I am doing Simulink based Hardware software co-simulation. I have a simulink block which is outputing fixed point 32 bit data in a continuous domain. I want to send this data to an HDL design again in fixed point 32 bit format. Whenever i integrate the two blocks together, i am getting error. I tried adding quantizer but it only works on uint/double data types which is not acceptable to the HDL block. How can I discretize the data such that it is acceptable in the RTL domain? If i add unit delay,it works but the data is delayed which is not fair
Thanks a lot for your help
To sample a continuous signal and convert it to digital electronics, you usually need an ADC: "Analog to digital converter".
You should start by googling ADC integration.
I am currently trying to use Simscape to design and simulate the electrical circuit and COMSOL Multiphysics to simulate the electromagnetic interaction between coils. What I'm not certain of is whether or not we can successfully link the two software packages nicely via MATLAB or not. They both have MATLAB support though.
I am also researching whether ANSYS suite. There may be some software we can use that would take the place of one or both of the previous software.
Several years ago I had to make a connection between COMSOL and Matlab as well. This is called a Matlab Comsol LiveLink.
However, I think (not sure), that the electrical circuit should be modeled in COMSOL. Using the LiveLink you can set parameters in COMSOL using Matlab and extract the updated calculation. To my knowledge you cannot input a model, do calculations, and then extract the results.
You can look in the users guide, maybe it says something about this
Some other links which may be useful:
LiveLink™ for MATLAB®
Integrate COMSOL Multiphysics® with
MATLAB® Scripting
I was wondering if it is possible to use simlink's PID architecture in matlab to actually control hardware - rather than modelling it.
I have been playing around a little with the PID tuning in matlab - and have worked out the correct gains for my system (or at least good enough).
Now I want to implement the actual control loop in matlab using the real hardware. In this case I am tying to stabilise a laser using a measurement from a wavemeter - although from the point of view of matlab essentially I have two functions - one which returns the current wavelength, and another which alters the wavelength with an input from 0-100.
How do I get the fancy PID objects to work in a loop where for example I input data each loop, and get the required output to stabilise things given my gains - or should I just hardcode the equations in?
I have tried looking through some of the simlink examples - but there doesn't seem to me much actual implementation - mostly just modelling.
Thanks in advance for any advice.
MATLAB (without Simulink, or with Simulink in purely a simulation mode) is not a real-time environment. Trying to use it to control hardware in real-time won't work unless you have very slow sample rates.
If you do have slow sample rates, then you'd connect to your hardware to MATLAB using device drivers such as those in the Data Acquisition Toolbox
You haven't found any info on real-time implementation in the Simulink documentation because from Simulink the mechanism for real-time implementation is via Simulink Coder. You would need to use it in conjunction with a real-time environment such as Simulink Desktop Real-Time (if your sample rates are relatively slow), Simulink Real-Time, or one of many other 3rd party real-time form factors.
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I have been following the tutorials on DeepLearning.net to learn how to implement a convolutional neural network that extracts features from images. The tutorial are well explained, easy to understand and follow.
I want to extend the same CNN to extract multi-modal features from videos (images + audio) at the same time.
I understand that video input is nothing but a sequence of images (pixel intensities) displayed in a period of time (ex. 30 FPS) associated with audio. However, I don't really understand what audio is, how it works, or how it is broken down to be feed into the network.
I have read a couple of papers on the subject (multi-modal feature extraction/representation), but none have explained how audio is inputed to the network.
Moreover, I understand from my studies that multi-modality representation is the way our brains really work as we don't deliberately filter out our senses to achieve understanding. It all happens simultaneously without us knowing about it through (joint representation). A simple example would be, if we hear a lion roar we instantly compose a mental image of a lion, feel danger and vice-versa. Multiple neural patterns are fired in our brains to achieve a comprehensive understanding of what a lion looks like, sounds like, feels like, smells like, etc.
The above mentioned is my ultimate goal, but for the time being I'm breaking down my problem for the sake of simplicity.
I would really appreciate if anyone can shed light on how audio is dissected and then later on represented in a convolutional neural network. I would also appreciate your thoughts with regards to multi-modal synchronisation, joint representations, and what is the proper way to train a CNN with multi-modal data.
EDIT:
I have found out the audio can be represented as spectrograms. It as a common format for audio and is represented as a graph with two geometric dimensions where the horizontal line represents time and the vertical represents frequency.
Is it possible to use the same technique with images on these spectrograms? In other words can I simply use these spectrograms as input images for my convolutional neural network?
We used deep convolutional networks on spectrograms for a spoken language identification task. We had around 95% accuracy on a dataset provided in this TopCoder contest. The details are here.
Plain convolutional networks do not capture the temporal characteristics, so for example in this work the output of the convolutional network was fed to a time-delay neural network. But our experiments show that even without additional elements convolutional networks can perform well at least on some tasks when the inputs have similar sizes.
There are many techniques to extract feature vectors from audio data in order to train classifiers. The most commonly used is called MFCC (Mel-frequency cepstrum), which you can think of as a "improved" spectrogram, retaining more relevant information to discriminate between classes. Other commonly used technique is PLP (Perceptual Linear Predictive), which also gives good results. These are still many other less known.
More recently deep networks have been used to extract features vectors by themselves, thus more similarly the way we do in image recognition. This is a active area of research. Not long ago we also used feature extractors to train classifiers for images (SIFT, HOG, etc.), but these were replaced by deep learning techniques, which have raw images as inputs and extract feature vectors by themselves (indeed it's what deep learning is really all about).
It's also very important to notice that audio data is sequential. After training a classifier you need to train a sequential model as a HMM or CRF, which chooses the most likely sequences of speech units, using as input the probabilities given by your classifier.
A good starting point to learn speech recognition is Jursky and Martins: Speech and Language Processing. It explains very well all these concepts.
[EDIT: adding some potentially useful information]
There are many speech recognition toolkits with modules to extract MFCC feature vectors from audio files, but using than for this purpose is not always straightforward. I'm currently using CMU Sphinx4. It has a class named FeatureFileDumper, that can be used standalone to generate MFCC vectors from audio files.
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A professor asked me to help making a specification for a college project.
By the time the students should know the basics of programming.
The professor is a mathematician and has little experience in other programming languages, so it should really be in MATLAB.
I would like some projects ideas. The project should
last about 1 to 2 months
be done individually
have web interface would be great
doesn't necessary have to go deep in maths, but some would be great
use a database (or store data in files)
What kind of project would make the students excited?
If you have any other tips I'll appreciate.
UPDATE: The students are sophomores and have already studied vector calculus. This project is for an one year Discrete Mathematics course.
UPDATE 2: The topics covered in the course are
Formal Logic
Proofs, Recursion, and Analysis of Algorithms
Sets and Combinatorics
Relations, Functions, and Matrices
Graphs and Trees
Graph Algorithms
Boolean Algebra and Computer Logic
Modeling Arithmetic, Computation, and Languages
And it'll be based on this book Mathematical Structures for Computer Science: A Modern Approach to Discrete Mathematics by Judith L. Gersting
General Suggestions:
There are many teaching resources at The MathWorks that may give you some ideas for course projects. Some sample links:
The MATLAB Central blogs, specifically some posts by Loren that include using LEGO Mindstorms in teaching and a webinar about MATLAB for teaching (note: you will have to sign up to see the webinar)
The Curriculum Exchange: a repository of course materials
Teaching with MATLAB and Simulink: a number of other links you may find useful
Specific Suggestions:
One of my grad school projects in non-linear dynamics that I found interesting dealt with Lorenz oscillators. A Lorenz oscillator is a non-linear system of three variables that can exhibit chaotic behavior. Such a system would provide an opportunity to introduce the students to numerical computation (iterative methods for simulating systems of differential equations, stability and convergence, etc.).
The most interesting thing about this project was that we were using Lorenz oscillators to encode and decode signals. This "encrypted communication" aspect was really cool, and was based on the following journal article:
Kevin M. Cuomo and Alan V. Oppenheim,
Circuit Implementation of Synchronized Chaos with Applications
to Communications, Physical Review
Letters 71(1), 65-68 (1993)
The article addresses hardware implementations of a chaotic communication system, but the equivalent software implementation should be simple enough to derive (and much easier for the students to implement!).
Some other useful aspects of such a project:
The behavior of the system can be visualized in 2-D and 3-D plots, thus exposing the students to a number of graphing utilities in MATLAB (PLOT, PLOT3, COMET, COMET3, etc.).
Audio signals can be read from files, encrypted using the Lorenz equations, written out to a new file, and then decrypted once again. You could even have the students each encrypt a signal with their Lorenz oscillator code and give it to another student to decrypt. This would introduce them to various file operations (FREAD, FWRITE, SAVE, LOAD, etc.), and you could even introduce them to working with audio data file formats.
You can introduce the students to the use of the PUBLISH command in MATLAB, which allows you to format M-files and publish them to various output types (like HTML or Word documents). This will teach them techniques for making useful help documentation for their MATLAB code.
I have found that implementing and visualizing Dynamical systems is great
for giving an introduction to programming and to an interesting branch of
applied mathematics. Because one can see the 'life' in these systems,
our students really enjoy this practical module.
We usually start off by visualizing a 1D attractor, so that we can
overlay the evolution rule/rate of change with the current state of
the system. That way you can teach computational aspects (integrating the system) and
visualization, and the separation of both in implementation (on a simple level, refreshing
graphics at every n-th computation step, but in C++ leading to threads, unsure about MATLAB capabilities here).
Next we add noise, and then add a sigmoidal nonlinearity to the linear attractor. We combine this extension with an introduction to version control (we use a sandbox SVN repository for this): The
students first have to create branches, modify the evolution rule and then merge
it back into HEAD.
When going 2D you can simply start with a rotation and modify it to become a Hopf oscillator, and visualize either by morphing a grid over time or by going 3D when starting with a distinct point. You can also visualize the bifurcation diagram in 3D. So you again combine generic MATLAB skills like 3D plotting with the maths.
To link in other topics, browse around in wikipedia: you can bring in hunter/predator models, chaotic systems, physical systems, etc.etc.
We usually do not teach object-oriented-programming from within MATLAB, although it is possible and you can easily make up your own use cases in the dynamical systems setting.
When introducing inheritance, we will already have moved on to C++, and I'm again unaware of MATLAB's capabilities here.
Coming back to your five points:
Duration is easily adjusted, because the simple 1D attractor can be
done quickly and from then on, extensions are ample and modular.
We assign this as an individual task, but allow and encourage discussion among students.
About the web interface I'm at a loss: what exactly do you have in mind, why is it
important, what would it add to the assignment, how does it relate to learning MATLAB.
I would recommend dropping this.
Complexity: A simple attractor is easily understood, but the sky's the limit :)
Using a database really is a lot different from config files. As to the first, there
is a database toolbox for accessing databases from MATLAB. Few institutes have the license though, and apart from that: this IMHO does not belong into such a course. I suggest introducing to the concept of config files, e.g. for the location and strength of the attractor, and later for the system's respective properties.
All this said, I would at least also tell your professor (and your students!) that Python is rising up against MATLAB. We are in the progress of going Python with our tutorials, but I understand if someone wants to stick with what's familiar.
Also, we actually need the scientific content later on, so the usefulness for you will probably depend on which department your course will be related to.
A lot of things are possible.
The first example that comes in mind is to model a public transportation network (the network of your city, with underground, buses, tramways, ...). It is represented by a weighted directed graph (you can use sparse matrix to represent it, for example).
You may, for example, ask them to compute the shortest path from one station to another one (Moore-dijkistra algorithm, for example) and display it.
So, for the students, the several steps to do are:
choose an appropriate representation for the network (it could be some objects to represent the properties of the stations and the lines, and a sparse matrix for the network)
load all the data (you can provide them the data in an XML file)
be able to draw the network (since you will put the coordinates of the stations)
calculate the shortest path from one point to another and display it in a pretty way
create a fronted (with GUI)
Of course, this could be complicated by adding connection times (when you change from one line to another), asking for several options (shortest path with minimum connections, take in considerations the time you loose by waiting for a train/bus, ...)
The level of details will depend on the level of the students and the time they could spend on it (it could be very simple, or very realist)
You want to do a project with a web interface and a database, but not any serious math... and you're doing it in MATLAB? Do you understand that MATLAB is especially designed to be used for "deep math", and not for web interfaces or databases?
I think if this is an intro to a Discrete Mathematics course, you should probably do something involving Discrete Mathematics, and not waste the students' time as they learn a bunch of things in that language that they'll never actually use.
Why not do something involving audio? I did an undergraduate project in which we used MATLAB to automatically beat-match different tunes and DJ mix between them. The full program took all semester, but you could do a subset of it. wavread() and the like are built in and easy to use.
Or do some simple image processing like finding Waldo using cross-correlation.
Maybe do something involving cryptography, have them crack a simple encryption scheme and feel like hackers.
MATLAB started life as a MATrix LAB, so maybe concentrating on problems in linear algebra would be a natural fit.
Discrete math problems using matricies include:
Spanning trees and shortest paths
The marriage problem (bipartite graphs)
Matching algorithms
Maximal flow in a network
The transportation problem
See Gil Strang's "Intro to Applied Math" or Knuth's "Concrete Math" for ideas.
You might look here: http://www.mathworks.com/academia/student_center/tutorials/launchpad.html
on the MathWorks website. The interactive tutorial (second link) is quite popular.
--Loren
I always thought the one I was assigned in grad school was a good choice-a magnetic lens simulator. The math isn't completely overwhelming so you can focus more on learning the language, and it's a good intro to the graphical capabilities (e.g., animating the path of an off-axis electron going through the lens).
db I/O and fancy interfaces are out of place in a discrete math course.
my matlab labs were typically algorithm implementations, with charts as output, and simple file input.
how hard is the material? image processing is really easy in matlab, can you do some discrete 2D filtering? blurs and stuff. http://homepages.inf.ed.ac.uk/rbf/HIPR2/filtops.htm