Academic Year 2019-2020 Semester 1

Course Coordinator Shum Ping

Course Code EE4110
Course Title Optical Communication System Design
Pre-requisites NIL
No of AUs 2
Contact Hours 27 lecture/interactive hours and 12 design lab hours
Proposal Date 1 Dec 2018

Course Aims
This course is intended to introduce to you an overview of optical fibre communication devices and
systems, as well as hands-on experience of using professional tools for the design of optical fibre
communications systems.

Intended Learning Outcomes (ILO)

Upon the completion of the course, you should be able to:
1. Differentiate various types of optical fibres
2. Determine how to use active and passive optical devices in optical fibre communication systems
3. Identify the performance issues of the most important relevant devices.
4. Design and implement fibre optic communication systems such as an elementary WDM optical
fibre system.

Course Content
Design of fibre optic communication systems involving issues such as light propagation, fibre
characteristics and classification, fibre cables, connectors and splices, optical transmitters and receivers,
optical amplifier and filter, optical coupler and wavelength converter, non-linear effects in WDM
systems, and system design methodology are covered.

Course Outline

This design course aims to provide an overview of the principles and the potential of optical fibre
communication systems and an understanding of the physical principles underlying the characteristics of
component parts of the system. An engineering design approach is maintained throughout the course.
After completion of this class, you should be able to understand manufacturer's data sheets, and design
elementary fibre optic communication systems. The topics covered include light propagation through
optical fibres, fibre characteristics and classification, fibre cables, connectors and splices, measurement
of fibre parameters, light sources (LED and ILD) and optical transmitters, PIN/APD optical receivers,
optical amplifier and filter (including optical multiplexer, demultiplexer and OADM), optical coupler and
wavelength convert, non-linear effects in WDM systems, and system design methodology. Case studies
are included to illustrate the design of fibre optic communication systems. This course ends with two

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 design assignments.
Assessment (includes both continuous and summative assessment)

Related
Course
Programme LO or Team/ Assessment
Component LO Weighting
Graduate Individual rubrics
Tested
Attributes

1. Continuous Assessment
1,2,3 EAB SLO* a, b, g 20% Individual
1 (CA1): Quiz

2. Continuous Assessment
1,2,3 EAB SLO* a, b, g 20% Individual
2 (CA2): Assignment

3. Continuous Assessment
EAB SLO* a, b, c, d,
3 (CA3): Case Study 1 1,2,3,4 30% Individual
j^
Formal Report

4. Continuous Assessment
EAB SLO* a, b, c, d,
4 (CA4): Case Study 2 1,2,3,4 15% Individual
j^
Lab Assessment

5. Continuous Assessment
EAB SLO* a, b, c, d,
5 (CA5): Case Study 3 1,2,3,4 15% Individual
j^
Lab Assessment

Total 100%
* Please refer to Appendix 5 on the EAB accreditation SLO

Mapping of Course SLOs to EAB Graduate Attributes (new requirement to update School database)

Course Student Learning EAB’s 12 Graduate Attributes*

Cat
Outcomes (a) (b) (c) (d) (e) (f) (g) (h) (i) (j) (k) (l)
EE4110 Optical
Communication System PE ● ● ● ● ○ ○ ◐ ○ ○ ○ ○ ○
Design

1. Differentiate various types of optical fibres EAB SLO* a, b, c

2. Determine how to use active and passive optical devices in optical fibre
EAB SLO* a, b, c
communication systems

EAB SLO* a, b, c,
3. Identify the performance issues of the most important relevant devices.
g, j^

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 EAB SLO* a, b, c,
4. Design and implement fibre optic communication systems such as an elementary d, g, j^
WDM optical fibre system.

Legend:  Fully consistent (contributes to more than 75% of Student Learning Outcomes)
◐ Partially consistent (contributes to about 50% of Student Learning Outcomes)
 Weakly consistent (contributes to about 25% of Student Learning Outcomes)
Blank Not related to Student Learning Outcomes

^
Inclusion of EAB SLO j (represented by ) is recommended by TLPD as technical report is involved.

Formative feedback
The results of close book quiz and assignment will be available for student to check in NTULearn grade
centre. The solutions will be discussed during the session and common errors made by the students
will be pointed out. In addition, the key case study design concepts will be discussed during smaller
group discussion. Student will be given ample opportunities to ask questions and clear their doubts
during interactive sessions. This will provide a thorough feedback to the students on their performance
in the course.

Learning and Teaching approach

Approach How does this approach support students in achieving the learning outcomes?

• General education platform to deliver essential knowledge to you

• Invite industry speaker to share real life engineering problems
LECTURE
• Training you in a bigger platform on solving open ended problems
• Encourage peer to peer learning during interactive sessions

• Provide hands-on opportunities for you to design optical system

• Promote discussion and clarify key concepts taught in lectures in smaller
Design Class groups
• Create a platform for you to interact and enhance the understanding of the
concepts learnt.

Reading and References

TEXTBOOKS
1. Keiser Gerd, Optical Fiber Communications, 4th Edition, McGrw Hill, 2011. (TK5103.59.K27 2011)

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REFERENCES
1. Hecht Jeff, Understanding Fiber Optics, 5th Edition, Pearson/Prentice-Hall, 2006. (TA1800.H447
2006)
2. Powers John P, An Introduction to Fiber Optic Systems, 2nd Edition, Irwin, 1999. (TA1800.P888
1999)
3. Palais Joseph C, Fiber Optic Communications, 5th Edition, Pearson/Prentice-Hall, 2005.
(TK5103.59.P154 2005)
4. Ramswami Rajiv and Sivarajan Kumar N, Optical Networks: A Practical Perspective, 3rd Edition,
Morgan Kaufmann 2008.

Course Policies and Student Responsibilities

General:
You are expected to complete the quiz and assignment before recess week. You are expected to take
responsibility to follow up with course notes, assignments and course related announcements. You are
expected to participate in all interactive sessions.
Design Class:
You are required to attend all design classes in the dedicated lab.
Absenteeism:
Continuous assessments make up a significant portion of your course grade. Absence from continuous
assessments without officially approved leave will result in no marks and affect your overall course
grade.
As a student of the course, you are required to abide by both the University Code of Conduct and the
Student Code of Conduct. The Codes provide information on the responsibilities of all NTU students, as
well as examples of misconduct and details about how students can report suspected misconduct. The
University also has the Student Mental Health Policy. The Policy states the University’s commitment to
providing a supportive environment for the holistic development of students, including the
improvement of mental health and wellbeing. These policies and codes concerning students can be
found in the following link:
https://www.ntu.edu.sg/SAO/PoliciesandCodesconcerningstudents/Pages/index.aspx

Academic Integrity
Good academic work depends on honesty and ethical behaviour. The quality of your work as a student
relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values
shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared
values.
As a student, it is important that you recognize your responsibilities in understanding and applying the
principles of academic integrity in all the work you do at NTU. Not knowing what is involved in
maintaining academic integrity does not excuse academic dishonesty. You need to actively equip
yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud,
collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to

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the academic integrity website for more information. Consult your instructor(s) if you need any
clarification about the requirements of academic integrity in the course.

Course Instructors

Instructor Office Location Phone Email

Shum Ping S2-B2a-19 67904217 [email protected]
Wei Lei S1-B1c-78 67904512 [email protected]

Planned Weekly Schedule

Week Topic Course LO Readings/ Activities

Introduction and development of optical
1 communication systems, optical principles and fiber 1,2,3 Lecture
types, and guiding mechanism.

Signal degradation mechanisms in optical fiber,

2 dispersion mechanisms, rise time budget, and 1,2,3 Lecture
bandwidth estimations

Attenuation mechanisms, power budget and link

3 1,2,3 Lecture
budget estimations.

Light sources and photo detectors used for optical

4 1,2,3 Lecture / Quiz
fiber systems.

Linear parameters of optical fibers, budget

5 considerations of linear fiber optics in WDM 1,2,3 Lecture
networks.

Optical nonlinear effects in fibers, nonlinear effects

6 1,2,3 Lecture / Assignment
induced limitations/applications in WDM networks.

Various components for optical fiber

7 1,2,3 Lecture
communications.

Optical multiplexers and demultiplexers, fiber

8 1,2,3 Lecture
gratings and fiber-based sensors.

9 Design Case Study I 4 Design Lab Session

Design Lab Session /

10 Design Case Study I 4
Report

11 Optical amplifiers (SOA, EDFA, RFA and hybrid 1,2,3 Lecture

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 amplifier), signal regeneration.

Design Lab Session /

12 Design Case Study II 4
Assessment

Design Lab Session /

13 Design Case Study III 4
Assessment

Appendix 1 – Assessment Criteria for continuous assessment 1

Marks Grade Marking Scheme

0% F Absent

30% F Poor – Little actual achievement, Limited understanding, far below expectation

50% C Marginal – Meet minimum requirement and achievement

60% B- Average – Meet requirement and achievement adequately

70% B+ Good – Meet requirement and achievement largely

80% A Excellent – Highly competent work, with achievement high above expectation

90% A+ Outstanding – Exceptional ability and achievement

Appendix 2 – Assessment Criteria for continuous assessment 2

Criteria Standards

Fail Standard Pass Standard High Standard

Method of Using methods that are Able to identify relevant Applying methods and
Approach irrelevant or do not apply methods that help solve theorems that are both
(LO 1 – 3) to the given problem. the problem but unable to relevant and efficiently to
arrive at the complete/ solve the entire problem.
Applying theorems whose
final solution.
conditions are not
satisfied.

Validity of The student’s reasoning is The student’s reasoning is The student’s reasoning is
Reasoning logically valid and
logically invalid. logically valid.
(LO 1 – 3) effective.

Clarity of The student’s argument is The student’s argument is The student’s argument is
Argument poorly explained or not clear, but may contain clear, precise, with no or

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Appendix 5: The EAB (Engineering Accreditation Board) Accreditation SLOs (Student Learning
Outcomes)

a) Engineering knowledge: Apply the knowledge of mathematics, natural science, engineering

fundamentals, and an engineering specialisation to the solution of complex engineering
problems
b) Problem Analysis: Identify, formulate, research literature, and analyse complex engineering
problems reaching substantiated conclusions using first principles of mathematics, natural
sciences, and engineering sciences.
c) Design/development of Solutions: Design solutions for complex engineering problems and
design system components or processes that meet the specified needs with appropriate
consideration for public health and safety, cultural, societal, and environmental considerations.
d) Investigation: Conduct investigations of complex problems using research-based knowledge and
research methods including design of experiments, analysis and interpretation of data, and
synthesis of the information to provide valid conclusions.
e) Modern Tool Usage: Create, select, and apply appropriate techniques, resources, and modern
engineering and IT tools including prediction and modelling to complex engineering activities
with an understanding of the limitations
f) The engineer and Society: Apply reasoning informed by the contextual knowledge to assess
societal, health, safety, legal, and cultural issues and the consequent responsibilities relevant to
the professional engineering practice.
g) Environment and Sustainability: Understand the impact of the professional engineering
solutions in societal and environmental contexts, and demonstrate the knowledge of, and need
for the sustainable development.
h) Ethics: Apply ethical principles and commit to professional ethics and responsibilities and norms
of the engineering practice.
i) Individual and Team Work: Function effectively as an individual, and as a member or leader in
diverse teams and in multidisciplinary settings.
j) Communication: Communicate effectively 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.
k) Project Management and Finance: Demonstrate knowledge and understanding of the
engineering and management principles and economic decision-making, and apply these to
one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary
environments.
l) Life-long Learning: Recognise the need for, and have the preparation and ability to engage in
independent and life-long learning in the broadest context of technological change.