outcomes - ECE 30‘s Shaw fad?“ fag §a€§a$§fi®§...

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Unformatted text preview: ECE 30‘s Shaw fad?“ fag §a€§a$§fi®§ OuJYcomQ ($99 afiachménfl Wwflomj 30mm +0 HM. Here 61176 “‘6 am“??? gaggfiomji v a) IS We SWWX‘ XHZ) 3 C05 211? gym} [tor OM? (Graig? we} "‘ a“ k 4:2 , b) is “We EWW KM: COS 215%: agaémmhc m {gwwfiimléiflgmw}; c) Is “We 3573+va We“; «hawk: igumfion Nit): (Tam) CdUSag ac flow CauSaE . (Cl‘de OWQ§ Now 100$: on“ m of Mam ago of W7 +0 3.4M eavme 1;) + be c. . fl (—bq M i? a“: Qxamflffi. a": Wrmwj affirenfldeiua‘hom agbmbma mng awhcm (m3 J‘mhsfimfimfi‘on) @ SU‘WFOSQ Q : st‘k’m \‘S AQSCH‘WG‘ +ke a‘fibmnfia\ eiuaJHOn 0% + + :rXHZ).. Fwd ‘H’le at -- . Sa+ \ 9?]! o fico W 6 (a?) i Em} file ©MT?Q‘§' o"? a imam" ‘hmwwwgmfi afgim “2t f “Hue? m fl" “'3’ («5) WW \mmise {eswwe a MHZ) O e u b Cmflfi'e§fisofi. (may) - See (Mam—€- OY‘ FGV‘LM‘ {racfioh W_E¥‘3€0b (WA) SQ‘QCJV‘ORS {mam W’s “$6? 2 ATM qu wer zfith/gom 6%; WE): TEBQ—Z) 05mg WM magma @wa‘aw. I 1 5% was“! 59§M€me~xs gram (We? é‘asssékamiflw gov whom Vi) \_ fimd 'Hze mfw‘fi' 6?, a Wear Jfimevmwmw Syfiem erq Myufise resfonse, {TCMJC} JR) Hue thqf e‘tuft) 7L6?ij fiaflSWCcrn/I «5 (WW) WuHi?§7§W%‘ ‘37 +K&WS%F "gwg’xéieom 9h '0 ‘HMSfofl/V‘ 0% 0u+?q+) 0m fahnj mVQfSe ‘HN‘S mm “Look a Hm Frowmco +0 80M; MW “3) vaogé’ We? l—ourzer ’ansfom g a (ofi‘mouS-fiiwe 3\3Y\M >49 ES <13 Skei'c‘heé Jpekowj and) SuF?ose We ' {Xgflsfizfi' :\jm\%;\s gantfhec} {9% We GWLW‘j mman fjxvew 57/ wag; S (km-rs) ) were Ts is, vaW 'FWX D’-O° l +ke Saw?hfij \h+€VVQ\ 0mg 'ESI—E \5 W9 gawkflm‘fi ¥reawémf We. RM “W9 Samééeg? §amflm§ fiéqbuewiz Hood ans 3\3m\ >6ng +0 §e mwwfigg v cowsfrud‘ei JEWM fl‘e . Sawfle§§t3naigW=B<ltflE<s kt) wfidvofi fiffor". M 5 ECE 301Course Outcomes: A student who succesfllsz‘itlfills the course requirements will have demonstrated: ii. iii. iv. vi. an ability to classify signals (e.g. periodic, even) and systems (e.g. causal, linear) and an understanding of the difference between discrete and continuous time signals and systems. [l,2;a] an ability to determine the the impulse response of a differential or difference equation. [l,2;a] an ability to determine the response of linear systems to any input signal by convolution in the time domain. [l,2,4;a,e,k] an understanding of the definitions and basic properties ( e.g. time-shift, modulation, Parseval's Theorem) of Fourier series, Fourier transforms, bilateral Laplace transforms, Z transforms, and discrete time Fourier transforms and an ability to compute the transforms and inverse transforms of basic examples using methods such as partial fraction expansions. [1,2;a] an ability to determine the response of linear systems to any input signal by transformation to the frequency domain, multiplication, and inverse transformation to the time domain. [1,2,4;a,e,k] an ability to apply the Sampling theorem, reconstruction, aliasing, and Nyquist’s theorem to represent continuous-time signals in discrete time so that they can be processed by digital computers. [l,2,4;a,e,k] l g E; l l S l l l i z i l i l ...
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This note was uploaded on 02/13/2012 for the course ECE 301 taught by Professor V."ragu"balakrishnan during the Spring '06 term at Purdue University-West Lafayette.

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outcomes - ECE 30‘s Shaw fad?“ fag §a€§a$§fi®§...

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