This course introduces basic concepts of electrical circuits to then explain the greatest inventions of Electrical Engineering, including telecommunication, the electrical grid, and automatic computing and control. The lab reinforces the circuits concepts and includes a design project.
In this senior design course, student teams tackle problems in various aspects of wireless health systems, including sensing and classifying human motions, developing user interfaces, and database structure.
This can take two forms: research, or contributions to the instructional program. For the former, typically projects are either extensions of work pursued in a senior design course or summer research, with the goal of producing a conference publication. For the latter, the objective is development of course modules (hardware and/or software plus lesson plans) for either regularly offered courses or Tech Camp (for high school).
This course presents modulations for the Gaussian channel, and discusses how to synchronize systems and equalize channels with inter-symbol interference.
The course begins with models for wireless communications channels to motivate the need for diversity transmission methods including spread spectrum systems. The interference problem is discussed, along with multiple means for managing it including multiple access protocols and dynamic resource allocation. Receiver linearity issues and the effects on system design are introduced.
All graduate students in my group should register for 2 units each quarter in which they are pursuing research and attending the weekly group meeting. Students present their research of the preceding week with group discussion of the results and suggestions for new directions.
This can take two forms: research proposals, or contributions to the instructional program. Typically research proposals take the form of investigation of the technological state of the art in some domain, with analysis/simulations to evaluate some of the claims being made, and production of a report similar to a proposal for a new product or research agenda. For projects focused on the instructional program, the objective is development of course modules (hardware and/or software plus documentation such a lab instructions) for regularly offered undergraduate or graduate courses.
There are numerous volunteer opportunities at UCLA for EE students. HKN http://www.hkn.ee.ucla.edu/ and TBP http://tbp.seas.ucla.edu/ have extensive tutoring programs that are always in need of volunteers. IEEE http://www.ieee.ucla.edu/ through its OPS program teaches basic skills in circuit fabrication and design. The HSSEAS Engineering Science Corps https://esc.seas.ucla.edu/ runs an outreach program for high school and middle school students. Each year particular courses are identified by the EE department as requiring dedicated (i.e., paid) tutors.
EE 199 and EE 299 (see above) provide opportunities for creating course modules for the EE program.
Each quarter EE 3 is offered, 4-6 lab mentors are hired to help students with use of the equipment and to provide advice on the labs and projects. Hands-on experience is required (e.g., via IEEE OPS, or from taking UCLA EE lab courses). Apply directly to Prof. Pottie via email with a resume if interested (pay rate as group tutor).
Each fall, there is a competition among student clubs for proposals for projects for the coming summer. Two students will be hired for each successful proposal, to develop and teach curriculum over two 4-week sessions in the summer. Hiring takes place in winter, with instructional development through an EE 199 course in spring. For details, visit https://esc.seas.ucla.edu/