W2 a1
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This document discusses a unit on knowledge and visual imagery from an online course on advanced cognitive processes. The unit covers topics like different views of how mental images are represented, the relationship between imagery and visual areas of the brain, effects of landmarks on distance estimates, the nature of cognitive maps, the relationship between time and distance in mental scanning, and how categories are represented in the brain. The document provides links to lectures and assignments on these topics from the online course.
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Object Detection using Deep Learning with Hierarchical Multi Swarm Optimization
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Face Detection Using Modified Viola Jones Algorithm
Face Detection Using Modified Viola Jones Algorithm
More from Rishit Shah
Lec62
- The document discusses applying the Nyquist stability criterion using the mapping theorem to determine closed-loop stability.
- It establishes that for closed-loop stability, the contour mapped from the open-loop transfer function in the s-plane should encircle the origin P times in the counterclockwise direction in the closed-loop transfer function plane, where P is the number of open-loop poles within the contour.
- Subtracting 1 from the closed-loop transfer function shifts the corresponding contour in the open-loop transfer function plane, such that the number of encirclements of the origin in the closed-loop plane equals the number of encirclements of the point -1 in the open
Lec61
This document discusses the Nyquist stability criterion and the mapping theorem.
[1] The mapping theorem states that a closed contour in the s-plane maps to a corresponding closed contour in the F(s)-plane, where F(s) is a ratio of polynomials. The number of clockwise encirclements of the origin in the F(s)-plane equals Z - P, where Z is the number of zeros and P is the number of poles of F(s) inside the s-plane contour.
[2] An example function F(s) with two zeros and two poles is analyzed. A closed contour in the s-plane maps to a closed contour in the F(s)-plane
Lec60
1) The document discusses the Nyquist stability criteria, which uses the Nyquist plot of the open loop transfer function G(s)H(s) to determine the stability of the closed loop system.
2) The poles of the closed loop characteristic equation 1 + G(s)H(s) are called the open loop poles. The zeros are called the closed loop poles.
3) The key question is whether the Nyquist plot of the open loop transfer function G(s)H(s) can be used to comment on the stability of the closed loop system. The answer is yes, based on the mapping theorem.
Lec59
- The document discusses constructing the Nyquist plot for a transfer function of the form s plus 1 divided by s plus 10.
- It is shown that the Nyquist plot for this transfer function is a semicircle in the first quadrant of the complex plane, with a center of 0.55 and radius of 0.45.
- The maximum phase angle of the transfer function occurs at the point where a tangent can be drawn to the semicircle, which is calculated to be 54.9 degrees using trigonometric relationships between the radius and tangent length.
Lec58
1) The document discusses Nyquist plots for various transfer functions, including time delay and second order systems.
2) A time delay transfer function results in a unit circle Nyquist plot, where the phase shifts from 0 to -Tdω as ω goes from 0 to infinity.
3) For a second order system, the Nyquist plot takes the shape of an arc that starts at 1 and ends at 1 as ω goes from 0 to infinity, cutting the imaginary axis when ω equals the natural frequency ωn.
Lec57
The document discusses an upcoming lecture on Nyquist plots. It begins by reviewing frequency response and bode plots. It then introduces Nyquist plots, explaining that they visualize the sinusoidal transfer function G(jω) by plotting its real and imaginary parts in the complex plane, known as the G(s) plane, as ω varies from 0 to infinity. Examples are given of plotting common transfer functions like 1/s, s, and 1/(Ts+1) on the Nyquist plane. Critical points like ω→0, ω=1/T, and ω→∞ are identified. The lecturer indicates they will demonstrate how to construct Nyquist plots and identify differences from bode plots.
Lec56
- The professor discusses plotting the phase plot for a transfer function containing multiple factors. He calculates the phase contributions of each factor at different frequencies and plots the individual phase plots.
- To plot the overall phase plot of the transfer function, he calculates the total phase at two corner frequencies and connects them with a smooth curve. This results in a phase plot that transitions from 90 degrees to -90 degrees over the different frequency ranges.
- He explains that the bode plot can be used to experimentally determine an unknown transfer function by measuring the input-output magnitude and phase responses at different frequencies.
Lec55
1. The document discusses constructing the Bode plot of a transfer function step-by-step using an example transfer function of s/(s+1)*(s+10).
2. The transfer function is rewritten as a product of four factors: 0.1s, s, 1/(s+1), and 1/(0.1s+1). The Bode plots of the individual factors are constructed and then combined.
3. The Bode plot consists of a line with a slope of +20 dB/decade from the s term, shifted down by -20 dB from the 0.1 term. Below the first corner frequency of 1 rad/s, this represents the combined low-frequency
Lec54
This document is a transcript of a lecture on bode plots. The professor discusses drawing bode plots for second order transfer functions with different damping ratios. He draws the magnitude and phase plots, explaining how the resonant peak shifts left as damping increases. For undamped systems, he notes the magnitude would blow up to infinity at the natural frequency. He also discusses minimum phase and non-minimum phase systems, explaining how their phase plots differ at high frequencies. He leaves questions for students to think about generalizing these concepts to higher order systems and using bode plots to determine system properties.
Lec53
- The document discusses the bode plot of a second-order transfer function.
- It shows that the high frequency asymptote has a slope of -40 dB/decade and intersects the low frequency asymptote at the natural frequency ωn, which is also the corner frequency.
- The magnitude of the transfer function reaches its maximum value at a frequency where the derivative of the denominator term is zero, which occurs at ω = ωn/√(1-2ζ^2).
Lec52
This document discusses the magnitude and phase plots of first-order transfer functions. It begins by deriving the phase plot of 1/(Ts+1), showing that the phase approaches 0 degrees at low frequencies, -45 degrees at the corner frequency 1/T, and -90 degrees at high frequencies. It then derives the corresponding magnitude plot, showing it has the characteristics of a low-pass filter with a cutoff frequency of 1/T. Finally, it briefly discusses the magnitude and phase plots of the reciprocal transfer function T(s+1), showing the magnitude plot has a high-frequency asymptote of 20log(Tω) rather than -20log(Tω) as with 1/(Ts+1).
Lec51
The document discusses Bode plots and frequency response analysis. It introduces the first-order transfer function 1/(Ts+1) as a new factor to analyze. The magnitude and phase expressions for this factor are derived. It is explained that the magnitude plot has low and high frequency asymptotes. The low frequency asymptote is 0 dB as the magnitude tends to 1 at low frequencies compared to 1/T. The high frequency asymptote is -20log(Tω) dB as the magnitude tends to 1/Tω at high frequencies. It is noted that the asymptotes intersect at the corner/break frequency of 1/T, where the responses change behavior.
Lec50
- The document discusses bode plots and how to construct them for different transfer functions.
- It provides an example of constructing the bode plot for a transfer function G(s) = 1/s, showing that the magnitude plot is a straight line with a slope of -20 dB/decade and the phase plot is a horizontal line at -90 degrees.
- It then constructs the bode plot for a transfer function G(s) = s, finding that the magnitude plot has a slope of +20 dB/decade and the phase plot is a horizontal line at +90 degrees.
Lec49
The document discusses Bode plots, which are used to visualize the frequency response of linear time-invariant systems. It begins by reviewing frequency response and how it characterizes the steady-state output of a system to a sinusoidal input.
It then introduces Bode plots, which have two components - a magnitude plot and a phase plot. The magnitude plot uses logarithmic scales for both frequency and magnitude in decibels. The phase plot uses a logarithmic scale for frequency and a linear scale for phase in degrees. Using logarithmic scales allows visualization of a wide range of frequencies and magnitudes on the same plot.
The document outlines common building blocks that comprise transfer functions, such as constants, integrals, derivatives, and
Lec48
1) The professor derives that for a stable linear time-invariant system with a sinusoidal input, the steady state output will be a sinusoid of the same frequency as the input.
2) The steady state output magnitude is scaled by the magnitude of the system's transfer function evaluated at jω, and the phase is shifted by the phase of the transfer function evaluated at jω.
3) This property allows the experimental determination of a system's transfer function by analyzing the steady state response to various sinusoidal inputs.
Lec47
- The document discusses frequency response analysis of control systems.
- It begins by reviewing state space representation and relating transfer functions to state matrices. Two homework problems are assigned involving checking these relationships for a mass-spring-damper system.
- The lecture then introduces frequency response, which analyzes the response of a system to a sinusoidal input. It considers providing a sinusoidal input u(t) to a stable linear time-invariant system and derives the output y(t). This lays the foundation for discussing how frequency response can be used for control design.
Lec46
The document discusses the state space representation of linear time-invariant (LTI) systems. It provides the following key points:
1. The state space representation of a single-input single-output (SISO) LTI system is given by x ̇(t) = Ax(t) + bu(t) and y(t) = cx(t) + du(t), where x(t) is the state vector, u(t) is the input, y(t) is the output, and A, b, c, d are matrices that characterize the system.
2. For multiple-input multiple-output systems, u(t) and y(t) become
Lec45
This document provides an introduction to state space representation of dynamic systems. It begins by stating that state space representation is an alternative to transfer function representation that allows analysis in the time domain rather than complex domain. It then uses the example of a mass-spring-damper system to illustrate the key steps: 1) Select state variables (here displacement and velocity), 2) Write first-order differential equations for each state variable based on the system model, 3) Collect the equations into matrix form allowing analysis with linear algebra tools. The representation allows rewriting a higher-order differential equation as a set of first-order equations.
Lec44
This document summarizes a lecture on control system design using root locus analysis. The professor discusses plotting the root locus for a specific system and using it to determine the range of proportional gain (KP) that ensures both closed-loop stability and desired performance. By substituting values into the closed-loop characteristic equation, they determine that KP must be between 8 and 35.76 to satisfy both conditions. They also note that choosing KP between 12.5 and 35.76 would result in an underdamped second order system, as desired. As homework, students are asked to plot the root locus for negative values of KP to gain more experience with root locus analysis.
Lec43
- The document summarizes the process of designing a controller for a gear transmission system to satisfy stability and performance requirements.
- It describes deriving the plant transfer function, choosing an initial proportional controller, and analyzing the closed-loop stability and performance using root locus analysis.
- Key steps include determining the regions of the real axis on the root locus, identifying asymptotes, and finding a potential breakaway point at -5 where the controller gain is 12.5.
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3:国家专业人才认证中心颁发入库证书
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办理美国旧金山艺术大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
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校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理美国旧金山艺术大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(mizzou毕业证书)美国密苏里大学毕业证【微信：741003700 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(mizzou毕业证书)美国密苏里大学毕业证【微信：741003700 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(mizzou毕业证书)美国密苏里大学毕业证【微信：741003700 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(mizzou毕业证书)美国密苏里大学毕业证【微信：741003700 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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- 1. 18/05/2018 Introduction to Advanced Cognitive Processes - - Unit 4 - Week 2: Knowledge, Visual Imagery https://onlinecourses.nptel.ac.in/noc18_hs02/unit?unit=16&assessment=23 1/3 X Courses » Introduction to Advanced Cognitive Processes Unit 4 - Week 2: Knowledge, Visual Imagery reviewer1@nptel.iitm.ac.in ▼ Announcements Course Ask a Question Progress Mentor Course outline How to access the portal? Testing the pre- requisites Week 1 : Course Introduction and Knowledge Week 2: Knowledge, Visual Imagery Week 3 : Language Week 4 : Language - II Week 5: Language | Decision Making Lecture 06 : Knowledge - V Lecture 07 : Visual Imagery - I Lecture 08 : Visual Imagery - II Lecture 09 - Cognitive Maps Lecture 10 - Mental Imagery Quiz : Week 2- Assignment 2 Week-2 Feedback Released Assignment -2 Solution Due on 2018-02-21, 23:59 IST. 1 point1) 1 point2) 1 point3) 1 point4) Week 2- Assignment 2 The due date for submitting this assignment has passed. Submitted assignment According to _____ the mental images are stored in an abstract, language like form that does not physically resemble the original stimulus. Analog view point Propositional View point Similarity theory Imagery neuron theory No, the answer is incorrect. Score: 0 Accepted Answers: Propositional View point Imagery originates as a ________ therefore it ______ depend on the activation of visual cortical areas for perception. Bottom-up process; heavily Top-down process; doesn’t Bottom-up process; doesn’t Top-down process; heavily No, the answer is incorrect. Score: 0 Accepted Answers: Top-down process; doesn’t In Devlin’s landmark effect (2001), there is a general tendency to provide _______ estimates when travelling to a landmark, rather than a non-landmark. Shorter Longer Equal Optimal No, the answer is incorrect. Score: 0 Accepted Answers: Shorter The general consensus about the nature of cognitive maps is: They are analog in nature
- 2. 18/05/2018 Introduction to Advanced Cognitive Processes - - Unit 4 - Week 2: Knowledge, Visual Imagery https://onlinecourses.nptel.ac.in/noc18_hs02/unit?unit=16&assessment=23 2/3 Week 6 : Problem Solving | Creativity Week 7 : Cognition & Emotion Week 8: Cognitive Development 1 point5) 1 point6) 1 point7) 1 point8) 1 point9) They are propositional in nature Both analog and propositional None of the above No, the answer is incorrect. Score: 0 Accepted Answers: Both analog and propositional Kosslyn et al., (2006) study on mental imagery and distance suggests that, there is a __________ between the distance to be scanned in a mental image and the amount of time required to scan this distance. Linear relationship Experimenter expectancy bias Both a and b U-Shaped relationship No, the answer is incorrect. Score: 0 Accepted Answers: Linear relationship In reinterpreting the ambiguous stimuli, people create mental images using Picture-like representation Language like representation Both a and b Language and prepositional code representation No, the answer is incorrect. Score: 0 Accepted Answers: Both a and b According to the _________________, mental imagery is a close relative of language, not perception. Propositional - code approach / descriptive representation Analog-code approach / language representation Descriptive representation / perception representation All of the above No, the answer is incorrect. Score: 0 Accepted Answers: Propositional - code approach / descriptive representation According to ___________ representation in a mental imagery is a representation that closely resembles the physical object and is known as spatial representation approach. Analog code Depictive Pictorial All of the above No, the answer is incorrect. Score: 0 Accepted Answers: All of the above Our knowledge about categories seems to be distributed in many areas of the brain, including areas that respond to other properties associated with the objects, such as use & motion.
- 3. 18/05/2018 Introduction to Advanced Cognitive Processes - - Unit 4 - Week 2: Knowledge, Visual Imagery https://onlinecourses.nptel.ac.in/noc18_hs02/unit?unit=16&assessment=23 3/3 1 point10) For localization alone For representation alone For recollection alone For encoding alone No, the answer is incorrect. Score: 0 Accepted Answers: For representation alone The Fusiform Face Area (FFA) activation, and the Para-hippocampal Place Area (PPA) activation confirms to _________ Specific category representation in brain Distributed representation of categories Both a and b Stimuli generic representation No, the answer is incorrect. Score: 0 Accepted Answers: Specific category representation in brain Previous Page End A project of In association with Funded by Powered by © 2014 NPTEL - Privacy & Terms - Honor Code - FAQs -