Link notebooks.

Author: pbienst

build.py

@@ -14,6 +14,7 @@
 re_sol = re.compile(r"""\\begin{sol}(.*?)\\end{sol}""", re.DOTALL)
 re_hnt = re.compile(r"""\\begin{hnt}(.*?)\\end{hnt}""", re.DOTALL)
 re_yt = re.compile(r"""% youtube: (.+?)\s""", re.DOTALL)
+re_jup = re.compile(r"""% jupyter: (.+?)\s""", re.DOTALL)
 
 def process_exer(chapter_dirs):
     with open(os.path.join(build_dir, "solutions.tex"), 'w') as sol_file:
@@ -73,6 +74,10 @@ def process_exer(chapter_dirs):
                     if yt_match:
                         icons += \
                 f"\\href{{https://youtu.be/{yt_match.group(1)}}}{{\\youtube}}\\,"
+                    jup_match = re_jup.search(exer_text)
+                    if jup_match:
+                        icons += \
+                 f"\\href{{{jup_match.group(1)}}}{{\\jupyter}}\\,"                       
                     if "% ugent" in exer_text.lower():
                         icons += "\\ugent"
                     icons += "}"

helmholtz/helmholtz.tex

@@ -180,6 +180,12 @@ \chapter{The Helmholtz equation}
 The Helmholtz equation we derived here is only valid for uniform media. Exactly which step of the derivation breaks down in non-uniform (but still non-magnetic) media?
 \end{exer}
 
+\begin{exer}
+  % difficulty: normal
+  % jupyter: https://github.com/pbienst/active-math/blob/main/helmholtz/notebooks/DFT.ipynb
+The phasor representation is obviously a Fourier transform in disguise. You might recall that a numerical implementation of this is the so-called Discrete Fourier Transform (DTF), of which the famous Fast Fourier Transform (FFT) is a special case. If you want to brush up on concepts related to the DFT, check out the programming exercises in the Jupyter notebook you can download by clicking the icon in the sidebar.
+\end{exer}
+
 \section*{Review questions}
 
 \begin{itemize}

kk/kk.tex

@@ -128,7 +128,6 @@ \section{Complex envelope}
 
 From now on, we will only work with complex amplitudes. To make our notational life a bit easier, we will omit the tilde that stresses that we are dealing with phasors, and just write e.g. for the homodyne case that $a(t) = A_\mathrm{ref} + a_s(t)$, where all terms are implied to be complex-valued phasors.
 
-\hl{TODO: Jupyter notebook on DFT}
 
 \pagebreak
 
@@ -195,7 +194,6 @@ \section{Single-sideband signals}
 
 \fi
 
-\hl{TODO: Jupyter notebook, clarify possible 'negative' frequencies to the right of carrier, also in main text? Or too complex?}
 
 \pagebreak
 
@@ -624,8 +622,6 @@ \section{Ensuring a signal is minimum phase}
 
 Finally, note that when you hear the term 'minimum phase' in the wild, it's typically used to refer to minimum-phase systems characterised by a certain transfer function. Here, we're talking about minimum-phase signals, which is slightly different. 
 
-\hl{TODO: Jupyter notebook, plot zeroes, ...}
-
 \pagebreak
 
 \section{The Kramers-Kronig receiver}

main.tex

@@ -181,7 +181,7 @@
 \newcommand{\solution}{\includegraphics[height=\iconheight]{icons/answer.png}}
 \newcommand{\ugent}{\includegraphics[height=\iconheight]{icons/ugent.png}}
 \newcommand{\youtube}{\,\,\includegraphics[height=\iconheight]{icons/video.png}\,\,\,}
-
+\newcommand{\jupyter}{\,\,\includegraphics[height=\iconheight]{icons/jupyter.png}\,\,\,}
 
 \newcommand{\sectionmarginoffset}{-1pt} % hack
 \newcommand{\sectionyoutubeugent}[2]{\section[#1]{\noindent\marginnote[\sectionmarginoffset]{\href{https://youtu.be/#2}{\youtube}\,\ugent}#1}}

preamble/how_to_use.tex

@@ -34,6 +34,8 @@ \chapter{How to use this text}
 
 There is also an amount of \textbf{video material} to support this text (still growing). Clicking the video icon \iconoffset\youtube will take you to the video of the corresponding exercise or theory part. Exercise solution videos are only there as a safety net, in case you get stuck or when you want to double check your intermediate steps. The main purpose of the theory videos is to provide people who prefer listening to a human over reading text, with an alternative way of being exposed to the material. In case you understand everything just by working with the text, there is absolutely no need to waste your time watching the videos, since they do not contain extra material or new insights (unless explicitly mentioned). On the other hand, if your preferred way of working is through the videos, we still recommend you to read this text, as being able to concentrate on a non-trivial amount of textual material is a useful skill to cultivate.
 
+Finally, there's a growing number of \textbf{Jupyter notebooks} that you can access and download to your local machine by clicking the icon \iconoffset\jupyter in the sidebar.
+
 \textbf{Review questions} are also included and refer to the main basic concepts of the material. Reviewing these from time to time is a helpful way to solidify the most important points in your mind.
 
 We also encourage you to create your \textbf{own summaries} or mind maps of the discussed concepts (preferably in handwriting), as a way to further actively engage with the material and to help you see the connections between different parts of this text.

preamble/ugent.tex

@@ -45,7 +45,7 @@ \chapter{Practical aspects related to the course}
 \end{tabular}
 \end{center}
 
-Important: if you did your bachelor's degree at UGent, you have already seen the material on complex calculus. In this case, students should also tackle chapter \ref{h-kk-receiver} on the Kramers-Kronig receiver, which is a direct application of the concepts of complex calculus to optical telecommunications.
+Important: if you did your bachelor's degree at UGent, you have already seen the material on complex calculus. In this case, students should also tackle chapter \ref{h:kk-receiver} on the Kramers-Kronig receiver, which is a direct application of the concepts of complex calculus to optical telecommunications.
 
 Your final grade for this course is a combination of three factors: