ee20-s12-hw03 - Problem Set 3 EECS 20N: Structure and...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
EECS 20N: Structure and Interpretation of Signals and Systems Department of EECS University of California Berkeley Problem Set 3 Issued: 2 March 2012 Due: 9 March 2012, 6pm 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 don’t have a secondary trait such as patience, thoroughness, or determination—which may be acquired rapidly through hard work and the satisfaction of success. a a Excerpts from Advice for a Young Investigator , by Santiago Ram´ on y Cajal, trans- lated by Neely Swanson and Larry W. Swanson, The MIT Press, 1999, ISBN: 0-262- 68150-1. 1
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
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 can’t read it, we can’t 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 features—not 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 (a) All of Ch. 2.
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

This note was uploaded on 03/18/2012 for the course EE 20N taught by Professor Ayazifar during the Spring '08 term at University of California, Berkeley.

Page1 / 12

ee20-s12-hw03 - Problem Set 3 EECS 20N: Structure and...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online