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=Lecture 1 Blog, [[ECE302]] Spring 2013, [[user:mboutin|Prof. Boutin]]= | =Lecture 1 Blog, [[ECE302]] Spring 2013, [[user:mboutin|Prof. Boutin]]= | ||
| − | Monday January 7, | + | Monday January 7, 2013 (Week 1) - See [[LectureScheduleECE302Spring13_Boutin|Course Outline]]. |
| + | |||
| + | (Other blogs [[Lecture1_blog_ECE302S13_Boutin|1]], | ||
| + | [[Lecture2_blog_ECE302S13_Boutin|2]], | ||
| + | [[Lecture3_blog_ECE302S13_Boutin|3]], | ||
| + | [[Lecture4_blog_ECE302S13_Boutin|4]], | ||
| + | [[Lecture5_blog_ECE302S13_Boutin|5]], | ||
| + | [[Lecture6_blog_ECE302S13_Boutin|6]], | ||
| + | [[Lecture7_blog_ECE302S13_Boutin|7]], | ||
| + | [[Lecture8_blog_ECE302S13_Boutin|8]], | ||
| + | [[Lecture9_blog_ECE302S13_Boutin|9]], | ||
| + | [[Lecture10_blog_ECE302S13_Boutin|10]], | ||
| + | [[Lecture11_blog_ECE302S13_Boutin|11]], | ||
| + | [[Lecture12_blog_ECE302S13_Boutin|12]], | ||
| + | [[Lecture13_blog_ECE302S13_Boutin|13]], | ||
| + | [[Lecture14_blog_ECE302S13_Boutin|14]], | ||
| + | [[Lecture15_blog_ECE302S13_Boutin|15]], | ||
| + | [[Lecture16_blog_ECE302S13_Boutin|16]], | ||
| + | [[Lecture17_blog_ECE302S13_Boutin|17]], | ||
| + | [[Lecture18_blog_ECE302S13_Boutin|18]], | ||
| + | [[Lecture19_blog_ECE302S13_Boutin|19]], | ||
| + | [[Lecture20_blog_ECE302S13_Boutin|20]], | ||
| + | [[Lecture21_blog_ECE302S13_Boutin|21]], | ||
| + | [[Lecture22_blog_ECE302S13_Boutin|22]], | ||
| + | [[Lecture23_blog_ECE302S13_Boutin|23]], | ||
| + | [[Lecture24_blog_ECE302S13_Boutin|24]], | ||
| + | [[Lecture25_blog_ECE302S13_Boutin|25]], | ||
| + | [[Lecture26_blog_ECE302S13_Boutin|26]], | ||
| + | [[Lecture27_blog_ECE302S13_Boutin|27]], | ||
| + | [[Lecture28_blog_ECE302S13_Boutin|28]], | ||
| + | [[Lecture29_blog_ECE302S13_Boutin|29]], | ||
| + | [[Lecture30_blog_ECE302S13_Boutin|30]]) | ||
---- | ---- | ||
| − | In the first lecture, we covered the [[Media:SyllabusECE301S13boutin.pdf|syllabus]]. We then began discussing the concept of a "set" and covered some basic notation. | + | In the first lecture, we covered the [[Media:SyllabusECE301S13boutin.pdf|syllabus]]. We then began discussing the concept of a "set" and covered some basic notation. We ended the lecture with a collaborative quiz where we practiced writing sets using the curly bracket notation. (Recall that you will get full credit on the quiz as long as you tried your best.) In case you were wondering, here is the MATLAB Code for the randomly generated music I played at the beginning: |
| − | + | ||
| − | + | ||
| − | MATLAB Code for | + | |
<source lang="matlab"> | <source lang="matlab"> | ||
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sol=sin(2*pi*329*t); | sol=sin(2*pi*329*t); | ||
r=rand; if r<0.5, x=do;, elseif r<0.75, x=sol;, else, x=fa; end, sound(x) | r=rand; if r<0.5, x=do;, elseif r<0.75, x=sol;, else, x=fa; end, sound(x) | ||
| − | |||
</source> | </source> | ||
| − | Relevant links | + | A big thank you to ECE alumni Ethan Hall for [http://mireilleboutin.wordpress.com/2012/06/29/a-gift-of-chalk/ providing today's chalk]. |
| − | *[http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm The virtual keyboard] | + | ==Relevant links== |
| − | + | *[http://www.bgfl.org/custom/resources_ftp/client_ftp/ks2/music/piano/index.htm The virtual keyboard] used in the quiz. | |
| − | Action items for students | + | ==Action items for students== |
* Read the first chapter of the textbook. | * Read the first chapter of the textbook. | ||
* Read the [[Peer_Legacy_ECE302|ECE302 Peer legacy page]] and consider contributing to other [[Peer_legacy|peer legacy]] pages, such as [[Peer_Legacy_ECE201|ECE201]], [[Peer_Legacy_ECE202|ECE202]], [[Peer_Legacy_ECE301|ECE301]], and [[Peer_Legacy_EPICS|EPICS]]. | * Read the [[Peer_Legacy_ECE302|ECE302 Peer legacy page]] and consider contributing to other [[Peer_legacy|peer legacy]] pages, such as [[Peer_Legacy_ECE201|ECE201]], [[Peer_Legacy_ECE202|ECE202]], [[Peer_Legacy_ECE301|ECE301]], and [[Peer_Legacy_EPICS|EPICS]]. | ||
| − | * Solve the following problem and share your | + | * Solve the following problem and share your solutions/comments/questions. |
| − | ** | + | **[[Practice_Question_definition_set_ECE302S13Boutin|Do the following signals form a set?]] |
Next: [[Lecture2_blog_ECE302S13_Boutin|Lecture 2]] | Next: [[Lecture2_blog_ECE302S13_Boutin|Lecture 2]] | ||
---- | ---- | ||
[[2013_Spring_ECE_302_Boutin|Back to 2013 Spring ECE302 Boutin]] | [[2013_Spring_ECE_302_Boutin|Back to 2013 Spring ECE302 Boutin]] | ||
Latest revision as of 08:09, 25 January 2013
Lecture 1 Blog, ECE302 Spring 2013, Prof. Boutin
Monday January 7, 2013 (Week 1) - See Course Outline.
(Other blogs 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30)
In the first lecture, we covered the syllabus. We then began discussing the concept of a "set" and covered some basic notation. We ended the lecture with a collaborative quiz where we practiced writing sets using the curly bracket notation. (Recall that you will get full credit on the quiz as long as you tried your best.) In case you were wondering, here is the MATLAB Code for the randomly generated music I played at the beginning:
t=0:1/8192:0.4; do=sin(2*pi*262*t); fa=sin(2*pi*349*t); sol=sin(2*pi*329*t); r=rand; if r<0.5, x=do;, elseif r<0.75, x=sol;, else, x=fa; end, sound(x)
A big thank you to ECE alumni Ethan Hall for providing today's chalk.
Relevant links
- The virtual keyboard used in the quiz.
Action items for students
- Read the first chapter of the textbook.
- Read the ECE302 Peer legacy page and consider contributing to other peer legacy pages, such as ECE201, ECE202, ECE301, and EPICS.
- Solve the following problem and share your solutions/comments/questions.
Next: Lecture 2
