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Unformatted text preview: EECS 20N: Structure and Interpretation of Signals and Systems Department of EECS University of California Berkeley Problem Set 3 Issued: 16 October 2010 Due: 25 October 2010, 5pm Some people claim a lack of ability for science to justify failure and dis- couragement. I enjoy laboratory work, they tell us, but am no good at discovering things. Certainly there are minds unsuited for experimental work, especially if they have a short attention span and lack curiosity and admiration for the work of nature. But are the great majority of those professing incompetence really so? Might they exaggerate how difficult the task will be, and underestimate their own abilities? I believe that this is often the case, and would even venture to suggest that many people habitually confuse inability with the simple fact that they learn and understand slowly, or perhaps are sometimes even lazy or they dont have a secondary trait such as patience, thoroughness, or determinationwhich may be acquired rapidly through hard work and the satisfaction of success. a a Excerpts from Advice for a Young Investigator , by Santiago Ramon y Cajal, trans- lated by Neely Swanson and Larry W. Swanson, The MIT Press, 1999, ISBN: 0-262- 68150-1. 1 Policy Statement We encourage you to collaborate, but only in a group of up to five current EECS 20N students. On the solution document that you turn in for grading, you must write the names of your collaborators below your own; each teammate must submit for our evaluation a distinct, self-prepared solution document containing original contributions to the collaborative effort. Please write neatly and legibly, because if we cant read it, we cant grade it. Unless we explicitly state otherwise, you will receive full credit only if you explain your work succinctly, but clearly and convincingly. Typically, we evaluate your solutions for only a subset of the assigned problems. A priori, you do not know which subset we will grade. It is to your advantage to make a bona fide effort at tackling every assigned problem. If you are asked to provide a sketch, it refers to a hand-drawn sketch, well- labeled to indicate all the salient featuresnot a plot generated by a computing device. On occasion, a problem set contains one or more problems designated as op- tional. We do NOT grade such problems. Nevertheless, you are responsible for learning the subject matter within their scope. Overview, Subject Matter, and Reading This problem set covers the convolution of discrete-time and continuous-time signals; system properties, such as linearity, time-invariance, causality, memory, and stability; and the impulse responses and frequency responses of discrete-time LTI systems. It draws on material from the following portions of the textbook (Lee & Varaiya): (a) All of Ch. 2....
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