ELECTRONIC ENGINEERING

This module introduces the fundamental CMOS analog circuit building blocks and operational amplifier (op-amp) topologies. It covers essential topics in circuit analysis and design, as well as the principles and implementation of data conversion circuits.

The teaching units introduce the physical principles of semiconductor devices and integrated circuit manufacturing technologies, covering diodes, BJTs, MOSFETs, and power devices. They also delve into the analysis and design of CMOS analogue circuits, including the use of professional simulation tools. In summary, the overall course prepares students to work in the microelectronics sector and, in particular, in the development of analogue integrated circuits, combining a solid theoretical foundation with practical technical skills.

The examination consists of:
a written and/or practical design-oriented test involving circuit analysis, sizing procedures, interpretation of simulation results, and solution of design problems;
an oral examination focused on theoretical concepts, design methodologies, and critical discussion of analog circuit architectures.
The written/practical component must be passed before accessing the oral examination, if required by the instructor.
Detailed information regarding examination dates and organization will be provided through AulaWeb and during lectures.

The assessment is designed to verify the achievement of the expected learning outcomes.
In particular:
the written/practical test evaluates the student's ability to analyze analog CMOS circuits, perform calculations, interpret simulation results, and solve design problems under specified constraints;
laboratory and design activities assess the student's capability to use professional CAD tools for circuit simulation;
the oral examination evaluates the student's understanding of theoretical concepts, ability to justify design choices, capacity to compare alternative circuit solutions, and ability to discuss engineering trade-offs critically and rigorously.
Particular attention is paid to:
correctness of circuit analysis;
ability to apply theoretical knowledge to practical design problems;
critical evaluation of circuit performance;
use of appropriate technical terminology;
autonomy of judgment in selecting and justifying design solutions;
ability to communicate technical arguments clearly and effectively.

Teaching material, lecture notes, simulation examples, and additional resources will be made available through the course AulaWeb page.
Main textbooks:
A. S. Sedra, K. C. Smith, Microelectronic Circuits, Oxford University Press.
R. C. Jaeger, T. N. Blalock, Microelectronic Circuit Design.
Additional references:
B. Razavi, Design of Analog CMOS Integrated Circuits, McGraw-Hill.
F. Maloberti, Analog Design for CMOS VLSI Systems, Springer.
Y. Tsividis, Mixed Analog-Digital VLSI Devices and Technology, World Scientific.
N. H. E. Weste, D. Harris, CMOS VLSI Design – A Circuit and Systems Perspective.
Lecture notes and laboratory material are sufficient for exam preparation; textbooks are recommended for further study and deeper understanding of the topics.

Applied Reinforcement Learning and Strategic Programs aims at introducing students to the theory and practice of Reinforcement Learning algorithms and strategic management and optimization. At the end of the module the Student will be able to critically analyze and use state of the art algorithms and be proactive within an organization dealing with international programs and to use main methodologies for project management.

Strategic programs: Adopting a multidisciplinary approach, the course deals with the management of complex projects, offering participants tools and methodologies for project management analysis and implementation.
Autonomous agents: The course will provide an introduction to the methods for designing and implementing autonomous agents through Reinforcement Learning (RL) techniques.

This teaching unit aims to provide an overview of the state-of-the-art cyberphysical sytems: synchronous, asynchronous and timed. The treatment of systems covers modeling, simulation, and verification (model checking). Each topic is addressed through appropriate development tools. The second part is dedicated to cyberphysical/embedded system development with firmware programming on STM32 microcontrollers.

Cyberphysical systems are central to electronic engineering, integrating sensing, computation, communication, and control to connect digital technologies with the physical world. This teaching unit aims to provide a broad overview of the various types of state-of-the-art cyberphysical systems: synchronous, asynchronous, timed, continuous-time and hybrid systems. The treatment of systems covers modeling, simulation, and verification (model checking). Each topic is addressed through the use of appropriate development tools. The second part of the teaching unit concerns cyberphysical/embedded system development with firmware programming on STM32 microcontrollers.

Oral exam on the first part (first semester) of the teaching unit (modelling, simulation and formal verification of cyber-physical systems), including both theoretical questions and exercises on the topics covered in class.
Project work on the second part (second semester) of the teaching unit, (implementation of a cyber-physical/embedded system, typically on STM32 microcontrollers).

Assessment includes an oral examination (first semester) and a firmware development project (second semester) to evaluate the theoretical understanding and practical skills identified in the learning outcomes.
The oral examination assesses students’ ability to explain and compare synchronous, asynchronous, continuous-time, and timed system models; select appropriate models for engineering problems; and apply methods for modeling, simulation, and formal verification. Questions and exercises require students to analyse and design cyberphysical systems, formulate safety and liveness requirements, and explain how these requirements can be verified. Students are also expected to interpret analysis results and discuss the assumptions and limitations of the models and methods used.
The project, focusing on embedded system firmware development, typically on STM32 microcontrollers, assesses students’ ability to translate requirements into a working implementation and evaluate its behaviour. Assessment takes place through preparatory discussions, reviews during design and implementation, and a final discussion supported by a written report. It considers the suitability of the design, the correctness of the implementation, the evidence provided by testing, and the student’s ability to justify technical choices and critically discuss the results.
Participation in class discussions and practical activities also contributes to the assessment, providing further evidence of students’ ability to apply concepts, reason about engineering problems, and communicate technical arguments.

R. Alur, Principles of Cyberphysical Systems: https://mitpress.mit.edu/books/principles-cyber-physical-systems
C. Noviello, Mastering STM32, 2nd edition https://leanpub.com/mastering-stm32-2nd
Lecture notes and other material suggested by the lecturer during the teaching unit

The module provides expertise and design skills on dedicated and integrated digital synchronous circuits and systems (e.g. FPGA and Application Specific Integrated Circuits) i.e. system architectures, circuit blocks, clock timing design, design flow and approaches, hardware description languages as support design tools.

The course program includes the following topics:
Introduction to the description of a digital electronic system at Register Transfer Level
Circuit implementation of Flip-Flop and Latches
Power / energy consumption model of digital circuits in CMOS technology
Analysis of timing and response times
Metastability and related issues
Organization of data flow and pipeline processing
Design methodologies and management aspects e.g. recurring and non-recurring costs
Standard cell ASIC and FPGA methodologies and technologies
Introduction to Hardware Description Language (HDL)
Basic constructs and instructions
Concurrent assignment Instructions
Sequential assignment instructions
Circuit synthesis of VHDL code
Design of sequential digital circuits
Finite State Machine (FSM)
RTL-based Synthesis / Project Methodology
System structure and project: control and Data Paths (i.e. FSMD)

The examination consists of a written test followed by an oral examination.
The written test includes three exercises concerning the analysis, design, and description of digital systems using the VHDL hardware description language. The exercises may involve RTL modeling, synthesis of combinational and sequential circuits, timing analysis of synchronous digital systems, and interpretation of synthesis results.
The maximum score for the written test is 20 points. Students must obtain at least 12 points out of 20 to be admitted to the oral examination.
The oral examination consists of a discussion of the theoretical and practical topics covered during lectures and laboratory activities. Topics may include digital design methodologies, hardware description languages, synthesis techniques, timing verification, and implementation aspects of digital systems. The maximum score for the oral examination is 10 points.
The final grade is obtained by summing the scores achieved in the written and oral examinations.

Detailed information regarding the examination content and the expected level of knowledge for each topic will be provided during the course.
The written test is designed to assess the student's ability to apply the concepts and methodologies presented during the course to the analysis and design of digital systems. In particular, it evaluates the student's capability to:
develop correct RTL descriptions of digital circuits using VHDL;
analyze the behavior of combinational and sequential digital systems;
perform synthesis-oriented design activities;
evaluate timing constraints and verify the correctness of synchronous digital circuits;
interpret design results and justify design choices.
The oral examination aims to verify the student's understanding of the theoretical foundations of digital system design and the ability to critically discuss design methodologies and implementation solutions. Particular attention is devoted to the student's ability to:
explain the principles underlying digital circuit design and hardware description languages;
compare alternative design approaches and justify engineering choices;
critically analyze architecture, performance, and implementation trade-offs;
discuss the results obtained during design and synthesis activities;
communicate technical concepts using appropriate terminology and a rigorous engineering approach.
The overall evaluation takes into account the correctness of the proposed solutions, the ability to apply theoretical knowledge to practical design problems, the level of autonomy in problem solving, the quality of the technical reasoning, and the use of appropriate scientific and technical language.

The teaching material is published on the Aulaweb course page.
Reference textbooks are:
Pong. P. Chu, RTL HardwareDesign Using VHDL, J. Wiley and Sons, 2006.
N.H.E. Weste, D.M. Harris, CMOS VLSI Design – A circuit and system perspective, 4th Ed., Addison Wesley Publisher, 2011
Jan M. Rabaey - Anantha Chandrakasan - Borivoje Nicolic, Circuiti integrati digitali 2/Ed., L'ottica del progettista, Pearson, ISBN9788871922317
M. Olivieri, Elementi di Progettazione dei Sistemi VLSI, EdiSes s.r.l., Napoli, 2004
Other textbooks of interest:
F. Vahid, Digital Design, J. Wiley and Sons, 2002
Douglas R. Perry, “VHDL: Programming by example”, 4th Ed., 2002,Mc Graw Hill, DOI: 10.1036/0071409548.
Pong. P. Chu, FPGA prototyping by VHDL examples, J. Wiley and Sons, 2008.
Mark Zwolinski, Digital System Design With VHDL, 2nd Edition, ISBN 0-13-039985-X

The unit aims to provide skills on electromagnetic sensing and diagnostic systems and techniques, such as radar, ground penetrating radar, X-ray and magnetic resonance imaging, microwave imaging. Both operating principles and implementation aspects will be covered, as well as their use in different application areas.

Electromagnetic sensing and imaging techniques are essential in many fields, ranging from radar systems to medical diagnostics. Understanding these techniques, from basic principles to more advanced applications, is essential to designing and using the electronic systems that rely on them.

The exam is oral and consists of multiple questions concerning the lecture topics.
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders.

Students will have to demonstrate that they understand the operating modes and application problems of the main electromagnetic sensing and diagnostic systems.

Lecture notes provided by the teachers will be made available.
The following reference texts are also suggested:
M. Pastorino and A. Randazzo, Microwave Imaging Methods and Applications. Boston, MA: Artech House, 2018.
M. I. Skolnik, Introduction to Radar Systems. McGraw-Hill, 2001
R. Persico, Introduction to Ground Penetrating Radar: Inverse Scattering and Data Processing. Hoboken, New Jersey: Wiley, 2014.
J. Prince and J. Links, Medical Imaging Signals and Systems, 2nd edition. Boston: Pearson, 2014.

The unit aims to provide skills on electromagnetic radiation and related devices, propagation in the presence of complex structures and basic principles of electromagnetic compatibility. These topics are discussed both from a theoretical point of view and with reference to applicative examples.

The teaching unit aims to provide advanced electromagnetic skills, which concern electromagnetic radiation and devices, propagation in complex environments, and basic electromagnetic compatibility concepts. These didactic contents are discussed both from a theoretical point of view and with reference to applicative examples.

The exam is oral and consists of multiple questions concerning the lecture topics.
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders.

The oral discussion is aimed at evaluating the skills acquired by the students concerning the topics covered in class. Students will have to demonstrate their understanding and ability to address engineering problems related to electromagnetic radiation, electromagnetic devices, propagation in the presence of complex structures, and basics of electromagnetic compatibility. The evaluation of the exam will be based on the quality of the presentation, the reasoning ability and the level of knowledge acquired by the students.

Lecture notes provided by the teacher.will be made available.
The following reference books are also suggested:
F. T. Ulaby and U. Ravaioli, Fundamentals of Applied Electromagnetics, Pearon, 2015.
C. A. Balanis, Advanced Engineering Electromagnetics. Wiley, 2012.
M. Pastorino, Microwave imaging. Wiley, 2010.
S. J. Orfanidis, Electromagnetic Waves and Antennas. 2016 (available online at www.ece.rutgers.edu/~orfanidi/ewa/).

The module provides the fundamentals of chemistry and physics to approach solid-state electronic devices. It introduces physical structure, modes of operation and mathematical and equivalent circuit models of main devices such as diodes, MOSFETs and BJTs, as well as power devices.

Solid-state electronic devices are the building blocks of modern technology. This module explores the principles that govern semiconductor behavior, guiding students through the quantum- and band-theory foundations essential for device physics. Building on these concepts, it examines how crystal properties translate into device operation by modeling and analyzing diodes, MOSFETs, and BJTs. The module concludes with an introduction to emerging GaN and SiC power technologies, framing future advances in electronic devices.

The final grade will be determined by the outcomes of a written exam, including open questions, multiple choice tests and exercises, and be possibly integrated with an oral exam (optional, it can be requested by the student to improve the grade of the written exam). It's important to note that opting for the oral exam also carries the potential risk of lowering the grade from the written exam.
The opportunity to take the oral exam to improve the written exam grade is limited to a maximum of two attempts. A minimum period of one month must elapse between the first and second oral exams.
To evaluate the student’s ability to interpret and design the physical layout of a CMOS circuit, with a focus on understanding design rules and layout verification processes, an optional laboratory test will be proposed to the candidates i.e. the design of the layout of a simple analog circuit using a given CMOS technology. The schematic design of the circuit is not part of this assignment This task is preparatory and does not require full circuit-level design, which will be addressed in subsequent coursework.
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders.

The achievement of the learning outcomes will be assessed through the written exam (and – optionally – the laboratory test and oral exam).
1) Written exam & optional oral exam - Competences related to all Learning Outcomes (1–5) will be assessed and certified on a progressive basis:
a group of baseline questions / exercises aims to verify the minimal contents required to pass the exam (18-22)
a group of reference tests aims to validate the expected average of competence and notions (23-28)
a group of challenging questions / exercises highlights the acquisition of original and high-level skills (29-30)
2) Optional lab test (Assessment of learning outcome 4) - The goal is to evaluate the student’s ability to apply theoretical knowledge to the design of the layout of a simple analog circuit using a given CMOS technology. This test can award up to 3 points.

The teaching unit material is published on Aulaweb.
Lecture notes
Richard S. Muller and Theodore I. Kamins, Device Electronics for Integrated Circuits (Third Edition), Wiley International Edition
Donald A. Neamen, Semiconductor Physics and Devices: Basic Principles. 4th ed., 2012, McGraw-Hill Companies
Lutz, Josef; Schlangenotto, Heinrich; Scheuermann, Uwe; de Doncker, Rik W., Semiconductor power devices : physics, characteristics, reliability, Springer (2011-2018)
S.M. Sze, Kwok K. Ng, Physics of Semiconductor Devices, First published:10 April 2006, Print ISBN:9780471143239 |Online ISBN:9780470068328 |DOI:10.1002/0470068329

This teaching provides an integrated introduction to solid-state electronic devices and CMOS analog circuit design. It covers the fundamental principles of physics and chemistry underlying semiconductor devices, including their physical structure, operating mechanisms, and modeling approaches. Key devices such as diodes, MOSFETs, BJTs, and power devices are presented through mathematical and equivalent circuit models. In summary, the course prepares students to work in the microelectronics sector and, in particular, in the development of analogue integrated circuits, combining a solid theoretical foundation with practical technical skills.

The teaching units introduce the physical principles of semiconductor devices and integrated circuit manufacturing technologies, covering diodes, BJTs, MOSFETs, and power devices. They also delve into the analysis and design of CMOS analogue circuits, including the use of professional simulation tools. In summary, the overall course prepares students to work in the microelectronics sector and, in particular, in the development of analogue integrated circuits, combining a solid theoretical foundation with practical technical skills.

The reader is referred to the specific teaching units

The reader is referred to the specific teaching units

The module provides expertise and design skills on dedicated and integrated digital synchronous circuits and systems (e.g. FPGA and Application Specific Integrated Circuits) i.e. system architectures, circuit blocks, clock timing design, design flow and approaches, hardware description languages as support design tools.

The course program includes the following topics:
Introduction to the description of a digital electronic system at Register Transfer Level
Circuit implementation of Flip-Flop and Latches
Power / energy consumption model of digital circuits in CMOS technology
Analysis of timing and response times
Metastability and related issues
Organization of data flow and pipeline processing
Design methodologies and management aspects e.g. recurring and non-recurring costs
Standard cell ASIC and FPGA methodologies and technologies
Introduction to Hardware Description Language (HDL)
Basic constructs and instructions
Concurrent assignment Instructions
Sequential assignment instructions
Circuit synthesis of VHDL code
Design of sequential digital circuits
Finite State Machine (FSM)
RTL-based Synthesis / Project Methodology
System structure and project: control and Data Paths (i.e. FSMD)

The examination consists of a written test followed by an oral examination.
The written test includes three exercises concerning the analysis, design, and description of digital systems using the VHDL hardware description language. The exercises may involve RTL modeling, synthesis of combinational and sequential circuits, timing analysis of synchronous digital systems, and interpretation of synthesis results.
The maximum score for the written test is 20 points. Students must obtain at least 12 points out of 20 to be admitted to the oral examination.
The oral examination consists of a discussion of the theoretical and practical topics covered during lectures and laboratory activities. Topics may include digital design methodologies, hardware description languages, synthesis techniques, timing verification, and implementation aspects of digital systems. The maximum score for the oral examination is 10 points.
The final grade is obtained by summing the scores achieved in the written and oral examinations.

Detailed information regarding the examination content and the expected level of knowledge for each topic will be provided during the course.
The written test is designed to assess the student's ability to apply the concepts and methodologies presented during the course to the analysis and design of digital systems. In particular, it evaluates the student's capability to:
develop correct RTL descriptions of digital circuits using VHDL;
analyze the behavior of combinational and sequential digital systems;
perform synthesis-oriented design activities;
evaluate timing constraints and verify the correctness of synchronous digital circuits;
interpret design results and justify design choices.
The oral examination aims to verify the student's understanding of the theoretical foundations of digital system design and the ability to critically discuss design methodologies and implementation solutions. Particular attention is devoted to the student's ability to:
explain the principles underlying digital circuit design and hardware description languages;
compare alternative design approaches and justify engineering choices;
critically analyze architecture, performance, and implementation trade-offs;
discuss the results obtained during design and synthesis activities;
communicate technical concepts using appropriate terminology and a rigorous engineering approach.
The overall evaluation takes into account the correctness of the proposed solutions, the ability to apply theoretical knowledge to practical design problems, the level of autonomy in problem solving, the quality of the technical reasoning, and the use of appropriate scientific and technical language.

The teaching material is published on the Aulaweb course page.
Reference textbooks are:
Pong. P. Chu, RTL HardwareDesign Using VHDL, J. Wiley and Sons, 2006.
N.H.E. Weste, D.M. Harris, CMOS VLSI Design – A circuit and system perspective, 4th Ed., Addison Wesley Publisher, 2011
Jan M. Rabaey - Anantha Chandrakasan - Borivoje Nicolic, Circuiti integrati digitali 2/Ed., L'ottica del progettista, Pearson, ISBN9788871922317
M. Olivieri, Elementi di Progettazione dei Sistemi VLSI, EdiSes s.r.l., Napoli, 2004
Other textbooks of interest:
F. Vahid, Digital Design, J. Wiley and Sons, 2002
Douglas R. Perry, “VHDL: Programming by example”, 4th Ed., 2002,Mc Graw Hill, DOI: 10.1036/0071409548.
Pong. P. Chu, FPGA prototyping by VHDL examples, J. Wiley and Sons, 2008.
Mark Zwolinski, Digital System Design With VHDL, 2nd Edition, ISBN 0-13-039985-X

This subject introduces architectures of next-generation mobile communication systems based on software-defined and cognitive radio exploiting interaction between sensing and communications. The subject provides basic knowledge for co-design of sensing and communication, processing heterogeneous multisensory signals acquired by autonomous systems, and approaches for jammer and anomaly detection.

This teaching unit aims at provining to the Master student basic and advanced concepts on the design of methods and techniques for integrating sensing and communications functionalities in wireless 6G systems. The design choices of ISAC systems will be studied for jointly estimating the dynamics of multiple objects and optimal communications in multipath channels using Signal Processing and Wireless telecommunications . Laboratory application and agent design will integrate course theoretical activities

Exam is structured in a written plus an oral part
The written part consists of presentation of a report describing a set of activities and results done by the student aiming at demonstrating knowledge and capabilities he acquired along lecures and lab attendance. The student is asked to agree with the professor a topic on which to present a report covering a case study and providing a deeper insight with respect to knowledge and capabilities acquired in lessons and lab experiences.
The case of study have to be assigned/agreed at least three weeks before oral exam date on the basis of student request. The report will have to be delivered at indicated online repository at least 3 days before oral exam. The outcome of the evaluation of the written exam will be communicated the day before the oral exam.
Oral exam will consist of discussion of the written exam, The student will have to prepare max 15 slides to describe results and approaches presented in the report. Oral discussion will be oriented to demonstrate knowledge and capabilities to describe choices performed when developing report, as well as to comment rchoices, esults and performances obtained/expected for the chosen problem.
The oral exam will be passed in case the student will be admitted to the oral with at least 12 over 20 AND if the outcome of the oral will be at least 6 over 10. Laude can be assigned during the oral part.

Exam aims at assessing the following aspects about acquired student's knowldge and capabilities: - Level of Knowledge acquired with respect to theories and methods presented in course lectures by means of oral questions -Level of practical and integration capabilities of techniques learned in lab with respect to either the assigned data analytics problem (in case of dataset processingchoice) or the design and the specifications of the data analysis system (in case of case of study choice) chosen for the written part of the exam. -Level of Capability and knowledge assessed by including in a report for the written part and discussing in the oral motivate performed choices and obtained results on the assigned task perfrmed in the practical part.
Students with learning disorders ("disturbi specifici di apprendimento", DSA) will be allowed to use specific modalities and supports that will be determined on a case- by-case basis in agreement with the delegate of the Engineering courses in the Committee for the Inclusion of Students with Disabilities.

Slides of all lectures written by the lecturer will be made available
Books and research papers that can help the student to integrate concepts described during frontal activity are here provided and can be integrated during the year.

• F. Molisch, Wireless Communications, 2nd ed., Wiley-IEEE Press, 2011.
• F. Liu, C. Masouros, and A. Petropulu, Joint Radar-Communication Systems, Cambridge University Press, 2023.
• F. Liu, C. Masouros, A. Petropulu, H. V. Poor, and L. Hanzo, “Integrated Sensing and Communications: Toward Dual-Functional Wireless Networks for 6G and Beyond,” IEEE Journal on Selected Areas in Communications, vol. 40, no. 6, pp. 1728–1767, Jun. 2022.
• H. Wymeersch, F. Liu, T. Chen, E. de Carvalho, C. Masouros, and M. Z. Win, “Integrated Sensing and Communications: Survey and Recent Advances,” IEEE Communications Surveys & Tutorials, vol. 24, no. 3, pp. 1947–1978, 2022.
• Y. Cui, F. Liu, X. Jing, and J. Mu, “Integrating Sensing and Communications for Cooperative Perception in Autonomous Driving,” IEEE Wireless Communications, vol. 29, no. 6, pp. 12–19, Dec. 2022.
• K. B. Letaief, W. Chen, Y. Shi, J. Zhang, and Y.-J. A. Zhang, “The Roadmap to 6G: AI-Empowered Wireless Networks,” IEEE Communications Magazine, vol. 57, no. 8, pp. 84–90, Aug. 2019.
• DeepSense 6G Team, “DeepSense 6G: A Large-Scale Multi-Modal Sensing and Communication Dataset,” 2024. [Online]. Available: https://www.deepsense6g.net/

This teaching unit provides students with advanced knowledge and solid understanding of the state of the art machine learning techniques used in automated driving, particularly with regard to context perception and prediction. The course also introduces to tiny machine learning firmware on microcontrollers for field deployment. The student will develop analytical and design skills through a project.

This teaching unit introduces the theoretical foundations and practical application of state-of-the-art deep learning techniques for automated driving, with particular emphasis on environmental perception, scene understanding, and prediction. It covers models for visual and time-series data, attention mechanisms, Transformers, and language and vision-language models, alongside explainability and robustness.
A central theme is edge AI, which enables machine learning models to operate directly on vehicles and embedded devices, close to sensors and data sources. Students explore how computational resources, memory, energy consumption, and latency influence model design and deployment, including on microcontrollers. These considerations are essential to automated driving and are also relevant to robotics, industrial automation, smart sensing, and other embedded applications.

Project work on an application example of machine learning for automated driving.

Assessment is based on a project and its discussion, evaluating students’ theoretical understanding and their ability to apply the methods covered in the teaching unit. The project addresses a machine learning problem relevant to automated driving, particularly perception, scene understanding, or prediction, and may include TinyML deployment on a microcontroller.
Assessment takes place at three stages:
Project definition: preliminary discussions assess the student’s ability to formulate a clear problem, identify suitable data and evaluation criteria, and justify the choice of methods in relation to the task and available resources.
Design and implementation: progress reviews assess the student’s ability to prepare data, implement and train models, adopt appropriate validation procedures, and analyse experimental results. Computational requirements and deployment constraints are considered in relation to the project objectives. Where embedded deployment is included, assessment also considers measured resource use and inference performance on the target device.
Written report and final discussion: these assess the student’s understanding of the theoretical foundations, ability to justify technical choices, and capacity to interpret results critically. The discussion connects the project to the broader course content, including alternative approaches, generalisation, explainability, robustness, and edge deployment where relevant.
Evaluation considers the soundness of the methodology, correctness of the implementation, quality of the experimental evidence, and clarity of the written and oral presentation. Participation in class discussions and practical activities provides additional evidence of the student’s understanding, technical reasoning, and ability to apply the concepts covered.

A. Geron, Hands-On Machine Learning With Scikit-Learn and Tensorflow: Concepts, Tools, and Techniques to Build Intelligent, O’ Reilly
I. Goodfellow, Y. Bengio and A. Courville, Deep Learning, The MIT Press
Documentation of the used libraries
Lecture notes and other material (typicaly, scientific papers) suggested by the lecturer during the course
Non-attending students may contact the lecturer to agree on the best arrangements

This subject aims to provide analytical and numerical skills for the analysis, modelling (both physics-based and data-driven), parameter setting, and simulation of nonlinear circuits and systems. The theory is substantiated through SW implementation in MATLAB code and HW demonstrations.

This subject provides analytical and numerical (in MATLAB environment) tools for the analysis, modelling, simulation, and synthesis/design of nonlinear dynamical systems.
Several case studies and working examples are proposed, with emphasis on models of circuit oscillators, PLLs, and Sigma-Delta modulators.

Oral examination.
Upon student demand, the oral examination can be focused on the analysis of a specific nonlinear dynamical system (assigned by the teacher), using the analytical and numerical tools introduced during the lectures.
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders.

The assessment will be based on:
-) communication skills
-) knowledge and comprehension of the subject topics
-) ability of drawing connections among ideas
-) ability of analyzing nonlinear dynamical systems
-) ability of deciding what subset of tools can be (or must be) used to analyze a given system (i.e., of using information in partially new situations) and of justifying each decision

-) Notes provided by the lecturer (partially in Italian)
-) M. Parodi, M. Storace, Linear and Nonlinear Circuits: Basic & Advanced Concepts, Vol. 2, Lecture Notes in Electrical Engineering, Springer, 2020, ISBN: 978-3-030-35044-4 (ebook) or 978-3-030-35043-7 (hardcover), DOI: 10.1007/978-3-030-35044-4
-) S.H. Strogatz, Nonlinear dynamics and chaos, Addison-Wesley, 1994
All the above material contains written parts, illustrative figures and diagrams, so it should be suitable also for students with disabilities or specific learning disorders (DSA). Alternative solutions will be evaluated on a case-by-case basis.

The purpose of the module is to introduce the development of control techniques based on the minimization of cost functionals such as LQR, LQT, and LQG, also relying on identification and estimation theory.

-Introduction to cotimal control
-the principle of optimality
-linear quadratic optimal control: regulation and tracking
-presence of disturbances: LQG contol
-receding horizon control
-optimal control for nonlinear systems
-uncertain systems, state augmentation, connections with identification
-introduction to “maximum information gain” control
-introduction to machine learning methods for optimal control

Oral exam with discussion of optimal controlmethods and possible applications.
Students with learning disorders ("disturbi specifici di apprendimento", DSA) will be allowed to use specific modalities and supports that will be determined on a case-by-case basis in agreement with the delegate of the Engineering courses in the Committee for the Inclusion of Students with Disabilities.

The students will be evaluated on the basis of their capability to describe optimal control algorithms, to choose suitable methods depending on the application context and to discuss the computational complexity of the methods and their implementation.

A. Bryson and Y-C Ho. Applied Optimal Control: Optimization, Estimation, and Control. Abingdon, UK: Taylor & Francis.
Y. Bar-Shalom, X. R. Li, T. Kirubarajan, “Estimation with Applications to Tracking and Navigation”, John Wiley & Sons Further readings will be given by lecturer.

This subject introduces the students to main problems and development of pervasive computing platforms for networks of dynamically connected ego-things realized as electronic systems. Attendees will understand and implement self-organizing systems using modern machine-learning techniques as enablers for many autonomous and semiautonomous tasks.

Introduction to Pervasive Computing: history and evolution of pervasive systems, characteristics: ubiquity, context-awareness, autonomy, applications in smart environments, security, and mobility
Ego-Things and Dynamic Connectivity: concept of ego-things and self-awareness in devices, communication protocols
Embedded Systems for Pervasive Platforms: microcontrollers and SoCs (e.g., ESP32, STM32), real-time operating systems (RTOS)
Sensors, Actuators, and Context Awareness: sensor integration and data acquisition, signal conditioning and preprocessing, context modeling and interpretation
Self-Organizing Systems: principles of self-organization and emergence, swarm intelligence and distributed coordination
Machine Learning for Embedded Systems: pverview of ML models suitable for edge devices, model compression and quantization
Learning in Dynamic Environments: online learning and continual adaptation, reinforcement learning basics, federated learning
System Integration and Prototyping: hardware/software co-design, communication stack integration
Security and Ethical Considerations: security in pervasive systems (e.g., authentication, encryption), ethical implications of autonomous systems, data privacy and responsible AI
Case Studies and Industry Applications: smart cities, autonomous vehicles, industrial IoT

Project based evaluation

Technical Functionality and Innovation
Does the prototype meet the functional requirements?
Is the system robust, scalable, and well-integrated?
Does it demonstrate innovation in design or application?
System Design and Documentation
Clarity and completeness of system architecture
Justification of design choices (hardware, protocols, ML models)
Quality of diagrams, code documentation, and testing strategy
Presentation and Communication
Clarity and professionalism of the oral presentation
Ability to explain technical concepts to a mixed audience
Effectiveness of visual aids and live demo
Teamwork and Project Management
Evidence of collaboration and task distribution
Use of project management tools (e.g., Git)
Peer assessment of individual contributions

Pervasive Computing: Engineering Smart Systems Author: Natalia Silvis-Cividjian Publisher: Springer, 2017 A comprehensive introduction to pervasive computing, covering signal processing, control systems, machine learning, and system engineering.
Embedded System Design Author: Peter Marwedel Covers hardware/software co-design, real-time systems, and power-aware computing. Ideal for understanding the architecture and constraints of embedded platforms.
Computers as Components: Principles of Embedded Computing System Design Author: Wayne Wolf Focuses on system-level design and integration of embedded systems. Includes case studies and practical design methodologies.
Making Embedded Systems Author: Elecia White A hands-on guide for engineers and students, with practical advice on debugging, testing, and real-world deployment.
Swarm Intelligence: From Natural to Artificial Systems Authors: Eric Bonabeau, Marco Dorigo, Guy Theraulaz A foundational text on decentralized coordination and emergent behavior in distributed systems.
Self-Organization in Biological Systems Authors: Scott Camazine et al. Though biologically oriented, this book provides deep insights into principles applicable to engineered self-organizing systems.
TinyML: Machine Learning with TensorFlow Lite on Arduino and Ultra-Low-Power Microcontrollers Authors: Pete Warden, Daniel Situnayake A practical guide to deploying ML models on resource-constrained devices.
Hands-On Machine Learning with Scikit-Learn, Keras, and TensorFlow Author: Aurélien Géron While not edge-specific, this book is excellent for building foundational ML skills needed for model development and optimization.

This subject aims to provide skills for the analysis, modelling, simulation, control, and design of switching electronic power converters. The theory is substantiated through HW activities and SW implementation in MATLAB code.

The teaching unit introduces power electronic converters and analyzes the behavior of the main circuit architectures from electrical, energy, and thermal perspectives. Theoretical analyses are supported by computer simulations and hardware laboratory exercises, which allow for the evaluation of real converter performance.

The exam consists of an oral test, including discussions on topics covered during lectures and laboratory sessions. Students who actively participate in laboratory exercises may be awarded up to 2 bonus points.
Students with specific learning disabilities (DSA) will be allowed to use specific methods and aids, to be defined on a case-by-case basis in agreement with the Delegate for Engineering Courses within the Committee for the Inclusion of Students with Disabilities.

The learning outcomes are assessed through the examination procedures described in the "Exam Description" section. The educational objectives are considered achieved insofar as the student is able to communicate correctly, clearly, and effectively, demonstrating knowledge and understanding of the course topics and using appropriate technical terminology.

Erickson, Robert W., and Dragan Maksimovic. Fundamentals of power electronics. Springer Science & Business Media, 2007.

The module aims to provide skills on guiding structures, components and distributed-element circuits operating at radio and microwave frequencies. These topics are proposed starting from the theoretical bases and analyzing practical case studies in the field of electronic engineering.

Introduction and course organization
Guided electromagnetic waves
Maxwell’s equations for cylindrical structures.
Field behavior in the axial direction and in the transverse plane.
Dirichlet and Neumann boundary conditions.
Classification of modes and their computation.
Effects of losses: perturbation method, conductor losses, dielectric losses.
Wave properties: phase velocity and wavelength, group velocity, cutoff phenomena.
Guiding systems
Parallel plate waveguide, rectangular and circular waveguide, coaxial line.
Planar transmission lines: strip and microstrip lines, coplanar waveguide, slot line, substrate integrated waveguide.
Theory of distributed-elements circuits
Modes as transmission lines: general form of telegrapher’s equations
Field representation in guiding systems and power transfer.
Transmission lines and distributed-elements circuits.
Passive components in radio-frequency and microwave circuits
General description of components, their representations and scattering parameters.
One-port components: loads, short and open circuits.
Two-port components: discontinuities and junctions, transitions and adapters, attenuators, phase shifters, isolators, etc.
Three-port components: T junctions, power dividers, circulators.
Four-port components: directional couplers, hybrid junctions.
Microwave resonators: quality factor and resonant cavities.
Laboratory experiences
Field computation and visualization with MATLAB.
Rectangular waveguides and their classification.
Measurements with slotted lines and waveguides.
Simulation of radio-frequency/microwave components.
Experimental characterization of radio-frequency/microwave devices.

At least three questions are asked during the oral exam: the first one is chosen by the student, the second is about theory, the last one is more practical (an exercise, typically).
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders.

After this course, students should demonstrate to know the fundamentals of distributed-element circuits operating at radio and microwave frequencies, as well as the operating principles of standard guiding systems and basic passive radio-frequency/microwave components. The knowledge of these topics is assessed during the oral exam, when the student is asked to discuss them in detail.

Lecture notes and slides of laboratory sessions.
Basic textbooks:
R. E. Collin, Foundations for Microwave Engineering, New York: IEEE Press/John Wiley & Sons, 2001.
D. M. Pozar, Microwave Engineering. New York: John Wiley & Sons, 2011
R. Sorrentino, G. Bianchi, Microwave and RF Engineering. Hoboken, NJ: John Wiley & Sons, 2010.
Textbooks on advanced topics:
R. Garg, I. Bahl, and M. Bozzi, Microstrip lines and slotlines, 3rd edition. Norwood, MA: Artech House, 2013.
G. Pelosi, R. Coccioli, and S. Selleri, Quick finite elements for electromagnetic waves, 2nd edition. Norwood, MA: Artech House, 2009.

This module covers the principles of radio frequency (RF) circuit and system design. Topics include an overview of RF communications systems, basic RF components, noise and noise figures, distortion, low-noise amplifiers and mixers, oscillators, frequency synthesizers, power amplifiers, and transceiver architectures. Aspects regarding implementation in CMOS technologies will also be addressed.

This course provides a comprehensive introduction to the design and analysis of radio-frequency (RF) circuits and systems, focusing on CMOS implementations. Key topics include RF behavior of passive components, noise and nonlinearity in amplifiers, and design of low-noise amplifiers (LNAs), mixers, oscillators, and phase-locked loops (PLLs). Students learn fundamental principles such as impedance matching, gain and bandwidth trade-offs, and RF system-level specifications (e.g., sensitivity, dynamic range). Emphasis is placed on practical circuit design techniques for modern wireless transceivers.

During the oral examination, assessment of the candidate's preparation will be based on the skills acquired during the course, or possibly on the quality of the individual project.

B. Razavi, RF Microelectronics (2nd Edition) (Prentice Hall ,2012)
T.H. Lee, The Design of CMOS Radio-Frequency Integrated Circuits, Second Edition, (Cambridge University Press ,2004)

L'insegnamento è erogato integralmente in lingua Inglese. Per tutte le informazioni relative, si veda la corrispondente sezione in lingua Inglese.

This subject will enable the student to understand the working principles of sensing systems. The teaching form combines lectures and lab activities. Lectures provide the basic knowledge about different sensors and the sensing mechanism driving their design. Lab activities stimulate the students to learn how to develop a sensing system.

Sensors are the core element of a measuring system. Sensors allow an electronic system to properly acquire data that should be stored, transmitted, processed. A touch-screen in a smartphone, a load cell in a weighting instrument, accelerometers and gyroscopes in a drone are only a few examples among the several applications that can be named.
This teaching unit helps students to develop skills in sensor-based electronic systems through a training program that analyzes these systems at different levels. In the first phase, the focus is on materials and on the relationship between their structure and properties. The following step is the study of the macroscopic behavior of structures that integrate both functional and structural materials, namely the "sensors." Finally, the program includes the analysis of electronic measurement systems that integrate sensors. A series of exercises and laboratory activities throughout the year complete this training program.

The final grade will be determined by the outcomes of a written exam, including both multiple-choice tests and open-ended questions, and practical exercises assigned during the year.
Students will have the opportunity to take a midterm written exam during the winter break (in January), covering only the topics from the first semester (Prof. Seminara). Students who pass this midterm will be considered to have successfully completed the first part of the final exam, accounting for 50% of the total exam grade.
Students with valid certifications for Specific Learning Disorders (SLDs), disabilities, or other educational needs are invited to contact the teacher and the DITEN contact person for disability to agree on the possible use of specific modalities and supports that will be determined on a case-by-case basis, according to the University regulation for the inclusion and right to study of students with disabilities or specific learning disorders

The achievement of the learning outcomes will be assessed through a combination of the following methods:
1) Written exam (Assessment of learning outcome 1). The goal is to evaluate the levels of comprehension of the theoretical contents introduced in the lessons.
The exam includes both multiple choice tests and open questions. The assessment of competences is certified in a progressive fashion:

• a group of baseline questions aims to verify the minimal contents required to pass the exam (18-22)
• a group of reference tests aims to validate the expected average of competence and notions (23-28)
• a group of challenging questions highlights the acquisition of original and high-level skills (29-30 e Lode)
  2) Lab assignments (Assessment of learning outcomes 2, 3). The goal is to evaluate the student’s ability to apply theoretical knowledge to real-world sensor systems, to perform simulations and experimental characterization.

W. D. Callister, D.G. Rethwisch, Materials Science and Engineering, 2015.
Smith & Hashemi, Scienza e Tecnologia dei Materiali, Mc Graw Hill
Fraden, J. Handbook of Modern Sensors: Physics, Designs, and Applications. 4th ed. Springer, 2010.
Pallás-Areny, R, Webster J.G., Sensors and Signal Conditioning, 2nd Edition, Wiley, 2000
Lecture notes

TThe goal of the teaching unit is to provide the basic notions for the design of analog (both passive and active) and digital filters tailored for processing sensor measurements in robotic applications. The topics are proposed to students through both theoretical lessons and practical activities such as the simulation and the hardware realization of filters.

This subject aims to provide basic elements for the design and synthesis of analog and digital filters. One half of the lectures is given in laboratory, where the students are driven to design, simulate, implement and test different kinds of filters, by using tools such as PSPICE, MATLAB and laboratory equipment.

Oral: two discussions starting from two questions (one chosen by the student and one asked by the examiner) concerned with the topics treated during the lessons and to the design techniques applied during lab activities.

The learning results are assessed through the lab activities and the oral exam.

• Notes provided by the lecturer (main reference)
• C. Bowik, "RF circuits design," Newnes, 1997.
• J.G. Proakis, D.G. Manolakis, "Digital signal processing: principles, algorithms, and applications," Prentice Hall, 1996.
• M.E. Van Valkenburg, "Analog Filter Design," Oxford University Press, 1995.
• A. Liberatore, S. Manetti, "La progettazione dei filtri elettronici," Edizione Medicea, 1985.
• L.B. Jackson, "Digital filters and signal processing," Kluwer Academic Publishers, 1996.

The teaching unit aims to develop in electronic engineering students a critical awareness of the human and organizational factors that influence the success of technological projects, providing essential methodological and behavioral skills for operating and leading highly complex contexts.

Soft Skills teaching unit (30 hours of lectures, case study analysis, and exercises on international scientific literature) integrated the solid technical and scientific preparation of the Master's Degree in Electronic Engineering with non-technical skills (NTS) . In the contemporary industrial and technological context, hardware/software design, complex systems development, and operational safety management require not only analytical and computational skills, but also mastery of cognitive, relational, and organizational processes.

For attending students
PARTIAL PART 1 (in progress) : oral exam (max 11 points): identification, within a story, of positive and negative examples of cognitive NTS exercises (module 1). Duration: 30 minutes of text analysis + 5 minutes of oral presentation.
PARTIAL N.2 in progress : written exam (max 11 points): case analysis focusing on social NTS (module 2). Duration: 30 minutes.
PARTIAL EXAM N.3 final : written exam (max 11 points): 11 quizzes with 4 answer choices (module 3, stress and fatigue), each correct answer worth 1 point, with no penalty for errors. Duration: 15 minutes.
For non-attending students
Single written test (duration 40')
24 quizzes covering modules 1-2-3, with 4 answer choices. Each correct answer is worth 1 point, with no penalty for errors.
An open question (related to one of the teaching unit modules): 0 to 8 points
For Erasmus
Single written test (duration 60')
8 open questions, from 0 to 4 points each
FOR ALL EXAM METHODS: In the event of an overall score higher than 30/30, honors will be awarded.

For attending students, learning is assessed through three tests, each assessed out of thirtieths (maximum 11 points per test), the overall score of which determines the final grade.
First ongoing exam (oral) : analysis of a story, identifying positive and negative examples of cognitive Non-Technical Skills (NTS). The exam assesses the ability to recognize and interpret cognitive NTS, applying theoretical concepts to a concrete case, as well as presentation and argumentation skills.
Second written exam : case analysis with particular reference to social NTS. The exam assesses the student's ability to analyze a situation, identify the interpersonal skills involved, and justify their conclusions.
Third final exam (written) : 11 multiple-choice questions related to the module on stress and fatigue. The exam tests knowledge and understanding of the module's main theoretical content. Each correct answer is worth 1 point; there is no penalty for incorrect answers.
For non-attending students the exam consists of a single written test composed of:
24 multiple-choice questions relating to all modules of the teaching unit (1 point for each correct answer, with no penalties for incorrect answers);
an open question, scored up to a maximum of 8 points, aimed at ascertaining the ability to critically apply the teaching unit contents and to argue the answers.
For Erasmus students, the exam consists of a single written test lasting 60 minutes, made up of 8 open-ended questions (up to 4 points each), aimed at assessing knowledge of the teaching unit content, the ability to apply the concepts and clarity of presentation.
The overall assessment takes into account the correctness of the answers, the ability to apply theoretical concepts to concrete situations, the appropriateness of the disciplinary language, and the ability to analyze and argue.

Flin , R., & O'Connor, P. (2017). Safety at the sharp end: a guide to non-technical skills . CRC Press.
Teaching materials provided in the classroom by the teacher.

The module aims to provide students with the skills needed to understand, analyze, and design digital circuits in CMOS technology. Starting from the functional specifications of digital subsystems, students will acquire the ability to implement logic and arithmetic circuits, evaluate their performance in terms of area, speed, and power consumption, and apply design optimization techniques. The course also aims to develop the ability to interpret trade-offs between performance, energy consumption, and circuit complexity, including through the use of simulation and verification tools.
Upon successful completion of the course, students will be able to:
Understand the principles of CMOS digital integrated circuit design and VLSI architectures.
Analyze and evaluate digital circuits in terms of timing, power consumption, area, and reliability.
Design combinational and sequential digital systems using Hardware Description Languages (HDLs) such as Verilog or VHDL.
Apply the complete digital VLSI design flow, including logic synthesis, place-and-route, static timing analysis, and physical verification.
Use professional Electronic Design Automation (EDA) tools for circuit design, simulation, verification, and implementation.
Evaluate design trade-offs and optimize circuits according to performance, power, and area constraints.
Design and verify digital systems targeting FPGA and ASIC implementations.
Interpret design reports and critically assess implementation results.
Work effectively on practical VLSI design projects, documenting design choices and presenting technical results using appropriate engineering terminology.

The course consists of classroom lectures and laboratory sessions. The theoretical lectures are supported by lecture notes prepared by the instructor and focus on the principles of CMOS and VLSI design. Laboratory activities provide hands-on experience with professional Electronic Design Automation (EDA) tools, allowing students to implement, simulate, synthesize, verify, and analyze digital integrated circuits throughout the complete VLSI design flow. Practical exercises and case studies are used to strengthen the connection between theoretical concepts and real-world integrated circuit design.

The final assessment consists of a written examination aimed at evaluating the students’ understanding of the theoretical concepts and their ability to analyze and solve VLSI design problems. The written exam may include both theoretical questions and design-oriented exercises covering the topics discussed during the course.
Additional assessment activities, such as participation in practical exercises or laboratory sessions, may be taken into account for the final grade according to criteria that will be communicated during the course.

Students are assessed through a written examination. The assessment evaluates the achievement of the intended learning outcomes, including the understanding of VLSI design principles, the ability to analyze and design digital integrated circuits, and the application of appropriate design methodologies to solve engineering problems. Additional assessment activities may be introduced during the course and, if applicable, their contribution to the final grade will be communicated in advance.

N. H. E. Weste and D. Harris, CMOS VLSI Design: A Circuits and Systems Perspective, 4th or 5th Edition, Addison-Wesley/Pearson. (Primary textbook)
J. M. Rabaey, A. Chandrakasan, and B. Nikolić, Digital Integrated Circuits: A Design Perspective, 2nd Edition, Prentice Hall.
S. Palnitkar, Verilog HDL: A Guide to Digital Design and Synthesis, 2nd Edition, Prentice Hall.
Lecture notes and supplementary material provided by the instructor.