6.003 covers the fundamentals of signal and system analysis, focusing on representations of discrete-time and continuous-time signals (singularity functions, complex exponentials and geometrics, Fourier representations, Laplace and Z transforms, sampling) and representations of linear, time-invariant systems (difference and differential equations, block diagrams, system functions, poles and zeros, convolution, impulse and step responses, frequency responses). Applications are drawn broadly from engineering and physics, including feedback and control, communications, and signal processing.

This course was developed in 1987 by the MIT Center for Advanced Engineering Studies. It was designed as a distance-education course for engineers and scientists in the workplace.
Signals and Systems is an introduction to analog and digital signal processing, a topic that forms an integral part of engineering systems in many diverse areas, including seismic data processing, communications, speech processing, image processing, defense electronics, consumer electronics, and consumer products.
The course presents and integrates the basic concepts for both continuous-time and discrete-time signals and systems. Signal and system representations are developed for both time and frequency domains. These representations are related through the Fourier transform and its generalizations, which are explored in detail. Filtering and filter design, modulation, and sampling for both analog and digital systems, as well as exposition and demonstration of the basic concepts of feedback systems for both analog and digital systems, are discussed and illustrated.

TEXTBOOK ABSTRACT:

This book is intended for use in teaching undergraduate courses on
continuous-time and/or discrete-time signals and systems in engineering
(and related) disciplines. It provides a detailed introduction to
continuous-time and discrete-time signals and systems, with a focus on both
theory and applications. The mathematics underlying signals and systems is
presented, including topics such as: signal properties, elementary signals,
system properties, continuous-time and discrete-time linear time-invariant
systems, convolution, continuous-time and discrete-time Fourier series, the
continuous-time and discrete-time Fourier transforms, frequency spectra,
and the bilateral and unilateral Laplace and z transforms. Applications
of the theory are also explored, including: filtering, equalization,
amplitude modulation, sampling, feedback control systems, circuit analysis,
Laplace-domain techniques for solving differential equations, and z-domain
techniques for solving difference equations. Other supplemental material
is also included, such as: a detailed introduction to MATLAB, a review
of complex analysis, an introduction to partial fraction expansions, an
exploration of time-domain techniques for solving differential equations,
and information on online video-lecture content for material covered in
the book. Throughout the book, many worked-through examples are provided.
Problem sets are also provided for each major topic covered.

LECTURE SLIDES ABSTRACT:

This document constitutes a detailed set of lecture slides on signals and
systems, covering both the continuous-time and discrete-time cases. Some of
the topics considered include: signal properties, elementary signals, system
properties, linear time-invariant systems, convolution, Fourier series,
Fourier transform, Laplace transform, z transform, complex analysis, and
partial fraction expansions.

SOLUTIONS MANUAL ABSTRACT:

This book presents complete solutions for all of the exercises appearing
in the textbook "Signals and Systems". Each exercise from the textbook is
given along with a detailed solution.

Students build and use a very basic Coulter electric sensing zone particle counter to count an unknown number of particles in a sample of "paint" to determine if enough particles per ml of "paint" exist to meet a quality standard. In a lab experiment, student teams each build an apparatus and circuit, set up data acquisition equipment, make a salt-soap solution, test liquid flow in the apparatus, take data, and make graphs to count particles.

In this activity, learners build a simple mechanism that regulates the "escape" of energy released by a falling weight by portioning it into discrete amounts. Escapements are found in mechanical clocks, such as those driven by a pendulum or a spring. Learners will build the wrapping form of escapement said to be used in a fifteenth-century German clock.

Students apply the mechanical advantages and problem-solving capabilities of six types of simple machines (wedge, wheel and axle, lever, inclined plane, screw, pulley) as they discuss modern structures in the spirit of the engineers and builders of the great pyramids. While learning the steps of the engineering design process, students practice teamwork, creativity and problem solving.

Amy Smith is an engineer who designs simple and inexpensive solutions to real-world problems. This video produced for Teachers' Domain features her innovative design for testing the safety of drinking water in the developing world.

In this activity, learners create a tiny electric, motorized dancer. Learners use the interactions of magnetism and electric current to make a wire spin, while displaying the Lorentz Force in action. This lesson guide provides one of many ways to build the spinner and links to other methods.

Using simple, inexpensive items, students build and test submarine models in a single class period. They gain insight into the engineering that's required to make these machines ascend, descend, and hover safely in extreme environments. The printable eight-page handout includes a series of inquiry-based questions that get students thinking about the complex engineering required for submersibles, illustrated experiment directions, and a worksheet that includes thought-provoking questions along with areas for recording experiment data.

The purpose of this resource is to investigate the center pixel of a homogeneous land Cover Site in order to understand that individual land areas are part of a larger land system.

Through this unit, written for an honors anatomy and physiology class, students become familiar with the human skeletal system and answer the Challenge Question: When you get home from school, your mother grabs you, and you race to the hospital. Your grandmother fell and was rushed to the emergency room. The doctor tells your family your grandmother has a fractured hip, and she is referring her to an orthopedic specialist. The orthopedic doctor decides to perform a DEXA scan. The result show her BMD is -3.3. What would be a probable diagnosis to her condition? What are some possible causes of her condition? Should her daughter and granddaughter be worried about this condition, and if so, what are measures they could take to prevent this from happening to them?

Students will learn about bone structure, bone development and growth, and bone functions. Later, students will apply this understanding to answer the Challenge Question presented in the "Fix the Hip" lesson and use the acquired learning to construct an informative brochure about osteoporosis and biomedical engineering contributions to this field.

This is an activity about the electromagnetic spectrum and how the different wavelengths of light are used to capture the most complete picture of objects in space. Learners will view images of our galaxy in multiple wavelengths to compare and analyze what is seen. This activity requires a computer with Internet access, and is Astronomy Activity 3 in a larger resource entitled Space Update.

In this video segment adapted from NOVA scienceNOW, learn about engineering innovations that could help detect a bridge's structural weaknesses before they become dangerous.

Students become familiar with the concept of a communication system, its various parts and functions. To do this, they encode, decode, transmit, receive and store messages for a hypothetical rescue mission, using a code sheet and flashlight for this process.They also maintain storage sheets from which they can retrieve information as it is required.

Learn about the equipment astronauts use to complete a spacewalk, including something you may not think of.

This video segment adapted from NOVA/FRONTLINE looks at American energy consumption and the resulting production of greenhouse gases.

A middle school teacher uses class projects to introduce students to the principles of insulation.

Social and Ethical Responsibilities of Computing (SERC), a cross-cutting initiative of the MIT Schwarzman College of Computing, works to train students and facilitate research to assess the broad challenges and opportunities associated with computing, and improve design, policy, implementation, and impacts.
This site is a resource for SERC pedagogical materials developed for use in MIT courses. SERC brings together cross-disciplinary teams of faculty, researchers, and students to develop original pedagogical materials that meet our goal of training students to practice responsible technology development through incorporation of insights and methods from the humanities and social sciences, including an emphasis on social responsibility.
Materials include the MIT Case Studies Series in Social and Ethical Responsibilities of Computing, original Active Learning Projects, and lecture materials that provide students hands-on practice and training in SERC, together with other resources and tools found useful in education at MIT. Original homework assignments and in-class demonstrations are specially created by multidisciplinary teams, to enable instructors to embed SERC-related material into a wide variety of existing courses.
The aim of SERC is to facilitate the development of responsible “habits of mind and action” for those who create and deploy computing technologies, and fostering the creation of technologies in the public interest.