冈萨雷斯数字图像处理第二版课后题答案

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1、Digital Image ProcessingSecond EditionInstructorzs ManualRafael C. GonzalezRichard E. WoodsPrentice HallUpper Saddle River NJ Revision history 10 9 8 7 6 5 4 3 2 1 c Copyright 1992-2002 by Rafael C. Gonzalez and Richard E. WoodsPrefaceThis manual contains detailed solutions to all problems in Digita

2、l Image Processing 2ndEdition. We also include a suggested set of guidelines for using the book and discussthe use of computer projects designed to promote a deeper understanding of the subjectmatter. The notation used throughout this manual corresponds to the notation used inthe text.The decision o

3、f what material to cover in a course rests with the instructor and it de-pends on the purpose of the course and the background of the students. We have foundthat the course outlines suggested here can be covered comfortably in the time framesindicated when the course is being taught in an electrical

4、 engineering or computer sci-ence curriculum. In each case no prior exposure to image processing is assumed. Wegive suggested guidelines for one-semester courses at the senior and rst-year graduatelevels. It is possible to cover most of the book in a two-semester graduate sequence.The book was compl

5、etely revised in this edition with the purpose not only of updatingthe material but just as important making the book a better teaching aid. To thisend the instructor will nd the new organization to be much more -exible and betterillustrated. Although the book is self contained we recommend use of t

6、he companionweb site where the student will nd detailed solutions to the problems marked with astar in the text review material suggested projects and images from the book. One ofthe principal reasons for creating the web site was to free the instructor from having toprepare materials and handouts b

7、eyond what is required to teach from the book.Computer projects such as those described in the web site are an important part ofa course on image processing. These projects give the student hands-on experiencewith algorithm implementation and reinforce the material covered in the classroom.The proje

8、cts suggested at the web site can be implemented on almost any reasonably-equipped multi-user or personal computer having a hard copy output device. 1 Introduction The purpose of this chapter is to present suggested guidelines for teaching material from this book at the senior and rst-year graduate

9、level. We also discuss use of the book web site. Although the book is totally self-contained the web site offers among other things complementary review material and computer projects that can be assigned in conjunction with classroom work. Detailed solutions to all problems in the book also are inc

10、luded in the remaining chapters of this manual.Teaching Features of the Book Undergraduate programs that offer digital image processing typically limit coverage to one semester. Graduate programs vary and can include one or two semesters of the ma- terial. In the following discussion we give general

11、 guidelines for a one-semester senior course a one-semester graduate course and a full-year course of study covering two semesters. We assume a 15-week program per semester with three lectures per week. In order to provide -exibility for exams and review sessions the guidelines discussed in the foll

12、owing sections are based on forty 50-minute lectures per semester. The back- ground assumed on the part of the student is senior-level preparation in mathematical analysis matrix theory probability and computer programming. The suggested teaching guidelines are presented in terms of general objectiv

13、es and not as time schedules. There is so much variety in the way image processing material is taught that it makes little sense to attempt a breakdown of the material by class period. In particular the organization of the present edition of the book is such that it makes it much easier than before

14、to adopt signicantly different teaching strategies depending on course objectives and student background. For example it is possible with the new organization to offer a course that emphasizes spatial techniques and covers little or no transform material. This is not something we recommend but it is

15、 an option that often is attractive in programs that place little emphasis on the signal processing aspects of the eld and prefer to focus more on the implementation of spatial techniques.2 Chapter 1 Introduction The companion web site www:prenhall:comgonzalezwoods or www:imageprocessingbook:com is

16、a valuable teaching aid in the sense that it includes material that previously was cov- ered in class. In particular the review material on probability matrices vectors and linear systems was prepared using the same notation as in the book and is focused on areas that are directly relevant to discus

17、sions in the text. This allows the instructor to assign the material as independent reading and spend no more than one total lecture pe- riod reviewing those subjects. Another major feature is the set of solutions to problems marked with a star in the book. These solutions are quite detailed and wer

18、e prepared with the idea of using them as teaching support. The on-line availability of projects and digital images frees the instructor from having to prepare experiments data and handouts for students. The fact that most of the images in the book are available for downloading further enhances the

19、value of the web site as a teaching resource. One Semester Senior Course A basic strategy in teaching a senior course is to focus on aspects of image processing in which both the inputs and outputs of those processes are images. In the scope of a senior course this usually means the material contain

20、ed in Chapters 1 through 6. Depending on instructor preferences wavelets Chapter 7 usually are beyond the scope of coverage in a typical senior curriculum. However we recommend covering at least some material on image compression Chapter 8 as outlined below. We have found in more than two decades of

21、 teaching this material to seniors in electrical engineering computer science and other technical disciplines that one of the keys to success is to spend at least one lecture on motivation and the equivalent of one lecture on review of background material as the need arises. The motivational materia

22、l is provided in the numerous application areas discussed in Chapter 1. This chapter was totally rewritten with this objective in mind. Some of this material can be covered in class and the rest assigned as independent reading. Background review should cover probability theory of one random variable

23、 before histogram processing Section 3.3. A brief review of vectors and matrices may be required later depending on the material covered. The review material included in the book web site was designed for just this purpose. One Semester Senior Course 3Chapter 2 should be covered in its entirety. Som

24、e of the material such as parts ofSections 2.1 and 2.3 can be assigned as independent reading but a detailed explanationof Sections 2.4 through 2.6 is time well spent.Chapter 3 serves two principal purposes. It covers image enhancement a topic of signif-icant appeal to the beginning student and it i

25、ntroduces a host of basic spatial processingtools used throughout the book. For a senior course we recommend coverage of Sec-tions 3.2.1 through 3.2.2u Section 3.3.1u Section 3.4u Section 3.5u Section 3.6u Section3.7.1 3.7.2 through Example 3.11 and 3.7.3. Section 3.8 can be assigned as indepen-dent

26、 reading depending on time.Chapter 4 also discusses enhancement but from a frequency-domain point of view. Theinstructor has signicant -exibility here. As mentioned earlier it is possible to skipthe chapter altogether but this will typically preclude meaningful coverage of otherareas based on the Fo

27、urier transform such as ltering and restoration. The key incovering the frequency domain is to get to the convolution theorem and thus developa tie between the frequency and spatial domains. All this material is presented in veryreadable form in Section 4.2. Light coverage of frequency-domain concep

28、ts can bebased on discussing all the material through this section and then selecting a few simpleltering examples say low- and highpass ltering using Butterworth lters as discussedin Sections 4.3.2 and 4.4.2. At the discretion of the instructor additional material caninclude full coverage of Sectio

29、ns 4.3 and 4.4. It is seldom possible to go beyond thispoint in a senior course.Chapter 5 can be covered as a continuation of Chapter 4. Section 5.1 makes this an easyapproach. Then it is possible give the student a -avor of what restoration is and stillkeep the discussion brief by covering only Gau

30、ssian and impulse noise in Section 5.2.1and a couple of spatial lters in Section 5.3. This latter section is a frequent source ofconfusion to the student who based on discussions earlier in the chapter is expecting tosee a more objective approach. It is worthwhile to emphasize at this point that spa

31、tialenhancement and restoration are the same thing when it comes to noise reduction byspatial ltering. A good way to keep it brief and conclude coverage of restorationis to jump at this point to inverse ltering which follows directly from the model inSection 5.1 and show the problems with this appro

32、ach. Then with a brief explanationregarding the fact that much of restoration centers around the instabilities inherent ininverse ltering it is possible to introduce the interactive form of the Wiener lter inEq. 5.8-3 and conclude the chapter with Examples 5.12 and 5.13.Chapter 6 on color image proc

33、essing is a new feature of the book. Coverage of this4 Chapter 1 Introduction chapter also can be brief at the senior level by focusing on enough material to give the student a foundation on the physics of color Section 6.1 two basic color models RGB and CMY/CMYK and then concluding with a brief cov

34、erage of pseudocolor processing Section 6.3. We typically conclude a senior course by covering some of the basic aspects of image compression Chapter 8. Interest on this topic has increased signicantly as a result of the heavy use of images and graphics over the Internet and students usually are eas

35、ily motivated by the topic. Minimum coverage of this material includes Sections 8.1.1 and 8.1.2 Section 8.2 and Section 8.4.1. In this limited scope it is worthwhile spending one-half of a lecture period lling in any gaps that may arise by skipping earlier parts of the chapter. One Semester Graduate

36、 Course No Background in DIP The main difference between a senior and a rst-year graduate course in which neither group has formal background in image processing is mostly in the scope of material covered in the sense that we simply go faster in a graduate course and feel much freer in assigning ind

37、ependent reading. In addition to the material discussed in the previous section we add the following material in a graduate course. Coverage of histogram matching Section 3.3.2 is added. Sections 4.3 4.4 and 4.5 are covered in full. Section 4.6 is touched upon brie-y regarding the fact that imple- m

38、entation of discrete Fourier transform techniques requires non-intuitive concepts such as function padding. The separability of the Fourier transform should be covered and mention of the advantages of the FFT should be made. In Chapter 5 we add Sections 5.5 through 5.8. In Chapter 6 we add the HSI m

39、odel Section 6.3.2 Section 6.4 and Sec- tion 6.6. A nice introduction to wavelets Chapter 7 can be achieved by a combination of classroom discussions and independent reading. The minimum number of sections in that chapter are 7.1 7.2 7.3 and 7.5 with appropriate but brief mention of the exis- tence

40、of fast wavelet transforms. Finally in Chapter 8 we add coverage of Sections 8.3 8.4.2 8.5.1 through Example 8.16 Section 8.5.2 through Example 8.20 and Section 8.5.3. If additional time is available a natural topic to cover next is morphological image processing Chapter 9. The material in this chap

41、ter begins a transition from methods whose inputs and outputs are images to methods in which the inputs are images but the outputs are attributes about those images in the sense dened in Section 1.1. We One Semester Graduate Course with Background in DIP 5 recommend coverage of Sections 9.1 through

42、9.4 and some of the algorithms in Section 9.5.One Semester Graduate Course with Background in DIP Some programs have an undergraduate course in image processing as a prerequisite to a graduate course on the subject. In this case it is possible to cover material from the rst eleven chapters of the bo

43、ok. Using the undergraduate guidelines described above we add the following material to form a teaching outline for a one semester graduate course that has that undergraduate material as prerequisite. Given that students have the appropriate background on the subject independent reading assignments

44、can be used to control the schedule. Coverage of histogram matching Section 3.3.2 is added. Sections 43 4.4 4.5 and 4.6 are added. This strengthens the studentzs background in frequency-domain concepts. A more extensive coverage of Chapter 5 is possible by adding sections 5.2.3 5.3.3 5.4.3 5.5 5.6 a

45、nd 5.8. In Chapter 6 we add full-color image processing Sections 6.4 through 6.7. Chapters 7 and 8 are covered as in the previous section. As noted in the previous section Chapter 9 begins a transition from methods whose inputs and outputs are images to methods in which the inputs are images but the outputs are attributes about those images. As a minimum we recommend coverage of binary morphology: Sections 9.1 through 9.4 and some of the algorithms in Section 9.5. Mention should be made about possible extensions to gray-scale images but coverage of this material may not be possible depe.