Feedback: the feedback will be given via Moodle two weeks after the submission

deadline.

Feedforward: this coursework will deepen your understanding of some concepts in

communication systems and enhance your research skills.

Part A: Theoretical analysis (40%)

Objectives: to examine modulation schemes in the presence of noise and to design error

control encoder and perform encoding and decoding.

The bandwidth of a digital communication system is 50 MHz

The maximum data rate is the summation of your ID in Mbps.

i.e. ID = 5083167 C = 30 Mbps

1. If the channel is subject to AWGN find the SNR for the system. Comment on the

obtained value of SNR. To get a practical communication system what adjustments

would you propose to these current system parameters?

2. What is the noise power spectral density, N0, if the carrier power is 10mW?

3. Compare between different binary modulations techniques from at least three

different aspects.

4. If the bandwidth of the system is reduced to 12.5 MHz, which modulation scheme

would you select? Also justify why you have chosen this modulation technique.

5. What is the difference between noiseless channels and AWGN channels in terms of

channel capacity? Support your answer with calculated examples.

6. Using MATLAB find the parity check matrix H for a (15, 11) Hamming code, then:

a) Using this matrix, write down the parity check equations for this code.

b) Use these equations to calculate the four check bits for the information bits

11000000000.

c) Draw the encoder for this code (you can draw it clearly by hand then scan it).

d) Using the parity check matrix, construct the generator matrix for this code.

e) Multiply the matrix of information bits (11000000000) by the generator matrix

to show that the resulting check bits are the same as in part (6.b).

f) An error occurred in the third received bit. Carry out a decoding to check if the

error could be corrected.

g) Show that double errors in the first and third bits result in an incorrect decoding.

Part B: Research (20%)

Objectives: to enforce research based learning and to familiarise yourself with latest

technologies.

1. Search for the latest standards used for the most recent WIFI (IEEE 802.11 family)

system and indicate which modulation and error control schemes they adopted

justifying their choice of these schemes. (max. 300 words)

2. Search for several methods that could be used to overcome severe fading in mobile

channels with brief explanations. (max. 300 words).

Part C: Simulink and MATLAB simulations (30%)

Objective: to construct simulation models using Simulink communication toolbox and to

compare the BER performance of the constructed block with those obtained from the BER

tool.

The following parameters need to be set up.

1. Use Bernoulli generator as your source of data to transmit at least 1000 bits, set

up the sample time to be the numerical value of Ts/log2(M) where,

1/(10*Ts) = 40 (maximum Doppler shift).

2. Use M-ary modulation and M should be chosen based on the following:

Choose the last number in your ID number and multiply it by 5, then choose the

closest applicable M. For example, if your last ID digit is 4, then 4×5 = 20, the

surrounding applicable M are {16, 32} but the closest is 16, so you use 16-PSK. If

your last ID digit is zero pick the second last digit instead.

3. Introduce a Rician channel followed by AWGN channel. Set the K value in Rician

channel to 10. For AWGN, set the initial Eb/N0 to 0. The symbol period (Ts) here

should fulfil the equation 1/(10*Ts) = 40. Write down the corresponding BER

value after you construct the whole link.

4. Complete the link by adding error rate calculator, display, and 3 constellation

and eye diagrams before and after Rice block and after AWGN block.

A. Using bertool, plot the BER curve based on the above settings.

B. Check at what value Eb/N0 gives around 0 BER and call it Eb/N0max. Then, choose several

values (maximum 5 values) of Eb/N0 between 0 and Eb/N0max to implement in the

SIMULINK link. Compare the obtained BER values from SIMULINK with those shown on

the bertool curve using a table. Note: theoretical results from BERtool might be

different from practical SIMULINK values.

C. Decrease the value of maximum diffuse Doppler shift from 40 to 30, then 20, 10, and 1.

Record the effect of channel behaviour on the constellation and eye diagrams.

D. Show the constellation diagrams and eye diagrams for three different Eb/N0 values when

the maximum diffuse Doppler shift is 1 explaining the effect of noise increase.

E. In a different bertool figure decrease the K value till you reach the performance of

Rayleigh channel and on the same figure plot the BER performance of Rayleigh channel.

In a different figure, keep increasing the K value till no better performance can be

achieved and call K here K

max. What is the value of Kmax? Investigate what other type of

channel gives the same performance as Rician channel at Kmax , justify your answer using

bertool.

Report structure and quality (10%)

Some tips: Include your name, ID, and title.

Include table of contents based on the parts above.

Include a brief introduction, conclusion and personal reflection in the

report.

Number each answer related to each question.

Each figure should be clear and should have title, axes labels, legend,

and caption. Explain your figures.

Use CU Harvard referencing.

Marking criteria are in line with the University’s assessment criteria.

Assessment Criteria

Class Mark range Guidelines

Class I

70 – 79%

80 – 89%

90 – 100%

Answer entirely relevant to the assignment set. Answer will demonstrate clear understanding

of theories, concepts, issues and methodology, as appropriate. There will be evidence of wideranging reading and/or research, as appropriate, beyond the minimum recommended. Answers

will be written/presented in a clear, well-structured way with clarity of expression. At level 3,

evidence of independent, critical thought would normally be expected.

In addition to the above, the answer will demonstrate an excellent level of understanding,

presence of clear description, critical/analytical skills or research, as appropriate.

In addition to the above, an outstanding answer that could hardly be bettered. High degree of

understanding, critical/analytic skills and original research, where specified. Outstanding in all

respects.

Class II : I

65 – 69%

60 – 64%

Answer demonstrating a very good understanding of the requirements of the assignment.

Answer will demonstrate very good understanding of theories, concepts, issues and

methodology, as appropriate. Answer will be mostly accurate/ appropriate, with few errors.

Little, if any, irrelevant material may be present. Reading beyond the recommended minimum

will be present where appropriate. Well organised and clearly written/presented.

A good understanding, with few errors. Some irrelevant material may be present. Well

organised and clearly written/presented. Some reading/research beyond recommended in

evidence.

Class II : II

55 – 59%

50 – 54%

Answer demonstrating a good understanding of relevant theories, concepts, issues and

methodology. Some reading/research beyond that recommended may be present. Some

errors may be present and inclusion of irrelevant material. May not be particularly wellstructured, and/or clearly presented.

Answer demonstrating a reasonable understanding of theories, concepts, issues and

methodology. Answer likely to show some errors of understanding. May be significant amount

of irrelevant material. May not be well-structured and expression/presentation may be unclear

at times.

Class III

45 – 49%

40 – 44%

An understanding demonstrated, but may be incomplete and with some errors. Limited use of

material with limited reading/research on the topic. Likely to be poorly structured and not

well-expressed/presented. Irrelevant material likely to be present.

Basic understanding demonstrated, with some correct description. Answer likely to be

incomplete with substantial errors or misunderstandings. Little use of material and limited

reading/research on the topic in evidence. May be poorly structured and poorly

expressed/presented. Some material may be irrelevant to the assignment requirements.

A mark of 40% indicates that the student’s work just achieves the Intended Learning Outcomes

(ILO) of the assessment task.

Marginal

fail

35 – 39% Some relevant material will be present. Understanding will be poor with little evidence of

reading/research on the topic. Fundamental errors and misunderstanding likely to be present.

Poor structure and poor expression/presentation. Much material may not be relevant to the

assignment.

Fail

30 – 34%

20 – 29%

0 – 19%

Inadequate answer with little relevant material and poor understanding of theories, concepts,

issues and methodology, as appropriate. Fundamental errors and misunderstandings will be

present. Material may be largely irrelevant. Poorly structured and poorly

expressed/presented.

Clear failure to provide answer to the assignment. Little understanding and only a vague

knowledge of the area. Serious and fundamental errors and lack of understanding. Virtually no

evidence of relevant reading/research. Poorly structured and inadequately

expressed/presented.

Complete failure, virtually no understanding of requirements of the assignment. Material may

be entirely irrelevant. Answer may be extremely short, and in note form only. Answer may be

fundamentally wrong, or trivial. Not a serious attempt.

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