ELEC ENG 7059 - Radar Principles & Systems - An Introduction

North Terrace Campus - Semester 1 - 2022

This course provides an introduction to the fundamental principles underlying radar systems. The course covers the following topics: radar range equation, radar waveforms, Doppler processing, antennas, transmitters, receivers, signal processors, detection & surveillance and radar imaging. It is expected that students completing this course will be able to apply these principles to the design of radar systems.

  • General Course Information
    Course Details
    Course Code ELEC ENG 7059
    Course Radar Principles & Systems - An Introduction
    Coordinating Unit School of Electrical & Electronic Engineering
    Term Semester 1
    Level Postgraduate Coursework
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Incompatible ELEC ENG 4069
    Assumed Knowledge Basic knowledge of linear systems, antenna theory, propagation, signal processing & Matlab
    Course Description This course provides an introduction to the fundamental principles underlying radar systems. The course covers the following topics: radar range equation, radar waveforms, Doppler processing, antennas, transmitters, receivers, signal processors, detection & surveillance and radar imaging. It is expected that students completing this course will be able to apply these principles to the design of radar systems.
    Course Staff

    Course Coordinator: Associate Professor Brian Ng

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1 Describe the principle underlying radar systems and articulate the roles of different components of a radar system.
    2 Use analytical techniques to determine and evaluate the performance of radar systems.
    3 Describe how target and environmental characteristics affect the choice of system design parameters.
    4 Compare the relative advantages and disadvantages of different radars.

    The above course learning outcomes are aligned with the Engineers Australia Stage 1 Competency Standard for the Professional Engineer.
    The course is designed to develop the following Elements of Competency:

    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.


    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.


    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.


    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.


    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.


    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.


    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

  • Learning Resources
    Required Resources
    All required resources are provided on MyUni.
    Recommended Resources
    The main textbook for this course is

    Richards, Mark A. Principles of Modern Radar: Basic Principles: 1 (2010) SciTech Publishing
    Online Learning
    This course uses a variety of online resources to support learning, including:
    • slides, demo documents, example code and tutorial questions
    • assessment tasks, including past material and/or exemplars
    All course communications will be made via the MyUni site.

    The use of the online discussion boards is strongly encouraged for questions related to course content.

    The course gradebook will be used to return continuous assessment marks. Students should check the gradebook regularly and confirm their marks have been correctly entered.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There are pre-assigned readings each week, which students are expected to complete; key concepts and techniques are emphasised with written notes. Workshops involve short, class-wide discussions on the assigned reading, followed by small-group work on a variety of problems. There is a small assessment component for active participation in tutorials.

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    There will be up to 30 contact hours throughout the course. Students are expected to spend approximately 120 hours of private study, preparing for tutorials, completing assignments and revising for tests.
    Learning Activities Summary
    Week Topic
    1 Course information, Intro to radar principles
    2 Radar range equation
    3 Waveforms
    4 Search radar
    5 Radar subsystems: antennas and transmitters
    6 Radar subsystems: receivers, signal processor
    7 Threshold detection 
    8 CFAR detection
    9 Doppler processing
    10 Radar imaging: SAR
    11 Radar imaging: ISAR
    12 Summary
    Specific Course Requirements
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Weighting (%) Week
    Learning outcomes
    Tutorials and Workshops 10 1-12 1-4
    Assignments 60 5, 9, 12 1-4
    Tests 30 6,11 1-4
    This assessment breakdown complies with the University's Assessment for Coursework Programs Policy.

    Assessment Related Requirements
    Details to be provided on MyUni.
    Assessment Detail

    No information currently available.

    Active participation in workshops and tutorials are assessed in session. Written assignments are submitted online via MyUni. Tests are 1-hour open-book exercises, conducted under examination conditions.
    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

    This course was last offered in 2019, with a small number of enrolments. An insufficient number of responses were received for an official SELT report to be generated. In-term student survey revealed a preference for active learning in class. This has been translated into 2-hour weekly workshop sessions this year.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

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