OVERVIEW

This teaching unit aims to provide basic elements for the design and synthesis of analog and digital filters. One half of the lectures are given in the lab, where the students are driven to design, simulate, implement, and test different kinds of filters: analog (both passive and active), digital (also adaptive), and based on switched capacitors. The main working tools will be LTspice, MATLAB, and laboratory equipment.

AIMS AND CONTENT

LEARNING OUTCOMES

To be able to design analog and digital filters, starting from assigned technical specifications, to simulate them and implement most of them.

AIMS AND LEARNING OUTCOMES

Aims

This teaching unit aims to achieve the following learning outcomes, also by encouraging small-group activities and offering the opportunity to take part of the exam by leading lab lessons:

•  provide basic knowledge about the synthesis of circuits and systems for signal filtering

•  provide knowledge about lab instruments (oscilloscope, signal generator, breadboard, connection cables, probes)

•  provide tools for the design of analog and digital filters

•  provide criteria for the choice of the most suitable tool to solve a given filtering problem

•  consolidate through application to physical systems (the filters) background knowledge of signal processing, circuit theory, systems theory, electronics, automation

•  illustrate through examples how to apply the design techniques introduced during the lessons

•  stimulate the communication skills of the students, encouraging small-group activities and giving the possibility of taking part of the exam by leading lab classes

•   develop a capacity for independent study and critical evaluation of topics covered during the course

Expected learning outcomes

At the end of this course, the student should be able to:

•  understand and correctly use the specific technical vocabulary for the description of filters

•  assimilate the principles underlying filter design techniques

•  apply these principles to design both analog and digital filters based on given specifications, as shown during the classroom lectures

•  correctly use laboratory equipment (oscilloscope, signal generator, breadboard, wiring) to build circuits and perform measurements

•  simulate analog filters using LTspice and digital filters using Matlab, and (for the types of filters physically implemented during lab sessions) build them

•  decide, when faced with a specific problem, which filters can (or must) be used to solve it

•  apply prior knowledge of signal theory, circuit theory, systems theory, electronics, and automatic control to filter design

•  work in a team and communicate clearly and effectively (especially for those choosing the exam mode based on the "flipped classroom" and cooperative learning)

•  study independently using the material provided by the instructor.

The ability to solve non-trivial problems using the conceptual tools acquired is one of the key components of an engineer's scientific and cultural background.

Acquisition of soft skills

This teaching unit aims to promote the acquisition of advanced-level soft skills such as functional literacy, social competence, and learning-to-learn skills.

PREREQUISITES

Basic concepts of circuit theory, systems theory, electronics, signal processing, automatic control.

TEACHING METHODS

The topics of the course are presented and illustrated through examples during the frontal lectures (about 30 hours) and applied during the lab activities (about 30 hours). Attending the classes (and in particular the lab activities) is highly touted.

The frontal lectures consist of:

•  traditional teaching based on teacher-led demonstrations and presentation of examples at the blackboard

•  PowerPoint presentations

•  videos

The lab activities are based on the use of:

•  simulation tools (LTspice, Matlab)

•  lab tools (breadboard, multimeter, oscilloscope, function generator, power supply)

The practical activities are usually held in the hardware lab using a "flipped classroom" approach, with students taking turns to prepare them in small groups (cooperative learning) and carrying them out individually, under the guidance of the teacher and a tutor. This will support the acquisition of basic-level social skills and basic functional literacy skills. The teacher's habit of offering food for thought and points for discussion during lessons will favor the acquisition of metacognition skills (basic-level personal skills, basic-level learning-how-to-learn skills).

Students with valid certifications for Specific Learning Disorders (SLDs), disabilities or other educational needs are invited to contact the teacher and the School's contact person for disability at the beginning of teaching to agree on possible teaching arrangements that, while respecting the teaching objectives, take into account individual learning patterns. Contacts of the School's disability contact person can be found at the following link Comitato di Ateneo per l’inclusione delle studentesse e degli studenti con disabilità o con DSA | UniGe | Università di Genova

SYLLABUS/CONTENT

Synthesis of RLC and LC immittances

General concepts about filter synthesis (doubly-terminated filters, frequency transforms, ideal and physical filters, adaptation)

Butterworth filters (design techniques, HW lab activity)

Chebyschev filters (design techniques, HW lab activity)

Elliptic filters (notes on design techniques, HW lab activity)

Bessel filters (notes)

Digital filters (FIR and IIR filters design techniques, Matlab activity)

Adaptive filters (design techniques, Matlab activity)

RC active filters (design techniques, HW lab activity)

Switched-capacitor filters (principles, HW lab activity)

RECOMMENDED READING/BIBLIOGRAPHY

- Notes provided by the lecturer (main reference)

- C. Bowik, "RF circuits design," Newnes, 1997.

- J.G. Proakis, D.G. Manolakis, "Digital signal processing: principles, algorithms, and applications," Prentice Hall, 1996.

- M.E. Van Valkenburg, "Analog Filter Design," Oxford University Press, 1995.

- A. Liberatore, S. Manetti, "La progettazione dei filtri elettronici," Edizione Medicea, 1985.

- L.B. Jackson, "Digital filters and signal processing," Kluwer Academic Publishers, 1996.

The above textbooks should also be suitable for students with valid certifications for SLDs, disabilities, or 
other educational needs. Otherwise, these students are invited to contact the teacher.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

https://corsi.unige.it/en/corsi/9273/studenti-orario

Class schedule

ANALOG AND DIGITAL FILTERS LAB

EXAMS

EXAM DESCRIPTION

There are two possible exam modes:

1) Teaching lab lessons ("flipped classroom", max. 20 marks) + oral (discussion concerned with the topics treated during the lessons and to the design techniques applied during lab activities, max. 10 marks).

2) Oral: two discussions starting from two questions (one chosen by the student and one asked by the examiner) concerned with the topics treated during the lessons and to the design techniques applied during lab activities (max. 30 marks).

In any case, the grading will depend on the degree of acquisition of the expected learning outcomes.

Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational 
needs are invited to contact the teacher and the DITEN contact person for disability to agree on the 
possible use of specific modalities and supports that will be determined on a case-by-case basis, 
according to the University regulation for the inclusion and right to study of students with disabilities or 
specific learning disorders. 

ASSESSMENT METHODS

The assessment will be based on:

-) communication skills

-) knowledge and comprehension of the subject topics

-) knowledge and skillnesses in using the SW packages (LTspice, Matlab)

-) ability to compare the features of different kinds of filters, evaluating pros and cons of each choice

-) autonomy of judgment in making filter design choices

-) ability to work in a team (mainly for mode 1), both in the preparation (in small groups) of lab flipped classrooms and in their execution (e.g., helping other students carry out the activities effectively)

-) capacity of reproducing the demonstrations shown by the teacher during the frontal lectures (for mode 2)

FURTHER INFORMATION

Ask the professor for any other information not included in this description of the teaching unit.