Communication Engineering

Course Code: 1333201
Institution: Gujarat Technological University (GTU)
Curriculum: Competency-focused Outcome-based Green Curriculum-2021 (COGC-2021)
Semester: III

1. RATIONALE

Students of diploma Information and Communication Technology Engineering need to have a thorough understanding of fundamental concepts of Communication Engineering. Diploma students undertaking this course are expected to apply the fundamentals of basic electronic communication system to analyze the different communication (Modulation and Demodulation) methods with its techniques, various antenna for specific application this basic course develop skills required to learn communication to meet the expectations of the industry.

2. COMPETENCY

The purpose of this course is to help the student to attain the following industry identified competency through various teaching learning experiences:

● Maintain Electronic Communication Systems.

3. COURSE OUTCOMES (COs)

The practical exercises, the underpinning knowledge and the relevant soft skills associated with this competency are to be developed in the student to display the following COs:

• a) Understand various analog modulation methods
• b) Describe different analog receivers
• c) Understand sampling theory and waveforms coding techniques and distinguish various signals
• d) Identify line coding and multiplexing techniques for various applications
• e) Use relevant type of antenna for various applications

4. TEACHING AND EXAMINATION SCHEME

(*): Out of 30 marks under the theory CA, 10 marks are for assessment of the micro-project to facilitate integration of COs and the remaining 20 marks is the average of 2 tests to be taken during the semester for the assessing the attainment of the cognitive domain UOs required for the attainment of the COs .

Legends: L -Lecture; T - Tutorial/Teacher Guided Theory Practice; P -Practical; C - Credit, CA -Continuous Assessment; ESE -End Semester Examination.

5. SUGGESTED PRACTICAL EXERCISES

The following practical outcomes (PrOs) that are the sub-components of the COs. Some of the PrOs marked '*' are compulsory, as they are crucial for that particular CO at the 'Precision Level' of Dave's Taxonomy related to 'Psychomotor Domain' .

Note

• i. More Practical Exercises can be designed and offered by the respective course teacher to develop the industry relevant skills/outcomes to match the COs. The above table is only a suggestive list.
• ii. The following are some sample 'Process' and 'Product' related skills (more may be added/deleted depending on the course) that occur in the above listed Practical Exercises of this course required which are embedded in the COs and ultimately the competency.

6. MAJOR EQUIPMENT/ INSTRUMENTS REQUIRED

This major equipment with broad specifications for the PrOs is a guide to procure them by the administrators to usher in uniformity of practical's in all institutions across the state.

7. AFFECTIVE DOMAIN OUTCOMES

The following sample Affective Domain Outcomes (ADOs) are embedded in many of the above mentioned COs and PrOs. More could be added to fulfill the development of this competency.

• a) Work as a leader/a team member
• b) Follow safety practices while using electrical appliances
• c) Practice environment friendly methods and processes (Environment related)

The ADOs are best developed through the laboratory/field based exercises. Moreover, the level of achievement of the ADOs according to Krathwohl's 'Affective Domain Taxonomy' should gradually increase as planned below:

• i. 'Valuing Level' in 1st year
• ii. 'Organization Level' in 2nd year
• iii. 'Characterization Level' in 3rd year

8. UNDERPINNING THEORY

Only the major Underpinning Theory is formulated as higher level UOs of Revised Bloom's taxonomy in order development of the COs and competency is not missed out by the students and teachers. If required, more such higher level UOs could be included by the course teacher to focus on attainment of COs and competency.

Note: The UOs need to be formulated at the 'Application Level' and above of Revised Bloom's Taxonomy to accelerate the attainment of the COs and the competency.

9. SUGGESTED SPECIFICATION TABLE FOR QUESTION PAPER DESIGN

Legends: R=Remember, U=Understand, A=Apply and above (Revised Bloom's taxonomy)

Note: This specification table provides general guidelines to assist student for their learning and to teachers to teach and question paper designers/setters to formulate test items/questions assess the attainment of the UOs. The actual distribution of marks at different taxonomy levels (of R, U and A) in the question paper may vary slightly from above table.

10. SUGGESTED STUDENT ACTIVITIES

Other than the classroom and laboratory learning, following are the suggested student-related co-curricular activities which can be undertaken to accelerate the attainment of the various outcomes in this course: Students should conduct following activities in group and prepare reports of about 5 pages for each activity, also collect/record physical evidences for their (student's) portfolio which will be useful for their placement interviews:

• a) Prepare specification of electronic components/ICs used in communication system
• b) Give seminar on modulators, demodulators and communication techniques, types and applications
• c) Prepare a PPT/animation of various pulse modulation techniques
• d) Undertake a survey of different communication methods used in field
• e) Prepare chart of radiation pattern of various antenna
• f) Prepare the PPT/animations of 3-D radiation pattern and wave propagation of radio waves

11. SUGGESTED SPECIAL INSTRUCTIONAL STRATEGIES (if any)

These are sample strategies, which the teacher can use to accelerate the attainment of the various outcomes in this course:

• a) Massive open online courses (MOOCs) may be used to teach various topics/sub-topics
• b) In Unit I various equation of AM, FM and PM can be explained without mathematical derivations
• c) Guide student(s) in undertaking micro-projects
• d) 'L' in section No. 4 means different types of teaching methods that are to be employed by teachers to develop the outcomes
• e) About 20% of the topics/sub-topics which are relatively simpler or descriptive in nature is to be given to the students for self-learning, but to be assessed using different assessment methods
• f) With respect to section No.11, teachers need to ensure to create opportunities and provisions for co-curricular activities
• g) Guide students on how to address issues on environment and sustainability
• h) Guide students for using data manuals

12. SUGGESTED MICRO-PROJECTS

Only one micro-project is planned to be undertaken by a student that needs to be assigned to him/her in the beginning of the semester. In the first four semesters, the micro-project is group-based. However, in the fifth and sixth semesters, it should be preferably be individually undertaken to build up the skill and confidence in every student to become problem solver so that s/he contributes to the projects of the industry. In special situations where groups have to be formed for micro-projects, the number of students in the group should not exceed three.

The micro-project could be industry application based, internet-based, workshop-based, laboratory-based or field-based. Each micro-project should encompass two or more COs which are in fact, an integration of PrOs, UOs and ADOs. Each student will have to maintain dated work diary consisting of individual contribution in the project work and give a seminar presentation of it before submission. The total duration of the micro-project should not be less than 16 (sixteen) student engagement hours during the course. The student ought to submit micro-project by the end of the semester to develop the industry oriented COs.

A suggestive list of micro-projects is given here. This has to match the competency and the COs. Similar micro-projects could be added by the concerned course teacher:

• a) Build AM transmitter circuit using transistor/IC
• b) Demonstrate AM communication System including AM transmitter and receiver
• c) Build FM Transmitter circuit using IC
• d) Demonstrate FM communication System including FM transmitter and receiver
• e) Build a PAM Modulator using 555/OPAMP
• f) Build a PWM Modulator using 555/OPAMP
• g) Build a PPM Modulator using 555/OPAMP
• h) Demonstrate Analog Communication system on Virtual Lab
• i) Visit nearby FM radio station and prepare brief report including Gain, Frequency and Area specifications
• j) Prepare Chart on Different Pulse Modulation techniques
• k) Prepare Chart on Different line coding techniques
• l) Prepare chart for recent trends of antenna applications i.e. PCB mounted miniature antennas, Automobile antennas, Car Keys antennas, Wi-Fi adaptor antennas, LORA antennas, IOT gateways antennas etc.

13. SUGGESTED LEARNING RESOURCES

14. SOFTWARE/LEARNING WEBSITES

• a. Analog Communication - NPTEL Course
• b. Sampling Signal Reconstruction - IIT Guwahati Virtual Lab
• c. Amplitude Modulation - ETTi Analog Modulation Lab
• d. FM Transmitter - ETTi Analog Modulation Lab
• e. FM Signal Spectra - ETTi Analog Modulation Lab
• f. FM Receiver - ETTi Analog Modulation Lab
• g. SNR Demonstration - ETTi Analog Modulation Lab
• h. Quantization - ETTi Analog Modulation Lab
• i. PAM - Multisim Pulse Amplitude Modulation
• j. PWM - Falstad Circuit Simulator
• k. PLL FM Modulator - ResearchGate Publication
• l. PLL FM Demodulator - Electronics Post Tutorial

15. PO-COMPETENCY-CO MAPPING

Legend: '3' for high, '2' for medium, '1' for low or '-' for the relevant correlation of each competency, CO, with PO/PSO

16. COURSE CURRICULUM DEVELOPMENT COMMITTEE

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