Doc # CUI-Wah/ECE/CDF/EEE324/Rev # 4.

1 Updated: Fall 2021

COMSATS University Islamabad, Wah Campus

(Department of Electrical and Computer Engineering)

Course Information:
Course Title Digital Signal Processing
Course Code EEE324
Credit Hours 04 (3+1)
Pre-requisite Signal and Systems (EEE323)
Text book  Alan V. Oppenheim, Ronald W. Schafer, and John R. Buck, Discrete-Time Signal
Processing, 2nd Edition, Pearson Education (Prentice Hall)
Reference Books  G. Proakis, and D. G. Manolakis, Digital Signal Processing: Principles, Algorithms,
and Applications, 4th Edition, Pearson Education (Prentice Hall)
Course Schedule  3 credit hours/week
 One laboratory session/week (3 hours/session)

Course Learning Objectives:

This course familiarizes students with the basic concepts of Digital signal processing and it serves as a
foundation course for subsequent courses of control systems, and communication theory. The students
in this course will learn time-domain and frequency-domain methods for the analysis and modeling of
continuous-time and discrete-time signals and systems, theory of digital filters, their applications in real
world scenarios.
 Doc # CUI-Wah/ECE/CDF/EEE324/Rev # 4.1 Updated: Fall 2021

Course Learning Outcomes:

After successfully completing this course, the students will be able to:

Bloom’s Taxonomy Domains/Levels Theory Mapping

S.No Learning Outcomes /Lab with PLO
Cognitive Psychomotor Affective
1 Understand and acquire the basic C3 P2 Theory PLO 1
concepts of discrete-time signals and & Lab
systems and their applications.
(Introduction to signals, LTI System)

2 To be able to analyze and perform C4 P2 Theory PLO 2

discrete-time signals and systems using & Lab
Fourier transforms and Z-transform
(DTFT, Z-Transform, Freq. response of LTI
systems)

3 To be able to sample and reconstruct C4 P3 Theory PLO 2

signals and undertake their applications & Lab
in discrete-time processing of discrete-
time signals. (A/D and D/A conversion)

4 Design and realization of digital filters C5 P4 Theory PLO 3

& Lab
5 Learn how to implement and analyze --- P4 A3 Lab PLO 5
the core DSP concepts using Matlab
tool and DSP kit

6 Perform the laboratory tasks - A2 Lab PLO 9

effectively as an individual or in a
team

7 Write a comprehensive report on C5 A2 Lab PLO 10

laboratory activities and/or present it
orally

8 Complete the assigned tasks in a A4 Lab PLO 11

timely, and organized way

9 Recognize importance of; and study A3 Theory PLO12

technological innovations and
developments in subject/topic

Table 1 – Mapping of CLOs and PLOs along with Taxonomy Levels

Course Outline and Lecture Breakdown:

Topics CLO No. of
Covere lecture
Doc # CUI-Wah/ECE/CDF/EEE324/Rev # 4.1 Updated: Fall 2021

d s
Introduction to discrete time signals, their properties and representation 1 1

Discrete time systems, LTI systems and their properties. 1 2

DTFT, its properties, theorems and their applications 2 2

The z Transform, Region of convergence for the z-Transform: poles & zeros, 2 2
and stability, The inverse z-Transform, z-Transform properties

A/D to D/A conversion, quantizaton, Multirate Signal Processing --- an 3 7

overview, Basic operations: Decimation, Interpolation, Introduction to
Polyphase decomposition, Introduction to filter banks

Freq. response of LTI systems, System function of LCCDE, Freq. response of 2 2

single zero system

Freq. response of multi zeroes and poles system, All pass and min. phase 2 3
system, Min. phase all pass decomposition, Linear system with generalized
linear phase

Structures for DT systems, Block Diagram/Signal Flow Graph representation of 4 3

LCCDE, Basic structure for IIR and FIR systems.

FIR filter design, IIR filter design 4 5

Discrete Fourier Transform (DFT) and its properties 3 2

Computation of DFT – the fast Fourier transform (FFT) and its algorithms 4 1

Sessional I and Sessional II Exams 2

Table 2- Course contents mapped with CLOs and lecture breakdown

Assessment Plan:
Theory Laboratory
Quizzes 15% Assignments/Project 25%
Assignments/Project 10% 2 Lab sessionals 25%
2 Sessional exams (10%+15%) 25% Lab Performance 25%
Terminal exam 50% Lab terminal exam 25%
Total 100% Total 100%
Final Marks: Theory marks * 0.75 + Lab marks * 0.25

Table 3 - Assessment Plan for Theory and Lab marking

Doc # CUI-Wah/ECE/CDF/EEE324/Rev # 4.1 Updated: Fall 2021

Learning Outcomes Assessment Plan:

S.No. Course Learning Assessment
Outcomes
1 CLO 1 Q1, A1, S1 (Theory & Lab)

2 CLO 2 Q2,A2,S1,S2,T (Theory & Lab)

3 CLO 3 Q3, A3, S2 (Theory & Lab)

4 CLO 4 Q3, Q4, A4,T (Theory & Lab)

5 CLO 5 Lab

Table 4 - Assessment Plan for Course Learning Outcomes

List of Experiments:
CLO
S.No. Experiment
Covered
1 Review of MATLAB 1

1
2 Formation of Discrete-Time Signals in the Time Domain over MATLAB.

3 Representation and analysis of Discrete Time Systems in Time Domain. 2

2
4 Discrete Time Signals and Systems in Frequency Domain.

5 Implementation of Z-Transform and its applications in Discrete Time system analysis. 3

3
6 Sampling of continuous time signals and its reconstruction.

2
7 Changing the Sampling rate of signals using discrimination and interpolation.

4
8 Transform Analysis of Linear Time-Invariant Systems

9 Realization of FIR and IIR systems using different structures 4

4
10 Implementation of IIR filters using bi-linear and impulse invariance techniques.

Design and Implementation of FIR filters using different windowing techniques and 4
11
implementation of DFT and FFT.

12 Overview of DSK C6713. 5

5
13 Working with Code Composer Studio.
 ANNEXURE-I

Lab Rubrics:
Performance Indicator Excellent Very Good Good Satisfactory Poor Taxonomy
domain

Marks 5 4 3 2 1

Execution/Implementation Complete experiment is Complete experiment is Experiment is partially Experiment is partially Experiment is not  Psychomotor
conducted, and results are conducted, and results are completed, and results completed, and results conducted
correct and complete correct but incomplete are incomplete/partially are incomplete and
incorrect incorrect

All group members seem to Unbalanced participation by Some members seem to Some members seem to Only one member  Affective
have actively participated the group members, all have not actively have not participated appears to have
and have developed good members have developed participated and have not and have no conducted the
understanding of experiment good understanding of the developed good understating of the experiment and
Team Effort
experiment understanding of the experiment the other
complete experiment members have no
understating of
the experiment

Lab Report Report is complete in all
aspects (including
organization, format, and
information/results), the
presentation of report is
also excellent with no
typo/grammatical mistakes
Report is complete in all Report is organized and Report is organized, Report is badly  Cognitive
aspects (including provides all the relevant provides organized and
organization, format and information/results but partial/incorrect misses important
information/results) with format is not correct relevant relevant
some typo/grammatical information/results, information/result
mistakes and format is not s
correct

Lab/Design Project Evaluation:

Performance Indicator Excellent Very Good Good Satisfactory Poor Taxonomy
 domain

Marks 5 4 3 2 1

Individual/ Individual Played a pivotal role in Substantial contribution in Individual contribution Minor contribution in No contribution  Affective
Team Effort Contribution the overall project the overall project not substantial the overall project
considering the overall completion
objectives

Team Work Almost equal contribution Uneven contribution by the Minor contribution by Some members did not Only one member  Affective
by all members, work members, work distribution is some members, work contribute, work appears to have
distribution is clearly clearly mentioned distribution is not clearly distribution is not clearly actively contributed
mentioned mentioned mentioned

Project Completed the project in Completed the project, but Partially completed the Unable to demonstrate Unable to  Psychomotor
Execution/Implementation an effective way not in the most effective project successful completion of demonstrate
manner any part of the project sufficient progress
towards the
completion of any
part of the project

Project and Time Management Achieved the expected Achieved the expected Achieved milestones are Misses out on essential No essential outcome  Affective
outcomes, all steps of the outcomes, took longer than somewhat consistent with outcomes, failed to was achieved, failed to
project completed well in expected due to which the the expected outcomes, manage the time manage the time
time project could not be refined took longer than expected

Project Report Report is completed in all Report is completed in all Report is organized and Report is organized, Report is badly  Cognitive
aspects (including aspects (including provides all the relevant provides organized and misses
organization, format, and organization, format and information/results but partial/incorrect important relevant
information/results), the information/results) format is not correct relevant information/results
presentation of report is information/results, and
also excellent with no format is not correct
grammatical/spelling
mistakes

Oral Presentation Presented a detailed Presented a detailed insight to Presented the basic Presentation is not clear, Presentation is poor, Affective
 insight to the project the project confidently and concepts of the project lacks confidence, language lacks confidence,
confidently and spoke spoke fluently, language used is clearly with appropriate is not appropriate, fails to language is not
fluently, language used is appropriate, answers to some language but lacks respond to examiners’ appropriate, fails to
appropriate, well questions raised by examiners confidence and fluency, questions respond to examiners’
responded to all were not clear answers to all questions questions
questions raised by raised by examiners were
examiners not clear

Lab Examination:

Performance Indicator Excellent Very Good Good Satisfactory Poor Taxonomy

domain
Marks 5 4 3 2 1

Execution/Implementation Complete experiment is Complete experiment is Experiment is partially Experiment is partially Experiment is not  Psychomotor
conducted, and results conducted, and results are completed, and results completed, and results conducted
are correct and complete correct but incomplete are incomplete/partially are incomplete and
incorrect incorrect

Viva Demonstrated good Demonstrated good Does not understand the Does not understand the Does not understand  Cognitive
understanding of the understanding of the experiment well, some experiment well, most of the experiment at
experiment, Well experiment, however, some questions raised by the questions raised by all, none of the
responded to all questions raised by examiner examiner were not examiner were questions raised by
questions raised by were not answered clearly answered correctly answered incorrectly examiner was
examiner answered correctly
 ANNEXURE-II
Program Learning Outcomes (PLOs) from PEC:

PLO 1 (Engineering Knowledge): An ability to apply knowledge of mathematics, science, engineering

fundamentals and an engineering specialization to the solution of complex engineering problems.
PLO 2 (Problem Analysis): An ability to identify, formulate, research literature, and analyze complex
engineering problems reaching substantiated conclusions using first principles of mathematics, natural
sciences and engineering sciences.
PLO 3 (Design/Development of Solutions): An ability to design solutions for complex engineering
problems and design systems, components or processes that meet specified needs with appropriate
consideration for public health and safety, cultural, societal, and environmental considerations.
PLO 4 (Investigation): An ability to investigate complex engineering problems in a methodical way
including literature survey, design and conduct of experiments, analysis and interpretation of
experimental data, and synthesis of information to derive valid conclusions.
PLO 5 (Modern Tool Usage): An ability to create, select and apply appropriate techniques, resources,
and modern engineering and IT tools, including prediction and modeling, to complex engineering
activities, with an understanding of the limitations.
PLO 6 (The Engineer and Society): An ability to apply reasoning informed by contextual knowledge to
assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to
professional engineering practice and solution to complex engineering problems.
PLO 7 (Environment and Sustainability): An ability to understand the impact of professional engineering
solutions in societal and environmental contexts and demonstrate knowledge of and need for
sustainable development.
PLO 8 (Ethics): Apply ethical principles and commit to professional ethics and responsibilities and norms
of engineering practice.
PLO 9 (Individual and Team Work): An ability to work effectively, as an individual or in a team, on
multifaceted and /or multidisciplinary settings.
PLO 10 (Communication): An ability to communicate effectively, orally as well as in writing, on complex
engineering activities with the engineering community and with society at large, such as being able to
comprehend and write effective reports and design documentation, make effective presentations, and
give and receive clear instructions.
PLO 11 (Project Management): An ability to demonstrate management skills and apply engineering
principles to one’s own work, as a member and/or leader in a team, to manage projects in a
multidisciplinary environment.
PLO 12 (Lifelong Learning): An ability to recognize importance of and pursue lifelong learning in the
broader context of innovation and technological developments.
 ANNEXURE-III
Bloom’s Taxonomy Levels

Cognitive domain:
Affective Domain:

Psychomotor Domain: