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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.
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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.
