This is a blog for issues relating to the course ECE 5630 Digital Signal Processing taught in the Department of Electrical and Computer Engineering at Utah State University in the Fall semester of 2010.
Wednesday, September 8, 2010
Problem 2.20
So after computing all of the parts for this problem, you get the sam digits used for each operation. Is there a particular lesson peratining to DSP that we should learn from this?
I could be wrong, but I think that the point of the problem is to show to those of us who may be struggling with the concept of convolution that we've actually been using convolution since elementary school.
When you did the multiplication part, did you use a calculator, or did you do it on paper? It was easier for me to see the connection between multiplication and convolution when I did the multiplication the long way, the way they teach you when you're first learning to multiply large numbers.
Yes, Dustin is right. Multiplying first grade style is performing convolution. Polynomial multiplication performs convolution, and so on. That is what this problem demonstrates.
I could be wrong, but I think that the point of the problem is to show to those of us who may be struggling with the concept of convolution that we've actually been using convolution since elementary school.
ReplyDeleteWhen you did the multiplication part, did you use a calculator, or did you do it on paper? It was easier for me to see the connection between multiplication and convolution when I did the multiplication the long way, the way they teach you when you're first learning to multiply large numbers.
Yes, Dustin is right. Multiplying first grade style is performing convolution. Polynomial multiplication performs convolution, and so on. That is what this problem demonstrates.
ReplyDelete