Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
NSF Grantees Poster Session
Supported by a NSF TUES type II project, we have developed a series of software defined radio (SDR) based mixed signal detection laboratories for enhancing undergraduate communication and networking curricula. In our previous NSF funded CCLI project “Evolvable wireless laboratory design and implementation for enhancing undergraduate wireless engineering education”, we have developed and demonstrated the first nationwide example of evolvable SDR based laboratories for three existing undergraduate courses. In this project, we are developing new lab components that can be adopted by multiple courses ranging from freshman year introductory course to senior year capstone design projects. Specifically, in this paper, we report the development of a SDR based mixed radio frequency signal detection platform with a graphical user interface (GUI). This user-friendly GUI will allow students to adjust RF parameters such as carrier frequency, symbol rate, pulse shaping filter, etc, and mix multiple RF signals together. Additionally, students are able to observe the transmitted signal in both time and frequency at both transmitter and receiver. At receiver side, the SDR based platform also provides students the functionality of performing RF signal detection via different detection methods including energy based detection, waveform based detection, and cyclostationary analysis based detection. It is shown that by exploiting sophisticated signal processing techniques such as cyclostationary analysis, mixed RF signal components can be detected and identified. Through collaboration among the three participating institutions including an HBCU, the developed SDR based platform will be integrated in undergraduate curricula of all three institutions.
Wu, Z., & Wang, B., & Cheng, C., & Cao, D., & Zhang, Z. (2018, June), Board 16: Software Defined Radio-based Mixed Signal Detection Laboratories for Enhancing Undergraduate Communication and Networking Curricula Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29963
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015