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Tools And Laboratory Exercises That Reinforce Dsp Concepts And Motivate Technology Students

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Conference

1999 Annual Conference

Location

Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999

ISSN

2153-5965

Page Count

8

Page Numbers

4.554.1 - 4.554.8

Permanent URL

https://peer.asee.org/7998

Download Count

55

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Paper Authors

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William C. Conrad

author page

Richard E. Pfile

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2649

Tools and Laboratory Exercises That Reinforce DSP Concepts and Motivate Technology Students

Richard E. Pfile, William C. Conrad Indiana University-Purdue University at Indianapolis

Abstract The goal of the DSP course in the EET department at IUPUI is to teach students how to program real-time DSP processors and to understand theoretical DSP concepts to the extent that they can comprehend literature typically seen in DSP data books and application notes. Students are taught to program a Motorola 56002 DSP processor in assembly language during the first half of the course. This helps them to understand the unique properties of DSP processors and how to use the instruction set to efficiently implement DSP algorithms. The hardware is inexpensive and provides a hands-on learning experience that particularly benefits tactile learners. Because many college age students have an interest in audio systems, the audio applications used in the laboratory also motivate students to learn. We have two hardware laboratories that are a bit different from the usual filtering and FFT exercises. In one laboratory students measure the frequency spectrum of a toy organ using a spectrum analyzer and implement the complex tone in a wave table on the hardware. This exercise helps students grasp the concept of time and frequency domains and gives students practice using circular buffers. In another laboratory, students write a simple real-time reverb program using comb filters and then use Matlab to generate an impulse time response of the system. The simple comb filter has an obvious time response that helps students understand an impulse response and provides a great starting point for introducing the z-transform.

To help demonstrate theory, Matlab laboratories are used to demonstrate the Fourier series, Fourier transform, convolution of a simple moving average filter, and impulse responses and pole-zero plots of different z-transforms. Simulation provides an avenue to reinforce basic signal processing concepts.

I. Introduction The EET department at Indiana University-Purdue University at Indianapolis has developed an applied Digital Signal Processing course that focuses on the

Conrad, W. C., & Pfile, R. E. (1999, June), Tools And Laboratory Exercises That Reinforce Dsp Concepts And Motivate Technology Students Paper presented at 1999 Annual Conference, Charlotte, North Carolina. https://peer.asee.org/7998

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