOFTWARE DEVELOPMENT 2 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 3 + 0 + 0 + 5 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is based on the Oracle professional certifications of Java(TM) CAPS 6 for Implementers and Sun Java CAPS 6.X Administration (CAPS-0550). +It is important that business systems can communicate effectively with each other. For business integration, Java Composite Application Platform Suite (Java CAPS) provides an integrated software suite to develop, deploy, and manage a service-oriented architecture (SOA) and composite applications to rapidly deliver new business capabilities and drive business growth. +This module will provide students with these software development skills. + + +Syllabus: +Overview of Java CAPS 6, Installation of Java CAPS 6, Repository-based Development, Repository Deployment, Repository Deployment Management, Log File Management, User Management Repository, Introduction to JBI, Business Processes in Java CAPS 6, Adapters and Encoders in Java CAPS 6, The Sun JMS IQ Manager, User-Defined OTDs, Building a BPEL Module Project, Error Handling in BPEL, Correlation in BPEL, The Intelligent Event Processor, Management and Monitoring Tools, Managing Patches, Application Configuration. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon completion of this module students will be able to: +1. Describe the role of Java CAPS 6 in the deployment of Services Orientated Architecture for strategic business flexibility. +2. Demonstrate the use Java CAPS 6 to deploy projects to GlassFish Application Server and use a variety of tools to monitor and manage deployed projects. +3. Explain the structure and operation of a software system designed to support interoperable machine to machine interactions over a network. +4. Explain the structure and operation of a software system designed to support interoperable machine to machine interactions over a network. +5. Describe how Java CAPS 6 supports the Open ESB technology through validation engines, business rules, enterprise information integration, improved standards, common tooling and event stream processing. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in two week workshop session, by Oracle approved trainers, and assessed on a Pass/Fail basis by the host departments. Students will be able to undertake the Oracle Examinations at a later stage should they wish to gain the professional certifications of Java(TM) CAPS 6 for Implementers and Sun Java CAPS 6.X Administration (CAPS-0550). + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +ED5062 - INDUSTRY LEARNING PROJECT 2 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to combine previously learned course material with their individual talents in order to solve real-life industry projects. To develop in the students the ability to organise and direct their own work and to present this work in written and verbal format in a proper manner. +An 8 week industrial learning placement will form the core element of this model. Participants unable to secure an 8 week placement will be facilitated through participation in a UL Practicum project or an individual project or series of activities deemed appropriate by the course board. +Assessment will be based on a report or portfolio of experience from the activities of the 8 week placement. + + +Syllabus: +Each student is required to obtain a suitable project during the industrial learning placement period. Under the supervision of a member of staff and guided by the industrial supervisor, the student will progress along a logical path to resolve the specified problem. The student will integrate the content of their industrial skills stream into a portfolio to record their progress through the project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon Completion of the Module Students will be able to: +1. Demonstrate the ability to develop solutions to moderately complex problems. +2. Select and use the appropriate mix of resources for the project at hand, Report the work done on the project, including references to previous work, and recommendations for future work +3. Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +Upon Completion of the Module Students will be able to: +1. Develop and present a project plan, modularise the project into work packages, and identify the resources required to complete work packages. +2. Work as an individual and within a team, with support from a supervisor, drawing on knowledge and experience to solve problems. +3. Adhere to the norms and expectations of the employing organisation. +4. Relate to colleagues at all levels. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using blended learning methods with assignment work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +McMillan K. & Weyers J. (2011) How to write Dissertations and Project Reports, Pearson Publishing +Sternberg, R.J. and Zhang, L.F. (Eds) (2000) Perspectives on Cognitive Learning and Thinking Styles, Hallsdale NJ: Lawrence Erlbaum Associates +Drew, S. and Bing, R. (2010) The Guide to Learning and Study Skills, Gower + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +ED5071 - COMPUTER ENGINEERING FUNDAMENTALS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the student to fundamental algorithms and dynamic data structures in modern computer engineering (e.g. queue, trees, and dynamic arrays). +Introduce software engineering practices, Flow diagrams and class diagrams. +Use good software practice to develop a significant application within a team environment. + + +Syllabus: +The following will be covered: +* Algorithms +* Growth of functions +* Data structures - Linked lists, Stacks, Queues and Red-Black Trees. +* Greedy Algorithms +* Hash functions and search minimisation techniques +* Class/Object unit testing +* Analysis of algorithms +* Case study/Team Project + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Select an appropriate algorithm for a given application and understand the impact of the growth of functions. +2. Develop sophisticated algorithms to manage large amounts of data +3. Demonstrate the use of hash functions and search minimisation techniques +4. Use sophisticated software development environments to manage large projects +5. Demonstrate an understanding of the limitations of algorithms and NP-completeness +6. Develop a application that compares two algorithms application. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and software development projects + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Deitel, P., Deitel, H., Pearson (2018) +C How to Program, MIT Press +Eggert, S.M. Ross. (2018) A.E. Fischer, D.W. +Applied C: An Introduction and More , McGraw-Hill + + +Other Texts: + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +ED5072 - ADVANCED TOPIC SEMINARS AND PROJECT IDENTIFICATION + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 8 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is a core module for the MSc in Artificial Intelligence. The aim is to bootstrap the identification and planning of the Research and Development Project based on a tangible business or society need by presenting and exploring a set of advanced topics in AI. + + +Syllabus: +This will take the form of an intensive series of workshops, seminars and lectures by participants, their host organisations, industry and academic experts, both nationally and internationally. +The aim is to bootstrap the identification and planning of the Research and Development Project based on a tangible business or society need. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this component of the programme students will be able to: +1. Conduct analysis of the relevant topics and literature. +2. Identify a research gap and identify a set of research questions/problems for further exploration. +3. Choose a methodology appropriate to the research problem. +4. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. +5. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. +6. Deduce an implementation strategy encompassing the appropriate tools, frameworks and platforms. + + +Affective (Attitudes and Values) + + +On successful completion of this component of the programme students will be able to: +1. Develop and/or demonstrate self motivation. +2. Develop and/or demonstrate competencies in time management and project management. +3. Reflect on personal learning outcomes resulting from a self-directed inquiry involving implementation of research from inception to execution. +4. Identify and discuss any significant ethical issues such as privacy, confidentiality, ownership, transparency and identity. + + +Psychomotor (Physical Skills) + + +N/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +An intensive series of workshops, seminars and lectures will be given by participants, their host organisations, industry and academic experts, both nationally and internationally. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ED5073 - RESEARCH METHODS AND PROJECT SPECIFICATION + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 8 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is a core module for the MSc in Artificial Intelligence. + + +Syllabus: +1. Research and research skills, choosing a thesis topic, developing a research question. +2. Literature reviews, conceptual frameworks and theoretical frameworks: functions and distinctions. +3. Finding information and staying current, initiating a literature review, how to read literature effectively, performing a systematic literature review. +4. Research Methods, Research Onion, Common Methods in Biases in Behavioural Research, Epistemology and Ontology in Social Science Research, Objectivity in Educational Research, Understanding 21st Century Qualitative Research, Qualitative vs. Quantitative, Skills Needed For Mixed Methods Research, Methods for the Thematic Synthesis of Qualitative Research in Systematic Reviews. +5. Ethics issues in research, Thesis proposal templates. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this component of the programme students will be able to: +1. Explain the primary issues and decision stages involved in the completion of a research and development dissertation. +2. Conduct analysis of the primary and secondary literature; +3. Identify a research gap and frame a research question; +4. Choose a methodology appropriate to the research; +5. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. + + +Affective (Attitudes and Values) + + +On successful completion of this component of the programme students will be able to: +1. Develop and/or demonstrate self motivation. +2. Develop and/or demonstrate competencies in time management and project management. +3. Reflect on personal learning outcomes resulting from a self-directed inquiry involving implementation of research from inception to execution. + + +Psychomotor (Physical Skills) + + +N/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Students will be taught research skills and methodologies through a series of online session with the Thesis Coordinator. + + +The applied research project supports the development of the following graduate attributes: +KNOWLEDGEABLE: Students develop knowledge of research methods and how to identify a research gap. +PROACTIVE: Students make active use of data and research to identify a research question, and in doing so develop confidence in managing a large, lengthy project they designed themselves with guidance from a supervisor. +CREATIVE: Students develop their own research question, which requires them to integrate existing knowledge in a new way. +RESPONSIBLE: Students manage their own thesis proposal, including submitting their research question and method to external scrutiny for ethical considerations. +ARTICULATE: Students develop the ability to communicate challenging, academic concepts in a written document. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders, Thornhill, Lewis (2011) Research Methods, Pearson +Creswell (2013) Research Design: Qualitative, Quantitative, and Mixed Approaches, Sage +Ackerson (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers, Scarecrow Press + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +Tabea.DeWille@ul.ie +________________ + + + + +Module Code - Title: +ED5081 - INTRODUCTION TO WEB AND DATABASE TECHNOLOGY + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will introduce you to the concepts and techniques underlying the World Wide Web, such that you will gain a working knowledge of how to design and build web sites. The module will also present an introduction to relational databases and data models and manipulation. + + +Syllabus: +- Overview of the Internet and World Wide Web; standards and specifications +- Web browsers, Web servers and protocols +- Designing & creating Web Pages with HTML +- Web programming: overview of XHTML, XML, CSS and ActiveX controls +- Multimedia on the WWW including Audio, Video and graphics +- Data & information: characteristics, differences and structures +- Data management: simple file storage & retrieval; Introduction to data modelling +- Introduction to the concept of Database Management System (DBMS) +- Introduction to Structured Query Language (SQL) +- Web-database connectivity. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +- Describe the Internet and World Wide Web technology standards; +- Recognise and apply an appropriate web pages development methodology, principles of coherent wed coding and good visual design; +- Analyse a business situation and specify the requirements for a database in support of the business; +- Develop an appropriate data model from above analysis using a systematic database design methodology, such as Normalisation; +- Describe the basic environment that must be set up to establish Internet database-enabled connectivity; +- Design and develop web sites using a wide range of components from current specifications of HTML/XHTML and CSS. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +- Implement a physical data model using a relational database management system (RDBMS); +- Manipulate the data stored by a RDBMS using Query By Example (QBE) and/or Structured Query Language (SQL). + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered via 2 lecture hours and 2 laboratory hours per week over 12 teaching weeks. Assessment is based on 50% coursework and 50% final exam. Coursework involves a number of lab-based exercises and assignments, one design assignment and a mid-term test. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Robbins J. (2018) Learning Web Design, 5th Ed., O'Reilly Media, Inc., California, USA +Friedrichsen L., Ruffolo L., Monk M., Starks J. L., and Pratt P. J. (2020) Concepts of Database Management, 10th Ed., Cengage Learning, MA, USA +Domdouzis K., Lake P., Crowther P. (2021) Concise Guide to Databases: A Practical Introduction , 2nd Ed., Springer International Publishing +De Soto D. (2013) Web Design: Know Your Onions, BIS Publishers, Amsterdam + + +Other Texts: + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ + + + + +Module Code - Title: +ED5082 - OPERATING SYSTEMS FOR COMPUTER ENGINEERS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Study of multitasking operating systems. Study will be confined to single processor systems. A Unix or WIN-32 operating system will be selected as the prime example operating system. The module lab work will teach the student to develop concurrent program solutions. The module includes: concurrency, states, queues, scheduling. Process inter-communication. Memory management. File systems to support multitasking, File sharing, file protection, performance issues. Conditions for deadlock and solutions. I/O devices and device drivers. File security and protection. + + +Syllabus: +1) Processes: Concurrency, states, queues, scheduling. 2) Process Communication: Mutual exclusion, race conditions, busy-waiting solutions, Test/Set locks, semaphores, monitors, simple message passing, pipes, classical problems. 3) Memory Management: Swapping, virtual memory, paging, segmentation, performance and protection issues. 4) File systems to support multitasking: File sharing, file protection, performance issues. The UNIX i-node system. 5) Deadlock: Conditions for deadlock and solutions. 6) Input/Output: I/O Devices for multitasking environments, need for design of re-entrant drivers. 7) Computer Security and Protection: User authentication; protection matrix; ACL; capabilities. 8) Case Study: The UNIX Operating System: Origins; Standards; Shells; Utilities; Process Management; Memory Management; File Management; Programming in the Unix environment (Or, equivalent study based on a WIN-32 operating system.) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +- Define the underlying concepts for computer operating system design. +- Identify concurrency problems in software examples and describe how they can be fixed using appropriate synchronisation mechanisms. +- Compare the features of two separate operating systems (Unix and WIN-32) by identifying the underlying architectural and conceptual differences. so that they can compare and relate to the underlying concepts. +- Describe the key concepts and requirements for a memory management system, including virtual memory, partitioning, paging, protection and performance. +- Analyse problems that can be solved with understanding of API/libraries in an operating system context. +- Given a specific programming problem show, without reference to a resource, how operating system APIs and libraries can be used to reduce the amount of code that has to be written to solve the problem. +- Develop a simple I/O device driver, know the individual steps necessary to copy the contents of a memory buffer to a physical block on a hard disk, as a formal driver. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Formal lectures, laboratory based assignments and projects, laboratory based tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +William S. (2018) Operating Systems Internals and Design Principles, 9th Ed., Pearson +Silberschatz A., Galvin P. B., Gagne G. (2018) Operating Systems Concepts, 9th Ed., John Wiley & Sons, Inc. +Parker S. (2011) • Shell scripting: Expert Recipes for Linux, Bash, and More, John Wiley & Sons, Inc. +Love R. (2013) Linux System Programming, 2nd Ed., O'Reilly Media, Inc. + + +Other Texts: +Tanenbaum A. S., Bos H. (2015) Modern Operating Systems, Pearson +Stevens W. R., Rago S. A. (2013) Advanced Programming in the UNIX Environment, 3rd Ed., Pearson Education, Inc. +Wang K.C. (2018) Systems Programming in Unix/Linux, Springer + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +ED5092 - PROJECT (MOBILE AND SECURE CLOUD COMPUTING) + + +Year Last Offered: +2012/3 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To develop the student ability to work on his/her own, or in a group, and with a technical supervisor. The student will become familiar with the process of research, development and design and will also develop problem solving and verbal and written communication skills. These skills will be developed by applying the tools and techniques relevant to the student's specialist stream. + + +Syllabus: +In this lab-based project the students will acquire and apply the skills that are relevant to their elected specialist streams. The project will consist of a set of project objectives and students will carry out the tasks leading to these objectives with support from their supervisors and other academic and technical staff. The project will involve using tools and systems relevant to the students specialisations so that in addition to gaining problem solving and analytic skills the students will be trained in and gain experience of state of the art communications software. A number of industry-based guest lecturers will be invited to contribute lectures and possibly suggest project topics as part of the project modules. Students will submit a project report and make at least one oral presentation for grading. Each project will be reviewed and graded by at least two academics. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Learn and Apply skills that are relevant to the student's elected specialist stream +Carry out a set of tasks based on one or more project objectives in a lab-based directed environment. +Select and use the appropriate mix of technologies for the project at hand +Apply knowledge from this and other modules combined with experience of relevant tools gained in a directed environment to implement the project tasks +Carry out research and design work +Report on the work done on the project, including references to previous work, and make recommendations for future work +Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +Demonstrate the ability to develop solutions to moderately complex engineering problems. + + +Psychomotor (Physical Skills) + + +Work as an individual, and/or as part of a team, and with a project supervisor +Present and report on the technical content and outcomes of their projects. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + () User Manuals and guides for the tools to be applied in the project., + + +Other Texts: + () Other relevant documentation as agreed with the project supervisor or as suggested by industry experts., + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +ED5132 - PROJECT IDENTIFICATION AND SPECIFICATION + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 3 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic along with advanced design and implementation. This module will support students in finding a suitable research topic and in developing a detailed project specification. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in a selected area. Projects are normally undertaken individually by students, although group project work is also allowed. +This module aims to raise awareness of the following features and functions of academic writing: critical thinking; the planning process of a research project; analysing publications related to the research area, brainstorming; outlining, writing an abstract; writing the outline of a research project; presenting arguments; describing graphs/tables; interpreting data. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Conduct analysis of the relevant topics and literature. 2. Identify a research gap and identify a set of research questions/problems for further exploration. 3. Choose a methodology appropriate to the research problem. 4. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. 5. Critically evaluate and assess undertaken work by comparing it to the published literature in the field 6. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Develop and/or demonstrate self motivation. 2. Develop and/or demonstrate competencies in time management and project management + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +An intensive series of workshops, seminars and lectures and interactions with the relevant Research Groups. Also one-to-one meetings with potential supervisors are included. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders M., Lewis P., Thornhill A. (2011) Research Methods, Pearson +Creswell J. W. (2013) Research Design: Qualitative, Quantitative, and Mixed Approaches , Sage +Ackerson L. G. (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers, Scarecrow Press + + +Other Texts: + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +ED5502 - DIGITAL SYSTEMS 4 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Understanding computer architecture is important for electronic and computer engineers, so this module introduces fundamental computer architecture concepts. The module uses assembly language programming to highlight how executing code uses the CPU resources defined by its architecture. The module also introduces embedded systems using microcontrollers. It uses microcontroller programming in C (or a similar high level language) both to illustrate how computer architecture may influence programming and also to allow students to gain embedded systems programming skills. + + +Syllabus: +Microprocessor and Microcontroller Architecture: + + +Processor Architecture and programming in machine code. Programmer's model, data formats including integer types, floating point numbers, ASCII and Unicode. Program instruction cycle. + + +Instruction sets: + + +Addressing modes: register, immediate, direct, indirect, relative. Program control flow instructions. Stacks, local variables and subroutines. Exception handling. + + +I/O programming: + + +Simple handshaking concepts. Software polling. Interrupts: Basic interrupt processing concepts. Interrupt service routines (ISRs). Interrupt hardware -fixed versus programmable priority, interrupt vectoring. + + +C or other high level language (HLL) as a programming language for embedded systems: + + +Pointers and Macros in embedded software. Linking and sub-programs. Assembly programming and C or other HLL. + + +Memory: Addressing concepts, including memory mapped and I/O mapped I/O. Volatile and non-volatile memory. ROM, RAM. +Serial data: Asynchronous and synchronous transfers. RS232, SPI, I2C. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the operation of a basic microprocessor + + +Write assembly code that uses processor and microcontroller on-chip I/O resources. + + +Explain the relationship between high level languages, assembly language and machine code. + + +Compile, debug and test a C or other HLL program (comprising of multiple source files) + + +Code and utilise interrupts + + +Program and utilise microcontroller on-chip I/O devices using C or other HLL + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Module is taught using 2 hours per week of lectures, 1 hour tutorial and a 2 hour lab session involving project work. +Develops problem solving and collaborative skills of students. +Module updated to reflect current practice in embedded systems development. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Williams, E (2014) Make: AVR Programming: Learning to Write Software for Hardware , Maker Media +Smith, W.A. (2016) C Programming with Arduino , Elektor Publications + + +Other Texts: +Russel, D.J., Thornton, M.A. (2010) Introduction to Embedded Systems: Using ANSI C and the Arduino Development Environment , Morgan Claypool + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +gabriel.leen@ul.ie +________________ + + + + +Module Code - Title: +ED6001 - PROJECT 1 (COMPUTER ENGINEERING) + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 29 + 18 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which will involve research into a selected topic in the areas of computer engineering, data communications and/or software engineering, along with appropriate advanced design and implementation. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, ED6002. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the guidance and supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications and/or software engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Computer, Data Communications and Software Engineering. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Computer, Software and Communications Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by writing a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study and research guided by supervisor/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ED6002 - PROJECT 2 (COMPUTER ENGINEERING) + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 29 + 18 + + +Grading Type: +N + + +Prerequisite Modules: +ED6001 + + +Rationale and Purpose of the Module: +To undertake a significant project, which will involve research into a selected topic in the areas of computer engineering, data communications and/or software engineering, along with appropriate advanced design and implementation. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, ED6001. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the guidance and supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications and/or software engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Computer, Data Communications and Software Engineering. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Computer, Software and Communications Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by writing a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study and research guided by supervisor/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE2001 - COMPUTER SOFTWARE (BLENDED) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 6 + 0 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will develop skills in secure mobile application development and give potential and current ICT professionals the fundamental skills and knowledge to develop web and mobile applications. + + +This software development module furthers the student's knowledge of a modern object oriented programming language with particular emphasis on classes, objects, and Graphical User Interfaces. + + +Students will develop their understanding of the concepts of inheritance and polymorphism as used in object orientated programming languages. + + +Students will develop the ability to produce moderately complex event driven programs with user interfaces developed using a graphical toolbox. + + +This module is flexible learning version of CE4702 Computer Software 2. + + +Syllabus: +The following topics will be covered: +In depth study of the object oriented principles, abstraction, inheritance and polymorphism. +Abstract data types including interfaces, abstract classes. +Input and output including files and streams. +Introduction to the use of regular expressions to manipulate text files +Introduction to algorithms - efficiency, simple analysis and comparison +Error handling techniques +Binary trees +Recursion +Graphical user interfaces and development of event driven applications +Unique global class naming and creation of class libraries +Code documentation and code reviews +Use case analysis + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Decompose a problem into a set of classes, using the concepts of inheritance and polymorphism. +2. Construct code, using existing class libraries, to implement specific programming problems. +3. Demonstrate the use of regular expressions, error handling techniques and recursion. +4. Implement programs that manage dynamic data structures. +5. Implement applications with graphical user interfaces (GUI) to accept dynamic data and modify the GUI in response to an input. +6. Demonstrate the use of software structuring techniques including use case analysis, code documentation and code reviews. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +NA + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended flexible learning format of lectures, labs, and project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietel and Dietel (2017) Java How to Program, Early Objects, Prentice Hall + + +Other Texts: +Liang, Y. D. (2018) Introduction to Java Programming 11e, Pearson +Malik DS and Nair PS (2011) Java Programming, From Problem Analysis to Program Design (5e), South-Western College Publishing + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE2002 - DIGITAL CONTROL (BLENDED DELIVERY) + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 1 + 0 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is being created for the blended learning Certificate in Robotics and is based on the fulltime EE6452 - DIGITAL CONTROL. This is at the request of APRC to differentiate the fulltime delivery mode from the blended learning delivery mode on SI. + + +To study the application of digital computers to control engineering problems. + + +Syllabus: +Brief review of classical control system techniques covering stability analysis and design methods for both continuous and sampled data systems including Nyquist, Bode, root locus. + + +Design criteria including gain and phase margin, settling and rise time, steady state and following error. Classical design techniques for, and implementation of, digital control systems; pole placement using state variable approach, direct design including deadbeat control, attenuation of ringing poles and multivariable design. + + +Error mechanisms and sources including the algorithm, sampler, and word length. Issues having a significant impact on the practical implementation of digital controllers such as direct and canonical form for controller realisation, word length choice and processor hardware requirements. + + +Development and testing; software structures; introduction to modern control techniques such as system identification, robust and optimal control + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +The student will be able to: +1. Choose effective control strategies to address a range of real-world control problems. +2. Analyse problems to realise appropriate controllers. +3. Decide on appropriate processors and word-lengths for controller implementations. +4. Simulate plant and controller combinations using Matlab and Simulink. +5. Describe appropriate control algorithms on embedded processors. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Twelve hours of face to face sessions over 6 weeks, virtual labs and online blended support material. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Frankin, Powell & Worman (2014) Feedback Control of Dynamic Systems, Addison-Wesley + + +Other Texts: +Astrom & Wittenmark (2012) Computer Controlled Systems (3 edition), Dover Publications + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE2003 - PROJECT - ELECTRONICS/COMPUTER ENGINEERING + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to combine previously learned course material with their individual talents in order to solve real-life industry projects. To develop in the students the ability to organise and direct their own work and to present this work in written and verbal format in a proper and appropriate manner. + + +Syllabus: +[Project Management] Students undertaking of this module must implement a project plan outlining various phases of the project. Estimation of goals and task scheduling must analysed, identified and prioritised. The project plan must be revisited throughout all stages of the lifecycle. + + +[Independent Research] Students must demonstrate an ability to research and investigate aspects of the project independently. A proven aptitude in coordination of, and active involvement in, information gathering, analysis and formal presentation of findings must be exhibited + + +[Knowledge Implementation] Implementation of the project must incorporate all modules associated within the project stream. In this manner students are guaranteed to be equipped with the essential tools to acquire further knowledge and insight. + + +[Documentation Proficiency] As part of the module criteria a report must be completed to support the project. This should include the initial scope, methodologies applied and tools and techniques employed, in addition to the motivations for the project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Develop and present a project plan, modularise the project into work packages, and identify the resources required to complete work packages. + + +Demonstrate the ability to develop solutions to moderately complex problems. + + +Work as an individual and within a team, with support from a supervisor, drawing on knowledge and experience to solve problems. + + +Report the work done on the project, including references to previous work, and recommendations for future work. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +foster the ability to recognise the potential for investigation in existing work practices + + +provide students with a awareness of the potential research has to generate ideas and solve problems in an industrial setting + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be thought in a flexible mode; content delivery will be through online and offline video classes and short learning materials. +Each student is required to obtain a suitable project based on an industrial need. Under the supervision of a member of staff, the student will progress along a logical path to resolve the specified problem. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Thomas, Gary (2017) How to do your research project : a guide for students, Sage +Wisker, Gina (2009) The undergraduate research handbook, Palgrave MacMillan + + +Other Texts: +Breach, Mark. (2008) Dissertation Writing for Engineers and Scientists, Prentice Hall +Robson, Colin () How to do a Research Project. A Guide for Undergraduate Students, Blackwell Publishing + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring +Summer + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE2011 - MOBILE APP DEVELOPMENT (BLENDED) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 6 + 0 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will develop skills in secure mobile application development and give potential and current ICT professionals the fundamental skills and knowledge to develop web and mobile applications. + + +This mobile application development module will introduce the student to the fundamentals of mobile application development using a modern APP Development Platform. This will facilitate the development of APPs for SmartPhones. Additionally the module aims to enhance individual and team working skills through project work. + + +This is an flexible learning version of ED5042 Mobile App Development. + + +Syllabus: +Fundamentals of a Mobile App development platform. +Features of the App SDKs. +Components of the development platform: Activities, Services, Content providers and Broadcast receivers. +Development Tools available and their configuration. +Writing Apps using the development tools. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Identify, describe and understand the components of a mobile app development platform. +Acquaint the student with the fundamentals and intricacies of programming mobile apps. +Undertake the installation and use of the necessary development tools. +Design and develop structured program solutions for smartphones as an individual and as a team member. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +NA + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended flexible learning format of lectures, labs, and project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Wei-Meng Lee (2011) Beginning Android Application Development, Wrox (Wiley). +Reto Meier (2009) Professional Android Application Development, Wiley Publishing. + + +Other Texts: +Mark L. Murphy (2008) The Busy Coders Guide to Android Development, CommonsWare, LLC. + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE2012 - SOFTWARE ENGINEERING (BLENDED) + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will develop skills in secure mobile application development and give potential and current ICT professionals the fundamental skills and knowledge to develop web and mobile applications. + + +This software engineering module will develop knowledge to understand and apply the object-oriented approach to software development. It will also emphasise Good Software Engineering Practices. It will also enhance individual and team working skills via individual investigative project and presentation, individual exercises, and a team project. + + +This is a flexible learning version of ED5031 Software Engineering + + +Syllabus: +Object Oriented Analysis/Design: Object Oriented Paradigms (one in detail e.g. OMT-object-modeling technique/UML-unified modelling language) focusing on architecture and behavioural design and representation. +Use Cases. +Design Patterns. +Software Reuse. +Overview of Object Oriented Programming Languages (e.g. Java/Smalltalk). +Individual Project/Case Study. +Team Project in the area of Software Design for Advanced Communication Systems (e.g. Call Handling and Mobility Management Systems in mobile system). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Apply basic software engineering concepts and techniques to the software development process. +Use UML diagrams for the specification, visualization, construction and documentation of software. +Describe the stages of the software development cycle in terms of inputs, outputs, resources and design documents. +Employ a structured approach to the design and construction of a small but complete software system. +Prepare software engineering technical reports to professional standards. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +NA + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended flexible learning format of lectures, tutorials, and project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ian Sommerville (2016) Software Engineering, 10th Edition, Addison-Wesley +Pressman (2019) Software Engineering: A Practitioner's Approach, 9th Edition, Addison-Wesley +Booch, Rumbaugh & Jacobson (1998) The unified modeling language user guide, Addison-Wesley + + +Other Texts: +Buschmann, F. et al. (2013) Pattern_oriented Software Architecture, Wiley +Gamma et al. (2015) Design Patterns: Elements of Reusable Object-Oriented Software Architecture, Wiley + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE2021 - DATA SECURITY (BLENDED + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will develop skills in secure mobile application development and give potential and current ICT professionals the fundamental skills and knowledge to develop web and mobile applications. + + +This data security module introduces the concept of security services such as authentication, integrity and confidentiality, as well as the role of digital signatures and their implementation using cryptographic ciphers. + + +This data security modules will also introduce basic security protocols that provide security services and attacks against security services: Replay attack, man in the middle attack. + + +This module is a flexible learning version of ET4014 Data Security. + + +Syllabus: +[Introduction to Security Services:] Security attacks, OSI model, security services: concepts of confidentiality, data origin authentication, entity authentication, data-integrity, access control, availability. +[Digital Signatures:] The role of signatures, MACs, Hash functions, digital signatures, public key certificates, X509 certification authorities, e-mail security: PGP. +[Security Protocols:] Introduction to key management, peer-to-peer distribution protocols and identification protocols. Secure web (https/ssl), secure shell (ssh) etc. +[Identification techniques:] Identification tokens and smart cards. Biometric identification: finger prints, retina scan, face recognition, voice recognition. +[Attacks:] Definition of attacker and capabilities of attacker, introduction to attacks on protocols, such as replay attacks, man in the middle attack. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Explain the basic operation of security services such as authentication, integrity and confidentiality. +Explain the differences between a MAC(message authentication code), a Hash function and a digital signature. +Demonstrate the application of PGP (Pretty Good Privacy). +Explain the basic concept of a security protocol. +Describe (qualitatively) the strengths and weaknesses of different identification techniques. +Describe the fundamental operation of replay attacks and man in the middle attacks + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +NA + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended flexible learning format of lectures, labs, tutorial, and learning exercises. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +William Stallings and Lawrie Broen (2017) Computer Security: Principles and Practice 4e, Pearson +Pfleeger C.P. and Pfleeger S.L. (2018) Security in Computing (5e), Pearson +Boyd C and Mathuria A (2019) Protocols for Authentication and Key Establishment, Springer + + +Other Texts: +Reid, P. (2004) Biometrics and Network Security, Prentice Hall +Delfs H and Knebl H (2015) Introduction to Cryptography: Principles and Applications, Springer-Verlag +Viega J, Messier M and Chandra P (2002) Network Security with OpenSSL: Cryptography for Secure Communications, OReilly Media +Gourley D et al (2002) HTTP: The Definitive Guide, OReilly Media + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +muzaffar.rao@ul.ie +________________ + + + + +Module Code - Title: +EE4001 - ELECTRICAL ENGINEERING 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give students an understanding of the fundamental concepts of electricity and magnetism. + + +Syllabus: +Conduction: Electric charge and flow. Resistivity and resistance. Ohm's law. Kirchoff's laws. Resistors in series and in parallel. Principle of superposition. Network theorems. Simple dc circuits. + + +Electrostatics: Concepts of electrical charge. Electrical fields, flux and flux density. Voltage and potential difference. Energy stored in an electric field. Coulomb's law. Capacitance. Capacitors in series and in parallel. RC circuit analysis. + + +Magnetics: Concept of magnetic field. Magnetic effect of a current. Force on a conductor. Torque on a current loop. The moving coil meter. Ampere's law. Magnetic materials and hysteresis. The magnetic circuit. + + +Electromagnetic Induction: Concept of induced emf. Faraday's law of electromagnetic induction: Lenz's law. Energy stored in an magnetic field. Inductance. Inductors in series and in parallel. RL circuit analysis. + + +ac Circuit Analysis: ac generation. Sinusoidal signals. Phasors and phasor diagrams. RC, RL and RLC circuit analysis. Concept of frequency response. Resonance. Basic filtering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will to able to: +1. Describe and apply the fundamental laws of electrical science. +2. Explain the action of capacitors and inductors in electrical circuits. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will to able to: +1. Analyse basic electrical circuits in terms of voltage and current. +2. Demonstrate and explain electromagnetic effects in electrical circuits. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will to able to: +1. Construct electrical circuits in the laboratory. +2. Take voltage and current measurements in the laboratory. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and Labs. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Boylestad R. L. (2015) Introductory Circuit Analysis (13th Ed.), Pearson + + +Other Texts: +Floyd T. & Buchla D. (2009) Electronic Fundamentals (8th Ed.), Pearson +Hughes E., Hiley J., Brown K. & McKenzie-Smith I. (2016) Electronical & Electrical Technology (12th Ed.), Pearson + + +Programmes +BEAEENUFA - AERONAUTICAL ENGINEERING +BEMEENUFA - MECHANICAL ENGINEERING +BEBIENUFA - BIOMEDICAL ENGINEERING +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING +BEDEMAUFA - DESIGN AND MANUFACTURE +BECIENUFA - CIVIL ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +mark.halton@ul.ie +________________ + + + + +Module Code - Title: +EE4003 - THE ENGINEER AS A PROFESSIONAL + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 0 + 0 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: +1. Communication. Presenting, Writing. + + +2. Adapting to the Workplace. Effective Meetings, Time Management, Creativity, Stress & Fun, Feedback, Planning, Teamwork, Leadership. + + +3. The Engineer as a Professional. Professions & The Engineering Profession, Professional Bodies, Life Long Learning & Continuous Professional Development + + +4. Engineering Ethics, Engineers in Society, Responsibility in Engineering, Common Morality & Codes of Ethics, Analysing the Problem, Utilitarian & Respect for Persons Philosophies, Creative Middle Ways + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of the module students will be able to: +• Analyse and discuss the utilitarian and respect for persons ethical principals +• Examine and discuss the relationship between common morality and professional codes of ethics +• Demonstrate an understanding of the role of reflective practice in continuous professional development + + +Affective (Attitudes and Values) + + +On successful completion of the module students will be able to: +• Demonstrate an understanding of the role and responsibilities of professionals in society and the function of professional bodies +• Analyse the importance of teamwork and the role of leadership in the completion of complex tasks + + +Psychomotor (Physical Skills) + + +On successful completion of the module students will be able to: +• Demonstrate their capability of making a competent technical presentation to their peers +• Demonstrate their ability to work in teams through practical activities + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is taught using problem based learning and involves weekly groupwork activities followed by personal reflections. Recent research papers are often the subject of these groupwork activities (e.g. self-driving cars, social media etc..) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Harris C.E., Pritchard M.S., Rabins M.J. (2005) Engineering Ethics, Concepts & Cases, Wadsworth + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +anthony.kelly@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE4005 - ELECTRICAL POWER SYSTEMS + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4008 - AVIONICS + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 2 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4001 +EE4004 + + +Rationale and Purpose of the Module: +* To make the students aware of the principles of operation of avionic systems and the application of telecommunications and control techniques to aeronautics. +* To introduce the students to the principles of radar, radio navigation and telecommunications systems. + + +Syllabus: +Principle of operation of avionic systems + + +Brief description of instrumentation, sensors, actuators, computer based data acquisition and control systems. + + +Introduction to navigational, communications and air traffic control systems. + + +Air Data Systems +Inputs ;- pressure, air temperature. Outputs ;- pressure altitude, air speed, mach number, air density, temp, etc. +Air data instruments; altimeter, airspeed indicator, vertical speed indicator, mach metre, etc. +Compass Systems +Gyroscopic Instruments, mechanical gyros, gimballed gyros, strap down gyros, +Laser Gyros, Sagnac effect, +Inertial Navigation Systems +Flight control systems + + +Aircraft use of radio; navigation, radar, voice and data communication +Radio wave propagation and radiation, propagation in the real atmosphere, ground effects: multipath and clutter, ground waves, sky and space waves. +Modulation, AM, FM, SSB, etc. +Radio antennas, unipole, dipole, loop antenna, capacitive antenna, microwave horn +Avionics radio systems across different frequency bands + + +Introduction to Principles and Use of Radar +Primary and secondary radar systems +Antennas, mechanically steered radar beams, phased arrays. +Pulse radar, radar transmitters and receivers, radar displays, moving target indicator. Doppler radar, CW and frequency modulated radar. +Radar range equation, , input noise, signal-to-noise ratio. +Radar cross section of target aircraft +2D and 3D radar systems +Radar resolution, in range, azimuth and elevation. + + + +Navigation Theory and Systems +Navigation aids for aircraft +Radio Navigation and Telecommunications Systems +Instrument Landing Systems +Microwave Landing Systems +Loran C, Very High Frequency Omnidirectional Range (VOR), GPS, Automatic Direction Finder (ADF), Non Directional Beacons (NDB). +Navigation sub systems surveillance radar for Air Traffic Control. + + +Digital Data Busses used on Aircraft +MIL STD 1553, ARINC 429, A629 + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Capturing the complete set of student learning outcomes from the study of this avionics module is not possible as in studying the subject students may gain understanding and insight in an open ended fashion. Some sample learning outcomes of this module are captured here. + + +1 Describe and define and operation principles of avionic systems (air data systems, avionic radio systems, navigation systems, radar systems, aircraft data busses, etc. + + +2 Describe and explain the fundamentals of radio communications systems (antennas, modulation schemes, (AM FM SSB), radio wave propagation, etc. + + +3. Perform simple calculations using appropriate equations that describe the operation principles of avionic system components (antenna design, channel bandwidth, signal to noise ratio, radar cross section, resolution of measurement, etc.) + + +4 Derive and apply the radar range equation in various forms and apply the equation in the solution of radar system design and analysis problems. + + +5 Describe, compare & contrast, illuminate the strengths and weaknesses and limits of performance of navigation systems such as GPS, Loran C, VOR, ADF, NDBs, ILS MLS, etc. + + + + +Affective (Attitudes and Values) + + +NA + + +Psychomotor (Physical Skills) + + +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +-- + + +Research Findings Incorporated in to the Syllabus (If Relevant): +-- + + +Prime Texts: +Ian Moir & Allan Seabridge (2003) Civil Avionic Systems, Professional Engineering Publishing + + +Other Texts: +Ian Moir & Allan Seabridge (1992) Aircraft Systems, Longman +Myron Kayton and Walter Fried (1997) Avionics Navigation Systems, Wiley +Merrill Skolnik (1990) Radar Handbook, McGraw Hill +Neil Storey () Electronics, A Systems Approach,, +J C Toomay, Van Nostrand Reinhold (1982) Radar Principles for the Non-Specialist, +Nadav Levanon (1988) Radar Principles, Wiley & Sons + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +EE4011 - ENGINEERING COMPUTING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Engineering computing is the use of computers, software and numerical methods to solve scientific and engineering problems. The module has two distinct aspects. Firstly, the module aims to introduce students to a number of basic numerical methods commonly used in solving engineering problems and the concepts necessary to implement them in a relevant engineering software package. The second aim is to introduce students to a high level object-oriented programming language and a software development environment. + + +Syllabus: +Brief introduction to computers. Overview of scalars, vectors & arrays. Overview of logic operands for algorithm development. Introduction to basic numerical methods for solving engineering problems, e.g. search based techniques for finding roots, determining the maxima/minima of mathematical functions and methods for solving sets of simultaneous equations. Algorithm development and implementation of numerical methods in math based software package. +Comparative study of different programming languages and software development methods. +Introduction to object oriented development. Basic data types, control statements, methods, scope. Introduction to programming language documentation. Introduction to libraries. Interactive Development Environments. Basic test practices and test case definition. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Explain the basic principles employed to numerically determine solutions to a range of engineering problems. +Given a problem definition, formulate an algorithm to provide a solution. +Describe an algorithm using pseudocode. +Code a program solution using structured programming constructs. +Test and debug a program +Apply top-down design and modular design to a problem and employ this structure in a program. + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Rudra Pratap (2017) Getting Started with MATLAB, Oxford University Press + + +Other Texts: +Steven C. Chapra, Raymond P. Canale () Numerical methods for engineers, McGraw-Hill Higher Education +Amos Gilat () Numerical Methods with MATLAB, Wiley +Paul M Deitel & Harvey J Deitel (2017) java - How to Program, Early Objects, 11e (8e+ suffices), Pearson +Y. Daniel Liang () Introduction to Java Programming, Pearson +D. S. Malik, +P. S. Nair () Java Programming, From Problem Analysis To Program Design, Thompson + + +Programmes +BEENCHUFA - Engineering Choice + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +John.Nelson@ul.ie +________________ + + + + +Module Code - Title: +EE4012 - CIRCUIT ANALYSIS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module develops advanced DC and AC circuit analysis techniques. Topics covered include: circuit theorems, mesh and nodal analysis, Thevenin and Norton equivalent circuits, resistive circuit analysis, inductance and capacitance, time response of RL, RC and RLC circuits, sinusoidal circuit analysis, complex impedance, resonance and the transformer. + + +Syllabus: +This module on Circuit Analysis develops advanced electronic engineering principles for the analysis of DC and AC circuits. Specifically the following major topics are covered: + + +RESISTIVE CIRCUITS: Kirchhoff's voltage and current laws, resistor combinations, voltage and current divider circuits, and measuring resistance using the Wheatstone bridge. + + +TECHNIQUES OF CIRCUIT ANALYSIS APPLIED TO RESISTIVE CIRCUITS: Mesh and nodal analysis, source transformations, Thevenin and Norton equivalent circuits, and maximum power transfer concept. + + +INDUCTANCE and CAPACITANCE: Inductors, capacitors, series and parallel combinations of capacitors and inductors, and mutual inductance. + + +RESPONSE OF RL, RC AND RLC CIRCUITS: Natural and step responses and switching. + + +SINUSOIDAL CIRCUIT ANALYSIS CONCEPTS: Amplitude, frequency, phase, phasors, reactance of capacitor and inductor, complex impedance, power dissipation, power factor, Thevenin, Norton, superposition, maximum power transfer theorem and Kirchhoff's voltage and current laws as applied in sinusoidal circuit analysis. + + +AC CIRCUIT ANALYSIS: Combining impedances, frequency response, source conversions, Thevenin and Norton equivalent circuits, Mesh and Nodal Analysis, and Delta-Y and Y-Delta conversions. + + +RESONANCE: Series and parallel resonant circuits, Q factor and bandwidth. + + +THE TRANSFORMER: Analysis of a linear transformer circuit, reflected impedance, the ideal transformer, and the autotransformer. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On completion of this module, the student will be able to: +Carry out advanced d.c. circuit analysis of resistor based circuits. +Calculate the total capacitance/inductance of series and parallel combinations of capacitors and inductors. +Determine the natural and step response of series and parallel RL, RC and RLC circuits. +Determine Thevenin and Norton equivalent circuits of linear circuits. +Carry out mesh and nodal analysis of linear networks. +Determine the properties of series and parallel resonant circuits. +Analyse a linear transformer circuit. + + +Affective (Attitudes and Values) + + +On completion of this module, the student will be able to: + + +Demonstrate the use of a range of analysis techniques for DC and AC Circuits. + + +Attempt the analysis of complex circuits involving large numbers of nodes using linear algebra. + + +Combine various techniques to reduce the complexity of an analysis task. + + +Demonstrate the ability to work collaboratively in the laboratory. + + +Psychomotor (Physical Skills) + + +On completion of this module, the student will be able to: +Construct basic linear circuits in a laboratory, determine the currents and voltages using laboratory instrumentation and compare with predictions obtained using appropriate circuit analysis techniques and analogue circuit simulations using MATLAB and SPICE. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is a combination of lectures, tutorials and laboratories and supported via the VLE. + + +Lectures introduce the theory which is then reinforced in the laboratories and tutorials. Students undertake laboratory sessions in teams and collaborative working is encouraged. + + +Assessment is undertaken continuously via lab work and assignments and also via an end-of-term exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + Nilsson, J.W. and Riedel, S. (2012) Electric Circuits, Prentice Hall + Kraus, A.D. (1991) Circuit Analysis, West Publishing Company + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +bob.strunz@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE4014 - ELECTRICAL ENERGY + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ + + + + +Module Code - Title: +EE4015 - ELECTRICAL POWER SYSTEMS + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: +Generators/Alternators in power systems: steady state operation, transient conditions, unbalanced loading or faults, operation connected to infinite/non-infinite busbars, stability margin, operational limits, operation at leading power factor, governors and frequency control. +Power Factor Correction: Single-phase and three-phase power factor correction. Utility and consumer power factor correction. Active power factor correction and filters. +Voltage Regulation: Voltage control standards: methods of voltage control, generator, reactive injection, series compensation, tap-changing, coordination of voltage regulation, voltage control and reactive power. +Three-phase Transformers: Review of power transformers, construction, equivalent circuit, autotransformers, use of tap-changers, three-phase connections and transformer banks, transformer harmonics, parallel operation of three-phase transformers, harmonics, inrush current, unbalanced loading, delta/star transformers. +Transmission and distribution: Transmission line inductance, capacitance. Overhear lines, underground cables. +Fault analysis: Power systems faults: earth faults, line-line, line-line-earth; fault calculations, symmetrical faults, unbalenced faults. +Switching and ProtectionL Switches, breakers, contactors, purpose of protection, plant protection, personnel, security of supply, stability, protection system compenents, zones of protection, current transformers, fuses, relays, breakers, inverse time, generator and transformers protection schemes, auto-reclosing circuit breakers. Relay types, over current, differential, impedance and pilot relaying, transformer protection, generator and motor protection, circuit interruption and switching over voltages. +Rectification, Inversion and High Voltage DC Systems +Advanced Topics: Grid design, transmission and distribtion systems, integrating renewable generation onto a grid, grid design for the future, smart grds. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students should be able to: +Describe components, subsystems and behaviour of the modern power system. +Demonstrate a knowledge of how to synchronise a synchronous machine to a grid network. +Explain the implementation of passive and static power factor correction. +Describe methods of voltage regulation in electrical power networks. +Perform load flow analysis to an electrical power network and interpret the results. +Analyse a power network under both balanced and unbalanced fault conditions +Design a protection system for an item of electrical plant. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Perform experiments requiring precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saadat H (2004) Power Systems Analysis (2e), McGraw-Hill +Glover JD and Sarma M (1994) Power Systems Analysis and Design (3e), Brooks/Cole + + +Other Texts: +Gross CA (1986) Power Systems Analysis (2e), Wiley +Weedy BM and Cory B (1998) Electric Power Systems (4e), Wiley +Elgerd OI (1982) Electric Energy Systems Theory - An Introduction (2e), McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Martin.J.Hayes@ul.ie +________________ + + + + +Module Code - Title: +EE4021 - GENERAL ENGINEERING + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 1 + 3 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the students of the Engineering Choice programme to various disciplines of engineering, specifically related to the engineering programmes on offer in UL across five departments. This will broaden their curricula by learning about many areas of engineering. The students will be exposed to the fundamental principles of each discipline, the programmes of study and the career paths open to then upon graduation. Guest professional engineers will describe their experiences in their field of engineering. The students will therefore be empowered to make an informed choice as to their programme of study. + + +Syllabus: +The students will learn about the fundamental principles of Biomedical engineering, Mechanical engineering, Computer Aided Engineering and Design, Aeronautical engineering, Civil engineering, Chemical and Biochemical engineering, Electronic and Computer engineering, and Design and Manufacturing engineering. Engineers need to be familiar with general engineering practice and with the particular practices of their discipline. Principal amongst these will be the methodology of design and operational practice within their discipline. Engineering is directed to developing, providing and maintaining infrastructure, goods, systems and services for industry and the community in a sustainable manner. It is important that graduate engineers are thoroughly versed in the engineering technologies relevant to their chosen discipline. Examples would include; telecommunications, power systems, control systems, algorithms, data structures, manufacturing processes, highway construction, aeronautical engineering etc. Students will also have the opportunity to become involved in multi-disciplinary projects which require them to draw upon technologies outside their immediate area of interest. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will (will be able to): +Give a concise and accurate overview of the Engineering profession, the skills required and career structure and opportunities. +Have acquired a broad and general appreciation of the engineering sciences as well as a thorough insight into the special features of his/her own branch of engineering. + + +Affective (Attitudes and Values) + + +Describe the major issues with respect to sustainable development together with the technical, moral and legal implications. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The students will experience guest lectures from professional engineers and laboratory exercises to understand some of the principles of each discipline of engineering, both in a group and individual environment + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +McCarthy, N. (2009) Engineering A Beginner's Guide, Oneworld Publications +Baine, C. (2001) Is There an Engineer Inside You? A Comprehensive Guide to Career Decisions in Engineering (Second Edition), Professional Pubns. Inc. +Petroski, H., (1996) Invention by Design: How Engineers Get from Thought to Thing, Harvard University Press + + +Other Texts: + + +Programmes +BEENCHUFA - Engineering Choice +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Martin.J.Hayes@ul.ie +________________ + + + + +Module Code - Title: +EE4022 - SEMICONDUCTOR DEVICE FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide an introduction to the structure and operation of solid state, or semiconductor, devices used in electronic circuits. The module will initially introduce semiconductor technology (semiconductor material properties, holes and electrons) and then the types of electronic devices that are commonly used in electronic circuits (diodes, transistors, thyristors, triacs, and integrated circuits). Qualitative descriptions of the types of electronic circuits and their applications for the devices introduced will be provided. + + +Syllabus: +The module will commence with an introduction to semiconductor materials (electrical properties, holes and electrons, band gap, Fermi-Dirac distribution) followed by the behaviour of the metal-semiconductor contact (rectifying and ohmic) and the rectifying pn junction. The metal-semiconductor (Schottky) and pn junction (silicon, germanium, Zener) diodes will then be introduced along with how semiconductor materials interact with light (light emitting diode (LED), photodiode, and phototransistor) and magnetic fields (Hall effect). The bipolar junction transistor (BJT), junction field effect transistor (JFET) and metal oxide semiconductor field effect transistor (MOSFET) will then be introduced, along with power devices (thyristor and triac) and the integrated circuit (IC). In the laboratories, experiments will be undertaken to determine the operation of the Schottky diode, silicon diode, Zener diode, and BJT through laboratory experiments that will include analysis of experiment results using MATLAB. +SEMICONDUCTOR MATERIALS: free electron theory; simple band theory: insulators, semiconductors, conductors, superconductors, doping; carrier density; conductivity Intrinsic and extrinsic semiconductors. Carrier densities and Fermi level position, mobility, transport properties. Diffusion current, thermal equilibrium, diffusion constant and lifetime. +SOLID STATE DEVICES: pn junction, space region and junction capacitance, switching response and recovery time, junction breakdown. General overview of MOS and bipolar technologies. +DIODES: Schottky diode. Simple semiconductor diode characteristics, exponential law, leakage, breakdown voltage. Zener diode. Applications of diodes in everyday electronic circuits and systems. Qualitative overview of the use of diodes in electronic circuits. +FIELD EFFECT TRANSISTOR (FET), junction field effect transistor (JFET): metal oxide semiconductor FET (MOSFET): current control characteristics, operating regions. MOS capacitor, enhancement and depletion mode MOSFET, gate structure, threshold voltage, sub-threshold current. JFET: differences from the MOSFET. Applications of the FET in everyday electronic circuits and systems. Qualitative description of the operation of amplifiers and switches. +BIPOLAR JUNCTION TRANSISTOR (BJT): BJT construction; current control characteristics, operating regions. Applications of the BJT in everyday electronic circuits and systems. Qualitative description of the operation of amplifiers and switches. +POWER DEVICES: Thyristor: current control characteristics, operating regions. Triac: current control characteristics, operating regions. Qualitative description of the operation of power control circuits using thyristors and triacs. +INTEGRATED CIRCUIT (IC) technology: IC component overview. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the physical processes in semiconductor materials. +2. Describe the electrical behaviour of basic semiconductor devices. +3. Describe the operation of typical electronic circuit applications for semiconductor devices. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Acknowledge the role of semiconductor devices in modern electrical and electronic systems. +2. Demonstrate the operation of basic semiconductor devices. +3. Practise the design, build, and test of electronic circuits that demonstrate the operation of basic semiconductor devices. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Build electronic circuits with selected components within an electronic engineering laboratory environment. +2. Measure electrical parameters (resistance, voltage, current) in selected electronic circuits. +3. Use appropriate test and measurement equipment within an electronic engineering laboratory environment. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught through lectures, laboratories, and directed self-study activities. The laboratories will enable the student to demonstrate their knowledge of the subject through experiments that will written-up as formal laboratory reports, and which will allow the student to develop their communication skills in a formal reports in a responsible manner. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Neamen, Donald A. (2012) Semiconductor physics and devices : basic principles, 4th Edition, McGraw-Hill + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE4023 - DISTRIBUTED SYSTEMS + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is designed to provide students with a framework for comparing emerging distributed systems, as well as an understanding of the algorithms necessary to support a distributed system. Computing models and data communications will be studied, as well as software development issues relating to the development of distributed applications. Potential security threats in distributed systems will also be discussed. + + +Syllabus: +[Distributed System Fundamentals] Types of Distributed Systems, Distributed Systems Architectures, Location of Services, Data conversion and Marshalling of data. Replication, Clock synchronisation, Mutual Exclusion & Deadlock Detection, Distributed File System Case study. [Component based Software Architectures] Elements of Component based Software Architectures, Case Study: e.g. CORBA, Java Remote Method Invocation (RMI). Portability and conversion utilities. [Web Services] Simple Object Request Protocol (SOAP), Representational State Transfer (REST). Fault Tolerance. [Service Portability] Performance, Scalability, Security, Availability, Compliance to standards, Flexibility, Platform requirements, Manageability. Consistency and Replication. [Cookies] Uses and Abuses [Application Servers] Comparative study. [Distributed System Security] Identification of attacks. Mechanisms to avoid attacks & to minimise impact of attacks. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Design at a high level a distributed application that meets given performance, security and reliability criteria 2. Develop distributed applications using a Component-based Software Architecture. 3. Critically review existing web service frameworks. 4. Show an understanding of the capabilities of the various web service technologies that are available commercially or provided by the research community. 5. Identify potential threats to a company implementing distributed applications. 6. Develop a list of design requirements for a distributed application to ensure that a company's assets are protected. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs and self study + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A., & van Steen M (2007) Distributed Systems - Principles and Design 2e, Prentice Hall +Martin Kalin (2013) Java Web Services: Up and Running, O'Reilly + + +Other Texts: +Coulouris, G., Dollimore, J. and Kindberg, T. (2005) Distributed Systems: Concepts and Design, Addison-Wesley +B. Kurniawan (2002) Java for the Web with Servlets, JSP, and EJB, New Riders +R.J. Anderson (2008) Security Engineering: A Guide to Building Dependable Distributed Systems 2/E, Weiley +P. Deitel (2008) Internet & World Wide Web: How to Program 4/E, Prentice Hall + + +Programmes +BSCGDEUFA - COMPUTER GAMES DEVELOPMENT +BSCOSYUFA - COMPUTER SYSTEMS + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +James.Murphy@ul.ie +________________ + + + + +Module Code - Title: +EE4024 - ELECTRICAL ENERGY (ELECTRICAL MACHINES) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: +Review of electromagnetism, Faradays, Amperes and Lezs laws, MMF, flux, flux density, magnetic field intensity and reluctance, self and mutual inductance, magnetic materials, BH curves, core losses. +Magnetic circuits, electric circuit analogies, analysis of simple magnetic circuits. +Transformers: Construction and principles, ideal transformer, voltage and current transformers, power transformers, single/3 phase, equivalent circuits, open and short circuit tests, application in power systems, per unit system. +Machines - DC motors and generators: construction and principles, separately excited, series, shunt and compound machines. Voltage and torque equations.Equivalent circuits, Power flow. Machine characteristics: open circuit/magnetization, speed, torque and dynamic characteristics. Which configuation for which application. DC machines in modern power generation and motion control. AC machines, rotating magnetic fields, alternators, 3 phase generators, salient pole/cylindrical rotor, derivation of equivalent circuit from open circuit and short circuit tests, synchronous reactance, the phasor diagram (of cylindrical rotor machine) and the Power Angle Curve. Synchronising to an infiite busbar. Steady state stability limit. +Induction machines (motors and generators) single phase, 3 phase. Derivation of equivalent circuit, determination of torque speed characteristic. Locked-rotor and no-load tests. Induction generator. Introduction to V/F control. Starting methods and protection. +Electrical machines developments for renewable energy generation. +AC power real and reactive power calculations. Power factor correction, balanced 3 phase systems analysis, star and delta connected loads, advantages of 3 phase systems, the per unit system. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Perform calculations in analysing magnetic circuits. +Describe the construction and operation of electical machines and use specification/nameplate data and equivalent circuits to determine electrical and mechanical performance. +Apply phasors and complex power theory in the anbalysis of single-phase and three phase transformers. +Calculate required passive power factor correction on simple power systems. +Describe the construction, operation and equivalent circuit of single phase and three phase transformers. +Derive the equivalent circuit of an induction machine from machine test data. +Analyse induction machine behaviour under load conditions. + + +Affective (Attitudes and Values) + + +On successful completion of this modules, students should be able to: +Demonstrate knowledge of electical machines and their relevance in the study of energy. + + +Psychomotor (Physical Skills) + + +Perform experiments requiring precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hughes E (2005) Electrical and Electronic Technology (9e), Prentice Hall +Wildi T (2006) Electrical Machines, Drives and Power Systems (International Edition) (6e), Prentice Hall +Sen PC (1997) Principles of Electric Machines and Power Electronics, Wiley + + +Other Texts: +El Hayay ME () Principles of Electric Machines with Power Electronic Applications (2e), + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE4027 - TELECOMMUNICATION NETWORK ARCHITECTURES 1 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE4028 - TELECOMMUNICATION NETWORK ARCHITECTURES 2 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +EE4031 - MODERN ELECTRICAL POWER SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce students to the fundamental components and performance analysis of Modern Electrical Power Systems. + + +This Module will be offered in Year 4 BE and Year 5 ME. + + +Syllabus: +The Transformer:- Models of operation, Short and Open Circuit testing. Delta Star transformer arrangements. Three-phase Transformers, review of power transformers, construction, equivalent circuit, autotransformers, use of tap-changers, three-phase connections and transformer banks, parallel operation of three-phase transformers, harmonics, inrush current, unbalanced loading, +Power Factor Correction: Single-phase and three-phase power factor correction. Utility and consumer power factor correction. Active power factor correction and filters. Voltage Regulation: Voltage control standards: methods of voltage control, generator, reactive injection, series compensation, tap-changing, voltage control and reactive power. +Generation and Transmission in power systems: steady state operation, transient conditions, unbalanced loading or faults, operation connected to infinite/non-infinite busbars. The Per Unit System. Dynamic modelling of transmission using state space techniques. Stability margin, operational limits and frequency control. Transmission line inductance, capacitance. Performance analysis of overhead lines, underground cables, Power flow analysis. +Fault analysis: Power systems faults: earth faults, line-line, line-line-earth; fault calculations, symmetrical faults, unbalanced faults. Switching and Protection Switches, breakers, contactors, purpose of protection, plant protection, personnel, security of supply, stability, protection system components, zones of protection, current transformers, fuses, relays, breakers, inverse time, generator and transformers protection schemes, auto-reclosing circuit breakers. +Electric Vehicles: +Rationale for the electrification of transport. Structure and key components of a Battery Electric Vehicle. +Electro-chemical energy storage and battery stacks.Power and Energy Requirements for a typical vehicle. +Charging levels, on-board and external DC chargers. Variations such as hybrid and fuel cell vehicles. +Introduction to rectification, inversion, Flexible Alternating Current Transmission System (FACTS), and High Voltage DC Systems +Advanced Topics: Smart Grid design, Future transmission and distribution systems, Integration of renewable generation onto a grid, grid design for the future, Energy Policy and implications for Government. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students should be able to: Describe components, subsystems and behaviour of the modern power system. Demonstrate a knowledge of how to synchronise a synchronous machine to a grid network. Explain the implementation of power factor correction. Perform load flow analysis to an electrical power network and interpret the results. Analyse a power network under both balanced and unbalanced fault conditions. Describe components, subsystems and operation of a Battery Electric Vehicle. Calculate traction motor power and energy requirements. Calculate and specify battery stack requirements. Describe charging levels, calculate charge times and range estimates. Write a critical analysis of the advantages and disadvantages of Battery Electric Vehicles + + +Affective (Attitudes and Values) + + +Students will be able to assess the societal impact of Energy Policy decisions. + + +Psychomotor (Physical Skills) + + +Students will be able to perform power systems experiments requiring safe, precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a mixture of Lectures and lab exercises. Recent research from the UL based Research Centre in this area, CRIS, will be used to inform the teaching of this module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Antonio J. Conejo, Luis Baringo (2018) Power System Operations, Springer +ISBN 978-3-319-69407-8 + + +Other Texts: +Theodore Wildi (2010) Drives and Power Systems (7th Edition), Pearson +ISBN 978-013-1776913 + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4032 - TENSOR AND GPU FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4703 +CE4518 + + +Rationale and Purpose of the Module: +In today's complex computing applications, there is a more towards incorporating AI (artificial intelligence), machine learning and deep learning concepts and algorithms within the computing software and hardware. Many systems are based on software programs operating on a CPU (central processing unit). With the need for high performance computing (HPC), the designer utilises other forms of processing unit and hardware resources to develop a computing platform that meets the needs of an application, in terms of processing time, data storage and processing, and cost. There is a need to understand how to use the available hardware and software resources available. The GPU (graphics processing unit) will be explored as a superior processor architecture to the CPU for AI and machine learning applications. + + +The module is also to be offered on the new MEng programme offered by the Department of Electronic and Computer Engineering (MEng in Electronic and Computer Engineering). + + +Syllabus: +The module will focus on the use of appropriate computing platform hardware and will be based on two parts. Each part having a specific focus and purpose as follows: + + +------------------------------------------------------------------- +Part 1: The Graphics Processing Unit (GPU) for AI and machine learning +------------------------------------------------------------------- + + +Heterogeneous parallel computing, architecture of a modern GPU, challenges in parallel computing, data parallel computing, CUDA program structure. + + +Device and host memory transfers, kernel functions and threading, thread organisation, launching kernels. + + +Thread scheduling and latency, CUDA memory types and usage, tiling. + + +Warps, thread granularity, numerical and arithmetic issues with CUDA. + + +-------------------------------------------------------------- +Part 2: Data structures and hardware for AI and machine learning +-------------------------------------------------------------- + + +Representing data: scalars, vectors, arrays, matrices and tensors. + + +Tensors: What are tensors, why use tensors? Example applications of tensors. + + +Tensor calculus: Tensor arithmetic. Tensor rank. Tensor products. Modelling the world using tensors. Multidimensional arrays. + + +Hardware considerations: Processing units (C - Central, G - Graphics and T - Tensor). The TPU. Memory. The field programmable gate array (FPGA) and the application specific integrated circuit (ASIC). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Detail the different CUDA memory types and their respective uses. + + +Exploit tiling for efficient use of global memory. + + +Understand how complex data sets would stored and analysed. + + +Understand the role of the different hardware components required in an AI and machine learning computing platform. + + +Affective (Attitudes and Values) + + +Appreciate the role of the GPU in AI and machine learning applications. + + +Appreciate how to use the GPU. + + +Appreciate the need for suitable hardware platforms for implementing AI and machine learning algorithms. + + +Appreciate how Python and TensorFlow can be used to model complex, multidimensional arrays to solve tensor analysis problems. + + +Psychomotor (Physical Skills) + + +Create, implement, run and test a CUDA program to transfer data between host and device. + + +Launch Kernels with different thread organisations. + + +Develop Python and TensorFlow scripts to model and solve multidimensional array problems. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will focus on the use of appropriate computing platform hardware and will be based on two parts. Each part having a specific focus and purpose as follows: + + +Part 1: The Graphics Processing Unit (GPU) for AI and machine learning. An introduction to the architecture, role and programming of the GPU as a superior processor architecture to the CPU for AI and machine learning applications. This part will involve the students learning how to program a GPU and working with complex data sets. The CUDA parallel computing platform will be used for GPU programming. + + +Part 2: Data structures and hardware for AI and machine learning. An introduction to hardware design concerns for AI and machine learning applications. This will involve a consideration into the structures, storage and processing of complex data sets. The tensor will be introduced as a compact way in which to model and analyse complex, multi-dimensional data arrays. The Python programming language with TensorFlow will be used to develop the required practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +David Kirk Wen-mei Hwu (2016) Programming Massively Parallel Processors, Morgan Kaufmann +Daniel Fleisch (2017) A Student's Guide to Vectors and Tensors, Cambridge University Press + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Richard.Conway@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE4034 - TELECOMMUNICATIONS FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Michael.Connelly@ul.ie +________________ + + + + +Module Code - Title: +EE4038 - POWER ELECTRONICS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will give students (ECE BE/ME students) an understanding of modern power electronics both at the device/products level and at the renewable energy generation and distribution level. +The module is to replace EE4328 Power Electronics and upgrade the content of this module for BE/ME 4th/5th year level 9. +This module will be offered to the Master of Engineering in Electronic and Computer Engineering programme using module ID 3299 Power Electronics + + +Syllabus: +Introduction (examples of typical power conversion applications e.g. a complete computer power supply system block diagram/space craft system, importance of efficiency, comparison linear vs switching supplies, overview key components utilised in power conversion) +Switch realisation: semiconductor switches: diodes, Power MOSFETs, Thyristors, GTOs, IGBTs, properties, circuit symbols, comparative characteristics and application areas, power losses in switches. +The ideal switch, ripple and switching frequency, conduction losses, switching losses. +Switch mode power conversion: basic concepts; role of inductors, capacitors and transformers. +Analytical treatment of converters in equilibrium (steady-state converter analysis). +Modelling and simulation of converter in steady state (SIMPLIS) +Overview conversion topologies (non-isolating buck, boost, buck-boost) +Three phase full wave uncontrolled rectifier with inductive loads: circuit diagram, waveforms, output voltage, input current, input harmonics. +Single phase full wave thyristor controller rectifier: circuit diagram, waveforms and calculations. +Inverters - main concepts, square wave inverters, Sine PWM inverters: circuit diagram, Circuit waveforms, Amplitude modulation index, Frequency modulation index. +Variable Speed Drive: Fixed frequency induction motor torque speed characteristic, V/F operation, torque speed capability with V/F drive, typical V/F drive circuit diagram. +Continuous v discontinuous conduction mode. +Converter dynamics and control (overview small signals models, example topology, transfer functions). Key skill which can be applied broadly. +Energy storage and energy transfer components and magnetics (capacitive, inductive, uncoupled, coupled). +Modern rectifiers (topologies, harmonics) +High power resonant converters +HVAC / HVDC Power systems and conversion basic understanding. +Harmonics/Flicker/Reactive Power Control. +Modelling of power convertors. +Low voltage ride-through (wind application) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +- Understanding of basic principle of switching circuits. +- Understand 3-phase inverters; dc link inverter; forced-commutation thyristor circuits; BJT and IGBT. +- Design an AC/DC DC/DC-DC/AC circuit. +- Ability to design power electronic systems for consuming and generating devices (Renewable energy, wind/marine/hydro) +- Ability to integrate energy storage system to power generator. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Tutorials and Labs +Use of support simulation software. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Mohan, N., Undeland, T., Robbins, W. (1989) Power Electronics: converters, applications and +design., Wiley +Rashid M (2004) Power Electronics Circuits Devices and Applications. +, Pearson +Sen PC (1997) Principles of Electric Machines and Power Electronics, Wiley + + +Other Texts: +Billings, K. (1989) SwitchMode Power Supply Handbook., McGraw-Hill +R. W. Erickson and D. Maksimovic (2001) Fundamentals of Power Electronics. , Springer +Science+Business Media Inc.ISBN 0-7923-7270-0 +Sarjeant, W. James (1989) High Power Electronics, +Ohno, Eiichi (1988) Introduction to PowerElectronics,, +Mohill, Undeland and Robbins (2003) Power Electronics. , Wiley + + +Programmes +BSENERUFA - Energy +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4041 - ELECTRIFICATION OF TRANSPORT + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will provide the understanding and skills required: to analyse the fundamental drivers behind the electrification of transport; to evaluate the current state of the art in electric drive systems including drivetrains, power electronics, energy storage options, charging and infrastructure requirements. + + +Syllabus: +Rationale for electrification of transport: climate change, pollution, energy security, economics. +Electric vehicles: passenger car, light van/truck, heavy goods vehicles, train passenger/freight, industrial, marine, aviation. +Power and Energy calculations: rolling resistance, aerodynamic Drag, gradients, auxiliaries. +Main components: energy storage, electric motors and drivetrain, power electronics, auxiliary functions. +Energy storage: Chemical energy, fuels, electrochemical cells, fuel cells, Li-Ion cells, energy densities, economics. +Battery stack of a typical electric vehicles: Battery modules, battery management systems, cell balancing, protection, safety and state of charge/health. +Recharging: Principle of constant current/ constant voltage/constant power methods, charging modes for electric vehicles, infra-structural requirements, and national charging infrastructures. +Ongoing and future directions of electric vehicles + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Describe the main components of a range of electric vehicles types and draw and label a schematic of the high voltage wiring in a modern electric vehicle including the safety and protection circuits. Calculate the power requirements for a vehicle based on speed, weight, aerodynamic drag and environmental conditions. Enumerate and evaluate energy densities for a range of energy storage technologies. Draw and label main components of a modern battery management systems and describe what the functions it provides are, and how they are achieved. +Enumerate and describe the recharging modes for modern battery and hybrid electric vehicles and calculate recharge rates and power transfer levels. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Demonstrate an appreciation of how electric vehicles play a role in a sustainable electricity grid. Discuss the relative advantages, disadvantages and future prospects for energy storage technologies in sustainable transport applications. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ali Emadi (2014) Advanced Electric Drive Vehicles , Edited By Ali Emadi, ISBN 9781315215570 Published October 2, 2014 by CRC Press +M. Ehsani, Y. Gao, and A. Emadi (2009) Modern Electric, Hybrid Electric, and Fuel Cell Vehicles: Fundamentals, Theory, and Design, Second Edition, Boca Raton, FL: CRC Press, ISBN: 978-1-4200-5398-2, Aug. 2009. + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4042 - ENERGY DEMAND MANAGEMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides the necessary understanding, knowledge and skills to implement energy demand management projects with a particular emphasis on energy management systems, automated demand response and the smart grid. + + +Syllabus: +[Energy Management Systems] ISO50001, Energy policy, plan do, check, act +[Energy Audit] Basic components of an energy audit, targeted and comprehensive audits. + + +[Data logging & Databases] Collection, transmission and analysis of utility (electricity, water, gas) consumption data. + + +[Energy Data Analysis] Normalised Performance Indicators, Time series analysis, linear regression, multivariate regression against predictor variables + + +[Energy Efficient Electrical Services] Power Factor Correction, Variable Speed Drives, Energy Efficient Lighting + + +[Economic Analysis] life cycle costing, payback periods, cost benefit analysis, NPV, IRR, Energy Performance Contracts + + +[Demand side management] The Irish Electricity Market, Grid Services,. + + +[Energy and Behaviour Change] drivers and motivations of energy users, behaviour change strategies + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module students should be able to + + +Implement an ISO50001 energy management system +Conduct an energy audit +Calculate a normalised performance indicator for a building +Process and analyse time series data to quantify the impact of predictor variables +Conduct power factor correction for an inductive load +Perform analysis on artificial lighting scheme designs +Explain the operation of the Irish electricity market and the role of grid service provision in energy management +Undertake financial analysis and life cycle costing of energy efficiency projects + + +Affective (Attitudes and Values) + + +Upon successful completion of this module students should be able + + +Demonstrate appreciation of the human factors in energy management + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a combination of lectures, labs, tutorials, field trips, invited talks and project work. + + +Knowledgeable: This module will help students to develop critical knowledge for energy management with a particular emphasis on smart grids + + +Articulate: Students will make two presentations as part of the module + + +Responsible: The project has a major emphasis on reducing carbon emissions and supporting the grid to transition to renewable energy + + +It will be supported by invited talks and site visits to innovative companies operating in this area. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Welch T (2011) Implementing ISO50001,, Trimark Press; 1st ed +Clive Beggs (2009) Energy Management, Supply and Conservation ,, Spon Press, 2nd Edition + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +John.Clifford@ul.ie +________________ + + + + +Module Code - Title: +EE4044 - COMMUNICATIONS AND NETWORKS PROTOCOLS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4313 + + +Rationale and Purpose of the Module: +The main objective of this course is to provide an opportunity for students to gain a basic understanding of Communication Networks and Protocols + + +Syllabus: +Motivations and objectives of computer networks; overview of layered architecture and the ISO Reference Model; network functions, circuit-switching and packet-switching; physical level protocols; data link protocols including HDLC and multi-access link control. Network control, transport, and session protocols including routing flow control; end-to-end communication and inter-networking. Presentation layer protocols including web, virtual terminal and file transfer protocols, cryptography, network security. It also introduces some important merging technologies, such as, integrated voice and data networks (VOIP) and the integration of wireless and wired networks. Specific examples and standards will be cited throughout the course. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this course, the student will be able to: + + +Describe the architecture of a computer network and explain how each device in a network communicates with each other; + + +Describe the processes in each layer of the network protocol that enables different networks to share resources; + + +Describe the basic network protocols in each layer and the purpose of each protocol; + + +Affective (Attitudes and Values) + + +Students will be able to recognize and differentiate between the various services and functionalities of specific mechanisms in each protocol and their usage in a computer network + + +Students will learn to Implement appropriate networking protocols (from a menu of options that will include inter alia DHCP, DNS, RIP, OSPF, ICMP, TCP, UDP, IP multicast, Wireless LAN, VLAN protocols, SIP, SSL). + + +Psychomotor (Physical Skills) + + +Students will gain practical experience configuring and interconnecting LANS using networking devices/technologies (routers, switches, hubs), + + +Students will be able to demonstrate industry standard networking tools (such as tcpdump, netstat, ping, traceroute), and will learn how to physically deploy network applications (such as Client/Server, P2P modules). + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Discussions with key partners in the Networking and Cloud computing space have a feature of recent offerings that have been developed by the ECE department. This module has been framed in such a way that best practice in the area can be taught effectively within state of the art Networking laboratories that have been commissioned in collaboration with our partners (Partner list Includes but is not limited to Dell and Cisco Systems). In this fashion best efforts have been made to futureproof the syllabus in relation to emerging trends in this rapidly evolving space. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +James F. Kurose & Keith W. Ross (2012) COMPUTER NETWORKING - A Top-Down Approach (ISBN 0136079679), Pearson Education/Addison Wesley + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE4047 - ELECTRICAL ENGINEERING PROJECT 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 7 + 0 + 0 + 3 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. +To familiarise the student with the process of research, development and design. To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems aimed at a transition to a sustainable energy system. +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. +3. Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Explain the contribution of their work in the transition to sustainable energy system. + + +2. Demonstrate an ability to work as an individual with support from a supervisor, drawing on knowledge and experience to solve problems encountered + + +3. Demonstrate an ability to apply professionalism and ethical behaviour in the context of the work undertaken + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Select and use the appropriate mix of technologies for the project at hand +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +3. Implement solutions to technical challenges + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hoffman, Harvey (2014) The Engineering Capstone Course: Fundamentals for Students and Instructors, Springer + + +Other Texts: + + +Programmes +BEELEEUFA - ELECTRICAL ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +EE4048 - ELECTRICAL ENGINEERING PROJECT 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 7 + 0 + 0 + 3 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. +To familiarise the student with the process of research, development and design. To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems aimed at a transition to a sustainable energy system. +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. +3. Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Explain the contribution of their work in the transition to sustainable energy system. + + +2. Demonstrate an ability to work as an individual with support from a supervisor, drawing on knowledge and experience to solve problems encountered + + +3. Demonstrate an ability to apply professionalism and ethical behaviour in the context of the work undertaken + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Select and use the appropriate mix of technologies for the project at hand +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +3. Implement solutions to technical challenges + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hoffman, Harvey (2014) The Engineering Capstone Course: Fundamentals for Students and Instructors, Springer + + +Other Texts: + + +Programmes +BEELEEUFA - ELECTRICAL ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +EE4052 - MASTER OF ENGINEERING PROJECT PREPARATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 2 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will be offered in Year 4, (Semester 8) of the M.E. in Electronic and Computer Engineering. It will prepare students so that they are ready to undertake a significant design and implementation project in Year 5 of this programme. + + +Syllabus: +The student will be expected to develop their own project title and description over the course of the module and will complete background reading, research community engagement, and project planning tasks. The subject of the projects will range from design and build to theoretical analysis. + + +Students will be strongly encouraged to liaise closely with Departmental research centres or an approved list of industrial collaborators to enable the development of a project Specification that satisfies the Academic objectives of the programme and that is also relevant to industrial or societal needs. + + +The student will be expected to:- +(i) Develop a specification document for their chosen project that provides a clear statement of the work that will be carried out during the project. This document will outline timelines, deliverables, and milestones regarding the successful achievement of project outcomes. + + +(ii) Identify suitable background material for a literature survey, and develop the literature survey to a high standard. + + +(iii) Present and answer questions on the project specification in front of a panel of academics. + + +(iv) Write a project abstract that describes the requisite detail of their project proposal. + + +(v) Attend several seminars on research practices, presentation skills, and report writing, as well as industry guest talks. + + +This module also introduces the student to the concept of peer review. The student will be required to share the outputs of many of their tasks with other students in the module, and they are required to critically appraise the work of other. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module the student will have :- Used the research literature and other resources to determine the state of the art in the Student's chosen field of Electronic and Computer Engineering. + + +Selected a research topic, developed an in-depth background understanding of that topic and to be able to demonstrate its significance to broad areas of Electronic and Computer Engineering. + + +Critically evaluated and assessed existing design approaches to the chosen topic. The student should base this assessment on peer reviewed literature in the field. + + +Affective (Attitudes and Values) + + +The student will identify how their project outcomes can address societal challenges through Engineering Innovation. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The student will work as an individual, or as part of a team, with ECE and/or industry support that draws on existing knowledge and experience to demonstrate how large engineering challenges can be solved. + + +Students will be expected to work closely with ECE Researchers or industrial practitioners from an approved list of collaborators to articulate a project specification that is of Masters standard. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders, Thornhill, Lewis (2011) Research Methods, Pearson + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +ciaran.eising@ul.ie +________________ + + + + +Module Code - Title: +EE4102 - ELECTRICAL SCIENCE 2 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4101 + + +Rationale and Purpose of the Module: +To develop a good understanding of ac circuit descriptions using vectors (and phasors) with numerous examples, using a simplified approach + + +Syllabus: +SINUSOIDAL SIGNALS: Single phase generation by coil rotating in magnetic field. Trigonometric representation, amplitude, frequency and phase concepts. Voltage and current relationships for resistor, inductor and capacitor. Reactance. Response of R-C, R-L and L-C circuits to sinusoidal signals. Impedance. Phasor diagrams. Power topics; distinction between power and VA, power factor. +COMPLEX ANALYSIS: Analysis of circuits using complex notation, derivation of amplitude and phase data from complex representation of signals and impedance. Transfer functions, frequency response, corner frequency, Bode diagrams for simple R-C circuits. Power dissipation in complex impedance. Maximum power transfer theorem for complex source and load impedances. +TUNED CIRCUITS: Series and parallel R-L-C circuits, resonance, Q, bandwidth, dynamic impedance. Circulating current in parallel tuned circuit. +COUPLED CIRCUITS: Inductively coupled coils, induced e.m.f., mutual inductance, coupling coefficient. Reflected impedance for loaded coupled circuit for k < 1. Input and output equivalent circuits. Properties of ideal voltage and current transformers. The auto transformer. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Recognise and solve DC network problems, involving multiple sources, by applying the appropriate analysis method +Sketch a graph showing the response of resistor, inductor, and capacitor to an ac sinusoidal voltage or current +Calculate the resistance, voltage and current in a series or parallel ac circuit containing R, L, and C elements +Design and analyse R-C-L band-pass and band-stop filters for specified cut-off frequencies +Prepare laboratory reports, including theoretical calculations and bode plots, relating practical work to theory + + + + + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Using oscilloscope and simulation software, examine the filtering effects of capacitive and inductive elements for AC excitation. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Boylestad R.L. (2003) Introductory Circuit Analysis, Pearson Ed + + +Other Texts: +Floyd T.L. (2000) Principles of Electric Circuits, Pearson Ed +Herniter M.E. (1998) Schematic Capture With Microsim PSpice, Pearson Ed +Nilsson J.W. and Riedel S. (2003) Electric Circuits, Peason Ed + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Elfed.Lewis@ul.ie +________________ + + + + +Module Code - Title: +EE4115 - SYSTEMS ANALYSIS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To revise and develop student skills in the mathematical analysis of electronic problems. + + + + +Syllabus: +BODE PLOTS: Use of logarithmic plots for frequency response. Poles and zeros in the frequency domain. Bode approximations for amplitude and phase responses. + + +LAPLACE TRANSFORM: Application of Laplace transform to circuit analysis, initial conditions, partial fraction decomposition, use of tables for inverse transformation, s and t shifting. Impulse and step response related to location of poles in s-plane, stability concept illustrated via feedback systems. Barkhausen criteria for oscillation. Geometric derivation of frequency domain response from pole-zero locations in s-plane. + + +COMPUTER SIMULATION: Use of appropriate package to model responses. + + +SECOND ORDER SYSTEMS: Standard form of second order low pass response. Frequency and step response, damping factor, natural frequency, under, critical and overdamped responses. Overshoot and settling time. Risetime estimation for cascaded systems. + + +FOURIER SERIES: Development of Fourier series as a means for decomposing non-sinusoidal signals into sums of sinusoidal signals. Trigonometric and complex forms of series. Amplitude and phase spectra. Application to circuit responses. Spectrum of amplitude modulated signal. Distortion due to non-linear circuits exemplified by numerical calculation of distortion generated by common emitter amplifier for finite amplitude input sinusoidal signals. + + +FILTERS: Filter classification - low, high, bandpass and band stop. Filter specification. Distinction between group and phase delay, minimum phase concept. Low pass filter types; Butterworth, Bessel and Chebyshev. Derivation of Butterworth response to exemplify design methodology. Meaning of term "maximally flat". Use of tables to design passive low pass filters. Low pass to high and bandpass transformation. + + +DISTRIBUTED PARAMETER CIRCUITS: Lossless transmission lines, derivation of wave velocity and characteristic impedance. Step propagation, reflection coefficient, multiple reflections, matched termination. Properties of selected lines, e.g., coaxial cable, PCB tracks, ribbon cable. (Sinusoidal response and SWR are covered elsewhere). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Apply concepts of Thevenin, Norton, Superposition, Bode Plots and associated mathematics and algebraic manipulations. + + +2. Apply elementary concepts to complex networks, including power distribution and telecommunications. + + +3. Design a range of amplifiers and instrumentation-related passive and active filters. + + +4. Apply Fourier analysis techniques to a range of technology-based problems. + + +5. Apply Laplace Transform techniques to a range of network problems. + + +6. Apply convolution and BorelÆs theorem to RLC networks. + + + + + + + + +Affective (Attitudes and Values) + + +None. + + +Psychomotor (Physical Skills) + + +None. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and private study. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Lynn, Paul A. (1986) Electronic Signals and Systems, MacMillan + + +Other Texts: +Chen, Wai-Kai (1986) Passive and Active Filters, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE4117 - ELECTROMAGNETICS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 0 + 0 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is a 3rd year core module for BE in Electronic Engineeing (LM070). + + +Syllabus: +Review of vector calculus. +Electrostatics - Electric field, calculation of the electric field, electric potential, conductors and dielectrics, electrostatic field boundary conditions, capacitance. PoissonÆs and LaplaceÆs equations. Current density. Resistance calculations. +Magnetostatics - Magnetic flux density, vector magnetic potential. +Biot-Savart law, magnetic field intensity, magnetic circuits, magnetic materials, inductance. +Time-varying fields - FaradayÆs law, MaxwellÆs equations, time +harmonic electromagnetics, plane electromagnetic waves in lossfree and lossy media, low-loss dielectrics and conductors, power propagation and the Poynting vector, instantaneous and average power densities. +Transmission lines - Transverse electromagnetic waves along a +parallel-plate transmission line, transmission line equations, wave +characteristics along infinite and finite lines, transmission lines as +circuit elements, resistive and arbitrary terminations, the Smith +chart, impedance matching. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Use vectors in Cartesian, polar and spherical space and apply the Gradient, Divergence and Curl operators. +2. Derive the fundamental equations of electrostatic theory. Apply GaussÆ law, PoissonÆs and LaplaceÆs equations to solve capacitance and resistance problems, +3. Derive the fundamental equations of magnetostatic theory and apply the Biot-Savart law and AmpereÆs circuital law to solve magnetic field and inductance problems. +4. Derive MaxwellÆs equations and the resulting wave equation for uniform plane time-varying electromagnetic waves. Determine the propagation coefficient of uniform plane time-varying electromagnetic waves in loss-free and lossy media. Derive PoyntingÆs theorem and apply it to determine the power in electromagnetic waves. +5. Derive the transmission line equations. Determine the driving point impedance of terminated transmission lines. Apply the Smith chart to impedance matching problems. + + +Affective (Attitudes and Values) + + +No learning outcomes of this type in the module. + + +Psychomotor (Physical Skills) + + +No learning outcomes of this type in the module. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks within the semester with two lecture hours and 1 tutorial/problem solving hour per week. Some tutorial sessions will involve students attempting to solve electromagnetic problems, with the help of the lecturer. Other tutorials will involve 'question and answer' sessions where the students can ask the lecture any detailed question on electromagnetic theory and problems. The written exam accounts for 100% of the module assessment, in which the students must attempt four out of five questions. Each question , except for the last, contains a section on theory and a problem. The last question is a problem only. + + + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None. + + +Prime Texts: +Cheng, David K. (1989) Field and Wave Electromagnetics, Addison-Wesley + + +Other Texts: +Marshall, DuBroff and Skitek (1996) Electromagnetic Concepts and Applications, Prentice Hall. + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Michael.Connelly@ul.ie +________________ + + + + +Module Code - Title: +EE4207 - INDUSTRIAL AUTOMATION + + +Year Last Offered: +2014/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module aims to: +* Provide a broad understanding of the various sub-elements of robotics. +* Provide a broad understanding of modern robotics and automation systems. +* Develop skills in designing, building, programming and maintaining robotic systems. + + +Syllabus: +Motion Control: Open Loop and Servos/Closed Loop +Electric motors, drives and controllers. +Steppers, DC Servos, Brushless Motors. +Motion sensors / transducers for servo operation, tachometers, optical encoders, resolvers,. +Pneumatics +Electro Pneumatics, valves, pneumatic devices, pneumatic control systems. +Programmable Logic Controllers +PLCs, industrially hardened modular controller, programming. +Mechanical System Components and Considerations +Friction, low friction designs, inertia matching, gear boxes, screws, worms, toothed belts, harmonic drives. Choice of motor system to match speed, accuracy, stiffness, efficiency requirements etc. +Industrial Robots +Classification; robot programming, forward and inverse kinematics, +sensor systems integration, challenges of mobile robotics + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis related to industrial automation + + +1. Recall and describe the function and characteristics of industrial automation sub systems such as pneumatic / electro-pneumatic circuits, stepper motor and servo motor control systems and PLC controlled machines. + + +2. Describe, illustrate and evaluate the mechanical sub-systems of an automated system design. + + +3 Analyse a machine system design taking into account inertia matching, gearbox selection, accommodation of friction and other such aspects. + + +4. Identify and describe the elements in a motion control system design for stepper motor and servo motor systems including the power switching stage and the motor control block. + + +5. Design pneumatic and electro pneumatic circuits within automation / machine systems. + + +6. Research, design, synthesise and demonstrate a working machine system design for a target automation machine system brief. + + + + +Affective (Attitudes and Values) + + +Not applicable + + +Psychomotor (Physical Skills) + + +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. +Laboratory sessions - where students follow a structured set of laboratory sessions (pneumatics, electro pneumatics lab work stations. stepper motor servo motor lab rigs, PLC lab rigs) for the first half of the semester and then undertake an automation system design project utilising combinations of the sub systems used in the laboratory session for first half of semester. The lab is supported by a technician and teaching assistants. +Labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Case studies based on the robot systems developm,ent in the Mobile & Marine Robotics Research Centre + + +Prime Texts: + + +Other Texts: +Bolton W (1995) Mechatronics, Electronic Control Systems in Mechanical and Electrical Engineering, 2nd Edition,, Longmann +2 Maloney T J., (1996) Modern Industrial Electronics, 3rd Edition, Prentice hall +Fraser C (1994) Integrated Electrical and Electronic Engineering for Mechanical Engineers, McGraw Hill +Waldron K J., Kinzel GL. (2003) Kinematics, Dynamics and Design of Machinery, 2nd edition, Wiley +Webb J W. and Reis RA (3003) Programmable Logic Controllers: Principles and Applications, 5/E, Prentice hall +McKerrow P J (2000) Introduction to Robotics, (Electronic Systems Engineering Series), Addison Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +EE4214 - CONTROL 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +MA4001 +MA4002 +MA4003 + + +Rationale and Purpose of the Module: +The module introduces students to some basic control theory, Dynamic System Modelling, open- and closed-loop systems, signal flow graphs, time response of first and second order systems. This module also gives students a basic introduction (from the control perspective to support the control theory and dynamic systems modelling) to some of the basic devices used in control, including actuators, sensors and transducers. + + +Syllabus: +Dynamic System Modelling: Laplace Transform method, open and closed loop systems, signal flow graphs, transfer functions, time response of first and second order systems. +Laboratory Work: Modelling and simulation of dynamic systems using Matlab Simulink and LabVIEW. Basic laboratory exercises, including data acquisition from sensors. +Introduction to instrumentation. Sensor characteristics. Signal conditioning. Review of typical sensors. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Demonstrate how to obtain equations of motion for simple mechanical/electrical systems. + +2. Develop the general principle of how to build simulation diagram for dynamic systems described by a set of differential equations. Demonstrate this principle using simulation tools like Matlab or LabVIEW. + +3. Illustrate analogies that exist between mechanical and electrical systems. + +4. Explain and demonstrate how to draw the signal flow graph from a set of equations or simulation diagram. Explain Mason's rule for finding the transfer function between any system input and output. + +5. Define and explain sensitivity of transfer function to variation in a parameter. + + +6. Explain basic properties of open-loop and closed-loop systems. + + +7. Analyse time responses of first and second order systems. + + +8. Explain the concept of system stability. Demonstrate how to check stability of linear time-invariant systems using Routh, Hurwitz and Nyquist criteria. + +9. Describe basic principles of measurements using sensors. Demonstrate how to acquire data from sensors using real-time hardware. + + + + + + +Affective (Attitudes and Values) + + +Not applicaple to technology module + + +Psychomotor (Physical Skills) + + +Not applicaple to technology module + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. +Laboratory sessions - where students follow a structured set of laboratory sessions (introduction to Matlab and LabVIEW, modelling and simulation of dynamic systems using Matlab and LabVIEW, sensor data acquisition using real-time hardware). Undertake assignments to apply the knowledge gained through lectures and laboratory sessions in solving real-world problems. The lab is supported by a technician and teaching assistants. + + +Labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab-based subject. + + + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): +-- + + +Prime Texts: +Dorf, R.C., and R.H. Bishop (2002) Modern Control Systems (9th Ed), Addison Wesley + + +Other Texts: +Bishop, R.H. (2002) Modern Control Systems - Analysis and Design using Matlab and Simulink (2nd Edition), Addison Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +edin.omerdic@ul.ie +________________ + + + + +Module Code - Title: +EE4216 - CONTROL 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4214 + + +Rationale and Purpose of the Module: +This module extends fundamental control principles with much more emphasis placed on the application of linear analytical techniques to control system design. + + +Syllabus: +Linear System Analysis: Transfer function description of plant with delay and non-minimum phase systems. Stability and Performance analysis using Bode, Nyquist, Routh-Hurwitz, and Root Locus methods. Introduction to modern control methods using state space techniques. +Control Law Design: PID design techniques for system compensation using frequency-domain techniques: Bode diagrams, Nichols charts and Root Locus. Lead and lag compensation. Benchmark methods for tuning PID controllers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Analyse the effect of feedback on system performance in the time and frequency domains. +2. Examine the effect of closed-loop pole location on system performance. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Assess the limits of performance for practical system examples. +2. Interpret system performance using the following frequency domain performance metrics: Gain Margin, Phase Margin, System Sensitivity, System Complementary Sensitivity. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Design PID controllers for a selection of different problem formulations. +2. Identify and describe system transient behaviour using state space techniques. +3. Apply computer-based modeling and analysis tools to the question of control system design. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ogata, K. (2014) System Dynamics (4th Ed.), Pearson + + +Other Texts: +Nise, N. (2019) Control Systems Engineering (8th Ed.), Wiley +Dorf, R. & Bishop R. (2022) Modern Control Systems (14th Ed.), Pearson + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +mark.halton@ul.ie +________________ + + + + +Module Code - Title: +EE4218 - CONTROL 2 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4214 + + +Rationale and Purpose of the Module: +To further develop analysis and design skills in Automatic Control + + +Syllabus: +LINEAR SYSTEM ANALYSIS: Bode, Nyquist, and root locus, transfer function of plant with delay and non-minimum phase systems. Stability and Performance analysis using Bode, Nyquist, Routh-Hurwitz, and Root Locus methods. Design techniques for system compensation using Bode diagrams, Nichols charts and Root Locus. Lead and lag compensation, the application of these using op-amps as an example, internal compensators. Introduction to Modern Control methods using State Space Techniques. + + +PROCESS CONTROL: Terminology and practice, application and use of three term control, PID design in the frequency domain, integral wind-up and similar problems, Benchmark methods for tuning PID controllers, (Ziegler-Nichols, Haalman etc.,). + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Analyse the effect of feedback on system performance in the time and frequency domains. +Examine the effect of closed loop pole location on system performance. +Design Proportional plus Integral plus Derivative (PID) controllers for a selection of different problem formulations. +Identify and describe system transient behaviour using state space techniques. +Apply computer based modeling and analysis tools to the question of control system design. + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + +In the laboratory +Interpret system performance using the following frequency domain performance metrics:- + + +Gain Margin, Phase Margin, System Sensitivity, System Complementary Sensitivity. + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Through a mixture of Lecture, Laboratory and Private study + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Nise, N. (2007) Control Systems Engineering (5th Ed.), Wiley + + +Other Texts: +Dorf, R. (2008) Modern Control Systems (11th Edition), Addision Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Martin.J.Hayes@ul.ie +________________ + + + + +Module Code - Title: +EE4313 - ACTIVE CIRCUIT DESIGN 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4102 + + +Rationale and Purpose of the Module: +Introduction to Active Circuit Design and Analysis. + + +Syllabus: +REVIEW OF BASIC CIRCUIT ANALYSIS- Basic Circuit Elements, Phasors and Complex Impedance, Circuit Analysis TheoremsAC +CIRCUIT ANALYSIS û Combining impedances, frequency response, source conversions, Thevenin and Norton Equivalent Circuits, Mesh and Nodal Analysis, Bridge Networks, D-Y and Y-D conversions. +RESONANCE û Series and Parallel Resonance CircuitsAMPLIFIERS: Properties of an ``ideal'' amplifier. Input and Output impedance. Introduce the Operational Amplifier as an approximation of an ideal amplifier. Simple inverting and non-inverting amplifier circuits. +SMALL-SIGNAL MODELS: Modelling of simple MOS and BJT amplifiers. +AMPLIFIER TYPES: Characteristics of common-emitter (common source), common-base (common gate) and common-collector (common-drain) topologies. Gain characteristics, input, output impedances and key application strengths of each type. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Determine and Simulate Thevenin and Norton Equivalent Circuits of Linear Circuits +Carry out Mesh and Nodal Analysis of AC Linear Networks by analysis and simulation +Determine Properties and Characteristics of Series and Parallel Resonant Circuits +Explain the basic models, characteristics and applications of Field Effect Transistors operating in DC and AC mode +Analyse different BJT and FET amplifier circuits +Simulate circuits to aid analysis and support the design process + + + + + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +Identify the range and types of IC components and the practical limitations imposed on these e.g. tolerances during manufacture + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Malvino, A. and Bates, D.J. (2006) Electronic Principles, , McGraw Hill. + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Michael.Connelly@ul.ie +________________ + + + + +Module Code - Title: +EE4314 - ACTIVE CIRCUIT DESIGN 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4313 + + +Rationale and Purpose of the Module: +This module introduces the basic properties of operational amplifiers feedback, and their use in both linear and non-linear applications as well as the introduction of AC low frequency design. An introduction to Analogue signal conversion is also given. + + +Syllabus: +THE DIFFERENTIAL AMPLIFIER AS A TWO ENDED INPUT AMPLIFIER. Introduce the diff amp as the input element to Op Amps. Define the terms Differential Gain, Common Mode Gain and Common Mode Rejection Ratio +OP-AMP CHARACTERISTICS: Simplified internal view of a typical 3-stage op-amp, current limiting, open-loop transfer curve, offset error. Op-amp configurations; current in, voltage out etc. Finite gain errors. Slew limitations. +OP-AMP LINEAR APPLICATIONS: Selected linear applications, including voltage amplifiers, regulators, integrators and instrumentation issues. +FEEDBACK: Effects of feedback on gain, input impedance, output impedance, correction of disturbances. Bandwidth of single pole amplifiers. Op-amp frequency shaping networks. Placing poles and zeros in the closed loop response. +OP-AMP NON-LINEAR APPLICATIONS: Comparators, Schmitt trigger, rectifiers, peak detectors etc. Non-linear oscillators (square-triangle), monostable circuits. +A.C. COUPLED AMPLIFIERS: Low frequency limitations, break points, Bode plots, design steps. +ANALOGUE SIGNAL CONVERSION: Introduction to D/A and A/D as system functions. D/A conversion using R-2R ladders with I/V conversion. DAC specifications. Description of A/D conversion using successive approximation method. Differential signalling, line drivers and hardware for serial data transmission. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +describe the ideal and non ideal behavioural characteristics of the operational amplifier as a basic building block for active circuits +recognise by comparison to experimental results the limitations that apply to simulations +relate the concepts of negative feedback to real circuit implementations + + +analyse and describe circuits involving operational amplifiers for linear and non linear applications +design circuits to implement a given low-frequency specification +illustrate the concepts of analogue signal conversion with reference to real A/D and D/A circuits + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +demonstrate the ideal and non ideal behavioural characteristics of the operational amplifier as a basic building block for active circuits + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Sedra A.S. and Smith K.C. (2003) Microelectronic Circuits, Oxford Univ Press (4th Ed) + + +Other Texts: +Boylestad R.L. (2003) Introductory Circuit Analysis, Pearson Ed +Floyd T.L. (2000) Principles of Electric Circuits, Pearson Ed +Herniter M.E. (1998) Schematic Capture With Microsim PSpice, Pearson Ed +Nilsson J.W. and Riedel (2003) Electric Circuits, McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4316 - ACTIVE CIRCUIT DESIGN 3 + + +Year Last Offered: +2011/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4314 + + +Rationale and Purpose of the Module: +This module introduces students to several important analogue building blocks, with particular reference to circuits used in telecommunications. + + +Syllabus: +OSCILLATORS: Amplifier stability, Routh-Horwitz Criterion, Root Locus, compensation and oscillator principles; Oscillator types: Colpitts, Hartley, Wien Bridge, crystal oscillators. Sample circuits, discrete and integrated. +THE GILBERT CELL : two-quadrant and four-quadrant Multiplier circuits; divider, square and square root circuits. +PHASE LOCKED LOOPS: Linear model. PLL components : phase detectors, VCOs circuits. PLL design : stability and phase shifts, loop gains, capture and lock range, capture transient. PLL application circuits: Frequency multipliers. Frequency synthesizers.application : FM, AM detection, pulse-signal synchronisation and clean-signal generation. +TUNED AMPLIFIERS: Design methods and common applications of tuned amplifiers. Frequency response for magnitude and phase. Class C amplifiers. +ACTIVE FILTERS: Popular filter topologies: Butterworth, Chebyshev, Bessel. Continuous-time filters including state variable approach. Case study involving a high order LP filter built from bi-quadratic sections. Approaches to BP and HP design. SPICE design examples. +AM RECEIVERS: system description. Circuits for AM receivers: IF amplifiers, mixers, AGC circuits, detectors, power amplifiers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +analyse, simulate and design op-amp and transistor based oscillator circuits +explain, analyse and design phase locked loops and their components +analyse and appraise various analogue to digital conversion schemes +analyse and design various power amplification circuits and techniques + + +analyse and design communications specific circuitry such as tuned amplifiers, frequency mixers, frequency multipliers and superheterodyne receivers +examine and design different active filter techniques and design solutions using these filters + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Sedra A.S. and Smith K.C. (2003) Microelectronic Circuits, Oxford University Press + + +Other Texts: +Malvino A.P. (1989) Electronic Principles, McGraw Hill +Herniter M.E. (1998) Schematic Capture With Microsim PSpice, Pearson Ed +Young P.H. (1985) Elctronic Communication Techniques, Bell and Howell + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +EE4317 - ACTIVE CIRCUITS 4 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4316 + + +Rationale and Purpose of the Module: +This module introduces students to integrated circuit design, to the limitations that apply to chip-level components, and to IC design methods. + + +Syllabus: +IC technologies and components: Processing methods. Semiconductor Junctions. Passive (R and C) components and their limitations. +Integration of BJTs, JFETs and MOSFETs. Device characteristics. +Analogue bipolar design methods: mirrors, high-gain stages, output buffers. +Analogue CMOS design methods: mirrors, high-gain stages, output buffers. +Digital logic families, an overview. +Analogue building blocks: overview of op-amps, comparators and PLLs.CMOS and BiMOS technologies. +Review of some analogue ICs, bipolar and MOS. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +analyse, describe and appraise various Integrated Circuit (IC) components and technologies +inspect and analyse different Bipolar and MOS digital logic families and design circuits to solve problems for each of these families +analyse, design and explain various generic building blocks used in ICÆs including current sources, current mirrors, gain stages, intermediate stages and output buffers +analyse the origins and responses of high frequency effects in bipolar and MOS transistors and their significance in amplifier circuits +given high-frequency specifications, design generic bipolar and MOS amplifiers + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +design, simulate, build and test a multi-stage amplifier from discrete components + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Gray P.R. and Meyer R.G. (2001) Analysis and Design of Analog Integrated Circuits, Wiley +Sedra A.S. and Smith K.C. (2003) Microelectronic Circuits, Oxford Univ Press (4th Ed.) + + +Other Texts: +Herniter M.E. (1998) Schematic Capture Using PSpice, Pearson Ed + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Elfed.Lewis@ul.ie +________________ + + + + +Module Code - Title: +EE4328 - POWER ELECTRONICS + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will give students (electronic, Robotic, Control and Energy students) an undeerstanding of modern power electronics both at the device . products level and at the renewable energy generation and distribution level. + + +Syllabus: +Introduction (examples of typical power conversion applications e.g. a complete computer power supply system block diagram/space craft system, importance of efficiency, comparison linear vs switching supplies, overview key components utilised in power conversion) +Switch realisation: semiconductor switches: diodes, Power MOSFETs, Thyristors, GTOs, IGBTs, properties, circuit symbols, comparative characteristics and application areas, power losses in switches. +The ideal switch, ripple and switching frequency, conduction losses, switching losses. +Switch mode power conversion: basic concepts; role of inductors, capacitors and transformers. +Analytical treatment of converters in equilibrium (steady-state converter analysis). +Modelling and simulation of converter in steady state (SIMPLIS) +Overview conversion topologies (non-isolating buck, boost, buck-boost) +Three phase full wave uncontrolled rectifier with inductive loads: circuit diagram, waveforms, output voltage, input current, input harmonics. +Single phase full wave thyristor controller rectifier: circuit diagram, waveforms and calculations. +Inverters - main concepts, square wave inverters, Sine PWM inverters: circuit diagram, Circuit waveforms, Amplitude modulation index, Frequency modulation index. +Variable Speed Drive: Fixed frequency induction motor torque speed characteristic, V/F operation, torque speed capability with V/F drive, typical V/F drive circuit diagram. +Continuous v discontinuous conduction mode. +Converter dynamics and control (overview small signals models, example topology, transfer functions). Key skill which can be applied broadly. +Energy storage and energy transfer components and magnetics (capacitive, inductive, uncoupled, coupled). +Modern rectifiers (topologies, harmonics) +High power resonant converters +HVAC / HVDC Power systems and conversion basic understanding. +Harmonics/Flicker/Reactive Power Control. +Modelling of power convertors. +Low voltage ride-through (wind application) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +- Understanding of basic principle of switching circuits. +- Understand 3-phase inverters; dc link inverter; forced-commutation thyristor circuits; BJT and IGBT. +- Design an AC/DC DC/DC DC/AC circuit. +- Ability to design power electronic systems for consuming and generating devices (Renewable energy , wind/marine/hydro) +- Ability to integrate energy storage system to power generator. + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Tutorials and Labs +Use of support simuulation software + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Module will be kept up to date with the developments of power conversion and power electronics in areas of renewable power and load management / smart devices. + + +Prime Texts: +Mohan, N., Undeland, T., Robbins, W., (1989) Power Electronics: converters, applications and design., Wiley +Rashid M (2004) Power Electronics Circuits Devices and Applications, Pearson +Sen PC (1997) Principles of Electric Machines and Power Electronics, Wiley + + +Other Texts: +Billings, K. (1989) SwitchMode Power Supply Handbook., McGraw-Hill +R. W. Erickson and D. Maksimovic (2001) Fundamentals of Power Electronics, Springer Science+Business Media Inc.ISBN 0-7923-7270-0 +Sarjeant, W. James (1989) High Power Electronics, +Ohno, Eiichi (1988) Introduction to PowerElectronics, +Mohill, Undeland and Robbins (2003) Power Electronics, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE4407 - ASICS 1 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module concentrates on the design of digital ASIC (application specific integrated circuits). + + +Syllabus: +Introduction to Design Methodologies. Custom IC designs. Standard cells. HDL based Digital Design flow. EDA Tools. + + +Description of combinational and sequential digital systems in the Verilog or VHDL Hardware description language (HDL): + + +Test benches and verification using HDLs. Synthesizeable HDL constructs and inference of common digital structures. + + +CMOS digital circuit design. + + +The MOS transistor and long channel model. Parasitic capacitances. Introduction to the short channel model.The static CMOS inverter and its static and dynamic performance. + + +Static CMOS logic gates, composite CMOS gates and switch based logic. + + +CMOS latches and flip-flops for ASIC design. + + +Example common ASIC blocks: adders and multipliers. + + +Design for test. Fault models. The stuck-at fault model and test. Vector generation. Testing sequential circuits. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Draw the design flow of a modern digital ASIC and list the inputs and outputs of each of the stages in such a design flow. + + +2. Given a specification for a digital system, interpret the specification and write a synthesizable hardware description language module (combinational and/or sequential) for the given specification as well as write a test bench to test the functionality of that system. + + +3. Design and analyse CMOS inverter circuits driving capacitive loads based on the long channel model while also being able to list the limitations of the long channel model for deep submicron processes and discuss the short channel model. + + +4. Draw the schematic of any standard logic cell and design the schematic of a composite gate using the CMOS design style. + + +5. Draw and explain a number of adder and multiplier architectures used in ASIC design. + + +6. List the objectives and principles of design for test. + + +7. Explain the concept of fault models and apply stuck-at fault testing to a simple logic circuit. + + +Affective (Attitudes and Values) + + +None. + + +Psychomotor (Physical Skills) + + + None. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This course will be supported by a set of laboratory activities based on the Cadence CAD Suite. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Michael John Sebastian Smith (1997) Application specific integrated circuits, Addison-Wesley + + +Other Texts: +Smith, Douglas J. & Madison, AL (1996) HDL chip design: a practical guide for designing, synthesizing, and simulation, Doone Publications +Masakazu Shoji (1988) CMOS digital circuit technology, Prentice Hall +Hurst, S. L. (1998) VLSI testing: digital and mixed analogue/digital techniques, Institution of Electrical Engineers + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE4408 - ASICS 2 + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4407 + + +Rationale and Purpose of the Module: +This module is a 4th year core module for BE in Electronic Engineering (LM070) students. This is a follow-on module from EE4407 (ASICs I) which dealt with digital IC design issues. This follow-on module deals with analogue and mixed-signal IC design with an emphasis on the practice of theory and the use of IC CAD (Integrated Circuit Computer Aided Design) tools (analogue and mixed-signal IC design entry, simulation and layout CAD). + + +This module deals with the areas of design MOS circuit concepts, operational amplifiers, D/A converters, A/D converters, testability, ESD topics, plus assembly and packaging. + + + + +Syllabus: +Basic electrical properties of MOS and CMOS circuits. Drain-to-source current Ids versus voltage Vds relationships. The threshold voltage Vt. MOS Transistor Circuit Model. MOS transistor transconductance gm and output conductance gds. Future trends. + + +Sheet resistance Rs and resistor design in CMOS. Area capacitances of layers and capacitor design in CMOS. Choice of Layers. + + +Operational amplifier (op-amp) architectures, design parameters and transistor sizing. Trade-offs in design. Op-amp DC and AC operation. + + +The CMOS Inverter. Inverter delays. Driving large capacitive loads. Propagation delays. Wiring capacitances. + + +Latch-up in circuits. + + +Digital-to-analogue converters. Introduction. D/A characteristics. Current-scaling D/A converters. Voltage-scaling D/A converters. Charge-scaling D/A converters. D/A converters using combinations of scaling approaches. + + +Analogue-to-digital converters. Successive approximation A/D converters. Parallel A/D Converters. High-performance A/D converters. + + +Test and testability. System partitioning. Layout and testability. Reset/initialization. Design for testability (DfT). Testing combinational logic. Testing sequential logic. Scan design techniques. Built-in self-test (BIST). Practical DFT guidelines. + + +Static electricity & product quality. ESD (ElectroStatic discharge). + + +Assembly and packaging. Introduction to ASIC packaging. Chip terminal design. Multichip packaging. Die separation techniques. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the CMOS fabrication process for commonly required passive and active devices at the IC level. + + +2. Analyse the operation of typical circuit building blocks found in analogue and mixed-signal IC designs. + + +3. Develop the architectures for, and analyse the operation of, typical data converter designs. + + + + + + + + +Affective (Attitudes and Values) + + +No learning outcomes of this type in the module. + + +Psychomotor (Physical Skills) + + +1. Develop, interpret and utilise SPICE simulation model representations of typical circuit building blocks found in analogue and mixed-signal IC designs. + + +2. Utilise an analogue circuit simulator in order to simulate the analogue circuit operation of t + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks within the semester, with 2 lecture hours and 2 laboratory hours per week. The module contains a substantial project which is worth 40% of the module assessment (with the remaining 60% assigned to the end of module examination). The 40/60 module assessment split is set to reflect the stuednt effort involved in the project. + + +The project normally runs from week 3 to week 12 (week 3 for the project choice (the students would choose to undertake one of two individual projects)) and the presentations would be in week 12. The project presentation is based on a one-to-one presentation at the workstation in order for the student to present the working solution and to discuss problems arising/solutions attained. A project report (in the style of a technical conference paper) is also to be provided by the student at the time of the presentation. The project details (circuit to design) are changed every year. The students would be encouraged to discuss the problems they encounter with each other, but it is made clear to them that the final work, report and presentation are individual efforts. The project would not start at the commencement of the module as the students would need to learn specific skills first in the use of the design and analysis tools, in addition to circuit design topics covered in the module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The module lecturer (Dr Ian Grout) is an active researcher in the area of mixed-signal integreated circuit IC design, test and design for testability (DfT). As such, the examples and projects are based on current industry needs and the types of circuits e + + +Prime Texts: +Laker K. and Sansen W. (1994) Design of Analog Integrated Circuits and Systems, McGraw-Hill International Editions + + +Other Texts: +Pucknell D. and Eshraghian K. (1994) Basic VLSI Design, Silicon Systems Engineering Series +Haskard M. and May I. (1988) Analog VLSI Design, nMOS and CMOS, Silicon Systems Engineering Series +Kang S. and Leblebici Y. (1996) CMOS Digital Integrated Circuits, McGraw-Hill International Editions +Neamen D. (1996) Electronic Circuit Analysis and Design, Irwin + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +karl.rinne@ul.ie +________________ + + + + +Module Code - Title: +EE4522 - DIGITAL SYSTEMS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is the first module in the core Digital Systems stream of the BE programmes in the department of Electronic and Computer Engineering. + + +Syllabus: +Introduction to digital systems + Distinguish between analog and digital representations. +Number systems and codes + Conversion between number systems. +Describing Logic Circuits + Truth tables and Basic Boolean manipulation + Simple Gating functions, Data selectors. Demultiplexers. + Karnaugh Mapping +Logic Characteristics + Delays and spurious responses. Buffers, Schmidt inputs. + Characteristics of CMOS digital ICs. +Basic Arithmetic + Unsigned numbers, signed numbers. 1's and 2's complement arithmetic + Ripple carry adders +Latches and flip-flops + D-type level triggered. Edge-triggered D-type. J-K + Timing waveforms for flip-flops + Shift register operation + Edge-triggering concepts,Propagation delay, set-up, hold, asynchronous inputs +Registers and counters: + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Construct a truth table for any function with up to 4 variables and write a corresponding Boolean expression +Simplify a Boolean expression with up to 4 variables into a standard sum-of-products form. +Convert decimal numbers into binary, hex and BCD format and vice-versa +Perform addition and subtraction using 1s and 2s complement fixed point binary notation. +Draw the output of a multi-level gating circuit, allowing for gate delays +Draw output waveforms for D type latches and flip-flops and J-K flip-flops given the input waveforms +Draw circuits based on flip-flops for simple sequential circuits based on counters and shift registers +Document combinatorial circuits to a given specification +Design and test a range of circuits with switches, LEDs and 7-segment displays and document results + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Build a range of circuits with switches, LEDs and 7-segment displays + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module has 2 teaching hours per week, with one laboratory session of 2 hours per week. Students perform laboratory work to reinforce the lecture material, and to show the practical application of the lecture material. +The assessment is typically 70% end-of-term exam, 25% laboratory work, and 5% class test + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tocci, R.J (2009) (2011) Digital Fundamentals 10th Ed, Prentice Hall + + +Other Texts: + Floyd T.L. (2009) Digital Fundamentals 10th Ed, , Prentice Hall + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +karl.rinne@ul.ie +________________ + + + + +Module Code - Title: +EE4523 - DIGITAL SYSTEMS 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The module covers digital system topics including: Fully synchronous systems; Finite State Machines(FSM); Mealy and Moore type FSMs; Hardware Description Languages and RTL modelling. Modern digital design requires designers to use HDLs for design and verification. (Digital Systems 1 on the programme is a prerequisite for this module.) + + +Syllabus: +Fully synchronous systems: A review of the benefits of a fully synchronous system. + + +Finite State Machines(FSM): State diagram, state table and assignments. Mealy and Moore type FSMs. Using memory in a general Mealy-Moore state machine. Other approaches: 'One-shot' encoding and shift register-based machines. + + +Hardware Description Languages: The nature and use of HDLs. Hierarchical modelling concepts and structural specification of logic circuits. Gate-level modelling. Behavioural modelling. Description of basic digital circuits using a HDL. + + +Simulation: Event-driven simulation. Simulation using test benches. + + +Register-Transfer-Level (RTL) description. + + +Design flow and CAD tools. HDL code for FSMs (E.g. serial multiplier). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Draw state diagrams, implement next state functions, and design and implement finite state machines using basic logic elements. + + +Design basic digital circuits/systems using a HDL. + + +Use CAD tools to design and analyse digital systems. + + +Detail how a Hardware Description Language is interpreted for simulation and synthesis + + +Code a test bench to test and verify the operation of a digital circuit + + +Implement and test a FSM using a HDL + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Module will be delivered using 2 hour labs, using industry standard EDA tools. Assessment will include online quizzes, lab exam and project work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Palnitakar (2003) Verilog HDL: A guide to digital design and synthesis, 2nd Ed, , PrenticeHall. + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Richard.Conway@ul.ie +________________ + + + + +Module Code - Title: +EE4524 - DIGITAL SYSTEMS 3 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4522 + + +Rationale and Purpose of the Module: +The module provides an in-depth treatment of the following topics: Basic Microprocessor; Processor Architecture and programming in machine code; Instruction sets, Addressing modes, Data formats; Exception handling, I/O programming; Software polling, Interrupts, Basic interrupt processing concepts, Interrupt service routines (ISRs); C programming as a programming language for embedded systems; Practical application of using a software development toolchain. (Digital Systems 1 on the programme is a prerequisite for this module.) + + +Syllabus: +Microprocessor and Microcontroller Architecture: + + +Processor Architecture and programming in machine code. Programmer's model, data formats including integer types, floating point numbers, ASCII and Unicode. Program instruction cycle. + + +Instruction sets: + + +Addressing modes: register, immediate, direct, indirect, relative. Program control flow instructions. Stacks, local variables and subroutines. Exception handling. + + +I/O programming: + + +Simple handshaking concepts. Software polling. Interrupts: Basic interrupt processing concepts. Interrupt service routines (ISRs). Interrupt hardware -fixed versus programmable priority, interrupt vectoring. + + +C programming as a programming language for embedded systems: + + +Pointers and Macros in embedded software. Linking and sub-programs. Assembly programming and C. + + +Memory: Addressing concepts, including memory mapped and I/O mapped I/O. Volatile and non-volatile memory. ROM, RAM. +Serial data: Asynchronous and synchronous transfers. RS232, SPI, I2C. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of the module, the student will be able to: +Describe the operation of a basic microprocessor + + +Write assembly code that uses processor and microcontroller on-chip I/O resources. + + +Explain the relationship between high level languages, assembly language and machine code. + + +Compile, debug and test a C program (comprising of multiple source files) + + +Code and utilise interrupts + + +Program and utilise microcontroller on-chip I/O devices using C + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of the module, the student will be able to: +Build up an embedded system from supplied components and write software to run on their system. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Module is taught using 2 hours per week of lectures, 1 hour tutorial and a 2 hour lab session involving project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Williams, E (2014) Make: AVR Programming: Learning to Write Software for Hardware, Maker Media +Smith, W.A. (2016) C Programming with Arduino, Elektor Publications + + +Other Texts: +Russel, D.J., Thornton, M.A. (2010) Introduction to Embedded Systems: Using ANSI C and the Arduino Development Environment, Morgan & Claypool + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +gabriel.leen@ul.ie +________________ + + + + +Module Code - Title: +EE4617 - COMMUNICATION THEORY 1 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4044 + + +Rationale and Purpose of the Module: +This module aims to guide the student through the implications and consequences of fundamental theories and laws of information theory and to impart a comprehensive grounding in digital modulation & coding theory with reference to their increasingly wide application in present day digital communications and computer systems. + + +Syllabus: +DIGITAL SIGNALS: Reasons for their use; concept of source coding. Bandwidth of digital signals. Digital transmission of analogue signals: sampling and quantising, analysis of sampling, aliasing. Pulse amplitude modulation. Pulse code modulation, bandwidth, quantisation noise, companding. Delta modulation. Effect of noise on digital transmission, error probability. +BASEBAND DIGITAL COMMUNICATIONS: Line codes and their spectral attributes. Detection of digital signals in Guassian Noise. Decision theory. The optimum and matched filters. ISI and minimising ISI. Raised Cosine filters. Eye diagrams. Probability of error calculations. M-ary baseband. Partial response signalling. Adaptive receivers and channel equalisation. +DIGITAL MODULATION SYSTEMS. Coherent and non-coherent detection systems. Probabilities of error. Bandwidth efficiency and signal to noise ratio. M-ary PSK and hybrid systems. Signal space and constellation diagrams. Quadrature partial response system. Other systems: MSK, GMSK etc. +MULTIPLE ACCESS, TDMA, FDMA and CDMA. +Synchronisation for digital systems, Carrier Recovery, Clock Recovery. Methods of bit and frame synchronisation, phase lock loops, early-late gate. +ADAPTIVE EQUALISATION: Linear and Decision Feedback Equalisation structures and algorithms, LMS and RLS. +Information Theory. Concept of amount of information, average information. Entropy. Information rate. ShannonÆs Theorem, channel capacity: Bandwidth - S/N trade-off. +FUNDAMENTALS OF INFORMATION THEORY and the limits to information transmission: information source encoding theory and techniques, with examples in fax, voice and video compression. Communication channels: m-ary discrete memoryless channels, binary symmetric channels, equivocation, mutual information, and channel capacity. Shannon-Hartley theorem and the possibilities and limits to error free transmission. +CHANNEL CODING: error-detecting and error-correcting coding theory and techniques for random and burst error protection on communication channels. Interleaving principles. Types and sources of error. Linear block coding, including LSBC, generator and PCM matrices, Standard Array and syndrome decoding; statistical decision theory and minimum distance-, maximum likelihood- and maximum a-postiori- decoding theory and techniques; Perfect codes, Hamming codes, shortened Hamming codes and other examples. Cyclic codes and Convolution codes: theory and examples. Soft decision and hard decision detection. Viterbi decoding algorithm for convolution codes. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Name, depict and explain the key signal processing steps traced through the transmitter and the channel to the receiver (mainly at the physical layer). Calculate and simulate using Matlab the power and BER requirements. +Calculate and analyse the characteristics of communication systems using communication theory. +Describe and discuss principles of transmitter and optimum receiver systems, modulation, M-ary and bandwidth efficiency, synchronisation, and adaptive equalization.(using Matlab) and compare different communication channels, including AWGN, time-invariant and fading channels. +Design and evaluate communication blocks using Matlab. + + +Affective (Attitudes and Values) + + +n/a + + +Psychomotor (Physical Skills) + + +Use of Matlab to test digital communications within the laboratory. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two lectures per week and Matlab laboratory also the students will write and present an essay on selected state of the art in digital communications. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sklar,B. (2001) Digital Communications - fundamentals and applications, +ISBN 9780130847881, Prentice Hall. +Couch,L.W. (2013) Digital and Analog Communication Systems, (8th Edition), Pearson + + +Other Texts: +a. Bateman (2000) Digital Communications: Design for the Real World, ADDISON-WESLEY + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Michael.Connelly@ul.ie +________________ + + + + +Module Code - Title: +EE4816 - SIGNALS AND SYSTEMS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce a number of mathematical and computer aided tools for analysing signals and systems in the time and frequency domains, such that students will develop a sound knowledge and understanding of linear transform theory for signal processing, and to apply it to correlation and filtering of signals, in analogue and digital domains. + + +Syllabus: +Signal Classification: pulse waveforms, periodic waveforms, sine waves and phasors, signal symmetry. Fourier Series and Fourier Transform. +Sampling, replication, and aliases. +Finite Fourier Series and the DFT. +Correlation and Convolution, digital and analogue. +Introduction to Digital Filters and the DtFT. +Windowing of signals, aspects of A/D and D/A conversion. +Discrete-time systems and the z-transform. +Elementary FIR filter design. LP, BP and HP filters. +Simple IIR filters, intuitive design methods. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +* Recognise, develop and write expressions and mathematical models that describe periodic, aperiodic, continuous, discrete and sampled signals in both time and frequency domains +* Classify, analyse and synthesise signals and systems in the time and frequency domains. +* Represent continuous and discrete linear time-invariant (LTI) systems in time by using differential and difference equations and block/flow diagrams +* Recognise and apply z-domain descriptions of signals and systems in solving difference equations, in determining systems causality and stability, in performing convolution sums, and in qualitative assessment of system frequency response. +* Characterise an LTI system by determining its impulse response and/or its transfer function using such analytical methods as convolution, the z-transform, and the input/output difference equation describing the system. +* Apply Fourier transforms to specified signal descriptions, both continuous and discrete, for a dual-domain examination of such signals +* Conceptualise and apply LTI system definitions, stability criteria, convolution, filtering, and the sampling theorem + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +* Apply computer-aided tools for examining, analysing and simulation of continuous and discrete time signals and systems. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered via 2 lecture hours and 2 laboratory hours per week over 12 teaching weeks. Assessment is based on 30% coursework and 70% final exam. Coursework comprises a number of lab-based exercises and assignments using Matlab environment (20%), and a mid-term test (10%). + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Oppenheim, A. V., Willsky, A. S. and Hamid, S. (1997) Signals and Systems, 2/E, Prentice Hall, New Jersey. +Haykin, S. S. and Van Veen, B (2003) Signals and Systems, 2/E, Wiley, New York. + + +Other Texts: +Kamen, E. W. and Heck, B. S. (2007) Fundamentals of Signals and Systems Using the Web and Matlab, 3/E, Prentice Hall, NY. +McClellan, J. H., Schafer, R. W. and Yoder, M. A. (2003) Signal Processing First, Pearson Education - Prentice Hall, New Jersey. + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ + + + + +Module Code - Title: +EE4901 - ELECTRICAL ENGINEERING (DISTANCE LEARNING) + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give students an understanding of the fundamental concepts of electricity and magnetism. To introduce the theory and operation underpinning basic Electric Motor operation. To introduce and develop the concepts of signal measurement and instrumentation. + + +Syllabus: +[DC Electric Circuit Analysis] Review of Electric charge and flow. Resistivity, resistance, Ohms Law. Resistors in series and in parallel. Energy Usage; Power dissipated in a resistor. Thevenins and Nortons theorem, superposition principle, simple DC circuits. Star-delta transformation. +[ELECTROSTATICS] Concepts of electrical charge, electrical fields. Field strength, flux and flux density, Coulombs and Gauss laws. Potential difference, voltage. Capacitance, dielectrics, permittivity. I = Cdv/dt. Parallel plate and coaxial capacitors. Energy storage. Capacitors in series and in parallel. +[AC CIRCUIT ANALYSIS] : How the ESB charges for the Energy that it supplies. Efficiency, Simple AC circuit analysis, Basic Filtering, Power Factor, Safety Issues. +[Sensor Interfacing Circuitry introduction] Black-Box introduction to the Operational Amplifier as applied to sensing systems. Simple Digital to Analog (DA) and Analogue to Digital (AD) Conversion, operating principles and analysis of suitability for a variety of applications. +[Actuators ] Magneto Motive Force & magnetic circuits, transformers, DC generators and motors. Motors: DC machines with permanent magnet and field windings, Induction motors, Stepper Motors,. Stepper drives. Motor Drive Circuits. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe and apply the following fundamental laws of electrical science in practical settings:- Ohms Law, Kirchoffs Voltage Law, Kirchoffs Current Law, the theorems of Superposition and Thevenin. Explain the action of capacitors and inductors in electrical circuits Determine the accuracy of a practical electrical sensor measurement circuit. +Analyse basic electrical circuits in terms of voltage, current and electrical power dissipation. +Demonstrate and explain electromagnetic effects in electrical circuits. Describe how electricity is generated and priced . +Distinguish between the suitability of a DC and Stepper Motor for a particular application + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Construct electrical circuits in the laboratory. +Use an Operational Amplifier to measure a sensor signal. +Build a simple DC Motor controller circuit + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Standard UL Distance Learning paradigms will be adopted + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +Robert L. Boylestad (2007) Introductory Circuit Analysis (9th Ed.), Prentice-Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Michael.Johnson@ul.ie +________________ + + + + +Module Code - Title: +EE4902 - SOLID STATE DEVICES (DISTANCE LEARNING) + + +Year Last Offered: +2014/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to the fundamentals of solid state theory, and applies the theory to semiconductors, and to a variety of solid state devices. + + +Syllabus: +ATOMIC STRUCTURE: Theories of atomic structure, matter-wave duality, Schrodingers equation, Kronig-Penney model, band structure, effective mass, Hall effect, state density, Fermi Dirac distribution function. + + +SEMICONDUCTOR PROPERTIES: Intrinsic and extrinsic semiconductors. Carrier densities and Fermi level position, mobility, transport properties. Diffusion current, thermal equilibrium, diffusion constant and lifetime. Law of mass action, Einstein equation. Continuity equation. Optical properties of GaAs. + + +SOLID STATE DEVICES: PN junction, space region and junction capacitance, switching response and recovery time, junction breakdown. Bipolar transistor, abrupt doping profile, power, microwave and switching transistors. Field effect transistor, MOS capacitor, enhancement and depletion mode, gate structure, threshold voltage, subthreshold current, MESFET. IMPATT diode. Homojunction and heterojunction lasers. LEDs. IC concepts. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the theories of atomic structure, matter-wave duality, Schrodinger's equation, Kronig-Penny model, band structure, effective mass, Hall effect, state density, Fermi-Dirac distribution function. + + +Explain fundamental properties of Intrinsic and extrinsic semiconductors including Carrier densities and Fermi level position, mobility, transport properties, diffusion constant and lifetime. + + +Describe the following solid state devices in terms of their characteristics and operation: PN junctions, bipolar transistors, field effect transistor, MOS capacitor, enhancement and depletion mode, gate structure, threshold voltage, subthreshold current, MESFET, IMPATT diode, homojunction and hetrojunction lasers, LEDs and IC concepts + + +Characterise the optical properties of certain GaA devices. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Measure the following properties and quantities: Resistivity, mobility and carrier concentration in relation to PN junctions, transistors, Gunn diodes, tunnel diode characteristics etc. including transistors in depletion and enhancement modes + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Boylestad, R.L. and Nashelsky, L. (2007) Electronic Devices and Circuit Theory (9th Ed.), Pearson +Sze, Simon M. (1984) Semiconductor Devices, Physics and Technology, Wiley +Bar-Lev, Adir (1984) Semiconductor and Electronic Devices, Prentice Hall +Kittel, Charles (1986) Introduction to Solid State Physics, Wiley + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE4903 - MODELLING AND CONTROL OF DYNAMIC SYSTEMS (DISTANCE LEARNING) + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module applies linear, analytical techniques to system design for a variety of electrical, electronic and process control problems. + + +Syllabus: +TRANSIENT PERFORMANCE +Pole-Zero based analysis of system performance. Introduction to the use of the Laplace transform as a tool for the analysis of key system performance metrics such as response time, Settling time, Overshoot, Gain Margin, Phase Margin using frequency domain analysis tools. Sensitivity analysis + + +LINEAR SYSTEM ANALYSIS: +Bode, Nyquist, and root locus, transfer function of plant with delay and non-minimum phase systems. Stability and Performance analysis using Bode, Nyquist, Routh-Hurwitz, and Root Locus methods. Design techniques for system compensation using Bode diagrams, Nichols charts and Root Locus. Lead and lag compensation, the application of these using op-amps as an example, internal compensators. + +Analysis of system performance using common Computer based analysis tools. Introduction to modern control analysis methods using State Space Techniques. + + +PROCESS CONTROL: +Terminology and practice, application and use of three term control, PID design in the frequency domain, integral wind-up and similar problems, Benchmark methods for tuning PID controllers, (Ziegler-Nichols, Haalman etc.,). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Analyse the effect of feedback on system performance in the time and frequency domains +Examine the effect of closed loop pole location on system performance +Interpret system performance using the following frequency domain performance metrics: Gain Margin, Phase Margin, System Sensitivity, System Complementary Sensitivity +Design PID controllers for a selection of different problem formulations +Apply computer based modeling and analysis tools to the question of control system design + + +Affective (Attitudes and Values) + + +Develop 'Limit of Performance' type standards for systems performance + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Nise, Norman S. (2008) Control Systems Engineering (5th Ed.) +ISBN 0-471-44577-0, Wiley +Dorf, Richard C. (2005) Modern Control Systems (10th Ed.) +ISBN 0-201-60701-8, Addison Wesley + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Martin.J.Hayes@ul.ie +________________ + + + + +Module Code - Title: +EE4904 - VACUUM AND PLASMA SCIENCE (DISTANCE LEARNING) + + +Year Last Offered: +2014/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The purpose of this module is to understand the fundamental theory of vacuum measurement and pumping technology and its application to processing in the Semi-conductor industry. The module presents the fundamental theory, practical concepts and principal techniques required in the generation of Non-thermal plasma in semi-conductor manufacturing processes. The module explores the basic applications of Plasma Etch and PECVD to Semiconductor plasma processes. + + +Syllabus: +Introduction to Vacuum and Historical background; Units and scales; Vapor Pressure, Vacuum Load, Components and Materials + + +Principles of Measurement to 1 millitorr +Rough Vacuum Pumps (ATM to 10 millitorr) + + +Vacuum Safety and Vacuum Professionalism; Vacuum Materials, lubricants and components + + +Introduction to fundamental Plasma parameters (density, temperature etc) + + +Plasma applications at scientific boundaries; Debye Shielding and Plasma Oscillations; Magnetic Field effects; Ionization and other effects (radicals, metastables etc) - basic plasma physics and chemistry; DC versus AC Plasmas + + +Intoduction to Radio Frequency (RF) principles within a Plasma context; RF Bands; AC/RF Fundamentals; Reactance, Impedance, Phase Angle and Resonance; Tuned Circuits - series and parallel; Block diagram of RF system to include tuning; RF power measurement and SWR; Basic circuit overview of RF auto tuning system on a CCP reactor source. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe and apply the science of vacuum pumping and measurement from atmosphere up to 1 mTorr. +Describe the principle of operation of capacitively coupled RF plasmas at 100mTorr. +Explain concepts and techniques undepinning the generation of plasma in semi-conductor manufacturing processes. +Understand the application of vacuum in semiconductor manufacture. +Explain the theory of non-thermal plasmas +Evaluate the performance of vacuum and plasma applications in Etch and PECVD processes +Describe and apply the science of vacuum pumping and measurement from atmosphere up to 1 mTorr. +Describe the principle of operation of capacitively coupled RF plasmas at 100mTorr. +Explain concepts and techniques undepinning the generation of plasma in semi-conductor manufacturing processes. +Understand the application of vacuum in semiconductor manufacture. +Explain the theory of non-thermal plasmas +Evaluate the performance of vacuum and plasma applications in Etch and PECVD processes + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Perform Rate of Rise (ROR) +Distinguish between a real and virtual leak in Etch and PECVD processes +Demonstrate how to Zero a capacitive barometer +Run Cycle purge to improve base pressure +Visually distinguish different plasma regions +Verify pressure effects on breakdown voltage +Tune and match a RF generator to a chamber/plasma over a range of pressures +Chart forward and reflected power as plasma impedance varies +Calculate and measure resonance factor, phase angle and bandwidth in a tuned circuit +Use an oscilloscope to measure phase angle. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Michael A Lieberman and Allan J Lichtenberg () Principles of Plasma Discharges and Materials Processing +ISBN 0-471-00577-0, Wiley Interscience +T.A. Delchar () Vacuum Physics and Techniques +ISBN 0-412-46590-6, Chapman and Hall +John F O Hanlon () A users Guide to Vacuum Technology +ISBN 0-471-81242-0, Wiley-Interscience + () Inficon Instrumentation Catalogue (order by e-mail www.reachus@inficon.com), + + +Other Texts: +American Vacuum Society () http://www.avs.org/default.aspx, +Journal of Vacuum Science and Technology A () http://scitation.aip.org/jvsta/, +Journal of Vacuum Science and Technology B () http://scitation.aip.org/jvstb/, +Varian Inc. () http://www.varianinc.com/cgi-bin/nav?/, +Leybold Vacuum () http://www.oerlikon.com/vacuumsystems/, +MKS () http://www.mksinst.com, +Pfieffer Vacuum () http://www.pfeiffer-vacuum.com/, +Inficon Inc. () http://www.inficon.com/en/index.html, +BOC Edwards () http://www.bocedwards.com/, +Brooks Automation () http://www.brooks.com/pages/2469_granville_phillips_reg_.cfm, + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: + + +________________ + + + + +Module Code - Title: +EE4907 - ELECTRONIC ENGINEERING PROJECT 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. + + +To familiarise the student with the process of research, development and design. + + +To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. Each project will be reviewed and graded by at least two academics. Two oral presentations (interim and final) by the students are part of the grading process. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems. + + +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. + + +3. Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +No learning outcomes of this type in this module. + + +Psychomotor (Physical Skills) + + +1. Select and use the appropriate mix of technologies for the project at hand + + +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered + + +3. Carry out research and + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The level of research input to this module depends on the programme of study and the individual project requirements. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE4908 - ELECTRONIC ENGINEERING PROJECT 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4907 + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. + + +To familiarise the student with the process of research, development and design. + + +To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. Each project will be reviewed and graded by at least two academics. Two oral presentations (interim and final) by the students are part of the grading process. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems. + + +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. + + +3. Demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +No learning outcomes of this type in this module. + + +Psychomotor (Physical Skills) + + +1. Select and use the appropriate mix of technologies for the project at hand + + +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered + + +3. Carry out research and + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The level of research input to this module depends on the programme of study and the individual project requirements. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE5011 - MODERN ROBOTICS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module focuses on teaching the application of core linear algebra concepts in modeling, simulation and control of modern robotics systems deployed in various environments, including underwater and surface robots, mobile robots, industrial robots and aerial vehicles. The syllabus is aimed to provide students with the basic knowledge and skills in applied linear algebra, including electrical, electronics, mechanical design and intelligent control to design and build robotic systems, including both - hardware design and software development. This module is closely related to the Robotic Planning, Mapping and Manipulation module and Robotic Sensing and Perception module. +This module is part of the Professional Diploma in Cognitive Robotics (ID 1684), not MECCENTFA, workflow will not allow that programme to be deselected. + + +Syllabus: +• Linear algebra concepts for robotics: vector spaces, linear maps, rigid body transformations, joint space, coordinate frames (body/NED/ECEF) and homogeneous transformations, inverse/forward robot kinematics, unit quaternions and rotations. +• Modelling & simulation: derivation of differential equations describing dynamics and kinematics of robotic systems, creation of generic simulation diagrams to solve equations, implementation of generic diagrams using simulation tools and development of real-time simulators. +• Navigation: introduction to robotic sensors, position estimation. +• Control: design of basic and advanced control architecture for robotic systems (control allocation, autotuning, fault-tolerant control, robust control). +• Case study examples: demonstrations using virtual and real-world robotic systems (ROV, robot manipulator, wheeled mobile robot and aerial vehicle (drone)). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of how to apply linear algebra principles to model and simulate robotic systems dynamics and kinematics. +2. Build realistic real-time simulators of robotic vehicles and manipulators. +3. Design, implement and test basic and advanced fault-tolerant control architectures on embedded robotic platforms. +4. Learn how to develop an automated procedure for controller autotuning. +5. Learn how to simulate disturbances and uncertainties and how to design control system to reject/compensate for their effects on overall system performance. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Understand complex coordinate transformations and control techniques used in modern robotics systems. +2. Develop & deploy highly efficient code for simulation and control purposes on embedded robotic platforms using Matlab, LabVIEW, C or Python. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will use an innovative teaching method (blended learning) with live online lectures & tutorials, and the mixture of demonstration setups: remote live connections to real-time simulators & control systems running at the remote site at the University of Limerick (UL) Lab; pre-mission testing in the virtual environment and (optional) real-world environment. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +G. Farin and D. Hansford (2014) Practical Linear Algebra: A Geometry Toolbox, CRC Press +Kevin M. Lynch and Frank C. Park (2017) Modern Robotics : Mechanics, Planning, and Control, CAMBRIDGE UNIVERSITY PRESS +S. B. Niku (2011) Introduction to Robotics: Analysis, Control, Applications, John Wiley & Sons +T. I. Fossen (2002) 4. Marine Control Systems: Guidance, Navigation and Control of Ships, Rigs and Underwater Vehicles, Marine Cybernetics + + +Other Texts: +P. Corke (2017) Robotics, Vision & Control, Springer + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +edin.omerdic@ul.ie +________________ + + + + +Module Code - Title: +EE5012 - OPERATING SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Study of multitasking operating systems. Study will be confined to single processor systems. A Unix or WIN-32 operating system will be selected as the prime example operating system. The module lab work will teach the student to develop concurrent program solutions. The module includes: concurrency, states, queues, scheduling. Process inter-communication. Memory management. File systems to support multitasking, File sharing, file protection, performance issues. Conditions for deadlock and solutions. I/O devices and device drivers. File security and protection. + + +Syllabus: +Operating System: Definitions, types of operating systems. UNIX Overview: History, standards, shells, interfaces. UNIX (or WIN-32) architecture: Features, partition of functions and position in the layered structure. +Process Management: Process manager, system calls, task creation, blocking, wait queues, scheduling, IPC, booting. +Interprocess communication and synchronisation: Mutual exclusion, race conditions, busy-waiting solutions, TSLs, semaphores, monitors, simple message passing, classical problems. Conditions for deadlock and solutions. +Memory Management: Swapping, virtual memory, paging and segmentation. Virtual address space, secondary memory, shared memory, addressing, performance issues, system calls. +Kernel organisation: Control flow, execution, daemons, timers, interrupts, clocks, modules. +Device management: Device drivers, streams, interrupt handling, disk drive example. +File systems to support multi-tasking: Disk organisation, space management, file sharing, file protection, performance issues. +Input/Output: I/O devices in multi-tasking environments. +Laboratory: A set of laboratory exercises based on skeleton example programs will guide the student through the internals of the UNIX operating system. The example programs will be developed in shell scripts and C/C++ programming environments. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +- Be able to identify concurrency problems in software examples and describe how they can be fixed using appropriate synchronisation mechanisms. +- Compare the features of two separate operating systems (Unix and WIN-32) by identifying the underlying architectural and conceptual differences. so that they can compare and relate to the underlying concepts. +- Describe the key concepts and requirements for a memory management system, including virtual memory, partitioning, paging, protection and performance. +- Analyse problems that can be solved with understanding of API/libraries in an operating system context. Given a specific programming problem show, without reference to a resource, how operating system APIs and libraries can be used to reduce the amount of code that has to be written to solve the problem. +- Develop a simple I/O device driver, know the individual steps necessary to copy the contents of a memory buffer to a physical block on a hard disk, as a formal driver. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Formal lectures which can be delivered through a blended process will enable students to bring their discipline knowledge to bear on real-world problems and challenges; +Assignments and projects will enable the student to create and to innovate within their discipline; + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +A. Silberschatz (2017) Operating System Concepts: 10th Edition, Wiley + + +Other Texts: + Andrew S. Tanenbaum (2014) Modern Operating Systems: Global Edition: 4th Edition , Pearson Education Limited +Robert Love (2010) Linux Kernel Development: 3rd Edition, Addison-Wesley Professional + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE5042 - ROBOTIC PLANNING, MAPPING & MANIPULATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module builds upon lessons learnt from 'Modern Robotics' introducing robot manipulation systems and control approach and task planning for mobile robots with intervention capabilities. The course also looks at human robot interactions and collaborative robotic systems as well as swarm robotics and networked systems. + + +Syllabus: +Review of mobile robots, geometry, paths & trajectories, Joint control. +Review direct & inverse robot kinematics, homogeneous transformations, +nonholonomic constraints. +Introduction to common guidance, control strategies & localization, pose based +motion control, ANNs, fuzzy logic. +Object manipulation, task planning, force-torque & impedance control. +Simulation and programming tools and environments such as V-REP, ROS, +Gazebo. +Path planning: Spatial decomposition, geometric representation, topological representation. Configuration space, exploration, navigation and obstacle avoidance +Control algorithms including individual wheel, straight line and trajectory following. +Sensing, mapping & exploration (RGB, inertial, infrared, sonar, radar, Lidar, GPS and magnetic). +Human-robot interactions & collaborative robotics. +Swarm robotics, networked systems. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of task planning and control strategies for autonomous intervention vehicles. +2. Demonstrate knowledge of collaborative robotics & perceptual systems. +3. Demonstrate knowledge of swarm systems. +4. Understand knowledge regards mobile robots in application fields (automotive, ground, aerial and underwater domains). + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Access the main approaches in the development of autonomous intervention vehicles. +2. Effect design approaches to developing swarm robotics. +3. Differentiate from various techniques that could be used for collaborative robotics and intervention vehicles + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended learning format, with online pre-recorded video lectures and interactive Q+A tutorials. The students will also complete a series of exercises through supervised lab setting and through their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Siciliano, Bruno, and Oussama Khatib (2016) Handbook of robotics, Springer +Tzafestas, Spyros G. (2013) Introduction to mobile robot control. , Elsevier + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE5052 - ROBOTIC SENSING & PERCEPTION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Sensors are used to estimate a robot's environment and position, to enable appropriate behaviour. This module will describe in detail the different sensor types and processing methods available for intelligent mobile robotic scene interpretation. This module will introduce the students to the fundamentals of sensor fusion and use within autonomous systems. + + +Syllabus: +Laser scanner types: Velodyne, rotating mirror, scan lines, angle resolution, solid state laser scanner, XYZ reflectivity +Radar sensing type: depth, angular resolution, object velocity (doppler) +Ultrasonic sensing: cheap as chips, severely limited, depth, angular resolution +Stereo camera: design of stereo cameras, how is depth extracted +Case studies in the deployment of sensors: automotive, aerial robotics, underwater robotics +Processing sensor information: extracting planes, shape identification, identifying obstacles, sensor free space, road segmentation +Robotic motion: iterative closest point, simultaneous localization and mapping, loop closure, Kalman filter +Sensor fusion: Fusion network, centralised, decentralized, hierarchical, iterative +A probabilistic understanding of sensor output: noise variance, confidence, spatial uncertainty +Central Limit Theorem, Kalman Filter, Bayesian Fusion, Dempster Shafer, Particle Filter + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate a significant understanding of how to process sensor information +2. Critically appraise the strengths and weaknesses of different sensor types for solving different problems +3. Describe the most appropriate means for estimating robotic motion from sensor inputs +4. Demonstrate an understanding of multi-sensor data fusion in applications such as mobile autonomous robotics +5. Describe some of the main areas in which multi-sensor data fusion plays an important role + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Differentiate from various design techniques that could be used and be able to justify an appropriate sensor and processing technique +2. Practice an objective approach to the selection of sensors, processing methods and design of sensor fusion system to solve specific problems. +3. Effect a design of multi-sensor system to solve problems in robotics and vehicle autonomy + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered in a blended learning format, with online pre-recorded video lectures and interactive Q+A tutorials. The students will also complete a series of exercises and through their own time with online moderator support. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +H.B. Mitchell (2007) Multi-Sensor Data Fusion: An Introduction, Springer +Roland Siegwart (2011) Introduction to Autonomous Mobile Robots, second edition, , Mitpress + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6001 - MASTER OF ENGINEERING PROJECT 1 + + +Year Last Offered: +2009/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 24 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to VLSI engineering. + + +Syllabus: +The project is undertaken throughout the course and graded using this module and its companion, EE6002. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications or VLSI engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of VLSI Systems. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of VLSI Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +EE6002 - MASTER OF ENGINEERING PROJECT 2 + + +Year Last Offered: +2009/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 0 + 24 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to Computer and Communications Systems engineering or VLSI engineering. + + +Syllabus: +The project is undertaken throughout the course and graded using this module and its companion, EE6001. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications or VLSI engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Computer and Communications Systems or VLSI Systems. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Computer & Communications Systems / VLSI Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +EE6003 - CONVERGED NETWORKS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The growth of the industrial internet of things (IIoT) and Industry 4.0 technologies have strengthened the industrial enterprises' need to monitor and control automated processes further driving IT/OT Convergence. IT/OT convergence is the integration of information technology (IT) systems with operational technology (OT) systems. This module will provide students with the knowledge, understanding and skills needed to install to configure, maintain local or wide area networks for both IT and OT requirements. The module will provide students with a detailed understanding and appreciation of the many IT and OT networking and communication concepts, standards and protocols, providing a unified view of the field of computer communications and industrial networks. + + +Syllabus: +This module is intended to provide a comprehensive overview of IT and OT communication systems. It's impossible to understand the evolutions in manufacturing, industrial transformation and Industry 4.0 innovations in areas such as Industrial IoT without mentioning the convergence of IT and OT. Operational technology or OT is a category of computing and communication systems to manage, monitor and control industrial operations with a focus on the physical devices and processes they use. Advances in technologies such as the internet of things (IoT) and big data analytics are systematically allowing the digital transformation of many processes. When implemented properly, IT/OT convergence can merge business processes, insights and controls into a single uniform environment. The module will introduce the participants to IT/OT Data and Computer Communications tasks, and the relevant protocol elements and functions. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Demonstrate knowledge of the different elements of IT/OT communication protocols used in converged networks, their implementations and applications. +2. Interpret and explain the impact of converged network systems. +3. Given requirements for computer networks, find correct solutions for internetworking / interoperability, including subnetting and supernetting, verification of addresses, and traffic filtering. +4. Given a simulated computer (inter)network topology, identify problems without reference to a source. +5. Explain concepts used in IT/OT Systems and associated architectures. +6. Discuss examples of IT/OT Systems use cases in real life situations. +7. Implement a solution that can provide visibility of both IT and OT assets. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Explain the architecture and technology involved in a telecommunication network. 2. Explain the architecture and technology involved in a manufacturing network. +3. Compare in detail the features of industrial control system (ICS) networks. +4. Examine the concept of TCP/IP networking transmission, switching & architecture. +5. Describe and understand the features of the TCP/IP protocol suite. +6. Describe a solution that can provide visibility of both IT and OT assets. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Load with software and configure layer 2 & 3 enterprise networking devices, i.e. switches and routers. + + +2. Build a physical enterprise level network; configured, connected, and troubleshoot any IP networking issues. + + +3. Build a simulated model of an IT/OT converged network and implement a software dashboard for monitoring purposes. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught in a formal lecture setting complimented with laboratory +practical sessions. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +James F. Kurose +K. Ross (2021) Computer Networking, 8th Edition +, Pearson + + +Other Texts: +W. Stallings (2018) Data and Computer Communications 10th edition, Pearson, Prentice-Hall + + + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING +PDIANSTPA - INFORMATION AND NETWORK SECURITY +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE6004 - REAL-TIME EMBEDDED SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6411 + + +Rationale and Purpose of the Module: +Study of real-time (software) system design concepts. Presentation of methodologies at application level and system level. Part of new programme Master Of Engineering in Edge Computing + + +Syllabus: +Introduction: Definitions and application examples. +Scheduling Algorithms: Clock-driven, Earliest Deadline First, Rate Monotonic, Resource allocation +Language Features: Programming language features for real-time support for concurrency, synchronisation, hard-scheduling etc. Study of features for languages such as C++, Ada, Modula-2, Chill etc. +Operating System Features: Features to define a real-time operating system. Emphasis is on embedded systems. Design Approaches: Time continuous data flow, event flow and control transformation. Ward and Mellor extensions for structured analysis. +State transition diagram representation. Design approaches eg. DARTS. +Design and Modelling using Petri Nets: Modelling of a concurrent systemÆs states and events using Petri-nets which include temporal properties in the model. +Design and Analysis: Introduction to real-time logic, RTL. Application of RTL. Real-time temporal logic. State Machines and Real-time temporal logic. +Real-Time Program Verification: Testing methods, Risk calculation, Static analysis, Simulation as a verification tool. +Formal Techniques: Study of formal techniques for real-time systems. +Case Study + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Given a specification of a real-time system and a scheduling algorithm the student will be able to determine if system meets all deadlines +2. Given a specification of a real-time system the student will be able to select and justify an appropriate scheduling algorithm +3. Use mathematical techniques to analyse and compare real-time system schedules +4. Given a set of requirements describe the process of formally specifying, developing, testing and proving the correctness of a real-time system +5. Compare the real-time features of four real-time operating systems +6. Define the precise time critical interaction between micro-controller hardware and timed events on embedded systems + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +None + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Liu, J.W. (2000) Real-Time Systems, Prentice Hall + + +Other Texts: +Cooling, L. (2003) Software Engineering for Real-Time Systems, Addison-Wesley +Goldsmith, S. (1993) A Practical Guide to Real-Time Systems Developement, Prentice Hall + + +Programmes +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE6005 - SIGNAL PROCESSING FOR COMMUNICATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides practical coverage for the principles of digital signal processing and techniques of modern digital communication systems. The signals and key processing steps are traced from the information source through the transmitter, channel, receiver and ultimately to the information sink. + + +Syllabus: +1. Discrete-time systems: signal classes and operations, difference equations, stability, Linear-Time Invariance (LTI), convolution, and correlation. +2. Fourier Analysis: Properties of Fourier transforms, DFT/FFT, windowing, Inverse DFT/FFT. +3. Z-transform: Properties and regions of convergence, applications to linear systems. +4. Filter Design: FIR design methods, IIR design methods, filter structures. +5. Adaptive Signal Processing: Random processes, spectral representation, Optimal Least Squares adaptive filters. +6. Sampling: Sampling theorem, aliasing, quantization, A/D and D/A conversion. +7. Multi-rate signal processing: up sampling and down sampling, sample rate conversion. +8. Channel modeling, estimation, equalization. +9. Digital modulation techniques: BPSK/QPSK and its variants, QAM. +10. Chanel coding - waveform codes, block codes, convolution, turbo-coding, LDPC codes: +11. Essentials of OFDM (multiple access) and MIMO (massive MIMO) technology. +12. Practical applications: Transmitter/receiver architectures, digital communication systems design, software defined radio. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of signals and spectrum types in digital communication systems. +2. Implement digital signal processing algorithms. +3. Design and evaluate digital filters applicable to communication systems. +4. Describe and analyse the various digital modulation schemes. +5. Design and implement various channel coding schemes. +6. Understand what software-defined radio is about. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Demonstrate an awareness about modern digital communication systems by participating in class discussions and show the ability to objectively solve problems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +Design a radio transceiver. +Implement a simulation model of a communication network. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures and labs. The module has exercises sessions with coding examples in MATLAB and scripting tools. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Andreas Schwarzinger (2022) Digital Signal Processing in Modern Communication Systems - 2nd edition, Self-published +Bernaud Sklar, Frederic J. Harris (2020) Digital Communications: Fundamentals and Applications, 3rd Edition, Pearson + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +EE6006 - EDGE COMPUTING AND INTERNET OF THINGS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The proliferation of the Internet of Things (IoT) and the success of rich cloud services have pushed the horizon of a new computing paradigm, Edge computing, which calls for processing the data at the edge of the network. Edge computing has the potential to address the concerns of response time requirement, battery life constraint, bandwidth cost saving, as well as the data safety and privacy. With the advent of the IoT, there is an increasing number connected devices that require more real-time processing. This module introduces the application scenarios of edge computing and will be instructional for designing and developing edge computing and IoT applications. +This module is part of the new programme Master Of Engineering in Edge Computing. + + +Syllabus: +1. Foundations of computing paradigms for Edge Computing & IoT systems. +2. Edge Computing. +3. IoT Standards. +4. IoT Technologies. +5. IoT Applications. +6. Edge Computing Architectures. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Define edge computing and IoT frameworks as an important development in the computing landscape. +2. Review technologies, limitations, and major challenges along with future research directions of edge computing and IoT networks +3. Describe the application scenarios of edge computing and IoT systems and knowledge of the most popular tools and software. +4. Design and develop simulation scenarios for edge computing and IoT systems. +5. Analyse and present edge-based security solutions for IoT applications. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Demonstrate an awareness about modern edge computing and IoT systems by participating in class discussions and show the ability to objectively solve problems. + + +Psychomotor (Physical Skills) + + +1. On successful completion of this module, students will be able to: model and simulate an IOT and edge network architecture. +2. Design a simple prototype of IoT and Edge node. +3. Implement a mathematical model of edge network traffic. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module can be delivered using a blended learning approach using on-line lectures and labs. The aim is to deliver in person. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Jie Cao, Quan Zhang, Weisong Shi (2018) Edge Computing: A primer, Springer +Perry Lea (2018) Internet of Things for Architects : architecting IoT solutions by implementing sensors, +communication infrastructure, edge computing, analytics, and security +, Packt Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE6008 - DEEP LEARNING AT THE EDGE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4051 + + +Rationale and Purpose of the Module: +To give students an insight into deep learning and associated frameworks relevant to edge computing with sufficient practical work to enable them to implement their own deep learning systems. The module uses the Python programming language to showcase concepts and techniques such as batch normalization, pruning and quantization, the MobileNet architecture, hyperparameter tuning and optimization and other neural networks. + + +Syllabus: +1. Introduction to Deep Learning, Deep Neural Networks and Convolution Neural Networks. Training and inference. +2. Model optimization techniques such as network pruning and quantization. 8-bit quantization and Binary Neural Networks. +3. MobileNet V1/V2 architectures, Hyperparameter tuning. +4. Recurrent Neural Networks and applications. +5. Use of deep learning processor unit for edge applications. +6. Custom application development, including building the hardware, optimizing the trained model, and using the optimized model to accelerate a design. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the key components in machine learning and deep learning systems. +2. Demonstrate best practices to build and train deep neural networks, identify architecture parameters, and apply deep learning solutions. +3. Design a Convolutional Neural Network, apply it to visual detection and recognition tasks. +4. Perform hyperparameter tuning and optimization for deep learning networks. +5. Build and train Recurrent Neural Networks (RNN). + + + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Evaluate the limitations of current deep learning techniques. +2. Contribute meaningfully to team project development with deep learning systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using a blended learning approach using on-line lectures and labs. This module features a mix of theory, case studies and hands-on practical work to provide a high engagement learning experience of real-world deep learning techniques for edge computing applications. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ian Goodfellow, Yoshua Bengio, Aaron Courville (2016) Deep Learning +https://www.deeplearningbook.org/, MIT Press +Stevens, Antiga, Viehmann (2020) Deep Learning with PyTorch, Manning Publications +Aurélien Géron (2020) Hands-On Machine Learning with Scikit-Learn, Keras, and TensorFlow, 2nd Edition, O'Reilly Media, Inc + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +EE6010 - MASTER OF ENGINEERING PROJECT 1 - PLANNING & RESEARCH METHODS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 2 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will guide students on how to conduct project planning and research methods so that they are ready to undertake a significant design and implementation project. The module shows how to carry out a literature review and to cover the latest trends and developments in research practice. + + +Syllabus: +The student will select a subject area or project title from a list and expected to complete background reading in relation to their chosen area. Homebrew projects are recommended, and students will be encouraged to liaise closely with academic supervisors to enable the development of a project specification that satisfies the academic objectives of the programme. + + +The student will be expected to: +1. Review IEEE conference and forum material suitable for the research topic of interest. Document a synopsis of the material and learning outcomes. +2. Prepare a literature survey to establish familiarity with and understanding of current research in a particular field before carrying out a new investigation. +3. Write a project abstract so that the reader can grasp the major ideas in the work. +4. Understand good research methods such as ethics, data management and protection. +5. Learn about project management and prepare a project plan. +6. Present and answer questions on the project specification. +7. Develop an interim report for their chosen project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Conduct analysis of the relevant topic and literature. +2. Identify a research gap and a set of research questions/problems for further exploration. +3. Choose a methodology appropriate to the research problem. +4. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. +5. Critically evaluate and assess undertaken work by comparing it to the published literature in the field. +6. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +1. Develop and/or demonstrate self-motivation. +2. Develop and/or demonstrate competencies in time management and project management. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +An intensive series of workshops, seminars, lectures, and interactions with the relevant research peers. Also, one-to-one meetings with potential supervisors are included. The student will develop the project planning skills and necessary research methods to successfully complete a research project. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +David V. Thiel (2014) Research Methods for Engineers, Cambridge University Press +David Creswell, John W. Creswell (2018) Research Design: Qualitative, Quantitative, and Mixed Approaches, Sage Publications Inc. +Linda G. Ackerson (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers, Scarecrow Press + + +Other Texts: + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +EE6011 - CRYPTOGRAPHY AND SECURITY FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduce cryptography & security fundamentals, including security threats and vulnerabilities as well as security services for modern e-commerce and mobile applications. + + +Syllabus: +[Introduction to information and network security] Why security is an important issue. +[Threats and vulnerabilities] Threats from passive and active attackers, such as: identity interception, masquerade, replay, data interception, manipulation, repudiation, denial-of-service, traffic-analysis, mis-routing and digital pests such as: trojan horse, virus, worms. +[Security services, components and policies]. Security services such as: data confidentiality, data integrity and Email security. Security policies. Access control mechanisms. +[Cryptography] Introduction of classical and modern cryptographic techniques and demonstration of the application of cryptography in the provision of security services. +[Symmetric-key cryptography] Stream ciphers and classical Feistel-block ciphers. Examples such as: DES, IDEA, RC-5 and AES. +[Introduction to Cryptanalysis] Cryptanalysis of classical ciphers and determination of cipher strength. +[Public-key cryptography] The requirements of public-key cryptography. The intractability of factoring and calculating discrete logarithms. The RSA and El Gamal schemes and implementation issues. Elliptic curve cryptography. Identification and digital signature schemes. Zero-knowledge schemes. The DSA digital signature standard. Public key infrastructure. +[Key management] Key distribution, key-sharing. Use of key distribution centres, authentication servers and certification authorities. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Identify potential threats and vulnerabilities in information systems/networks +Describe different security services +Demonstrate the application of cryptography in the provision of security services +Explain the operation of modern stream and block ciphers +Apply cryptanalysis techniques to ciphers to evaluate their effectiveness +Demonstrate an understanding of critical issues in key management and distribution schemes + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +B. Schneier (1996) Applied Cryptography, Wiley & Son +W. Stallings & L.Brown (2018) Cryptography and Network Security, Principles and Practice, 6th Ed, Prentice Hall +D.R. Stinson (2002) Cryptography (Theory and Practice), CRC Press + + +Other Texts: +E. Amoroso (1994) Fundamentals of Computer Security Technology, Prentice Hall +H. Delfs & H. Knebl (2007) Introduction to Cryptography: Principles and Applications, Springer Verlag + + +Programmes +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Thomas.Newe@ul.ie +________________ + + + + +Module Code - Title: +EE6012 - DATA FORENSICS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce students to data forensics meaning the acquisition, investigation, analysis and reporting of data retrieved from usually digital devices for the purpose of finding evidence, recovering data or reconstructing events, in different scenarios from accidental data loss to possible criminal acts. The student's understanding will be based in a foundation of the structure of physical storage and the data storage systems built thereon, most typically file systems, and will include learning about and/or using tools used for forensic data acquisition, investigation and analysis. + + +Syllabus: +[Data Forensics]: Definition; Evolution of Data Forensics; Need for Data Forensics in the digital age. + + +[Physical Storage Foundations]: Introduction to storage media; storage hierarchy; types of physical storage; organisation of physical storage: hard disk, solid state; aspects of life cycle, durability, read/write/deletion and relevance to forensics. + + +[Abstract Storage Principles]: Abstract structures for large scale data storage: volumes; concatenation; partitioning; RAID configurations; disk spanning; introduction to object storage and cloud storage. + + +[File system foundations]: File systems design principles; Disk Partitioning and Partition Tables; Review of relevant features of real world file systems covering both Linux-type and Windows files systems (e.g., FAT, NTFS). + + +[Forensic Investigation Principles and Procedures]: protocols, first response, chain of custody, documenting/reporting; examples of tools and approaches to volatile data acquisition and analysis, nonvolatile data acquisition and analysis; data carving; + + +[Forensic Analysis Tools]: Laboratory/project based learning: storage acquisition tools, file system analysis tools; investigate one or more case study forensic problems with emphasis on the use of available tools. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will: + + +1. Demonstrate an understanding of and explain the role of data forensic investigators. + + +2. Explain and apply correct procedures to forensic investigation. + + +3. Explain how files are organised and tracked in a modern file system with an emphasis on security aspects. + + +4. Describe how data and computer usage patterns can be retrieved from digital evidence from devices. + + +5. Use forensic tools and commands to manage data recovery and analysis for the +purpose of gathering digital evidence without damaging it. + + +Affective (Attitudes and Values) + + +na + + +Psychomotor (Physical Skills) + + +na + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is taught by lecture and tutorial for developing an understanding of storage and file systems. The usage of forensic tools is taught in the laboratory with the students using the tools to work with, for example, provided case studies. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +1 Brian Carrier (2005) File System Forensic Analysis, AddisonWesley +2. William Oettinger (2022) Learn Computer Forensics:our one-stop guide to searching, analyzing, acquiring, and securing digital evidence, 2nd Edition, Packt Publishing + + +Other Texts: +Bruce Nikkel (2021) Practical Linux Forensics: A Guide for Digital Investigators, No Starch Press +Chuck Easttom (2021) Digital Forensics, Investigation, and Response, 4th edition, Jones and Bartlett Learning +Dan Farmer and Wietse Venema (2004) Forensic Discovery, AddisonWesley + + +Programmes +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING +MEINSETFA - INFORMATION AND NETWORK SECURITY +BSCSIFUFA - CYBER SECURITY AND IT FORENSICS +BSCYSEUPA - CYBER SECURITY PRACTITIONER (APPRENTICESHIP) + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +EE6021 - TEST DEVELOPMENT ENGINEERING + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +In modern electronic circuit and system development, there is an integrated approach to the design, fabrication and testing of an item from initial design concept through to in-service support. There is therefore a need for engineers to understand and appreciate the different activities in order to be active participants in a multi-disciplinary development team. This module will provide an insight into how electronic circuits and systems are tested at the different stages of the design, evaluation, fabrication (manufacture) and in-service periods in the lifetime of electronic circuits and systems. + + +Syllabus: +Fabrication processes for electronic circuits: Printed circuit board (PCB) and integrated circuit (IC). Through-hole and surface mount technology. + + +How electronic components and circuits fail: PCB and IC failure mechanisms. Spot defects and process variations. + + +Different test activities: Simulation, prototyping, evaluation, characterization, debugging, production test, failure analysis. Controllability and observability. + + +Debugging and troubleshooting: Example analogue and digital circuit problems. Fault effect analysis, detection and correction. + + +Reliability: Process variability, accelerated life testing. Burn-in. Arrhenius equation. +Design for x: Design for testability, design for manufacturability, design for debug, design for assembly, design for reliability and design for yield. + + +Test economics: Impact of decisions, modelling the costs. + + +Standards: Standards bodies and key standards used in test and reliability. + + +Design for testability and built-in self-test case studies: Scan path testing, linear +feedback shift register (LFSR). IEEE standards 1149.1, 11.49.4, 1500, and 1687. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, the student will be able to: + + +1. Describe how electronic circuits and systems are fabricated. + + +2. Describe failure mechanisms in electronic circuits and systems. + + +3. Discuss how electronic circuits and systems are tested. + + +Affective (Attitudes and Values) + + +On successful completion of this module, the student will be able to: + + +1. Discuss the need for effective test procedures and the impact of decisions on test quality and cost. + + +2. Discuss the need to develop high quality and cost effective test procedures within an organization. + + +3. Respond to the need to integrate design, test and fabrication activities by working in multi-disciplinary teams. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, the student will be able to: + + +1. Design and test analogue and digital circuits using simulation models and physical prototypes. + + +2. Implement design for testability schemes for a digital electronic circuit. + + +3. Debug of hardware and software designs. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module covers engineering tasks that are reflective of standard approaches undertaken today in the electronics and microelectronics industries with the collaborative design, test and fabrication of high quality products. + + +The module will consist of lectures and laboratory sessions. The lectures will introduce the theoretical aspects related to test and reliability and provide the opportunity to investigate the underlying techniques and equations that are used in electronic circuit and system test and reliability. The laboratory sessions will allow the student to assess the operation of, and implement test and design for testability schemes, for analogue and digital circuits. This will involve both simulation models and physical circuit prototypes. + + +The key graduate attributes that are considered in this module are: + + +"Knowledgeable" (an understanding of the required principles in test and test development), + + +"Proactive" (the ability to initiate product quality activities), + + +"Articulate" (ability to discuss concepts with engineers outside the test activity area), + + +"Creative" (ability to undertake new test development activities that result in high quality and low-cost solutions), + + +"Collaborative" (working with engineers from different disciplines and in an international context with engineers based in different companies and different locations worldwide), + + +"Responsible" (ability to work in a responsible manner and with other people within the organization). + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Michael L. Bushnell and Vishwani D. Agrawal (2000) Essentials of Electronic Testing for Digital, Memory and Mixed-Signal VLSI Circuits, Kluwer Academic Publishers +Mark Burns and Gordon W. Roberts (2001) An Introduction to Mixed-Signal IC Test and Measurement, Oxford University Press + + +Other Texts: +Rochit Rajsuman (2000) System-on-a-Chip Design and Test, Artech House +Hurst S. (1998) VLSI Testing digital and mixed analogue/digital techniques, IEE +Patrick D. T. O'Connor (2001) Test Engineering, A Concise Guide to Cost-effective Design, Development and Manufacture, John Wiley & Sons, Ltd + + +Programmes +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE6022 - BIOMETRICS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6022 + + +Rationale and Purpose of the Module: +Provide the groundwork for defining biometrics as a discipline and to introduce topics that are common to the field of biometrics. The student will be aware of the theoretical foundations and practical application and limitations of using modern biometric techniques. + + +Syllabus: +* Fundamentals of Biometrics: Basic terminology and core biometric concepts. Verification, identification and authentication with biometrics. Common biometrics:- Fingerprint recognition, iris recognition, face recognition and voice recognition. Additional biometrics:- signature, gait, DNA, keystroke and hand geometry. Individuality of biometric data. +* Performance of Biometrics: Basic system errors. System performance (error rates, speed + cost), robustness and reliability, performance metrics, testing and evaluation. Error conditions specific to biometrics. Pattern recognition systems and signal processing for biometric systems +* Biometric Systems: Enrolment and biometric databases policies. Methods of using biometric data. Attacks on biometric systems, Template protection. Standards, privacy and legal issues. Applications and scalability. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon completion of the module, the student will be able to +- Identify the fundamental principles underlying a biometric system +- Use performance metrics to evaluate a biometric system +- Describe the signal processing and pattern recognition techniques used in common biometrics +- Compare common biometrics +- Detail practical aspects of developing a working biometric system + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Through lectures, case studies and project work + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +R. M. Bolle, J. H. Connell, S. Pankanti, N. Ratha, W. Senior (2004) Guide to Biometrics, Springer, Springer Verlag +Ashbourn, J., (2004) Practical Biometrics - From Aspiration to Implementation, Springer Verlag +3. Chirillo, J., Blaul, S. (2003) Implementing Biometric Security, Wiley + + +Other Texts: +1. Bhanu, B., Tan, X. (2004) Computational Algorithms for Fingerprint Recognition, Kluwer Academic Publishers +2. Nanavati, S., Thieme, M., Nanavati, R. (2002) Biometrics - Identity Verification in a Networked World, Wiley Publishing + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Richard.Conway@ul.ie +________________ + + + + +Module Code - Title: +EE6031 - MULTIMEDIA COMMUNICATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Provides students with an understanding of applications and networking infrastructures used in communications for data in form of text, images, audio and video. + + +Module added to the elective component of the Master of Engineering in Computer Engineering + + +Syllabus: +Introduction to data communications and multimedia. +Information representation. Standards for multi-media communication. +Digital communication basics: Data transmission, Transmission media, Data Encoding, Multiplexing. Interfacing and Data Link Controls. +Local and wide area networks. +Routing and Internetworking operation. +Internet and Internetwork protocols +Transport level protocols +Client Server Model +Application Layer +ISDN and B-ISDN +The world-wide web. +Multimedia applications + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Locate, analyse and assess different elements of communication protocols used in computer networks. + + +2. Differentiate between different communication services and identify suitable ones for use in computer networks. + + +3. Given requirements for computer network, find correct solutions for internetworking / interoperability, including subnetting and supernetting, verification of addresses, and traffic filtering. + + +4. Given a computer (inter)network topology, identify problems that a routing algorithm may encounter, describe techniques to reduce these problems, construct correct routing tables (find optimal path between any two end points) without reference to a source. + + +5. Given requirements for performance and reliability of computer network, define, categorise, discuss and employ different techniques for error control, flow control, QoS control, and congestion control. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +1. Load with software and configure layer 2 & 3 networking devices, i.e. switches and routers. + + +2. Understand how to configure, connect, and troubleshoot IP networks. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs & self study + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Syed Faraz Hasan (2014) Emerging Trends in Communication Networks, e-Book ISBN: 978-3-319-07389-7, Springer International Publishing +Jeffrey S. Beasley (2015) A Practical Guide to Next-Generation IP Networking, 3rd Edition, ISBN-10: 0789749041, Pearson Education +James F. Kurose, Keith W. Ross (2016) Computer Networking - A Top-Down Approach, 7th Edition, ISBN-10 : 9780133594140, Pearson Education +Robert Wood (2010) Next-Generation Network Services, ISBN: 1587051591 + + +, Cisco Press + + +Other Texts: + + +Programmes +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE6032 - COMMUNICATION AND SECURITY PROTOCOLS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduces students to security services and cryptographic protocols used for information and system security, in areas such as wireless networks, e-commerce and the Internet. Provides an understanding of security protocol design techniques and formal methods for evaluation of the reliability of security protocols. + + +Syllabus: +[Wireless Standards and Technologies] IEEE 802.11, WEP, Bluetooth, BlackBerry +[Review Internet security] IPSec, SSL. +[Role of security services in countering network attacks] confidentiality, data origin authentication, entity authentication, data-integrity, non-repudiation, access control, availability. +[Cryptographic components] Review of the cryptographic components required in security protocols such as: ciphers & keys, hashing functions, random number generators, message authentication codes and digital signatures. +[Public key infrastructures] X.509, SDSI, TLS. +[Protocols] Key management, peer-to-peer distribution protocols, group distribution and identification protocols. Modern cryptographic protocols for: wireless communications (mobile, radio-link, secure mobile ad-hoc networks), e-commerce (e-payment, non-repudiation), Certified e-mail, E-voting. +[Smart cards and protocols] for ATMs, passport identification and digital cash. +[Security protocol design] Study of protocol design techniques +[Use of formal methods] for evaluation of correctness of security of protocols. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Understand the operation of protocols in communication systems and security services +Explain the use of security services in countering network attacks +Identify suitable security protocols for services such as key distribution, authentication and non-repudiation +Able to design custom security protocols to satisfy given security goals +Apply formal methods to evaluate the correctness of security protocols +Explain the differences between formal analysis tools based on modal logics and model checking + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +W. Stallings & L.Brown (2018) Computer Security, Principles and Practice, 4th Ed., Prentice Hall +W. Stallings & L.Brown (2014) Network Security, Principles and Practice, 6th Ed, Prentice Hall +C. Boyd & A. Mathuria (2003) Protocols for Authentication and Key Establishment, Springer + + +Other Texts: +M. Hendru (2001) Smart Card Security and Applications, Artech House +R. Temple & J. Regnault (2002) Internet and Wireless Security, Institution of Electrical Engineers +A. Danthine, G. Leduc, P. Wolper (1993) IFIP Transactions Protocol Specificaition, Testing, Verification, North-Holland +C. Gehrmann, J. Persson & B. Smeets (2004) Bluetooth Security, Artech House + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +amrita.ghosal@ul.ie +________________ + + + + +Module Code - Title: +EE6041 - TEXT ANALYTICS AND NATURAL LANGUAGE PROCESSING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +CE4041 + + +Rationale and Purpose of the Module: +This course provides students with a practical knowledge of text analysis techniques and Natural Language Processing. The focus of the module will be on how these techniques are used in the analysis of large data sets. + + +This module is to be offered on the Master of Engineering in Electronic & Computer Engineering + + +Pre-requisite for this module is module ID 3301 + + +Syllabus: +The course will cover the following aspects: +1. Fundamentals: students will be introduced to basic concepts of text analytics, such as application domains, tasks, NLP aspects of text analysis, text pre-processing (tokenization, stemming, stop-word removal), text representation and modelling (Ngrams, bag of words, bag of concepts, word embedding), benchmarking and evaluation methods (standard datasets, precision, recall, F-measure, ROC curve). +2. Tasks & Tools: Consideration of the main text analytics tasks and techniques such as, text categorization, text clustering, concept/entity extraction, sentiment analysis, text summarization, and language detection. In this part students will practice with some of the popular open-source tools that implement text analytics tasks (e.g., RapidMiner, Weka, Carrot2, LingPipe, NLTK, Ontotext, GATE). +3. Big Data & Cloud: Students will gain a practical knowledge of big data text analytics by learning to conduct text analytics experiments and pipelines in commercially available cloud platforms. Students will also gain practice in the use of well known chaining text analytics cloud APIs such as: IBM Watson's Natural Language Understanding, Google Cloud Natural Language, Amazon Comprehend, and Microsoft Azure Text Analytics API. +4. Emerging trends in text analytics and NLP. +The practical experiments and platforms that are considered in this module will reflect the current state of the art in Text Analytics and NLP. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +At the end of this module the students will be able to +(i) Process a simple text stream using industry standard analysis tools. +(ii) Classify and extract features from a data stream +(iii) Perform sentiment analysis on a data stream +(iv) Use open source tools for text and data analytics. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +The students will develop the ability to use practical open source tools for text and data analytics. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a conventional mix of lectures and laboratories. Recent developments in the area of blended learning will be exploited to facilitate the efficient delivery of the material. +The module builds on research output from the relevant ECE research group in the this space, TAKO @UL + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +S. Struhl (2015) Practical Text Analytics, Kogan Page +ISBN: 0749474017 + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +arash.joorabchi@ul.ie +________________ + + + + +Module Code - Title: +EE6042 - NETWORK AND HOST SECURITY + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduction to security attack and defence techniques. Students will be aware of the major attacks on information in computer networks and how to plan for the deployment of secure architectures and security management tools. The student will be able to advise on security criteria and vulnerabilities and will be able to design a secure operating network and analyse its vulnerabilities. + + +Module added to the elective component of the Master of Engineering in Computer Engineering + + +Syllabus: +[Security Fundamentals] Basics of Host & Network Security: Threats, Vulnerabilities and Risk, Risk Assessment, Business Continuity and Disaster Recovery, Security Policies, Defence in Depth. +[Firewalls] Packet Filters, Stateful Firewalls, Proxy Firewalls. DMZ Concept, Layout and Design. +[Auditing and Intrusion Detection] Audit Trail Features, User Profiling, Intruder Profiling, Signature Analysis, Network IDS, Host IDS, Distributed IDS, Combining Firewalls and IDS +[Wireless Security] Wireless Standards and Technologies: IEEE 802.11, WEP, Bluetooth, BlackBerry. Wireless Applications. Wireless Network Threats: Wireless Packet Sniffers, Transmission Alteration and Manipulation, Denial-of-Service Attacks +[Designing Secure Networks] Host Hardening: Anti-Virus Software, Host-Centric Firewalls and IDS. Installing and Managing Firewalls and IDS. VPN Integration. Creating a Security Policy. +[Assessing Network Security] Assessment Techniques, Maintaining a Security Perimeter: System and Network Monitoring, Incident Response, Accommodating Change. Network Log Analysis, Troubleshooting Defence Components, Importance of Defence in Depth. Design under Fire: The Hacker Approach to Attacking Networks + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Evaluate the security risks of a host and/or network +Explain the principle of Defense-in-Depth +Design a secure operating nework and analyse its vulnerabilities +Demonstrate an understanding the importance of auditing and intrusion detection +Analyse additional security threats introduced by wireless systems +Perform basic penetration testing on a given network + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Stephen Northcutt, Lenny Zeltser, Scott Winters, Karen Kent, Ronald W. Ritchey (2005) Inside Network Perimeter Security, New Riders Publishing +William Stallings (2018) Effective Cybersecurity : A Guide to Using Best Practices and Standards, Addison-Wesley + + +Other Texts: +Jack Wiles, Terry Gudaitis, Jennifer Jabbush, Russ Rogers, Sean Lowther (2012) Low Tech Hacking - Street Smarts for Security Professionals, Elsevier +Christopher Hadnagy (2018) Social Engineering: The Science of Human Hacking, 2nd Edition, Wiley +The Art of Service (2020) Firewall A Complete Guide, Firewall Publishing + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6051 - MICROWAVE AND PHOTONICS ENGINEERING + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0.5 + 1 + 0 + 6.5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4117 + + +Rationale and Purpose of the Module: +Microwave and photonics technologies underpin the development of ultra-high speed electronic circuits and communication systems. It is desirable that electronic and computer engineering students, especially at Masters of Engineering Level, have the opportunity to understand the principles and application of such widely used technologies. The module is no longer offered on the BE programme. + + +The module provides a comprehensive introduction to microwave and photonic engineering principles, devices and applications along with important developments in microwave-photonic integrated circuits and coherent lightwave communications. + + +Syllabus: +Microwave engineering: circuit theory - two-port network ABCD and scattering parameters, detectors, mixers, p-i-n diodes, switches, modulators and phase shifters. Oscillators. Gunn diode. Smith chart review. Microwave transistors and amplifier design. + + +Photonics: optical fibre, semiconductor laser, modulators, optical amplifier, receivers, digital communications. + + +Current developments: coherent lightwave systems, microwave and photonic integrated circuits, microwave photonics - photonic generation of microwaves and detection. Radio-over-fibre systems. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Understand the mathematical principles and applications of important microwave and photonic devices, especially regarding development of high-speed electronic circuits and optical communication systems. + + +Affective (Attitudes and Values) + + +Develop a solid engineering approach to applying microwave and photonics technologies to real-world systems. + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using lectures, tutorials and the use of software for microwave/photonic device and system design. Recent developments/research findings are included as distinct topics and use the modules leader's experience in associated research. The advanced topics covered, analytical approach and focus on problem solving are relevant to graduate attributes of knowledge, creativity, proactivity and responsibility. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +David M. Prozer (2011) Microwave Engineering, Wiley +John M. Senior (2008) Optical Fiber Communications: Principles and Practice , Pearson + + +Other Texts: + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6052 - WEB-BASED APPLICATION DESIGN + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Gain an understanding of Distributed Computing technologies +Investigate current Web server based architecture +Identify potential security threats due to sloppy implementation +Understand current and evolving web based service + + + + +Syllabus: +[Distributed System Fundamentals] Types of Distributed Systems, Location of Services, Data conversion and Marshalling of data. Replication. +[Distributed File System] Case study. +[Component based Software Architectures] Comparison of CORBA and Java Remote Method Interface (RMI). Portability and conversion utilities. +[Web Services] Simple Object Request Protocol (SOAP), Representational State Transfer (REST). Fault Tolerance. +[Service Portability] Performance, Saleability, Security, Availability, Compliance to standards, Flexibility, Platform requirements, Manageability. Consistency and Replication. +[Cookies] Uses and Abuses +[Application Servers] Comparative study. +[Secure Application Design Techniques] +[Security Attacks] Identification of attacks and mechanisms to minimise impact + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Design at a high level a distributed application that meets given performance, security and reliability criteria +2. Critically review existing web service frameworks (e.g SOAP, Microsift.Net) +3. Identify potential threats to a company implementing a distributed application- based on web services +4. Develop a list of design requirements for a distributed application to ensure that a companyÆs assets are protected. +5. Show an understanding of the capabilities of the various web service technologies that are available commercially or provided by the research community. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs and self study + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A., & van Steen M (2007) Distributed Systems ¿ Principles and Design 2e, Prentice Hall +Coulouris, G., Dollimore, J. and Kindberg, T. (2005) Distributed Systems: Concepts and Design, Addison-Wesley + + +Other Texts: +Deitel (2008) Internet and World Wide Web, Pearson +R.J. Anderson (2001) Security Engineering, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6061 - INTEGRATED MASTER OF ENGINEERING PROJECT 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 7 + 0 + 0 + 13 + 12 + + +Grading Type: + + + + +Prerequisite Modules: +EE4052 + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. + + +To familiarise the student with the process of research, development and design. + + +To develop the students ability in terms of verbal and written communication. + + +The design of the module is to give the student an uninterrupted day to work on their masters project. + + +Syllabus: +The project is undertaken during Year 5 of the M.E. in Electronic and Computer Engineering. Projects are normally undertaken individually by students (although group project work is also allowed). This module completes a series of three that involves the Project Qualifier in Year 4, Semester 2 and the Integrated Master of Engineering project module in Year 5, Semester 1. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a significant +engineering task, involving research, design and implementation related to a selected problem in the area of Electronic and Computer Engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will; +Used the research literature and other resources to discover the state of the art in a chosen sub field of Electronic and Computer Engineering. + + +Implemented the work plan that has been developed in Year 4 during the Masters Project Qualifier module. + + +Formulate, design, implement and test a particular engineering approach (or approaches where appropriate) to the solution of new problems suggested by the work plan that the student has developed. + + +Critically evaluated and assessed their work through rigorous comparison of performance with published literature in the field. + + +Presented their work in a formal manner by means of an interim and final presentation of the project milestones and deliverables. Moreover the students will have completed a report that outlines the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The project module is taught using a self study model that will involve regular meetings with one or more academic supervisors. +Project reports and presentations will require the student to articulate a balanced, comprehensive assessment of their work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE6062 - INTEGRATED MASTER OF ENGINEERING PROJECT 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 7 + 0 + 0 + 13 + 12 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to Electronic and Computer Engineering. +This module is M graded with the preceding Master of Engineering Project 1 Module (Module id 3256) + + +Syllabus: +The project is undertaken during Year 5 of the M.E. in Electronic and Computer Engineering. Projects are normally undertaken individually by students (although group project work is also allowed). This module completes a series of three that involves the Project Qualifier in Year 4, Semester 2 and the Integrated Master of Engineering project module in Year 5, Semester 1. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a significant +engineering task, involving research, design and implementation related to a selected problem in the area of Electronic and Computer Engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +At the end of this module students will have :- +Used the research literature and other resources to discover the state of the art in a chosen sub field of Electronic and Computer Engineering. + + +Implemented the work plan that has been developed in Year 4 during the Masters Project Qualifier module. + + +Formulate, design, implement and test a particular engineering approach (or approaches where appropriate) to the solution of new problems suggested by the work plan that the student has developed. + + +Critically evaluated and assessed their work through rigorous comparison of performance with published literature in the field. + + +Presented their work in a formal manner by means of an interim and final presentation of the project milestones and deliverables. Moreover the students will have completed a report that outlines the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The project module is taught using a self study model that will involve regular meetings with one or more academic supervisors. +Project reports and presentations will require the student to articulate a balanced, comprehensive assessment of their work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +EE6071 - ANALOG / MIXED SIGNAL TEST AND MEASUREMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 5 + 6 + 9 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is aimed at meeting Continued Professional Development (CPD) needs for practicing engineers in test and test development within the semiconductor industry. This is a standalone Skillnet CPD module for engineers working in the semiconductor industry. The specific focus of the module is in analog and mixed signal Integrated Circuit (IC) test. The role of the test engineer is becoming ever more diverse with activities that link into design and IC fabrication. In this module, the role of test and test development engineering will be introduced and discussed in relation to their integration within a modern semiconductor company. The actions undertaken within the role of test will be discussed and the types of tests to be undertaken to identify the operation of analog and mixed signal ICs will be elaborated. + + +Syllabus: +IC technology: Overview of IC technology: fabrication; overview of IC technology: failure mechanisms; mixed signal IC measurements; functional vs. structural testing (performance vs. functional). + + +Software coding techniques: Good test coding practices; importance of good coding techniques (e.g., code reuse); software tools. + + +Mixed signal IC measurement (Digital): Datasheet review, performance specifications and measurement techniques for various digital blocks. How to validate a measurement to ensure that it is correct. Terminology. Correlation. Reproducibility. Overview of digital logic, memory, DFx and BIST. Digital circuit test considerations. + + +Mixed signal IC measurement (Analog): Datasheet review, performance specifications and measurement techniques for various analog blocks. How to validate a measurement to ensure that it is correct. Terminology. Correlation. Reproducibility. Overview of analog circuits, DFx and BIST. Analog circuit test considerations. + + +Measurement engineering: Measurement engineering roles: Test development; goals of test development; test hardware/equipment. Design evaluation; goals of design evaluation. Applications/product engineering; goals of applications/product engineering. + + +Reliability/Quality/Failure Analysis (FA): Reliability engineering overview; accelerated life test, HTDR; reliability; stress testing: IDDQ, HVST, AMVR. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Discuss how electronic circuits and systems are tested. +2. Examine failure mechanisms in electronic circuits and systems. +3. Describe how test programs are developed for analog and mixed signal Integrated Circuits (ICs). + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +1. Show the need for effective testing procedures and the impact of decisions on test quality and cost. +2. Acknowledge the need to develop high quality and cost-effective test procedures within an organization. +3. Discuss how real-world non-ideal electronic circuit behavior will affect the test results obtained during test program operation. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +1. Test analog and digital circuits using simulation models and physical prototypes. +2. Perform tests on a mixed signal IC and analyze the results. +3. Deliver test results in a suitable manner. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is offered to practicing engineers working in analog and mixed signal Integrated Circuit (IC) test and test development activities. The module will be taught using a blended approach using on-campus face-to-face teaching and online using an appropriate Learning Management System (LMS). + + +The module will be run outside the normal Central Scheduling System and will be based on an initial on-campus day in week 1, online activities in weeks 2 to 14, and a final on-campus day in week 15. The required laboratory equipment to undertake the module will be provided to the participants in week 1, and this equipment will be returned after a final project presentation in week 15. + + +The module assessment will be based on the submission of weekly reports, a project with final report and demonstration, and an end of semester examination. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Mark Burns and Gordon W. Roberts (2001) An Introduction to Mixed-signal IC Test and Measurement - 1st Edition, Oxford University Press +Gordon Roberts, Friedrich Taenzler, Mark Burns (2011) An Introduction to Mixed-signal IC Test and Measurement - 2nd Edition, Oxford University Press +Bushnell M. and Agrawal V. (2000) Electronic Testing for Digital, Memory and Mixed Signal VLSI Circuits, Kluwer Academic Publishers + + +Other Texts: +IEEE (2022) Relevant IEEE standards related to IC test and measurement. Standard documents are available online via IEEE Xplore through the Glucksman Library (IEEE Std 1149.1, IEEE Std 1149.4, IEEE Std 1500, IEEE Std 1687, IEEE Std 1241, IEEE Std 1658), IEEE + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE6072 - MASTER OF ENGINEERING PROJECT 1 – PROJECT IDENTIFICATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 3 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will support students in finding a suitable research topic and in developing a detailed project specification. It also aims to prepare students for the academic writing of their Master's Project report. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in a selected area. Projects are normally undertaken individually by students, although group project work is also allowed. +This module aims to raise awareness of the following features and functions of academic writing: critical thinking; the planning process of a research project; analysing publications related to the research area, brainstorming; outlining, writing an abstract; writing the outline of a research project; presenting arguments; describing graphs/tables; interpreting data. + + +At the end of this module students will have prepared a full project specification and will have agreed a statement of work with a suitable academic supervisor for their project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this component of the programme students will be able to: 1. Conduct analysis of the relevant topics and literature. 2. Identify a research gap and identify a set of research questions/problems for further exploration. 3. Choose a methodology appropriate to the research problem. 4. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. 5. Critically evaluate and assess undertaken work by comparing it to the published literature in the field 6. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Develop and/or demonstrate self motivation. 2. Develop and/or demonstrate competencies in time management and project management + + +Psychomotor (Physical Skills) + + +N/A + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +An intensive series of workshops, seminars and lectures and interactions with the relevant Research Groups. Also one-to-one meetings with potential supervisors are included. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Saunders, Thornhill, Lewis (2011) Research Methods, Pearson +Creswell (2013) Research Design: Qualitative, Quantitative, and Mixed Approaches, Sage +Ackerson (2006) Literature Search Strategies for Interdisciplinary Research: A Sourcebook For Scientists and Engineers, Scarecrow Press + + +Other Texts: + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +EE6073 - MASTER OF ENGINEERING PROJECT 2 – PROJECT DESIGN & IMPLEMENTATION + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 50 + 30 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic along with advanced design and implementation. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in a selected area. Projects are normally undertaken individually by students, although group project work is also allowed. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project definition, including goals, methodologies and expected deliverables will be documented and formally approved by the course leader and academic supervisor prior to the commencement of the work. Each student is required to submit a formal project report/paper on the outcomes of the work. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this component of the programme, students will be able to: 1. Choose and progress a methodology appropriate to the research problem. 2. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. 3. Critically evaluate and assess undertaken work by comparing it to the published literature in the field 4. Present the self-directed research that they have undertaken into complex and emerging areas to define potential problems. 5. Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. 6. Present their work in a formal manner by writing a research thesis to reflect the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +On successful completion of this component of the programme, students will be able to: 1. Develop and/or demonstrate self motivation. 2. Develop and/or demonstrate competencies in time management and project management + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6091 - PROJECT 1 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 9 + 5 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic in the area of Information and network security, along with advanced design and implementation. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in the area of Information and Network Security. + + +Projects are normally undertaken individually by students, although group project work is also allowed. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project definition, including goals, methodologies and expected deliverables will be documented and formally approved by the course leader and academic supervisor prior to the commencement of the work. Each student is required to submit a formal project report/paper on the outcomes of the work. + +The project is undertaken through three semesters of the course and graded with its companion modules Master of Engineering Project 2 and Master of Engineering Project 3 + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Information and Network Security. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Information and Network Security. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6092 - PROJECT 2 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 9 + 5 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic in the area of Information and network security, along with advanced design and implementation. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in the area of Information and Network Security. + + +Projects are normally undertaken individually by students, although group project work is also allowed. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project definition, including goals, methodologies and expected deliverables will be documented and formally approved by the course leader and academic supervisor prior to the commencement of the work. Each student is required to submit a formal project report/paper on the outcomes of the work. + +The project is undertaken through three semesters of the course and graded with its companion modules Master of Engineering Project 2 and Master of Engineering Project 3 + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Information and Network Security. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Information and Network Security. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6093 - PROJECT 3 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 34 + 20 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic in the area of Information and network security, along with advanced design and implementation. + + +Syllabus: +The project is a significant engineering task, involving research, design and implementation related to a selected problem in the area of Information and Network Security. + + +Projects are normally undertaken individually by students, although group project work is also allowed. Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project definition, including goals, methodologies and expected deliverables will be documented and formally approved by the course leader and academic supervisor prior to the commencement of the work. Each student is required to submit a formal project report/paper on the outcomes of the work. + +The project is undertaken through three semesters of the course and graded with its companion modules Master of Engineering Project 2 and Master of Engineering Project 3 + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Information and Network Security. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Information and Network Security. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6102 - ELECTRICAL MACHINES + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Electrical machines, including electric motors, generators and condensers, are key for the conversion of energy to/from electricity, they are essential for the reliability and stability of ac electrical grids and for our transition to alternative energy sources. On completion of this module the student will have a detailed understanding of the theory and practical operation of such machines. + + +Syllabus: +In this module, we will investigate concepts and principles related to electromagnetism, electrical machines, transformers, and AC power systems. We will review fundamental laws, analyze magnetic circuits, and understand the principles behind transformers. Additionally, we will explore the construction and operation of DC motors and generators, as well as AC machines. Throughout the module, we will also discuss the importance of power calculations, power factor correction, and the advantages of 3-phase systems. By the end of this module, you will have gained a solid foundation in electromagnetism and electrical machines, covering the following topics: +1. Electromagnetism: Review of electromagnetism; Faraday's, Ampere's, and Lenz's laws; Flux, flux density, magnetic field intensity, and reluctance; Self and mutual inductance; Magnetic materials and BH curves; Core losses +2. Magnetic Circuits: Electric circuit analogies; Analysis of simple magnetic circuits +3. Transformers: Construction and principles of transformers; Ideal transformer; Voltage and current transformers; Power transformers; Single-phase and three-phase transformers; Equivalent circuits; Open and short circuit tests; Application in power systems; Introduction to the per-unit system +4. DC Motors and Generators: Construction and principles of DC machines; Types of DC machines: separately excited, series, shunt, and compound machines; Voltage and torque equations; Equivalent circuits and power flow; Machine characteristics: open circuit/magnetization, speed, torque, and dynamic characteristics; Application of DC machines in modern power generation and motion control +5. AC Machines: Rotating magnetic fields; Alternators and three-phase generators; Types of AC machines: salient pole and cylindrical rotor; Derivation of equivalent circuit from open circuit and short circuit tests; Synchronous reactance; Phasor diagram (for cylindrical rotor machines) and Power Angle Curve; Synchronizing to an infinite busbar; Steady-state stability limit +6. Induction Machines: Single-phase and three-phase induction machines; Derivation of equivalent circuit; Determination of torque-speed characteristic; Locked-rotor and no-load tests; Induction generator; Introduction to V/F control; Starting methods and protection +7. Electrical Machines Developments for Renewable Energy Generation: Overview of advancements in electrical machines for renewable energy applications +8. AC Power: Real and reactive power calculations; Power factor correction; Analysis of balanced three-phase systems; Star and delta connected loads; Advantages of three-phase systems; Introduction to the per-unit system +By exploring these topics, we aim to provide you with a comprehensive understanding of electromagnetism, electrical machines, and AC power systems. Through this knowledge, you will be well-equipped to contribute to the development and implementation of renewable energy generation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Perform calculations in analysing magnetic circuits. +Describe the construction and operation of electical machines and use specification/nameplate data and equivalent circuits to determine electrical and mechanical performance. +Apply phasors and complex power theory in the anbalysis of single-phase and three phase transformers. +Calculate required passive power factor correction on simple power systems. +Describe the construction, operation and equivalent circuit of single phase and three phase transformers. +Derive the equivalent circuit of an induction machine from machine test data. +Analyse induction machine behaviour under load conditions. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Appreciate the importance of electrical machines in the conversion of mechanical work to electricity and vice versa. +Recognise the essential role played by electrical machines in the delivery and stabilisation of electrical grids and their relevance and importance in the study of energy systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +Perform experiments requiring precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Students will learn through a series of lectures, labs and tutorials. Lab-based interactive experiments will promote the curiosity of the students and develop their understanding of the key aspects of the electrical machines. This learning environment will encourage tenacity and students will be encouraged to articulate and discuss their understanding of the electrical machines they investigate facilitating the development of educated opinions on electrical machines: including the advantages and disadvantages of different electrical motors, generators and condensers. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hughes E (2005) Electrical and Electronic Technology (9e), Prentice Hall +Wildi T (2006) Electrical Machines, Drives and Power Systems , Prentice Hall +Sen PC (1997) Principles of Electric Machines and Power Electronics, Wiley + + +Other Texts: +El Hayay ME () Principles of Electric Machines with Power Electronic , + + +Programmes +MSESAETFA - ENERGY SCIENCE AND ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ + + + + +Module Code - Title: +EE6111 - HBKU Mirror 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6112 - HBKU Mirror 6 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6113 - THESIS RESEARCH ICISD 1 (UL COMPONENT) + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To allow student gain experience of undertaking a significant engineering task, which will involve research into a selected topic along with advanced design and implementation. This module is a continuation of research thesis project work carried out in year 1 project modules. + + +Syllabus: +This module is a continuation of research thesis project work carried out in year 1 project modules. Students entering this module should have a well developed research question, carried out a comprehensive literature review and begun technical work on their project. The focus in this project module is on delivering technical work packages and a final project report. The students will additionally be guided through a series of relevant lectures on project management and technical report writing by the module leader. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Develop and demonstrate technical competence in the chosen project area. +2. Present the self-directed research that they have undertaken into their chosen topic. +3. Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. 4. Describe their work in a formal manner by writing a research report to reflect the progress, outcomes and conclusions of the project. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Develop an understanding of inquiry-driven research, demonstrating enthusiasm for exploring complex engineering problems and finding innovative solutions. +2. Cultivate perseverance and resilience in the face of challenges encountered during the research process, demonstrating the ability to overcome obstacles and setbacks. +3. Build self-confidence in one's abilities as an engineering researcher, demonstrating belief in one's capacity to contribute meaningfully to the field. +4. Develop a heightened awareness of ethical considerations in engineering research, demonstrating a commitment to conducting research with integrity and accountability. +5. Enhance critical thinking skills by evaluating and synthesizing existing literature, identifying gaps in knowledge, and formulating research questions that address real-world engineering problems. +6. Foster a habit of reflection and self-assessment, encouraging students to critically evaluate their own research processes, methodologies, and outcomes to identify areas for improvement and growth. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Students will be taught research skills and methodologies through a series of online session with the Thesis Coordinator. + + +The applied research project supports the development of the following graduate attributes: +CURIOUS: Students develop technical problem solving skills in delivering their project . +COURAGEOUS: Students learn to become resilient in dealing with unexpected problems that arise during their research activity. +AGILE: Students demonstrate independence in research and learn to become adaptive in solving problems while meeting deadlines. +RESPONSIBLE: Students manage their own research project ensuring deadlines are respected. +ARTICULATE: Students develop the ability to communicate challenging, academic concepts in a written document. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6114 - THESIS RESEARCH ICISD 2 (UL COMPONENT) + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 20 + 12 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is an additional research project work carried out in year 2 of the ISICD programme. This module will be undertaken by students not participating in the ICISD industry placement. Students entering this module will have completed and submitted a research project. The students may extend their original research project by completing additional work or alternatively may carry out a short project in a different area. + + +Syllabus: +Define a project extension (to original thesis project) or define a new small project in a different area of interest. In either case a research question must be formulated along with a short literature review and project plan. Assessment is through the submission of a short technical report outlining the research questions, relevant literature and the project outcome and findings. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Rapidly develop a project plan and research question. +2. Conduct brief analysis of the primary literature; +3. Choose a methodology appropriate to the research; +4. Demonstrate a set of research skills including developing research question, sourcing information, analysis, interpretation, and project management. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Develop an understanding of inquiry-driven research, demonstrating enthusiasm for exploring complex engineering problems and finding innovative solutions. +2. Cultivate perseverance and resilience in the face of challenges encountered during the research process, demonstrating the ability to overcome obstacles and setbacks. +3. Build self-confidence in one's abilities as an engineering researcher, demonstrating belief in one's capacity to contribute meaningfully to the field. +4. Develop a heightened awareness of ethical considerations in engineering research, demonstrating a commitment to conducting research with integrity and accountability. +5. Enhance critical thinking skills by evaluating and synthesizing existing literature, identifying gaps in knowledge, and formulating research questions that address real-world engineering problems. +6. Foster a habit of reflection and self-assessment, encouraging students to critically evaluate their own research processes, methodologies, and outcomes to identify areas for improvement and growth. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is predominantly consists of self-study. Weekly engagement with a supervisor is required to update on project timelines and progress. +The applied research project supports the development of the following graduate attributes: +CURIOUS: Students develop technical problem solving skills in delivering their project. +COURAGEOUS: Students learn to become resilient in dealing with unexpected problems that arise during their research activity. +AGILE: Students demonstrate independence in research and learn to become adaptive in solving problems while meeting deadlines. +RESPONSIBLE: Students manage their own research project ensuring deadlines are respected. +ARTICULATE: Students develop the ability to communicate challenging, academic concepts in a written document. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6121 - HBKU Mirror 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6122 - HBKU Mirror 7 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6124 - ICISD INDUSTRIAL PLACEMENT PROJECT + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 50 + 30 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The industrial placement project will allow students to gain experience of working within a relevant industrial partner and further enhance their technical skills in a specific area of Integrated Circuit/Intelligent systems Design. The students will experience putting their theoretical knowledge into practice during their placement. Importantly the students gain an overview of the structure of the hosting organisation and how the various departments and functions combine to produce the final product (Integrated Circuits/Intelligent Systems). The students will have an opportunity to develop their interpersonal skills and experience a multinational and multi-cultural workplace. During the placement it is expected students will also develop further valuable skills in time management, communication and presentation. This valuable experience will help the students with career selection and improve their career opportunities on completing the module. + + +Syllabus: +Students will liaise with a nominated supervisor at the industry partner to determine a project definition & workplan for the duration of the placement. The specified project and workplan is to be agreed with the academic coordinator at the beginning of the placement in order to ensure that learning outcomes can be achieved. + + +The academic coordinator will remain in contact with the student and nominated industry supervisor for the duration of the project. Assessment of the progress of the student will be sought from the industry supervisor. + + +Students must complete a final report (format that addresses critical learning outcomes will be provided to the student). Students will be assessed on technical development, knowledge of the industry and business unit and finally on their personal development. The report is submitted at the end of the semester (the placement may continue beyond this date). The report may be assessed by a committee or panel of academic staff. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate application of classroom learning on technical tasks at the industry placement. +2. Demonstrate a knowledge of industry standard practice, including design tools/techniques, procedures and quality standards. +3. Describe the industry and business unit were they worked, demonstrating + and understanding of organisational structure. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Demonstrate an awareness of workplace culture and attitudes. +2. Demonstrate an understanding of how to work effectively as a team member and take responsibility for their actions. +3. Demonstrate effective communication skills including technical communication as well as the ability to give and receive constructive criticism. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +n/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +CURIOUS: Students investigate an applied technical problem and how to apply their learned knowledge to the solution. +COURAGEOUS: Students make active use of data and/or technical resources at the industry partner to develop innovative solutions to their project. +AGILE: Students learn to respond in an open-minded and adaptive manner to technical problems encountered during their placement. +RESPONSIBLE: Students demonstrate personal responsibility in meeting demands place on them in the work place and show professional responsibility in accurately communicating results and project progress. +ARTICULATE: Students develop the ability to communicate challenging technical information to the project team. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6131 - HBKU Mirror 3 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 8 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6132 - HBKU Mirror 8 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 10 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6141 - HBKU Mirror 4 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6142 - HBKU Mirror 9 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ + + + + +Module Code - Title: +EE6151 - HBKU Mirror 5 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6152 - HBKU Mirror 10 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +As per the Memorandum of Association (MoA) for the joint MSc degree programme signed between UL and HBKU, it has been agreed that X module codes specific to each degree partner will be created by the home institution for modules attended by students at the partners institution. The purpose of these X module codes is to allow for conversion of results received by students studying their specified modules at the partner institute, to the registry of the home institution. + + +Syllabus: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Affective (Attitudes and Values) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Psychomotor (Physical Skills) + + +On successful Completion of the module, students will be able to: Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Determined by the subjects specified in the MoA agreed with Hamad Bin Khalifa University (HBKU) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Tony.Scanlan@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE6161 - ADVANCED PROGRAMMING + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6202 - SMART DEMAND SIDE MANAGEMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides the necessary understanding, knowledge and skills to implement energy demand management projects with a particular emphasis on energy management systems, automated demand response and the smart grid. + + +Syllabus: +In this module, the foundations of energy management systems will be explored along with strategies for improving energy efficiency. The following topics will be covered: +1. Introduction to Energy Management Systems including understanding the ISO50001 standard and its significance in establishing an efficient energy management framework, exploring energy policies and their role in guiding energy management practices and applying the "Plan-Do-Check-Act" cycle as a systematic approach to continuous improvement in energy management. +2. Energy Audit Fundamentals including exploring the basic components of an energy audit, understanding the difference between targeted and comprehensive audits and their respective benefits and learning how to effectively collect and analyze data during an energy audit. +3. Data Logging and Databases including techniques for collecting and transmitting utility consumption data, such as electricity, water, and gas and understanding the importance of data analysis and utilizing databases for managing energy-related information effectively. +4. Energy Data Analysis incorporating an introduction to normalized performance indicators for evaluating energy efficiency and statistical methods for analyzing time series data using linear regression and multivariate regression to identify energy consumption patterns and influential factors. +5. Energy-Efficient Electrical Services within which technologies and practices for optimizing energy consumption in electrical systems will be explored and power factor correction, variable speed drives, and energy-efficient lighting systems and their impact on energy efficiency will be studied. +6. Economic Analysis in Energy Management will encompass evaluating the financial aspects of energy management projects, applying concepts such as life cycle costing, payback periods, and cost-benefit analysis to assess the viability of energy projects and exploring financial evaluation methods like net present value (NPV), internal rate of return (IRR), and energy performance contracts. +7. Demand Side Management and Grid Services within which demand-side management and its role in optimizing energy consumption will be explained, the Irish electricity market and its specific characteristics will be examined and grid services that contribute to effective demand response and load balancing will be explored. +8. Energy and Behavior Change within which the drivers and motivations behind energy consumption will be analysed and strategies to promote behavior change and create a culture of energy consciousness will be investigated. +By the end of this module, the student will have a comprehensive understanding of energy management systems and practices. They will be equipped with the knowledge and tools to analyze energy data, implement energy-efficient technologies, conduct economic evaluations, and promote behavior change towards sustainable energy consumption. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Implement an ISO50001 energy management system +Conduct an energy audit +Calculate a normalised performance indicator for a building +Process and analyse time series data to quantify the impact of predictor variables +Conduct power factor correction for an inductive load +Perform analysis on artificial lighting scheme designs +Explain the operation of the Irish electricity market and the role of grid service provision in energy management +Undertake financial analysis and life cycle costing of energy efficiency projects + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Demonstrate appreciation of the human factors in energy management + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +perform precise and accurate experiments in this field. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a combination of lectures, labs, tutorials, field trips, invited talks and project work. This module will help students to develop critical knowledge for energy management with a particular emphasis on smart grids. Students will make two presentations as part of the module promoting their ability to articulate their ideas. The module has a major emphasis on reducing carbon emissions and supporting the grid to transition to renewable energy building the responsibility and open-mindedness of the students. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +T Sato (2015) Smart Grid Standards: Specifications, Requirements, and Technologies, Wiley +S S Refaat, O Ellabban, S Bayhan, H Abu-Rub (2021) Smart Grid and Enabling Technologies (IEEE Press) , Wiley-IEEE Press +JA Momoh (2018) Energy Processing and Smart Grid (IEEE Press Series on Power and Energy Systems), Wiley-IEEE Press + + +Other Texts: +G M. Masters (2023) Renewable and Efficient Electric Power Systems , Wiley-IEEE Press +Clive Beggs (2009) Energy Management, Supply and Conservation (2e), Spon Press +T Welch (2011) Implementing ISO50001, Trimark Press + + +Programmes +MSESAETFA - ENERGY SCIENCE AND ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +EE6211 - INTRODUCTION TO EMERGING TECHNOLOGIES + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to enable non-technical students to be aware of and understand the scope of emerging technologies in industries and business. The module will provide a comprehensive overview of the digitally enabled and transformed environment and how industries can use technology to their advantage, equipping the student with skills to explore enabling technologies and realise the potential risks related to them. This module will enable students to demonstrate an understanding of emerging technologies and how it contributes within the context of digital transformation in industry. + + +Syllabus: +Introduction to Computing: Information system(s) implemented with a collection of interconnected components; Understanding different cloud models, architectures and services in Cloud Computing; Role of IoT and Sensing Technologies in Industry 4.0; The relationship between Machine Learning, Artificial Intelligence and Big Data; Meeting the futuristic demands using autonomous technologies and AR/VR; Human Machine Interface in Smart Manufacturing; Cybersecurity in emerging technologies; Demystifying the role of distributed ledger technology/blockchain in Industrial IoT. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of the use of and the fundamental concepts behind core cutting ICT technologies +2. Describe and assess the impact of new technologies and processes in a given environment. +3. Communicate technological problems, ideas and findings to other technically qualified personnel. +4. Discuss and evaluate current ICT Technologies in a meaningful way + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will be delivered online fashion to industry-based learners and will be scheduled in the evening time by UL@Work. The lecturing staff will be provided by the HEA HCI Pillar 3 initiative - Ul@Work. By following recent developments in emerging technologies used in industries, we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Evaluating ICT Technologies in a meaningful way. The content of the module has been determined by aligning the module syllabus with the KSAs (Knowledge, Skills and Abilities) specified in the industry. The module content was discussed and designed with industry panel input from the KBS Work Futures Lab. +The UL graduate attributes of "agile", "responsible", "articulate", "courageous", and "curious" will be delivered upon through a combination of personal immersion in lectures, peer learning, individual and group projects. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Peter H. Diamandis, Steven Kotler (2020) The Future Is Faster Than You Think: How Converging, Simon & Schuster Publishing +Pramod Kumar, Anuradha Tomar, R. Sharmila (2021) Emerging Technologies in Computing, Taylor and Francis Group + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +lubna.luxmi@ul.ie +________________ + + + + +Module Code - Title: +EE6401 - MASTER OF ENGINEERING PROJECT 1 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 0 + 24 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to VLSI engineering. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, EE6402. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications or VLSI engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of VLSI Systems. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of VLSI Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +EE6402 - MASTER OF ENGINEERING PROJECT 2 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 0 + 24 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to Computer and Communications Systems engineering or VLSI engineering. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, EE6401 (for VLSI Systems) or EE6481 (for Computer and Communications Systems). Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications or VLSI engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Computer and Communications Systems or VLSI Systems. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Computer & Communications Systems / VLSI Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Brendan.Mullane@ul.ie +________________ + + + + +Module Code - Title: +EE6411 - C++ PROGRAMMING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the C++ language and develop C++ programming skills. + + +Syllabus: +Basic C++; syntax and semantics of the C++ procedural subset. +Objects and Classes; what a C++ object is and how it is de?ned by the use of a C++ Class. The use of C++ classes to represent abstract data types. +Function and Operator Overloading: function polymorphism. +Inheritance and Polymorphism: software re-use via composition, inheritance and object polymorphism. +Input and Output: introduction to the iostream library. +Memory Management: the new and delete operators: memory leaks and the use of programs such as ôpurifyö to detect them. +Templates: class and function templates as a way of writing reusable software. The Standard Template Library: introduction to the components and their use. +Exception handling: throw, try and catch. +The ANSI/ISO Standard. Development Environments; Debuggers, Prolers, Browsers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Solve typical engineering problems using C++. +Generate C++ classes to adequately model ôreal-worldö problems. +Assess use of inheritance hierarchies and polymorphism to improve C++ program design. +Employ the Standard Template Library (STL) to advantage in the construction of C++ programs. +Apply Exception Handling techniques to deal with errors in a structured way. +Develop and Debug C++ programs using industry best practices. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Project Work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Eckel, B. (2000) Thinking C++, Prentice Hall +Schildt, H. (1998) C++ From Ground Up, Osborne McGraw-Hill +Savitch, W. (2003) Problem Solving with C++ - The Object of Programming, Addison-Wesley + + +Other Texts: +Ammeraal, L. (2000) C++ for Programmers, 3rd ed., Wiley +Pohl, I. (1997) C++ Distilled: A concise ANSI/ISO reference and style guide, Addison-Wesley +Johnsonbuagh, R. and M. Kalin (2000) Object-Oriented Programming in C++, 2nd ed., Prentice Hall +Stroustrup, B. (1997) The C++ Programming Language, 3rd ed, Addison-Wesley + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +EE6421 - SOFTWARE ENGINEERING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To understand and apply the object-oriented approach to software development. To emphasise Good Software Engineering Practices. To enhance individual and team working skills via individual investigative project and presentation, individual exercises and a team project. + + +Syllabus: +Object Oriented Analysis/Design: Object Oriented Paradigms (one in detail e.g. OMT/UML) focusing on architecture and behavioural design and representation. Use Cases. Design Patterns. Software Reuse. Overview of Object-Oriented Programming Languages (e.g. Java/Smalltalk). Team Project in the area of Software Design for an Object Oriented System. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Apply basic software engineering concepts and techniques to the software development process. +Use UML diagrams for the specifcation, visualization, construction and documentation of software. +Describe the stages of the software development cycle in terms of inputs, outputs, resources and design documents. +Employ a structured approach to the design and construction of a small but complete software system. +Prepare software engineering technical reports to professional standards. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Tutorials/Project Work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ian Sommerville (2016) Software Engineering, 10th Edition, Addison-Wesley +Pressman (2015) Software Engineering: A Practitioner's Approach, 8th Edition, McGraw Hill +Booch, Rumbaugh & Jacobson (1998) UML User Guide, Addison-Wesley + + +Other Texts: +Booch, G. () Object-Oriented Design, Benjamin-Cummings +Jacobson, I. () Object-Oriented Software Engineering: A Use-Case Approach, Addison-Wesley +Buschmann, F. et al. () Pattern_oriented Software Architecture, Wiley +Gamma et al. () Design Patterns: Elements of Reusable Object-Oriented Software Architecture, Wiley + + +Programmes +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +MECCSYTPA - Computer and Communications Systems +MEINSETFA - INFORMATION AND NETWORK SECURITY + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE6422 - REAL-TIME SYSTEMS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6411 + + +Rationale and Purpose of the Module: +Study of real-time (software) system design concepts. Presentation of methodologies at application level and system level. + + +Syllabus: +Introduction: Definitions and application examples. +Scheduling Algorithms: Clock-driven, Earliest Deadline First, Rate Monotonic, Resource allocation +Language Features: Programming language features for real-time support for concurrency, synchronisation, hard-scheduling etc. Study of features for languages such as C++, Ada, Modula-2, Chill etc. +Operating System Features: Features to define a real-time operating system. Emphasis is on embedded systems. Design Approaches: Time continuous data flow, event flow and control transformation. Ward and Mellor extensions for structured analysis. +State transition diagram representation. Design approaches eg. DARTS. +Design and Modelling using Petri Nets: Modelling of a concurrent systemÆs states and events using Petri-nets which include temporal properties in the model. +Design and Analysis: Introduction to real-time logic, RTL. Application of RTL. Real-time temporal logic. State Machines and Real-time temporal logic. +Real-Time Program Verification: Testing methods, Risk calculation, Static analysis, Simulation as a verification tool. +Formal Techniques: Study of formal techniques for real-time systems. +Case Study + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Given a specification of a real-time system and a scheduling algorithm the student will be able to determine if system meets all deadlines +2. Given a specification of a real-time system the student will be able to select and justify an appropriate scheduling algorithm +3. Use mathematical techniques to analyse and compare real-time system schedules +4. Given a set of requirements describe the process of formally specifying, developing, testing and proving the correctness of a real-time system +5. Compare the real-time features of four real-time operating systems +6. Define the precise time critical interaction between micro-controller hardware and timed events on embedded systems + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Liu, J.W. (2000) Real-Time Systems, Prentice Hall + + +Other Texts: +Goldsmith, S. (1993) A Practical Guide to Real-Time Systems Developement, Prentice Hall +Cooling, L. (2003) Software Engineering for Real-Time Systems, Addison-Wesley +Levi & Agrawala (1990) Real-Time System Design, McGraw-Hill +Burns & Wellings (1990) Real-Time Systems and their Programming Languages, Addison-Wesley + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE6451 - DIGITAL SIGNAL PROCESSING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the theory of digital signal processing, including the following very important topics: the discrete Fourier Transform, the Z-transform and digital ?lter design. + + +Syllabus: +Discrete signals and systems. The DFT, its properties and applications; relationship to other transforms; Fourier, Laplace, Z-transform etc. Railings as theoretical samplers. Spectral descriptions of sequences. +Analogue and digital convolution, the z-transform in the design of FIR digital ?lters. Linear-phase, all-pass ?lters, minimum-phase ?lters. Differentiators and Integrators. Windowing techniques in ?lter design. +Filter design and fast convolution by FFT. Frequency-sampling ?lters. IIR ?lters: mapping from analogue ?lters, bi-linear mapping, review of other mappings, their application in digital and sampled-data (e.g. switched-capacitor) ?lters. Up-sampling and down-sampling. Band-pass signals and modulation. Finite word-length effects; impact on architectures. Noise topics. Sigma-delta noise shaping, applications in A/D +and D/A conversion. Correlation principles. Fast correlation by DFT. Introduction to adaptive ?ltering. +Wiener ?lter. LMS algorithm. Selected applications. Power spectra and spectral estimation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Examine the various components of a typical DSP system and identify factors that influence their functionality, specifications and choice + + +Demonstrate how digital signal and data are represented in time and frequency domains, and deal with related qunatisation issues + + +Make use of the FFT to achieve large speed improvements in the correlation and ?ltering of data sets. + + +Make use of the FFT and a choice of tapered windows to monitor signals correctly while minimizing errors due to leakage and with due compensation for +tapered window properties. + + +Model ?lters in the frequency domain, using the Z-transform, for both FIR and IIR ?lter types. + +Derive digital ?lters from analogue prototypes using common methods such as the Bilinear trasformation. + +Recognise, predict and quantify sources and levels of noise in DSP systems, and devise means to reduce noise effect. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks and delivered via a set of lectures, labs and seminars. Assessment is based on 80% final exam and 20% coursework which involves 3 assignments. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ifeachor, E. C. and Jervis, B. W. (2002) Digital Signal Processing: A Practical Approach, 2/E, Prentice Hall, Essex, UK. + + +Other Texts: +Diniz, P. S. R., de Silva, E. A. B. and Netto, S. (2006) Digital Signal Processing: System Analysis and Design,, Cambridge University Press, Cambridge, UK. +Mitra, S. K. (2006) Digital Signal Processing: A Computer Based Approach, 3/E, McGraw-Hill, Boston, Massachusetts. + + +Programmes +MECOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6452 - DIGITAL CONTROL + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To study the application of digital computers to control engineering problems. + + +Syllabus: +Linear System Analysis: Z-transform representations and discrete-time state-space descriptions of sampled data systems. Stability and performance analysis using Bode, Nyquist and Root Locus methods. +Digital Control Law Design: PID controller design for sampled data systems using time-domain and frequency-domain techniques. +Development and Testing: Software implementation and test of digital controllers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Choose effective control strategies to address a range of real-world control problems. +2. Design PID controllers for a selection of different problem formulations. +3. Simulate plant and controller implementations using Matlab and Simulink. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Assess the limits of performance for practical system examples. +2. Interpret system performance using time-domain performance metrics. +3. Interpret system performance using frequency-domain performance metrics. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Apply computer-based modelling and analysis tools to the question of control system design. +2. Implement control algorithms on embedded processors. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ogata, K. (1995) Discrete-Time Control Systems (2nd Ed.), Pearson + + +Other Texts: +Franklin, G., Powell, J. & Emami-Naeini, A. (2019) Feedback Control of Dynamic Systems (8th Ed.), Pearson +Nise, N. (2019) Control Systems Engineering (8th Ed.), Wiley +Dorf, R. and Bishop, R. (2022) Modern Control Systems (14th Ed.), Pearson + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING +MECCSYTFA - COMPUTER AND COMMUNICATIONS SYSTEMS +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING +MEECENTFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +mark.halton@ul.ie +________________ + + + + +Module Code - Title: +EE6461 - INFORMATION THEORY AND CODING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module aims to guide the student through the implications and consequences of fundamental theories and laws of information theory and to impart a comprehensive grounding in source coding, random and burst error protection coding theory with reference to their increasingly wide application in present day digital communications and computer systems. + + +Syllabus: +Information Theory. +Entropy. Information rate. ShannonÆs Theorem, channel capacity: Bandwidth - S/N trade-off. Fundamentals of information theory: source encoding theory and techniques. Communication channels: +m-ary discrete memoryless, binary symmetric. Equivocation, mutual information, and channel capacity. Shannon-Hartley theorem. Channel coding: random and burst error protection on communication +channels. Interleaving principles. Types and sources of error. Linear block coding. Standard Array and syndrome decoding. Cyclic and Convolution codes. Soft and hard decision detection. Viterbi decoding. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Name, depict and explain the operations preformed by a generic communications system from the data source to the data sink. + + +Analyse the characteristics of a data source or communications channel using information theory. + + +Design and analyse schemes for source coding. + + +Design and analyse schemes for block and convolutional coding. + + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Usher M.J. & Guy C.G. (1997) Information Theory and Communications for Engineers, MacMillian Press Ltd + + +Other Texts: +Wicker, S.B. (1995) Error Control systems for digital communications and storage, Englewood Cliffs +Lin, S. & D.J. Costello (1983) Error Coding: Fundamentals & Applications, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6462 - DIGITAL COMMUNICATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6461 + + +Rationale and Purpose of the Module: +This module is intended to provide a comprehensive coverage of digital communication systems, the signals and key processing steps are traced from the information source through the transmitter, channel, receiver and ultimately to the information sink. + + +Syllabus: +Communication Theory: Nyquist Criteria, Shannon Sampling Theorem, Intersymbol interference and Aliasing. Digital Signal Processing for voice and data communication systems. Performance criteria, NR and probability of error. Properties of line codes (Bipolar, manchester coding, HDBn, 4B3T etc). +Modulation and Demodulation: bit error performance, bandwidth ef?eiency and signal to noise ratio. Advanced modulation schemes BMSK, II/4-OQPSK, Trellis Code Modulation. Multiple Access, TDMA, FDMA and CDMA. The Channel: AWGN, Linear Time Invariant (LTI) and Time varying. Synchronization: Carrier and clock recovery. Adaptive Equalization. Case study on a Spread Spectrum modem outlining the above principles is presented. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the structure and operation of a modern, spread-spectrum modem. +2. Understand and be able to derive the Shannon limits for a channel. +3. Analyse a coding scheme in terms of Shannon efficiency. +4. Describe and analyse the performance of various coding schemes. +5. Design and implement (in Matlab and C code) various coding schemes. +6. Design and implement (in Matlab and C code) carrier and clock recovery schemes. + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Guest presentations by current researcher within UL. + + +Prime Texts: +Sklar, B. (2001) Digital Communications: Fundamentals and Applications, 2nd ed., Prentice Hall +a. Bateman (2000) Digital Communications: Design for the Real World, ADDISON-WESLEY + + +Other Texts: +Couch, L.W. (1990) Digital and Analog Communications Systems, Macmillian + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +EE6471 - ADVANCED DIGITAL SYSTEM DESIGN + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module aims to equip the student with a range of techniques applicable to the design and test of very high speed and fault-tolerant digital circuits. + + +Syllabus: +Review: High-speed design in the time and frequency domains; re?ection, ringing and crosstalk, transmission lines. Transmission lines and termination strategies: Series, Thevenin, diode and AC terminations; Crosstalk, re?ections, ground bounce. Properties and behaviour of stripline and microstrip traces. Technology review: LVDS, ECL/PECL, GTL, SSTL, HSTL, and high-speed CMOS drivers and +receivers; mixed voltage systems; bus-hold and bus-loading considerations; hot insertion. Synchronous Design: Clock oscillators and buffering, Clock Distribution, Metastability. System Design and Manufacture: PCB materials; Layer build and specication; Power supply considerations; Decoupling techniques. +EMC/ESD: Radiated vs conducted; Filtering; Effects of apertures, gasketing; Conducted emissions, coaxial cables, twisted pair; Shielding. Thermal Aspects: Sources of heat; Thermal resistance; Basic air?ow models; Impact on reliability; Altitude Effects. Reliability: Bathtub curves; Highly Accelerated Life Testing (HALT). Models and Simulation: Spice and IBIS-based simulations. Fault-tolerance and +redundancy: Fault-tolerant digital circuits. Architecture of fault-tolerant computers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students be able to: +Describe metastability in digital systems and discuss how it may be avoided. + + +Describe the effects of clock-skew and jitter in digital systems. + + +Design synchronous digital systems that are clock-skew tolerant. + + +Design high-speed clock distribution circuits for digital systems. + + +Design well-engineered transmission-line systems for high-speed digital signals. + + +Apply DennardÆs theory of constant-?eld scaling to digital systems. + + +Analyse the loading and power consumption effects dictated by particular bus con?gurations. + + +Describe and analyse the amount of crosstalk effects in high-speed circuits. + + +Describe approaches to fault-tolerance in digital systems. + +Analyse fault-tolerant architectures in terms of MTBF. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Johnson, H. & M. Graham (1993) High-Speed Digital Design, Prentice Hall +Tocci, R. J., Widmer, N. S. & Moss, G. L. (2007) Digital Systems, Prentice Hall +Dally, W.J., & J.W. Poulton (1999) Digital Systems Engineering, Cambridge + + +Other Texts: +Johnson, H, (2000) Digital System Integrity, Prentice Hall +Neamen, D. A. (2001) Electronic Circuit Analysis and Design, McGraw-Hill +Razavi, B (2000) Design of Analog CMOS Integrated Circuits, McGraw-Hill + + +Programmes +GDCOENTFA - COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +karl.rinne@ul.ie +________________ + + + + +Module Code - Title: +EE6481 - MASTER OF ENGINEERING PROJECT 1 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 24 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To undertake a significant project, which involves an advanced design and implementation task related to Computer and Communications Systems engineering. + + +Syllabus: +The project is undertaken through two semesters of the course and graded using this module and its companion, EE6402. Projects are normally undertaken individually by students (although group project work is also allowed). Each project student (or project group) works under the supervision of an academic staff member who is responsible for the overall direction of the project. The project will be a signi?cant +engineering task, involving research, design and implementation related to a selected problem in the areas of computer, communications or VLSI engineering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use the research literature and other resources to discover the ôstate of the artö in a chosen sub?eld of Computer and Communications Systems. + + +Select a research topic and develop an in-depth understanding of it and its signi?cance to the broad areas of Computer & Communications Systems. + + +Formulate, design, implement and test novel approaches to the solution of new problems suggested by the chosen research topic. + + +Critically evaluate and assess their work by comparing it to the published literature in the ?eld. + + +Present their work in a formal manner by wrting a research thesis to re?ect the progress, outcomes and conclusions of the project. + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Self-study/Discussions with supervisor + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The project will involve an extensive literature review of the current "state of the art" in the chosen topic. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Brendan.Mullane@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +EE6532 - FUTURE NETWORKS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +EE6621 - ASICS 1 (DIGITAL ASICS) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces issues relating to the design and implementation of application-speci?c integrated circuits (ASICS) for digital systems. + + +Syllabus: +Introduction to Design Methodology. Custom IC design. Standard cells. Programmable logic. Gate arrays. FPGAs. ASICs. VLSI Structures. CMOS, advanced CMOS, ROMs and RAMs. Introduction to UNIX. Manipulating ?les and directroies. Information processing. Printing. Using remote systems. Tailoring the envioromnent. Job control. Editors. Design entry and simulation. Schematic capture. Simulation. Verilog HDL. Module form general syntax. Data types. Constant assignment. Parameters. Arrays. +Operators. Procedural statements. Using built-in functions in Verilog. Additional Verilog constructs. Two behavioural examples: gate level simulation, tri-state gates. Device layout and fabrication. The CMOS IC fabrication process. The CMOS inverter. Other CMOS Structures (in an n-well process). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Draw the design ?ow of a modern digital ASIC and list the inputs and outputs of each of the stages in such a design ?ow. + + +Write a synthesizable hardware description language module for a digital system, along with a test bench for the system. + + +Design and analyse CMOS inverter circuits driving capacitative loads based on the long channel model. system. + + +Describe the limitations of the long channel model for deep submicron processes, and discuss the short channel model. + + +Draw the schematic of any standard logic cell and design the schematic of any composite gate in the CMOS style. + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Smith, M.J.S. (1997) Application-Specific Integrated Circuits, Addison-Wesley + + +Other Texts: +Smith, D.J. (1996) HDL Chip Design, Doone Publications +Shoji, M. (1988) CMOS Digital Circuit Technology, Prentice Hall +Hurst, S.L. (1998) VLSI Testing: Digital and Mixed Analogue/Digital Techniques, IEE Press + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +karl.rinne@ul.ie +________________ + + + + +Module Code - Title: +EE6622 - ASICS 2 (ANALOGUE ASICS) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6621 + + +Rationale and Purpose of the Module: +This module aims to provide an introduction to the design of full custom analogue ASICs (Application Speci?c Integrated Circuits). It follows on from EE6621 and complements the material in the earlier module by shifting focus to consider analogue IC design. + + +Syllabus: +Review of basic CMOS process. Basic electrical properties and SPICE modelling of MOS transistors. Circuit simulation and model complexity issues. Basic circuit concepts. Resistors and capacitors in CMOS. +Sheet resistance Rs. Resistor structures. Area capacitances of layers. Wiring capacitances. Bipolar Junction Transistors and diodes. ESD protection structures. SPICE modelling of BJTs and diodes. Latch-up in circuits. The operational ampli?er. Functional operation and modelling. Macro and transistor level models in SPICE. Op-amp design. Current mirrors, differential input stage, voltage and power ampli?er +stages. Single and dual-rail operation. Analogue IC layout design. MOS transistors, capacitors, resistors, +interconnect. CAD tool and design issues. CIF output. The CMOS Inverter. Operation, modelling and simulation. Static CMOS logic cell design. Inverter delays. Propagation delays. Analog to digital converters. Successive approximation, ?ash and staircase ADC. Architectures and design. SPICE modeling and simulation. Digital to analog converters. Resistor string and weighted-current DAC. Architectures and design. SPICE modelling and simulation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the CMOS fabrication process for commonly required passive and active devices at the IC level. + + +2. Analyse the operation of typical circuit building blocks found in mixed-signal IC designs. + + +3. Develop the architectures for, and analyse the operation of, typical data converter designs. + + +4. Develop, interpret and utilise SPICE simulation model representations of typical circuit building blocks found in mixed-signal IC designs. + + +5. Utilise an analogue circuit simulator in order to simulate the analogue circuit operation of typical mixed-signal IC designs. + + +6. Utilise a commercial CAD tool in order to undertake full-custom circuit schematic capture, simulation and layout of typical mixed-signal IC designs. + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Laker, K. & Sansen, W. (1994) Design of Analog Integrated Circuits and Systems, McGraw-Hill + + +Other Texts: +Pucknell, D. & Eshraghian, K. (1994) Basic VLSI Design, Silicon Systems Engineering Series +Haskard, M. & May, I. (1988) Analog VLSI Design, nMOS and CMOS, Silicon Systems Engineering Series +Kang ,S. & Leblebici, Y. (1996) CMOS Digital Integrated Circuits, McGraw-Hill +Neamen, D. (1996) Electronic Circuit Analysis and Design, Irwin + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +karl.rinne@ul.ie +________________ + + + + +Module Code - Title: +EE6631 - TEST ENGINEERING 1 (PRODUCTION TEST SYSTEMS) + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The purpose of the module is to introduce the students to modern semiconductor integrated circuit (IC) test methods, including automatic test equipment (ATE), design for testability (DfT) and built-in self-test (BIST) for digital ICs. + + +Syllabus: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The module will concentrate on IC designs, with the following key areas covered:- + + +1. Semiconductor test overview:- test points for semiconductor devices from wafer to package. +2. Test Engineering requirements. +3. Digital logic test concepts:- sequential and combinational logic. +4. Memory test:- RAM and ROM. +5. Fault modelling and fault simulation +6. Design for Testability (DfT). +7. Built-In Self-Test (BIST). +8. Problem with design complexity: System on a Chip (SoC) test problem. +9. ATE systems. +10. IEEE Standard 1149.1 (Boundary Scan). + + + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Understand the role of test engineering in the design and manufacturing of digital circuits and systems using integrated circuit (IC) technology. + + +2. Understand the difference between functional and structural testing, and the role of fault modelling in structural testing. + + +3. Understand the different tests applied to the digital circuits typically encountered in test: combinational & synchronous sequential logic and memory. + + +4. Understand the concepts and design for testability (DfT) and built-in self-test (BIST). + + + + +Affective (Attitudes and Values) + + +1. Appreciate the importance of the role of test in the production of digital circuits and systems using integrated circuit (IC) technology. + + + + +Psychomotor (Physical Skills) + + +1. Develop test patterns for the detection of stuck-at-faults (SAFs) in combinational logic circuits in order to demonstrate the detection of SAFs. + + +2. Construct timing diagrams for combinational and synchronous sequential logic circuits in order to des + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks within the semester, with 2 lecture hours and 2 laboratory hours per week. The module contains a substantial project which is worth 40% of the module assessment (with the remaining 60% assigned to the end of module examination). The 40/60 module assessment split is set to reflect the stuednt effort involved in the project. + + +The project normally runs from week 3 to week 12 (week 3 for the project choice) and the presentations would be in week 12. The project presentation is based on a one-to-one presentation at the workstation in order for the student to present the working solution and to discuss problems arising/solutions attained. A project report (in the style of a technical conference paper) is also to be provided by the student at the time of the presentation. The project details are changed every year. The students would be encouraged to discuss the problems they encounter with each other, but it is made clear to them that the final work, report and presentation are individual efforts. The project would not start at the commencement of the module as the students would need to learn specific skills first in the use of the design and analysis tools, in addition to circuit design topics covered in the module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The module lecturer (Dr Ian Grout) is an active researcher in the area of mixed-signal integrated circuit IC design, test and design for testability (DfT). As such, the examples and projects are based on current industry needs and the types of circuits en + + +Prime Texts: +Hurst S (1998) VLSI Testing digital and mixed analogue/digital techniques, IEE +Bushnell M. and Agrawal V. (2000) Essentials of Electronic Testing for Digital, Memory and Mixed-signal VLSI Circuits, Kluwer Academic Publishers +Rajsuman R (2000) System-on-a-Chip Design and Test, Artech House Publishers + + +Other Texts: +Smith, D.J. (1993) Reliability, Maintainability & Risk, Butterworth-Heinemann +O¿Connor P (2001) Test Engineering, Addison Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +EE6632 - TEST ENGINEERING 2 (DEVICE AND CIRCUIT LEVEL TEST) + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE6631 + + +Rationale and Purpose of the Module: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The purpose of the module is to introduce the students to modern semiconductor integrated circuit (IC) test methods, including design for testability (DfT) and built-in self-test (BIST) for digital ICs. + + +Syllabus: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The module will concentrate on IC and SoC designs, with the following key areas covered:- + + +1. VLSI Testing +2. Product Quality, Yield +3. Fault Modelling & Testability Measures +4. Logic and Fault Simulation +5. Combinational ATPG +5. Sequential ATPG +6. Design For Test +7. Built-In-Self-Test +8. Systems Testing: + - PCB Testing + - Boundary Scan + - SoC Test and Core Test + - STIL, CTL standardisation + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Explain the difference between functional and structural testing, and the role of fault modelling in structural testing. + + +2. Calculate Fault Coverage for a given required Defect Level. + + +3. Develop test patterns for the detection of stuck-at-faults (SAFs) in combinational logic circuits in order to demonstrate the detection of SAFs. + + +4. Differentiate between different fault simulation techniques and apply them to sample circuits. + + +5. Analyse given circuits for Testability and derive quantitive figures for each circuit node. + + +6. Apply industry standard ATPG algorithms and industry standard test techniques to sequential and combinational circuitssample circuits + + +7. Describe the relevant Test Standards and apply them to IC and SoC designs + + +Affective (Attitudes and Values) + + +1. Appreciate the importance of the role of test in the production of digital circuits and systems using integrated circuit (IC) technology. +2. Appreciate currents trends and problems in the field of IC test engineering + + + + + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs/Homework Assignments + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The lecturer has carried out relevant research, especially as releted to System on Chip Test and this work will be incorporated into the course material + + +Prime Texts: +Grout, I. (2005) Integrated Circuit Test Engineering: Modern Techniques, Springer +Wang, L-T, Wu, C-W and Wen, X (2006) VLSI Test Principles and Architectures, Morgan Kaufmann +Bushnell, M.L. and V.D. Agrawal (2000) Essentials of Electronic Testing, Kluwer Academic Publishers +Jha, N and S. Gupta (2003) Testing of Digital Systems, Cambridge University Press + + +Other Texts: +Rajsuman, R. (2000) System-on-a-Chip Design and Test, Artech House +Crouch, A (1999) Design for Test for Digital ICs and Embedded Core Systems, Prentice Hall +Parker, P (2003) The Boundary-Scan Handbook (3rd Edition), Kluwer Academic Publishers + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +EE6641 - SEMICONDUCTOR TECHNOLOGY + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to the fundamentals of VLSI manufacturing processes and technology. + + +Syllabus: +IC Technology: Concept of die size and design rules; General overview of MOS and Biplar technologies. +Semiconductor Material: Crystal growth, defects and processing of silicon; alloying; epitaxial growth. +Deposition: Atmospheric and low pressure chemical vapour depostition, polycrystalline and amorphous ?lm deposition; evaporation; sputtering; properties of thin ?lms: aluminium, refactory metals and silicides; Metalization; bonding; contacts; packaging. Oxidation: Kinetics of thermal oxidation, dry, wet, pyrogenic, HCI and TCE ambient properties of interface, LOCOS. Diffusion: P and N type impurities, +Constant and limited source, annealing and diffusion in oxide; Gettering. Ion Implantation: process technique, trajectories. Lithography: Optical exposure and resist system, process characterization, mask making, wet and dry etching. Process Simulation: lithography, oxidation, diffusion, etching. Process Integration: Overview of Bipolar, NMOS, CMOS and BiCMOS technologies, threshold control, latch up prevention, parasitics; SOI and SOS technologies. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the concept of design rules and die size, with reference to MOS and Bipolar technologies. + + +List materials used in IC manufacturing, with reference to material properties along with methods of crystal growth, alloying and epitaxial growth. + + +Explain methods of thin-?lm deposition, such as CVD & sputtering, and properties of the deposited ?lms. + + +Describe kinetics of thermal oxidation and the properties of the oxide, including those at the interface. + + +Describe diffusion of n-type and p-type impurities using a constant or limited source. + + +Describe ion implantation as an alternative or complementary process to diffusion techniques. + + +Explain optical lithography, including the resist chemistry, process characterisation, mask making, and wet or dry eching. + + +Demonstrate through simulation lithography, oxidation, diffusion and etching processes. + + +Describe process integration involving: Biplor / MOS technologies; the use of SOI & SOS; latch-up & parasitics; contact formation; packaging. + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sze, S.M. (1988) VLSI Technology, McGraw-Hill + + +Other Texts: +Einspruch, N.J. (1985) VLSI Handbook, McGraw-Hill +Wolf & Touber (2000) Silicon Processing for the VLSI Era, Lattice Press + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6642 - NOISE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will equip the student with a sound understanding of the problems caused by noise in electrical networks. Both fundamental and man-made noise are discussed. Techniques to minimise noise are discussed. + + +Syllabus: +Fundamental Noise: Noise mechanisms in electronic components. Summation of noise signals, noise spectral density, noise summation in a band, noise bandwidth for common ?lters. Ampli?er Noise: Representation of noise in ampli?ers, equivalent input noise voltage and its equivalent input current and voltage sources. Noise Figure. Semiconductor Noise: BJT noise model, noise in JFETs and MOSFETs. +Low Noise Ampli?ers: Design. Methods of noise and noise ?gure measurement. Man- Made Noise: European regulations, EMI emissions, EMI susceptability, conducted and radiated noise. Noise From PCBs: Track structures: strip line, microstrip and single sided board. Calculation of capacitive and inductive coupling between tracks as well as radiation from pcb tracks. Power Line Noise: Noise on power supply lines and its minimisation. Power supply ?lters for minimisation of conducted noise, both common +and differential mode. Shielding: Effectiveness as function of frequency, shield thickness, conductivity and permeability. Effectiveness to inductive and radiated ?elds. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +List the various sources of noise in an electronic system. + + +Analyze the contributions of various noise sources to the overall noise figure of an electronic system. + + +Design low-noise amplifier systems using BJTs, JFETs and MOSFETs. + + +Design low-noise PCBs. + + +Design filters to reduce the effects of power-line noise. + + +Analyze the effectiveness of shielding structures. + + +Affective (Attitudes and Values) + + +Appreciate the regulatory framework governing EM emissions from electronic/electrical systems. + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + Motchenbacher, C.D. & Fitchen, F.C. (1973) Low-Noise Electronic Design, Wiley + + +Other Texts: +Allen P.E. & Holberg, D.R. (1987) CMOS Analog Circuit Design, Holt, Rinehart & Winston +Laker, K.R. & Sansen, W.M. (1994) Design of Analog Integrated Circuits & Systems, McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +EE6831 - EMERGING TECHNOLOGIES + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to enable students to be aware of and understand the scope of emerging technologies in Industry. The module focuses on cutting edge technologies contributing to securing and sustaining the digital ecosystem. It covers the technological development, practical applications and impact/risks of enabling technologies that are yet to be fully realised. + + +Syllabus: +- Introduction to Computing: Information system(s) implemented with a collection of +interconnected components. +- Cloud Computing: Cloud models, architectures and services +- Role of IoT and Sensing Technologies in Industry 5.0 +- The relationship between Machine Learning, Artificial Intelligence and Big Data +- Meeting the futuristic demands using immersive and autonomous technologies +- Human Machine Interface in Smart Manufacturing +- Cybersecurity in emerging technologies +- Demystifying the role of distributed ledger technology/blockchain in Industry 5.0 + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +- Demonstrate an understanding of the fundamental concepts behind core cutting ICT technologies +- Describe and assess the impact of new technologies and processes in a given environment. +- Display an ability of understanding and communicating technological problems, ideas and findings to other technically qualified personnel. +- Discuss and evaluate current ICT Technologies in a meaningful way. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +- Recognise the ethical dilemmas in emerging technologies and need for implementing privacy and regulatory frameworks. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught asynchronously and include self-paced learning (e-tivities/resources) and case studies. By following recent developments in emerging technologies used in industries, we aim to ensure that students of this module are knowledgeable, develop proactive and problem-solving skills using real-world examples/case studies, and articulate in relation to Applying and Evaluating ICT Technologies in a meaningful way. The content of the module has been determined by aligning the module syllabus with ICDF Framework principles and the KSAs (Knowledge, Skills and Abilities) specified in the industry. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Kumar, P. Tomas, A., Sharmila, R. (2021) Emerging Technologies in Computing, CRC Press, Taylor and Francis +Diamandis, P.H., Kotler, S. (2020) The Future Is Faster Than You Think: How Converging Technologies Are Transforming Business, Industries, and Our Lives, Simon & Schuster Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn +Spring + + +Module Leader: +lubna.luxmi@ul.ie +________________ + + + + +Module Code - Title: +EE6911 - ELECTRIC VEHICLES AND SUSTAINABLE TRANSPORTATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will provide the understanding and skills required: to analyse the fundamental drivers behind the electrification of transport; to evaluate the current state of the art in electric drive systems including drivetrains, power electronics, energy storage options, charging and infrastructure requirements. + + +Syllabus: +In this module, we will investigate the electrification of transport and the key concepts and components that drive this transformative technology by understanding the environmental, economic, and energy security benefits of electric vehicles. The topics covered in the modules include +1. Rationale for the Electrification of Transport: Climate change and its impact on the environment; Pollution reduction and improving air quality; Energy security considerations; Economics of electric transportation +2. Electric Vehicles: Passenger cars; Light vans/trucks; Heavy goods vehicles; Passenger and freight trains; Industrial applications; Marine vessels; Aviation industry +3. Power and Energy Calculations: Rolling resistance; Aerodynamic drag; Gradients and inclines; Auxiliary power requirements +4. Main Components of Electric Vehicles: Energy storage systems; Electric motors and drivetrain; Power electronics; Auxiliary functions +5. Energy Storage: Chemical energy and fuels; Electrochemical cells and fuel cells; Li-Ion battery cells; Energy densities and their implications; Economic considerations +6. Battery Stack of a Typical Electric Vehicle: Battery modules and their configuration; Battery management systems; Cell balancing techniques; Protection mechanisms and safety measures; State of charge/health monitoring +7. Recharging: Principles of constant current, constant voltage, and constant power charging methods; Charging modes for electric vehicles; Infrastructure requirements for charging; National charging infrastructure developments +8. Ongoing and Future Directions of Electric Vehicles: Emerging technologies and trends; Research and development efforts; Policy and regulatory initiatives; Integration of electric vehicles into sustainable transportation systems +Throughout this module, we will explore the various aspects of electric vehicles, from their main components and energy storage systems to recharging methods and future developments. By the end of this course, you will have gained a comprehensive understanding of electric vehicles and their role in achieving sustainable transport solutions. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +Draw and label a block diagram of the main components of a range of electric vehicles types. +Calculate the power requirements for a vehicle based on speed, weight, aerodynamic drag and environmental conditions. +Enumerate and evaluate energy densities for a range of energy storage technologies as well as describe their relative advantages, disadvantages and future prospects for transport applications. +Draw and label a schematic of the high voltage wiring in a modern electric vehicle including the safety and protection circuits. +Draw and label main components of a modern battery management systems and describe what the functions it provides are, and how they are achieved. +Enumerate and describe the recharging modes for modern battery and hybrid electric vehicles and calculate recharge rates and power transfer levels. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Appreciate the diverse range of drive trains available in electric and hybrid vehicles, and the intricate implications associated with selecting specific electric vehicle types. +Appreciate the significance of electrifying transportation in light of resource limitations, energy supply security, and the societal impacts of anthropogenic carbon dioxide production. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +conduct advanced experiments in this field. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a mixture of Lectures and Lab exercises promoting students that are: knowledgeable and curious on the key aspects of the electrification of transport; articulate in providing educated opinion on the benefits of various options for transport, elucidating and questioning the advantages and disadvantages of the various transport options while being courageous and responsible in determining the most appropriate option for a given scenario/location. In this module students will get a very clear understanding of how transportations options impact on society; how electrification of transport can benefit society; what limitations electrification has; how alternative options may be superior given resource limitations while always promoting an open and questioning mind. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +A. Emadi (2017) Advanced Electric Drive Vehicles (Energy, Power Electronics, and Machines), Edited By Ali Emadi, ISBN 978-1138072855 Published March 29, 2017 by CRC Press +M. Ehsani, Y. Gao, S. Longo, K. Ebrahimi (2018) Modern Electric, Hybrid Electric, and Fuel Cell Vehicles: Fundamentals, Theory, and Design, Third Edition, Boca Raton, FL: CRC Press, ISBN: 978-1138330498, July. 2018. +J. G. Hayes, G. A. Goodarzi (2018) Electric Powertrain: Energy Systems, Power Electronics and Drives for Hybrid, Electric and Fuel Cell Vehicles, Wiley +ISBN 1119063647 +Jan 2018 + + +Other Texts: + + +Programmes +MSESAETFA - ENERGY SCIENCE AND ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +EE6921 - MODERN GRIDS AND TRANSMISSION OF POWER + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce students to the fundamental components and performance analysis of Modern Electrical Power Systems. + + +Syllabus: +The Transformer:- Models of operation, Short and Open Circuit testing. Delta Star transformer arrangements. Three-phase Transformers, review of power transformers, construction, equivalent circuit, autotransformers, use of tap-changers, three-phase connections and transformer banks, parallel operation of three-phase transformers, harmonics, inrush current, unbalanced loading, +Power Factor Correction: Single-phase and three-phase power factor correction. Utility and consumer power factor correction. Active power factor correction and filters. Voltage Regulation: Voltage control standards: methods of voltage control, generator, reactive injection, series compensation, tap-changing, voltage control and reactive power. +Generation and Transmission in power systems: steady state operation, transient conditions, unbalanced loading or faults, operation connected to infinite/non-infinite busbars. The Per Unit System. Dynamic modelling of transmission using state space techniques. Stability margin, operational limits and frequency control. Transmission line inductance, capacitance. Performance analysis of overhead lines, underground cables, Power flow analysis. +Fault analysis: Power systems faults: earth faults, line-line, line-line-earth; fault calculations, symmetrical faults, unbalanced faults. Switching and Protection Switches, breakers, contactors, purpose of protection, plant protection, personnel, security of supply, stability, protection system components, zones of protection, current transformers, fuses, relays, breakers, inverse time, generator and transformers protection schemes, auto-reclosing circuit breakers. +Electric Vehicles: +Rationale for the electrification of transport. Structure and key components of a Battery Electric Vehicle. +Electro-chemical energy storage and battery stacks.Power and Energy Requirements for a typical vehicle. +Charging levels, on-board and external DC chargers. Variations such as hybrid and fuel cell vehicles. +Introduction to rectification, inversion, Flexible Alternating Current Transmission System (FACTS), and High Voltage DC Systems +Advanced Topics: Smart Grid design, Future transmission and distribution systems, Integration of renewable generation onto a grid, grid design for the future, Energy Policy and implications for Government. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students should be able to: Describe components, subsystems and behaviour of the modern power system. Demonstrate a knowledge of how to synchronise a synchronous machine to a grid network. Explain the implementation of power factor correction. Perform load flow analysis to an electrical power network and interpret the results. Analyse a power network under both balanced and unbalanced fault conditions. Describe components, subsystems and operation of a Battery Electric Vehicle. Calculate traction motor power and energy requirements. Calculate and specify battery stack requirements. Describe charging levels, calculate charge times and range estimates. Write a critical analysis of the advantages and disadvantages of Battery Electric Vehicles + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +to assess the societal impact of Energy Policy decisions. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +perform power systems experiments requiring safe, precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a mixture of Lectures and lab exercises. Research from the UL based Research Centre in this area, CRIS, will be used to inform the teaching of this module. +Knowledgeable: key aspects of modern power systems: from fast frequency response to load levelling and from traditional systems to modern chemical energy (battery) and kinetic energy (flywheel) systems; +Creative and proactive: Able to discuss and provide educated opinion modern grids and transmission of power. +Articulate: Elucidate and question the advantages and disadvantages of the various systems. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Antonio J. Conejo, Luis Baringo (2018) Power System Operations, Springer +ISBN 978-3-319-69407-8 + + +Other Texts: +Theodore Wildi (2010) Drives and Power Systems (7th Edition), Pearson +ISBN 978-013-1776913 + + +Programmes +MSESAETFA - ENERGY SCIENCE AND ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +thomas.conway@ul.ie +________________ + + + + +Module Code - Title: +ET2001 - ROBOTICS: SENSORS & ACTUATORS (BLENDED DELIVERY) + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is being created for the blended learning Certificate in Robotics and is based on the fulltime ET4224 ROBOTICS 1: SENSORS AND ACTUATORS. This is at the request of APRC to differentiate the fulltime delivery mode from the blended learning delivery mode on SI. + + +This module introduces students to fundamental principles of + +* Measurement of physical phenomena utilising various sensing techniques. +* Transducer action and signal conversion +* Various Actuator types and principles of operation. +* Specification of a complete measurement system. + + +Syllabus: +Introduction to Physical Phenomenon:- +* SI Units. +* Principles of sensor operation (mechanical, thermal, sound, light). + Sensors and Transducers:- +* Concept of transducer action as signal conversion with particular emphasis on an electrical signal as the output. +* The ideal transducer. +* Resolution, accuracy, linearity definitions and relevance. +* Review of some physical phenomena that result in electrical parameter variations + +Actuators +* Magneto Motive Force & magnetic circuits, transformers, DC generators and motors. +* Motors: DC machines with permanent magnet and field windings, Induction motors, Stepper Motors,. Stepper drives. +* Motor Drive Circuits. + + +Sensor Interfacing Circuitry introduction/review +* Review of Op-Amp as applied to sensing systems, Instrumentation amplifiers, diff amps, etc. +* Simple DACs, ADCs successive approximation and integrating, operating principles and suitability for industrial applications. +* Overall concepts of accuracy, drift, resolution, and common mode rejection applied to a measurement system, complete system composed of a transducer, amplifier and ADC. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Explain the concepts of linearity, stability. repeatability, resolution, etc. for sensors. +2. Select a suitable sensor or appraise sensor options for a given application requirements based on sensor technical specifications. +3. Describe the operation of magnetic / electro-magnetic components and devices, such as solenoids, transformers, motors and generators. +4. Apply defining equations to analyse transformer, magnetic circuit and motor / generator circuits. +5. Evaluate the most suitable motor type for a given motion application. +6. Build sensor and actuator circuits, take measurements, analyse data and design sensor & actuator circuits in the laboratory. + + +Affective (Attitudes and Values) + + +Not relevant to technical module + + +Psychomotor (Physical Skills) + + +Not relevant + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Twelve hours of face to face sessions over 6 weeks, virtual labs and online blended support material. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Storey, N. (2017) Electronics: A Systems Approach (6 edition), Pearson Education + + +Other Texts: +Bolton, W. (2018) Mechatronics, Electronic Control Systems in Mechanical and Electrical Engineering (7 edition), Pearson Education +Storey, N. (2004) Electrical and Electronic Systems, Pearson Education + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET2011 - ELECTRICAL AUTOMATION (BLENDED DELIVERY) + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 1 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is being created for the blended learning Certificate in Robotics and is based on the fulltime ET4087 - ELECTRICAL AUTOMATION. This is at the request of APRC to differentiate the fulltime delivery mode from the blended learning delivery mode on SI. + + +This module provides the necessary understanding, knowledge and skills for students to design automated systems for industrial / manufacturing/process, built environment and other domains. + + +Syllabus: +[Motion Control] Open Loop and servos/closed loop electric motors, drives and controllers, steppers, DC servos, brushless motors. motion sensors/transducers for servo operation, tachometers, optical encoders, resolvers. + + +[Pneumatics] Electro pneumatics, valves, pneumatic devices, pneumatic control systems. + + +[Programmable Logic Controllers PLCs], PLC programming and installation. + + +[Mechanical System Components] and considerations friction, low friction designs, inertia matching, gear-boxes, screws, worms, toothed belts, harmonic drives. Choice of motor system to match speed, accuracy, stiffness, efficiency requirements etc. + + +[Industrial Robots] Classification; robot programming. + + +[Building Automation] Use of programmable logic devices for home/building automation and security applications in modern buildings. + + +[Laboratory Work] Problem based laboratories will use a combination of Automation Rigs Labview and PLC exercises. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module students should be able to: + + +Recall and describe the function and characteristics of industrial subsystems such as pneumatic / electro-pneumatic circuits, stepper motor and servo motor control systems and PLC controlled machines. + + +Describe, illustrate and evaluate the mechanical sub-systems of an automated system design. + + +Analyse automation system design taking into account inertia matching, gearbox selection, accommodation of friction and other such aspects. + + +Identify and describe the elements in a motion control system design for stepper motor and servo motor systems including the power switching stage and the motor control block. + + +Design pneumatic and electro-pneumatic circuits within automation/machine systems. Research, design, problem solve, synthesise and demonstrate a working automated system design for a target system brief (e.g. Ventilation and humidity control system. Industrial automated assembly system etc.) + + +Describe communication and networking standards used in automation e.g. in energy control. Formulate judgements of automation option alternative from environmental and energy efficiency perspective. + + +Affective (Attitudes and Values) + + +NA + + +Psychomotor (Physical Skills) + + +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Twelve hours of face to face lectures and practical experience via virtual and online blended support material. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Bolton, W. (2018) Mechatronics: Electronic Control Systems in Mechanical and Electrical Engineering (7 edition), Pearson Education + + +Other Texts: +Craig, J.J. (2016) Introduction to Robotics: Mechanics and Control (4 edition), Pearson Education +Bolton, W. (2015) Programmable Logic Controllers (6 edition), Newnes + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET4003 - ELECTRO TECHNOLOGY (ED) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides an introduction to electrotechnology for students studying in the area of Graphics and Construction Technology, and Graphics, Engineering and Technology teaching. The module addresses fundamental knowledge and skills that will support the students in integrating the application of electronics and control into second level curriculum related project work. The knowledge and skills developed in this module will have utility in developing understanding of technological systems that form part of everyday lives in the Engineering and Construction industries. The module also creates awareness of the applied nature of graphical communication systems in representing electronics based components and systems and provides students with opportunities to graphically represent and model electronic systems through multiple representational techniques such as freehand sketches, circuit diagrams, graphs, computer simulations and physical models. + + +Syllabus: +Electrical concepts: electric current, voltage, resistance, power. The relationship between them, units of current, voltage, resistance, power and frequency. The resistor colour code. Measurement of current, voltage, resistance, capacitance, frequency (V, A, W, F, Hz). +Indirect measurement of power. The difference between AC and DC. Interpretation of circuit diagrams. Assembly of simple circuits using strip and breadboard. Passive components, resistors, capacitors, inductors, magnetic and electric field effects of charge and current. Diodes. The transistor switch. Voltage regulators, photoresistors, photodiodes, LEDs, phototransistors, variable resistors, potential dividers, potentiometers and relays. +Sensors for sound, heat, light (photoresistive and photovoltaic), movement. Electric motors, The mode of operation of the DC motor; back EMF; the variation of current requirement with the load, Reversing a DC motor. Strategies for teaching this subject area at second level. Create awareness of the application of graphical communication systems in the electronics discipline/industry. Designing, planning and managing appropriate teaching and learning activities for this subject area. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to 1. Represent the simple structure of the atom and from this identify why some materials are good conductors e.g. Cu and others are insulators e.g. Glass +2. Apply the principle of how electrons in conductors are affected by electric field and thus define the concept of electrical current flow i.e. moving charges in conductors +3. Define the concept of resistance in electrical wires and introduce the concept of the resistor as an electrical component. +4. Solve problems with resistors in DC electrical circuits including parallel and series combinations thereof +5. Describe the structure of a simple capacitor and relate it to the Electric Field and Charge considerations. +6. Solve problems with electrical charging/discharging circuits including capacitors and resistors +7. Describe magnetic field associated with electric currents and how an Alternating Current (AC) can be generated in a rotating magnetic field +8. Describe the concept of a semiconductor in the context of diodes and transistor and demonstrate +9. Select and justify appropriate media or techniques to graphically communicate or model electrical circuits/systems + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to 1. Prepare laboratory reports, including theoretical calculations and graphs, relating practical work to theory +2. Communicate the results of experimental work effectively with colleagues and lab demonstrators +3. Recognise and discuss the value of graphical communication in the development and creation of electronic circuits and systems and how this is a key communication medium within the industry. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to 1. Be able to accurately measure the value of electrical components e.g. resistors and capacitors using standard lab test equipment and compare this to manufacturers nominal values colour coded onto the components +2. Be able to construct and test simple electrical circuits on standard breadboard in the laboratory +3. Use an Oscilloscope and Digital multi-meters to make accurate measurements of electrical circuit parameters (voltage, current) +4. Design, Construct, Test and fabricate a working electrical circuit including digital and analogue components on vero-board in the laboratory +5. Create graphical representations of electronic systems through freehand sketches, circuit diagrams, graphs, computer simulations and physical models. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is delivered through both lectures and laboratory based activities. Lectures will provide students with the prerequisite knowledge on the principles underpinning laboratory related activities. Completion of practical projects will expose students to techniques, procedures and equipment that is used in electro-technology where the students will learn and experience the science of the application of electricity in technology. In the module the students will also be exposed to how graphical representation is a critical element of communication in the field of engineering with the module providing multiple examples and opportunities of the application of graphics and graphical capability in industry and through coursework. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Robert L. Boylestad +Brian A. Olivari (1990) Introductory Circuit Analysis, 14th edition +, Pearson (August 5th 2022) + + +Other Texts: +Hughes () Electrical Technology, 6th edition, Longman Scientific and Technical +Storey, N () Electronics, A Systems Approach, Addison Wesley + + +Programmes +BDGRCTUFA - GRAPHICS AND CONSTRUCTION TECHNOLOGY +BDGENTUFA - GRAPHICS, ENGINEERING AND TECHNOLOGY + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Elfed.Lewis@ul.ie +________________ + + + + +Module Code - Title: +ET4004 - TCP / IP NETWORKING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide a detailed study of the TCP/IP model and the internet. The module also covers advanced topics in multimedia communications. + + +Syllabus: +The internet and TCP/IP model: Evolution of internet; TCP/IP model (layers description and functions, PDU encapsulation, protocol architecture); TCP/IP internetworking principles. +Network layer: Internet protocol (IP) mobile IP, addressing (IPv4 vs. IPv6); NAT operation (static vs. dynamic); subnetting and supernetting; address resolution with ARP and RARP; routing protocols (RIP, OSPF, BGP), Quality of Service (DiffServ vs. IntServ); control and assistance mechanisms (ICMP); internet multicasting (MBone operation) and group management (IGMP) +Transport layer; Unreliable datagram transport with UDP; real-time transport with RTP and RTCP; reliable connection-oriented transport with TCP and SCTP; wireless TCP. +Application layer: Review of client-server model; domain name system (DNS); TCP/IP configuration; static (BOOTP) vs. dynamic (DCHP); terminal networking with Telnet; file transfer with FTP and TFTP; email service (SMTP, POP, IMAP); browsing with HTTP; network management with SNMP. +Multimedia communications; streaming audio, internet radio, VoIP (SIP v H323), video on demand, IPTV. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe and analyse the underlying communications principles of the internet. +Identify, analyse and assess different elements of communication protocols used in the TCP/IP communication model. +Given requirements for a corporate intranet, find correction solutions for IP subnetting, addressing and traffic filtering. +Given an IP (inter)network, identify problems that a routing algorithm may encounter, describe techniques to reduce these problems and construct correct routing tables (find optimal path between any two end-points) without reference to a source. +Load with software and configure layer 2 and 3 networking devices i.e. switches and routers. +Understanding how to configure, connect and troubleshoot IP networks. +Differentiate between different TCP/IP communication services and identify and discuss suitable communication protocols for use in practice. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A. (2003) Computer Networks (4e), Prentice Hall +Stallings W (2007) Data and Computer Communications (8e), Prentice Hall + + +Other Texts: +Forouzan B (2005) TCP/IP Protocol Suite (2e), McGraw Hill +Comer D (2004) Computer Networks and Internets (4e), Prentice Hall +Halsall F (2005) Computer Networking and the Internet (5e), Addison Wesley +Comer D (2007) The Internet Book: Everything You Need To Know About Computer Networking and How the Internet Works (4e), Prentice Hall +Leon-Garcia A and Widjaja I (2004) Communication Networks: Fundamental Concepts and Key Architectures (2e), McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4006 - ELECTRONICS (ED) + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will provide students with the knowledge and skills required to specify and manage classroom based projects using analogue and digital electronic devices and equipment available in schools. Through the module activities students will develop the knowledge, skills, values and attitudes appropriate to the teaching of technologies. Building on the previous knowledge from ET4003 students will further develop an understanding of the necessity to develop internal and external visualisation capabilities to represent complex information relating to electrical circuits and systems. The module engages students in a broad range of activities such as free-hand sketches, analogies, metaphors, visual circuit simulation software and physical models of circuits to support the development of conceptual understanding. These representations also support students in communicating design elements during their project outcomes. + + +Syllabus: +Review of fundamental electrical properties (voltage, current, resistance, power), resistor and capacitor networks (equivalent series and parallel networks, voltage divider, charging and discharging of a capacitor, time constant). Electromechanical relays and sensors such as micro-switch, proximity sensors (inductive, capacitive, ultrasonic), thermistors and light-dependent resistors (LDR). Diodes, LEDs and rectifiers (half-wave and full-wave). Unipolar (MOSFET) and Bipolar Junction Transistors (BJT). BJT switch and amplifier circuits with sensors and output devices - lamp, buzzer, LED, speaker, motor, relay. Operational amplifier (OpAmp) circuits e.g. inverting OpAmp, non-inverting OpAmp, differential OpAmp, summator, integrator, differentiator, buffer, comparator and Schmitt trigger. Timer 555 and multivibrators circuits (astable, monostable and bistable) e.g. oscillators and de-bouncers. Logic gates: AND, OR, NOT, NAND, NOR and XOR - described using truth tables. The main logic families (TTL and CMOS). The use of logic gates with sensors and output devices. Logic gate circuits such as SR latch, flip-flops (JK flip-flop, D flip-flop, T flip-flop), counters, and seven segment displays drivers. Programming of microcontrollers such as Arduino Uno to control output devices and react to input signals from sensors. Strategies for teaching this subject area at second level. Create awareness of the application of graphical communication systems in the electronics discipline/industry with specific emphasis on how graphical representation facilitates the iterative design evolution and communication of electronics based systems. Designing, planning and managing appropriate teaching and learning activities for this subject area. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to 1. Demonstrate an understanding of the operation of circuits that they design and troubleshoot these circuits. +2. Select the appropriate type (CMOS or TTL) of IC for a particular task +3. Learn to use a microcontroller for the development and testing of an electronic device. +4. Select and justify appropriate media or techniques to graphically communicate or model electrical circuits/systems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: 1. Demonstrate an awareness of, and value of graphical communication in aiding the iterative nature of problem solving during the design and creation of electronic circuits and systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: 1. Design, test and modify circuits incorporating the use of transistor switches and op-amps +2. Construct and assemble a number of projects that incorporate output devices - motors, sirens, alarms, etc Design, assemble, test and modify operational amplifier circuits for signal amplification, level detection and voltage comparison. +3. Construct truth tables for up to four inputs using an array of up to four logic gates +4. Design, construct, test and modify simple systems using sensors, combinations of gates and output devices, buffer or driver circuits for a variety of output devices, and simple counting circuits capable of counting inputs from switches or clocks. +5. Model a circuit containing the components, inputs and outputs described above using appropriate software (e.g. Control Studio /Livewire/Crocodile Clips) and generate the relevant graphical outputs of circuit diagrams and PCB layouts. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is delivered through both lectures and laboratory based activities. Lectures will provide students with the prerequisite knowledge on the principles underpinning laboratory related activities. Project and problem-based learning will be embraced to create a constructivist learning environment for students with group work being utilized to encourage dialogue and communication throughout the applied learning and assessment tasks. In the module students will use multiple modes of representation (written report, sketching, graphical and physical models, simulations, diagrams etc.) to develop and communicate their design concepts and outcomes in their project-based learning activities. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hughes (2016) Electrical and Electronic Technology, 12th edition, Pearson +Storey (2017) Electronics: A Systems Approach, 6th edition, Pearson + + +Other Texts: + + +Programmes +BDGENTUFA - GRAPHICS, ENGINEERING AND TECHNOLOGY + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +petar.iordanov@ul.ie +________________ + + + + +Module Code - Title: +ET4008 - TEST ENGINEERING 2: DIGITAL CIRCUIT AND SYSTEM TEST + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4015 + + +Rationale and Purpose of the Module: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The purpose of the module is to introduce the students to modern semiconductor integrated circuit (IC) test methods, including automatic test equipment (ATE), design for testability (DfT) and built-in self-test (BIST) for digital ICs. + + +Syllabus: +The increasing complexities and speed of operation of modern digital circuits and systems is increasing the demand on product testing. The module will concentrate on IC designs, with the following key areas covered:- + + +1. Semiconductor test overview:- test points for semiconductor devices from wafer to package. +2. Test Engineering requirements. +3. Digital logic test concepts:- sequential and combinational logic. +4. Memory test:- RAM and ROM. +5. Fault modelling and fault simulation +6. Design for Testability (DfT). +7. Built-In Self-Test (BIST). +8. Problem with design complexity: System on a Chip (SoC) test problem. +9. ATE systems. +10. IEEE Standard 1149.1 (Boundary Scan). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Understand the role of test engineering in the design and manufacturing of digital circuits and systems using integrated circuit (IC) technology. +2. Understand the difference between functional and structural testing, and the role of fault modelling in structural testing. +3. Understand the different tests applied to the digital circuits typically encountered in test: combinational & synchronous sequential logic and memory.4. Understand the concepts and design for testability (DfT) and built-in self-test (BIST). + + + + +Affective (Attitudes and Values) + + +1. Appreciate the importance of the role of test in the production of digital circuits and systems using integrated circuit (IC) technology. + + + + +Psychomotor (Physical Skills) + + +1. Develop test patterns for the detection of stuck-at-faults (SAFs) in combinational logic circuits in order to demonstrate the detection of SAFs. +2. Construct timing diagrams for combinational and synchronous sequential logic circuits in order to des + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks within the semester, with 2 lecture hours and 2 laboratory hours per week. The module contains a substantial project which is worth 50% of the module assessment (with the remaining 50% assigned to the end of module examination). The 50/50 module assessment split is set to reflect the stuednt effort involved in the project. + + +The project normally runs from week 3 to week 12 (week 3 for the project choice) and the presentations would be in week 12. The project presentation is based on a one-to-one presentation at the workstation in order for the student to present the working solution and to discuss problems arising/solutions attained. A project report (in the style of a technical conference paper) is also to be provided by the student at the time of the presentation. The project details are changed every year. The students would be encouraged to discuss the problems they encounter with each other, but it is made clear to them that the final work, report and presentation are individual efforts. The project would not start at the commencement of the module as the students would need to learn specific skills first in the use of the design and analysis tools, in addition to circuit design topics covered in the module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The module lecturer (Dr Ian Grout) is an active researcher in the area of mixed-signal integrated circuit IC design, test and design for testability (DfT). As such, the examples and projects are based on current industry needs and the types of circuits en + + +Prime Texts: +Grout I (2005) Integrated Circuit Test Engineering: Modern Techniques, Springer +Hurst S (1998) VLSI Testing digital and mixed analogue/digital techniques, IEE +Jaegar R (1997) Microelectronic Circuit Design, McGraw-Hill + + +Other Texts: +Rajsuman R (2000) System-on-a-Chip Design and Test, Artech House Publishers +Smith M (1999) Application Specific Integrated Circuits, Addison Wesley +O¿Connor P (2001) Test Engineering, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +ET4009 - APPRENTICESHIP LEARNING PORTFOLIO 5 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 18 + 12 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +During the 3rd and final year of the programme the apprentice will build on their level 7 experience through a taught and experiential curriculum that solidifies their skills at level 8. + + +In combination with the 2 project modules and portfolios, 5, and 6 the apprenticeship student will be able to demonstrate the knowledge, skill, and competence acquired are proper to independent professional practice, well as relevant to personal development, participation in society, employment, and study including access to additional formal education and training. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +These sessions will be appropriate to the learning outcomes at level 8 as they relate a broad and up-to-date general knowledge and specialised knowledge of a variety of areas comprising the professional discipline and of the connections between these areas and with related disciplines; to include knowledge about recent developments and trends in the cyber security discipline or its practice. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages knowledge of the context for professional practice (including regulatory, economic, scientific, technological, social and cultural aspects) and of significant issues at the interfaces with related disciplines and professions. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Select, modify and apply advanced skills to critically analyse, research (under close +guidance) and formulate responses to unpredictable, complex and ill-defined +problems arising in the profession and its reflective professional practice + + +Critical understanding of facts, concepts, rules, models, schools of thought, methods, technology; their development and limitations; and how they arise and are applied in current professional practice. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile and the appropriate QQI level 8 Professional Award Type Descriptors. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Act effectively in team roles and take responsibility for managing individuals and lead complex and heterogeneous groups. + + +Manage learning tasks independently, professionally and ethically; seek necessary +guidance when working independently and provide guidance to peers. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals, Business Expert Press +Bolton, G (2018) Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +michael.hennessy@ul.ie +________________ + + + + +Module Code - Title: +ET4010 - APPRENTICESHIP LEARNING PORTFOLIO 6 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 18 + 12 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +During the 3rd and final year of the programme the apprentice will build on their level 7 experience through a taught and experiential curriculum that solidifies their skills at level 8. + + +In combination with the 2 project modules and portfolios, 5, and 6 the apprenticeship student will be able to demonstrate the knowledge, skill, and competence acquired are proper to independent professional practice, well as relevant to personal development, participation in society, employment, and study including access to additional formal education and training. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers. + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +These sessions will be appropriate to the learning outcomes at level 8 as they relate a broad and up-to-date general knowledge and specialised knowledge of a variety of areas comprising the professional discipline and of the connections between these areas and with related disciplines; to include knowledge about recent developments and trends in the cyber security discipline or its practice. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages the ability to select, modify and apply advanced skills +to critically analyse, research (under close guidance) and formulate responses to +unpredictable, complex and ill-defined problems arising in the profession and its +reflective professional practice. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Analyse the context for professional practice (including regulatory, economic, +scientific, technological, social and cultural aspects) and of significant issues at the +interfaces with related disciplines and professions. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile and the appropriate QQI level 8 Professional Award Type Descriptors. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Exercise autonomy and judgement in applying knowledge and skills in a wide variety of complex contexts including professional practice and study. + + +Express a comprehensive internalised, personal and professional world-view, manifesting solidarity with others at all levels including the personal, professional, societal and environmental. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer () T-Shaped Professionals, Business Expert Press +Bolton, G () Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +michael.hennessy@ul.ie +________________ + + + + +Module Code - Title: +ET4011 - FUNDAMENTALS OF COMPUTER ORGANISATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Students will gain a familiarity with the architecture, design and organisation of +modern machines. +Students will become familiar with Boolean algebra and digital logic gates, as the +building blocks of a computer. +Students will conduct basic arithmetic with binary and hexadecimal numbers, +learn how coding systems allow different representations of data as binary numbers, +understand the importance of memory organisation and caching on machine +performance and learn how the computer goes about executing programs. + + +Syllabus: +History of computing: topics include Van Neumann's architecture, 0th to 5th +generation languages; +Data representation and binary arithmetic including floating point representation; +Introduction to Boolean algebra and digital logic with topics ranging from truth +tables, dualities, and De Morgan's Law, to circuits such as decoders and full adders, +flip-flops and registers. +Multi-level machine and translation of high-level language programs to the execution +stage; +Fetch-Decode-Execute cycle and data path, simple CPU and computer block +diagrams, and memory hierarchy +Evolution of computing models such as IoT, cloud, GPUs, multicore, +embedded systems etc + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students should be able to: +1. Describe a computer system as a general purpose stored program machine +2. Apply the methods of Boolean algebra to develop simple gate level digital circuits +3. Explain how a computer is built using digital logic building blocks +4. Discuss program execution concepts +5. Discriminate between high-level and assembly languages and machine code +6. Distinguish between different types of memory. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The computing environment is continuing to change rapidly. This new module takes +into account recent developments such as multicore computing, energy efficiency +requirements etc, giving students an appreciation of how these developments have +changed the computing landscape. + + +Graduate Attributes: +Group project work allows student to develop collaborative skills; +Showing the relevance of the module to new developments allows students to +appreciate the need for lifelong learning and continuous acquisition of new skills +The requirement for energy efficient computing fosters a sense of responsibility in +students, who learn to design systems with a view to their energy use. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +D.A. Patterson & J.L. Hennessy (2017) Computer Organization +and Design, +ARM Edition +(or 5th Edition), Morgan Kaufmann +A.S. Tanenbaum (2013) Structured Computer +Organization, Pearson + + +Other Texts: + + +Programmes +BSCOTEUFA - Computing Technologies + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +ET4013 - COMMUNICATIONS NETWORKING FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide an introduction to data communications and networking. The module includes an overview of essential foundation topics and also introduce students to the internetworking principles and concepts. + + +Syllabus: +Introduction to telecommunications: Definitions and concepts, standards bodies, communications tasks, protocol elements, characteristics and functions; reference communications models (OSI vs. TCP/IP). History/evolution of telecommunications networks. Physical Layer: Transmission modes and types; analog vs. digital signals; baseband vs. broadband; modulation/demodulation; transmission impairments (attenuation, delay distortion, noise); channel capacity; data encoding and compression; physical interfacing; asynchronous vs. synchronous transmission; transmission media (guided, unguided); structured cabling standards; multiplexing techniques (FDM, TDM, WDM). Network topologies (star, ring, bus, tree, mesh). Data link layer: Line disciplines (ENQ/ACK, poll/select); framing; frame synchronisation and data transparency, flow control; addressing; link management; protocol examples (HDLC, LAPB, LAPD, LAPM, PPP). Introduction to higher communications layers: Switching (circuit-, message-, packet-); routing (main types, concepts and principles), congestion control, QoS management, connection-oriented vs. connectionless transport services; segmentation and re-assembly; session management; data presentation; client-server model; internetworking principles and concepts (repeating, hubs, bridges, routers, gateways). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Understand, describe, discuss and explain main communication models, standards and paradigms by using proper communication terminology. +Describe and analyse different communication protocols and locate/relate them to architectural communication layers. +List, explain and differentiate information source encoding, data compression and error control coding principles and techniques. +Describe and discuss the general structure and functioning of both analog and digital communication systems, and explain and compare different modulation and multiplexing schemes. +Recognise and differentiate different network topologies and relate/match them to communication systems. +Define, categorise, discuss and employ different communication techniques e.g. for error control, flow control, congestion control, QoS provision etc. +Distinguish homogeneous and heterogeneous networks and propose solutions for their internetworking. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Stallings W (2007) Data and Computer Communications (8e), Prentice-Hall +Tanenbaum A (2003) Computer Networks (4e), Prentice-Hall + + +Other Texts: +Forouzan B (2007) Data Communications and Networking (4e), McGraw Hill +Leon-Garcia A and Widjaja I (2004) Communication Neetworks: Fundamental Concepts and Key Architectures (2e), McGraw Hill +Comer D (2005) Internetworking with TCP/IP: Principles, Protocols and Architectures (5e), Prentice Hall +Kurose J and Ross K (2007) Computer Networking: A Top-Down Approach Featuring the Internet (4e), Addison-Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4014 - DATA SECURITY + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the concept of security services such as authentication, integrity and confidentiality. +To introduce the role of digital signatures and their implementation using cryptographic ciphers. +To introduce basic security protocols that provide security services. +Attacks against security services: Replay attack, man in the middle attack. + + +Syllabus: +[Introduction to Security Services:] Security attacks, OSI model, security services: concepts of confidentiality, data origin authentication, entity authentication, data-integrity, access control, availability. +[Digital Signatures:] The role of signatures, MACs, Hash functions, digital signatures, public key certificates, X509 certification authorities, e-mail security: PGP. +[Security Protocols:] Introduction to key management, peer-to-peer distribution protocols and identification protocols. Secure web (https/ssl), secure shell (ssh) etc. +[Identification techniques:] Identification tokens and smart cards. Biometric identification: finger prints, retina scan, face recognition, voice recognition. +[Attacks:] Definition of attacker and capabilities of attacker, introduction to attacks on protocols, such as replay attacks, man in the middle attack. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Explain the basic operation of security services such as authentication, integrity and confidentiality. +Explain the differences between a MAC, a Hash function and a digital signature. +Demonstrate the application of PGP. +Explain the basic concept of a security protocol. +Describe (qualitatively) the strengths and weaknesses of different identification techniques. +Describe the fundamental operation of replay attacks and man in the middle attacks. + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +William Stallings and Lawrie Broen (2008) Computer Security: Principles and Practice, Prentice-Hall +Pfleeger C.P. and Pfleeger S.L. (2003) Security in Computing (3e), Prentice-Hall +Boyd C and Mathuria A (2003) Protocols for Authentication and Key Establishment, Springer + + +Other Texts: +Reid, P. (2004) Biometrics and Network Security, Prentice Hall +Delfs H and Knebl H (2007) Introduction to Cryptography: Principles and Applications, Springer-Verlag +Viega J, Messier M and Chandra P (2002) Network Security with OpenSSL: Cryptography for Secure Communications, OReilly Media +Gourley D et al (2002) HTTP: The Definitive Guide, OReilly Media + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +muzaffar.rao@ul.ie +________________ + + + + +Module Code - Title: +ET4015 - TEST ENGINEERING 1: PRODUCT DEVELOPMENT AND ATE SYSTEMS + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To provide an insight into how commercial electronic systems are designed, manufactured and tested + + +Syllabus: +Troubleshooting: How circuits, systems and components fail. How are they diagnosed and repaired +Reliability : Arhennius and Eyring Models of failure. Accelerated Life Testing. Impact on the Design and test processes +Electronic Production : PCB Design. Through hole and Surface Mount Technology. How can production processes be made more reliable +Lean Manufacturing +Advanced Interconnection Systems for modern Electronic Production + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Troubleshoot a Common Emitter Amplifer +Troubleshoot a Power Supply Circuit +Analyse the Perforamance of practical amplifier circuits + + +Affective (Attitudes and Values) + + +Determine the impact of infant mortality on process reliability + + +Psychomotor (Physical Skills) + + +Use Circuit Analysis tools to simulate and diagnose faults +Assess the reliability of the machine soldering process + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +Thomas L. Floyd. (2007) Electronics Fundamentals (6th Ed.), Prentice-Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +ET4016 - APPRENTICESHIP LEARNING PORTFOLIO 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 18 + 12 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +During the 2nd year of the programme the apprentice will build on their level 6 experience through a taught and experiential curriculum that solidifies their skills at level 7. + + +In combination portfolios, 2, 3, and 4 the apprenticeship student will be able to demonstrate the knowledge, skill, and competence acquired are proper to autonomous professional practice, typically in a structured setting or in an organisation, as well as relevant to personal development, participation in society, employment and study including access to additional formal education and training. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers. + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +These sessions will be appropriate to the learning outcomes at level 7 as they relate to knowledge and critical understanding of the well-established principles of the cyber security field and the application of those principles in different contexts. There will also be a focus on understanding the limits of the knowledge acquired and how this influences analyses and interpretations in a work context. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages active membership and engagement with the appropriate professional organisations and consultative bodies, subject associations, professional networking. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Manage complex technical or professional activities or projects, taking responsibility for decision-making and decisions in unpredictable work or study contexts. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile and the appropriate QQI level 7 Professional Award Type Descriptors. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Appreciate the importance of networking and engaging in personal and professional development for skills development and career growth. + + +Show initiative to identify and address learning needs and interact effectively in a learning group. + + +Express an internalised, personal world view, manifesting solidarity with others. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals, Business Expert Press +Bolton, G (2018) Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET4017 - COMMUNICATIONS NETWORKING STANDARDS + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide further education in communications networks and provides detailed overview of the main international networking standards. The module also introduces students to modern communications standardised infrastructures and associated business models and paradigms. + + +Syllabus: +Personal Area Networks (PANs): Bluetooth, IEEE 802.15 standard. +Local Area Networks (LANs): Medium Access Control (CSMA/CD vs. CSMA/CA); logical link control (LLC), IEEE standards: 802.3/u/z/ae (ethernet), 802.5 (token ring), 802.11 (WiFi), 802.1Q (VLAN). +Metropolitan Area Networks (MANs): IEEE 802.16 (WiMax) standard. +Wide Area Networks (WANs): Frame relay: Asynchronous Transfer Mode (ATM),; Multi-Protocol Label Switching (MPLS); Integrated Services Digital Networks (ISDN). +Broadcast audio/video carrier technologies: Terrestrial (DAM, DRM, DVB-T/DVB-H, MBMS), satellite (DVB, S-DMB, Digital Audio Radio Satellite). +Modern communications business models and paradigms: Subscriber-centric model; consumer-centric model; integrated heterogeneous networking, infrastructural elements. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Implement, analyse, test and evaluate current computer networking technologies for PANs, LANs, MANs and WANs/ +Given networking requirements of an organisation/company, design, build and maintain computer networks of different size, including Virtual LANs and VPNs configuration and management. +Propose solutions for (re)segmentation of an overloaded corporate network using different types of interconnecting devices according to specified requirements. +Understand the bridging/switching operation and configuration. Identify problems that a bridging/switching algorithm may encounter and describe techniques to reduce these problems. +Configure advanced hardware and software to secure efficient networking and internetworking. +Examine and test different types of communication networks elements in order to detect, locate and fix/repair network faults. +Understand the best practice in networking tools and techniques and how they can be applied in best possible way to a network environment. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Olifer N and Olifer V (2006) Computer Networks, John Wiley and Sons Ltd. +Stallings W (2007) Data and Computer Communications (8e), Prentice Hall +Tanenbaum A (2003) Computer Networks (4e), Prentice Hall + + +Other Texts: +Kurose J and Ross K (2007) Computer Networking: A Top Down Approach Featuring the Internet (4e), Addison Wesley +Leon-Garcia A and Widjaja I (2004) Communication Networks: Fundamental Concepts and Key Architectures (2e), McGraw Hill +Halsall F (2005) Computer Networking and the Internet (5e), Addison Wesley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +ET4018 - MOBILE AND WIRELESS COMMUNICATIONS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide an introduction to mobile communications and mobile networking. +At the completion of the module, students should have an understanding of the important issues in providing a mobile communications system including signal transmission, network management and interaction with a fixed network. Students should understand the principles of operation of a current mobile communications system and the potential for future services development. + + +Syllabus: +Digital mobile and personal communications systems: General configuration of cellular systems; comparison a with fixed communications systems; systems overview: Fixed wireless Access, cellular, WLAN, Wireless Personal Area Network (WPAN), satellite. +Cellular Concepts: Frequency reuse; channel assignment; capacity; sectoring. +Review of wireless transmission; Signals, propagation issues, coding, modulation, multiplexing, spread spectrum. +Medium access control: SDMA, TDMA, FDMA, CDMA, WCDMA, effects of Multiple Access Interference and ISI. +Mobile telecommunications systems: GSM, GPRS, EDGE, UMTS, HSDPA, future generation (4G) +Key concepts in the dynamic management of resources; call control, switching, wireless access and channel allocation, handoff, roaming, HLR and VLR. +Wireless network issues: MAC, QoS, ad-hoc networks, MANET. +Example systems: Bluetooth, IEEE 802.11, Ultra-wideband (UWB). +Mobile IP, mobile TCP issues. +Support for mobility at higher communications layers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Create and explain the message sequence diagrams (signalling) for mobile communication systems (GSM, GPRS, EDGE, UMTS, HSDPA, wireless LANs, wireless PANs) +Review and report on different technical aspects of mobile communication systems and technologies. +Calculate and analyse the characteristics of mobile communication systems using the communication theory. +Describe and discuss principles of dynamic management of resources. +Analyse and compare different mobility schemes. +Describe, explain and assess different parts of mobile communication systems including spread-spectrum and ultra-wideband communications. +Recognise and apply the underlying principles in modern-day mobile communication systems. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Schiller J (2003) Mobile Communications, London: Addison-Wesley +Stallings William (2005) Wireless Communications and Networks, Prentice Hall + + +Other Texts: +Pahlavan K and Krishnamurthy P (2001) Principles of Wireless Networks: A Unified Approach, Prentice Hall +Wesolowski K (2002) Mobile Communication Systems, Wiley +Gast M (2002) 802.11 Wireless Networks: The Definitive Guide, OReilly + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +ET4021 - ELECTRONICS LIFE CYCLE ENGINEERING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 1 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The electronics sector is facing a range of sustainability challenges related to critical raw materials, energy, climate change and waste. This module will explore the implications of these pressures on the sector and introduce solutions to mitigate the impacts. + + +Syllabus: +1. Sustainability in the Electronics Sector: Critical Raw Materials, Energy and Water in Manufacturing, Energy in the Use Phase, Climate Change and Carbon taxation, WEEE & Extended Producer Responsibility, E-Waste in Developing Countries +2. Sustainability Solutions in the Electronics Sector: Circular Economy & New Business Models, Materials Substitution & Thrifting, Renewable Energy & Smart Grids, Cloud Computing, Design for Remanufacturing/Reuse/Recycling, IoT and Life Consumption Monitoring, Extended Producer Responsibility +3. Streamlined Life Cycle Assessment and its implementation in the life cycle of electronic products/services + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of the module students will be able to + + +Demonstrate an understanding of the potential supply chain disruptions related to critical raw materials in electronics. + + +Explain the distinct roles of remanufacturing, refurbishment, and reuse, in the resource efficiency of electronic products and the importance of product designs in facilitating these + + +Demonstrate an understanding of electronics recycling systems from a technical, financial, and behavioural perspective + + +Discuss the role of cloud computing in environmental sustainability. + + +Conduct a streamlined life cycle assessment of an electrical or electronic product and +design a business model and product to demonstrate improved environmental performance over a baseline product + + +Explain the role of new business models in facilitating the circular economy + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is heavily informed by research activities in the ECE Department. Students are provided with video content on the various parts of the syllabus and the lectures are flipped to be discussions on the content. Each topic also has a short quiz associated with it. The module culminates with a term project where students work in teams to develop a prototype product service system and quantify the life cycle benefits of their solution. + + +Knowledgeable: The students will be received cutting edge information about the environmental problems associated with the electronics sector + + +Collaborative & Creative: Students will work in teams to discuss and create collective solutions to the problems identified + + +Articulate: Students will make presentations at three points in the module, submit a project reports. + +Responsible: The essence of the module is to enable engineers to have a responsible outlook towards the environment and society. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Graedel et al (2015) On the Materials Basis of modern society, Science, vol 112, no. 20 +Williams et al (2002) The 1.7 kg Microchip: Energy & Material Use in the Production of Semiconductor Devices, Environmental Science & Technology, 2002, 36, 5504-5510 +Grant et al (2013) Health consequences of exposure to e-waste: +a systematic review, Lancet Global Health 2013, e350-361 +Ashby (2012) Materials and the Environment, 2nd Edition, Elsevier +Bocken et al (2016) Product design and business model strategies for +a circular economy, Journal of Industrial +and Production Engineering, 33:5, 308-320, + + +Other Texts: +European Commission (2018) Report on Critical Raw Materials & the Circular Economy, European Commission +IMF (2012) Fiscal Policy to Tackle Climate Change, International Monetary Fund + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +ET4023 - INTRODUCTION TO SECURITY AND CRYPTOGRAPHY + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce fundamental concepts of information and network security. +To introduce the ideas of threats and vulnerabilities such as viruses, worms, malware etc. +To introduce fundamental ideas in cryptography. +To place them in their historical perspective. +To provide an appreciation of approaches to preventing such attacks. + + +Syllabus: +[Introduction to information and network security:] Why security is an important issue. +[Threats and vulerabilities:] Threats from passive and active attackers and from digital pests such as virus, worms and malware. +[Historical development of codes and ciphers:] Classical ciphers (Caesar, Vigenere, one-time-pad etc.) Machine based codes: Enigma, Purple. Classical cryptanalysis (Beltchley Park, the Bombes etc.) +[Introduction to cryptography:] Basic approaches of symmetric key encryption. Block ciphers and stream ciphers. Basic approach of public key encryption. Introduction to key management. Application of ciphers. +[Protection against attacks:] Introduction to security components such as firewalls and IDS, virus scanner, file integrity checker, OS update management. Role of passwords. Password cracking techniques. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the concepts of threat, attack and vulnerability. +Describe what malware, viruses, worms and bots are, and how they may be countered. +Manually encrypt and decrypt short messages using simple ciphers. +Explain the basic operation of symmetric and public key ciphers. +Select suitable ciphers for a given application. +Describe the operation of basic security components for network and system protection. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Williams Stallings and Lawrie Brown (2008) Computer Security: Principles and Practice, Prentice-Hall +S. Singh (2000) The Code Book: The Secret History of Codes and Code Breaking, Fourth Estate +Piper, F. and Murphy S. (2002) Cryptography: A very Short Introduction, Oxford Paperbacks + + +Other Texts: +Pfleeger C.P. and Pfleeger S.L. (2003) Security in Computing (3e), Prentice Hall +Schneier, B. (1996) Applied Cryptography: Protocols, Algorthms and Source Code in C (2e), John Wiley and Sons + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Richard.Conway@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +ET4024 - NEXT GENERATION NETWORKING + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4025 - NETWORK PROTOCOLS LABORATORY + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to offer the students a learn-by-doing approach in communications and computer networks, for a better understanding of how networking technologies, mainly network protocols, operate in practice. Using appropriate laboratory facilities (real network equipment, protocol analysis software), the students will be allowed to observe, measure and experiment various communications protocols. It provides the student with a comprehensive coverage of computer networking and their protection, with a strong practical emphasis. +At the completion of the module, students should have an understanding of the important issues in providing communications software for various types of computer networks. This includes LAN medium access protocols, WAN data link protocols and the TCP/IP protocol stack, mainly focusing on application protocols for file transfer, network management network security. + + +Syllabus: +Introduction to layered architectures, basic concepts: open systems, layering, peer protocols, primitives and services. +Reference models: telecommunications vs. computing approaches, OSI vs. TCP/IP, layers functions. +Layer 2 LAN protocols: Ethernet, token ring and FDDI: basic characteristics, frame types, fields and troubleshooting tips, capture and decode frames. +WAN protocols: HDLC, frame relay, PPP; ATM: basic characteristics, frame types, fields and troubleshooting tips, capture and decode frames. +TCP/IP protocol stack: IPv4 and IPv6, TCP and UDP: functions and PDU structure, protocol analysis, debugging tips; capture and reassemble PDUs, extract data. +Client/server software used by TCP/IP protocols; design and implementation for client programs. +Network management: SNMP case study. +Network security: Using routers as firewalls, PGP case study. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Explain the main concepts of layered network architectures. +Explain the operation of network protocols and identify fields in the protocol data units (PDUs). +Design and implement client/server software using TCP/IP protocols. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Capture and decode frames of layer 2 LAN protocols such as ethernet, token ring and FDDI. +Setup, configure and debug a TCP/IP network infrastructure. +Configure routers to act as packet filtering firewalls. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Stallings W (2007) Data and Computer Communications (8e), Prentice-Hall +Comer D (2002) Computer Networks and Internet (2e), Prentice-Hall +Stallings W and Brown L (2008) Computer Security: Principles and Practice, Prentice-Hall + + +Other Texts: +Comer D (2006) Internetworking with TCP/IP Volume 1: Principles, Protocols and Architectures (5e), Prentice-Hall +Comer D (2004) Hands-On Networking with Internet Applications (2e), Prentice-Hall +Comer D (2000) Internetworking with TCP/IP; Client-Server Programming and Applications, Prentice-Hall +Kurose J and Ross K (2008) Computer Networking: A Top-Down Approach (4e), Pearson Education +Forouzan B (2007) TCP/IP Protocol Suite (3e), McGraw-Hill +Leon-Garcia A and Widjaja I (2004) Communication Networks: Fundamental Concepts and Key Architectures, McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +ET4027 - COMPUTER FORENSICS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module aims to give the student a firm understanding of the problems associated with computer forensics in relation to data recovery from digital media, whether the data was accidentally lost or deliberately destroyed. +The student will learn to extract information from a computer which might be of relevance at a crime-scene using a variety of forensic techniques, tools and commands. + + +Syllabus: +Computer Forensics: Definition; Evolution of Computer Forensics; Need for Computer Forensics in the digital age. +File systems: Disk technologies; Data organisation; File systems on Unix and Windows. +Data recovery: Recovering data and analysing data usage patterns: the Audit Trail; Use of caches, spooling, paging files, logs, backup media, computer memory (while still powered). +Tools for forensic analysis: Laboratory/project based: file system analysis tools; investigate a case study forensic problem; emphasis on the use of tools. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Understand the role of computer forensic investigators and the technologies involved. +Recall and explain how files are organised and tracked on a modern file system. +Describe how data and computer usage patterns can be retrieved. +Use forensic tools and commands to manage data recovery and analysis for the purpose of gathering digital evidence without damaging it. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Brian Carrier (2005) File System Forensic Analysis., Addison Wesley +US Dept. of Justice (2008) Electronic Crime Scene Investigation: A Guide for First Responders, Second Edition, Office of Justice programs +http://www.ncjrs.gov/pdffiles1/nij/219941.pdf +Harlan Carvey (2009) Windows Forensic Analysis DVD Toolkit, Syngress + + +Other Texts: +Pfleeger CP and Pfleeger SL (2003) Security in Computing (3e), Prentice Hall +Abraham Siberschatz et al. (2011) Operating System Concepts, 8th Edition, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4028 - HOST AND NETWORK SECURITY + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Gain an in-depth knowledge of host and network security. +Assess the security of a network. +Recommend and implement measures to prevent security threats. +Research and develop security audits. +Conversant in current trends and methodologies. + + +Syllabus: +[Security Fundamentals] Basics of host and network security: threats, vulnerabilities and risk, risk assessment, business continuity and disaster recovery, security policies, defence in depth. +[Firewalls] Packet filters, stateful firewalls, proxy firewalls. DMZ concept, layout and design. +[Auditing and Intrusion Detection] Audit trail features, user profiling, intruder profiling, signature analysis, network IDS, host IDS, distributed IDS, combining firewalls and IDS. +[Wireless Security] Wireless standards and technologies: IEEE 802.11, WEP Bluetooth, BlackBerry, wireless applications. Wireless network threats: wireless packet sniffers, transmission alteration and manipulation, denial-of-service attacks. +[Designing Secure Networks] Host hardening: anti-virus software, host-centric firewalls and IDS. Installing and managing firewalls and IDS. VPN integration. Creating a security policy. +[Assessing Network Security] Assessment techniques, maintaining a security perimeter: system and network monitoring, incident response, accommodating change. Network log analysis, troubleshooting defence components, importance of defence in depth. Design under fire: the hacker approach to attacking networks. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Evaluate the security risks of a host and/or network. +Explain the principle of defence-in-depth. +Design a secure operating network and analyse its vulnerabilities. +Understand the importance of auditing and intrusion detection. +Analyse additional security threats introduced by wireless systems. +Perform basic penetration testing on a given network. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Northcutt Stephen, Zeltser Lenny, Winters Scott, Kent Karen and Ritchey Roland W (2005) Inside Network Perimeter Security (2e), New Riders Publishing +Kenyon Tony (2007) Implementing Network Security: Effective Strategies for the Enterprice, Elsevier +Qian Yi, Tipper David, Krishnamurthy Prashant and Joshi James (2007) Information Assureance: Dependability and Security in Networked Systems, Morgan Kaufmann Publishers + + +Other Texts: +Vines, Russel Dean (2002) Wireless Security Essentrials - Defending Mobile Systems from Data Piracy, Wiley +Amon Cherie, Shinder Thomas W and Carasik-Henmi Anne (2003) Best Damn Firewall Book Period, Syngress Publishing +Greene Thomas C (2004) Computer Security for the Home and Small Office, Apress +Archibald Neil, Ramirez Gilbert, Rathaus Noam and Burke Josh (2005) Nessus, Snort and Ethereal Power Tools: Customising Open Source Security Applications, Syngress + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +ET4031 - ELECTRICAL AUTOMATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides the necessary understanding, knowledge and skills to equip Electronic and Computer Engineering students with the necessary skills to design automated systems for industrial manufacturing process, built environment and other domains. + + +Syllabus: +[Motion Control] Open Loop and servos/closed loop electric motors, drives and controllers, steppers, DC servos, brushless motors. motion sensors/transducers for servo operation, tachometers, optical encoders, resolvers. [Pneumatics] Electro pneumatics, valves, pneumatic devices, pneumatic control systems. [Programmable Logic Controllers PLCs], PLC programming and installation. [Mechanical System Components] and considerations friction, low friction designs, inertia matching, gear-boxes, screws, worms, toothed belts, harmonic drives. Choice of motor system to match speed, accuracy, stiffness, efficiency requirements etc. [Industrial Robots] +Classification; robot programming. +[Building Automation] Use of programmable logic devices for home/building automation and security applications in modern buildings. [Laboratory Work] Problem based laboratories will use a combination of Automation Rigs Labview and PLC exercises. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Recall and describe the function and characteristics of industrial subsystems such as pneumatic / electro-pneumatic circuits, stepper motor and servo motor control systems and PLC controlled machines. +2. Describe, illustrate and evaluate the mechanical sub-systems of an automated system design. +3. Analyse automation system design taking into account inertia matching, gearbox selection, accommodation of friction and other such aspects. +4. Identify and describe the elements in a motion control system design for stepper motor and servo motor systems including the power switching stage and the motor control block. +5. Design pneumatic and electro-pneumatic circuits within automation/machine systems. Research, design, problem solve, synthesise and demonstrate a working automated system design for a target system brief (e.g. Ventilation and humidity control system. Industrial automated assembly system etc.) +6. Describe communication and networking standards used in automation e.g. in energy control. Formulate judgements of automation option alternative from environmental and energy efficiency perspective. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and practical experience via Lab work. +Students work through a series of automation design experiments in the lab and follow this with a lab design mini-project where they must develop an automation solution design for a target automation application drawing upon the system components that they have covered in the module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Jay Yang Anthony C. Sidwell (2005) Smart and Sustainable Built Environments., Wiley Blackwell +Bolton W (1995) Mechatronics, Electronic Control Systems in Mechanical and Electrical +Engineering, 2nd Edition., Longmann +Webb J W. and Reis RA (2003) Programmable Logic Controllers: Principles and Applications, +5/E., Prentice Hall +McKerrow P J (2000) Introduction to Robotics, (Electronic Systems Engineering Series)., Addison Wesley + + +Other Texts: +Richard A. Panke (2002) Energy Management Systems & Direct Digital Control,., Airmont Press; +1st ed. + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +John.Clifford@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +ET4033 - SUSTAINABILITY & TECHNOLOGY + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 0 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +ET4035 - COMPUTER LAW, INVESTIGATION AND ETHICS + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: +Overview of computer forensics technology. +Compute forensics evidence - capture and analysis. +Legal permissions and restrictions on investigations of incidents. +Collecting evidence for trial: evidence integrity, chain of custody and admissibility. +RFC 1087 - Ethics and the internet including the 10 commandments of computer ethics. +ISC2 Code of ethics. +Irish Information Society Commission Ethics and Values in a Digital Age. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Determine how to investigate, gather and preserve evidence related to computer crime. +Begin to understand legal issues like: evidence integrity, chain of custody and admissibility. + + +Affective (Attitudes and Values) + + +Gain a realistic perspective on the strengths and limitations of law enforcement with regards to digital crimes. +Understand and apply accepted ethical practices with regards to computer usage - both personal and business. + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Vacca J (2005) Computer Forensics: Computer Crime Scene Investigation (2e), Charles River Media + + +Other Texts: +Pfleeger C.P. and Pfleeger S.L. (2003) Security in Computing (3e), Prentice Hall +Information Society Commission (2004) Ethics and Values in a Digital Age, Irish government publication + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Norah.Burns@ul.ie +________________ + + + + +Module Code - Title: +ET4038 - MOBILE AND WIRELESS JAVA + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: +Mobile Service Architecture. +Security and Administration issues relating to networks of Java ME compliant systems, including the following services: Security and Trust; Location; Content Handlers; Scalable Vector Graphics and Advanced Media; Payment; Internationalisation. +Java APIs for Bluetooth. +Role of interactive development environments (e.g. NetBeans Mobility Pack) and Emulators. +Wireless connected and network connected devices. +Mobile Information Device Protocol. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the key technologies and their roles in a Java ME application. +Describe the four different JSME Application Models. +Develop a simple Java ME application using an appropriate development environment. +Describe the negotiation process necessary to communicate between devices of different capabilities. +Use Java ME Swing library and Java 2D APIs to develop graphical interfaces on embedded systems. +Describe the role of an emulator in the development of an embedded device. +Describe the differences between Connected Limited Device Configuration (CLDC) and Connected Device Configuration (CLC). + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Knudsen Jonathan (2003) Wireless Java: Developing with J2ME (2e), Apress +White James and Helphill David (2002) Java 2 Micro Edition, Manning Publications + + +Other Texts: +Muchow John W (2002) Core JSME Technology and MIDP, Sun Micro Systems Press + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +pepijn.vandeven@ul.ie +________________ + + + + +Module Code - Title: +ET4045 - APPRENTICESHIP LEARNING PORTFOLIO 1 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 28 + 18 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +In addition to the occupational skills and competencies developed through the education programme, employers expect the apprentice to develop professional and personal skills suitable to the modern workplace. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers. + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +The apprentice also has mentoring sessions with their in-company mentor and a UL based apprenticeship mentor which are accredited through this module. + + +The process of the delivery and organisation of this module is part of the SEFLC management of the apprenticeship programme. The module leader is an accredited mentor with industry experience and is based in UL running the apprenticeship programme. + + +Underpinned by the philosophy of a community of learners and communities of practice, the company element of the apprenticeship aims to foster collaboration and discussion in the broad occupation knowledge and the improvement of professional practice. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages active membership and engagement with the appropriate professional organisations and consultative bodies, subject associations, professional networking. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Analyse their performance with the view to determining opportunities for further action. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Develop an awareness of the value of personal and professional skills for developing competencies in the context of their apprenticeship employment. + + +Appreciate the importance of networking and engaging in personal and professional development for skills development and career growth. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skill outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals, Business Expert Press +Bolton, Gillie (2018) Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +michael.hennessy@ul.ie +________________ + + + + +Module Code - Title: +ET4047 - EMBEDDED SOFTWARE + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to provide students with the theoretical and practical background needed to develop software that will run on microcontrollers in embedded systems, i.e. computing devices that perform specific tasks within a larger physical or electronic system. The main objectives of the module are to develop students' knowledge and skills in embedded software development using an Integrated Development Environment (IDE) or equivalent tool to program a target microcontroller in a typical embedded system. + + +Syllabus: +The following is indicative of the module content: Review of microprocessor/microcontroller architecture and instruction sets - registers, memory and input/output devices, focusing on a specific microcontroller and its assembly language. +High level programming language as a more productive embedded programming environment. +Review of high-level language programming techniques relevant to embedded software development. +Microcontroller on-chip peripheral devices including general-purpose input-output ports (GPIO), timer/counters, analog to digital converters, asynchronous and synchronous serial ports, etc +Program a microcontroller on-chip peripheral input output devices using the peripherals' control, status and data registers. +Use of a microcontroller's interrupt structure. Interrupts as a way of developing embedded systems capable of responding to real world inputs in a defined time-period. +Introduction to real time systems concepts. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of the module, the student will be able to: +Describe the embedded software development process, applying prior knowledge and skills. +Apply the information contained in a microcontroller data sheet to deduce the necessary peripheral register settings to achieve a specified outcome or behaviour +Develop one or more microcontroller-based interrupt-driven programs in a high-level language that can successfully control and interact with a typical embedded system, including user input and output. +Analyse, test, and debug microcontroller software in a target embedded system using an Integrated Development Environment (IDE) or equivalent tool. +Implement an embedded microcontroller program using high level and assembly language modules that communicate with each other. + + +Affective (Attitudes and Values) + + +Upon successful completion of the module, the student will be able to: +Explain the need to produce tested software systems that meet the requirements of an end-user. + + +Psychomotor (Physical Skills) + + +Upon successful completion of the module, the student will be able to: +Build up an embedded system from supplied component parts and write software to run on their system. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module combines lectures, tutorials and lab sessions. Lectures provide the theoretical and practical background; tutorials explore how to apply the lecture content to solve relevant programming problems; lab sessions allow students to implement embedded programming assignments, which form a substantial part of the module assessment. Students will undertake challenging development projects during lab sessions and at home. Projects may be undertaken individually or as group projects. +Tutorials enhance students' knowledge, labs and projects stimulate students' creativity and responsibility as well as allowing them to work in a collaborative way. + + +This module has been updated to reflect current best practice in embedded systems software development at a level appropriate to third year students. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Elliot Williams (2014) Make: AVR Programming: Learning to Write Software for Hardware , Maker Media Inc +Warwick A Smith (2016) C Programming with Arduino , Elektor Publication + + +Other Texts: +Sepehr Naimi et al (2017) The AVR Microcontroller and Embedded Systems Using Assembly and C: Using Arduino Uno and Atmel Studio, Micro Digital Ed + + +Programmes +BSCSIFUFA - CYBER SECURITY AND IT FORENSICS + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +ET4048 - ELECTRONICS FOR BUILT ENVIRONMENT 2 + + +Year Last Offered: +2014/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: + + +________________ +ACADEMIC CONTENT IS NOT CURRENTLY AVAILABLE FOR THIS MODULE - UPDATES ARE IN PROGRESS + + +Module Code - Title: +ET4057 - ELECTRONICS FOR BUILT ENVIRONMENT 1 + + +Year Last Offered: +2014/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: + + + + +Syllabus: + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + + + + + +Affective (Attitudes and Values) + + + + + + +Psychomotor (Physical Skills) + + + + + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +ET4058 - APPRENTICESHIP LEARNING PORTFOLIO 4 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 18 + 12 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +During the 2nd year of the programme the apprentice will build on their level 6 experience through a taught and experiential curriculum that solidifies their skills at level 7. + + +In combination portfolios, 2, 3, and 4 the apprenticeship student will be able to demonstrate the knowledge, skill, and competence acquired are proper to autonomous professional practice, typically in a structured setting or in an organisation, as well as relevant to personal development, participation in society, employment and study including access to additional formal education and training. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +These sessions will be appropriate to the learning outcomes at level 7 as they relate to knowledge and critical understanding of the well-established principles of the cyber security field and the application of those principles in different contexts. There will also be a focus on understanding the limits of the knowledge acquired and how this influences analyses and interpretations in a work context. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages active membership and engagement with the appropriate professional organisations and consultative bodies, subject associations, professional networking. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Take initiative to identify and address learning needs; seeking necessary guidance when working independently. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile and the appropriate QQI level 7 Professional Award Type Descriptors. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Appreciate the importance of networking and engaging in personal and professional development for skills development and career growth. + + +Show initiative to identify and address learning needs and interact effectively in a learning group. + + +Express an internalised personal world-view manifesting solidarity with others at all levels including the personal, professional, societal, and environmental. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals, Business Expert Press +Bolton, G (2018) Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Summer + + +Module Leader: +michael.hennessy@ul.ie +________________ + + + + +Module Code - Title: +ET4077 - CLOUD COMPUTING + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 0 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the student to Secure Cloud Computing. This is to enable them to fully understand the Cloud, its vulnerabilities and how to offset them. + + +Syllabus: +Cloud Computing Fundamentals: Characteristics, Technology and Operational issues. +Cloud Computing Architecture: Delivery and Deployment Models. +Cloud Computing Security Fundamentals: Requirements and Services, +Cloud Computing Risk Issues and Security Challenges: Threats and Vulnerabilities. +Cloud Computing Security Architecture: Security management and Access control issues. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify, describe and assess the technological requirements of cloud computing. +Analyse how best to provide reliable access to information both locally and remotely using cloud storage technologies. +Compare modern security concepts as they are applied to cloud computing. +Evaluate the security related issues that cloud computing introduces. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: + + + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Krutz, R.L. and Vines, R.D. (2010) Cloud Security: A Comprehensive Guide to Secure Cloud Computing, Wiley + + +Other Texts: +Sosinsky, B. (2011) Cloud Computing, Wiley + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4087 - ELECTRICAL AUTOMATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4224 + + +Rationale and Purpose of the Module: +This module provides the necessary understanding, knowledge and skills for students to design automated systems for industrial, built environment and other domains. + + +This module replaces modules EE4207 - Industrial Automation, ET4315 Robotics 1: Industrial Automation and EE4057/EE4067 Electronics Systems for the Built Environment 1 on the BSc Electronics, and BSc Energy degrees. The modules have significant overlap and the change is to rationalise and update the modules. The purpose of this module is to equip students with the necessary skills to design, build and install automated systems in the built environment, in industry and elsewhere. + + +Syllabus: +[Motion Control] Open Loop and servos/closed loop electric motors, drives and controllers. steppers, DC servos, brushless motors. motion sensors / transducers for servo operation, tachometers, optical encoders, resolvers,. [Pneumatics] Electro pneumatics, valves, pneumatic devices, pneumatic control systems. [Programmable Logic Controllers PLCs], PLC programming and installation. [Mechanical System Components] and considerations friction, low friction designs, inertia matching, gear boxes, screws, worms, toothed belts, harmonic drives. Choice of motor system to match speed, accuracy, stiffness, efficiency requirements etc. [Industrial Robots] Classification; robot programming. +[Building Automation] Use of programmable logic devices for home/building automation and security applications in modern buildings. [Laboratory Work] Problem based laboratories will use a combination of Automation Rigs Labview and PLC exercises. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis related to automation. Upon successful completion of this module students should be able to Recall and describe the function and characteristics of industrial sub systems such as pneumatic / electro-pneumatic circuits, stepper motor and servo motor control systems and PLC controlled machines. +Describe, illustrate and evaluate the mechanical sub-systems of an automated system design. +Analyse automation system design taking into account inertia matching, gearbox selection, accommodation of friction and other such aspects. +Identify and describe the elements in a motion control system design for stepper motor and servo motor systems including the power switching stage and the motor control block. +Design pneumatic and electro pneumatic circuits within automation / machine systems. +Research, design, problem solve, synthesise and demonstrate a working automated system design for a target system brief (e.g. Ventilation and humidity control system. Industrial automated assembly system etc.) +Describe communication and networking standards used in automation e.g. in energy control +Formulate judgements of automation option alternative from environmental and energy efficiency perspective. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and Practical experience via Lab work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Jay Yang Anthony C. Sidwell (2005) Smart and Sustainable Built Environments, Wiley Blackwell +Bolton W (1995) Mechatronics, Electronic Control Systems in Mechanical and Electrical Engineering, 2nd Edition,, Longmann +Webb J W. and Reis RA (2003) Programmable Logic Controllers: Principles and Applications, 5/E,, Prentice hall +McKerrow P J (2000) Introduction to Robotics, (Electronic Systems Engineering Series), , Addison Wesley + + +Other Texts: +Richard A. Panke (2002) Energy Management Systems & Direct Digital Control, airmont Press; 1st ed. + + +Programmes +BSELECUFA - Electronics +BSENERUFA - Energy +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +ET4088 - ENERGY MANAGEMENT AND TECHNOLOGY + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides the necessary understanding, knowledge and skills for students to undertake a career in Energy Management. +This module will be a direct replacement for ET4048 /ET4068 Electronic Systems for the Built Environment 2 on LM080 and LM087 + + +Syllabus: +[Energy Management Systems] ISO50001, Energy policy, plan do, check , act +[Energy Audit] Basic components of an energy audit, industrial audits, commercial audits, residential audits. Equipment for an energy audit +[SMART Meters] Operation & functionality of SMART meters and means of communication with them. +[Data logging & Databases] Collection, transmission and analysis of utility (electricity, water, gas) consumption data. +[Automated Control for the Built environment] Building management systems, Energy efficient electrical services, energy efficient space and water heating +[Economic Analysis] life cycle costing, payback periods, cost benefit analysis +[Demand side management] Automation of processes to reduce costs and emissions. Dynamic synchronisation of electrical energy consumption with lowest tariffs. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this module students should be able to + + +Undertake a certified energy management process +Choose and describe appropriate equipment for an energy audit +Describe the operation of a building management system +Explain the operation of the Irish electricity market and how prices are generated +Explain how smart meters work and how they can be used to modify energy consumption +Conduct an energy audit +Use databases to analyse and report on logged data +Undertake economic analysis and life cycle costing of energy efficiency projects +Automate processes to reduce costs and emissions + + +Affective (Attitudes and Values) + + +Appreciation of the human factors in energy management + + +Psychomotor (Physical Skills) + + +N\A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures plus Lab work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Thomas Welch (2011) Implementing ISO50001,, Trimark Press; 1st ed. +Keith Moss (2007) Energy Management and Operating Costs in Buildings, Chapman and Hall, 1st Ed +Clive Beggs (2009) Energy Management, Supply and Conservation, Spon Press, 2nd Edition +Barney Capehart () Guide to Energy Managemen, CRC Press, 7th Ed + + +Other Texts: +G Levermore (2000) Building Energy Management Systems,, Spon Press; 2nd ed. +Jack Casazza (2010) 1Understanding Electric Power Systems", , IEEE Press, 2nd Ed + + + + +Programmes +BSELECUFA - Electronics +BSENERUFA - Energy +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +ET4097 - APPRENTICESHIP LEARNING PORTFOLIO 3 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 0 + 1 + 1 + 18 + 12 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +During the 2nd year of the programme the apprentice will build on their level 6 experience through a taught and experiential curriculum that solidifies their skills at level 7. + + +In combination portfolios, 2, 3, and 4 the apprenticeship student will be able to demonstrate the knowledge, skill, and competence acquired are proper to autonomous professional practice, typically in a structured setting or in an organisation, as well as relevant to personal development, participation in society, employment and study including access to additional formal education and training. + + +Being embedded in a workplace during their apprenticeship is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. + + +Professional development activities, such as webinars, mentoring, networking, peer-learning and communities of practice will all contribute to developing the apprentices skills and competencies. + + +Participation in this module enables the apprentices to identify gaps in their skills and knowledge, and in collaboration with their industry mentor, plan ahead to bridge these gaps. + + +The portfolio provides a record of their, learning activity, and worklog as evidence of attainment of the skills and competencies in the relevant occupation profile, an input into their mentoring sessions, and a record of skills for potential future employers + + +Syllabus: +The relevant professional associations and apprenticeship consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skills outlined in the apprenticeship occupation profile. + + +These sessions will be appropriate to the learning outcomes at level 7 as they relate to knowledge and critical understanding of the well-established principles of the cyber security field and the application of those principles in different contexts. There will also be a focus on understanding the limits of the knowledge acquired and how this influences analyses and interpretations in a work context. + + +Together the community of practice, mentoring, and portfolio creation facilitates engagement with emerging trends and the identification of current and future challenges for their occupation. + + +The module encourages active membership and engagement with the appropriate professional organisations and consultative bodies, subject associations, professional networking. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +Critically evaluate skills and competencies learned throughout the education programme to date. + + +Prepare evidence-based conclusions that take due account of social, disciplinary and ethical insights. + + +Construct and deliver an experience and skills-based portfolio based on the appropriate occupation profile and the appropriate QQI level 7 Professional Award Type Descriptors. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: + + +Appreciate the importance of networking and engaging in personal and professional development for skills development and career growth. + + +Show initiative to identify and address learning needs and interact effectively in a learning group. + + +Express an internalised, personal world view, manifesting solidarity with others. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered in a blended manner. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback. +The relevant professional associations and consortia members will provide masterclasses, seminars and training appropriate for the development of the personal and professional skill outlined in the apprenticeship occupation profile. + + +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become proactive in their own learning through independent study and self-directed learning. +Learn how to be creative in seeing new opportunities for future innovations in their workplace and action them. +Develop an engaged approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals, Business Expert Press +Bolton, G (2018) Reflective Practice: Writing and Professional Development, 4th Edition, SAGE Publishing + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +michael.hennessy@ul.ie +________________ + + + + +Module Code - Title: +ET4111 - ELECTROTECHNOLOGY ID + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +An introduction to the overall basics of electrotechnology and electrical machines. + + +Syllabus: +Electric charge, movement of charge as a current, conductors and insulators, what makes electrical current flow + + +potential difference, voltage, resistance to electric current, simple dc circuit analysis, series and parallel connection of components, capacitors and charge storage, charging capacitors + + +magnetic fields generated by electric current, electromagnetics. + + +alternating current (ac), simple ac circuits. + + +magnetism , magnetic flux, electro-magnetic induction. + + +electrical generators, transformers, rectification, direct current (dc) generators, dc motors, induction motors. + + +electronics, semi-conductor theory, diodes - rectification, transistors - switches/digital, amplifiers/analogue, IC's. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +To be completed. + + +Affective (Attitudes and Values) + + +To be completed. + + +Psychomotor (Physical Skills) + + +To be completed. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +To be completed. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +To be completed. + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Elfed.Lewis@ul.ie +________________ + + + + +Module Code - Title: +ET4121 - LABORATORY SKILLS 1 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 4 + 0 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide the students with the necessary basic laboratory skills in which to effectively undertake the necessary laboratory work within the course. +The module will be based an introduction to the electronic engineering laboratory and the development of laboratory skills required within the course. This will be introduced within the laboratory environment and the emphasis is on building practical electronic hardware skills. + + +Syllabus: +The module will consist of three main sections:- + + +1. Introduction to the electronic engineering laboratory:- codes of conduct, operation of test and laboratory test and measurement equipment:- power supply, signal generator, oscilloscope, circuit prototyping boards. Taking measurements (voltage, current, resistance, inductance, capacitance, frequency) and measurement equipment limitations. + + +2. Electronic circuit prototyping, build and test:- soldering, wire-wrapping, board design and layout, component choice and correct handling. Determining component values from the package coding. + + +3. Printed Circuit Board (PCB) build and test, working in a project group environment. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Develop an understanding of basic circuit theory, current, voltage etc +2. Become familiar with the operation of standard electronic laboratory equipment including, power supplies, function generators, oscilloscopes, multimeters. +3. Analyze techniques used to make basic measurements in a cicuit, for instance paralell voltage measurement across a given component versus current through the component. +4. Understand the limits and tolerances associated with real world measurements +5. Develop practical debugging skills, namely a 'divide and conquer' modular approach whereby + test and verification of individual sub-blocks is used to assess complex circuitry. +6. Develop strong practical knowledge of all tools an measurement systems that can only be gained +from 'hands-on' experience + + + + +Affective (Attitudes and Values) + + +1. Discuss the various aspects of electroinc circuit prototyping on breadboard and PCB enviroments +2. Integrate theoretical aspects of basic DC circuit theory with insights gained from making measurements +on real circuits +3.Differeniate between toleran + + +Psychomotor (Physical Skills) + + +1. Assemble components on breadboard and PC, learn of optimal location to de-clutter wiring +2. Learn wire wrapping +3. Learn PCB assembly skills, eg develop etching mask on PC, wet etching techniques, drilling etc +4. Develop an all-round 'knackiness' wh + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught through the medium of practical prototyping and development projects in the +laboratory. The student will have their own bench and standard equipment and will become proficient +in all of the techniques described in the learning outcomes section above. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Floyd T (2003) Electronics Fundamentals: Circuits, Devices and Applications (6e), Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4122 - ANALOGUE ELECTRONICS 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4141 + + +Rationale and Purpose of the Module: +The aim of this module is to continue the introduction and analysis of the principles of operation of electronic devices and circuits using the principles introduced in ôAnalogue Electronics 1ö. A more in-depth analysis will be undertaken using suitable analysis techniques. At the end of this module students should be able to solve problems concerning simple DC circuit theorems and analyse AC circuits using both the phasor approach and the complex notation approach. + + +Syllabus: +SINUSOIDAL SIGNALS: Single phase generation by coil rotating in magnetic field. Trigonometric representation, amplitude, frequency and phase concepts. Voltage and current relationships for resistor, inductor and capacitor. Reactance. Response of R-C, R-L and L-C circuits to sinusoidal signals. Impedance. Phasor diagrams. Power topics; distinction between power and VA, power factor. +COMPLEX ANALYSIS: Analysis of circuits using complex notation, derivation of amplitude and phase data from complex representation of signals and impedance. Transfer functions, frequency response, corner frequency, Bode diagrams for simple R-C circuits. Power dissipation in complex impedance. Maximum power transfer theorem for complex source and load impedances. +TUNED CIRCUITS: Series and parallel R-L-C circuits, resonance, Q, bandwidth, dynamic impedance. Circulating current in parallel tuned circuit. +COUPLED CIRCUITS: Inductively coupled coils, induced e.m.f., mutual inductance, coupling coefficient. Reflected impedance for loaded coupled circuit for k < 1. Input and output equivalent circuits. Properties of ideal voltage and current transformers. The auto transformer. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +recognise and solve dc network problems, involving multiple sources, by applying the appropriate analysis method +sketch a graph showing the response of resistor, inductor, and capacitor to an ac sinusoidal voltage or current +calculate the resistance, voltage and current in a series or parallel ac circuit containing R, L, and C elements +analyse R-C-L band-pass and band-stop filters for specified cut-off frequencies +prepare laboratory reports, including theoretical calculations and bode plots, relating practical work to theory + + + + + + + + + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +using oscilloscope and simulation software, examine the filtering effects of capacitive and inductive elements for ac excitation + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Floyd T (2008) Electronics Fundamentals: Circuits, Devices and Applications (6e), Prentice Hall +Boylestad RL (2007) Introductory Circuit Analysis (10e), Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Elfed.Lewis@ul.ie +________________ + + + + +Module Code - Title: +ET4132 - INTRODUCTION TO WEB AND DATABASE TECHNOLOGY + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will introduce you to the concepts and techniques underlying the World Wide Web, such that you will gain a working knowledge of how to design and build web sites. The module will also present an introduction to relational databases and data models and manipulation. + + +Syllabus: +Overview of the Internet and World Wide Web; standards and specifications +Web browsers, Web servers and protocols +Designing & creating Web Pages with HTML +Web programming: overview of XHTML, XML, CSS and ActiveX controls +Multimedia on the WWW including Audio, Video and graphics +Data & information: characteristics, differences and structures +Data management: simple file storage & retrieval; Introduction to data modelling +Introduction to the concept of Database Management System (DBMS) +Introduction to Structured Query Language (SQL) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Describe the Internet and World Wide Web technology standards. +Recognise and apply an appropriate web pages development methodology, principles of coherent wed coding and good visual design. +Analyse a business situation and specify the requirements for a database in support of the business. +Develop an appropriate data model from above analysis using a systematic database design methodology, such as Normalisation. +Describe the basic environment that must be set up to establish Internet database-enabled connectivity + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Design and develop web sites using a wide range of components from current specifications of HTML/XHTML and CSS. +Implement a physical data model using a relational database management system (RDBMS). +Manipulate the data stored by a RDBMS using Query. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered via 2 lecture hours and 2 laboratory hours per week over 12 teaching weeks. Assessment is based on 50% coursework and 50% final exam. Coursework involves a number of lab-based exercises and assignments, one design assignment and a mid-term test. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Chapman, N. and Chapman, J. (2006) Web Design: A Complete Introduction, John Wiley & Sons Ltd., Chichester, UK. +Sabata, R. W. (2008) Programming the World Wide Web, 4/E, Addison Wesley, London, UK. +Elmasri, R. and Navathe, S. B. (2007) Fundamentals of Database Systems, 5/E, Addison-Wesley, Boston, Massachusetts. + + +Other Texts: +Welling. L. & Thompson, L. (2003) PHP & MySQL Web Development, 2/E, SAMS Publishing, Indianapolis, Indiana. +Deitel, H. M., Deitel, P. J. & Nieto, T. R. (2002) Internet & World Wide Web: How to Program, Prentice Hall +Stephens, R. and Plew, R. (2003) Sams Teach Yourself Beginning Databases in 24 Hours, SAMS Publishing, Indianapolis, Indiana. + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Hussain.Mahdi@ul.ie +________________ + + + + +Module Code - Title: +ET4142 - COMPUTER SYSTEMS ARCHITECTURE + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4151 + + +Rationale and Purpose of the Module: +Introduce students to the architecture of modern computers and processors. + + +Syllabus: +Use of a microprocessor in a computer; relationship between hardware, software and operating system; Microprocessor concepts: von Neumann computer, block diagram of a microprocessor, fetch-decode-execute cycle. +Memory, I/O and microprocessor in a computer, read/write cycles +ProgrammerÆs model of a simple microprocessor, using a simplified 8086 as an example +Registers, addressing modes (simplified) and instruction set of an 8086, including unconditional and conditional jump and branch instructions, status bits, the stack and subroutines +Evolution of Pentium from 8086; +Example of an embedded system and comparison with a PC û similarities and differences; +Introduction to the PC, its bus structure and relevance of the BIOS +Project Work: Writing simple assembly and C programs and verifying their operation; Exploration of PC using æMy ComputerÆ and other PC-based tools + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify and describe the elements and components that make up a modern Personal Computer System +Differentiate between the architectures and uses of a Personal Computer and other computer systems (e.g. embedded systems, mobile communications systems etc.) +Explain the structure of a CPU, including its register set, addressing modes and instruction sets +Analyse the memory hierarchy of a computer system, explaining the factors that influence the hierarchy +Analyse the buses, components and interfaces found in a computer system +Specify, build and commission a PC to a given set of budgetary and performance requirements +Design and use performance and system identification software for a personal computer + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +2 hours lecctures and 2 hours lab work per week. The lab work reinforces the theoretical knowledge learnt in the lectures and during private study. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Many details and representations are based on the latest developements in PC and other computer architecture research + + +Prime Texts: +Williams, R (2006) Computer Systems Architecture: A Networking Approach Second Edition (Paperback), Prentice Hall +Berger, Arnold S (2005) Hardware and Computer Organization (Embedded Technology), Newnes + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET4151 - DIGITAL ELECTRONICS 1 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of the module is to give students an introduction to many of the important hardware elements and topics in digital circuits. It prepares them for more detailed in-depth coverage of these topics in later modules, yet is sufficient to allow for some practical laboratory work to reinforce the concepts introduced. + + +Syllabus: +The difference between digital and analogue signals +Binary numbers (unsigned) and how they can represent an analogue signal +Number systems and codes, Hexadecimal, ASCII code +Simple ADC and DAC concepts +Logic Gates: AND, OR and INVERTER gates and their truth tables +Representing data in parallel and in serial form, RS232 +Buses and addressing: the concept of selecting a device by decoding a number on an address bus +Memory devices: basic types (NO internal workings) of semiconductor memory and how they are used +LED displays: including single LEDs and 7-segment displays and how to drive them +Modem Basics +Sequential circuits: D-type flip-flops and registers; Counters and their applications; Shift registers û serial û to û parallel conversion (and vice-versa); Simple state diagrams +Mass Storage: Discs, Magnetic storage, sectors, data rates, Optical storage; Flash memory + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +The representation of signals in binary form. +Basic digital logic components and their representation. +The use of LED displays, the transmission and storage of data, including simple concepts of computer buses and addressing. +The operation of simple sequential circuits including counters and shift registers. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Students should be able to carry out laboratory experiments and build simple digital circuits incorporating these concepts. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Green (1999) Digital Electronics (5e), London: Addison Wesley Longman + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4162 - COMPUTING SYSTEMS ORGANISATION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 2 + 0 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +By introducing the concept of connected computing using networking examples, +students will appreciate the driving forces affecting computer organisation and +architecture. +Students will learn about Instruction Set Architecture and its significance in +computer design. + + +Syllabus: +1. Networking Basics + a. Exploring the influence of networking on computer organisation + b. Introduction to networking infrastructure + c. Networks and the internet +2. Error correcting codes +3. Assembly language programming +4. Computer performance and performance measurement +5. RISC, CISC and limitations of each +6. An overview of multicore processing +7. Memory hierarchy in detail + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students should be able to: +1. Analyse the performance of a simple networked system +2. Write a program in assembly language +3. Estimate the performance of an example computer +4. Describe the issues affecting pipelined processor operation +5. Explain the driving forces affecting the evolution of the modern computing +landscape + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The computing environment is continuing to change rapidly. This new module takes +into account recent developments such as multicore computing, energy efficiency +requirements etc, giving students an appreciation of how these developments have +changed the computing landscape. + + +Graduate Attributes: +Group project work allows student to develop collaborative skills; +Showing the relevance of the module to new developments allows students to +appreciate the need for lifelong learning and continuous acquisition of new skills +The requirement for energy efficient computing fosters a sense of responsibility in +students, who learn to design systems with a view to their energy use. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +D.A. Patterson & J.L. Hennessy (2017) Computer Organization +and Design, ARM +Edition (or 5th +Edition), Morgan Kaufmann +A.S. Tanenbaum (2013) Structured Computer +Organization, Pearson + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +gabriel.leen@ul.ie +________________ + + + + +Module Code - Title: +ET4203 - ANALOGUE ELECTRONICS 3 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4141 +ET4122 + + +Rationale and Purpose of the Module: +Introduction to structures of semiconductor devices and their use in basic amplifier circuits and systems. + + +Syllabus: +Semiconductor materials: p-n junctions. +Basic semiconductor diode: structure and operation +Other forms of semiconductor diodes: zener diode, Light Emitting Diode, photodiode. +Use of the diode: voltage rectifiers in power supplies, LED displays. +Transistors: transistor operation. +Bipolar Junction Transistor (BJT): structure and operation of npn and pnp transistor. +Metal Oxide Semiconductor Field Effect Transistor (MOSFET): Structure and operation of nMOS and pMOS transistor. +Use of transistors in amplifiers: voltage amplifiers, amplifier class, analysis of amplifier operation. +Power semiconductor devices: thyristor and triac. +Data converters: ADC and DAC converters: architectures and operation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Recognise and analyse the functionality of pn junctions +Describe the basic operation, characteristics and applications of diode circuits +Explain the basic models, characteristics and applications of Bipolar Junction transistors operating in DC and AC mode +Explain the basic models, characteristics and applications of Field Effect Transistors operating in DC and AC mode +Analyse the basic bipolar and FET based amplifier circuits + + + + + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +Simulate circuits to aid analysis and support the design process + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +None + + +Prime Texts: +Boylestad R.L. (2003) Introductory Circuit Analysis, Pearson Ed + + +Other Texts: +Floyd T.L. (2000) Principles of Electric Circuits, Pearson Ed +Herniter M.E. (1998) Schematic Capture With Microsim PSpice, Pearson Ed +Nilsson J.W and Riedel S (2003) Electric Circuits, McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Michael.Connelly@ul.ie +________________ + + + + +Module Code - Title: +ET4204 - ANALOGUE ELECTRONICS 4 + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4203 + + +Rationale and Purpose of the Module: +The aim of this module is to introduce the structure and uses of the operational amplifier for a range of electronic voltage signal conditioning and instrumentation applications. + + +Syllabus: +Operational amplifier structure. +Operational amplifier behaviour: ideal and real +Uses of the operational amplifier in voltage amplification circuits and the introduction of negative feedback.Electronic filters: overview and key terminology. +Uses of the operational amplifier in low-pass, high-pass and band-pass filters. +Uses of the operational amplifier in non-linear circuits: precision rectifier, oscillators. +The Instrumentation Amplifier: structure and operation. +Construction of an Instrumentation Amplifier using the operational amplifier. +Analogue signal conversion: Introduction to D/A and A/D as system functions. D/A conversion using R-2R ladders with I/V conversion. DAC specifications. Description of A/D conversion using successive approximation method. Differential signalling, line drivers and hardware for serial data transmission. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify the operational amplifier structure. +Explain operational amplifier behaviour: ideal and real. +Explain the uses of the operational amplifier in voltage amplification circuits. +Construct electronic filters: Students will be able to offer an overview of their purpose and key terminology. +Demonstrate knowledge of the uses of the operational amplifier in low pass, high pass and band pass filters. +Demonstrate knowledge of the uses of the operational amplifier in non-linear circuits: precision rectifier, oscillators. +Identify and explain the Instrumentation Amplifier structure and operation. +Construct an Instrumentation Amplifier using the operational amplifier. + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Floyd T.L. (2007) Electronic Fundamentals: Circuits, Devices and Applications (7e), Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +ET4224 - ROBOTICS 1: SENSORS AND ACTUATORS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +EE4102 +EE4313 +EE4101 + + +Rationale and Purpose of the Module: +This module introduces students to fundamental principles of + +* Measurement of physical phenomena utilising various sensing techniques. +* Transducer action and signal conversion +* Various Actuator types and principles of operation. +* Specification of a complete measurement system. + + +Syllabus: +Introduction to Physical Phenomenon:- +* SI Units. +* Principles of sensor operation (mechanical, thermal, sound, light). + Sensors and Transducers:- +* Concept of transducer action as signal conversion with particular emphasis on an electrical signal as the output. +* The ideal transducer. +* Resolution, accuracy, linearity definitions and relevance. +* Review of some physical phenomena that result in electrical parameter variations + +Actuators +* Magneto Motive Force & magnetic circuits, transformers, DC generators and motors. +* Motors: DC machines with permanent magnet and field windings, Induction motors, Stepper Motors,. Stepper drives. +* Motor Drive Circuits. + + +Sensor Interfacing Circuitry introduction/review +* Review of Op-Amp as applied to sensing systems, Instrumentation amplifiers, diff amps, etc. Simple DACs, ADCs successive approximation and integrating, operating principles and suitability for industrial applications. Overall concepts of accuracy, drift, resolution, and common mode rejection applied to a measurement system, complete system composed of a transducer, amplifier and ADC. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis related to sensors and actuators). +1. Explain the concepts of linearity, stability. repeatability, resolution, etc for sensors. +2. Select a suitable sensor or appraise sensor options for a given application requirements based on sensor technical specilications. +3. Describe the operation of magnetic / electro-magnetic components and devices, such as solenoids, transformers, motors and generators. +4. Apply defining equations to analyse transformer, magnetic circuit and motor / generator circuits. +5. Evaluate the most suitable motor type for a given motion application. +6. Build sensor and actuator circuits, take measurements, analyse data and design sensor & actiator circuits in the laboratory. + + +Affective (Attitudes and Values) + + +Not relevant to technical module + + +Psychomotor (Physical Skills) + + +Npt relevant + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. +Laboratory sessions - where students follow a structured set of laboratory sessions which include PC based experiment tutorials followed by computer assisted/guided experiment execution. The lab is supported by a technician and teaching assistants. +Labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +-- + + +Prime Texts: +Storey, N (2004) Electrical and Electronic Systems, Pearson Education, ISBN 0130-93046-6 + + +Other Texts: +Storey, N (1998) Electronics A systems Approach, 2nd Edition, Addison Wesley. , 020117796X +Bolton W (2003) Mechatronics, Electronic Control Systems in Mechanical and Electrical Engineering, 3nd Edition,, Longmann, ISBN 0131216333 + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +bob.strunz@ul.ie +________________ + + + + +Module Code - Title: +ET4243 - WEB AND DATABASE TECHNOLOGY 2 + + +Year Last Offered: +2020/1 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4132 + + +Rationale and Purpose of the Module: +This module will introduce the students to the concepts of database design, management and applications, such that they will gain a working knowledge of how to design and build a database and database-driven web sites that meet given business requirements, using industry standard database management systems. + + +Syllabus: +* Data models & database architectures +* Database Management System (DBMS): typical functions/services and major components +* The relational database model: introduction & additional concepts +* Database design methodology: conceptual, logical and physical database design phases +* Introduction to Structured Query Language (SQL): Data manipulation and Data definition +* Approaches for integrating databases into the web environment; client-server architectures +* Introduction to Microsoft Web Solution Platform: Active Server Pages (ASP) and ActiveX Data Objects (ADO); Introduction to scripting languages +* Web database programming case study + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +standard database management systems. +The expected learning outcomes are that the student will be able to: +* Identify and apply various database models and architectures +* Identify and utilise typical functions and services of Database Management Systems +* Design and construct an operational database for given requirements +* Retrieve data from and up-date a simple database using Structured Query Language (SQL) +* Identify the advantages of the Web as a database platform +* Describe various approaches for integrating databases into the Web, and be able to interface a simple database to interactive web pages + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures and hands-on computer based laboratory exercises + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Eaglestone, B., Ridley, M. (2000) Web Database Systems, McGraw-Hill, London + Connolly, T., Begg C. (2002) Database Systems, A Practical Approach to Design, Implementation and Management, Addison-Wesley/Pearson Education Ltd., Essex, UK. + Riccardi, G. (2003) Principles of Database Systems with Internet and Java Applications, Addison-Wesley, Reading, MA. + + +Other Texts: +Gillenson, M. L. (2004) Fundamentals of Database Management Systems, John Wiley & Son Ltd., London. +Dillon, A. (2003) Step by Step Databases, Gill & Macmillan + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET4244 - OUTCOME BASED LEARNING LABORATORY 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 0 + 4 + 0 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to develop skills in undertaking project work to implement a microcontroller based sensor system and computer-side Python interface for an electronic system consisting of electronic hardware and computer software parts. The target application will be a microcontroller based embedded system to act as a sensor system within the Internet of Things (IoT). Individual or group project work is to be undertaken in each laboratory session. An important aspect of this module is to develop a working system with solid engineering foundations, including accessibility and universal design principles, as well as the reporting of the activities and results. The format of the module is a different learning style from other modules - it is laboratory based with a short introduction at the beginning of each laboratory session. There are no formal lectures in this module. Study will be through a problem-based approach that will integrate material from elsewhere in the programme of study and look forward to future modules. + + +Syllabus: +The module is 100 % laboratory based and in the laboratory sessions, a sensor system based on a microcontroller with external peripherals will be built, tested, and used. This will interface to a computer using the Python language. The hardware to use will be provided in each session as kits that will require the system to be initially built. Each laboratory session introduces the hardware and software before allowing the groups to practice the hardware and software development. The module assessment is 100 % coursework based. + + +[INTRODUCTION TO MICROCONTROLLER PROGRAMMING] Basic programming concepts, data types, functions, GPIO, serial communications, SPI, I2C. External peripheral interfacing. +[INTRODUCTION TO PYTHON PROGRAMMING] Basic programming concepts, Python modules, functions, file I/O (text and CSV), serial communications. Graphical output using Matplotlib. Voice control and audio feedback. +[ACCESSIBILITY] Human-computer interface. Accessibility and assistive technology. Universal Design (UD) and Universal Design for Learning (UDL). Web accessibility. +[EXPERIMENTS] Setting up an experiment (hardware and software). Running experiments, data processing and data analysis. +[REPORTING] Keeping a log book of activities. Results presentation and report writing. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will: +1.Demonstrate an understanding and knowledge of the concepts of a holistic balanced systems approach to the solution of electronic and ICT problems. +2. Manage a project that requires the design, development, testing, and evaluation of an electronic system consisting of electronic hardware and computer software parts. +3.Produce reports, presentations and demonstrations on their work both verbally and in formal written formats. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will: +1. Acknowledge the need to develop accessible systems to support inclusion in use of the systems that they would develop. +2. Integrate concepts of accessibility and universal design in their actions in designing and developing systems. +3. Share their experiences in undertaking the module with other students in the class. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will: +1. Assemble an electronic system consisting of electronic hardware and computer software parts. +2. Demonstrate the operation of the system they would have developed in the module. +3. Record and present experiment results in a required format. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Students learn through working in small groups towards a solution to a real world problem that looks forward to the method of working in their profession after graduation. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Parker, James R. (2021) Python : An Introduction to Programming, Mercury Learning & Information +Langbridge, James A. (2015) Arduino sketches : tools and techniques for programming wizardry, John Wiley & Son + + +Other Texts: + + +Programmes +BSCSIFUFA - CYBER SECURITY AND IT FORENSICS + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Ian.Grout@ul.ie +________________ + + + + +Module Code - Title: +ET4253 - COMPUTER SYSTEMS ARCHITECTURE 2 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4142 + + +Rationale and Purpose of the Module: +The aim of this module is to introduce students to advanced processor architectures and processing concepts, such as RISC, pipelining, and superscalar instruction execution. Students will understand the architecture of modern motherboards, internal buses, modern external interfaces, and interactions between application software, BIOS and device drivers. + + +Syllabus: +Pentium and later microprocessors and simple RISC and CISC concepts; Protected Mode operation and relationship to Windows operating system; P4 incorporation of RISC techniques. +Architecture of a modern PC, showing memory and bus hierarchies, use of caches in memory hierarchy; Legacy of ISA bus and Real Mode; Introduction to PCI and other internal PC buses. +Use of the BIOS in a PC and its relationship to application programs and the operating system; +The use of device drivers in a PC; +I/O standards, including USB, IEEE 1394, serial and parallel interfaces; +Disk and mass storage interfaces and standards;Video and graphics standards. +Role of the Motherboard in a PC; Evolution of the PC. +Project Work: Write simple programs to illustrate aspects of the PC architecture, detailed study of a PC motherboard, configuration of a PC, installation of an operating system on a PC. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Describe the evolution of microprocessor architectures including concepts such as RISC/CISC approaches and pipelined architectures +2. Explain how the BIOS and device drivers are used in a Personal Computer +3. Relate the operating modes of an x86 microprocessor to the functioning of the PCs operating system +4. Explain how instruction set enhancements are handled by operating systems and application software +5. Write simple programs that access the internal registers of the computer and microprocessor + + +Affective (Attitudes and Values) + + +Appreciate the role of each element in a PC and how they affect its performance + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Williams, R (2006) Computer Systems Architecture: A Networking Approach Second Edition (Paperback), Prentice Hall +Berger, Arnold S (2005) Hardware and Computer Organization (Embedded Technology), Newnes + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Ciaran.MacNamee@ul.ie +________________ + + + + +Module Code - Title: +ET4304 - MODERN COMMUNICATIONS: FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide an introduction to Modern communication systems, definitions, concepts and communication standards. Both fixed and wireless systems and their fundamentals are discussed. This module introduces the student to modern communications business models and paradigms that are used in the industry today so that the student understands the application areas and differences between the existing models. + + +Syllabus: +History/evolution of communication networks. +Introduction to communications: Definitions and concepts, standards bodies, communications tasks, protocol elements, characteristics and functions; reference communications models (OSI vs. TCP/IP). +Physical Layer: Transmission modes and types; analogue vs. digital signals; baseband vs. broadband; +Modulation/demodulation (AM, FM, conceptual introduction to broadband digital modulation); +Transmission ( sampling, sampling theorem, PCM, baseband digital); +Transmission impairments (attenuation, delay distortion, noise); +Channel capacity; data encoding and compression; +Physical interfacing; asynchronous vs. synchronous transmission; transmission media (guided, unguided); Structured cabling standards; multiplexing techniques (FDM, TDM, WDM). +Introduction to info theory & channel capacity calculations. +A brief overview of wireless transmission: signals, propagation issues, coding, modulation, multiplexing, spread spectrum. +Overview of communications network evolution: POTS->N-ISDN->B-ISDN and IP-based networks. +Modern communications business models and paradigms: Subscriber-centric model; consumer-centric model; integrated heterogeneous networking, infrastructural elements. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will be able to: +Describe, discuss and explain main communication models, standards and paradigms by using proper communication terminology. +Describe and analyse different communication protocols and locate/relate them to architectural communication layers. +List, explain and differentiate information source encoding, data compression and error control coding principles and techniques. +Describe and discuss the general structure and functioning of both analog and digital communication systems, and explain and compare different modulation and multiplexing schemes. +Demonstrate an understanding of homogeneous and heterogeneous networks and propose solutions for their internetworking. +Distinguish and selectively apply different communications business models and paradigms. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Value collaborative work and resolve issues within teams and groups. + + +Psychomotor (Physical Skills) + + +N/a + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module aims to ensure that the students are knowledgeable, proactive, creative and articulate in relation to modern communication system fundamentals, its application, its business models and paradigms. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Haykin & Moher, (2016) Introduction to Analog and Digital Communications, 6th ed, , Wiley. ISBN: 1118734645 (ISBN13: 9781118734643) +Djafar K. Mynbaev, Lowell L. Scheiner (2020) Essentials of Modern Communications, Wiley: ISBN: 978-1-119-52145-7 + + +Other Texts: +Annabel Z. Dodd (2019) The Essential Guide to Telecommunications , Pearson; +ISBN-13: 978-0134506791 +ISBN-10: 0134506790 + + +Programmes +BSMCSEUFA - Mobile Communications and Security + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4305 - INSTRUMENTATION AND CONTROL 1 + + +Year Last Offered: +2023/4 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to the fundamental principles of practical control engineering, the use and specification of instrumentation for control and the application of technology and ICT to instrumentation and control systems and processes. + + +Syllabus: +Introduction to ET4305 and selected instrumentation programming language +Basic Electronic Principles: - Voltage, Current & Resistance.; Basic Electronic Circuits; Resistors, Capacitors & Inductors; Laws of Electronics; Types of Electronic Circuits; Time & Frequency Domains; Number Systems. +Introduction to Sensors, Actuators and Transducers. +Sensor Examples - Temperature Domain, Pressure Domain. +Operational Amplifiers - Introduction, Overview and Application Circuits. +Data Converters - Analog vs Digital Signals; Sampling et al.; Analog-Digital Converters; Digital-Analog Converters. +Filters & Bode Plots - Low-Pass, High-Pass, Band-Pass and Band-Stop Filters. System performance characterisation using Bode Plots. +Introduction to Control and Feedback Systems. +Types of Control - PID, Adaptive, Optimal, Hybrid, Reactive, Behavioural, etc. +Proportional-Integral-Derivative (PID) Control. +PID Controller Tuning. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: - + + +1. Describe and demonstrate the ideal and practical behavioural characteristics of simple control systems. +2. Design and implement instrumentation tasks using analogue/digital technologies. +3. Design and implement simple instrumentation/control systems using computer based tools such as LabVIEW. +4. Illustrate the concepts of instrumentation and control systems with reference to real A/D and D/A circuits. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: - + + +5. Cooperates and engages in interdisciplinary group projects. +6. Demonstrate the importance of familiarity with industry standard tools, such as LabVIEW. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: - + + +7. demonstrate improved lab skills by developing/prototyping more complex instrumentation systems. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module focuses on a practical implementation and application of the learning and underlying theoretical concepts. Topics will be brought together through a series of multi-week interdisciplinary projects and labwork throughout the semester. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dorf, R. C., Bishop, R. H. (2021) Modern Control Systems - Fourteenth Edition, Addison Wesley +Gene F. Franklin, J. David Powell, Abbas Emami-Naeini (2020) Feedback Control of Dynamic Systems, Global Edition 8th Edition, Addison Wesley +Kuphaldt, T.R (2017) Lessons In Industrial Instrumentation, Samurai Media Limited + + +Other Texts: + + +Programmes +SABRUL1S - STUDY ABROAD TO UL 1 SEMESTER +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING +BSAPPHUFA - APPLIED PHYSICS + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Michael.Johnson@ul.ie +________________ + + + + +Module Code - Title: +ET4307 - APPLIED CLOUD COMPUTING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will give the student experience in the practice of Cloud Computing including aspects of cloud architecting and design, with developing in the cloud and/or operations in the cloud. In addition managing and securing services in the cloud will be discussed as will Cloud Computing Security Issues and resolutions related to security management and Access control issues. + + +Syllabus: +Architecting in Cloud Environments: Design Principles, Networking, Design for High Availability, Automating, Decoupling. +Cloud Computing Technology Foundations: Compute, Storage, Networking, tools for key cloud features, e.g. scaling, monitoring. +Decoupled and serverless computing in the cloud. +Managing and securing services in the cloud. +Cloud Computing Security Issues: Security Principles applied to Cloud Environment, Security management and Access control issues. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will: +Use, deploy, manage and secure services and resources in the cloud +Decouple, automate, and scale cloud installations +Demonstrate an understanding of cloud architectural design principles. +Compare modern security concepts as they are applied to cloud computing. +Evaluate the security-related issues that cloud computing introduces. +Describe, evaluate and apply advanced services and resources in the cloud + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will: +Value and practise skills in listening, communicating, and negotiating for future use with customers and clients + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +By following recent developments with Amazon Web Service (AWS) we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Managing (Secure) Cloud Computing services. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Erl, T. with Mahmood, A. and Puttini, R, (2013) Cloud Computing:Concepts, Technology & Architecture, Prentice-Hall Pearson Education, ISBN-12:978-0-13-338752-0 +B. Piper and D. Clinton (2019) AWS Certified Cloud Practitioner Study Guide , Wiley: ISBN10: 1119490707 + + +Other Texts: +J.R. Vacca (2021) Cloud Computing Security: Foundations and Challenges, CRC Press +ISBN: 978-0-367-56033-1 +Sosinsky, B. (2011) Cloud Computing, Wiley + + +Programmes +BSMCSEUFA - Mobile Communications and Security + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4334 - INTRODUCTION TO CLOUD COMPUTING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the student to concepts and practice of Cloud Computing including foundational technologies of the cloud, principles of secure cloud computing and an overview of cloud architectural principles. Cloud economic modes are also introduced here. This is a modified version of ET4077, including the title. + + +Syllabus: +Cloud Computing Fundamentals: Characteristics, Deployment, Impact. +Cloud Computing Technology Foundations: Compute, Storage, Networking, tools for key cloud features, e.g. scaling, monitoring +Cloud Computing Architectural Design Principles +Cloud Computing Security Fundamentals: Security Principles applied to Cloud Environment, Security management and Access control issues. +Cloud Computing Economics: TCO, Costing and control + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will be able to: +Demonstrate an understanding of basic cloud architectural design principles. +Design and manipulate simple cloud installations. +Compare modern security concepts as they are applied to cloud computing. +Evaluate the security-related issues that cloud computing introduces. +Show how to evaluate TCO of cloud vs on-premises solutions. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Accept the importance of security in the Cloud and value its ethical considerations. + + +Psychomotor (Physical Skills) + + +NA + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +By following recent developments with Amazon Web Service (AWS) we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to (Secure) Cloud Computing fundamentals and its economics. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +B. Piper and D. Clinton (2019) AWS Certified Cloud Practitioner Study Guide, Wiley: ISBN10: 1119490707 +Erl, T. with Mahmood, A. and Puttini, R, (2013) Cloud Computing:Concepts, Technology & Architecture, Prentice-Hall Pearson Education. ISBN-12:978-0-13-338752-0 + + +Other Texts: +J.R. Vacca (2021) Cloud Computing Security: Foundations and Challenges, CRC Press +ISBN: 978-0-367-56033-1 +Sosinsky, B. (2011) Cloud Computing, Wiley + + +Programmes +BSMCSEUFA - Mobile Communications and Security + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4345 - OPERATING SYSTEMS 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4725 + + +Rationale and Purpose of the Module: +The prerequisite module, Operating Systems 1, introduces operating system concepts for +uniprocessor systems. This module builds on the previous module by introducing a specific operating system, UNIX, and covering the underlying design and implementation features of the UNIX operating system. A set of laboratory exercises exposes the student to the internals of the UNIX operating system. + + + + +Syllabus: +UNIX Overview: History, standards, shells, interfaces. +UNIX architecture: Features, partition of functions and position in the layered structure + + +Kernel organisation: Control flow, execution, daemons, timers, interrupts, clocks, modules. + + +Process Management: Process manager, system calls, task creation, blocking, wait queues, scheduling, IPC, booting. + + +Memory management: Virtual address space, secondary memory, shared memory, +addressing, performance issues, system calls. + + +File management: File I/O, file access, different file systems, performance issues, system calls. + + +Device management: Device drivers, streams, interrupt handling, disk drive example. + + +Laboratory: A set of laboratory exercises based on skeleton example programs will guide the student through the internals of the UNIX operating system. The example programs will be developed in shell scripts and C/C++ programming environments. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Use of common UNIX development tools and utilities: gcc, make etc. +Write programs that access the OS, based on the POSIX API +Develop multi-threaded programs with proper use of synchronisation primitives etc. +Develop simple I/O devices drivers +Develop utility programs for OS performance monitoring + + + + + + +Affective (Attitudes and Values) + + +- + + +Psychomotor (Physical Skills) + + +- + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Class lectures, laboratory-based teaching and learning, and lab-based tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Abraham Silberschatz (2005) Operating System Concepts, Wiley +W. Stallings (2008) Operating Systems: Internals and Design Principles, Prentice Hall +A. Tanenbaum (2007) Modern Operating Systems, Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +ET4407 - ELECTRONICS AND THE ENVIRONMENT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 1 + 0 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The protection of the environment in conjunction with economic growth will become one of the great challenges of the 21st century for a multitude of reasons. If the electronics industry is to sustain its growth levels of the last number of decades going forward this challenge will become foremost in the job function of its employees. This module will introduce the concepts which underpin this challenge. It seeks to inform students of the necessity of environmental awareness in the electronics industry and to introduce the means by which these environmental issues can be addressed. + + +Syllabus: +1. Environmental Forces in the Electronics Industry: Market Driven, Sustainability Driven, Legislation Driven. +2. Design for Environment (ECO Design): Life cycle chain analysis, design for recycling, reverse manufacturing, reverse logistics, end of life solutions. +3. Green materials: lead free interconnects, halogen free materials, all other materials outlined in WEEE and ROHS, packaging. +4. Sustainability, energy efficiency, alternative power supply. +5. Case studies discussing such issues as environmental challenges in the semiconductor industry, producer responsibility in the electronics industry and sustainable trade in the electronics sector of emerging economies among other topics. +6. Invited talks: Seminars by the local electronics industry on environmental challenges in their company. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +The students will analyse and discuss adverse implications of humanities interaction with the environment and examine how professionals in the electronics industry can relate to this issue. + + +The students will demonstrate an understanding of the importance of examining the whole life cycle when evaluating environmental impacts and evaluate the various methodologies for so doing. + + + + +The students will analyse and examine Eco-Design concepts such as life-cycle chain analysis, design for recycling, reverse manufacturing and end of life solutions and relate these principles to the electronics industry + + +The students will examine and discuss the relative environmental impacts of different technologies and different methods of delivery of function. + + +The students will examine and discuss the relative merits of different eco-labelling schemes. + + +The students will analyse and discuss the current European Environmental and E.M.C. regulations + + +The students will create designs of sustainable technological systems. + + + + +Affective (Attitudes and Values) + + +The students will analyse and discuss the inter-relationship of economic, social and environmental aspects of sustainable development + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +lectures, problem based learning and project work as individuals and also in teams + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The case studies in this module are based on the findings developed during research projects by the lecturer + + +Prime Texts: +Graedel T.E., Allenby B.R. (2003) Industrial Ecology, Prentice Hall +Goldberg L.H (2000) Green Electronics / Green Bottom Line, Environmentally Responsible Engineering, Newnes +Azapagic A., Clift R., Perdan S (2004) Sustainable Development in Practice, Case Studies for Engineers & Scientists, Wiley + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Fitzpatrick@ul.ie +________________ + + + + +Module Code - Title: +ET4427 - DATA MINING AND KNOWLEDGE RECOVERY + + +Year Last Offered: +2016/7 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +PF + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will introduce the students to the concepts and techniques of discovering hidden and possibly useful knowledge from large amounts of data. The module will introduce concepts and design of data warehouses, OLAP and data mining concepts, algorithms, implementations and applications. + + +Syllabus: +Overview of database concepts +Advanced database concepts (SQL stored procedures & triggers) +Basic Data Mining Tasks +Data warehousing: combining different data sources, data cleaning techniques, data integration +Simple, multidimensional reporting using data warehouses and OLAP data cubes +Data generalization and description +Classification & prediction: basic statistics review, algorithms (decision trees, bayesian classification, neural networks, regression, etc.) & visualization techniques +Classification & prediction case study +Cluster analysis: basic math concepts review, algorithms & visualization techniques +Cluster analysis case study +Frequent pattern & association rules: basic math concepts review, algorithms & visualization techniques +Frequent pattern & association rules case study + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Identify and utilize some of the various technologies involved in discovering knowledge from databases. + + +Design and apply data pre-processing and cleaning techniques + + +Design and construct data warehouses based on cleaned data + + +Use existing data warehouses and OLAP systems for effective reporting + + +Identify, describe and apply or use classification & prediction techniques + + +Identify, describe and apply or use clustering techniques + + +Identify, describe and apply or use frequent pattern & association rules detection techniques + + +Affective (Attitudes and Values) + + +Explain the importance of employing data mining technologies. + + +Explain the importance of information and information systems for business and management + + +Psychomotor (Physical Skills) + + +- + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Han, J. and Kamber, M. (2001) Data Mining. Concepts and Techniques, Morgan Kaufmann +Dunham, M. H (2003) Data Mining. Introductory and Advanced Topics, Prentice Hall +Witten, I. H. and Frank E (2001) Data Mining. Practical Machine Learning Tools and Techniques with Java Implementations, Morgan Kaufmann +Riccardi, G. (2003) Principles of Database Systems with Internet and Java Applications,, Addison-Wesley + + +Other Texts: +Webb, A (2003) Statistical Pattern Recognition, Wiley +Deitel, H.M. and Deitel, P.J. (2000) Java How To Program, Prentice Hall +Winder, R. and Roberts, G. (2000) Developing Java Software, Wiley + + +Programmes +HDSDMITFC - Software Development for Middleware Integration + + +Semester(s) Module is Offered: + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +ET4435 - COMPUTER NETWORKS, STANDARDS, PROTOCOLS & THE IOT + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide further education in communications networks and provides a detailed overview of the main international networking standards. The module also introduces students to modern communications standardised infrastructures and the Internet of Things (IoT). The module offers the student a learn-by-doing approach in communications and computer networks, for a better understanding of how networking technologies, mainly network protocols, operate in practice. + + +Syllabus: +Introduction to layered architectures, basic concepts: open systems, layering, peer protocols, primitives and services. + + +Reference models: telecommunications vs. computing approaches, OSI vs. TCP/IP, layers functions, IoT and Wireless Sensor Networks (WSNs) + + +Layer 2 LAN protocols: Ethernet, token ring and FDDI: basic characteristics, frame types, fields and troubleshooting tips, capture and decode frames. + + +Network management: SNMP case study. +Network security: Using routers as firewalls. + + +Personal Area Networks (PANs): Bluetooth, IEEE 802.15 standard. +Local Area Networks (LANs): Medium Access Control (CSMA/CD vs. CSMA/CA); logical link control (LLC), IEEE standards: 802.3/u/z/ae (ethernet), 802.11 (WiFi), 802.1Q (VLAN). + + +Metropolitan Area Networks (MANs): IEEE 802.16 (WiMax) standard. + + +Wide Area Networks (WANs): Multi-Protocol Label Switching (MPLS); +WAN protocols: HDLC, frame relay, PPP; ATM: basic characteristics, frame types, fields and troubleshooting tips, capture and decode frames. + + +Internet of Things (IoT): MQTT, 6LowPAN, IPv6 + + +Broadcast audio/video carrier technologies: Terrestrial (DAM, DRM, DVB-T/DVB-H, MBMS), satellite (DVB, S-DMB, Digital Audio Radio Satellite). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will be able to: +Implement, analyse, test and evaluate current computer networking technologies. +Demonstrate an understanding of bridging/switching operation and configuration of networks. +Examine and test different types of communication networks elements in order to detect, locate and fix/repair network faults. +Configure advanced hardware (Routers) and software to secure efficient networking and internetworking. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +Value collaborative work and resolve issues within teams and groups. + + +Psychomotor (Physical Skills) + + +On successful completion of this module students will: +Capture and decode frames of layer 2 LAN protocols such as ethernet. +Configure routers to act as packet filtering firewalls. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +By following recent developments with networking and its devices we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to Applying and Managing (Secure) networking services and devices. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +James Kurose, Keith Ross (2016) Computer Networking: A Top-Down Approach, Pearson + + +Other Texts: +Annabel Z. Dodd (2019) The Essential Guide to Telecommunications , earson; +ISBN-13: 978-0134506791 +ISBN-10: 0134506790 +Laura Chappell and Gerald Combs (2017) Wireshark 101: Essential Skills for Network Analysis - Second Edition: Wireshark Solution Series, Laura Chappell University: +ISBN-10: 1893939758 +ISBN-13: 978-1893939752 + + +Programmes +BSMCSEUFA - Mobile Communications and Security + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +ET4437 - DISTRIBUTED COMPUTING AND JAVA + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4355 + + +Rationale and Purpose of the Module: +To introduce the student to Java and Distributed Computing including Remote Method Invocation and JavaBeans. To examine the role of Java in Distributed Systems and Web based Services including Security issues. In addition XML and advanced GUI features will be investigated. + + +On completion of this module the student should have an appreciation of the issues pertaining to the use of Java in a large Distributed Enterprise Environment. + + + + +Syllabus: +JavaBeans Component Model, Creating a JavaBean. +Security - Digital Signatures, Java Keystores, Java Authentication and Authorization Service. +Java-based Wireless Applications and J2ME. +Remote Method Invocation. +Enterprise JavaBeans and Distributed Transactions. +Messaging with the Java Messaging Service (JMS). +Jini - plug and play interfaces, discovery services. +JavaSpaces - Communicating and sharing information in asynchronous environments +Peer-to-Peer Applications. +Case Study. +Extenible Mark-up Language (XML) and Simple Object Access Protocol (SOAP). +Major programming project. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1. Develop client-server applications using Beans +2. Design and implement applications that use Java security services +3. Select appropriate technologies for the implementation of Web Services +4. Demonstrate an understanding peer-to-peer systems and their evolution +5. Design and develop applications using the Netbeans semi-automated development environment +6. Distinguish between a well designed and poorly designed distributed application. + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Laboratories and individual software development + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietel and Dietel (2003) Advanced Java 2 Platform - How to Program, Prentice Hall +Tanenbaum, A. S., and van Steen, M, (2007) Distributed Systems - Principles and Paradigms 2e, Pearson + + +Other Texts: +Hughes M, Shoffner M and Hammer D (1999) Java Network Programming (2e), Manning + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +petar.iordanov@ul.ie +________________ + + + + +Module Code - Title: +ET4725 - OPERATING SYSTEMS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4253 +ET4263 + + +Rationale and Purpose of the Module: +This module provides an introduction to multi-tasking operating system concepts. Topics include: processes, threads, memory management and file systems. Focus is on a single processor machine. The module will include a laboratory project. + + + + + + +Syllabus: +Operating System: Definitions, types of operating systems. + + +Processes: Concurrency, states, queues, scheduling, threads. + + +Interprocess communication and synchronisation: Mutual exclusion, race conditions, busy-waiting solutions, TSLs, semaphores, monitors, simple message passing, classical problems. + + +Deadlock: Conditions for deadlock and solutions. + + +Memory Management: Swapping, virtual memory, paging and segmentation. + + +File systems to support multi-tasking: Disk organisation, space management, file sharing, file protection, performance issues. + + +Input/Output: I/O devices in multi-tasking environments. + + +Laboratory: The students will become familiar with one operating system: UNIX or Microsoft Windows. Exercises will involve: shell scripting, system calls using C/C++, solving synchronisation problems in a concurrent programming environment.. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Write script level programs for OS configuration +Write programs that access OS system call libraries +Develop program solutions that solve race type synchronisation problems +Use solutions for good memory management +Write utilities for effective file system configuration and management + + + + +Affective (Attitudes and Values) + + +N/A + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Classroom teaching, laboratory based teaching and learning, and lab-based tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Abraham Silberschatz (2007) Operating System Concepts, Wiley + + +Other Texts: +W. Stallings (2008) Operating Systems: Internals and Design Principles, Prentice Hall +A. Tanenbaum (2007) Modern Operating Systems, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +ET4907 - ELECTRONIC SYSTEMS PROJECT 1 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. To familiarise the student with the process of research, development and design. To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. Each project will be reviewed and graded by at least two academics. Two oral presentations (interim and final) by the students are part of the grading process. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will / will be able to + + + + +select and use the appropriate mix of technologies for the project at hand +work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations +carry out research and design work, and report the work done on the project, including references to previous work, and recommendations for future work + + +Affective (Attitudes and Values) + + +demonstrate the ability to develop original solutions to moderately complex engineering problems + + +Psychomotor (Physical Skills) + + +develop and present a project plan, modularise project into work packages, identify resources required to complete work packages + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Laboratory Work and Private study + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +Thomas L. Floyd (2007) Electronics Fundamentals (6th Ed.), Prentice Hall + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4908 - ELECTRONIC SYSTEMS PROJECT 2 + + +Year Last Offered: +2018/9 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4907 + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. To familiarise the student with the process of research, development and design. To develop the students ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project title from a list. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their own project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. Each project will be reviewed and graded by at least two academics. Two oral presentations (interim and final) by the students are part of the grading process. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module students will / will be able to +select and use the appropriate mix of technologies for the project at hand +work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +demonstrate the working of the project to a panel of assessors and discuss its strengths and limitations +carry out research and design work, and report the work done on the project, including references to previous work, and recommendations for future work + + +Affective (Attitudes and Values) + + +demonstrate the ability to develop original solutions to moderately complex engineering problems + + +Psychomotor (Physical Skills) + + +develop and present a project plan, modularise project into work packages, identify resources required to complete work packages + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Laboratory and Private Study + + +Research Findings Incorporated in to the Syllabus (If Relevant): +N/A + + +Prime Texts: +To be agreed with Supervisor (2008) To be agreed, T obe agreed + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +ET4927 - PROJECT 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 8 + 12 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The project is intended to give students the chance to study a topic in the field in depth and to apply his/her theoretical knowledge to a practical situation. Whilst working on the project he/she learns to direct their own work, be critical of his/her own methods and also learns to construct project performance and to write a report presenting their results and reasoning. + + +Syllabus: +- + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Demonstrate the ability to produce solutions to moderately complex technical problems. + + +Develop a project plan, including a timeline for completing components of the project, and identify resources required to complete the project + + +Select and use the appropriate mix of technologies for the project + + +Demonstrate the project to a panel of examiners (including the supervisor) and be able to discuss the achievements and limitations of the project + + +Report (in written form) the work done on the project with references to previous work and including recommendations for future work. + + + + + + +Affective (Attitudes and Values) + + +Work on their own, with the support of the supervisor, drawing on their education and experience to solve problems encountered during the project + + +Psychomotor (Physical Skills) + + +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Student works under (usually) one-to-one supervision with faculty member (or designate); Students may work on group projects; one day per week is typically set aside on timetable for the project; + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +ET4928 - PROJECT 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 7 + 0 + 0 + 8 + 12 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4927 + + +Rationale and Purpose of the Module: +The project is intended to give students the chance to study a topic in the field in depth and to apply his/her theoretical knowledge to a practical situation. Whilst working on the project he/she learns to direct their own work, be critical of his/her own methods and also learns to construct project performance and to write a report presenting their results and reasoning. The module is a continuation of ET4927 Project 1. + + +Syllabus: +- + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Demonstrate the ability to produce solutions to moderately complex technical problems. + + +Develop a project plan, including a timeline for completing components of the project, and identify resources required to complete the project + + +Select and use the appropriate mix of technologies for the project + + +Demonstrate the project to a panel of examiners (including the supervisor) and be able to discuss the achievements and limitations of the project + + +Report (in written form) the work done on the project with references to previous work and including recommendations for future work. + + + + +Affective (Attitudes and Values) + + +Work on their own, with the support of the supervisor, drawing on their education and experience to solve problems encountered during the project + + +Psychomotor (Physical Skills) + + +- + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Student works under (usually) one-to-one supervision with faculty member (or designate); Students may work on group projects; one day per week is typically set aside on timetable for the project; + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Jacqueline.Walker@ul.ie +________________ + + + + +Module Code - Title: +LH4001 - ELECTRICAL ENGINEERING 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To give students an understanding of the fundamental concepts of electricity and magnetism. + + +Syllabus: +Conduction: Electric charge and flow. Resistivity and resistance. Ohm's law. Kirchoff's laws. Resistors in series and in parallel. Principle of superposition. Network theorems. Simple DC circuits. + + +Electrostatics: Concepts of electrical charge. Electrical fields, flux and flux density. Voltage and potential difference. Energy stored in an electric field. Coulomb's law. Capacitance. Capacitors in series and in parallel. RC circuit analysis. + + +Magnetics: Concept of magnetic field. Magnetic effect of a current. Force on a conductor. Torque on a current loop. The moving coil meter. Ampere's law. Magnetic materials and hysteresis. The magnetic circuit. + + +Electromagnetic Induction: Concept of induced emf. Faraday's law of electromagnetic induction: Lenz's law. Energy stored in an magnetic field. Inductance. Inductors in series and in parallel. RL circuit analysis. + + +AC Circuit Analysis: AC generation. Sinusoidal signals. Phasors and phasor diagrams. RC, RL and RLC circuit analysis. Concept of frequency response. Resonance. Basic filtering. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe and apply the fundamental laws of electrical science. +2. Explain the action of capacitors and inductors in electrical circuits. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Analyse basic electrical circuits in terms of voltage and current. +2. Demonstrate and explain electromagnetic effects in electrical circuits. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Construct electrical circuits in the laboratory. +2. Take voltage and current measurements in the laboratory. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lecture and lab based sessions. Lectures will focus on theoretical concepts, laboratory sessions to focus on development of practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Boylestad R. L. (2023) Introductory Circuit Analysis (14th Ed.), Pearson + + +Other Texts: +Floyd T. & Buchla D. (2013) Electronic Fundamentals (10th Ed.), Pearson +Hughes E., Hiley J., Brown K. & McKenzie-Smith I. (2016) Electronical & Electrical Technology (12th Ed.), Pearson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4002 - COMPUTER SOFTWARE 2 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Further the students knowledge of a modern object oriented programming language with particular emphasis on classes, objects and Graphical User Interfaces. +Understand the concepts of inheritance and polymorphism. +Develop the ability to produce moderately complex event driven programs with user interfaces developed using a graphical toolbox. + + +Syllabus: +The following topics will be covered: +In depth study of the object oriented principles, abstraction, inheritance and polymorphism. +Abstract data types including interfaces, abstract classes. +Input and output including files and streams. +Introduction to the use of regular expressions to manipulate text files +Introduction to algorithms - efficiency, simple analysis and comparison +Error handling techniques +Binary trees +Recursion +Graphical user interfaces and development of event driven applications +Unique global class naming and creation of class libraries +Code documentation and code reviews +Use case analysis + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Decompose a problem into a set of classes, using the concepts of inheritance and polymorphism +2. Construct code, using existing class libraries, to implement specific programming problems +3. Demonstrate the use of regular expressions, error handling techniques and recursion. +4. Implement programs that manage dynamic data structures. +5. Implement applications with graphical user interfaces to accept dynamic data and modify the graphical user interface in response to an input +6. Demonstrate the use of software structuring techniques including use case analysis, code documentation and code reviews + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and software development projects + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietel and Dietel (2018) Java - How to Program, Early Objects, 11e editions (8e+ suffices), Pearson + + +Other Texts: +Liang, Y. D. (2021) Introduction to Java Programming, Pearson +Savitch W. (2018) Java: An Introduction to Problem Solving and Programming, Pearson +Malik DS and Nair PS (2011) Java Programming, From Problem Analysis to Program Design, Thomson + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4003 - COMPUTER SOFTWARE 3 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the student to algorithms and dynamic data structures (e.g. queue, trees, and dynamic arrays). +Introduce software engineering practices, Flow diagrams and class diagrams. +Use good software practice to develop a significant application. + + +Syllabus: +The following will be covered: +* Algorithms +* Growth of functions +* Data structures - Linked lists, Stacks, Queues and Red-Black Trees. +* Greedy Algorithms +* Hash functions and search minimisation techniques +* Class/Object unit testing +* Analysis of algorithms +* Case study/Project + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Select an appropriate algorithm for a given application and understand the impact of the growth of functions. +2. Develop sophisticated algorithms to manage large amounts of data +3. Demonstrate the use of hash functions and search minimisation techniques +4. Use sophisticated software development environments to manage large projects +5. Demonstrate an understanding of the limitations of algorithms and NP-completeness +6. Develop an application that compares two algorithms application. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs, and software development projects + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dietel and Dietel (2007) Java - How to Program, Prentice hall +Cormen, T. H., Leiserson, C.E., Rivest, R. L., Stein (2009) Introduction to Algorithms, MIT Press + + +Other Texts: +Liang, Y. D. (2007) Introduction to Java Programming 6e, Pearson +Malik DS and Nair PS (2011) Java Programming, From Problem Analysis to Program Design (2e), Thompson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4004 - COMMUNICATIONS AND NETWORKS PROTOCOLS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The main objective of this course is to provide an opportunity for students to gain a basic understanding of Communication Networks and Protocols. + + +Syllabus: +Motivations and objectives of computer networks; overview of layered architecture and the ISO Reference Model; network functions, circuit-switching and packet-switching; physical level protocols; data link protocols including HDLC and multi-access link control. Network control, transport, and session protocols including routing flow control; end-to-end communication and inter-networking. Presentation layer protocols including web, virtual terminal and file transfer protocols, cryptography, network security. It also introduces some important merging technologies, such as, integrated voice and data networks (VOIP) and the integration of wireless and wired networks. Specific examples and standards will be cited throughout the course. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon successful completion of this course, the student will be able to: +1. Describe the architecture of a computer network and explain how each device in a network communicates with each other; +2. Describe the processes in each layer of the network protocol that enables different networks to share resources; +3. Describe the basic network protocols in each layer and the purpose of each protocol; +4. Recognize and differentiate between the various services and functionalities of specific mechanisms in each protocol and their usage in a computer network +5. Implement appropriate networking protocols (from a menu of options that will include inter alia DHCP, DNS, RIP, OSPF, ICMP, TCP, UDP, IP multicast, Wireless LAN, VLAN protocols, SIP, SSL). + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Configure and interconnect LANS using networking devices/technologies (routers, switches, hubs), +2. Demonstrate industry standard networking tools (such as tcpdump, netstat, ping, traceroute), and will learn how to physically deploy network applications (such as Client/Server, P2P modules). + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Discussions with key partners in the Networking and Cloud computing space have a feature of recent offerings that have been developed by the ECE department. This module has been framed in such a way that best practice in the area can be taught effectively within state of the art Networking laboratories that have been commissioned in collaboration with our partners (Partner list Includes but is not limited to Dell and Cisco Systems). In this fashion best efforts have been made to futureproof the syllabus in relation to emerging trends in this rapidly evolving space. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +James F. Kurose & Keith W. Ross (2016) COMPUTER NETWORKING - A Top-Down Approach , Pearson + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4005 - TECHNICAL, INDUSTRIAL AND EMPLOYMENT SKILLS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 2 + 0 + 22 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Being placed in a work environment during their programmeis is a valuable opportunity for students to develop the range of demonstrable, professional and transferable skills consistently sought in the workplace. +Student will combine previously learned course material with their individual talents in order to participate real-life industry projects. Students will develop the ability to organise and direct their own work and to present this work in written and verbal format in a proper manner. +Participation in this module enables the student to identify gaps in their skills and knowledge, and in collaboration with their lecturer, plan ahead to bridge these gaps. +A reflective learning journal provides a record of their learning activity, and worklog as evidence of attainment of the skills and competencies and a record of skills for potential future employers. + + +Syllabus: +The Industrial Project module is designed to provide students with hands-on experience in solving real-world industrial problems by integrating theoretical knowledge with practical application. This module is a culmination of the skills and knowledge acquired throughout the course and offers an opportunity for students to engage in a substantial project. + + +Each student is required to obtain a suitable project during the industrial learning placement period. The project work will continue under the supervision of a member of staff and guided by the industrial supervisor for the full semester. The student will progress along a logical path to resolve the specified problem. The student will integrate the content of their industrial skills stream into a portfolio to record their progress through the project. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate the ability to develop solutions to moderately complex problems. +2. Select and use the appropriate mix of resources for the project at hand +3. Develop and implement effective project management strategies to ensure timely and successful project completion +4. Apply critical thinking and problem-solving skills to address complex industrial challenges and how you will solve this problem +5. Develop and present a project plan, modularise the project into work packages, and identify the resources required to complete work packages. +6. Demonstrate their ability to critically analyse their own learning requirements through a project report and oral presentation. +7. Present a learning journal reflecting on the skills developed during the learning placement and the content of their programme to date. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Exhibit professional behaviour and ethical standards in all aspects of project work +2. Adhere to the norms and expectations of the employing organisation. +3. Relate to colleagues at all levels. +4. Confidently communicate their knowledge, skills and understanding coherently and effectively both orally and in writing. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +A 3 week industrial learning placement and a project based on that placement will form the core element of this module. Participants unable to secure an 3 week placement will be facilitated through participation in an individual project or series of activities deemed appropriate by the course board. + + +The module is designed to provide students with hands-on experience in solving real-world industrial problems by integrating theoretical knowledge with practical application. This module is a culmination of the skills and knowledge acquired throughout the course and offers an opportunity for students to engage in a substantial project. + + +Each student is required to obtain a suitable project during the industrial learning placement period. The project work will continue under the supervision of a member of staff and guided by the industrial supervisor for the full semester. + + +They will be required to develop a portfolio of their learning, their experience on placement and the academic content of the programme and to present this to an academic panel. + + +The key activities of the project are: +1. Project Proposal: Develop a detailed project proposal outlining the problem statement, objectives, methodology, and expected outcomes. +2. Industry Aim: to identify real-world problem and your proposed solution to solving this problem. +3. Research and Development: Conduct thorough research and apply relevant technologies and methodologies to develop practical solution. +4. Implementation: Design & build a prototype solution, including designing, and testing. +5. Reporting and Documentation: Maintain comprehensive documentation of the project process, including progress reports, technical documentation (IEEE format paper), and a final project report. +6. Presentation: Deliver a professional presentation of the project findings and outcomes to an audience of peers, faculty, and industry representatives. + + +It is intended that the graduate attributes of curiosity and agility will be most directly addressed through this module. +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge developed during their programme of study and to apply this to their project. +Become responsible for their own learning. +Develop an agile approach to creativity and innovation to create a novel solution that enhance existing industrial solutions. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Scheele P. & Bech-Andersen N, (2022) 12 Universal Skills: The Beginner's Guide to a Successful Work Life, Peter Scheele +McMorrow M. (2024) The Student's Guide to Reflective Writing., Bloomsbury Academic + + +Other Texts: +McMillan K. & Weyers J (2011) How to write Dissertations and Project Reports, Pearson +McMillan K. & Weyers J () How to Improve your Critical Thinking & Reflective Skills, Pearson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4006 - TELECOMMUNICATIONS FUNDAMENTALS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +• Understanding of basic terms and principles of signal processing in telecommunication transmission. +• Basic principles of the modern Analog/Digital telecommunications. +• Theoretical and practical knowledge of Bandwidth, Noise an Interference of Amplitude Modulation and Frequency Modulation transceivers. + + +Syllabus: +Telecommunication systems and services, definition of signals, ideal transmission of signals, time domain signals, complex notation, basic operations on signals, classification, duration, Dirac impulse, energy and power. Affinity: cross correlation and autocorrelation between energy and power signals. Time domain series representation of signals: Fourier series for periodic signals, representation with series of orthogonal functions, +Fourier series for time limited signals, representation with samples interpolation. Representation in the signal domain. Linear transformation: Fourier transform. Examples of Fourier transform, affinity for frequency represented signals, energy and power spectrum, sampling theorem in time and frequency domain. Representation in the complex domain: analytic signal and complex envelope. Basics of source signals: analogue and digital signals. +Signals utilized in transmission systems Harmonic signals modulation. Transmitter and receiver general schemes for modulated harmonic signals. Analogue harmonic modulation. Amplitude modulations (AM). Angle modulations: phase (PM) and frequency (FM). Performance analysis of harmonic modulation systems with analogue signals. Performance of AM systems. Signal to noise ratio for PM and FM systems. +Signals lab Introduction to Matlab and its use to graphically represent signals. Execution of operations among signals (also periodic). Study of signal properties (energy and power) and correlations. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Explain basic physical and technical principles of modern Analog/Digital telecommunications, +2. Describe basic principles of operation of modern Analog/Digital telecommunication systems, i.e AM and FM modulation, transmitter and receivers. +3. Demonstrate measurements and experiments in laboratory on actual components, devices, equipment and systems in telecommunications. +4. Understand the limitations of implementation methods of telecommunication systems, such as Bandwidth, Noise & Interference. +5. Examine communication equipment for the technical functionality. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lecture and lab based sessions. Lectures will focus on theoretical concepts, laboratory sessions to focus on development of practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Booshan S. (2021) Fundamentals of Analogue and Digital Communication Systems, Springer +Lathi B.P. & Ding Z. (2018) Modern Digital and Analog Communication, Oxford university Press + + +Other Texts: +Niknejad A.M. (2007) Electromagnetics for High-Speed Analog and Digital Communication Circuits, Cambridge University Proess + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4007 - ELECTRONIC ENGINEERING PROJECT 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. + + +To familiarise the student with the process of research, development and design. + + +To develop the student's ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems. +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. +3. Demonstrate the working of the project for assessment and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Select and use the appropriate mix of technologies for the project at hand +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +3. Carry out research and report on the results. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Wisker G. (2018) Research Project Success: The Undergraduate Research Handbook, Bloomsbury Academic +Brüning Larsen s. (2019) Doing Projects and Reports in Engineering, Bloomsbury Academic + + +Other Texts: +Leong E.C., Heah C. & Ong K. (2017) Guide to Research Projects for Engineering Students: Planning, Writing and Presenting, CRC Press +McCormac C., Davis J., Papakonstantinou P., & Ward N.I. (2015) Research Project Success: The Essential Guide for Science and Engineering Students, Royal Society of Chemistry + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4008 - ELECTRONIC ENGINEERING PROJECT 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 0 + 0 + 9 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To enable the student to develop their ability to work on their own. + + +To familiarise the student with the process of research, development and design. + + +To develop the student's ability in terms of verbal and written communication. + + +Syllabus: +At the end of the third year the student selects a project. The student is expected to complete some background reading over the summer vacation. Each student is expected to progress their project throughout their final year with regular direction from their supervisor. The project will be completed during the second semester and a project report will be submitted for grading. The subject of the projects will range from design and build to theoretical analysis. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate the ability to develop original solutions to moderately complex engineering problems. +2. Develop and present a project plan, modularise project into work packages, identify resources required to complete work packages. +3. Demonstrate the working of the project for assessment and discuss its strengths and limitations. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Select and use the appropriate mix of technologies for the project at hand +2. Work as an individual, or as part of a team, with support from a supervisor, drawing on knowledge and experience to solve problems encountered +3. Carry out research and report on the results. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The final year project (FYP) is an individual project undertaken by the student with assistance from a supervisor within the department. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Leong E.C., Heah C. & Ong K. (2017) Guide to Research Projects for Engineering Students: Planning, Writing and Presenting, CRC Press +McCormac C., Davis J., Papakonstantinou P., & Ward N.I. (2015) Research Project Success: The Essential Guide for Science and Engineering Students, Royal Society of Chemistry + + +Other Texts: +Brüning Larsen s. (2019) Doing Projects and Reports in Engineering, Bloomsbury Academic +Wisker G. (2018) Research Project Success: The The Undergraduate Research Handbook, Bloomsbury Academic + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4011 - ENGINEERING COMPUTING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Engineering computing is the use of computers, software and numerical methods to solve scientific and engineering problems. The module has two distinct aspects. Firstly, the module aims to introduce students to a number of basic numerical methods commonly used in solving engineering problems and the concepts necessary to implement them in a relevant engineering software package. The second aim is to introduce students to a high level object-oriented programming language and a software development environment. + + +Syllabus: +Brief introduction to computers. Overview of scalars, vectors & arrays. Overview of logic operands for algorithm development. Introduction to basic numerical methods for solving engineering problems, e.g. search based techniques for finding roots, determining the maxima/minima of mathematical functions and methods for solving sets of simultaneous equations. Algorithm development and implementation of numerical methods in math based software package. +Comparative study of different programming languages and software development methods. +Introduction to object oriented development. Basic data types, control statements, methods, scope. Introduction to programming language documentation. Introduction to libraries. Interactive Development Environments. Basic test practices and test case definition. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Explain the basic principles employed to numerically determine solutions to a range of engineering problems. +2. Given a problem definition, formulate an algorithm to provide a solution. +3. Describe an algorithm using pseudocode. +4. Code a program solution using structured programming constructs. +5. Test and debug a program +6. Apply top-down design and modular design to a problem and employ this structure in a program. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lecture and lab based sessions. Lectures will focus on theoretical concepts, laboratory sessions to focus on development of practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Rudra Pratap (2017) Getting Started with MATLAB, Oxford University Press + + +Other Texts: +Steven C. Chapra, Raymond P. Canale (2020) Numerical methods for engineers, McGraw-Hill Higher Education +Amos Gilat (2010) Numerical Methods with MATLAB, Wiley +Paul M Deitel & Harvey J Deitel (2017) java - How to Program, Early Objects, 11e (8e+ suffices), Pearson +Y. Daniel Liang (2021) Introduction to Java Programming, Pearson +D. S. Malik, +P. S. Nair (2011) Java Programming, From Problem Analysis To Program Design, Thompson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4012 - CIRCUIT ANALYSIS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module develops advanced DC and AC circuit analysis techniques. Topics covered include: circuit theorems, mesh and nodal analysis, Thevenin and Norton equivalent circuits, resistive circuit analysis, inductance and capacitance, time response of RL, RC and RLC circuits, sinusoidal circuit analysis, complex impedance, resonance and the transformer. + + +Syllabus: +This module on Circuit Analysis develops advanced electronic engineering principles for the analysis of DC and AC circuits. Specifically the following major topics are covered: + + +RESISTIVE CIRCUITS: Kirchhoff's voltage and current laws, resistor combinations, voltage and current divider circuits, and measuring resistance using the Wheatstone bridge. + + +TECHNIQUES OF CIRCUIT ANALYSIS APPLIED TO RESISTIVE CIRCUITS: Mesh and nodal analysis, source transformations, Thevenin and Norton equivalent circuits, and maximum power transfer concept. + + +INDUCTANCE and CAPACITANCE: Inductors, capacitors, series and parallel combinations of capacitors and inductors, and mutual inductance. + + +RESPONSE OF RL, RC AND RLC CIRCUITS: Natural and step responses and switching. + + +SINUSOIDAL CIRCUIT ANALYSIS CONCEPTS: Amplitude, frequency, phase, phasors, reactance of capacitor and inductor, complex impedance, power dissipation, power factor, Thevenin, Norton, superposition, maximum power transfer theorem and Kirchhoff's voltage and current laws as applied in sinusoidal circuit analysis. + + +AC CIRCUIT ANALYSIS: Combining impedances, frequency response, source conversions, Thevenin and Norton equivalent circuits, Mesh and Nodal Analysis, and Delta-Y and Y-Delta conversions. + + +RESONANCE: Series and parallel resonant circuits, Q factor and bandwidth. + + +THE TRANSFORMER: Analysis of a linear transformer circuit, reflected impedance, the ideal transformer, and the autotransformer. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On completion of this module, the student will be able to: +1. Calculate the total capacitance/inductance of series and parallel combinations of capacitors and inductors. +2. Determine the natural and step response of series and parallel RL, RC and RLC circuits. +3. Determine Thevenin and Norton equivalent circuits of linear circuits. +4. Carry out mesh and nodal analysis of linear networks. +6. Determine the properties of series and parallel resonant circuits. +7. Analyse a linear transformer circuit. +8. Demonstrate individually and in combination the use of a range of analysis techniques for DC and AC Circuits. + + +Affective (Attitudes and Values) + + +On completion of this module, the student will be able to: +1. Articulate the importance of an ability to work collaboratively in the laboratory. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Construct basic linear circuits in a laboratory, determine the currents and voltages using laboratory instrumentation and compare with predictions obtained using appropriate circuit analysis techniques and analogue circuit simulations using MATLAB and SPICE. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module is a combination of lectures, tutorials and laboratories and supported via the VLE. + + +Lectures introduce the theory which is then reinforced in the laboratories and tutorials. Students undertake laboratory sessions in teams and collaborative working is encouraged. + + +Assessment is undertaken continuously via lab work and assignments and also via an end-of-term exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Nilsson, J.W. and Riedel, S. (2024) Electric Circuits, Prentice Hall + + +Other Texts: +Kraus, A.D. (1991) Circuit Analysis, West Publishing Company + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4013 - THE ENGINEER AS A PROFESSIONAL + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 0 + 0 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module seeks to introduce the profession of engineering through real-life engineering examples, and explore the skills required, career opportunities, career progression, engineers in society, codes of ethics, analysing the problem, and creative middle ways. + + +The module also seeks to develop key skills required both for succeeding at University and for an engineering career, including critical thinking, report writing, oral presentation and teamwork, digital communication, research, and self-study skills. + + +Syllabus: +1. Communication. Presenting, Writing. + + +2. Adapting to the Workplace. Effective Meetings, Time Management, Creativity, Stress & Fun, Feedback, Planning, Teamwork, Leadership. + + +3. The Engineer as a Professional. Professions & The Engineering Profession, Professional Bodies, Life Long Learning & Continuous Professional Development + + +4. Engineering Ethics, Engineers in Society, Responsibility in Engineering, Common Morality & Codes of Ethics, Analysing the Problem, Utilitarian & Respect for Persons Philosophies, Creative Middle Ways + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of the module students will be able to: +1. Analyse and discuss the utilitarian and respect for persons ethical principals +2. Examine and discuss the relationship between common morality and professional codes of ethics +3. Demonstrate an understanding of the role of reflective practice in continuous professional development + + +Affective (Attitudes and Values) + + +On successful completion of the module students will be able to: +1. Demonstrate an understanding of the role and responsibilities of professionals in society and the function of professional bodies +2. Analyse the importance of teamwork and the role of leadership in the completion of complex tasks + + +Psychomotor (Physical Skills) + + +On successful completion of the module students will be able to: +1. Demonstrate their capability of making a competent technical presentation to their peers +2. Demonstrate their ability to work in teams through practical activities + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is taught using problem based learning and involves weekly groupwork activities followed by personal reflections. Recent research papers are often the subject of these groupwork activities (e.g. self-driving cars, social media etc..) + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Harris C.E., Pritchard M.S., Rabins M.J. (2018) Engineering Ethics, Concepts & Cases, Wadsworth + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4014 - CONTROL 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The module introduces students to some basic control theory, Dynamic System Modelling, open- and closed-loop systems, signal flow graphs, time response of first and second order systems. This module also gives students a basic introduction (from the control perspective to support the control theory and dynamic systems modelling) to some of the basic devices used in control, including actuators, sensors and transducers. + + +Syllabus: +Dynamic System Modelling: Laplace Transform method, open and closed loop systems, signal flow graphs, transfer functions, time response of first and second order systems. +Laboratory Work: Modelling and simulation of dynamic systems using Matlab Simulink and LabVIEW. Basic laboratory exercises, including data acquisition from sensors. +Introduction to instrumentation. Sensor characteristics. Signal conditioning. Review of typical sensors. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate how to obtain equations of motion for simple mechanical/electrical systems. +2. Develop the general principle of how to build simulation diagram for dynamic systems described by a set of differential equations. Demonstrate this principle using simulation tools like Matlab or LabVIEW. +3. Illustrate analogies that exist between mechanical and electrical systems. +4. Explain and demonstrate how to draw the signal flow graph from a set of equations or simulation diagram. Explain Mason's rule for finding the transfer function between any system input and output. +5. Define and explain sensitivity of transfer function to variation in a parameter. +6. Explain basic properties of open-loop and closed-loop systems. +7. Analyse time responses of first and second order systems. +8. Explain the concept of system stability. Demonstrate how to check stability of linear time-invariant systems using Routh, Hurwitz and Nyquist criteria. +9. Describe basic principles of measurements using sensors. Demonstrate how to acquire data from sensors using real-time hardware. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. +Laboratory sessions - where students follow a structured set of laboratory sessions (introduction to Matlab and LabVIEW, modelling and simulation of dynamic systems using Matlab and LabVIEW, sensor data acquisition using real-time hardware). Undertake assignments to apply the knowledge gained through lectures and laboratory sessions in solving real-world problems. The lab is supported by a technician and teaching assistants. + + +Labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab-based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Dorf, R.C., and R.H. Bishop (2021) Modern Control Systems (Global 14th Ed), Pearson + + +Other Texts: +Bishop, R.H. (2002) Modern Control Systems - Analysis and Design using Matlab and Simulink (2nd Edition), + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4015 - INDUSTRY SEMINAR SERIES + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 0 + 2 + 0 + 22 + 15 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The particular aim of this module is to integrate practice and practitioner based learning into the students' education journey. The module will provide all students with insights from across the range of professional pathways in the engineering domain to ensure that participants have a wider and more integrated understanding of engineering related industry sectors. + + +This module will give students the opportunity to meet experts working in a range of different contexts, at a range of different career levels. The content of seminars will give students an understanding of the contemporary issues facing engineering practitioners in their daily jobs, as well as the broader socioeconomic context which provides the background to their work. + + +Syllabus: +This module features a series of industrial talks by leading experts in the field of electronic and computer engineering. The series aims to provide students with insights into the latest trends, technologies, and practices in the industry. The talks will cover a variety of topics including digital systems, microprocessors, signal processing, embedded systems, computer networks, and emerging technologies. + + +An example of the types of topics covered could include: +• Current trends in Electronic and Computer Engineering +• Advances in Digital Systems and Circuit Design +• Innovations in Microprocessors and Microcontrollers +• Applications of Signal Processing in Industry +• Design and Development of Embedded Systems +• Modern Computer Network Architectures and Protocols +• Power Electronics in Industrial Applications +• Control Systems in Automation and Robotics +• The Internet of Things (IoT) and its Industrial Impact +• Emerging Technologies and Future Directions + + +This module is designed to bridge the gap between academic knowledge and industrial practice, preparing students for successful careers in the engineering sector. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding the complexities of the workplace across a range of different engineering disciplines. +2. Critically evaluate skills and competencies learned throughout the programme to date. +3. Demonstrate a critically informed awareness of the work of practitioners in the enginnering field. +4. Display a critically informed understanding of the role and impact of engineering activity has on the lives of the general public. +5. Display an awareness of the central role played by engineering research in the creation and direction of human advancement. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Appreciate how they will be able to manage the transition to the workplace +2. Recognise how their personal values will potentially map on to professional, workplace values. +3.Express an internalised personal world-view manifesting solidarity with others at all levels including the personal, professional, societal, and environmental. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +This module will consist mainly of weekly seminars with industry practitioners from a number of different workplace contexts. Students will experience a supportive and dynamic learning environment in which there will be an emphasis on peer learning, team learning, critical reflection, and feedback through the use of: + + +• Reflection Reports: Students will submit reports reflecting on the insights gained from each talk, linking them to their academic studies and future career aspirations. (This report will be written in IEEE format conference paper). +• Group Presentation: A group presentation analyzing a selected topic covered in the talks, demonstrating a deep understanding of the subject and its industrial relevance. +• Participation: Active participation in discussions and Q&A sessions with the guest speakers. + + +It is intended that the graduate attributes of curiosity and agility will be most directly addressed through this module. +Learners who complete this module will develop the following graduate attributes as follows: +Gain a capacity for critically reflecting on the knowledge accumulated during their programme of study and to apply their learning to their workplace practices. +Become responsible for their own learning through independent study and self-directed learning. +Develop an agile approach to their career development and understand their responsibility for skills development in a professional context. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Yassi Moghaddam, Professor Haluk Demirkan, Jim Spohrer (2018) T-Shaped Professionals , Business Expert Press + + +Other Texts: +Juan Lucena, Jon A. Leydens, et al. (2024) Engineering and Sustainable Community Development, Springer + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4016 - CONTROL 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module extends fundamental control principles with much more emphasis placed on the application of linear analytical techniques to control system design. + + +Syllabus: +Linear System Analysis: Transfer function description of plant with delay and non-minimum phase systems. Stability and Performance analysis using Bode, Nyquist, Routh-Hurwitz, and Root Locus methods. Introduction to modern control methods using state space techniques. +Control Law Design: PID design techniques for system compensation using frequency-domain techniques: Bode diagrams, Nichols charts and Root Locus. Lead and lag compensation. Benchmark methods for tuning PID controllers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Analyse the effect of feedback on system performance in the time and frequency domains. +2. Examine the effect of closed-loop pole location on system performance. +3. Assess the limits of performance for practical system examples. +4. Interpret system performance using the following frequency domain performance metrics: Gain Margin, Phase Margin, System Sensitivity, System Complementary Sensitivity. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +NA + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Design PID controllers for a selection of different problem formulations. +2. Identify and describe system transient behaviour using state space techniques. +3. Apply computer-based modeling and analysis tools to the question of control system design. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Ogata, K. (2014) System Dynamics (4th Ed.), Pearson + + +Other Texts: +Nise, N. (2019) Control Systems Engineering (8th Ed.), Wiley +Dorf, R. & Bishop R. (2022) Modern Control Systems (14th Ed.), Pearson + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4017 - COMPUTER NETWORKS 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 1 + 1 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides a unified view of the field of computer communications and networks. The module seeks to integrate a number of topics introduced in earlier parts of the course and addresses the analysis, design and performance evaluation of data communication systems. The module covers communications within and between computer systems, and communications protocols and standards. + + +Syllabus: +* [Introduction to Data and Computer Communications] Communications tasks; Protocol elements, characteristics, and functions; Protocol architectures; Reference communications models overview: OSI vs. TCP/IP (layers description and functions, PDU encapsulation). +* [Physical Transmission] Transmission modes (simplex, half duplex, full duplex) and transmission types (baseband, broadband); Analogue and digital signals; Transmission impairments (attenuation, delay distortion, noise); Channel capacity; Data encoding and modulation; Physical interfacing; Asynchronous & synchronous transmission; Transmission media; Multiplexing techniques (FDM, TDM, WDM). +* [Link-by-Link Communication] Line disciplines (ENQ/ACK, poll/select); Framing; Frame synchronization & data transparency, Flow control; Error control; Addressing; Link management; Protocol examples (character-oriented, byte-count, bit-oriented). +* [Network Services] Switching (circuit-, message-, packet switching); Addressing (classful vs. classless IP addressing); NAT operation (static and dynamic); IP subnetting and supernetting; Routing (concepts and principles; routing algorithms û flooding, static, dynamic; central and distributed control; distance vector vs. link state routing; hierarchical routing; routing protocols examples: interior vs. exterior); Congestion control; QoS provision; IP protocol: main functions and operation (IPv4 vs. IPv6); Mobile IP; Address resolution with ARP and RARP; Internet multicasting (MBone operation) and group management (IGMP protocol); Control and assistance mechanisms (ICMP protocol: v4 vs. v6). Modular design of protocols. +* [Transport Services] Overview (connection-oriented vs. connectionless; segmentation and re-assembly; end-to-end delivery, flow control & buffering; crash recovery); Unreliable datagram transport with UDP; Real-time transport with RTP and RTCP; Reliable connection-oriented transport with TCP and SCTP; Wireless TCP; Modular design of protocols. +* [End-to-End Communication] Session management (SIP and SDP protocols); Data presentation (ASN.1 and NVT); Client-server communication model; Domain Name System (DNS); TCP/IP configuration: static (BOOTP protocol) vs. dynamic (DHCP protocol); Terminal networking with Telnet; File transfer with FTP and TFTP; E-mail service (SMTP, POP, IMAP protocols); Browsing with HTTP; Network management with SNMP. +* [Practical Implementation] Building and testing different types of patch cables; Serial interface configuration; Device configuration: IOS software, managing configuration files, updating software; Router configuration: initialisation, commands and modes of operation; Routing protocolsÆ configuration, operation and evaluation: RIP, IGRP etc.; Network configuration: testing established connectivity and routes. Analysing and interpreting IP addresses and subnets; Scaling the IP address space: CIDR, private addressing, secondary IP addressing, MTU and fragmentation; NAT configuration; TCP/IP protocols configuration and operation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Locate, analyse and assess different elements of communication protocols used in computer networks. +2. Differentiate between different communication services and identify suitable ones for use in computer networks. +3. Given requirements for computer network, find correct solutions for internetworking / interoperability, including subnetting and supernetting, verification of addresses, and traffic filtering. +4. Given a computer (inter)network topology, identify problems that a routing algorithm may encounter, describe techniques to reduce these problems, construct correct routing tables (find optimal path between any two end points) without reference to a source. +5. Given requirements for performance and reliability of computer network, define, categorise, discuss and employ different techniques for error control, flow control, QoS control, and congestion control. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is taught using the problem-based learning, the flipped classroom concept, and blended learning in a state of the art laboratory setting with an emphasis on collaborative practice and technical excellence. Learning and teaching will be research led with a focus on translating theory into practice, innovation and knowledge creation. +By following recent developments with networks and their protocols we aim to ensure that students of this module are knowledgeable, proactive, creative and articulate in relation to applying and managing networking services and devices for the networking services and communications domain. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A.S. (2021) Computer Networks, Prentice Hall +Stallings, W (2018) Data and Computer Communications, Prentice Hall + + +Other Texts: +Forouzan B.A. (2009) TCP/IP Protocol Suite, McGraw-Hill +Forouzan B.A. (2021) Data Communications and Networking, McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4018 - DISTRIBUTED SYSTEMS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 3 + 3 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module is designed to provide students with a framework for comparing emerging distributed systems, as well as an understanding of the algorithms necessary to support a distributed system. Computing models and data communications will be studied, as well as software development issues relating to the development of distributed applications. + + +Syllabus: +To introduce application design principles and techniques using available web-based technologies. (e.g SOAP, Microsoft.NET, Java Services). Reliability and security issues of distributed applications are addressed. Use of cookies and the covert use of applications to provide a community-wide service. + + +Characterization of Distributed Systems. Tools and technologies used to develop distributed applications. Mechanisms to secure applications from malicious attacks and errant processes. Component based software development (e.g. CORBA, JavaBeans). Service portability via virtual servers. Replication and Fault Tolerance. Study of evolving Web services. The role of the hidden internet for intelligence gathering. Remotely hosted application environments. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Design at a high level a distributed application that meets given performance, security and reliability criteria +2. Critically review existing web service frameworks (e.g SOAP, Microsift.Net) +3. Identify potential threats to a company implementing a distributed application- based on web services +4. Develop a list of design requirements for a distributed application to ensure that a company's assets are protected. +5.Demonstrate an understanding of the capabilities of the various web service technologies that are available commercially or provided by the research community. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs and Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tanenbaum A., & van Steen M (2023) Distributed Systems, Maarten van Steen + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Reiner.Dojen@ul.ie +________________ + + + + +Module Code - Title: +LH4021 - LABORATORY SKILLS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide the students with the necessary basic laboratory skills in which to effectively undertake the necessary laboratory work within the course. +The module will be based an introduction to the electronic engineering laboratory and the development of laboratory skills required within the course. This will be introduced within the laboratory environment and the emphasis is on building practical electronic hardware skills. + + +Syllabus: +The module will consist of three main sections:- + + +1. Introduction to the electronic engineering laboratory:- codes of conduct, operation of test and laboratory test and measurement equipment:- power supply, signal generator, oscilloscope, circuit prototyping boards. Taking measurements (voltage, current, resistance, inductance, capacitance, frequency) and measurement equipment limitations. + + +2. Electronic circuit prototyping, build and test:- soldering, wire-wrapping, board design and layout, component choice and correct handling. Determining component values from the package coding. + + +3. Printed Circuit Board (PCB) build and test, working in a project group environment. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of basic circuit theory, current, voltage etc +2. Demonstrate an understanding the operation of standard electronic laboratory equipment including, power supplies, function generators, oscilloscopes, multimeters. +3. Analyze techniques used to make basic measurements in a circuit, for instance, parallel voltage measurement across a given component versus current through the component. +4. Understand the limits and tolerances associated with real-world measurements +5. Develop practical debugging skills, namely a 'divide and conquer' modular approach whereby test and verification of individual sub-blocks is used to assess complex circuitry. +6. Develop strong practical knowledge of all tools and measurement systems that can only be gained from 'hands-on' experience + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Discuss the various aspects of electronic circuit prototyping on breadboard and PCB environments. +2. Integrate theoretical aspects of basic DC circuit theory with insights gained from making measurements on real circuits + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Assemble components on breadboard and PC, learn of optimal location to de-clutter wiring +2. Demonstrate PCB assembly skills, eg develop etching mask on PC, wet etching techniques, drilling etc + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught through the medium of practical prototyping and development projects in the laboratory. The student will have their own bench and standard equipment and will become proficient in all of the techniques described in the learning outcomes section above. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Buchla D. & Floyd T (2020) Electronics Experiments in Basic Circuits: Theory and Application, Pearson +Sveinbjornsson B.R. & Gizurarson S. (2023) Handbook for Laboratory Safety., Elsevier + + +Other Texts: +Floyd T (2003) Fundamentals: Circuits, Devices and Applications, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4022 - SEMICONDUCTOR DEVICE FUNDAMENTALS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 2 + 4 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The aim of this module is to provide an introduction to the structure and operation of solid state, or semiconductor, devices used in electronic circuits. The module will initially introduce semiconductor technology (semiconductor material properties, holes and electrons) and then the types of electronic devices that are commonly used in electronic circuits (diodes, transistors, thyristors, triacs, and integrated circuits). Qualitative descriptions of the types of electronic circuits and their applications for the devices introduced will be provided. + + +Syllabus: +The module will commence with an introduction to semiconductor materials (electrical properties, holes and electrons, band gap, Fermi-Dirac distribution) followed by the behaviour of the metal-semiconductor contact (rectifying and ohmic) and the rectifying pn junction. The metal-semiconductor (Schottky) and pn junction (silicon, germanium, Zener) diodes will then be introduced along with how semiconductor materials interact with light (light emitting diode (LED), photodiode, and phototransistor) and magnetic fields (Hall effect). The bipolar junction transistor (BJT), junction field effect transistor (JFET) and metal oxide semiconductor field effect transistor (MOSFET) will then be introduced, along with power devices (thyristor and triac) and the integrated circuit (IC). In the laboratories, experiments will be undertaken to determine the operation of the Schottky diode, silicon diode, Zener diode, and BJT through laboratory experiments that will include analysis of experiment results using MATLAB. +SEMICONDUCTOR MATERIALS: free electron theory; simple band theory: insulators, semiconductors, conductors, superconductors, doping; carrier density; conductivity Intrinsic and extrinsic semiconductors. Carrier densities and Fermi level position, mobility, transport properties. Diffusion current, thermal equilibrium, diffusion constant and lifetime. +SOLID STATE DEVICES: pn junction, space region and junction capacitance, switching response and recovery time, junction breakdown. General overview of MOS and bipolar technologies. +DIODES: Schottky diode. Simple semiconductor diode characteristics, exponential law, leakage, breakdown voltage. Zener diode. Applications of diodes in everyday electronic circuits and systems. Qualitative overview of the use of diodes in electronic circuits. +FIELD EFFECT TRANSISTOR (FET), junction field effect transistor (JFET): metal oxide semiconductor FET (MOSFET): current control characteristics, operating regions. MOS capacitor, enhancement and depletion mode MOSFET, gate structure, threshold voltage, sub-threshold current. JFET: differences from the MOSFET. Applications of the FET in everyday electronic circuits and systems. Qualitative description of the operation of amplifiers and switches. +BIPOLAR JUNCTION TRANSISTOR (BJT): BJT construction; current control characteristics, operating regions. Applications of the BJT in everyday electronic circuits and systems. Qualitative description of the operation of amplifiers and switches. +POWER DEVICES: Thyristor: current control characteristics, operating regions. Triac: current control characteristics, operating regions. Qualitative description of the operation of power control circuits using thyristors and triacs. +INTEGRATED CIRCUIT (IC) technology: IC component overview. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the physical processes in semiconductor materials. +2. Describe the electrical behaviour of basic semiconductor devices. +3. Describe the operation of typical electronic circuit applications for semiconductor devices. +4. Demonstrate the operation of basic semiconductor devices. +5. Practise the design, build, and test of electronic circuits that demonstrate the operation of basic semiconductor devices. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Acknowledge the role of semiconductor devices in modern electrical and electronic systems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Build electronic circuits with selected components within an electronic engineering laboratory environment. +2. Measure electrical parameters (resistance, voltage, current) in selected electronic circuits. +3. Use appropriate test and measurement equipment within an electronic engineering laboratory environment. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught through lectures, laboratories, and directed self-study activities. The laboratories will enable the student to demonstrate their knowledge of the subject through experiments that will written-up as formal laboratory reports, and which will allow the student to develop their communication skills in a formal reports in a responsible manner. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Neamen, Donald A. (2021) Semiconductor physics and devices : basic principles, 4th Edition, McGraw-Hill + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4023 - ACTIVE CIRCUIT DESIGN 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduction to Active Circuit Design and Analysis. + + +Syllabus: +REVIEW OF BASIC CIRCUIT ANALYSIS- Basic Circuit Elements, Phasors and Complex Impedance, Circuit Analysis TheoremsAC +CIRCUIT ANALYSIS û Combining impedances, frequency response, source conversions, Thevenin and Norton Equivalent Circuits, Mesh and Nodal Analysis, Bridge Networks, D-Y and Y-D conversions. +RESONANCE û Series and Parallel Resonance CircuitsAMPLIFIERS: Properties of an ``ideal'' amplifier. Input and Output impedance. Introduce the Operational Amplifier as an approximation of an ideal amplifier. Simple inverting and non-inverting amplifier circuits. +SMALL-SIGNAL MODELS: Modelling of simple MOS and BJT amplifiers. +AMPLIFIER TYPES: Characteristics of common-emitter (common source), common-base (common gate) and common-collector (common-drain) topologies. Gain characteristics, input, output impedances and key application strengths of each type. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Determine and Simulate Thevenin and Norton Equivalent Circuits of Linear Circuits +2. Carry out Mesh and Nodal Analysis of AC Linear Networks by analysis and simulation +3. Determine Properties and Characteristics of Series and Parallel Resonant Circuits +4. Explain the basic models, characteristics and applications of Field Effect Transistors operating in DC and AC mode +5. Analyse different BJT and FET amplifier circuits +6. Simulate circuits to aid analysis and support the design process + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sedra A.S. and Smith K.C. (2020) Microelectronic Circuits (8th Ed), Oxford Univ Press +Boylestad R.L. (2023) Introductory Circuit Analysis (14th Ed), Pearson + + +Other Texts: +Floyd T.L. (2021) Priciples of Electric Circuits, Pearson +Herniter M.E. (1998) Schematic Capture with Microsim PSpice, Pearson +Nilsson J.W. and Riedel S. (2018) Electric Circuits, McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4024 - ACTIVE CIRCUIT DESIGN 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 2 + 0 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces the basic properties of operational amplifiers feedback, and their use in both linear and non-linear applications as well as the introduction of AC low frequency design. An introduction to Analogue signal conversion is also given. + + +Syllabus: +THE DIFFERENTIAL AMPLIFIER AS A TWO ENDED INPUT AMPLIFIER. Introduce the diff amp as the input element to Op Amps. Define the terms Differential Gain, Common Mode Gain and Common Mode Rejection Ratio +OP-AMP CHARACTERISTICS: Simplified internal view of a typical 3-stage op-amp, current limiting, open-loop transfer curve, offset error. Op-amp configurations; current in, voltage out etc. Finite gain errors. Slew limitations. +OP-AMP LINEAR APPLICATIONS: Selected linear applications, including voltage amplifiers, regulators, integrators and instrumentation issues. +FEEDBACK: Effects of feedback on gain, input impedance, output impedance, correction of disturbances. Bandwidth of single pole amplifiers. Op-amp frequency shaping networks. Placing poles and zeros in the closed loop response. +OP-AMP NON-LINEAR APPLICATIONS: Comparators, Schmitt trigger, rectifiers, peak detectors etc. Non-linear oscillators (square-triangle), monostable circuits. +A.C. COUPLED AMPLIFIERS: Low frequency limitations, break points, Bode plots, design steps. +ANALOGUE SIGNAL CONVERSION: Introduction to D/A and A/D as system functions. D/A conversion using R-2R ladders with I/V conversion. DAC specifications. Description of A/D conversion using successive approximation method. Differential signalling, line drivers and hardware for serial data transmission. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the ideal and non ideal behavioural characteristics of the operational amplifier as a basic building block for active circuits +2. Recognise by comparison to experimental results the limitations that apply to simulations +3. Relate the concepts of negative feedback to real circuit implementations +4. Analyse and describe circuits involving operational amplifiers for linear and non linear applications +5. Design circuits to implement a given low-frequency specification +6. Illustrate the concepts of analogue signal conversion with reference to real A/D and D/A circuits + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Demonstrate the ideal and non ideal behavioural characteristics of the operational amplifier as a basic building block for active circuits + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Sedra A.S. and Smith K.C. (2020) Microelectronic Circuits, Oxford Univ Press + + +Other Texts: +Boylestad R.L. (2023) Introductory Circuit Analysis, Pearson +Floyd T.L. (2021) Principles of Electric Circuits, Pearson +Herniter M.E. (1998) Schematic Capture With Microsim PSpice, Pearson +Nilsson J.W. and Riedel S. (2018) Electric Circuits, McGraw Hill + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4026 - SIGNALS AND SYSTEMS 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce a number of mathematical and computer aided tools for analysing signals and systems in the time and frequency domains, such that students will develop a sound knowledge and understanding of linear transform theory for signal processing, and to apply it to correlation and filtering of signals, in analogue and digital domains. + + +Syllabus: +Signal Classification: pulse waveforms, periodic waveforms, sine waves and phasors, signal symmetry. Fourier Series and Fourier Transform. +Sampling, replication, and aliases. +Finite Fourier Series and the DFT. +Correlation and Convolution, digital and analogue. +Introduction to Digital Filters and the DtFT. +Windowing of signals, aspects of A/D and D/A conversion. +Discrete-time systems and the z-transform. +Elementary FIR filter design. LP, BP and HP filters. +Simple IIR filters, intuitive design methods. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Recognise, develop and write expressions and mathematical models that describe periodic, aperiodic, continuous, discrete and sampled signals in both time and frequency domains +2. Classify, analyse and synthesise signals and systems in the time and frequency domains. +3. Represent continuous and discrete linear time-invariant (LTI) systems in time by using differential and difference equations and block/flow diagrams +4. Recognise and apply z-domain descriptions of signals and systems in solving difference equations, in determining systems causality and stability, in performing convolution sums, and in qualitative assessment of system frequency response. +5. Characterise an LTI system by determining its impulse response and/or its transfer function using such analytical methods as convolution, the z-transform, and the input/output difference equation describing the system. +6. Apply Fourier transforms to specified signal descriptions, both continuous and discrete, for a dual-domain examination of such signals +7. Conceptualise and apply LTI system definitions, stability criteria, convolution, filtering, and the sampling theorem + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Apply computer-aided tools for examining, analysing and simulation of continuous and discrete time signals and systems. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is delivered via 2 lecture hours and 2 laboratory hours per week over 12 teaching weeks. Assessment is based on 30% coursework and 70% final exam. Coursework comprises a number of lab-based exercises and assignments using Matlab environment (20%), and a mid-term test (10%). + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Oppenheim, A. V., Willsky, A. S. and Hamid, S. (2015) Signals and Systems, , Prentice Hall, New Jersey. +Haykin, S. S. and Van Veen, B (2021) Signals and Systems, 2/E, Wiley, New York. + + +Other Texts: +Kamen, E. W. and Heck, B. S. (2007) Fundamentals of Signals and Systems Using the Web and Matlab, 3/E, Prentice Hall, NY. +McClellan, J. H., Schafer, R. W. and Yoder, M. A. (2003) Signal Processing First, Pearson Education - Prentice Hall, New Jersey. + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4027 - ASIC 1 - DIGITAL ASIC + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces issues relating to the design and implementation of application-specific integrated circuits (ASIC) for digital systems. + + +Syllabus: +Introduction to Design Methodology. Custom IC design. Standard cells. Programmable logic. Gate arrays. FPGAs. ASICs. VLSI Structures. CMOS, advanced CMOS, ROMs and RAMs. Introduction to UNIX. Manipulating files and directroies. Information processing. Printing. Using remote systems. Tailoring the envioromnent. Job control. Editors. Design entry and simulation. Schematic capture. Simulation. Verilog HDL. Module form general syntax. Data types. Constant assignment. Parameters. Arrays. +Operators. Procedural statements. Using built-in functions in Verilog. Additional Verilog constructs. Two behavioural examples: gate level simulation, tri-state gates. Device layout and fabrication. The CMOS IC fabrication process. The CMOS inverter. Other CMOS Structures (in an n-well process). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Draw the design flow of a modern digital ASIC and list the inputs and outputs of each of the stages in such a design flow. +2. Write a synthesizable hardware description language module for a digital system, along with a test bench for the system. +3. Design and analyse CMOS inverter circuits driving capacitative loads based on the long channel model. system. +4. Describe the limitations of the long channel model for deep submicron processes, and discuss the short channel model. +5. Draw the schematic of any standard logic cell and design the schematic of any composite gate in the CMOS style. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Smith, M.J.S. (1997) Application-Specific Integrated Circuits, Addison-Wesley + + +Other Texts: +Smith, D.J. (1996) HDL Chip Design, Doone Publications +Shoji, M. (1988) CMOS Digital Circuit Technology, Prentice Hall +Hurst, S.L. (1998) VLSI Testing: Digital and Mixed Analogue/Digital Techniques, IEE Press + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4028 - COMPUTER ARCHITECTURE + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To provide a grounding in the analytic study of computer architecture and an introduction to various architectural styles, e.g., CISC, RISC, and various non-von Neumann architectures. + + +Syllabus: +Review of Von-Neumann architecture: Brief discussion of evolution in processor design from 1940's to today. Computer classifications. Flynn's taxonomy: SISD, SIMD, MIMD. +Computer performance measurement: Execution time and clock cycles per instruction (CPI). MIPs, MFLOPs. Benchmarks: Dhrystone, Whetstone. Kernels: Livermore loops, Linpack, SPECmarks. +Floating point arithmetic: IEEE 754. Addition. Rounding. Denormalised numbers. Multiplication. Iterative division. Precision. +Instruction set design and architecture: Classification. Register machines. Addressing modes. The role of high-level languages and compilers in determining instruction set architecture, "semantic gap", "high-level language architecture", CISC and RISC architectures. +Processor implementation techniques: Datapath. Execution steps. Control: hardwired, microcoded. Handling exceptions. +Pipelining: Hazards in pipelines. CISC and RISC pipelines. Multicycle pipelines (superpipelining). Dynamic scheduling. Scoreboarding. Tomasulo's algorithm. Instruction level parallelism. Superscalar architecture. VLIW. Software pipelining and trace scheduling. +Memory hierarchy design: Register windows. Caches: strategies, replacement policies, block size. Main memory: width, interleaving. Virtual memory: page tables, translation lookaside buffers. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Evaluate the impact on CPU performance of instruction set design. +2. Evaluate the merits and demerits of various computer performance benchmarks. +3. Evaluate the performance characteristics of computer arithmetic algorithms. +4. Analyse and compare the performance of various caching algorithms. +5. Describe the structure of pipelined and superscalar CPU microarchitectures. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Tutorials/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Hennessy, J.L. & Patterson, D.A. (2018) Computer Architecture: A Quantitative Approach, 6th ed., Elsevier +Patterson, D.A. & Hennessy, J.L. (2021) Computer Organization & Design, Elsevier + + +Other Texts: +Shriver, B. & Smith, B. (1998) The Anatomy of a High-Performance Microprocessor, IEEE Computer Society Press +Fisher, J.A. Faraboschi, P. & Young C. (2005) Embedded Computing: A VLIW Approach to ARchitecture, Compilers & Tools, Elsevier +Shen, J.P. & Lipasti, M.H. (2005) Modern Processor Design: Fundamentals of Superscalar Processors, McGraw-Hill +Ercegovac, M.D. & Lang, T. (2004) Digital Arithmetic, Elsevier +Stines, J.E. (2004) Digital Computer Arithmetic Datapath Design Using Verilog HDL, Kluwer +Lee, S. & Sjoholm, S. (2003) Design of Computers and Other Complex Digital Devices with VHDL for Designers, Prentice Hall +Koren, I. (2002) Computer Arithmetic Algorithms, 2nd ed., A K Peters Ltd + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +LH4036 - OPERATING SYSTEMS 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Study of multitasking operating systems. Study will be confined to single processor systems. A Unix or WIN-32 operating system will be selected as the prime example operating system. The module lab work will teach the student to develop concurrent program solutions. The module includes: concurrency, states, queues, scheduling. Process inter-communication. Memory management. File systems to support multitasking, File sharing, file protection, performance issues. Conditions for deadlock and solutions. I/O devices and device drivers. File security and protection + + +Syllabus: +1) Processes: Concurrency, states, queues, scheduling. 2) Process Communication: Mutual exclusion, race conditions, busy-waiting solutions, Test/Set locks, semaphores, monitors, simple message passing, pipes, classical problems. 3) Memory Management: Swapping, virtual memory, paging, segmentation, performance and protection issues. 4) File systems to support multitasking: File sharing, file protection, performance issues. The UNIX i-node system. 5) Deadlock: Conditions for deadlock and solutions. 6)Input/Output: I/O Devices for multitasking environments, need for design of re-entrant drivers. 7) Computer Security and Protection: User authentication; protection matrix; ACL; capabilities. 8) Case Study: The UNIX Operating System: Origins; Standards; Shells; Utilities; Process Management; Memory Management; File Management; Programming in the Unix environment (Or, equivalent study based on a WIN-32 operating system.) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Define the underlying concepts for computer operating system design. +2. Identify concurrency problems in software examples and describe how they can be fixed using appropriate synchronisation mechanisms. +3. Compare the features of two separate operating systems (Unix and WIN-32) by identifying the underlying architectural and conceptual differences. so that they can compare and relate to the underlying concepts. +4. Describe the key concepts and requirements for a memory management system, including virtual memory, partitioning, paging, protection and performance. +5. Analyse problems that can be solved with understanding of API/libraries in an operating system context. +6. Given a specific programming problem show, without reference to a resource, how operating system APIs and libraries can be used to reduce the amount of code that has to be written to solve the problem. +7. Develop a simple I/O device driver, know the individual steps necessary to copy the contents of a memory buffer to a physical block on a hard disk, as a formal driver. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Formal lectures, laboratory based assignments and projects, laboratory based tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +A. Silberschatz (2019) Operating System Concepts, Wiley + + +Other Texts: +W. Stallings (2018) Operating Systems: Internals and Design Principles, Prentice Hall +A. Tanenbaum (2023) Modern Operating Systems, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.oconnell@ul.ie +________________ + + + + +Module Code - Title: +LH4037 - ARTIFICIAL INTELLIGENCE + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To provide the student with a solid theoretical and practical understanding, knowledge and skill in the application of artificial intelligence and expert systems. + + +Syllabus: +Section (i) - Introduction to Prolog and "Logic Programming" +Rule-based systems and logic programming. The resolution principle, unification & backtracking. +Recursion & iteration. Prolog representation of algorithms. Extra-logical features of Prolog. +Section (ii) - State-Space Search +Use of state-space search in A.I. programming. Representation of problems in state-space form. +Prolog representation of state-spaces. Heuristics. Search strategies: depth-first, breadth-first, hillclimbing, best-first, branch & bound, Algorithm A, Algorithm A*. Admissibility, Monotonicity, Informedness. +Section (iii) - Expert Systems +The structure of an expert system. Knowledge Representation. The inference engine. Inference strategies. Reasoning under uncertainty. +Section (iv) - Neural Networks +Neural models: McCulloch & Pitts, Rosenblatt. Hebbian learning. The Adaline. Multi-layer +Perceptrons & Backpropagation. Associative networks. Competitive networks. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Use the resolution technique to solve problems stated in terms of predicate logic. +2. Formulate a search problem in terms of an appropriate state-space representation. +3. Apply suitable search algorithms and heuristics to problem solving. +4. Apply neural network techniques to the solution of classification problems. +5. Construct problem-solving programs in a suitable A.I. language such as Lisp or Prolog. +6. Evaluate the current state of the art in artificial intelligence research and applications. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs/Tutorials, Self-directed research and project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Luger, G.F. (2008) Artificial Intelligence, , Pearson/Addison-Wesley +Russell, S. & Norvig, P. (2022) Artificial Intelligence: A Modern Approach, 2nd ed., Pearson/Addison-Wesley + + +Other Texts: +Bishop, C.M. (2006) Pattern Recognition & machine Learning, Springer +Brachman, R.J. & Levesque, H.J. (2004) Knowledge Representation & Reasoning., Elsevier +Alpaydin, E. (2003) Introduction to Machine Learning, MIT Press +McKay, D. (2003) Information Theory, Inference & Learning Algorithms., Cambridge +Dechter, R. (2003) Constraint Processing., Elsevier +Negnevitsky, M. (2004) Artificial Intelligence: A Guide to Intelligent Systems, Pearson +Bratko, I. (2011) Prolog Programming for Artificial Intelligence, Addison-Wesley +Nilsson, N.J. (1998) Artificial Intelligence: A New Synthesis, Morgan Kaufmann + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +LH4038 - COMMUNICATION AND SECURITY PROTOCOLS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +Introduces students to security services and cryptographic protocols used for information and system security, in areas such as wireless networks, e-commerce and the Internet. Provides an understanding of security protocol design techniques and formal methods for evaluation of the reliability of security protocols. + + +Syllabus: +[Wireless Standards and Technologies] IEEE 802.11, WEP, Bluetooth, BlackBerry +[Review Internet security] IPSec, SSL. +[Role of security services in countering network attacks] confidentiality, data origin authentication, entity authentication, data-integrity, non-repudiation, access control, availability. +[Cryptographic components] Review of the cryptographic components required in security protocols such as: ciphers & keys, hashing functions, random number generators, message authentication codes and digital signatures. +[Public key infrastructures] X.509, SDSI, TLS. +[Protocols] Key management, peer-to-peer distribution protocols, group distribution and identification protocols. Modern cryptographic protocols for: wireless communications (mobile, radio-link, secure mobile ad-hoc networks), e-commerce (e-payment, non-repudiation), Certified e-mail, E-voting. +[Smart cards and protocols] for ATMs, passport identification and digital cash. +[Security protocol design] Study of protocol design techniques +[Use of formal methods] for evaluation of correctness of security of protocols. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of the operation of protocols in communication systems and security services. +2. Explain the use of security services in countering network attacks. +3. Identify suitable security protocols for services such as key distribution, authentication and non-repudiation. +4. Design custom security protocols to satisfy given security goals. +5. Apply formal methods to evaluate the correctness of security protocols. +6. Explain the differences between formal analysis tools based on modal logics and model checking. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +W. Stallings & L.Brown (2023) Computer Security, Principles and Practice, 5th Ed., Prentice Hall +W. Stallings & L.Brown (2022) Cryptography and Network Security: Principles and Practice, Global Ed, Prentice Hall +C. Boyd & A. Mathuria (2019) Protocols for Authentication and Key Establishment, Springer + + +Other Texts: +M. Hendru (1997) Smart Card Security and Applications, Artech House +R. Temple & J. Regnault (2002) Internet and Wireless Security, Institution of Electrical Engineers +A. Danthine, G. Leduc, P. Wolper (1991) IFIP Transactions Protocol Specificaition, Testing, Verification, North-Holland +C. Gehrmann, J. Persson & B. Smeets (2013) Bluetooth Security, Artech House + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +amrita.ghosal@ul.ie +________________ + + + + +Module Code - Title: +LH4042 - DIGITAL SYSTEMS 1 + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will provide the student with a solid theoretical and practical understanding, knowledge, and skill in the application of digital systems and computer and microcontroller hardware. + + +The module focuses on the basic elements of digital systems, distinguish between analog and digital representations, number systems and codes, conversion between number systems, describing Logic Circuits, characteristics of CMOS digital ICs, latches and flip-flops. + + +The module will prepare students for further and advanced study on digital systems in their electronics programme. + + +Syllabus: +Introduction to digital systems; Distinguish between analog and digital representations. +Number systems and codes; Conversion between number systems. +Describing Logic Circuits; Truth tables and Basic Boolean manipulation. Simple Gating functions, Data selectors. Demultiplexers. Karnaugh Mapping +Logic Characteristics; Delays and spurious responses. Buffers, Schmidt inputs. Characteristics of CMOS digital ICs. +Basic Arithmetic; Unsigned numbers, signed numbers. 1's and 2's complement arithmetic. Ripple carry adders +Latches and flip-flops; D-type level triggered. Edge-triggered D-type. J-K Timing waveforms for flip-flops. Shift register operation. Edge-triggering concepts, Propagation delay, set-up, hold, asynchronous inputs. +Registers and counters + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Construct a truth table for any function with up to 4 variables and write a corresponding Boolean expression +2. Simplify a Boolean expression with up to 4 variables into a standard sum-of-products form. +3. Convert decimal numbers into binary, hex and BCD format and vice-versa +Perform addition and subtraction using 1s and 2s complement fixed point binary notation. +4. Draw the output of a multi-level gating circuit, allowing for gate delays +5. Draw output waveforms for D type latches and flip-flops and J-K flip-flops given the input waveforms +6. Draw circuits based on flip-flops for simple sequential circuits based on counters and shift registers +7. Document combinatorial circuits to a given specification +8. Design and test a range of circuits with switches, LEDs and 7-segment displays and document results + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module has 2 teaching hours per week, with one laboratory session of 2 hours per week. Students perform laboratory work to reinforce the lecture material, and to show the practical application of the lecture material. +The assessment is typically 70% end-of-term exam, 25% laboratory work, and 5% class test. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Tocci, R.J (2011) Digital Systems: Principles and Applications, , Prentice hall + + +Other Texts: +Floyd T.L. (2009) Electronics Fundamentals Circuits, Devices and Applications, Pearson + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4043 - DIGITAL SYSTEMS 2 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The module covers digital system topics including: Fully synchronous systems; Finite State Machines(FSM); Mealy and Moore type FSMs; Hardware Description Languages and RTL modelling. Modern digital design requires designers to use HDLs for design and verification. (Digital Systems 1 on the programme is a prerequisite for this module.) + + +Syllabus: +Fully synchronous systems: A review of the benefits of a fully synchronous system. + + +Finite State Machines(FSM): State diagram, state table and assignments. Mealy and Moore type FSMs. Using memory in a general Mealy-Moore state machine. Other approaches: 'One-shot' encoding and shift register-based machines. + + +Hardware Description Languages: The nature and use of HDLs. Hierarchical modelling concepts and structural specification of logic circuits. Gate-level modelling. Behavioural modelling. Description of basic digital circuits using a HDL. + + +Simulation: Event-driven simulation. Simulation using test benches. + + +Register-Transfer-Level (RTL) description. + + +Design flow and CAD tools. HDL code for FSMs (E.g. serial multiplier). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Draw state diagrams, implement next state functions, and design and implement finite state machines using basic logic elements. +2. Design basic digital circuits/systems using a HDL. +3. Use CAD tools to design and analyse digital systems. +4. Detail how a Hardware Description Language is interpreted for simulation and synthesis +5. Code a test bench to test and verify the operation of a digital circuit +6. Implement and test a FSM using a HDL + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Module will be delivered using 2 hour labs, using industry standard EDA tools. Assessment will include online quizzes, lab exam and project work + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Palnitakar (2003) Verilog HDL: A guide to digital design and synthesis, 2nd Ed,, Prentice Hall. + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4044 - DIGITAL SYSTEMS 3 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The module provides an in-depth treatment of the following topics: Basic Microprocessor; Processor Architecture and programming in machine code; Instruction sets, Addressing modes, Data formats; Exception handling, I/O programming; Software polling, Interrupts, Basic interrupt processing concepts, Interrupt service routines (ISRs); C programming as a programming language for embedded systems; Practical application of using a software development toolchain. (Digital Systems 1 on the programme is a prerequisite for this module.) + + +Syllabus: +Microprocessor and Microcontroller Architecture: +Processor Architecture and programming in machine code. Programmer's model, data formats including integer types, floating point numbers, ASCII and Unicode. Program instruction cycle. + + +Instruction sets: + + +Addressing modes: register, immediate, direct, indirect, relative. Program control flow instructions. Stacks, local variables and subroutines. Exception handling. + + +I/O programming: + + +Simple handshaking concepts. Software polling. Interrupts: Basic interrupt processing concepts. Interrupt service routines (ISRs). Interrupt hardware -fixed versus programmable priority, interrupt vectoring. + + +C programming as a programming language for embedded systems: + + +Pointers and Macros in embedded software. Linking and sub-programs. Assembly programming and C. + + +Memory: Addressing concepts, including memory mapped and I/O mapped I/O. Volatile and non-volatile memory. ROM, RAM. +Serial data: Asynchronous and synchronous transfers. RS232, SPI, I2C. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the operation of a basic microprocessor +2. Write assembly code that uses processor and microcontroller on-chip I/O resources. +3. Explain the relationship between high level languages, assembly language and machine code. +4. Compile, debug and test a C program (comprising of multiple source files) +5. Code and utilise interrupts +6. Program and utilise microcontroller on-chip I/O devices using C + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Build up an embedded system from supplied components and write software to run on their system. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Module is taught using 2 hours per week of lectures, 1 hour tutorial and a 2 hour lab session involving project work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Williams, E (2014) Make: AVR Programming: Learning to Write Software for Hardware, Maker Media +Smith, W.A. (2016) C Programming with Arduino, Elektor Publications + + +Other Texts: +Russel, D.J., Thornton, M.A. (2010) Introduction to Embedded Systems: Using ANSI C and the Arduino Development Environment, Morgan & Claypool + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4046 - LANGUAGE PROCESSORS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the theory of compiler design and show its application in a simple compiler. An important part of the module is the implementation of a compiler for a simple, Pascal-like, language. + + +Syllabus: +Compiler structure: Definition of terms. Source, object and executable files. Symbols, definition and resolution. Phases of a compiler and their functions. Single and multi-pass compilation. Cross-compilation, interpreters and pseudo-machines. +Grammars: Mathematical grammars for language definition. BNF and EBNF notations. Parse trees. Properties of grammars. The Chomsky hierarchy. Syntax diagrams. Restrictions on grammars. +Parsing: Top-down parsing. Lookahead. Recursive descent. LL(l) grammars. First, follow and predict sets. +Syntactic error detection and recovery for recursive descent parsers. +Semantic processing: The symbol table. Handling semantic errors. +Code generation for a simple stack machine: Translation of expressions to reverse-Polish form. Procedure calls and block structure. Static and dynamic scope. Storage management for modern languages. +Scanning: Regular expressions. State machine implementation. Nondeterministic automata and translation to deterministic automata. The use of a scanner generator such as LEX. +Table-driven parsing techniques: +LL(l) table-driven parsers. Shift-reduce parsers. LR parsing. The LR(0) Characteristic Finite State Machine. LR(l). SLR. LALR(l). The use of a parser generator such as yacc. +Code generation for register architectures. Introduction to code optimisation techniques. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the structure, phases, major data structures and algorithms of a compiler. +2. Given a formal EBNF grammar for a computer language, construct a parser program for that language. +3. Given examples of syntactic structures, design appropriate formal grammar constructs describing them. +4. Analyse a grammar in terms of the LL(1), LR(0), SLR &LALR(1) criteria. +5. Create (by hand) scanning and parsing automata for simple grammars. +6. Use scanner and parser synthesis tools such as lex and yacc. +7. Construct a compiler for a simple computer language. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Terry, P. (2004) Compiling with C# and Java, Pearson +Appel, A.W. (2002) Modern Compiler Implementation in Java, Cambridge + + +Other Texts: +Aho, A.V., Lam, M.S., Sethi, R. & Ullman, J.D. (2024) Compilers: Principles, Techniques, & Tools, 2nd ed., Pearson +Parr, T. (2016) The Definitive ANTLR Reference, Pragmatic Bookshelf +Cooper, K.D. & L. Torczon (2022) Engineering a Compiler, Morgan Kaufmann +Grune, D., H.E. Bal, C.J.H. Jacobs & K.G. Langendoen (2000) Modern Compiler Design, Wiley +Waite, W.M. & L.R. Carter (1992) An Introduction to Compiler Construction, Collins +Holub, A.I. (2023) Compiler Design in C, Prentice Hall + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +LH4047 - SOFTWARE ENGINEERING 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce the domain of software engineering from a programmers perspective focusing on object oriented analysis, design and programming. +To revisit and develop existing computer software skills and competence. +To emphasise good Software Engineering Practices +To enhance individual and team working skills + + +Syllabus: +Introduction to Software Engineering. Software Development Paradigms.Software Evolution and Reliability. Human Factors in Software Engineering.Software Specification, System Modelling. Requirements Definition/Specification.Software Design: Modularity, Cohesion, Coupling.Function Oriented Design. Diagramming Techniques. Structured Design.Software Reviewing and Testing. Software Quality Assurance and metrics.More ADTs and algorithms. Introduction to Object Oriented Analysis/Design and Programming Programming Languages Programming Practice: Coding, Style, DocumentationThe C++ Programming Language (continued):C++ versus C, Objects and Classes, Function and Operator Overloading, Inheritance and Polymorphism, Input and Output, Memory Management, Templates. Development Environments: Debuggers, Profilers, Browsers.Individual and Team Project/Case Study. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Apply basic software engineering concepts and techniques to the software development process. +2. Design Abstract Data Types (ADTs). Create computer programs to implement and test them using a language such as C++. +3. Use UML diagrams for the specification, visualization, construction and documentation of software artefacts. +4. Describe the stages of the software development cycle in terms of inputs, outputs, resources and design documents. +5. Employ a structured approach to the design and construction of a small but complete software system and its associated documentation. +6. Prepare software engineering technical reports to professional standards. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Labs, Tutorials and Project Work. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Pressman R.S. (2019) Software Engineering - A practitioners approach, McGraw-Hill +Sommerville I. (2020) Software Engineering,, Addison Wesley +Deitel H.M. & P.J. Deitel (2020) C++ How to Program, Pearson + + +Other Texts: +Kruchten, P (2004) The Rational Unified Process: An Introduction, Addison-Wesley +Fowler, M. (2003) UML Distilled, Addison-Wesley +Booch, Rumbaugh, Jacobson (2005) UML User Guide, Addison-Wesley +Rumbaugh, Blaha, Premerlani, Eddy, Lorensen (2004) Object-Oriented Modeling and Design, Pearson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +kevin.murphy@ul.ie +________________ + + + + +Module Code - Title: +LH4048 - MACHINE VISION + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module covers one of the key enabling technologies that is necessary for modern robotics design and auto eVehicles, machine vision. At the end of this module students will be able to use common techniques for the design, specification and practical implementation of modern vision systems. + + +Syllabus: +Image Formation: Pin-hole camera model, Projective geometry, colour space RGB & HSL Image Distortion and camera calibration +Image Acquisition: Lenses, Camera Systems, Sampling. +Low-Level Image Processing for Machine Vision: Filtering, Edge-Detection, Thinning, Photometric Stereo, Shape-From-Shading, Interest point detection. +Motion: Motion Field and Optical Flow +High-Level Image Processing: Region Segmentation And Labelling, Classification, Object Detection. +Neural Approaches To Image Processing. +Structure From Motion. Example Application (Picking Parts From A Bin). +Stereovision Visual Servoing; Position Based and Image Based Visual Servoing. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the major algorithms and techniques employed in machine vision systems. +2. Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. +3. Design and implement computer programs to perform low-level machine vision operations: filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. +4. Design and implement computer programs to perform high-level machine-vision operations: segmentation, labeling, classification and detection; in a suitable computer language. +5. Design and implement neural-based image classifiers. +6. Design a complete machine-vision system for an application such as part-picking. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures / Labs / Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Duda, R.O. & Hart, P.E (2009) Pattern Classification, 2nd ed., Wiley +Gonzalez, R.C, Woods, R.E. & Eddins, S.L. (2004) Digital Image Processing using Matlab., Pearson +Morris, T. (2004) Computer Vision and Image Processing., Macmillian + + +Other Texts: +Bishop, C. (2006) Pattern Recognition and Machine Learning., Springer +Billingsley, J. (ed.) (2000) Mechatronics and Machine Vision., Research Studies Press +Jain, R., Kasturi, R. & Schunck, B.G. (1995) Machine Vision., McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +LH4056 - ROBOTICS 1: SENSORS AND ACTUATORS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to fundamental principles of + +* Measurement of physical phenomena utilising various sensing techniques. +* Transducer action and signal conversion +* Various Actuator types and principles of operation. +* Specification of a complete measurement system. + + +Syllabus: +Introduction to Physical Phenomenon:- +* SI Units. +* Principles of sensor operation (mechanical, thermal, sound, light). + Sensors and Transducers:- +* Concept of transducer action as signal conversion with particular emphasis on an electrical signal as the output. +* The ideal transducer. +* Resolution, accuracy, linearity definitions and relevance. +* Review of some physical phenomena that result in electrical parameter variations + +Actuators +* Magneto Motive Force & magnetic circuits, transformers, DC generators and motors. +* Motors: DC machines with permanent magnet and field windings, Induction motors, Stepper Motors,. Stepper drives. +* Motor Drive Circuits. + + +Sensor Interfacing Circuitry introduction/review +* Review of Op-Amp as applied to sensing systems, Instrumentation amplifiers, diff amps, etc. Simple DACs, ADCs successive approximation and integrating, operating principles and suitability for industrial applications. Overall concepts of accuracy, drift, resolution, and common mode rejection applied to a measurement system, complete system composed of a transducer, amplifier and ADC. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Explain the concepts of linearity, stability. repeatability, resolution, etc for sensors. +2. Select a suitable sensor or appraise sensor options for a given application requirements based on sensor technical specilications. +3. Describe the operation of magnetic / electro-magnetic components and devices, such as solenoids, transformers, motors and generators. +4. Apply defining equations to analyse transformer, magnetic circuit and motor / generator circuits. +5. Evaluate the most suitable motor type for a given motion application. +6. Build sensor and actuator circuits, take measurements, analyse data and design sensor & actiator circuits in the laboratory. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. +Laboratory sessions - where students follow a structured set of laboratory sessions which include PC based experiment tutorials followed by computer assisted/guided experiment execution. The lab is supported by a technician and teaching assistants. +Labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Storey, N (2004) Electrical and Electronic Systems, Pearson Education, + + +Other Texts: +Storey, N (2017) Electronics A systems Approach, Addison Wesley +Bolton W (2018) Mechatronics, Electronic Control Systems in Mechanical and Electrical Engineering, Longmann + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4057 - ELECTRONICS LIFE CYCLE ENGINEERING + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 3 + 1 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +The electronics sector is facing a range of sustainability challenges related to critical raw materials, energy, climate change and waste. This module will explore the implications of these pressures on the sector and introduce solutions to mitigate the impacts. + + +Syllabus: +1. Sustainability in the Electronics Sector: Critical Raw Materials, Energy and Water in Manufacturing, Energy in the Use Phase, Climate Change and Carbon taxation, WEEE & Extended Producer Responsibility, E-Waste in Developing Countries +2. Sustainability Solutions in the Electronics Sector: Circular Economy & New Business Models, Materials Substitution & Thrifting, Renewable Energy & Smart Grids, Cloud Computing, Design for Remanufacturing/Reuse/Recycling, IoT and Life Consumption Monitoring, Extended Producer Responsibility +3. Streamlined Life Cycle Assessment and its implementation in the life cycle of electronic products/services + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of the potential supply chain disruptions related to critical raw materials in electronics. +2. Explain the distinct roles of remanufacturing, refurbishment, and reuse, in the resource efficiency of electronic products and the importance of product designs in facilitating these. +3. Demonstrate an understanding of electronics recycling systems from a technical, financial, and behavioural perspective. +4. Discuss the role of cloud computing in environmental sustainability. +5. Conduct a streamlined life cycle assessment of an electrical or electronic product and design a business model and product to demonstrate improved environmental performance over a baseline product. +6. Explain the role of new business models in facilitating the circular economy. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is heavily informed by research activities in the ECE Department. Students are provided with video content on the various parts of the syllabus and the lectures are flipped to be discussions on the content. Each topic also has a short quiz associated with it. The module culminates with a term project where students work in teams to develop a prototype product service system and quantify the life cycle benefits of their solution. + + +Curious: The students will be received cutting edge information about the environmental problems associated with the electronics sector + + +Agile: Students will work in teams to discuss and create collective solutions to the problems identified + + +Articulate: Students will make presentations at three points in the module, submit a project reports. + +Responsible: The essence of the module is to enable engineers to have a responsible outlook towards the environment and society. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Graedel et al (2015) On the Materials Basis of modern society, Science, vol 112, no. 20 +Williams et al (2002) The 1.7 kg Microchip: Energy & Material Use in the Production of Semiconductor Devices, Environmental Science & Technology, 2002, 36, 5504-5510 +Grant et al (2013) Health consequences of exposure to e-waste: +, Lancet Global Health 2013, e350-361 +Ashby (2021) Materials and the Environment, Elsevier +Bocken et al (2016) Product design and business model strategies for +, and Production Engineering, 33:5, 308-320, + + +Other Texts: +European Commission (2018) Report on Critical Raw Materials & the Circular Economy, European Commission +IMF (2012) Fiscal Policy to Tackle Climate Change, International Monetary Fund + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4058 - ELECTROMAGNETICS 1 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 1 + 0 + 7 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will give students an understanding of the theory and application of electromagnetism both at the theoretical and practical level. + + +Syllabus: +Review of vector calculus. +Electrostatics - Electric field, calculation of the electric field, electric potential, conductors and dielectrics, electrostatic field boundary conditions, capacitance. Poisson's and Laplace's equations. Current density. Resistance calculations. +Magnetostatics - Magnetic flux density, vector magnetic potential. +Biot-Savart law, magnetic field intensity, magnetic circuits, magnetic materials, inductance. +Time-varying fields - Faraday's law, Maxwell's equations, time +harmonic electromagnetics, plane electromagnetic waves in lossfree and lossy media, low-loss dielectrics and conductors, power propagation and the Poynting vector, instantaneous and average power densities. +Transmission lines - Transverse electromagnetic waves along a +parallel-plate transmission line, transmission line equations, wave +characteristics along infinite and finite lines, transmission lines as +circuit elements, resistive and arbitrary terminations, the Smith +chart, impedance matching. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Use vectors in Cartesian, polar and spherical space and apply the Gradient, Divergence and Curl operators. +2. Derive the fundamental equations of electrostatic theory. Apply Gauss' law, Poisson's and Laplace's equations to solve capacitance and resistance problems, +3. Derive the fundamental equations of magnetostatic theory and apply the Biot-Savart law and Ampere's circuital law to solve magnetic field and inductance problems. +4. Derive Maxwell's equations and the resulting wave equation for uniform plane time-varying electromagnetic waves. Determine the propagation coefficient of uniform plane time-varying electromagnetic waves in loss-free and lossy media. +5. Derive Poynting's theorem and apply it to determine the power in electromagnetic waves. +6. Derive the transmission line equations. Determine the driving point impedance of terminated transmission lines. Apply the Smith chart to impedance matching problems. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module is based on 12 teaching weeks within the semester with two lecture hours and 1 tutorial/problem solving hour per week. Some tutorial sessions will involve students attempting to solve electromagnetic problems, with the help of the lecturer. Other tutorials will involve 'question and answer' sessions where the students can ask the lecture any detailed question on electromagnetic theory and problems. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Cheng, David K. (2014) Field and Wave Electromagnetics, Addison-Wesley + + +Other Texts: +Marshall, DuBroff and Skitek (2015) Electromagnetic Concepts and Applications, Prentice Hall. + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4066 - ACTIVE CIRCUITS 4 + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to integrated circuit design, to the limitations that apply to chip-level components, and to IC design methods. + + +Syllabus: +IC technologies and components: Processing methods. Semiconductor Junctions. Passive (R and C) components and their limitations. +Integration of BJTs, JFETs and MOSFETs. Device characteristics. +Analogue bipolar design methods: mirrors, high-gain stages, output buffers. +Analogue CMOS design methods: mirrors, high-gain stages, output buffers. +Digital logic families, an overview. +Analogue building blocks: overview of op-amps, comparators and PLLs.CMOS and BiMOS technologies. +Review of some analogue ICs, bipolar and MOS. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Analyse, describe and appraise various Integrated Circuit (IC) components and technologies +2. Inspect and analyse different Bipolar and MOS digital logic families and design circuits to solve problems for each of these families +3. Analyse, design and explain various generic building blocks used in ICÆs including current sources, current mirrors, gain stages, intermediate stages and output buffers +4. Analyse the origins and responses of high frequency effects in bipolar and MOS transistors and their significance in amplifier circuits +5. Given high-frequency specifications, design generic bipolar and MOS amplifiers + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered through a combination of Lectures, interactive problem classes and hands on laboratory sessions. Assessment will be by coursework, class test and end of semester exam. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Gray P.R. and Meyer R.G. (2024) Analysis and Design of Analog Integrated Circuits, Wiley +Sedra A.S. and Smith K.C. (2020) Microelectronic Circuits, Oxford Univ Press + + +Other Texts: +Herniter M.E. (1998) Schematic Capture Using PSpice, Pearson Ed + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4067 - MODERN ELECTRICAL POWER SYSTEMS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +To introduce students to the fundamental components and performance analysis of Modern Electrical Power Systems. + + +Syllabus: +The Transformer:- Models of operation, Short and Open Circuit testing. Delta Star transformer arrangements. Three-phase Transformers, review of power transformers, construction, equivalent circuit, autotransformers, use of tap-changers, three-phase connections and transformer banks, parallel operation of three-phase transformers, harmonics, inrush current, unbalanced loading, +Power Factor Correction: Single-phase and three-phase power factor correction. Utility and consumer power factor correction. Active power factor correction and filters. Voltage Regulation: Voltage control standards: methods of voltage control, generator, reactive injection, series compensation, tap-changing, voltage control and reactive power. +Generation and Transmission in power systems: steady state operation, transient conditions, unbalanced loading or faults, operation connected to infinite/non-infinite busbars. The Per Unit System. Dynamic modelling of transmission using state space techniques. Stability margin, operational limits and frequency control. Transmission line inductance, capacitance. Performance analysis of overhead lines, underground cables, Power flow analysis. +Fault analysis: Power systems faults: earth faults, line-line, line-line-earth; fault calculations, symmetrical faults, unbalanced faults. Switching and Protection Switches, breakers, contactors, purpose of protection, plant protection, personnel, security of supply, stability, protection system components, zones of protection, current transformers, fuses, relays, breakers, inverse time, generator and transformers protection schemes, auto-reclosing circuit breakers. +Electric Vehicles: +Rationale for the electrification of transport. Structure and key components of a Battery Electric Vehicle. +Electro-chemical energy storage and battery stacks.Power and Energy Requirements for a typical vehicle. +Charging levels, on-board and external DC chargers. Variations such as hybrid and fuel cell vehicles. +Introduction to rectification, inversion, Flexible Alternating Current Transmission System (FACTS), and High Voltage DC Systems +Advanced Topics: Smart Grid design, Future transmission and distribution systems, Integration of renewable generation onto a grid, grid design for the future, Energy Policy and implications for Government. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe components, subsystems and behaviour of the modern power system. +2. Demonstrate a knowledge of how to synchronise a synchronous machine to a grid network. +3. Explain the implementation of power factor correction. +4. Perform load flow analysis to an electrical power network and interpret the results. +5. Analyse a power network under both balanced and unbalanced fault conditions. +6. Describe components, subsystems and operation of a Battery Electric Vehicle. +7. Calculate traction motor power and energy requirements. +8. Calculate and specify battery stack requirements. +9. Describe charging levels, calculate charge times and range estimates. +10.Write a critical analysis of the advantages and disadvantages of Battery Electric Vehicles. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Assess the societal impact of Energy Policy decisions. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Perform power systems experiments requiring safe, precise measurement. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be taught using a mixture of Lectures and lab exercises. Recent research from the UL based Research Centre in this area, CRIS, will be used to inform the teaching of this module. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Conejo, Antonio J. & Baringo, Luis (2018) Power System Operations, Springer + + +Other Texts: +Theodore Wildi (2013) Drives and Power Systems (International Ed), Pearson + + +Programmes + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4068 - ASIC 2 - ANALOGUE ASIC + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module provides an introduction to the design of full custom analogue ASICs (Application Specific Integrated Circuits). + + +Syllabus: +Review of basic CMOS process. Basic electrical properties and SPICE modelling of MOS transistors. Circuit simulation and model complexity issues. Basic circuit concepts. Resistors and capacitors in CMOS. +Sheet resistance Rs. Resistor structures. Area capacitances of layers. Wiring capacitances. Bipolar Junction Transistors and diodes. ESD protection structures. SPICE modelling of BJTs and diodes. Latch-up in circuits. The operational ampli?er. Functional operation and modelling. Macro and transistor level models in SPICE. Op-amp design. Current mirrors, differential input stage, voltage and power ampli?er +stages. Single and dual-rail operation. Analogue IC layout design. MOS transistors, capacitors, resistors, +interconnect. CAD tool and design issues. CIF output. The CMOS Inverter. Operation, modelling and simulation. Static CMOS logic cell design. Inverter delays. Propagation delays. Analog to digital converters. Successive approximation, ?ash and staircase ADC. Architectures and design. SPICE modeling and simulation. Digital to analog converters. Resistor string and weighted-current DAC. Architectures and design. SPICE modelling and simulation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Describe the CMOS fabrication process for commonly required passive and active devices at the IC level. +2. Analyse the operation of typical circuit building blocks found in mixed-signal IC designs. +3. Develop the architectures for, and analyse the operation of, typical data converter designs. +4. Develop, interpret and utilise SPICE simulation model representations of typical circuit building blocks found in mixed-signal IC designs. +5. Utilise an analogue circuit simulator in order to simulate the analogue circuit operation of typical mixed-signal IC designs. +6. Utilise a commercial CAD tool in order to undertake full-custom circuit schematic capture, simulation and layout of typical mixed-signal IC designs. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Laker, K. & Sansen, W. (1994) Design of Analog Integrated Circuits and Systems, McGraw-Hill + + +Other Texts: +Pucknell, D. & Eshraghian, K. (2009) Basic VLSI Design, Silicon Systems Engineering Series +Haskard, M. & May, I (1988) Analog VLSI Design, nMOS and CMOS, Silicon Systems Engineering Series +Kang ,S. & Leblebici, Y. (1996) CMOS Digital Integrated Circuits, McGraw-Hill +Neamen, D. (1996) Electronic Circuit Analysis and Design, Irwin + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4078 - TENSOR AND GPU FUNDAMENTALS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 0 + 0 + 6 + 6 + + +Grading Type: + + + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +In today's complex computing applications, there is a more towards incorporating AI (artificial intelligence), machine learning and deep learning concepts and algorithms within the computing software and hardware. Many systems are based on software programs operating on a CPU (central processing unit). With the need for high performance computing (HPC), the designer utilises other forms of processing unit and hardware resources to develop a computing platform that meets the needs of an application, in terms of processing time, data storage and processing, and cost. There is a need to understand how to use the available hardware and software resources available. The GPU (graphics processing unit) will be explored as a superior processor architecture to the CPU for AI and machine learning applications. + + +Syllabus: +The module will focus on the use of appropriate computing platform hardware and will be based on two parts. Each part having a specific focus and purpose as follows: + + +------------------------------------------------------------------- +Part 1: The Graphics Processing Unit (GPU) for AI and machine learning +------------------------------------------------------------------- + + +Heterogeneous parallel computing, architecture of a modern GPU, challenges in parallel computing, data parallel computing, CUDA program structure. + + +Device and host memory transfers, kernel functions and threading, thread organisation, launching kernels. + + +Thread scheduling and latency, CUDA memory types and usage, tiling. + + +Warps, thread granularity, numerical and arithmetic issues with CUDA. + + +-------------------------------------------------------------- +Part 2: Data structures and hardware for AI and machine learning +-------------------------------------------------------------- + + +Representing data: scalars, vectors, arrays, matrices and tensors. + + +Tensors: What are tensors, why use tensors? Example applications of tensors. + + +Tensor calculus: Tensor arithmetic. Tensor rank. Tensor products. Modelling the world using tensors. Multidimensional arrays. + + +Hardware considerations: Processing units (C - Central, G - Graphics and T - Tensor). The TPU. Memory. The field programmable gate array (FPGA) and the application specific integrated circuit (ASIC). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Detail the different CUDA memory types and their respective uses. +2. Exploit tiling for efficient use of global memory. +3. Demonstrate an understanding of how complex data sets would stored and analysed. +4. Demonstrate an understanding of the role of the different hardware components required in an AI and machine learning computing platform. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Defend the role of the GPU in AI and machine learning applications. +2. Share how to use the GPU. +3. Demonstrate the need for suitable hardware platforms for implementing AI and machine learning algorithms. +4. Report how Python and TensorFlow can be used to model complex, multidimensional arrays to solve tensor analysis problems. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +1. Create, implement, run and test a CUDA program to transfer data between host and device. +2. Launch Kernels with different thread organisations. +3. Develop Python and TensorFlow scripts to model and solve multidimensional array problems. + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will focus on the use of appropriate computing platform hardware and will be based on two parts. Each part having a specific focus and purpose as follows: + + +Part 1: The Graphics Processing Unit (GPU) for AI and machine learning. An introduction to the architecture, role and programming of the GPU as a superior processor architecture to the CPU for AI and machine learning applications. This part will involve the students learning how to program a GPU and working with complex data sets. The CUDA parallel computing platform will be used for GPU programming. + + +Part 2: Data structures and hardware for AI and machine learning. An introduction to hardware design concerns for AI and machine learning applications. This will involve a consideration into the structures, storage and processing of complex data sets. The tensor will be introduced as a compact way in which to model and analyse complex, multi-dimensional data arrays. The Python programming language with TensorFlow will be used to develop the required practical skills. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +David Kirk Wen-mei Hwu (2022) Programming Massively Parallel Processors, Morgan Kaufmann +Daniel Fleisch (2011) A Student's Guide to Vectors and Tensors, Cambridge University Press + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +LH4088 - POWER ELECTRONICS + + +Year Last Offered: +N/A + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module will give students an understanding of modern power electronics both at the device/products level and at the renewable energy generation and distribution level. + + +Syllabus: +Introduction (examples of typical power conversion applications e.g. a complete computer power supply system block diagram/space craft system, importance of efficiency, comparison linear vs switching supplies, overview key components utilised in power conversion) +Switch realisation: semiconductor switches: diodes, Power MOSFETs, Thyristors, GTOs, IGBTs, properties, circuit symbols, comparative characteristics and application areas, power losses in switches. +The ideal switch, ripple and switching frequency, conduction losses, switching losses. +Switch mode power conversion: basic concepts; role of inductors, capacitors and transformers. +Analytical treatment of converters in equilibrium (steady-state converter analysis). +Modelling and simulation of converter in steady state (SIMPLIS) +Overview conversion topologies (non-isolating buck, boost, buck-boost) +Three phase full wave uncontrolled rectifier with inductive loads: circuit diagram, waveforms, output voltage, input current, input harmonics. +Single phase full wave thyristor controller rectifier: circuit diagram, waveforms and calculations. +Inverters - main concepts, square wave inverters, Sine PWM inverters: circuit diagram, Circuit waveforms, Amplitude modulation index, Frequency modulation index. +Variable Speed Drive: Fixed frequency induction motor torque speed characteristic, V/F operation, torque speed capability with V/F drive, typical V/F drive circuit diagram. +Continuous v discontinuous conduction mode. +Converter dynamics and control (overview small signals models, example topology, transfer functions). Key skill which can be applied broadly. +Energy storage and energy transfer components and magnetics (capacitive, inductive, uncoupled, coupled). +Modern rectifiers (topologies, harmonics) +High power resonant converters +HVAC / HVDC Power systems and conversion basic understanding. +Harmonics/Flicker/Reactive Power Control. +Modelling of power convertors. +Low voltage ride-through (wind application) + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Demonstrate an understanding of basic principle of switching circuits. +2. Demonstrate an understanding of 3-phase inverters; dc link inverter; forced-commutation thyristor circuits; BJT and IGBT. +3. Design an AC/DC DC/DC-DC/AC circuit. +4. Design power electronic systems for consuming and generating devices (Renewable energy, wind/marine/hydro) +5. Integrate energy storage system to power generator. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +N/A + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures, Tutorials and Labs +Use of support simulation software. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Mohan, N., Undeland, T., Robbins, W (2003) Power Electronics: converters, applications and +design., Wiley +Rashid M (2018) Power Electronics Circuits Devices and Applications., Pearson +Sen PC (2013) Principles of Electric Machines and Power Electronics, Wiley + + +Other Texts: +Billings, K. () SwitchMode Power Supply Handbook., McGraw-Hill +R. W. Erickson and D. Maksimovic (2020) Fundamentals of Power Electronics., Springer +Science+Business Media Inc +Sarjeant, W. James (1989) High Power Electronics, Wiley +Ohno, Eiichi (1988) Introduction to Power Electronics,, Clarendon Press +Mohan, Undeland and Robbins (2002) Power Electronics., Wiley + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +sean.mcgrath@ul.ie +________________ + + + + +Module Code - Title: +MN5001 - NATURAL LANGUAGE PROCESSING: AN INTRODUCTION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 2 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to the world of Natural Language Processing (NLP). This module covers the fundamentals of statistical NLP, and its techniques and applications with a foundational approach. + + +Natural Language Processing is a set of ICT skills and techniques that allows human language and text to be understood by electronic devices and computer systems. + + +Natural Language Processing (NLP) gives the device the ability to understand human interactions. NLP focuses on translating human speech, gestures, and text into actionable data for the system to use. NLP works in the background to enable virtual assistants, chatbots, grammar and sentiment checkers as well as webpage translation. Combined with machine learning algorithms, NLP creates systems that can be trained to perform tasks and get better through experience. +Drawing from computer science and computational linguistics among other disciplines, NLP attempts to fill the gap between human communication and computer understanding. + + +Syllabus: +1. Basic Text Processing: Regular Expressions, Word Tokenization, Normalization, Stemming and Lemmatization, Sentence Segmentation. +2. String Similarity: Minimum Edit Distance, Backtrace and Alignment, Weighted Minimum Edit Distance, Phonetic Matching, Real-world applications (record de-duplication). +3. N-gram Language Models: Introduction to N-grams, Estimating N-gram Probabilities, N-grams Evaluation and Perplexity, Generalization and Zeros, Add-One (Laplace) Smoothing, (Interpolation, Good Turing Smoothing, Kneser Ney Smoothing), Google Books N-gram Corpus, Zipf's law. +4. Spelling Correction: Introduction to the task of Spelling Correction, The Noisy Channel Model of Spelling, Real Word Spelling Correction, Peter Norvig's Spell Checker, State of the Art Systems. +5. Text Classification: Introduction to the task of text classification, Introduction to Naïve Bayes, Formalizing the Naive Bayes Classifier, Naive Bayes Learning, Naive Bayes Relationship to Language Modeling, Precision, Recall, and the F measure, Text Classification Evaluation (micro & macro averaging), Practical Issues in Text Classification, Manual labelling tools and techniques (Amazon Mechanical Turk, brat, doccano, INCEpTION). +6. Sentiment Analysis: Introduction to the task of Sentiment Analysis, the baseline algorithm for Sentiment Analysis (tokenization, feature extraction, classification), Sentiment Lexicons, Learning Sentiment Lexicons, Other Sentiment Tasks (aspects, attributes, targets). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Use regular expressions to match complex patterns. +2. Implement various text pre-processing steps (tokenization, normalization, stemming, lemmatization, sentence segmentation). +3. Use minimum edit distance and phonetic matching to measure the similarity between two strings. +4. Learn an N-gram language model from a corpus, and deploy the model to generate text. +5. Implement a spelling correction program. +6. Implement a naïve bayes text classification system and evaluate its performance using a standard benchmark dataset. +7. Implement a sentiment analysis system and evaluate its performance using a standard dataset. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Appreciate the use of third-party state-of-the-art NLP libraries such as Spacy, NLTK, TextBlob, CoreNLP in their projects. +2. Appreciate the role of third-party NLP cloud platforms such as IBM Watson's Natural Language Understanding, Google Cloud Natural Language, Amazon Comprehend, and Microsoft Azure Text Analytics API, in advancing NLP applications. + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered fully online using on-line lectures, labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Daniel Jurafsky, James H. Martin (2021) Speech and Language Processing (3rd Edition): , Standford + + +Other Texts: +Aston Zhang, Zachary C. Lipton, Mu Li, and Alexander J. Smola. () Dive into Deep Learning (D2L.ai): Interactive Deep Learning Book with Multi-Framework Code, Math, and Discussions, D2Lai Project + + +Programmes +MSARINTPA - ARTIFICIAL INTELLIGENCE + + +Semester(s) Module is Offered: +Autumn + + +Module Leader: +arash.joorabchi@ul.ie +________________ + + + + +Module Code - Title: +MN5002 - ADVANCED NATURAL LANGUAGE PROCESSING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 2 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module covers advanced level topics in natural language processing, with a focus on deep learning-based approaches. These include text classification, synthetic parsing, part of speech tagging, named-entity recognition, coreference resolution, and machine translation. + + +Syllabus: +The module will focus on deep learning-based approaches to NLP. These include text classification, synthetic parsing, part of speech tagging, named-entity recognition, coreference resolution, and machine translation. +1. Us of Distributed Word Representations (word embeddings) through the exploration of tools and methods such as: word2vec, The Skip-Gram Model, The Continuous Bag of Words (CBOW) Model, Global Vectors for Word Representation (GloVe). +2. Application of Dependency Parsing such as: Syntactic Structure (consistency and dependency), Dependency Grammar and Treebanks, Transition-based dependency parsing, Neural dependency parsing. +3. Types and structutrse of Recurrent Neural Networks (RNNs) including: Language Modelling with RNNs, application of RNNs (POS and NER tagging), Long Short-Term Memory RNNs (LSTMs), Gated recurrent units (GRUs), Bidirectional and multi-layer RNNs. +4. Sequence-to-sequence learning (Seq2Seq) methods and approaches such as: statistical machine translation, neural machine translation, Sequence-to-sequence with attention, attention variants etc. +5. Contextual Word Representations and Pretraining for downstream processing sich as: ELMo, ULMfit, Transformer Architectures, GPTs, BERT etc +6. Algorithmic Bias and Disinformation: Social and Ethical Considerations in NLP Systems. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Use pretrained word embeddings such as word2vec and GloVe in downstream NLP tasks such as text classification. +2. Analyze the syntactic structure of sentences using state-of-the-art dependency parsers. +3. Use RNNs and their variants such as LSTMs and Gated Recurrent Units (GRUs) for part of speech tagging and named entity recognition. +4. Use Seq2Seq models for translation tasks. +5. Make use of large pretrained transformer-based models such as BERT and its variants (ALBERT, RoBERTa, DistilBERT, SciBERT) in downstream tasks. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Recognize and be mindful of ethical issues in modern NLP systems such as algorithmic bias (gender, race) and disinformation (fake news). + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: +N/A + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using fully online using on-line lectures, labs and tutorials. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Daniel Jurafsky, James H. Martin (2021) Speech and Language Processing (3rd Edition): , Stanford + + +Other Texts: +Aston Zhang, Zachary C. Lipton, Mu Li, and Alexander J. Smola. () • Dive into Deep Learning (D2L.ai): Interactive Deep Learning Book with Multi-Framework Code, Math, and Discussions, D2Lai Project + + +Programmes +MSARINTPA - ARTIFICIAL INTELLIGENCE + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.grua@ul.ie +________________ + + + + +Module Code - Title: +MN5162 - NATURAL LANGUAGE UNDERSTANDING + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 0 + 0 + 2 + 6 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to the field of Natural Language Understanding and related topics including sentiment analysis, relation extraction, natural language inference, semantic parsing, question answering, language generation, and conversational agents. + + +This module builds on the advanced NLP experience of students. + + +Syllabus: +This module builds on users' experience of NLP and introduces the concepts on Natural Language Understanding through the 6 topics outlined below. Each topic + + +1. Supervised Sentiment Analysis: such as Conceptual challenges (Affective dimensions, relations, and transitions), Sentiment datasets, Sentiment Lexica, Sentiment-aware Tokenizing, Dangers of stemming and POS tagging, negation marking, Stanford Sentiment Treebank, Feature representation and selection, RNN classifiers, TreeNNs. +2. Relation Extraction: including Hand-built patterns, Supervised learning, Distant supervision. +3. Natural Language Inference: such as NLI task formulation, NLI datasets (e.g., SemEval, GLUE, SNLI, MultiNLI), Hand-built features, Sentence-encoding models, Chained models, Attention (global, local, word-by-word). +4. Grounded language understanding and Semantic Parsing. +5. Question Answering: challenges of machine reading comprehension and conversational QA, LCC's QA system, Stanford Question Answering Dataset (SQuAD), Stanford Attentive Reader, Bi-Directional Attention Flow for Machine Comprehension (BiDAF). +6. Conversational Agents: Automatic speech recognition (ASR), Language Understanding (NER, intent detection, slot filling), Dialogue Management (dialogue state tracking, dialogue policy), Natural Language Generation, Text-to-Speech (TTS). + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: +1. Implement a supervised sentiment analysis system and evaluate its performance using the Stanford sentiment treebank. +2. Implement a relation extraction system using the distant supervision approach. +3. Implement an RNN-based NLI model and evaluate its performance on the GLUE benchmark. +4. Implement a simple question answering system and evaluate its performance on the SQuAD dataset. +5. Build dialog agents with open-source frameworks such as Rasa, and cloud-based platforms such as Google Dialogflow and Amazon's Alexa. + + +Affective (Attitudes and Values) + + +On successful completion of this module, students will be able to: +1. Recognize and be mindful of ethical issues in modern NLP systems such as algorithmic bias (gender, race) and disinformation (fake news). + + +Psychomotor (Physical Skills) + + +On successful completion of this module, students will be able to: + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +The module will be delivered using fully online using on-line lectures, labs and tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Aston Zhang, Zachary C. Lipton, Mu Li, and Alexander J. Smola (2021) Interactive Deep Learning Book with Multi-Framework Code, Math, and Discussions, D2L ai Project + + +Other Texts: +Daniel Jurafsky, James H. Martin. (2021) Speech and Language Processing (3rd Edition), Stanford + + +Programmes +MSARINTPA - ARTIFICIAL INTELLIGENCE + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +eoin.grua@ul.ie +________________ + + + + +Module Code - Title: +RE2002 - MACHINE VISION (BLENDED DELIVERY) + + +Year Last Offered: +2021/2 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 1 + 1 + 0 + 0 + 8 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to one of the key enabling technologies that is necessary for modern robotics design, machine vision. At the end of this module students will be able to use common techniques for the design, specification and practical implementation of modern vision systems. + + +Syllabus: +Image Formation: Pin-hole camera model, Projective geometry, colour space RGB & HSL +Image Distortion and camera calibration +Image Acquisition: Lenses, Camera Systems, Sampling. +Low-Level Image Processing for Machine Vision: Filtering, Edge-Detection, Thinning, Photometric Stereo, Shape-From-Shading, Interest point detection. +Motion: Motion Field and Optical Flow +High-Level Image Processing: Region Segmentation And Labelling, Classification, Object Detection. +Neural Approaches To Image Processing. +Structure From Motion. Example Application (Picking Parts From A Bin). +Stereovision +Visual Serving; Position Based and Image Based Visual Serving. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Upon Successful completion of this module students will be able to: + + +1 Describe the major algorithms and techniques employed in machine vision systems. + + +2 Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. + + +3 Design and implement computer programs to perform low-level machine vision operations: filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. + + +4 Design and implement computer programs to perform high-level machine-vision operations: segmentation, labeling, classification and detection; in a suitable computer language. + + +5 Design and implement neural-based image classifiers. + + +6 Design a complete machine-vision system for an application such as part-picking. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Twelve hours of face to face sessions over 6 weeks, virtual labs and online blended support material. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Duda, R.O. & Hart, P.E (2001) Pattern Classification (2 edition), Wiley +Gonzalez, R.C, Woods, R.E. & Eddins, S.L (2010) Digital Image Processing Using MATLAB, Pearson Education + + +Other Texts: +Davies, E.R. (2012) + + + + + + + + + + + + + +Computer and Machine Vision: Theory, Algorithms, Practicalities. (4 edition), Academic Press + + +Programmes + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Generic PRS +________________ + + + + +Module Code - Title: +RE4002 - SPATIAL ROBOTICS + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module covers a broad range of the necessary enabling and advanced technologies required for the design, integration and operation of Modern Robots including industrial robotic arms and mobile robots. + + +Syllabus: +Design of Modern Robotic Systems. +Component specification; Robot Arms, sensors and actuators. +Position Control; Rigid Transformations, Kinematics, Inverse Kinematics. +Robot Programming, Sensor System Integration, Robot Grippers. +Positioning And Navigation, Position Estimation, Trajectory Following. + + +Advanced topics: +Robot arms: Payload analysis, Jacobians, Quaternions, Dynamics. +Robot navigation: Explicit incorporation of uncertainty in Robotic Systems design, parametric approaches stochastic models of uncertainty, Kalman Filter design, specification and implementation. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +On successful completion of this module, students will be able to: + + +1. Understand, explain and solve problems in robotics using the concepts of robot coordinate systems, direct and inverse kinematics. +2. Select/specify and analyse the detailed specification requirements of an industrial robot arm for a given automation task. +3. State, explain and demonstrate the use of a wide variety of general robot programming language (e.g. Val, V2) features. +4. Write and test robot programs for 6 degree of freedom industrial robot arms for a range of tasks. +5. Design, develop and test more complex robot programmes with sensory input from the environment, integrating user/operator command input and incorporating robot programme adaptability to real-world input. +6. Specify and describe detailed robot features as required for a range of robot assembly tasks. +7. Solve problems in mobile robot navigation incorporating techniques to deal with uncertainty (e.g. in sensor input). +8. Illustrate how approaches such as the use of Kalman filters can deal with navigational uncertainty. + + +Affective (Attitudes and Values) + + +not applicable to lab based module + + +Psychomotor (Physical Skills) + + +not applicable to lab based module + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week. Laboratory sessions - where students follow a structured set of laboratory sessions which include PC based experiment work, robot modelling, simulation and robot programming. +Programming and execution of robot programms on 6 axis servo controlled industrial robots to be carried out in the robotics lab (C0045) robot cell. The lab is supported by a technician and teaching assistants. +Lectures, labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab-based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Selig, J. M (1992) Introductory robotics,, Prentice Hall +Corke, Peter (2017) Robotics, Vision and Control, Fundamental Algorithms in Matlab, 2nd Edition, Springer, Springer Tracts in Advanced Robotics - Vol 118 + + +Other Texts: +Grewal, M. S., L. R. Weill, et al. (2000) Global positioning systems, inertial navigation, and +integration, John Wiley +McKerrow, P (1991) Introduction to robotics, Addison-Wesley Pub. Co + + +Programmes +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +RE4006 - SPATIAL ROBOTICS + + +Year Last Offered: +2019/0 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: +ET4224 + + +Rationale and Purpose of the Module: +This module covers a broad range of the necessary enabling and advanced technologies required for the design, integration and operation of Modern Robots including industrial robotic arms and mobile robots. + + + + +Syllabus: +Design of Modern Robotic Systems. +Component specification; Robot Arms, sensors and actuators. +Position Control; Rigid Transformations, Kinematics, Inverse Kinematics. +Robot Programming, Sensor System Integration, Robot Grippers. + + +Positioning And Navigation, Position Estimation, Trajectory Following. + + +Advanced topics: +Robot arms: Payload analysis, Jacobians, Quaternions, Dynamics. +Robot navigation: Explicit incorporation of uncertainty in Robotic Systems design, parametric approaches stochastic models of uncertainty, Kalman Filter design, specification and implementation. + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis related to spatial robotics. +1. Understand, explain and solve problems in robotics using the concepts of robot coordinate systems, direct and inverse kinematics. + + +2. Select/specify and analyse the detailed specification requirements of an industrial robot arm for a given automation task. + + +3. State, explain and demonstrate the use of a wide variety of general robot programming language (e.g. Val, V2) features. + + +4. Write and test robot programs for 6 degree of freedom industrial robot arms for a range of tasks. + + +5. Design, develop and test more complex robot programmes with sensory input from the environment, integrating user / operator command input and incorporating robot programme adaptability to real world input. + + +6. Specify and describe detailed robot features as required for a range of robot assembly tasks. + + +7. Solve problems in mobile robot navigation incorporating techniques to deal with uncertainty (e.g. in sensor input). + + +5. Illustrate how approaches such as the use of Kalman filters can deal with navigational uncertainty. + + + + +Affective (Attitudes and Values) + + +not applicable to lab based module + + +Psychomotor (Physical Skills) + + +not applicable to lab based module + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Two hours lectures per week in Control & Instrumentation Lab (B2011). +Laboratory sessions - where students follow a structured set of laboratory sessions which include PC based experiment work and robot programming. +Programming and execution of robot programms on 6 axis servo controlled industrial robots to be carried out in the robotics lab (C0045) robot cell. The lab is supported by a technician and teaching assistants. +Lectures, labs tutorials and experiments are integrated to provide a comprehensive treatment of this technical lab based subject. + + +Research Findings Incorporated in to the Syllabus (If Relevant): +Case studies based on the robot systems development in the Mobile & Marine Robotics Research Centre + + +Prime Texts: +McKerrow, P (1991) Introduction to robotics, Addison-Wesley Pub. Co +Selig, J. M (1992) Introductory robotics, Prentice Hall +Grewal, M. S., L. R. Weill, et al. (2000) Global positioning systems, inertial navigation, and integration, John Wiley + + +Other Texts: + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Daniel.Toal@ul.ie +________________ + + + + +Module Code - Title: +RE4012 - MACHINE VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module covers one of the key enabling technologies that is necessary for modern robotics design and auto eVehicles, machine vision. At the end of this module students will be able to use common techniques for the design, specification and practical implementation of modern vision systems. +The module updates and replaces RE4017 Machine Vision level 9 module with an appropriately coded module for masters level courses in year 4 and or 5 of 5 year integrated BE / ME programmes. + + +This module is to be offered on the Master of Engineering in Electronic and Computer Engineering using module ID 3298 Machine Vision. + + +Syllabus: +Image Formation: Pin-hole camera model, Projective geometry, colour space RGB & HSL Image Distortion and camera calibration +Image Acquisition: Lenses, Camera Systems, Sampling. +Low-Level Image Processing for Machine Vision: Filtering, Edge-Detection, Thinning, Photometric Stereo, Shape-From-Shading, Interest point detection. +Motion: Motion Field and Optical Flow +High-Level Image Processing: Region Segmentation And Labelling, Classification, Object Detection. +Neural Approaches To Image Processing. +Structure From Motion. Example Application (Picking Parts From A Bin). +Stereovision Visual Servoing; Position Based and Image Based Visual Servoing. + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1 Describe the major algorithms and techniques employed in machine vision systems. +2 Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. +2 Design and implement computer programs to perform low-level machine vision operations: +filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. +3 Design and implement computer programs to perform high-level machine-vision operations: +segmentation, labeling, classification and detection; in a suitable computer language. +4 Design and implement neural-based image classifiers. +5 Design a complete machine-vision system for an application such as part-picking. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures / Labs / Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): + + + + +Prime Texts: +Duda, R.O. & Hart, P.E (2001) Pattern Classification, 2nd ed., Wiley +Gonzalez, R.C, Woods, R.E. & Eddins, S.L. (2004) Digital Image Processing using Matlab., Pearson +Morris, T. (2004) Computer Vision and Image Processing. , Macmillian + + +Other Texts: +Bishop, C. (2006) Pattern Recognition and Machine Learning., Springer +Billingsley, J. (ed.) (2000) Mechatronics and Machine Vision. , Research Studies Press +Jain, R., Kasturi, R. & Schunck, B.G. (1995) Machine Vision, , McGraw-Hill + + +Programmes +BEROENUFA - Robotics Engineering +BEECENUFA - ELECTRONIC AND COMPUTER ENGINEERING + + +Semester(s) Module is Offered: +Spring + + +Module Leader: +Colin.Flanagan@ul.ie +________________ + + + + +Module Code - Title: +RE4017 - MACHINE VISION + + +Year Last Offered: +2024/5 + + +Hours Per Week + + +Lecture + Lab + Tutorial + Other + Private + Credits + 2 + 2 + 1 + 0 + 5 + 6 + + +Grading Type: +N + + +Prerequisite Modules: + + +Rationale and Purpose of the Module: +This module introduces students to one of the key enabling technologies that is necessary for modern robotics design, machine vision. At the end of this module students will be able to use common techniques for the design, specification and practical implementation of modern vision systems + + +Syllabus: +Image Formation: Pin-hole camera model, Projective geometry, colour space RGB & HSL +Image Distortion and camera calibration +Image Acquisition: Lenses, Camera Systems, Sampling. +Low-Level Image Processing for Machine Vision: Filtering, Edge-Detection, Thinning, Photometric Stereo, Shape-From-Shading, Interest point detection. +Motion: Motion Field and Optical Flow +High-Level Image Processing: Region Segmentation And Labelling, Classification, Object Detection. +Neural Approaches To Image Processing. +Structure From Motion. Example Application (Picking Parts From A Bin). +Stereovision +Visual Servoing; Position Based and Image Based Visual Servoing. + + + + + + +Learning Outcomes: + + +Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis) + + +1 Describe the major algorithms and techniques employed in machine vision systems. + + +2 Critique approaches to machine vision, outlining the strengths and weaknesses of common approaches. + + +2 Design and implement computer programs to perform low-level machine vision operations: filtering, edge-detection, thinning, photometric stereo, shape-from-shading; in a suitable computer language. + + +3 Design and implement computer programs to perform high-level machine-vision operations: segmentation, labeling, classification and detection; in a suitable computer language. + + +4 Design and implement neural-based image classifiers. + + +5 Design a complete machine-vision system for an application such as part-picking. + + +Affective (Attitudes and Values) + + +None + + +Psychomotor (Physical Skills) + + +None + + +How the Module will be Taught and what will be the Learning Experiences of the Students: +Lectures/Labs/Tutorials + + +Research Findings Incorporated in to the Syllabus (If Relevant): +The module may incorporate guest lectures/ demonstrations / seminars from researchers working in machine vision in control and robotics as available. + + +Prime Texts: +Duda, R.O. & Hart, P.E (2001) Pattern Classification, 2nd ed., Wiley +Gonzalez, R.C, Woods, R.E. & Eddins, S.L. (2004) Digital Image Processing using Matlab, Pearson +Morris, T. (2004) Computer Vision and Image Processing, Macmillian + + +Other Texts: +Bishop, C. (2006) Pattern Recognition and Machine Learning, Springer +Billingsley, J. (ed.) (2000) Mechatronics and Machine Vision, Research Studies Press +Dawson-Howe, K.M. (1996) Active surveillance using dynamic background subtraction, Department of Computer Science, Trinity College, Dublin +Jain, R., Kasturi, R. & Schunck, B.G. (1995) Machine Vision, McGraw-Hill + + +Programmes + + +Semester(s) Module is Offered: + + +Module Leader: +Colin.Flanagan@ul.ie \ No newline at end of file