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exploring_lora [2018/10/06 15:04] – [Table] samerexploring_lora [2019/10/06 13:04] – [4.2. Coverage] samer
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 Unzip the RadioHead library and copy it to your sketchbook library folder as detailed in [[https://www.arduino.cc/en/Guide/Libraries]]. Unzip the RadioHead library and copy it to your sketchbook library folder as detailed in [[https://www.arduino.cc/en/Guide/Libraries]].
 +
 +<WRAP center round tip 75%>
 +Make sure to restart your computer after the installation of Arduino IDE and run the software as administrator.
 +</WRAP>
 +
 +
 ==== -. Installation ==== ==== -. Installation ====
  
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 <WRAP center round tip 75%> <WRAP center round tip 75%>
-For Arduino Mega 2560, additional drivers for Microsoft Windows can be installed from [[http://wch.cn/download/CH341SER_ZIP.html]].+For Arduino Mega 2560, additional drivers for Microsoft Windows 7 or 8 can be installed from [[http://wch.cn/download/CH341SER_ZIP.html]]. 
 +For Arduino Duemilanove, additional drivers can be installed from  
 +[[https://www.ftdichip.com/Drivers/CDM/CDM21228_Setup.zip]] 
 </WRAP> </WRAP>
 ===== -. Theoretical Study ===== ===== -. Theoretical Study =====
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 <WRAP left round help 100%> <WRAP left round help 100%>
-  * What is the relation between processing gain and spreading factor in LoRa modulation? Explain.+  * What is the relation between processing gain and spreading factor in LoRa modulation?
   * How does the spreading factor impact the coverage of a LoRa transmitter?    * How does the spreading factor impact the coverage of a LoRa transmitter? 
   * What is the transmission bit rate for each of the following configurations of your LoRa device? Explain your computation.   * What is the transmission bit rate for each of the following configurations of your LoRa device? Explain your computation.
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 For example, the scenario for assessing the impact of the spreading factor on the ToA consists of sending 100 packets for three different spreading factors //e.g.,// 7, 9, and 10, and drawing the average ToA or the distribution in a boxplot for comparing the results. For example, the scenario for assessing the impact of the spreading factor on the ToA consists of sending 100 packets for three different spreading factors //e.g.,// 7, 9, and 10, and drawing the average ToA or the distribution in a boxplot for comparing the results.
 +
 +As for the theoretical computation of the ToA, you can refer to the the following documents : 
 +
 +  * The Semtech [[http://semtech.com/uploads/documents/DS_SX1276-7-8-9_W_APP_V5.pdf| specification]] (section 4.1.1.6) 
 +  * An explanatory video: https://www.youtube.com/watch?v=C_Rh5GSENA4 
 +  * Various calculation tools available online: https://www.loratools.nl/#/airtime, [[https://docs.google.com/spreadsheets/d/1voGAtQAjC1qBmaVuP1ApNKs1ekgUjavHuVQIXyYSvNc/edit?usp=sharing |Spreadsheet]]
 +
 +Note that all messages sent and received by the [[https://www.airspayce.com/mikem/arduino/RadioHead/classRH__RF95.html| RH_RF95 RadioHead]] driver we are using conform to this packet format:
 +
 +  * 8 symbol PREAMBLE
 +  * Explicit header with header CRC (handled internally by the radio)
 +  * 4 octets HEADER: (TO, FROM, ID, FLAGS)
 +  * 0 to 251 octets DATA
 +  * CRC (handled internally by the radio)
  
 <WRAP center round help 100%> <WRAP center round help 100%>
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   * Analyze the obtained results and compare with the theoretical computations. You can superpose the theoretical results and the experimental ones on the same graph.   * Analyze the obtained results and compare with the theoretical computations. You can superpose the theoretical results and the experimental ones on the same graph.
 </WRAP> </WRAP>
-==== -. Coverage ==== 
  
-In this section, you will measure the coverage of LoRa under different radio configurations. 
- 
-Start by identifying a set of five geographical locations or Test Points (TP). These TPs should be astutely chosen to explore the limits of LoRa coverage. Then, you should implement a function on the server that measures the ratio of successfully delivered packets or PDR (Packet Delivery Ratio). Now, you should run the experiment for three different radio configurations: such configurations should provide different reliability levels (high, medium, and low reliability).  
- 
-<WRAP center round help 100%> 
-  * Draw the test points on a map and motivate your choices. 
-  * Describe the radio configurations you selected and their impact on the reliability of the transmission.   
-  * Visualise the experimental results by plotting the PDR for each TP and each radio configuration.  
-  * Analyze the obtained results. 
-</WRAP> 
 ==== -. [Classroom activity] Collisions and Packet Delivery Ratio ==== ==== -. [Classroom activity] Collisions and Packet Delivery Ratio ====
  
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 ===== -. Coverage Challenge ===== ===== -. Coverage Challenge =====
  
-In this section, you are required to establish a record of LoRa coverage. You can certainly unleash your scientific imagination, but some rules must be followed to validate the record:+Start by identifying a set of three geographical locations or Test Points (TP). These TPs should be astutely chosen to explore the limits of LoRa coverage. Then, you should implement a function on the server that measures the ratio of successfully delivered packets or PDR (Packet Delivery Ratio). Now, you should run the experiment for three different radio configurations: such configurations should provide different reliability levels (high, medium, and low reliability).  
 + 
 +<WRAP center round help 100%> 
 +  * Draw the test points on a map and motivate your choices. 
 +  * Describe the radio configurations you selected and their impact on the reliability of the transmission.   
 +  * Visualise the experimental results by plotting the PDR for each TP and each radio configuration.  
 +  * Analyze the obtained results. 
 +</WRAP> 
 + 
 +You are now required to establish a record of LoRa coverage. You can certainly unleash your scientific imagination, but some rules must be followed to validate the record:
  
   * Direct transmission between the two devices is only considered.   * Direct transmission between the two devices is only considered.
-  * 3D distance is computed between devices. +  * 3D distance is computed between devices. You can get the elevation from this [[ http://www.geocontext.org/publ/2010/04/profiler/en/ | site]]. 
-  * PDR must be higher than 10% as computed for 100 packets.  +  * PDR must be higher than 10% as computed for 100 packets.  
 +  * Supporting live video and screen capture should be used to authenticate the record.   
 + 
 +You can use the [[https://cloudrf.com/ | Cloud RF]] online service to obtain information on the elevation, Fresnel zone, and estimated path loss.  
 + 
 +<WRAP center round todo 60%> 
 +Take a look at this tool [[http://radiomobile.pe1mew.nl/index.php?Welcome...]]. 
 +</WRAP>
  
 <WRAP center round help 100%> <WRAP center round help 100%>
-  * Compute the Fresnel zone for your transmission. +  * Compute the Fresnel zone for your transmission using [[https://cloudrf.com/ | Cloud RF]]. Comment the result. 
-  * Provide the expression of the link budget and compute the received power using two different pathloss models. +  * Provide the expression of the link budget and compute the received power using two different path loss models (ITM, Line of sight) with Cloud RF. 
-  * Compare the received power obtained experimentally with the theoretical results. +  * Compare the received power obtained experimentally with the results of Cloud RF. 
-  * Prepare a short presentation to describe your experiment.+  * Prepare a short presentation (5 minutes pitch) to describe your experiment.
 </WRAP> </WRAP>
  
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 ===== -. Grading ===== ===== -. Grading =====
  
-|                                              ^ Exemplary                                                                                                                                                                                                   ^ Accomplished                                                                                                                                                                                         ^ Developing                                                                                                                                                                                    ^ Beginning                                                                                                                                                                                     ^ +|                                         ^ Exemplary                                                                                                                                                                                  ^ Accomplished                                                                                                                                                      ^ Developing                                                                                                                                                  ^ Beginning                                                                                                                                                   ^ 
-^ Written communication skills                 | Students provided an organized and thouroughly proof-read document with appropriate structure and formatting (figure labels, headings, references, graphs, etc.), and relevant semantics.                   | Students provided an organized document with appropriate structure, and relevant semantics, containing minor misspellings and/or grammatical errors.                                                 | Students provided a document with appropriate structure, and poor semantics, containing minor misspellings and/or grammatical errors.                                                         | Students provided a document with inappropriate structure and formatting, and poor semantics, containing major misspellings and/or grammatical errors.                                        | +^ Techniques for Engineering Practice     | Students showed proper and justified use of techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, etc.).                   | Students used techniques necessary for engineering practice without justification (such as numerical methods, stochastic processes, statistical analysis, etc.).  | Students improperly used some techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, etc.).  | Students improperly used some techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, etc.).  | 
-^ Scientific referencing                       | Original work. Proper referencing of material (parts/sentences/figures) quoted from relevant sources.                                                                                                       | Original work. Proper referencing of material (parts/sentences/figures).                                                                                                                             | Proper referencing of quoted material (parts/sentences/figures) but over-reliance on external sources.                                                                                        | All copied material (parts/sentences/figures) from other sources is not referenced. Reports cannot be submitted as is and must be rewritten.                                                  | +^ Skills for Engineering Practice         | Students showed advanced skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                                              | Students showed skills necessary for engineering practice of the Labs (such as programming, drawing and manipulating equipment).                                  | Students showed limited skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                | Students showed no skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                     | 
-^ Techniques for Engineering Practice          | Students showed proper and justified use of techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, database design, design patterns, etc.).  | Students used techniques necessary for engineering practice without justification (such as numerical methods, stochastic processes, statistical analysis,  database design, design patterns, etc.).  | Students improperly used some techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, database design, design patterns, etc.).  | Students improperly used some techniques necessary for engineering practice (such as numerical methods, stochastic processes, statistical analysis, database design, design patterns, etc.).  | +^ Engineering tools                       | Students showed advanced ability to properly use modern engineering tools that are necessary for the Labs, such as simulators, software or computer tools.                                 | Students showed limited use of modern engineering tools that are necessary for the Labs, such as simulators, software or computer tools.                          | Students showed improper use of modern engineering tools that are necessary for the Labs, such as simulators, software or computer tools.                   | Students showed no use of modern engineering tools that are necessary for the Labs, such as simulators, software or computer tools.                         | 
-^ Motivation/initiative/creativity\\ (15%)     | Students were motivated during the project. They took initiative, made their own decisions, and came up with new and creative ideas, propositions, and solutions.                                           | Students showed motivation for their project. They were able to take initiatives to make their work advance.                                                                                         | Students showed little/unstable motivation. Little initiative has been taken.                                                                                                                 | Students were passive with no motivation. They did not take any initiative in their work.                                                                                                     | +^ Problem solving                         | Students solved an engineering problem by choosing appropriate tools and applying engineering skills with proper justification.                                                            | Students solved an engineering problem by choosing appropriate tools and applying engineering skills.                                                             | Students solved an engineering problem but tools were not appropriate and engineering skills not applied.                                                   | Students did not solve the engineering problem.                                                                                                             | 
-^ Skills for Engineering Practice (k2)\\ (5%)  | Students showed advanced skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                                                               | Students showed skills necessary for engineering practice of the project (such as programming, drawing and manipulating equipment).                                                                  | Students showed limited skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                                                  | Students showed no skills necessary for engineering practice (such as programming, drawing and manipulating equipment).                                                                       | +^ Results and analysis                    | Students presented the Labs results and performed analysis, assessment, and comparison with theoretical results.                                                                           | Students presented the Labs results and performed analysis and assessment.                                                                                        | Students presented the Labs results without analysis.                                                                                                       | Students did not present the Labs results.                                                                                                                  | 
-^ Engineering tools (k3)\\ (10%)               | Students showed advanced ability to properly use modern engineering tools that are necessary for the project, such as simulators, software or computer tools.                                               | Students showed limited use of modern engineering tools that are necessary for the project, such as simulators, software or computer tools.                                                          | Students showed improper use of modern engineering tools that are necessary for the project, such as simulators, software or computer tools.                                                  | Students showed no use of modern engineering tools that are necessary for the project, such as simulators, software or computer tools.                                                        | +^ Motivation, initiative, and creativity  | Students were motivated during the Labs. They took initiative, made their own decisions, and came up with new and creative ideas, propositions, and solutions.                             | Students showed motivation for their Labs. They were able to take initiatives to make their work advance.                                                         | Students showed little/unstable motivation. Little initiative has been taken.                                                                               | Students were passive with no motivation. They did not take any initiative in their work.                                                                   | 
-^ Results and analysis\\ (25%)                 | Students presented the project results showing the satisfaction of the requirements and constraints and performed analysis and assessment.                                                                  | Students presented the project results showing the satisfaction of the requirements and constraints.                                                                                                 | Students presented the project results without showing the satisfaction of the requirements and constraints.                                                                                  | Students did not present the project results.                                                                                                                                                 | +^ Written communication skills            | Students provided an organized and thouroughly proof-read document with appropriate structure and formatting (figure labels, headings, references, graphs, etc.), and relevant semantics.  | Students provided an organized document with appropriate structure, and relevant semantics, containing minor misspellings and/or grammatical errors.              | Students provided a document with appropriate structure, and poor semantics, containing minor misspellings and/or grammatical errors.                       | Students provided a document with inappropriate structure and formatting, and poor semantics, containing major misspellings and/or grammatical errors.      | 
-| Problem solving (e3)\\ (20%)                 | Solve an engineering problem by choosing appropriate tools and applying engineering skills with proper justification.                                                                                       | Solve an engineering problem by choosing appropriate tools and applying engineering skills.                                                                                                          | Solve an engineering problem but tools were not appropriate and engineering skills not applied.                                                                                               | Did not solve the engineering problem.                                                                                                                                                        |+^ Scientific referencing                  | Original work. Proper referencing of material (parts/sentences/figures) quoted from relevant sources.                                                                                      | Original work. Proper referencing of material (parts/sentences/figures).                                                                                          | Proper referencing of quoted material (parts/sentences/figures) but over-reliance on external sources.                                                      | All copied material (parts/sentences/figures) from other sources is not referenced. Reports cannot be submitted as is and must be rewritten.                |
exploring_lora.txt · Last modified: 2021/10/20 12:52 by samer