RAMCO INSTITUTE OF TECHNOLOGY

Department of Electronics and Communication Engineering

Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
***************************************************************************

ACTIVITY
Topic: Fast computation of DFT

Goal (Learning Outcome):

 The students will be able to compute 4 point DIT FFT algorithm
 The students will be able to compare DFT and FFT – (To achieve this learning
outcome the activity was chosen)
Use of appropriate methods:

Activity Chosen: Think Pair Share

Justification for Choosing the Activity for the topic:

1. Differentiate DFT and FFT

The topic Discrete Fourier transform and Fast Fourier transform are used for the same
purpose. Since Fast Fourier transform is derived from Discrete Fourier Transform
with minimum number of computations. After teaching the concept, I thought of
conducting this activity for making the students to give the difference between the
two concepts which enhance the learning level and as a teacher I can judge the
understanding level of the students.

Time Allotted for the Activity: 6 Minutes

Effective presentation:

Details of the Implementation:

After teaching the concept of Fast Fourier Transform, the students were made to pair with
their neighbours (i.e) In a Class; two students will be seated in a desk.

Total Strength is 51, Number of Pairs – 25

Photographer: one student - Mr.P.Praveen (interested in photography)

Reporter: Myself

At the end the Class (Last 6 minutes)

Page 1 of 4
  I asked the students to think about Discrete Fourier Transform (DFT) and Fast
Fourier Transform (FFT) concept for 2 minute.
 Then I told them to Pair with their neighbours and discuss about the difference
between DFT and FFT for another 1 minute.
 Finally, I selected on Pair from each column randomly and ask them to share one
difference between DFT and FFT. (3 miuntes)
 5 Column: 5 Pairs gave one difference.
 When each pair told the points simultaneously, I wrote the points on the board.
Finally, I summarized the points and I told one missed point to all the students.
 With the help of PPT prepared (first slide- Activity name, Second slide-Topic for
Think-pair-share, Third slide - answer) the answers were be projected to the students.
 After completion of the class I uploaded the PPT in the course website (Canvas)

A view of implementation of the Activity while the students are sharing the points

Page 2 of 4
Significance of Results:

Assessment of Effectiveness/Success of the Activity:

 The assessment of effectiveness of the activity was felt when told most of the points.
 While conducting the activity, I understood that one point was missed with respect to
method of computation and finally I insisted the point they missed to tell.
 The success of the activity was evaluated by asking the same question in Internal
Assessment test I – Around 80% of students answered correctly.

Reflective Critique:

1. Pre-implementation Reflection:
The First unit of the course deals with DFT (Discrete Fourier Transform) and
FFT (Fast Fourier Transform). While completing the topic Fast computation of DFT
to understand the learning level in the topic, I preferred this Activity because they
have learnt DFT and FFT separately.
Challenges anticipated:
 Since I had handled the subject for many times usually the students will
confuse with the computation formula of DFT and FFT.
 In the class mostly boys hastate to answer to the questions.
 Time utilization for conducting activity.

Steps taken:

 While using this activity, the students will get clarity in the computation
formula.
 The boys are sitting in 2 columns – I planned to choose more pairs from boys
to involve them in the activity.
 Prepared a PPT before going to class with the answer for the topic (first
slide- Activity name, second slide-Topic for Think-pair-share, Third slide
with answer).

2. Post implementation Reflection:

Worked well
 When I planned initially I taught whether the activity will work for
problematic papers, but after implementation I had a satisfaction that the
students are able to answer to the topic.
 Usually the boys will not answer for the questions if we ask to the whole
class, but while randomly chosen they gave their points nicely.
 I was able to maintain the timing of the activity – as I prepared PPT with
Answers.
 While implementing, the pairs is chosen randomly for sharing the points –
The students were ready with the answers.

Page 3 of 4
 What did not work?
 As anticipated, the student missed the point related to Computation of DFT
and FFT.
Modification for future implementation:
 While implementing for the next time, I will try with comparing a topic dealt
in this course and linking topic in prerequisite course. (eg. Analog filters and
digital filters)

References:
1. http://www.readwritethink.org/professional-development/strategy-guides/using-think-
pair-share-30626.html
2. https://in.video.search.yahoo.com – Think pair share
3. John G. Proakis and D.G. Manolakis, ‘Digital Signal Processing Principles,
Algorithmsand Applications’, Pearson Education, New Delhi, PHI. 2003.
4. Tarun Kumar Rawat, ‘Digital Signal Processing’, Oxford.

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 2 2 3 - 3 - - 1 2 2 - -

Page 4 of 4
 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
Topic: Decimation in Frequency using Radix 2 FFT – Algorithm

Goal (Learning Outcome):

 The students will be able to understand the concept of In-place Computation in DIF
FFT.
 The student will be able to explain the advantage of Fast Fourier Transform over
Discrete Fourier Transform.

Use of appropriate methods:

Activity: Brainstorming

Justification of Choosing the topic:

This Activity is chosen for the topic computation of Decimation in Time and
Decimation in frequency to have clarity in the concept of In-Place computation. After
teaching the topic DFT and FFT, the students will be able to explain the advantage of FFT
over DFT in 2 ascepts
 Computation speed
 Memory reqiurement
Using this activity the students can easily understand the concept of In-place computation.

Details of Implementation:

Time Duration: 5 Minutes

The students were made to group with their neighbours (4 members per team). The
question was projected to brainstorm about the concept among their friends for 3 minutes
relating the advantage of FFT. Two or three teams were made to explain what is In-place
Computation in DIT and DIF computation for 2 minutes. This activity helps to know the
conceptual understanding level of the students.

After summarizing the points, the answer was displayed in the presentation to the
students.

Page 1 of 2
 A view of implementation of the Activity while the students are sharing the points

Reflective Critique:
Benefits:
 The students involved activity in the activity and discussed with their neighbours.
 The understanding level of the concept can be identified, while the students are
sharing their view.
 The question was asked in the Assessment test, most of the students answered
correctly.
Challenges:
 Making all the students to share the view was not possible due to time constrain.
 While randomly choosing the group few members struggle to answer the question.

CO-PO Mapping for the Activity:

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO1 3 2 1 - - - 1 - 2 2 - -

Page 2 of 2
 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
***************************************************************************

Collaborative Learning
Planning Document –
Team Assisted Individualization (TAI)
Course Code & Title: EC8553 Discrete Time Signal Processing

Degree, Semester & Branch: V Semester B.E. ECE B

Class Strength: 51 students

Topic chosen: Design of Digital Chebyshev Infinite Impulse Response filter using Bilinear
Transformation

Justification for Choosing the Topic using collaborative learning:

Team Assisted Individualization (TAI) is a most suited collaborative learning model for
problematic courses. The course Discrete time signal processing is a problematic paper, I have
chosen TAI among the three learning model (STAD, TGT, TAI) suggested. The digital filter
design procedure involves many steps which are related to one another i.e. based on value
calculated in previous step, next steps will be proceded.

Design of digital IIR filters involves

a. Analog Butterworth IIR filter design for

 Low Pass Filter (LPF)
 High Pass Filter (HPF)
 Band Pass Filter (BPF)
 Band Stop Filter (BSF)
b. Analog Chebyshev IIR filter design for LPF, HPF, BPF, BSF
c. Digital Butterworth filter design using
 Approximation of derivative
 Bilinear transformation
 Impulse Invariant Transformation
Page 1 of 22
 d. Digital Chebyshev filter design using
 Approximation of derivative
 Bilinear transformation
 Impulse Invariant Transformation

The design procedure for each topic given above should be followed carefully. Among
the topics listed the students were confused in Design of digital Butterworth IIR filter using
bilinear transformation which was analyzed from the results of Internal Assessment Test - II.
In that few observations like missing the prewarping step, writing wrong formulas, Calculator
mode usage etc.
I usually prepare a formula paper which involves the design steps for each of the topics
listed above and distribute to the students for reference while teaching this unit. But I found that,
this batch of students is not interested in following this formula paper. So I am planning Team
Assisted Individualization (TAI) learning model for this topic Design of digital Chebyshev
IIR filter using bilinear transformation through collaborative learning the students will be able
to clarify the doubts with the team members, which they hesitate to ask to the teacher and helps
improve the performance in Internal Assessment Test III.

Objectives of the Collaborative Activity:

The students will be able to
1. Design IIR digital Chebyshev filters using Bilinear Transformation.
2. Explain the S-plane and Z-plane mapping.
3. Realize the filter using Direct form II and Cascade form realization.
4. Simulate the designed filter using Matlab simulation tool for LPF, HPF, BPF and BSP.
5. Participate actively in the filter design learning process.
6. Discuss the concepts, convey ideas, share and verify the solutions, correct the mistakes
and expertise to really understand the design procedure.
7. Eliminate the feelings of isolation or panic and build the confidence in designing the filter
through this activity.
8. Communicate effectively by sharing their views among the teammates

Strategy for team formation:

Members per team: 4 members per team (12 teams) and one team with 3 members

Number of teams: 13 teams (51 students)

 Based on the Internal Assessment Test performance II and a pre-testfor 10 marks on the
topic Analog IIR filter design and Digital Butterworth IIR filter design will be
conducted on the laboratory class for 10 minutes. (i.e. Laboratory classes will be for a
duration of 4 periods - Last 10 minutes will be utilized for conducting the pretest)

Page 2 of 22
  Based on the performance in the IAT-II &pre-test the homogeneous group (Girls & Boys
separately) will be formed with four members (Member A, Member B, Member C and
Member D).
 First 13 students with good performance will be chosen and each one will be member A
and allotted a group and then another 13 students who struggles to do problems (Slow
learner) will be chosen and assigned as Member B and allotted a group.
 The remaining students (Average learners) will be divided into 2 and assigned as
Member C and Member D respectively. Then these two members will be allotted a group.
 Thus, 12 groups will have Member A, Member B, Member C & Member D and one
group will have Member A, Member B, Member C.
o Member A – Students who scored above 80% in IAT II and Pre-test
o Member B – Students who Scored less than 45% in IAT II and Pre-test
o Member C & Member D – Students who scores between 45% – 80% in IAT II
and Pre-test.
 Each Group will be given a group name with signals for easy identification like
o Analog Signal Group
o Digital Signal Group
o Impulse Signal Group
o Ramp Signal Group
o Step Signal Group
o Real Exponential Signal Group
o Complex Exponential Signal Group
o Random Signal Group
o Sinusoidal signal Group
o Triangular Signal Group
o Rectangular Signal Group
o Trapezoidal Signal Group
o Pulse Signal Group
A random name picker is created using class tool website.
 The formation of group with group members will be posted in the course website
before the conduct of activity.

Time Allotted for collaborative activity: 2 periods (50 minutes each)

Justification:

1 Period: (50 Minutes)

 The group name will be selected based on the Random name picker created using class
tools website shown in the link
https://www.classtools.net/random-name-picker/55_X5NiQP

Page 3 of 22
 One students from each group will come and spin for selecting the group name once the
name is selected it will be removed and seating arrangement will be made in the first 5
minutes.
 Then in next 5 minutes, TAI activity will be elaborated to the students with the learning
objective and outcomes of the activity. The ground rules for the group interaction will be
clearly told.
 Handouts with materials, Problem to be solved, ground rules and assessment rubrics will
be distributed to the group in the next 3 minutes.

Problem:
PART A:
Design a digital Chebyshev IIR filter using bilinear transformation for the specifications
given in the figure. Realize the filter using direct form-II and cascade form Structure.

The Part A is divided into four modules

Module 1: Calculation of Order of the Filter
Module 2: Find the Analog Transfer function
Module 3: Find the Digital Transfer function using Bilinear Transformation
Module 4: Realization of Filter using direct form II and cascade form structure.

PART B:
Simulate the digital Chebyshev IIR filter using bilinear transformation using Matlab for
LPF, HPF, BPF, BSF.

Ground rules for Group Interaction: (Reading - 2 minutes)

1. Each member of the group should first discuss the procedure for solving the problem.
2. The group members should be responsible in completing the task – don’t waste time by
simply chatting.

Page 4 of 22
 3. Solve the first module of the problem individually and verify the answers. The members
of the group can proceed to next module once all the members of the group complete the
module.
4. The doubts of group member should be clarified and make them to complete the task.
5. After completion of the task, the team members should prepare a chart with the Answers
of each module, the part you felt to be difficult while designing the filter, Rate your team
coordination and contribution by each member.
6. Any one member from the group should present in front of other members.

Opening activity: (5 minutes)

In order to test the critical thinking of the students initially students will be made to find
the specifications from the figure.

Specification Value Unit

ε-Parameter related to Pass band ripple
λ-Parameter related to Stop band ripple
ωp– Pass band cutoff frequency
ωs– Stop band cutoff frequency

Since,the characteristics of the filter are taught separately and the sample problems are solved
with specifications directly given. This opening activity will help how far the students are able
to link the concept.
 Solving the First Module 1, Module 2 and Module 3 for 20 minutes
 Conducting Interim Quiz with Multiple Choice Questions – Using Visual Quiz for
6 minutes
 Concluding the Module 1, Module 2 and Module 3 by discussing the answers for
4 minutes

2 Period: (50 Minutes)

 The students will perform Module 4 for 8 minutes
 Implementing the Digital IIR Chebyshev filter using bilinear transformation for LPF,
HPF, BPF and BSF using MATLAB Simulation tool for 20 minutes
 Presentation by each group for 20 minutes (13 x 1.5 minutes)
o Completion of module
o The module you felt to be difficult while designing the filter
o Rate your team coordination
o contribution by each member
 Concluding the activity by collecting the feedback from the individual members for 2
minutes

Page 5 of 22
  Conduct of online Quiz through course website – for Post Assessment of Individual
Member

First Period (50 minutes)

Team Name and seating arrangement 5 Minutes
Explaining TAI Activity 5 Minutes
Distribution of Handouts 3 Minutes
Reading the ground rules 2 Minutes
Opening Activity 5 Minutes
Solving Module 1 , 2 & 3 20 Minutes
Visual Quiz 6 Minutes
Conclusion – Discussing the answers 4 Minutes
Total 50 Minutes
Second Period (50 Minutes)
Solving Module 4 8 Minutes
Simulating the digital filter using Matlab 20 Minutes
Presentation by each group 20 Minutes
Concluding the activity by collecting the 2 Minutes
feedback from the individual members
Total 50 Minutes
Conduct of online Quiz through course website after
completion of activity

Thus the TAI collaborative activity will be conducted for 2 periods using Online
countdown timer in class tool website.

Process of evaluation of the performance:

1. Individual

 Formative Assessment (X=10)

o Interim peer evaluation on each module (4 Marks) – Based on the individual
contribution to the team by using ‘Four Corner Four Question’ activity

Students will be provided with a paper along with Handouts – Four questions will be
shown in Power point presentation related to each module. The students will fold the
paper into 4 quadrants and write the answer for 4 questions and submit at the end of the
collaborative activity.

o Observation by the instructor will solving the problem (6 Marks) – Based on the
observation during the task execution by the individual

Member Criteria Mark

Supporting the peers and
Member A 0–1
leading the team
Page 6 of 22
 Involving Actively in
Member B 0–1
Executing the task
Supporting and discussing
Member C 0–1
with peers
Supporting and discussing
Member D 0–1
with peers
All the Completing the open
0–2
members Activity correctly

o Summative Assessment (Y=10)

 Individual reflection (5 Marks) – Finding correct answers for each module
 From the worksheets collected from the students

 Listing the errors(2 Marks) – Made by the individual member

 Number of errors made – 1 mark
 Number of errors corrected – 1 mark

 Testing the program output of each member (3 Marks) - Based on the output of
simulation

Simulated for all the filter Simulated for all the filter with Simulated but wrong
with correct response partially correct response answer
3 to > 2 marks 2 to > 1 Marks 1 to > 0 Mark

2. Collective
 Formative Assessment (Z=10)
o Group Quiz (Visual Quiz) during First hour (5 Marks) – In each team one member
will be allotted to evaluate the Quiz score (Self-Assessment), Finally each team score can
be summarized at the end.
o Observation by the Instructor based on the discussion within the group (5 marks) –
Based on the observation made during the discussion within the team members.

Criteria Ratings Mark

Read (1)/ Partially Read(0.5)/
Reading the ground rules 0-1
Not Read (0)
All (1) / two or three
Completing the task in time 0-1
members(0.5)/ None (0)
Helping the team members to Assisting (1) /
0-1
complete the module Not Assisting (0)
Interest and enthusiasm in High (1)/Medium (0.5)/ Low
0–1
executing the task (0)
High (1)/Medium (0.5)/ Low
Cooperation within the team 0-1
(0)

Page 7 of 22
 o Summative Assessment (T=10)
 Overall achievement of learning outcome (5 Marks) – Design of Digital
Chebyshev IIR filter using Bilinear transformation manually and simulating the same
using Matlab. The overall learning outcome will be assessed using online quiz
performance.
 Presentation/ Lessons learnt through this collaborative task (5 Marks) – Based
on the communication skills, completion of task and problems faced during the
implementation of the task.

Good Presentation Skills Average Presentation Skills Poor Presentation Skills

(5 to >4 marks) (4 to > 2 marks) (2 to > 0 marks)

W1=10, W2=15, W3=10,W4=15

Individual Score: W1X+W2Y+W3Z+W4T = 10X+15Y+10Z+15T
Group Score: 4 × Individual Score

Implementation Document –
Team Assisted Individualization (TAI)
Date of Implementation of the task:
Collaborative learning was conducted on 24.10.2019 in 2nd Hour (9.50 A.M to 10.40 A.M) &
3rd Hour (10.55 A.M to 11.45A.M) with a break of 15 minutes (10.40 A.M to 10.55 A.M)

Feedback Questionnaire:
Students Feedback: Collaborative learning

1. How do you rate the activity for learning the concept during collaboration?

Excellent Good satisfactory Poor

2. How do you rate the team work during collaboration?

Excellent Good satisfactory Poor

3. Share your experience in doing this collaborative activity
------------------------------------------------------------------------------------------------------------
4. Have you enjoyed the activity? Yes/ No
5. Give 2 benefits and 2 challenge you faced during collaboration.
Benefits: 1. -----------------------------------------------------------------------------------------
2.-----------------------------------------------------------------------------------------

Page 8 of 22
 Challenges:1. -------------------------------------------------------------------------------------
2. --------------------------------------------------------------------------------------

Name & Signature of the Student with date

Team-wise Score of the class in a tabular form:
The team wise score was calculated based on the formative and summative assessment as per the
planning document. The calculation is done in excel sheet for each team and attached in the
attachments.

The scores are calculated as per the formula

X=10, Y=10, Z=10, T=10

W1=10, W2=15, W3=10, W4=15
Individual Score: W1X+W2Y+W3Z+W4T = 10X+15Y+10Z+15T
Individual Scores are Calculated for 500 and Reduced to 50
Team Score: Sum of Individual Scores out of 200 was calculated.
Median Score: 176.75
Team
12 13 11 10 1 4 3 6 7 5 8 2 9
No.
Score 78 111 115 140.5 159.5 170 176.75 178.25 179 180 186 188 190

Team
Performed
Number Team Score
less than One most Important reason for
Team Number of (Median
median teams performance
Students Score= )
score
(Yes/No)

Though the team has team

coordination, while evaluating the
159.5
performance the calculation
1 (Median
4 Yes mistakes was not verified within
(Impulse Signal) Score =
the team members.
176.75)
(Missing of Individual
Accountability)

Page 9 of 22
 The objective of this collaborative
activity of making the slow
188 learners to complete the task
2
(Median with the support of team members
(Rectangular 4 No
Score = was achieved. It was proved from
Signal)
176.75) the performance.
(Appropriate Use of
Collaborative skills)
176.75 The members of the team spitted
3 (Median into two and executed the task for
4 Score = No
(Analog Signal) verification of answers
176.75) (Team Coordination)
The team made mistake in
170 opening activity and rectified the
4
(Median mistake after completing module
(Real Exponential 4 Yes
Score = 2. Which took more time for
Signal)
176.75) completing the task.
(Group Progress was missing)
The members of the team verified
the answers of each step before
180 executing the next step, which
5 (Median helped them to avoid mistakes.
4 No
(Digital Signal) Score = Individual responsibility was
176.75) more
(Group Processing& Use of
Collaborative skills)
178.25 The team members equally
6
(Median contributed.
(Trapezoidal 4 No
Score = (Positive Interdependence&
Signal)
176.75) Individual Accountability)
179 Comfortable with the teammates
7 (Median which helped to complete the task
4 No
(Triangular Signal) Score = efficiently.
176.75) (Positive Interdependence)

186 Discussed effectively within the

8 (Median team.
4 No
(Sinusoidal Signal) Score = (Positive Interdependence&
176.75) Group Processing)

190 All the members first discussed the

9 (Median task and then executed properly
4 No
(Step Signal) Score = Team coordination and
176.75) individual Interest

Page 10 of 22
  One uncooperative member
was present in the team
140.5 compared to others.
10 (Median  Initially they missed to do Pre-
4 Yes
(Pulse Signal) Score = warping concept which made
176.75) the whole problem to be wrong.
(Use of Collaborative skill was
missing)
Interest in doing the collaborating
115
activity was lagging.
11 (Median
4 Yes (Appropriate use of
(Ramp Signal) Score =
Collaborative skills were
176.75)
missing)
The task was not completed by any
78 one member also, because One
12 (Median person in the team was lagging
3 Yes
(Random Signal) Score = in completing the task in time.
176.75) (Individual Accountability was
Missing)
One person (Member B) in team
doesn’t involve executing the
13 111 task, only other two discussed but
(Complex (Median mistake done by the two members
3 Yes
Exponential Score = was highlighted by the Member
Signal) 176.75) B.
(Use of Collaborative skill was
missing)

Note: Most Important reason for team’s performance was written based on observation
during the activity, Through the presentation by the students and from the feedback collected.

Reflective Report:
Modification Made on original document:

 In the planning document, the number of groups was 13 in which 12 groups with 4
members and one group with 3 members were planned based on the class strength. Since
one student was absent on that day, same 13 groups was maintained in which 11 groups
with 4 members and 2 groups with 3 members was finalized.
 In the planning document for presentation- Any one member from the group should
present in front of other members was planned but while executing I taught of making
all the members to come to stage and present the points to avoid stage fear.

Page 11 of 22
Number of Students Participated in Collaborative activity: 50 Students
(Class strength: 51 - 1 absent). The percentage of students actively participated in the
collaborative activity is 85% and 15% doesn’t have interest to participate based on the
observation.
Team Format Chosen: Heterogeneous Grouping
Strategy for team formation:
Members per team: 4 members per team (12 teams) and one team with 3 members
Number of teams: 13 teams (51 students)
List of group with members and group name are
RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019- 2020 (Odd Semester)
Collaborative Learning

Degree, Semester& Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi

Group Register
Group Name Name of the Student Member
No. Number
953617106071 RAMYA P A
953617106097 VAISHNAV ARUNDHATI A B
1 Impulse Signal
953617106061 POOJA A C
953617106085 SIVAPRIYA V D
953617106083 SINDHUJA C S A
Rectangular 953617106102 VEERALAKSHMI V B
2
Signal 953617106088 SRI GOWSALYA V C
953617106073 SAKTHI RAMYA V D
953617106067 PRIYADHARSHINI R A
953617106068 PRIYADHARSHINI S B
3 Analog Signal
953617106069 PRIYANKA M C
953617106084 SINDHUJA V D
953617106057 NANDHINI DEVI G A
Real 953617106074 SANGAVI K B
4 Exponential
Signal 953617106054 MANJU A C
953617106078 SELVA DHARSHINI S D
953617106091 SUGIRTHA SHALINI K A
5 Digital Signal
953617106086 SIVASAKTHI R B
Page 12 of 22
 953617106077 SANTHIYA M C
953617106093 SWETHA S D
953617106104 YOGESHWARI V A
Trapezoidal 953617106099 VARSHA C B
6
Signal 953617106055 MOUNICA K C
953617106059 PONSHEELA M D
953617106079 SHAINA DAVITA J A
Triangular 953617106058 NISHANTHI G B
7
Signal 953617106063 PRADEEPA S C
953617106081 SHUNMUGAPRIYA M D
953617106087 SRI DEEPIKA S A
Sinusoidal 953617106090 SUGANYA S B
8
Signal 953617106089 SUBHA SHREE M C
953617106082 SIBA JASMINE S D
953617106066 PRIYA V A
953617106098 VAISHNAVI M B
9 Step Signal
953617106095 UDHAYA S G C
953617106100 VARSHINI R D
953617106065 PRAVEEN R A
953617106070 RAMAKRISHNAN M B
10 Pulse Signal
953617106053 MANIKANDAN A C
953617106092 SUMANTH S V D
953617106076 SANKARA NARAYANAN S A
953617106103 VIJAY PRAMOTH P B
11 Ramp Signal
953617106094 TAMILSELVAN T C
953617106075 SANKAR M D
953617106101 VASANTHAKUMAR V A
12 Random Signal 953617106064 PRAVEEN P B
953617106062 PRADEEP R C
953617106056 MUTHUKRISHNAN M A
Complex
13 953617106060 PONSUKIVARMAN G B
Exponential
953617106072 SAI NANDHA KISHORE S C

Reason for team formation strategy:

 Since it’s a problematic paper and topic chosen is Design of Chebyshev IIR filter using
Bilinear Transformation involves 4 modules with design procedure, the formation of
group with one Advance learner, slow learner and two average learners will be effective
while performing the task.
 This type of team formation helped the slow learners to perform the task in time.

Page 13 of 22
  It helped the team members to correct the mistakes then and there ie. In this task, if a
mistake is done in one module it will be propagated to other modules.

Strategy used to keep the discussion going on among team members of a group
 Conducted an opening activity: In order to test the critical thinking of the students
initially students were made to find the specifications from the figure given in the
question.

Specification Value Unit

ε-Parameter related to Pass band ripple
λ-Parameter related to Stop band ripple
ωp– Pass band cutoff frequency
ωs– Stop band cutoff frequency

Since, the characteristics of the filter are taught separately and the sample problems
are solved with specifications directly given. This opening activity helped the students
to discuss among the team mates.

Page 14 of 22
Page 15 of 22
 Introduced ‘Four corner Four Question Task’: In which the team mates discuss the
answers for each questions.

A view of Power point presentation for Four Corner Four Question

A view of students Answered for four corner four question

Page 16 of 22
  Designed Ground rules for Group Interaction:
1. Each member of the group should first discuss the procedure for solving the
problem.
2. The group members should be responsible in completing the task – don’t waste
time by simply chatting.
3. Solve the first module of the problem individually and verify the answers. The
members of the group can proceed to next module once all the members of the
group complete the module.
4. The doubts of group member should be clarified and make them to complete the
task.
5. After completion of the task, the team members should prepare a chart with the
Answers of each module, the part you felt to be difficult while designing the
filter, Rate your team coordination and contribution by each member.
 Conducted Visual Quiz based on the concept related to IIR Filter design

A view of Visual Quiz Activity

Page 17 of 22
  Each team presented the experience through this activity

A view of teams presenting the experience about the collaborative learning

Strategy used to motivate non-participating members in the student group:

 Before starting the activity, the students were informed about the Assessment strategy –
through which best three teams will be rewarded. (ie. Each member will know the
importance of participating in the activity)
 While monitoring the collaborative activity, the non-participative members were
identified and gave guidelines to do the task.
 One group of students struggled while executing the task and I helped them to resolve the
error that they made during solving the problem.
 Initially while choosing the group name I called the non-participative member to click
which stimulated to participate in the activity.

Page 18 of 22
Strategy used to open a deadlock while the activity is going on in the class:
Once I informed about the collaborative activity, most of the students were eagerly
waiting and started asking about the activity. Few students in the class didn’t show any interest
in the activity especially boys.
Possibilities of deadlock
 because of few students with lack of interest
 Figuring out the specifications from the diagram (new experience), because if the
students make mistake in finding the specification whole problem will be
executed wrongly.
 While solving Part B simulating using Matlab – Input should be given by
applying unit conversion.
 Making the students to present their experience about the collaborative learning
activity.
Strategy Adopted to open a deadlock:
 Asked the less interest students to give answers for modules whether it’s correct
or wrong
 Used the opening activity for finding the specifications correctly, so that they
proceeded with problem without mistake in the first stage.
 Few students raised the error comment is raising while executing the simulation
about the input range – Then I gave tips to unit conversion. The students
completed the 4 module.
 While presenting one or two students of the group only talked, but I insisted each
and every one of the group member should tell atleast one point about your
experience.

Changes for next collaborative activity:

 Planning to implement the collaborative activity with homogeneous grouping
 Next Collaborative activity will be planned with Student Team Achievement
Division(STAD) and Teams Games Tournament(TGT)
 The team formation has been done based on the performance of Internal Assessment test
II and Pretest. But in few groups based on the team score and from the observation made
during the activity in the class, few students didn’t involve with the team members in
execution of the activity. In future the groups should be formed based on the interest of
the students by giving the list of Member A’s, Members B’s, Member C’s and Members
D’s.
 I implemented the TAI activity for one topic in the unit, but in future I am planning to do
for atleast 3 topics which the students need collaboration using TAI, STAD and TGT
(ie. each topic each activity).

Page 19 of 22
A samples of Feedback collected from the students:

Page 20 of 22
Page 21 of 22
Reference:
1. AnnisaRidaSelvitry et.al., ‘The Influence of Team Assisted Individualization (TAI)
Approach on Students’ Mathematical Communication Ability’, 1st International
Conference of Innovation in Education (ICoIE 2018), Advances in Social Science,
Education and Humanities Research, volume 178,pp. 323-326.
2. La Rudi, ‘Application of Teaching Model of Team Assisted Individualization (TAI) In
Basic Chemistry Courses in Students of Forestry and Science of Environmental
UniverstiasHalu Oleo’, International Journal of Education and Research,Vol. 5 No. 11
November 2017, pp 69-76.
3. Robert E. Slavin Johns, ‘Instruction Based on Cooperative Learning’- Article from
research gate, Jan 2011.
4. BaiqLaelaPuspitasari, ‘Effect Of Cooperative Learning Model Of Team Assisted
Individualization On Critical Thinking Abilityi’, IOSR Journal of Research &
Method in Education (IOSR-JRME) , Vol. 8, No. 1,2018, pp. 79-82.
5. I ISiregar et.al., ‘Team Assisted Individualization (TAI) in Mathematics Learning
Viewed from Multiple Intelligences’,IOP Journal of Physics: Conference Series
1108(2018) 012073, DOI :10.1088/1742-6596/1108/1/012073.
6. ‘Formative Assessment: Empowering Learning in the Classroom - Examples of formative
assessments, explanations of each, and links to resources’, by Debbi

CO-PO mapping for the Activity:

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO2 2 2 3 - 3 - - 1 3 3 - 1

Page 22 of 22
 Simulation Laboratory

Design and analyze the performance of Finite

Impulse Response(FIR) Filter using Simulation
Tool

Page 1 of 20
 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
***************************************************************************

ACTIVITY
Topic: FIR filter Design
Name of the Laboratory: Digital Signal Processing Laboratory
Simulation Tool: Matlab 2014a (Licensed Version)
DESIGN AND ANALYSIS OF FIR FILTERS

AIM:
To design and analyze the performance of Finite Impulse Response (FIR) filter using
MATLAB simulation tool.

PURPOSE:
To design and analyze the performance of FIR filters using magnitude response,
phase response, Pole-zero plot, Impulse response, step response and find the implementation
cost of the designed Finite impulse response (FIR) filter.

Learning Outcome:
 The students will be able to design a Low pass, High Pass, Band Pass and Band Stop
FIR filter using ‘filterbuilder’ command.
 The students will be able to analyze the performance of the filter.
 The students will be able to find the implementation cost of the designed filter.

BRIEF SUMMARY OF THE LAB OBJECTIVE:

This Laboratory experiment will make the design of FIR filter made easy by using
‘filterbuilder’ command instead of writing the Matlab code with 20 lines of code. Once this
command is executed, automatically the Matlab code or simulink block or HDL code can be
generated using code converter option.
The students will be exposed to the different option available in Matlab, which will be
useful for their placements and projects.

This experiment is designed with following objectives.

 To expose the students to have hands on experience in designing FIR filter.
 To Design FIR filters using a ‘filterbuilder’ command in the Matlab 2014a.

Page 2 of 20
  The students will be able to analyze the performance of the filters (LPF, HPF, BPF,
and BSF) for various specifications.
 To visualize the magnitude response, phase response, Pole zero plot, frequency
response, Impulse response and step response of the designed filter.
 The students will find the implementation cost of the designed filter.
Link to online resource:

1. https://in.mathworks.com/academia.html?s_tid=gn_acad

Other Online resources for reference:

1. http://vlabs.iitkgp.ernet.in/dsp/exp8/index.html#
2. https://www.youtube.com/watch?v=P_rz5yPRDEc
3. https://www.youtube.com/watch?v=nAUhJ6Bi4Cg

Textbook References:
For more information regarding design of FIR filter refer textbook 2 – Page No:552-559.
Theory:

The filters are frequency selective devices. An LTI system performs filtering among
the various frequency components as its input. In general, digital filters is classified based on
impulse response and frequency response
Impulse response:
a. IIR filters (Infinite impulse response filter)
b. FIR filters (Finite impulse response filters)

Figure – Magnitude characteristics of physically realizable filters

- Taken from ‘Digital signal processing – John G. Proakis& Dimitris G. Manolakis, Fouth edition book’

Frequency response:
a. Low Pass Filters (LPF)
b. High Pass Filters(HPF)
c. Band Pass Filters(BPF)
d. Band stop Filters(BSF)

Page 3 of 20
 The filters designed by using finite samples of impulse response are called FIR filters.
The FIR filters are stable filters, which has linear phase response. The FIR filters can be
designed from finite samples of impulse response and the direct design of FIR filters is
possible in which the transfer function of the filter is obtained by taking Z transform of
impulse response.

Methods of designing FIR filter

a. Fourier series Method
b. Windowing Technique
c. Frequency sampling Method

The transfer function of FIR filters is

N 1
H ( Z)   h( n )Z  n
n 0
H(z)  h(0)  h(1)Z1  h(2)Z2  ........ h( N  1)Z( N 1)

h(n) – Impulse Response

N - Length of the sequence

Page 4 of 20
PROCEDURE:
Step 1: Open the Mathworks website www.mathworks.com and click Academia menu.
Step 2:In the Academia menu click ‘Discover’displayed at the bottom as depicted in Figure
1.

Figure1:Mathworks Academia menu

Step 3: In the discover menu – under the Signal Processing and Communicationselect
Filter Design option.

Figure 2:How to solve your computational problem using Matlab

Page 5 of 20
Step 4: In filter design using Matlab – select Interactive Filter design with filter builder
option in examples and How to as shown in Figure 3.

Figure 3:Filter design using Matlab

Step 5:A window with Filter Builder Process – which gives the detail procedure for design
process. Carefully read the instruction in the window.

Figure 4:Filter Builder Design Process

Page 6 of 20
Step 6: Open the Matlab R2014a (licensed version) – In the command window,
type‘filterbuilder’(without space) and press enter.

Figure 5: Matlab2014a window

Step 7: A Response SelectionDialog box appears as shown in the Figure 6 - which has
options for selecting Low pass, High pass, Band pass , Band stop, Notch, comb filters etc. In
which select any one type of Filter Low Pass/ High pass/ Band Pass/ Band Stopof your
choice and click OK.

Figure 6: Response selection Dialog box

Page 7 of 20
Step 8: The Figure 7 shows a dialog box containing a Main pane, a Data Typespane and a
Code Generationpane in which
Main Pane– contains details of specifications of the filter
Data type Pane- provides settings for precision and data types
Code generation Pane- contains options for various implementations of the
completed filter design like HDL code, Matlab code, Simulink block etc.
In the main Pane, give the filter specification by choosing the following options
1. Impulse response – FIR
2. Order mode – Minimum
3. Filter type – Single rate
4. Frequency specifications –Stop band frequency, Pass band frequency,
Sampling frequency depending on the filter

Figure 7: Dialog box for specifications

Step 9: For frequency specifications first choose the frequency unit type in Hertz (Hz) and
then enter the specifications as given
1. Input sample rate – 48000 Hz
2. Frequency Range
Low Pass Filter:
a. Pass Band Frequency:1 – 10000 (Hz)
b. Stop band Frequency:12000 – 24000 (Hz)
High Pass Filter:
a. Pass Band Frequency:12000 – 24000 (Hz)
b. Stop band Frequency:1 – 10000 (Hz)
Band Pass Filter:
a. Pass Band Frequency 1: 4000 – 10000 (Hz)
b. Pass Band Frequency 2: 12000 – 20000(Hz)

Page 8 of 20
 c. Stop band Frequency 1: 1 – 4000(Hz)
d. Stop band Frequency 2: 20000 – 24000 (Hz)
Band Stop Filter:
a. Stop Band Frequency 1: 4000 – 10000 (Hz)
b. Stop Band Frequency 2: 12000 – 20000 (Hz)
c. Pass band Frequency 1: 1 – 4000 (Hz)
d. Pass band Frequency 2: 20000 – 24000 (Hz)

3. Magnitude specification: default values in dB

4. Algorithm – Design Method: Equiripple
5. Filter Implementation – structure:Direct Form

Figure 8: Sample data entered dialog box

Step 9: Click Apply andclick on the View Filter Responsebutton. The Filter Visualization
Tool opens displaying the magnitude plot of the filter response with which analysis of
performance of the designed filter can be performed.
The filter visualization tool contains the following options for analysis of the
performance by clicking the options in the tool bar.
 Magnitude response
 Phase response
 Group delay
 Phase delay
 Pole zero plot
 Impulse response
 Step response

Page 9 of 20
 Figure 9: Magnitude response of the filter

Step 10: By clicking, the button in the tool bar filter implementation cost can be
calculated as shown in the Figure 10.

Figure 10. Filter implementation

Step 11: click the data type in the dialog box, choose fixed point, and view the filter response
after quantization as shown in the Figure 11.

Page 10 of 20
 Figure 11. Dialog box with data type pane

Figure 12. Filter magnitude response with quantizer

Step 12: Using the code convertor pane, generate Matlab code and Simulinkblock for the
designed filter
Step 13: End

Page 11 of 20
INFERENCE AND CONCLUSION:
Inference:
Design and analyze the performance of any one type of filter (LPF,HPF,BPF,BSF) of
your choice based on the procedure.
1. Plot the Magnitude response of any one type of filter, identify the pass band ripple,
and stop band ripple from the response.

Pass Band Ripple: ……………….

Stop Band Ripple: ………………..
2. Plot the Phase response, Impulse response, step response and Pole zero plot

3. Implement the filter and give the implementation cost for the designed filter.

Implementation Cost
a. Number of Multipliers: --------
b. Number of Adders: -------
c. Number of Delay elements: -------
d. Additions per input sample: -------
e. Multiplications per input sample: --------

Conclusion:
On completion of this simulation lab
 The FIR filter is designed using ‘filterbuilder’ command in the Matlab for any
type of Filter (LPF, HPF, BPF, BSF).
 The performance of the designed filter is analyzed using the Magnitude response,
phase response, pole-zero plot, impulse response and step response.
 The implementation cost of the designed filter is found for direct form structure.
 Using code converter button the Matlab code and Simulink block is created.

Page 12 of 20
 Performance 25
Viva voce 5
Total 30

APPLICATIONS OF FIR FILTERS:

1. Radar system
2. Used in Digital communication
3. Speech processing
4. Image processing

VIVA QUESTIONS: (Addressing the Learning Outcome)

1. What are the different types of filters designed using ‘filterbuilder’ command?
2. Which parameter influences the implementation cost of the FIR filter?
3. Give the purpose of Pole zero plots for a filter.
4. For a fixed-point representation in data type pane, what is the word length and
fractional length of the processor?
REFERENCE:

1. John G. Proakis and D.G. Manolakis, ‘Digital Signal Processing Principles,

Algorithms and Applications’, Pearson Education, New Delhi, PHI. 2003.
2. Sanjit K. Mitra, “Digital Signal Processing – A Computer Based Approach”, Tata Mc
Graw Hill, 2007.
3. www.Mathworks.com

Note:
1. Figure 1, 2 3 and 4 are Screen shots taken from Mathworks website.
2. Figure 5 – 10 are screen shots of simulation procedure implemented in Matlab
R2014a (licensed version) available at our Institution.

Answers for the viva Questions:

1. What are the different types of filters designed using ‘filterbuilder’ command?
The types of filters designed using filterbuilder command are
a. Low Pass Filter
b. High Pass Filter
c. Band Pass Filter
d. Band Stop Filter
e. Notch filter
f. Comb filter
g. Octave filter
h. Ideal Differentiator
i. Hilbert Transform

Page 13 of 20
 2. Which parameter influences the implementation cost of the FIR filter?
The parameter influences the implementation cost is the structure of the filter

3. Give the purpose of Pole zero plots for a filter.

The pole-zero plot is used to find the stability of the filter. Based on the location of
poles and zeros stability of the filter can be identified.

4. For a fixed-point representation in data type pane, what is the word length and
fractional length of the processor?
The word length is 16 bits and fractional length is 16-1 = 15 bits.

REFLECTIVE CRITIQUE:

Student Experience:

 The laboratory instruction was posted one day before the execution of task in the
course website.
 The students were made to execute the task during the laboratory class based on the
procedure given.
 The students felt a different experience of designing the filter in easy way using a
single command instead of writing the program with 20 lines.
 The students asked for such command for other concepts dealt in theory.
 The students felt ‘it is very good to do this work. And useful to get knowledge about
other commands in Matlab.
 The student felt ‘Its time saving one when compared to regular lab and easy method
to execute’.

Benefits of Simulation experiment:

 After implementing the task, the students were able to analyze the performance of the
FIR filter using various plots like Magnitude response, phase response, pole-zero plot,
frequency response, impulse response, step response.
 The students got a clear idea about the implementation cost related with number of
multipliers and adders, which is not possible through normal Matlab code.
 Since it was interesting, bright students performed the task for all type of filters (LPF,
HPF, BPF, BSF) and compared the implementation cost of the filters.
 From the feedback collected from the students – They have stated that “This is the
first time having such experience and I enjoyed a lot”
 These type of simulation task increases the Professional skills and conceptual
understanding of the students as stated in ‘Hands-on, simulated and remote
laboratories: a comparative literature review’ learning material.

Limitations or problems of Simulation experiment:

 Few students initially struggled for finding the location of the command in
Mathworks website, I helped the students and finally they completed the task.
 The students struck on apply the command in the Matlab.

Page 14 of 20
  Slow learners felt difficult in finding the pass band ripple and stop band ripples from
the response. Then I helped them to find the values.
 Since its original licence software at time only 40 students were able to access and 10
students waited for a while and then completed the task.

Change to be adopted in future:

 I posted the task one day before; some students gave comments that “no time for
reading”. So I thought next time I have to post at least three days before executing the
task.
 I should conduct the simulation in 2 phases, each with 25 Students so that the user
licences problem can be avoided.

A view while executing the task by the students

Page 15 of 20
After executing the simulation experiment – The report submitted by the students

INFERENCE AND CONCLUSION:

Design and analyze the performance of any one type of filter (LPF, HPF, BPF, BSF) of
your choice based on the procedure.
4. Plot the Magnitude response of any one type of filter, identify the pass band ripple,
and stop band ripple from the response.

Magnitude Response (dB)

-10

-20
Magnitude (dB)

-30

-40

-50

-60

-70

0 5 10 15 20
Frequency (kHz)

Pass Band Ripple: 1

Stop Band Ripple: 60
5. Plot the Phase response, Impulse response, step response and Pole zero plot
PHASE RESPONSE:
Phase Response

-5

-10

-15
Phase (radians)

-20

-25

-30

-35

-40

0 5 10 15 20
Frequency (kHz)

IMPULSE RESPONSE:
Impulse Response

0.4

0.3
Amplitude

0.2

0.1

-0.1
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
Time (mseconds)

Page 16 of 20
 STEP RESPONSE:

Step Response

0.8

0.6
Amplitude

0.4

0.2

0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1

Time (mseconds)

POLE ZERO PLOT:

Pole/Zero Plot

0.8

0.6

0.4

0.2
Imaginary Part

50
0

-0.2

-0.4

-0.6

-0.8

-1

-1 -0.5 0 0.5 1 1.5 2 2.5 3 3.5

Real Part

6. Implement the filter and give the implementation cost for the designed filter.
Implementation Cost
f. Number of Multipliers: 51
g. Number of Adders: 50
h. Number of Delay elements: 50
i. Additions per input sample: 51
j. Multiplications per input sample: 50

Page 17 of 20
Sample Students Feedback about the Simulation Lab

Page 18 of 20
Page 19 of 20
CO-PO mapping for the activity:

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO3 2 2 3 - 3 - - 2 3 - - 2

Page 20 of 20
 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019 - 2020 (odd Semester)
Degree, Semester & Branch: V Semester B.E. ECE B
Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
Topic: Fixed Point and Floating Point Number Representation
Date: 05.09.2019
Learning Outcomes:
The students will be able to
 Represent a number in fixed point and floating point representation.
 Differentiate fixed point and floating point representation.
 Participate actively in the learning process.
 Discuss the concepts, convey ideas, share the views to really understand the Fixed and
floating point representation.
 Communicate effectively by sharing their views among the teammates.
Justification for choosing the topic for the activity:
The concept of number system – Binary to decimal, Decimal to binary, one’s
complement and twos complement are already learnt in Digital electronics course. This topic
is related to the same concepts and easy to understand. The activity ‘JIGSAW’ is used to recall
the concepts learnt and enhance the learning through this collaboration.
Plan for Implementation:
 The material related to the topic, video will be posted 1 week before the conduct of
activity.
 Activity: JIGSAW- The Class Strength is divided into 7 Shapes Groups with 7
members as shown below using Random Lot System.
 Each group is allotted with a shape and its known as Home group as shown below.
 7 Shapes are named 1,2,3,4,5,6,7. All the 1’s in different Shapes are made to form
Expert group.
 Each Expert group is allotted with one topic
 Number System – Binary and Decimal
 Addition and Multiplication in Decimal and Binary Number system
 Fixed Point Representation Sign magnitude
 Fixed Point representation One’s Complement
 Fixed Point Representation Two’s Complement
 Floating Point Representation
 Fixed point representation Addition and Multiplication.
 The expert group members discuss the topic in detail for 20 minutes with the
learning materials already posted in the course website – canvas.
 The Expert group members should go to their original shape group and discuss the
points (30 Minutes) to the other members.
 All the members in home group learnt about all the topics through expert group
members.
  Finally, one or two members from each shape group should summarize the points of
the topic Fixed and Floating point representation to the class (20 Minutes).
 Review of points and conclusion of the activity (5 minutes)
 Thus the concept of fixed point and floating point representation is known to all by
involving the students actively.

Home Group formation:

1 2 3 4 1 2 3 4

5 6 7
5 6 7

1 2 3 4
1 2 3 4

5 6 7 5 6 7

1 2 3 4 1 2 3 4

5 6 7
5 6 7

1 2 3 4

5 6 7
  Expert group consist of members from each shape and assigned with a topic for
discussion (10 Minutes) which has been already learnt in III Semester subject.

1
1 1 1
GROUP 1
Topic: Number System – Binary
and Decimal

1
1 1

2
2 2 2
GROUP 2
Topic: Addition and
Multiplication in Decimal and
Binary Number system
2
2 2

3
3 3 3
GROUP 3
Topic: Fixed Point representation
Sign magnitude
3
3 3

4
4 4 4
GROUP 4
Topic: Fixed Point representation
One’s Complement
4
4 4
 5
5 5 5
GROUP 5
Topic: Fixed Point representation
Two’s Complement

5
5 5

6
6 6 6

GROUP 6
Topic: Floating Point
representation
6
6 6

7
7 7 7
GROUP 7
Topic: Fixed point representation
Addition and Multiplication.

7
7 7

References:
Kindly refer the following materials before coming to the Class
1. https://www.slideshare.net/PeriyanayagiS/finite-word-length-effects?qid=7a71a772-
7b18-46bc-a2e7-6d6191058a97&v=&b=&from_search=1
2. John G. Proakis and D.G. Manolakis, ‘Digital Signal Processing Principles,
Algorithms and Applications’, Pearson Education, New Delhi, PHI. 2003.
3. Tarun Kumar Rawat, ‘Digital Signal Processing’, Oxford. (Page No: 812-818)
 A View of Expert groups discussion

A view of Shape Groups Discussion

A view of Presentation form each Shape Group

REFLECTIVE CRITIQUE:

Students Experience:
Based on the feedback collected from the students,
 Most of the students enjoyed the activity because this is the first time experience.
 They felt that the self-learning skills improved due to this type of activity.
 These type of activities are interesting which involve us to learn and teach the
concepts to our group members.
 It helps them to improve the communication skills i.e interacting effectively with the
group and summarizing the concept.
Challenges:
 Time management: while discussing the concepts and teaching to the other group
members the time allotted was not enough.
 Making all the students to read the material before doing the activity. Only a day
before the activity they start learning the material.

Sample Feedback:
CO-PO mapping for the activity:

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO4 2 2 2 - 3 - - 2 3 3 - 1
 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019 – 2020 (Odd Semester)

Degree, Semester & Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi
***************************************************************************

ACTIVITY
Planning Document – Flipped Class
Class Strength: 51 students

Topic chosen: Application of Digital Signal Processors (Any one)

Justification for Choosing the Topic using Flipped Class

The topic was chosen for flipped class is there are many applications for Digital Signal
Processors. The Unit 5 deals with the details of digital signal processor architecture,
functionalities, fixed and floating point processors, instruction sets, programming and finally
application examples. Since the students are exposed to the details of processor, I taught of
giving the topic ‘Application of Digital Signal Processors’ for flipped class. This topic can be
learnt in self-learning mode.

 As there are many applications of Digital signal processors, only 10 applications in

various domains were discussed in their prescribed text book. If this flipped class is used
for the topic apart from the learning materials given by the faculty, students have chance
to browse and find more information related to specific application. Thus 10 applications
of Digital Signal Processor will be covered in 2 periods through this activity which is not
possible in traditional teaching. This is the reason for choosing this topic for flipped class
activity.
Goal (Learning Objective):
Objective: To explain the application of digital signal processor in various fields like medical,
signal and image processing, communication systems.

Outcome:

At the end of the flipped class activity,

Page 1 of 19
  The students will be able to explain the various applications of DSP Processors with real
time examples in the areas of medical, signal & image processing, communication
systems.
 The self learning skill and team work skills will be enhanced.

Learning Material:
The learning material for applications of digital signal processors will be book chapter and video
lectures

1. Book Chapter:
Book Title - Digital Signal Processing
Author - S.Salivahanan
Publisher - McGraw Hill
Edition - Fourth
Chapter Title - Applications of Digital Signal Processing
Chapter Number - 15
Page Number - 697 – 733

2. Book Chapter:
Book Title - Digital Signal Processing, A Practical approach
Author - Emmanuel C Ifeachor
Publisher - Pearson
Chapter Title - Applications and case studies
Chapter Number - 12
Page Number - 679 – 722

3. MIT Open courseware:

Title - Digital Signal Processing
Professor - Prof. Alan V. Oppenheim
Topics covered - Introduction, applications, Enhancement, processing
Web link - https://ocw.mit.edu/resources/res-6-008-digital-signal-processing-
spring-2011/video-lectures/lecture-1-introduction
Time Duration - 17 Minutes

4. NPTEL Video:
Title - Digital Signal Processor
Lecture series - 8
Course name - Embedded systems

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 Professor - Dr.Santanu Chaudhury
Web link - https://www.youtube.com/watch?v=SKuywStjBLY
Time Duration - 55 Minutes

The book chapters will be shared to the students as materials and video like from NPTEL and
MIT open courseware will be posted related application of digital signal processors in the course
website.

The learning material of book chapters consist of details for 10 applications such as

1. Application of DSP-EEG
2. Application of DSP in Biomedical
3. Role of DSP in Moderns
4. Fetal Heart Beats
5. Equalization of Audio Signal
6. DSP Application Radar Signal Processing
7. Hearing Aids
8. Speech Processing
9. Image processing
10. Wireless communication
The NPTEL video discusses about digital signal processor in detail and MIT open courseware
video shows the real time application with demonstration of DSP.

Creating a script:
The script will be created with the audio of 2 minutes for the instructions to the students about
the reasons and portions for special attention.

Script:
Dear Students,
I hope you will have a new experience of flipped class for the topic applications of digital
signal processors as discussed already. The objective of the activity is flip of traditional
classroom where learning will happen outside the class and working, homework’s etc will
happen in the class. As narrated earlier, the learning materials are posted in the course website
and the portions to be concentrated will preparing the presentations are
The book chapter learning material for the applications of digital signal processors
consist of all the details of each application. In which the first book chapter 15 consist of

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Applications of EEG, Speech processing, wireless communication, Applications of radar, Image
processing and other applications are covered in book chapter 12.
The MIT open courseware: Video lecture of 17 minutes gives the detail demonstration
of real time application which gives an idea of how the DSP processors are used.
The NPTEL video gives the detailed presentation of Digital Signal Processors, if
required to know about the peripherals used for certain application are dealt in detail. Kindly
make use of book chapters for preparing the presentations and apart from the details any other
information regarding the applications can also be added from other online resources with proper
citations.
Prepare a presentation for 10 minutes containing the
 Introduction
 How DSP play a role in the application related to your group
 Block diagram
 Technical Information’s
 Type of DSP processor used
 Advantages and Disadvantages
Submit the handouts of the presentation on the day of activity. Hope you will enjoy the flipped
class!
Thank you students.

Formation of the groups and Justification:

The formation of group for flipped class will be given to student’s choice.

Number of Applications (topics): 10

Number of groups: 10

Class Strength: 51

Members per group: 5 (9 groups) and 6 (1 group)

The choice of the group type is heterogeneous grouping, the condition of the grouping
will informed to the students. ie. A group should be mixer of advance learners, average learners
and slow learners. The students group was given the students choices with the above said
conditions because the students should learn about applications of Digital Signal Processing and
prepare a presentation about the topic. Since a detailed presentation should be made by each
group, if the choice is given to the student’s only successful learning will happen. The list of
group is shown in the evaluation table for flipped class given below.

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Plan for implementing this activity:
Outside class activity:

 Reading of learning material: 10 days time duration

 Preparation of presentation: 4 days time duration
 Discussions and clarification of doubts : Any time within the 2 weeks time for discussion
within the group mates and any clarification regarding the flipped class

Inside class activity:

 Presenting the topic assigned by each group – 10 minutes duration

 Question & Answering, oral feedback – 3 minutes duration

Implementation process:

 The students were informed about the flipped class activity atleast 2 weeks before the
implementation of the activity.
 The materials like documents, videos related to the topic will be posted in the course
website - Canvas.
 The grouping of students will also be done well in advance and each group is allotted
with one topic of application of their choice among the 10 applications listed. (2 weeks
before implementation)
 An announcement will be posted once in two days about the activity as reminder.
 A Discussion forum will be opened for flipped class, in which the group members can
use for discussion outside class. Using the ‘your questions about flipped class’ – doubts
of the students can be posted and the instructor will clarify within the 8 hours of post.
 A whatsapp group will be created for flipped class activity to clarify the doubts and
discussions.
 The students have to prepare a presentation for 10 minutes with the concept learnt and
3 minutes for Question & answering and tell about the contribution of each member.
 The inside class activity: presentation will be planned for 2 periods. In which each group
has to present their topic chosen and others will also listen to the presentation.
 The applications of digital signal processors are covered to the whole class and the
handouts prepared on the topic will be shared within the group members.
 Each group will be assessed through the content of presentation, communication skills,
Q& A, contribution by each member as shown in the table below. Both formative and
summative assessment will be made.
 Content of presentation (20 Marks)
 Communication skills (10 Marks)
 Q & A(10 Marks)
 Contribution (10 Marks)

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  The main objective of the flipped class activity is each group will learn one application
and presentation helps the other members also to know about all the application topics.
 Thus, 10 applications of Digital Signal Processor will be covered in 2 periods through
this activity.
 After completion of presentation, both oral and written feedbacks will be collected about
the flipped class from the students.
 The evaluation on the flipped class is done finally and will be assessed based on the
following parameters. The marks will be considered for final internal mark calculation.

Expected Difficulties:
 Lack of preparation: Making the students to learn the materials is the challenging task.
Each student has to read the material posted in the course website.
 Non participation in the activity: All the students should be made involve in the activity
 Time management: The flipped class activity should be able to complete in the planned
duration.
Plan for preventing these difficulties:
 Making each student accountable by making formative and summative assessment for
individual and group performance.
 Including the assessment mark for final internal mark calculation makes each student to
participate actively in the flipped class activity.
 Each student contribution mark in the assessment will be based on the discussions in the
course website and whatsapp group through which all the students will participate in the
activity.
 Posting announcements periodically for learning and preparing the presentation.
 The Time management will be avoided by using timer clock for 10 minutes duration.

Hope by conducting this flipped class the students will have different experience compared to
traditional class teaching. This activity helps them to enhance the self learning skills and team
work.

Student Feedback to access the success of the flipped class:

The feedback about the success of the flipped class will be collected in two modes

 Oral feedback
 Written Feedback
Oral Feedback:
The oral feedback will be collected at the end of the presentation by the students about
 Experience in doing this flipped class
 Contribution by each member of the group.

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  What was the learning outcome of such activity?
 What is the difference you felt between traditional teaching and flipped class?

Written Feedback:
A written feedback will be collected with the following questionnaire at the end of
completing the activity.

Students Feedback: Flipped Class Room Activity

1. How do you rate the activity for learning the concept of Application Examples of DSP
Processors?

Excellent Good satisfactory Poor

2. How do you rate the reference material provided related to the topic?

Excellent Good satisfactory Poor

3. Share your experience in doing this activity

------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
4. Have you enjoyed the activity? Yes/ No
5. State 2 benefits and 2 challenge you faced during preparation.
Benefits: ------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------
Challenges: ---------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------

Name & Signature of the Student with date

Based on the feedback collected, the success of the activity can be assessed and from the
challenges faced during preparation the problems can be identified and rectified in the future
flipped class activities.

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 Post Implementation
Extent of set objective achieved:
The main objective of flipped class was
At the end of the flipped class activity,
 The students will be able to explain the various applications of DSP Processors with real
time examples in the areas of medical, signal & image processing, communication
systems.
 The self-learning skill and team work skills will be enhanced.
The students in each team gave a clear presentation about any one application of Digital
Signal Processor. The self-learning skill and team work was assessed in the class during the
presentation. Thus the main objective of conducting the flipped class was achieved.
Success of Planning:
The activity was successfully executed as per the planning document.
 Since the formation of group was given to the students’ choice with basic guidelines
and time allotted for outside class activity was 10 days, the students interacted with
their group members in WhatsApp. These parameters helped the students to do outside
class activity effectively.
 A discussion thread was created to clarify any doubts regarding the material, concept
or any other clarification. The students utilized for discussion thread, which enhanced
the peer learning, conceptual understanding and critical thinking. (Since the
Discussion was graded and included in contribution column [10 marks] in the
assessment, all the students participated)
 The audio of 2 minutes for the instructions to the students about the reasons and
portions for special attention helped the students to prepare the presentation
effectively.
 Based on the content of presentation, the success of planning was effective.
Success of In-class Activity:
The success of In-class Activity was measured based on the Content of presentation,
Question & Answer module and communication skill.
 The creativity in presentation among different groups was nice.
 In the content of presentation – Videos was included related to the topic in few groups
and one group - introduced an active learning strategy ‘class poll’ for testing the
listening skill of other group members.

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 Each group made the presentation on ‘Application of Digital Signal Processor’ and
Individual Assessment was made for – Question & Answer and Communication skill
while presenting their portion.
Formative Assessment was made – Content of Presentation and Contribution
 The other group members listened to the presentation and raised their question
regarding the topic. With which the conceptual understanding can be observed.
Q&A Module (10 Marks) –7 Marks for answering the Questions asked by the
evaluator and peers
3 Marks–for rising question to other group members.
 Thus interaction between the others groups helps to involve all the students in the
activity and learn all the applications.

The Flipped Class Activity was successful due to involvement of all the students and
each one performed nicely. Since the assessment was included for final Internal Mark
Calculation. The view of implementation of the activity inside the class and assessment
made is shown below.

A View of Students presentation and Q& A Session

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 RAMCO INSTITUTE OF TECHNOLOGY
Department of Electronics and Communication Engineering
Academic Year: 2019- 2020 (Odd Semester)
Evaluation of Flipped Classroom

Degree, Semester& Branch: V Semester B.E. ECE B

Course Code & Title: EC8553 Discrete Time Signal Processing
Name of the Faculty member: Dr.S.Periyanayagi

Contribution
Content of
Register Application Communication Q&A (Based on Total
Group Name of the Student Presentation
Number Example Skill (10) (10) Discussion) (50)
(20)
(10)
953617106054 MANJU A 8 10 10 48
953617106069 PRIYANKA M 9 10 10 49
953617106073 SAKTHI RAMYA V Application 6 8 10 44
1 20
953617106078 SELVA DHARSHINI S of DSP-EEG 9 10 10 49
953617106081 SHUNMUGAPRIYA M 6 9 10 45
953617106098 VAISHNAVI M 7 9 9 45
953617106057 NANDHINI DEVI G 10 10 10 50
953617106063 PRADEEPA S Application 7 10 10 47
2 953617106083 SINDHUJA C S of DSP in 20 9 9 10 48
953617106099 VARSHA C Biomedical 7 8 10 45
953617106104 YOGESHWARI V 8 10 10 48
953617106059 PONSHEELA M Role of DSP 7 10 10 44
3 17
953617106074 SANGAVI K in Moderns 7 10 10 44

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 Contribution
Content of
Register Application Communication Q&A (Based on Total
Group Name of the Student Presentation
Number Example Skill (10) (10) Discussion) (50)
(20)
(10)
953617106079 SHAINA DAVITA J 10 10 10 47
953617106084 SINDHUJA V 5 8 8 38
953617106089 SUBHA SHREE M 9 9 10 45
953617106067 PRIYADHARSHINI R 10 10 10 50
953617106077 SANTHIYA M 9 10 10 49
4 Fetal Heart
953617106085 SIVAPRIYA V 20 8 9 8 45
Beats
953617106086 SIVASAKTHI R 9 8 10 47
953617106088 SRI GOWSALYA V 9 10 10 49
953617106066 PRIYA V 10 10 10 50
953617106071 RAMYA P 10 9 10 49
Equalization
5 953617106082 SIBA JASMINE S of Audio 20 10 10 10 50
953617106091 SUGIRTHA SHALINI K Signal 9 9 10 48
953617106095 UDHAYA S G 10 10 10 50
953617106055 MOUNICA K 10 10 10 50
953617106058 NISHANTHI G DSP 8 8 10 46
Application
6 953617106068 PRIYADHARSHINI S 20 7 6 7 40
Radar Signal
953617106090 SUGANYA S Processing 10 10 10 50
953617106097 VAISHNAV ARUNDHATI A 9 7 10 46
953617106061 POOJA A 9 10 10 49
7 Hearing Aids 20
953617106087 SRI DEEPIKA S 10 10 10 50

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 Contribution
Content of
Register Application Communication Q&A (Based on Total
Group Name of the Student Presentation
Number Example Skill (10) (10) Discussion) (50)
(20)
(10)
953617106093 SWETHA S 8 8 10 46
953617106100 VARSHINI R 10 9 10 49
953617106102 VEERALAKSHMI V 9 10 10 49
953617106053 MANIKANDAN A 8 9 7 44
953617106056 MUTHUKRISHNAN M 10 10 10 50
8 Speech
953617106070 RAMAKRISHNAN M 20 6 7 6 39
Processing
953617106075 SANKAR M 7 5 5 37
953617106101 VASANTHAKUMAR V 8 9 10 47
953617106060 PONSUKIVARMAN G 4 5 4 30
953617106062 PRADEEP R 7 9 10 43
953617106065 PRAVEEN R Image 8 9 10 44
9 17
SAI NANDHA Processing
953617106072 8 8 7 40
KISHORE S
SANKARA
953617106076 7 9 10 43
NARAYANAN S
953617106064 PRAVEEN P 7 5 3 35
953617106092 SUMANTH S V Wireless 9 8 8 45
10 953617106094 TAMILSELVAN T Communicat 20 6 8 10 44
953617106096 VAIRAMUTHU G M ion 9 10 10 49
953617106103 VIJAY PRAMOTH P 7 9 10 46

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Reflective Critique:

Main Challenges and the steps for addressing the challenges:

The main challenges in flipped class activity was

 While choosing the application topic for their group, ie. two or three groups opted for
same application topic.
 Making all the students to involve in discussion thread initially.
 Time management – Since few group of students made lengthy presentation, it was
difficult to complete in 10 minutes.
 In Q& A module – few students struggled to answer the questions and ask question to the
peers.
 The group members were mixer of hostellers and day scholars – though they
communicated through WhatsApp, had difficulty while preparing for presentation.
 Few students had stage fear while presentation.
Steps for addressing the challenges:
 Choosing the topic – when two or three groups opted for the same topic a lot system
technique was used to solve the problem
 Involving in discussion – Initially when the discussion thread was opened only few
members in the group participated, so I posted an announcement that “based on the
participation in discussion thread for contribution (10 marks) will be awarded”. Most of
the students started discussing only few students did that for namesake.
 Time management – Though the presentation guideline was given, the students of some
group prepared a detailed presentation. Since it’s for the first time I could not stop them
based on timing. The time management was difficult while executing the task.
 Q&A – Few students struggled for answering the questions I told them to take the help of
their group mates.
 Mixing of Hostellers and Dayscholars students - They communicated through mobile
phone and social media for discussion about the clarification, preparing presentation etc.
 Stage fear: Few students had stage fear while presenting, I motivated them to present
and made the group members to stand on the stage.

Modifications for future flipped class activity:

 Each group was allotted with different topic of application but in future, I am thinking
giving the same topic to all groups for flipped class.
 In each group, a mixture of Hostellers and Dayscholars are present. While collecting oral
feedback the students told about the problem. In future I had planned to give time for
discussion about the activity during the 10 days time in the college.

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  Since this is first time, outside class activity monitoring was less but in future some more
activities like office hours, planning for execution of outside class activity will be
collected from the students.
 Next time the assessment strategy like online Quiz, Class test on the topic will be
planned.
 The group formation was given to student’s choice this time but in future homogeneous
grouping will be planned and executed.

Students Experience and Feedback:

Based on the Question in the Feedback “Share your Experience in doing this activity”:
Students Experience
 The students had good experience of learning a topic out the class and presentation in the
class.
 Since the topic is related to application, they felt very interesting to know the real time
applications of Digital Signal Processors.
 The Activity was conducted for groups, Interactions and discussionswhich
collaborations made them to learn more information.
 “The New strategy for self-learning using flipped class was Nice” – comment from a
student.
 The students felt a new experience and it helped to know how to make good
presentation and avoid stage fear.
 It was a different experience compared to traditional classroom.
 Each group was allotted with one application, Made the students to learn in detail about
the topic and by listening to other presentation all the applications of Digital Signal
Processor were covered.
Student Feedback:
The feedback was collected orally and written feedback with Questionnaire as given planning
document.
Oral Feedback:
 Since the material and guidelines about the activity was given at least 2 weeks before the
conduct of activity helped us to manage our time in reading and preparing for
presentation.
 A guideline for using the learning material helped us to concentrate on the important
concepts.
Written Feedback:
A written feedback was collected from each student about the activity, the analysis of feedback
are given below.

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The feedback analysis for Questions 1,2 and 4.

How do you rate the activity for

learning the concept?
30
25
20
15
10
5
0
Excellent Good Satisfactory Poor
No. of Students 28 16 6 1

How do you rate the reference material

provided related to the topic?
35
30
25
20
15
10
5
0
Excellent Good Satisfactory Poor
No. of Students 31 14 5 1

Have you Enjoyed the activity? Yes/No

No
8%

yes
92%

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A Sample Students Feedback Collected:

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References:
1. https://facultyinnovate.utexas.edu/flipped-classroom
2. https://www.panopto.com/blog/7-unique-flipped-classroom-models-right/ - 7 unique
flipped classroom models
3. www.teachertrainingvideos.com
4. Learning materials posted in course website in IIEECP for course design
5. https://ocw.mit.edu/resources/res-6-008-digital-signal-processing
6. Robert Talbert, Four Assessment Strategies for the Flipped Learning Environment, An
Article in faculty focus, August 2015.https://www.facultyfocus.com/articles/blended-
flipped-learning/four-assessment-strategies-for-the-flipped-learning-environment/.
7. Bates, J. E., Almekdash, H., & Gilchrest-Dunnam, M. J., The Flipped Classroom: A
Brief, Brief History (2016).
8. An Article about teaching tips from University of Waterloo, ‘Online Activities and
Assessment for the Flipped classroom’ Center for teaching excellence.

CO-PO mapping for the activity:

CO PO1 PO2 PO3 PO4 PO5 PO6 PO7 PO8 PO9 PO10 PO11 PO12
CO5 2 2 2 - 3 - - 2 3 3 - 1

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