通信工程课程设计--脉冲编码调制（pcm）系统设计与仿真

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1、武夷学院课程设计报告课程名称：通信原理设计题目：脉冲编码调制（PCM）系统设计与仿真学生班级：通信工程一班学生姓名：指导教师：完成日期：2013-12-13数学与计算机学院21摘要PCM是脉冲编码调制的简称，是现代语音通信中数字化的重要编码方式。本课程设计利用MATLAB集成环境，对信号进行PCM编码调制，建立13折线A律PCM编码器模型，进一步绘制出对信号进行脉冲编码调制时域波形图，根据运行结果和波形分析PCM编码调制，加强对这部分内容的理解并了解如何运用于语音传输，光纤传输等领域在课程设计中，系统开发平台为Windo

2、ws2000，使用工具软件为MATLAB7.1。本课程设计主要目的是在信号传输过程中，运用A律PCM译码实现数字信号到模拟信号的转换。该设计运用MATLAB的M文件来编写程序，根据经过抽样、量化、编码后收到的码组（极性码除外），使用A律译码产生相应的控制脉冲，从而输出一个与发信端抽样值接近的脉冲，通过计算，得出理论值与实际值近似，成功达到了设计效果。在该平台运行程序完成了对脉冲编码调制以及对结果的观察。通过该课程设计，达到了对信号进行PCM编码的目的。21课程设计项目研究报告目录第一章项目简介··············

3、····································································································41.1项目开发··············································································································41.2开发人员·····································

4、·········································································41.3指导老师···············································································································4第二章项目研究意义·····························································

5、·············································42.1课程设计目的·········································································································42.2课程设计要求·····························································································

6、············4第三章采用的技术··············································································································53.1脉冲编码调制··································································21·······································53.2PCM编码原理····

7、·····································································································63.3文本输入法简介·····································································································103.4系统功能简介·······································

8、·································································11第四章课程设计进度表··················································································