Digital Image processing Gonzalez - Solution Manual (3rd edition) PDF
Preview Digital Image processing Gonzalez - Solution Manual (3rd edition)
IInnssttrruuccttoorr’’ss MMaannuuaall NOTICE This manual is intended for your personal use only. Copying, printing, posting, or any form of printed or electronic distribution of any part of this manual constitutes a violation of copyright law. As a security measure, this manual was encrypted during download with the serial number of your book, and with your personal information. Any printed or electronic copies of this file will bear that encryption, which will tie the copy to you. Please help us defeat piracy of intellectual property, one of the principal reasons for the increase in the cost of books. ------------------------------- Digital Image Processing Third Edition Instructor's Manual Version 3.0 Rafael C. Gonzalez Richard E. Woods Prentice Hall Upper Saddle River, NJ 07458 www.imageprocessingplace.com Copyright © 1992-2008 R. C. Gonzalez and R. E. Woods NOTICE This manual is intended for your personal use only. Copying, printing, posting, or any form of printed or electronic distribution of any part of this manual constitutes a violation of copyright law. As a security measure, this manual was encrypted during download with the serial number of your book, and with your personal information. Any printed or electronic copies of this file will bear that encryption, which will tie the copy to you. Please help us defeat piracy of intellectual property, one of the principal reasons for the increase in the cost of books. ------------------------------- Chapter 1 Introduction Thepurposeofthischapteristopresentsuggestedguidelinesforteachingmate- rialfromDigitalImageProcessingattheseniorandfirst-yeargraduatelevels.We alsodiscussuseofthebookwebsite.Althoughthebookistotallyself-contained, the web site offers, among other things, complementary review material and computer projects that can be assigned in conjunction with classroom work. Detailedsolutionstoallproblemsinthebookalsoareincludedintheremain- ingchaptersofthismanual. 1.1 Teaching Features of the Book Undergraduateprogramsthatofferdigitalimageprocessingtypicallylimitcov- erage to one semester. Graduate programs vary, and can include one or two semestersofthematerial.Inthefollowingdiscussionwegivegeneralguidelines for a one-semester senior course, a one-semester graduate course, and a full- yearcourseofstudycoveringtwosemesters.Weassumea15-weekprogramper semesterwiththreelecturesperweek. Inordertoprovideflexibilityforexams andreviewsessions,theguidelinesdiscussedinthefollowingsectionsarebased onforty,50-minutelecturespersemester.Thebackgroundassumedonthepart ofthestudentissenior-levelpreparationinmathematicalanalysis,matrixthe- ory,probability,andcomputerprogramming. TheTutorialssectioninthebook websitecontainsreviewmaterialsonmatrixtheoryandprobability,andhasa briefintroductiontolinearsystems. PowerPointclassroompresentationmate- rialonthereviewtopicsisavailableintheFacultysectionofthewebsite. Thesuggested teachingguidelines arepresentedintermsof generalobjec- tives,andnotastimeschedules.Thereissomuchvarietyinthewayimagepro- cessingmaterialistaughtthatitmakeslittlesensetoattemptabreakdownofthe materialbyclassperiod.Inparticular,theorganizationofthepresenteditionof 1 2 CHAPTER1.INTRODUCTION thebookissuchthatitmakesitmucheasierthanbeforetoadoptsignificantly differentteachingstrategies,dependingoncourseobjectivesandstudentback- ground. Forexample,itispossiblewiththeneworganizationtoofferacourse that emphasizes spatial techniques and covers little or no transformmaterial. Thisisnotsomethingwerecommend,butitisanoptionthatoftenisattractive in programs that place little emphasis on the signal processing aspects of the fieldandprefertofocusmoreontheimplementationofspatialtechniques. 1.2 One Semester Senior Course Abasicstrategyinteachingaseniorcourseistofocusonaspectsofimagepro- cessing in which both the inputs and outputs of those processes are images. In the scope of a senior course, this usually means the material contained in Chapters 1 through 6. Depending on instructor preferences, wavelets (Chap- ter 7)usually are beyond the scope of coverage in a typical senior curriculum. However, we recommend covering at least some material on image compres- sion(Chapter8)asoutlinedbelow. We have found in more than three decades of teaching this materialto se- niorsinelectricalengineering,computerscience,andothertechnicaldisciplines, that one of the keys to success is to spend at least one lecture on motivation andtheequivalentofonelectureonreviewofbackgroundmaterial,astheneed arises.Themotivationalmaterialisprovidedinthenumerousapplicationareas dis1.2 OneSemester SeniorCoursecussed in Chapter1. Thischapterwaspre- paredwiththisobjectiveinmind. Someofthismaterialcanbecoveredinclass inthefirstperiodandtherestassignedasindependentreading.Backgroundre- viewshouldcoverprobabilitytheory(ofonerandomvariable)beforehistogram processing(Section3.3).Abriefreviewofvectorsandmatricesmayberequired later,dependingonthematerialcovered. Thereviewmaterialinthebookweb sitewasdesignedforjustthispurpose. Chapter2 should be covered in its entirety. Some of the material(Sections 2.1 through 2.3.3) can be assigned as independent reading, but more detailed explanation(combinedwithsomeadditionalindependentreading)ofSections 2.3.4and2.4through2.6istimewellspent. ThematerialinSection2.6covers concepts that are used throughout the book and provides a number of image processingapplicationsthatareusefulasmotivationalbackgroundfortherest ofthebook Chapter3coversspatialintensitytransformationsandspatialcorrelationand convolution as the foundation of spatial filtering. The chapter also covers a numberofdifferentusesofspatialtransformationsandspatialfilteringforim- ageenhancement.Thesetechniquesareillustratedinthecontextenhancement 1.2.ONESEMESTERSENIORCOURSE 3 (as motivational aids), but it is pointed out several times in the chapter that the methods developed have a much broader range of application. For a se- nior course, we recommend covering Sections 3.1 through 3.3.1, and Sections 3.4through3.6.Section3.7canbeassignedasindependentreading,depending ontime. ThekeyobjectivesofChapter4are(1)tostartfrombasicprinciplesofsignal samplingandfromthesederivethediscreteFouriertransform;and(2)toillus- tratetheuseoffilteringinthefrequencydomain.AsinChapter3,weusemostly examples from image enhancement, but make it clear that the Fourier trans- form has a much broader scope of application. The early part of the chapter throughSection4.2.2canbeassignedasindependentreading. Werecommend carefulcoverageofSections4.2.3through4.3.4.Section4.3.5canbeassignedas independent reading. Section 4.4 should be covered in detail. The early part of Section 4.5 deals with extending to 2-D the material derived in the earlier sections of this chapter. Thus, Sections 4.5.1 through 4.5.3 can be assigned as independent reading and then devote part of the period following the assign- menttosummarizingthatmaterial. Werecommendclass coverage oftherest of thesection. In Section 4.6, we recommend thatSections 4.6.1-4.6.6 be cov- ered in class. Section 4.6.7 can be assigned as independent reading. Sections 4.7.1-4.7.3shouldbecoveredandSection4.7.4canbeassignedasindependent reading. InSections4.8through4.9werecommendcoveringonefilter(likethe ideallowpass andhighpassfilters)andassigningtherestofthosetwosections asindependentreading.Inaseniorcourse,werecommendcoveringSection4.9 through Section 4.9.3 only. In Section 4.10, we also recommend covering one filterandassigningtherestasindependentreading. InSection4.11,werecom- mendcoveringSections4.11.1and4.11.2andmentioningtheexistenceofFFT algorithms.Thelog computationaladvantageoftheFFTdiscussedintheearly 2 partofSection4.11.3shouldbementioned,butinaseniorcoursetheretypically isnotimetocoverdevelopmentoftheFFTindetail. Chapter5canbecoveredasacontinuationofChapter4. Section5.1makes thisaneasyapproach. Then,itispossibletogivethestudenta“flavor”ofwhat restorationis(andstillkeepthediscussionbrief)bycoveringonlyGaussianand impulsenoiseinSection5.2.1,andtwoofthespatialfiltersinSection5.3. This lattersectionisafrequentsourceofconfusiontothestudentwho,basedondis- cussionsearlierinthechapter,isexpectingtoseeamoreobjectiveapproach.It isworthwhiletoemphasizeatthispointthatspatialenhancementandrestora- tion are the same thing when it comes to noise reduction by spatial filtering. Agood waytokeep it briefandconclude coverage of restoration is tojump at thispointtoinversefiltering(whichfollowsdirectlyfromthemodelinSection 5.1)andshowtheproblemswiththisapproach. Then,withabriefexplanation 4 CHAPTER1.INTRODUCTION regarding the factthatmuch of restoration centersaroundtheinstabilities in- herentininversefiltering,itispossibletointroducethe“interactive”formofthe WienerfilterinEq. (5.8-3)anddiscussExamples5.12and5.13. Ataminimum, werecommendabriefdiscussiononimagereconstructionbycoveringSections 5.11.1-5.11-2 and mentioning that the rest of Section 5.11 deals with ways to generatedprojectionsinwhichblurisminimized. Coverage of Chapter 6 also can be brief at the senior level by focusing on enoughmaterialtogivethestudentafoundationonthephysics ofcolor(Sec- tion6.1), twobasiccolormodels(RGBandCMY/CMYK),andthenconcluding withabriefcoverageofpseudocolorprocessing(Section6.3). Wetypicallycon- cludeaseniorcoursebycoveringsomeofthebasicaspectsofimagecompres- sion (Chapter8). Interestinthistopichasincreasedsignificantlyasaresultof theheavyuseofimagesandgraphicsovertheInternet,andstudentsusuallyare easilymotivatedbythetopic. Theamountofmaterialcovereddependsonthe timeleftinthesemester. 1.3 One Semester Graduate Course (No Background in DIP) Themaindifferencebetweenaseniorandafirst-yeargraduatecourseinwhich neithergrouphasformalbackgroundinimageprocessingismostlyinthescope ofthematerialcovered,inthesensethatwesimplygofasterinagraduatecourse andfeelmuchfreerinassigningindependentreading. Inagraduatecoursewe addthefollowingmaterialtothematerialsuggestedintheprevioussection. Sections3.3.2-3.3.4areaddedasisSection3.3.8onfuzzyimageprocessing. Wecover Chapter4initsentirety(with appropriatesectionsassigned asinde- pendentreadying,dependingontheleveloftheclass).ToChapter5weaddSec- tions5.6-5.8andcoverSection5.11indetail.InChapter6weaddtheHSImodel (Section 6.3.2) , Section 6.4, and Section 6.6. A nice introduction to wavelets (Chapter7)canbeachievedbyacombinationofclassroomdiscussionsandin- dependentreading. Theminimumnumberofsectionsinthatchapterare7.1, 7.2, 7.3, and 7.5, with appropriate (but brief) mention of the existence of fast wavelet transforms. Sections 8.1 and 8.2 through Section 8.2.8 provide a nice introductiontoimagecompression. Ifadditionaltimeisavailable,anaturaltopictocovernextismorphological image processing (Chapter9). Thematerialinthischapterbegins atransition frommethodswhoseinputsandoutputsareimagestomethodsinwhichthein- putsareimages,buttheoutputsareattributesaboutthoseimages,inthesense definedinSection1.1.WerecommendcoverageofSections9.1through9.4,and 1.4.ONESEMESTERGRADUATECOURSE(WITHSTUDENTHAVINGBACKGROUNDINDIP)5 someofthealgorithmsinSection9.5. 1.4 OneSemesterGraduateCourse(withStudentHav- ing Background in DIP) Someprogramshaveanundergraduatecourseinimageprocessingasaprereq- uisitetoagraduatecourseonthesubject,inwhichcasethecoursecanbebiased towardthelatterchapters.Inthiscase,agooddealofChapters2and3isreview, withtheexceptionofSection3.8,whichdealswithfuzzyimageprocessing. De- pendingonwhatiscoveredintheundergraduatecourse,manyofthesections inChapter4willbereviewaswell.ForChapter5werecommendthesamelevel ofcoverageasoutlinedintheprevioussection. In Chapter6we addfull-color image processing (Sections 6.4 through6.7). Chapters7 and 8 are covered as outlined in the previous section. As noted in theprevioussection,Chapter9beginsatransitionfrommethodswhoseinputs andoutputsareimagestomethodsinwhichtheinputsareimages,buttheout- putsareattributesaboutthoseimages.Asaminimum,werecommendcoverage ofbinarymorphology: Sections9.1through9.4,andsomeofthealgorithmsin Section 9.5. Mention should be made about possible extensions to gray-scale images, but coverage of this material may not be possible, depending on the schedule.InChapter10,werecommendSections10.1through10.4.InChapter 11wetypicallycoverSections11.1through11.4. 1.5 Two Semester Graduate Course (No Background in DIP) In a two-semester course it is possible to cover materialin all twelve chapters ofthebook. Thekeyinorganizingthesyllabusisthebackgroundthestudents bringtotheclass. Forexample,inanelectricalandcomputerengineeringcur- riculum graduate students have strong background in frequency domain pro- cessing, so Chapter4can be covered much quicker thanwould be the case in whichthestudentsarefrom,say,acomputerscienceprogram. Theimportant aspectofafullyearcourseisexposuretothematerialinallchapters,evenwhen sometopicsineachchapterarenotcovered. 1.6 Projects Oneofthemostinterestingaspectsofacourseindigitalimageprocessingisthe pictorial nature of the subject. It has been our experience that students truly enjoyandbenefitfromjudicious use ofcomputerprojects tocomplement the 6 CHAPTER1.INTRODUCTION materialcoveredinclass. Becausecomputerprojectsareinadditiontocourse workandhomeworkassignments,wetrytokeeptheformalprojectreportingas briefaspossible. In ordertofacilitategrading, we trytoachieve uniformityin thewayprojectreportsareprepared.Ausefulreportformatisasfollows: Page1:Coverpage. • Projecttitle • Projectnumber • Coursenumber • Student’sname • Datedue • Datehandedin • Abstract(nottoexceed1/2page) Page2:Onetotwopages(max)oftechnicaldiscussion. Page3(or4):Discussionofresults.Onetotwopages(max). Results: Imageresults(printedtypicallyonalaserorinkjetprinter). Allimages mustcontainanumberandtitlereferredtointhediscussionofresults. Appendix: Programlistings, focusedon anyoriginalcode preparedbythestu- dent. Forbrevity,functionsandroutinesprovidedtothestudentarereferredto byname,butthecodeisnotincluded. Layout:Theentirereportmustbeonastandardsheetsize(e.g.,lettersizeinthe U.S. or A4in Europe), stapledwith three or more stapleson the leftmargin to formabooklet,orboundusingclearplasticstandardbindingproducts.1.2One SemesterSeniorCourse Project resourcesavailable in thebookwebsite include asample project, a list of suggestedprojects fromwhich theinstructorcanselect, book andother images, and MATLAB functions. Instructors who do not wish to use MATLAB willfindadditionalsoftwaresuggestionsintheSupport/Softwaresectionofthe website.
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