Syllabus Quick Links Tips for Success Course Learning Outcomes Course Materials Assignments Exams Grading Course Policies Tips for Success If you’re new to online courses,or if you just need a quick refresher, be sure to take a look at these video tutorials! ● Tips and Tools for Success (https://iscontent.byu.edu/UniversalContent/HTML/IS-HS- TipsAndToolForSuccess.html) ● Navigating Buzz (https://iscontent.byu.edu/UniversalContent/HTML/IS-HS- NavigatingBuzz.html) What You Should Already Know Before beginning this course,you should have taken ALG 043, a full year pre-algebra, or its equivalent. Course Learning Outcomes You will be expected to demonstrate mastery of the following outcomes throughout your study in this course: 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. You should keep these eight primary outcomes in mind as you complete this or any math course.This course's specific outcomes will help you to expand on principles you learned in previous math courses.After successful completion of the course you will be able to do the following: 1.Solve,analyze,and graph linearequations and functions. 2.Solve,analyze,and graph systems of linear equations and inequalities. 3.Define and classify angles and perform calculations based on angle measurement. 4.Use mathematical reasoning to prove and analyze conjectures, postulates and theorems. 5.Prove properties of parallel lines. 6.Find sums of arithmetic and geometric series. Course Materials There is no textbook for this course.The course content is all you will need.A physical calculatoris required when taking exams.A graphing calculatoris recommended, but not required. Assignments Each unit is broken into lessons based on learning outcomes.Each lesson has content foryou to study and is followed by small,non-graded self checks that will help you determine how well you are learning the material.The self checks draw questions from huge question banks;they will be your best review and practice tool. Unit Quizzes Unit quizzes are assessments you will complete at the end of each unit. There are also two review quizzes covering all of the concepts from the preceding lessons. These assignments are open-book quizzes. Since this is a mastery-based, course you may take the unit quiz as many times as you want and your highest score will be recorded. Show Your Work Assignments You will be required to show your work orjustify your answers for some problems in the assignments and on the exam.Your work will be reviewed for partial credit,and your grade will be updated when applicable.For partial credit,you must show your work in the space provided. Essay Assignments At midcourse and at the end of your course,you will complete an essay assignment.In these assignments,you will be required to describe your strategies and reasoning for various mathematical principles. Providing correct answers is not the goal of the essay assignments; yourideas and reasoning are much more important,as reflected in the rubric.Please take the time to explain your thought process and steps for solving the problems. Explorations This course includes exploration activities in select units.An exploration is a chance foryou to interact with your teacher and other students in the course about specific topics. We highly encourage you to complete the explorations as you reach them.They are designed to use the skills you've already learned to set up the skills that you're going to study in later lessons.In other words, you’ll do betterin the course if you complete the explorations as you get to them. Discussion Board Explorations Explorations involving discussion boards consist of two parts: 1.An observation portion that requires you to apply the skills you have learned to a relevant problem. 2.A graded discussion of the exploration's ideas.Afteryou have gathered the information,you will join other students and your teacher/TA in a discussion of concepts from the exploration in a discussion-board format.You'll be required to post your answers into the discussion board. There is also a summary page for the big idea behind the exploration that you can use as a review tool Quiz Explorations Quiz explorations ask you to record data and answer questions based on your observations. Exams After completing the lessons,you will take the final exam.As noted,the final exam is comprehensive—in other words,it covers all material in this course.It consists of about forty to fifty questions,very much like those in the questions in the unit quizzes. For more information,see the Final Exam Preparation section after the last unit. Grading Your grade in this course will be based on these assignments and exams: AsSIGNMENT OR ExAM GRADING PERCENT OF ToTAL GRADE 8 Unit Quizzes Computer 32% 8 Show-Your Work Assignments Instructor 8% 2 Review Quizzes Computer 10% 2 Essay Assignments Instructor 15% 4 Explorations Instructor 15% 1 Proctored Final Exam* Computer 20% *You must pass the final exam with at least a 60%to earn credit for the Course. Grade Scale Your letter grade is calculated according to these percentages. A 100%-93% A- 92%-90% B+ 89%-87% B 86%-83% B- 82%-80% C+ 79%-77% C 76%-73% C- 72%-70% D+ 69%-67% D 66%-63% D- 62%-60% E(fail) 59%-0%
INFS2200/7903 PROJECT ASSIGNMENT 2 Semester Two 2022 Total Marks: 70 marks Due Date: 4:00PM 28-October-2022 What to Submit: SQL script. file + short report Where to Submit: Electronic submission via Blackboard The goal of the project assignments is to gain practical experience in applying several database management concepts and techniques using the Oracle DBMS. In particular, this assignment mainly focuses on improving database efficiency with views, indexing, and query planning. Your main task is to first populate your database with appropriate data, then design, implement, and test the appropriate queries to perform. the tasks explained in the next sections. You must work on this project individually. Academic integrity policies apply. Please refer to 3.60.04 Student Integrity and Misconduct of the University Policy for more information. Roadmap: Section 1 describes the database schema for the assignment and provides instructions on downloading the script file needed to create and populate the database. Section 2 describes the tasks to be completed for this assignment. Finally, Section 3 explains the submission guidelines and marking scheme. Enjoy the project! SECTION 1. THE MOVIES DATABASE The Database: The MOVIES database (Figure 1) captures the information regarding movies and the actors in these movies. The database includes six tables: film, actor, category, language, film_actor, and film_category. Film keeps track of film details. Actor stores information about all actors in the movie industry. Category stores the information about the different types of film categories. Language stores the different languages in which these movies are released. Film_actor and film_category keep track of which actors have acted in which films, and which films are classified under which categories, respectively. Figure 1 Database schema The Script File: Please go to Blackboard and download the supplementary script file for this project assignment “MoviesDB.sql” . SECTION 2. ASSIGNMENT TASKS Create and Populate Database: You need to execute the script file “MoviesDB.sql” to create and populate your database before working on the following tasks. Wait until you see the message “ DONE! All data has been inserted.” It should only take one or two minutes. The script. will also drop related tables. Task 1 - Views 1. Write a SQL statement to find all the short (i.e., length < 50) English Comedy films. Here, ‘English’ is the language (not the original language) of the film and ‘Comedy’ is the category of the film. Your query should display the titles of the films. 2. Write a SQL statement to find all actors who have acted in the films you obtained in Task 1.1. Your query should display the ids, first names and last names of the actors. (Note: Each actor should only appear once in the query result, even if they may have acted in multiple films) 3. Write a SQL statement to create a (virtual) view called V_HR_MU_2010_ACTORS that lists the ids, first names and last names of all the actors who have acted in a high-rate (i.e., rental_rate > 4) Music film released in the year 2010. Here, ‘Music’ is the film category. (Note: Each actor should only appear once in the view, even if they may have acted in multiple films) 4. Write a SQL statement to create a materialized view MV_HR_MU_2010_ACTORS that lists the same information as in Task 1.3. 5. Execute the following two SQL statements and report their query execution time and query execution plan. Question: Did the materialized view improve the query efficiency? Explain your answer. (Hint: You should look at both the elapsed time and the cost in the query execution plan) SELECT * FROM V_HR_MU_2010_ACTORS; SELECT * FROM MV_HR_MU_2010_ACTORS; Task 2 - Indexes 1. Write a SQL statement to find the first 10 films (in ascending alphabetical order of the film titles) that take place in a ‘Boat’, i.e., the word ‘Boat’ appears in the film description. Your query should display the film titles. (Note: You should avoid using LIKE in the SQL statement and instead use string manipulation functions) 2. In order to potentially speed up the query in Task 2.1, a function-based index could be created on the film table. Write a SQL statement to create an index IDX_BOAT that best fits the task. 3. Report the execution time and execution plan of the SQL query you wrote in Task 2.1 before and after creating the index in Task 2.2. Question: Did the index improve the query efficiency? Explain your answer. (Hint: You should look at both the elapsed time and the cost in the query execution plan) 4. Write a SQL statement to count the number of films for which there are at least 40 other films with the same release_year, rating, and special_features values. 5. In order to potentially speed up the query in Task 2.4, bitmap index can be created on the film table. Write the SQL statements to create bitmap indexes BIDX_YEAR, BIDX_RATE, and BIDX_FEATURE that best fit the task. 6. Report the execution time and execution plan of the SQL query you wrote in Task 2.4 before and after creating the indexes in Task 2.5. Question: Did the indexes improve query efficiency? Explain your answer. (Hint: You should look at both the elapsed time and the cost in the query execution plan) Task 3 - Execution Plan 1. A B+ tree index PK_FILMID has been generated automatically for the primary key column film_id of the film table. Write the SQL statements to answer the following Questions: • What is the height of the B+ tree index? • What is the number of leaf blocks in the B+ tree index? • What is the number of block access needed for a full table scan of the film table? Hint: You may find the following documents from Oracle helpful for Task 3.1: • https://docs.oracle.com/cd/B28359_01/server.111/b28320/statviews_5119.ht m#REFRN29025 • https://docs.oracle.com/cd/B19306_01/server.102/b14237/statviews_4473.ht m#REFRN26286 • https://docs.oracle.com/cd/B19306_01/server.102/b14237/statviews_2105.ht m#REFRN20286 2. The following SQL statement lists all the films with a film_id larger than 100: SELECT * FROM FILM WHERE FILM_ID > 100; Report the rule-based execution plan chosen by the Oracle optimizer for executing this query. Question: Explain the query processing steps taking place in this plan. 3. Report the cost-based execution plan chosen by the Oracle optimizer for executing the query in Task 3.2. Question: Explain the query processing steps taking place in this plan. In your opinion, what are the main differences between the plans you obtained in Task 3.2 and Task 3.3, based on the statistics from Task 3.1 and your calculation? (Hint: You need to estimate the number of block accesses with and without index. You can assume the film table is sorted by film_id) 4. The following SQL statement lists all the films with a film_id larger than 19,990: SELECT * FROM FILM WHERE FILM_ID > 19990; Report the cost-based execution plan chosen by the Oracle optimizer for executing this query. Question: Explain the query processing steps taking place in this plan. In your opinion, what are the main differences between the plans you obtained in Task 3.3 and Task 3.4, based on the statistics from Task 3.1 and your calculation? 5. The following SQL statement lists all information for the film with a film_id of 100: SELECT * FROM FILM WHERE FILM_ID = 100; Report the cost-based execution plan chosen by the Oracle optimizer for executing this query. Question: Explain the query processing steps taking place in this plan. In your opinion, what are the main differences between the plans you obtained in Task 3.3 and Task 3.5, based on the statistics from Task 3.1 and your calculation? SECTION 3. Deliverables & Marking Scheme The project is due by 4:00PM, 28 October 2022. Late submissions will be penalized unless you are approved for an extension (refer to Section 5.3 of the ECP). You are required to turn in two files (use StudentID to name your files): 1. StudentID.pdf: (replacing StudentID) – Submit on Blackboard via the Turnitin link “Report Submission ” A report that answers all the questions in Section 2 including all the necessary SQL statements and the screenshots of their outputs. 2. StudentID.sql: (replacing StudentID) – Submit on Blackboard via the upload link “SQL Script Submission ” A plain-text script. file that includes all your SQL statements. Your report file should include the following content: • Answers to all the Questions in Section 2. • If you are asked to write SQL statements, you need to include those statements in your report. • After you execute a SQL statement, if Oracle produces any output (e.g. query result, query execution time, query plan, etc), you should also include a screenshot of the output as well. (Note: Please be sensible when including query output. Any output close to the size of one page can be shown by just including the first 10 lines and the last 10 lines. A report that includes multiple pages of a query output will lose presentation marks. You may find some helpful instructions for formatting query output in Practical 1 or the following Oracle documentation) https://docs.oracle.com/cd/A57673_01/DOC/server/doc/SP33/ch4.htm Your script. file is in plain text format. You must make sure that your script. file can be executed on the ITEE lab computers by the “@” command. The same SQL statements in your script. file should also be copied and pasted into your report file (as explained above). Even though the script. file does not introduce any new information compared to the report, it is intended to help the marking tutors to quickly check the correctness of your SQL statements before checking the details in your report file. Your final mark will be halved if you only submit the script. file or the report (not both). Enjoy the project! Good luck! Marking Scheme: Tasks Marks Marking Criteria 1.1 5 • Write only one SQL and generate the correct result 1.2 5 • Write only one SQL and generate the correct result 1.3 6 • View is created with the correct name and semantics. The correctness of the view will be tested by: 2010_ACTORS;SELECT *FROM MV_HR_MU_20 1.5 4 • Query execution time and query plans are reported for both view and materialized view • Answer the Question correctly 2.1 4 • Write only one SQL and generate the correct result (avoid using the LIKE keyword) 2.2 2 • Function-based index is created with the correct name and semantics 2.3 4 • Query execution time and query plans are reported for both before and after index • Answer the Question correctly 2.4 4 • Write only one SQL and generate the correct result 2.5 3 • Bitmap indexes are created with the correct name and semantics 2.6 4 • Query execution time and query plans are reported for both before and after index • Answer the Question correctly 3.1 5 • Write the correct SQLs to generate index statistics and table statistics respectively • Answer the Questions correctly 3.2 3 • Rule-based execution plan is generated • Answer the Question correctly 3.3 5 • Cost-based execution plan is generated • Answer the Question correctly 3.4 5 • Cost-based execution plan is generated • Answer the Question correctly 3.5 5 • Cost-based execution plan is generated • Answer the Question correctly Presentation 2 • No query result exceeds one page in the screenshot • No tuple is broken into multiple lines in the screenshot
Ability test You will be required to complete any three of the following four questions within 24 hours. Your work should be done by yourself, do not use gpt or other forms of AI tools, if you are not clear about the meaning of a question, just write your understanding of the question, we will have a professional review teacher to score your calculation results, please remember that some questions may not be calculated correctly. But as long as you write out your own thinking process is also OK, remember never use AI, once found using AI will not work with you for life! Good luck! Question 1 Consider a stylized two-period portfolio choice problem with a representative agent. The agent’s preference is given by the following: U(C) = u(C0) + E[u(C1)], (1) where u(c) = −e −γc, and γ > 0. The agent faces the following constraints at each period: C0 + hp ≤ W0, (2) C1 ≤ W1 + hX, (3) where h is the portfolio choice that the agent chooses at time 0. The per capita endowment at time 0 and time 1 are given by: W0 = 1, W1 = (3, 6, 9). At time 1, there are three equally likely states. The payoff matrix X is given by: (4) where Xjs denotes the payoff of asset j (row) in state s (column). Please answer the following questions: 1. Is the market complete? Why or why not? 2. What are the agent’s absolute and relative risk aversion? 3. Describe the agent’s optimization problem carefully (e.g., choice variables, constraints). 4. What are the optimal consumption and portfolio allocation? Explain. 5. What is the pricing kernel? 6. Derive the pricing equation that allows one to price any asset j in this model. 7. What is the riskfree rate? 8. What is the price of asset 2 with payoff (1 2 3)? Question 2 Consider a stylized asset pricing model with two periods. The representative agent’s preference is given by V (C) = v(C0) + E[v(C1)], (5) where and γ ≠ 1. The agent’s endowment at time 0 is W0 = 1. Assume the market is complete. 1. For a random consumption z, with ln derive the exact risk compensation function ρ(y, z). 2. How does the exact risk compensation function vary with y, σz, and γ? Interpret your results. 3. The distributional assumption for C1 continues to hold as in part 3. For this question, further assume γ = 2 and σc = 1%. There is a risky security j with expected excess return E[rj − rf ] = 5%. What can you say about the volatility σj of this risky security? Question 3 Consider a single-period binomial tree of firm value Vt, where t = 0, 1. Suppose the firm value Vt evolves from time 0 to time 1 as follows: • With probability p, the up state of the world is realized, and V1 = uV0 • With probability 1 − p, the down state of the world is realized, and V1 = dV0 Assume that the market is frictionless and dynamically complete. Also, assume u > d. Denote rf as the riskfree rate. For illustration, the binomial tree is given below: For the following questions, assume V0 = 1, u = 1.6, d = 0.7, p = 0.2, rf = 0.02.. 1. Given that the market is complete, we will have two Arrow securities, one corresponding to each state. Compute the prices of these two Arrow securities. Interpret your results. Now, we extend the binomial tree to two periods, with the same setting. Similar to setting in the lecture, we extend the state space from period 1 to period 2. That is, there are two states up and down (with same probabilities p and 1 − p) possible from each of the period 1 state realizations. Now, we have four states of the world at the end of period 2: uu, ud, du, and dd. In other words, the time 2 firm value is given by: V2(s) = sV0, where s = uu, ud, du, dd. Again, for illustration, the binomial tree is given below: 2. What are the four period 0 Arrow prices for the four states at period 2? 3. Consider the manager of the firm has the option to make an initial investment at time 0, with an up-front cost I0 = αV0. The investment only pays off at period 2. In particular, conditional on investment, firm value at time 2 will be: sV0 in uu state, mV0 in ud and du states, and fV0 in dd state. What is the net present value of this investment project at time 0? Under what conditions will the manager choose to make the investment at time 0? 4. Now, assume that the manager chooses not to exercise the option to invest at time 0. However, the manager can learn the prospect of the project as time evolves. In particular, at time 1, the manager re-evaluates the prospect of the investment project. The investment project has the same payoff profile as in the previous part. Conditional on investment, firm value at time 2 will be: sV0 in uu state, mV0 in ud and du states, and fV0 in dd state. Under what conditions should the manager choose to invest at time 1? Note that the context under which the manager makes the decision depends on which state is realized at time 1. Question 4 Consider a continuum of investors i, with mean-variance preferences: There are N risky assets with payoff vector and a common initial endowment w0. The supply of the assets is the vector x¯ + x, where x¯ is known and All shocks are independent and normally distributed in this economy. Suppose that investors get a signal vector of the form. s = z + yf + ei where is an N × 1 vector that is independently and identically distributed across investors. z and y are known parameters, common to all investors. 1. Is s an unbiased signal about f? If not, what transformation of s is required to make it unbiased? 2. What is V [f|s]? Is this matrix diagonal? After updating their beliefs with their signal, do agents believe that asset payoffs are conditionally uncorrelated across assets? Why or why not? 3. What is E[f|s]? 4. What is the dispersion (cross-sectional variance) in the beliefs from part 3? In other words, what is E[(E[f|s] − E¯[f|s])2], if E¯[f|s] := R E[f|si ]di is the average agent’s belief? 5. What is the market return in this model? 6. Suppose that the price vector is a linear function of the payoffs f and the supply noise x: p = A + Bf + Cx. Does the CAPM price assets in this economy? Justify your answer. 7. What is E[f|s, p]? 8. What is V [f|s, p]? 9. What is the optimal portfolio choice of investor i? Is this portfolio on the mean-variance frontier? 10. Express the market clearing condition (equate supply and total demand).
English 9, Part 1 Syllabus Course Description. In English 9, Part 1, you will explore the course theme of The Value of a Story. The course is divided into three units, consisting of five modules in each unit. The first unit is called Why Tell Stories? which focuses on the importance of telling stories, the history of storytelling, and what our brain does when we read. The second unit is called Reading Others' Stories. This unit focuses on reading an anchor text and identifying characters and the structure of a narrative story about someone else. The final unit is called Telling My Story, which is an opportunity for you to tell your own story by writing your narrative. Course Structure The structure of each module in the course includes three main sections, referred to as "lessons" so students can monitor their time: 1. Literacy Skills and Strategies: This is where students will learn how to be expert readers, writers, and thinkers around literature. 2. Application and Writing Assignments: Most of the written assignments for submission will be in this section. Sometimes an assignment is out of order, simply because it needs to occur before the next concept is taught. 3. English Skill Enrichment Focus: These are the English skills that students need to master including grammar, sentence structure, punctuation,l vocabulary, fluency, etc. Prerequisites There are no prerequisites for this course. Course Materials You will have a choice from the following three of which novels you will read for your anchor text in this course: To Kill a Mockingbird by Harper Lee Seedfolks by Paul Fleischman Summer of the Mariposas by Guadalupe Garcia McCall Course Learning Outcomes As students complete the course assignments, they will increase their knowledge, improve 21st-century skills, and develop an attribute. Knowledge: English 9, Part 1 In this course, knowledge refers to the subject matter and content students will learn while completing the readings, practices, quizzes, and assignments. On successful completion of this course, students will be able to explore how our brains make meaning of stories through reading: develop your toolbox for reading stories by learning about reading strategies; explore the history of storytelling through the ages by reading about how stories began from historical documents; identify how to effectively structure a story by identifying the elements of a narrative story structure; explore folktales from around the world by reading various folktales; explain characterization by examining characters in your anchor text and apply the elements of characterization to your writing; describe what S.T.E.A.L. stands for and why it is important to characterization by applying it to your anchor text and writing; identify five examples of figurative language by defining them and applying them in your reading and writing; identify non-fiction reading strategies by reading non-fiction texts and practicing the application of these strategies to your reading; and explore a personal narrative by drafting, revising, and editing a personal narrative piece of writing.
UFMFU6-15-3 Composite Engineering Integrated Design Project: Material Characterisation, Manufacturing and Design Resit Assignment Deadlines: Slide Submission 08/07/2025 14:00 Presentations days - 9th, 10th, and 14th July 2025 Outline This assignment represents 75% of the total module marks. The assignment assumes you have studied the lecture notes and completed the lab sessions. The assignment is assessed via a group presentation and subsequent questions. Resit groups are available on Blackboard and assigned by the module team. All your group members are expected to work as a team and initially receive equal marks for this task. A peer assessment process distinguishes between members of your group identifying individuals that have made significantly larger (or lesser) contributions to the submission. The peer assessment is available on Blackboard. As a reminder, the project aims to integrate the various aspects of practical/design work you have completed throughout the module. Learning Outcomes and Effort The following learning outcomes are covered by this assignment: • MO3 - Design optimum solutions with composite materials. • MO4 - Critically analyse the inter-relationship between manufacturing process, mate-rial properties, quality and cost. • MO5 - Appraise the performance and discuss the key conflicts of using composite materials with regard to sustainability and recyclability. The total effort should reflect 40 work hours, but this does not include the time you have already spent completing lab activities during the taught sessions. Weightings The group project contributes 75% of your overall module mark. The assignment mark is based on, • 25% The quality of your group’s slides and their presentation. • 75% Your group’s responses to technical questions. You will be asked to focus on two topics during your presentation, Main - 1 Design with Matlab. Main - 2 Manufacturing and quality assurance. However, you must include an appendix in your presentation slides. This must include the key results from the Composite and Structures lab activities: Appendix - 1 Experimental analysis. Appendix - 2 Initial Laminate calculations. Each section has a deliverable associated with it, these key outcomes must be shown in your presentation. We will review your appendix section before the presentation. We do not expect you to present this content during your 10 minutes. However, we may ask you to clarify some de-tails as part of your response to questions. As a team, you will be expected to answer technical questions about all aspects of the project. You should ALL be familiar with ALL parts of the project. Therefore, you must communicate effectively with each other. Your peer score will be affected by multiple factors, such as your communication within the team, your contribution to the analysis, and your creation of the final slides and presentation. Blackboard Submission and Presentation A group submission point will be created for the slides in the assignments area. This assignment is not eligible for extensions as it is group work. Your presentation slot is treated like an examination. If you do not attend the presentation, you will receive a mark of 0, even if the group completes the presentation without you. Please note that all assessments will be held in person by default - there must be a legitimate reason to request an online assessment, all group members must agre,e and it must be requested in advance. All group members must have a good internet connection and a working camera. Peer-Review Each team member must submit their review form. on Blackboard. Your group’s peer review scores is used to increase/decrease your personal mark relative to the group’s score. The maximum increase is capped at 10% of your group’s score. There is no lower limit, i.e. you will fail if you do not engage/contribute to the group assignment. The module team reserve the right to exercise their academic judgement on an individual’s performance when reviewing peer scores and use this to determine the final individual marks. Formative Feedback A drop-in session will be held in June to allow you to get feedback from the module team. This is your opportunity to ask questions about the assignment and get support from staff. How to get started? Your starting point should be reviewing any feedback from the first sit. As a group, you should review all of your work from lab activities—for example, some groups may have duplicate data sets that they could use owing to new group formation. How to get a good mark? To get a good grade, as a team, you must show you have understood all aspects of the experimental work, what the implications of manufacturing choices mean for the quality of your product, and how to critically incorporate these into any design choices. You must be able to demonstrate your ability to research supporting information and critically appraise the performance of your design against a variety of metrics. You must also be able to articulate key findings and present these clearly. FAQs/Discussions Board The module team will post answers to questions that benefit all teams in a FAQ/discussion area on Blackboard. Keep checking this, as it will be updated regularly. Group Assignments and Group Working The module staff will allocate groups for this assignment. We will aim to keep the groups aligned with those at the first sit; however, we may add additional members or remove others where an issue with collaborative working was identified in the first sit. It is up to you to manage your group—this is a professional competency expected of graduate engineers. It is suggested that during your team meetings, you: • Review previous work and identify any work that is behind schedule. • Identify and record actions for each team member. • Agree on a work/meeting schedule, including regular progress updates. As part of being a professional engineer, you should agree to deliver your work promptly (well in advance of the deadline). This allows the whole team to review its content. If you believe a team member is struggling to deliver their work, it is best to raise this courteously within the group first, and allow them an opportunity to explain. It may be that the task is more challenging than it first appeare,d and the team needs to adapt. Try to find an agreeable solution in advance. Conversely, if you know you can’t complete work assigned to you on time, don’t ignore this, try to let your team know, they may be able to support you. You should be working together on the assignments, and a good way to do this is to have a colleague check your calculations/validate your results. Similarly, we expect you to show validation of your results to demonstrate critical evaluation skills. Do your team members draw the same conclusions from your presented evidence? Please note: If one of your team members is not responding to emails or has not engaged, let the module team know as soon as possible. SECTION Main - 1: Design with Matlab A client seeks to develop a lightweight vertical tower to support a wind turbine that can be erected in remote locations, see Figure 1. The device must be easily transported and de-ployed in various challenging environments - e.g. tropical, desert and coastal. Your priority is to minimise the structure’s mass and, where possible, its stowage volume. The client has provided a preliminary geometry, and they want to identify the system’s failure load. The vertical tower shall be secured to a ground plate/foundation via a bolted connection. This will provide sufficient restraint that a fully fixed boundary condition may be assumed. For the initial design, you may assume a structural requirement as shown in Figure 2a, i.e. a cantilevered column, subject to a uniformly distributed lateral load. The initial design, a rectangular-section tube, is proposed to be constructed from glass fibre. You may assume that the tube’s wall thickness H is small, relative to the section’s sides X and Y , such that thin-walled analysis is appropriate, Figure 2b. However, you should ensure this is valid in your final proposed designs, and if not, comment on what further analysis should be recommended to the client (You are not expected to complete analysis beyond beam theory in answering the brief). You do not need to design the bolted ground anchor, deployment mechanism, or connection between sections. However, you should consider their impact on your design to ensure it remains feasible and realistic. Analysis must be conducted in MATLAB and supported by hand calculations. Figure 1: Conceptual design of a wind-turbine anchored to the ground at the base (a) Column like layout of beam, length L, with clamped support at the root, Lateral wind load W. (b) Cross section of the thin-walled tube shown for illustrative purposes. Figure 2: Assumed Structural Analysis The following approach is suggested: 1. Using a 24 ply quasi-isotropic laminate as the baseline and assuming the same glass fibre constituent materials from the laboratory sessions. Determine the maximum load the structure can support with a reserve factor of 2.5. What is the baseline mass/stowage volume of the structures? 2. Show, if possible, how the baseline quasi-isotropic layup could be improved to increase performance by tailoring the layup. Can you reduce the mass/volume while main-taining the same maximum load? Show how the performance varies with different designs. 3. The client has noted that the expected deflection of the structure may be excessive for their operational requirements. Modify your design to ensure tip deflection is kept below the limit of L/180. Graphically compare the deflected shape of your new designs with the previous ones and show that they meet the new constraint. 4. The client would like you to improve the stowage volume. How could your designs be modified to incorporate tapering of the beam and/or segmentation so that parts can be stowed within each other? What is the impact on the mass and deflections of the structure? Any simplifying assumptions must be conservative. 5. The company’s stakeholders have raised concerns about the sustainability of the chosen material. They have suggested a new material, “GlueBam”. Research this material, and provide an estimate on the impact its inclusion would have on the final perfor-mance. Advice Consider what design tolerance and loading factors may be appropriate when proposing your design. When discussing your design, you MUST provide quantitative evidence for your selected designs relative to other options and comments, including the laminate’s strength reserve factor. The breadth of design comparisons shown should be commensurate with the number of members in your group. Deliverables You must include the following information: • Material and strength properties you have assumed. Including how you have obtained them. (See Appendix 2 requirements). • Load conditions and any simplifying assumptions regarding structural behaviour or conservative use of formulae. • Response characteristics, including deflected shape and maximum stress/reserve fac-tors. • Any layups and part geometry. • Quantitative evidence for how you have selected your designs. SECTION Main - 2: Manufacturing and Quality Assurance Integrating with analysis from the “Design with Matlab”, the client has asked your team to recommend a manufacturing approach for the build of a full-scale demonstrator with a 5-year in-service test life. You should consult a range of sources (i.e. not just lecture notes) to provide them with a well-justified recommendation. Questions to be considered are: 1. Detail the manufacturing process that you would recommend for cost-effective produc-tion? 2. A “right-first-time” approach is needed, so how will you minimise manufacturing de-fects? 3. What commercially available materials would you use for the manufacturing approach? 4. How will you demonstrate that the conformance of the component is adequate ahead of delivery? What quality assurance practices would you employ? Advice You should provide a recommended manufacturing approach that addresses the client’s ques-tions, which must be supported by suitably referenced sources. As part of your recommen-dation, show how you will ensure the quality of the product in manufacturing and during installed operation. Ideally, define the minimum acceptable defect size before corrective ac-tion is required. Consider the complexity of the manufacturing approach, especially in terms of tooling and how that impacts on handling and geometrical assurance (e.g. spring-in), link back to your chosen candidate designs. Provide details on how you will ensure the reliability/performance of your final product - you should consider the varied operational environment and intended use in any discussion. Be sure to highlight any additional con-siderations the client should be aware of when selecting the final design for their intended application (for example, what if the client then asks for any thoughts on how the structure would be lifted/assembled). Deliverable You must include the following: • A recommended manufacturing approach with evidenced justification. • How will you ensure the quality of your product? • How will you ensure its ongoing functionality? • Reflection on the lifecycle of the product and any sustainability challenges. SECTION Appendix - 1: Experimental Analysis The appendix information should be included in your slides, but you do not need to deliver its content when you present. Your group has manufactured and tested at least two different configurations of composite material. Review the data you have collected and decide which is most reliable. Use the data you obtained from standard tensile testing methods to determine: • The tensile modulus of the materials. • The tensile strength of the materials. • The stress at initial fibre failure. • Occurrence of matrix cracking, first ply failure or delamination - note that the failure mechanisms depend upon the type of material being tested. Advice You should consult Blackboard for the standard test methods, key material details, etc. You should also review the data to ensure you are selecting the correct ranges for your calculations. Deliverable You must show • Which laminate’s data have you analysed? • Graphically, your stress/strain response and any data points used to infer modulus or strength. • A comparison to technicians’ benchmark data. • Final modulus calculations, indicating any assumptions. SECTION Appendix - 2: Initial Laminate Calculations Using the information provided on Blackboard (and where needed, external sources) predict the theoretical performance of the composite panels you manufactured for Appendix A: • Rule of Mixtures with Efficiency Factor. • Simplified Classical Laminate Analysis formula. • Classical Laminate Analysis (ElamX or Matlab). Using these methods and knowledge of composite behaviour, predict the samples’: • Tensile modulus & strength. • Tensile failure mechanism (first ply failure). You should consider the advantages and limitations of each approach and how they compare with the experimental values you have observed. Advice You need to present a clear comparison of each of the methods for your specific samples and compare these results to those obtained experimentally. Review any discrepancy between each method’s predictions and how well these compare to observed experimental results. Based on the above analysis and other sources, identify a full set of material and strength properties that you will use for your design analysis. State clearly why you have selected these values, and if appropriate, the source of any values that are taken from the literature. Deliverable You must show: • Your measured values are the inputs for your calculations. • Outputs from each of the methods and comparison to experimental values. • Identify any discrepancies between methods and provide a justification for them. SECTION Overall: Quality of presentation and its delivery You can choose how you lay out and structure the information within your presentation. The names of all contributing team members should be listed on the title page. You will have time to explain the content during the presentation, so avoid large blocks of text. Your presentation should have a logical structure and highlight the key results. Where you have referenced external sources, these should be cited as footnotes - with the references included at the bottom of the slide You will get a maximum 10 minutes to present your work. This should comprise Sections 1 and 2, not the appendices. You will be told to stop if you go over time. Your team members should all contribute to the presentation. You will then have 15 minutes of unseen technical questions. Questions will be posed to the team and all members should contribute to answering questions. There are no set questions; questions will be related to your group’s presentation, the appendices, and follow-up questions based on your initial response. Deliverable The presentation must be submitted as a pdf - you may also include a PowerPoint submis-sion, i.e. ppt - however, other presentation formats cannot be guaranteed to work. You will be asked technical questions which cover all aspects of the brief. While it is accept-able for one person in the team to lead in different areas, we still expect all group members to contribute to answering questions and to be familiar with the details of all sections. For the avoidance of any doubt. You MUST attend your presentation slot with your team, or you will get a zero score.
UFMFU6-15-3 Composite Engineering Integrated Design Project: Material Characterisation, Manufacturing and Design Group Work Task Deadlines: Slide Submission 12/12/2024 14:00 Presentations weeks - 16/12/2024 and 06/01/2025 Outline This assignment represents 75% of the total module marks. The assignment assumes you have engaged with the lecture notes and lab sessions. The assign-ment is assessed via a group presentation and subsequent questions. Groups are available on Blackboard and assigned by the module team. All members of your group are expected to work as a team and initially receive equal marks for this task. A peer assessment process distinguishes between members of your group identifying those that have made, significantly larger (or smaller) contri-butions to the submission. The peer assessment is available on Blackboard. As a reminder the project aims to integrate the various aspects of practical/design work you have completed throughout the module. Learning Outcomes and Effort The following learning outcomes are covered by this assignment: • MO3 - Design optimum solutions with composite materials. • MO4 - Critically analyse the inter-relationship between manufacturing process, mate-rial properties, quality and cost. • MO5 - Appraise the performance and discuss the key conflicts of using composite materials with regard to sustainability and recyclability. The total effort should reflect 40 hours of work - but this does not include time spent in classes. Weightings The group project contributes 75% of your overall module mark. The weighting of this assignment is 25% for the slides and their presentation and 75% for the following questions and your answers. You will be asked to focus on two aspects of equal weighting for your presentation: Main - 1 Design with Matlab. Main - 2 Manufacturing and quality assurance. However, you must include an appendix in your presentation slides. This must include the key results from the Composite and Structures lab activities: Appendix - 1 Experimental analysis. Appendix - 2 Initial Laminate calculations. Each section has a deliverable associated with it, these key outcomes must be shown in your presentation. We will review your appendix section before the presentation. We do not expect you to focus on this during your delivery however we may ask you to clarify some details as part of your response to questions. As a team, you will be expected to answer technical questions about all aspects of the project. You should ALL be familiar with ALL parts of the project. Therefore you must commu-nicate effectively with each other. Your peer score will be affected by multiple factors such as your communication within the team, contributing to the analysis, and creating the final slides and presentation. Blackboard Submission and presentation A group submission point will be created for the slides in the assignments area. This assignment is not eligible for extensions as it is group work. Your presentation slot is treated like an examination. If you do not attend the presentation you will receive a mark of 0 even if the group completes the presentation without you. Please note that all assessments will be held in person by default. Peer-Review Each team member must submit their review form. on blackboard. Your group’s peer review scores is used to increase/decrease your personal mark relative to the group’s score. The maximum increase is capped at 10% of your group’s score. There is no lower limit, i.e. you will fail if you do not engage/contribute to the group assignment. The module team reserve the right to exercise their academic judgements with respect to peer scores.3 Formative Feedback You should attend the scheduled laboratory sessions to discuss your work/progress with the lecturers. It is expected that you have completed the suggested laboratory exercises that are intended to support you in completing the assignment. How to get started? A review of the scheduled lab activities should be your starting point. Each week you will be provided with an activity that contributes to your final project. Please review these activities. Make sure you take a record of any data you obtain in the lab sessions. How to get a good mark? To get a good grade, as a team, you must show you have understood all aspects of the experimental work, what the implications of manufacturing choices mean for the quality of your product, and how to critically incorporate these into any design choices. You must be able to demonstrate your ability to research supporting information and critically appraise the performance of your design against a variety of metrics. You must also be able to articulate key findings and present these clearly. FAQ If in doubt, ask the module team. The module team will put answers to questions that will benefit all teams onto a FAQ/discussion area in blackboard. Keep checking this as it will be updated regularly. Group Assignments and Group Working Groups for this assignment will be allocated by staff at the start of the term. It is up to you to manage your group working demonstrating your skills - this is a professional competency expected of graduate engineers. It is suggested that during your team meetings you: • Review previous work and identify any work that is behind schedule. • Identify and record actions for each team member. • Agree on a work/meeting schedule including regular progress updates. As part of being a professional engineer, you should agree to deliver your work promptly (well in advance of the deadline). This allows the whole team to review its content. If you believe a team member is struggling to deliver their work it is best to raise this courteously within the group first, and allow them an opportunity to explain. It may be that the task is more challenging than it first appeared and the team needs to adapt. Try to find an agreeable solution in advance. Conversely, if you know you can’t complete work assigned to you on-time don’t ignore this, try and let your team know, they may be able support you. A good use of your team is to have more than one person complete the calculations/analysis independently and then compare outputs. We expect you to show validation of your results to demonstrate critical evaluation skills. SECTION Main - 1: Design with Matlab A client is seeking to develop a lightweight vertical tower to support a wind-turbine that can be erected in remote locations, see Figure 1. The device must be easily transported and deployed in a variety of challenging environments - e.g. tropical, desert and coastal. Your priority is to minimise the mass of the structure and where possible its stowage volume. The vertical tower shall be secured to a ground plate/foundation, via a bolted connection. This will provide sufficient restraint that a fully fixed boundary condition may be assumed. For the initial designs you may assume a structural requirement as shown in Figure 2a, i.e. a cantilevered column, subject to axial loading, transverse load at the tip, and a torque acting about the centroid of the beam. Each group has unique set of design requirements which can be found on blackboard. As an initial design, a cylindrical hollow tube is proposed constructed from carbon fibre,. You may assume that the tube’s wall thickness H is small, relative to the tube’s diameter D, such that thin-walled analysis is appropriate, Figure 2b. However, you should also check this is true in your final design, and if not comment on what further analysis would be required (You are not expected to do it). You should use the Euler buckling formula to check the suitability of your design. However you must clearly state any effective length factors you have assumed and what simplifying assumptions you may have made regarding stiffness and second moment of area. You do not need to design the bolted ground anchor, deployment mechanism, or any con-nections between sections. Analysis must be conducted in Matlab and supported with hand calculations. Figure 1: Conceptual design of a wind-turbine anchored to the ground at the base (a) Column like layout of beam, length L, with clamped support at the root, Vertical Force M, Horizontal Force, F and free-end torque, T. (b) Cross section of the thin walled tube shown for illustrative purposes. Figure 2: Assumed Structural Analysis The following approach is suggested: 1. Using a quasi-isotropic laminate as the baseline and assuming the same carbon fibre pre-preg from the laboratory sessions. Propose initial design(s) for the tube that is/are sufficient to resist the applied loads. What is the mass/stowage volume of the structures? 2. Show, if possible, how the baseline quasi-isotropic layup could be improved to increase performance by tailoring the layup and exploiting a uniaxial (rather than biaxial pre-preg). 3. The client has observed that the expected deflection of the structure is excessive for their operational requirements. Modify your design to ensure that tip deflection is kept below the thresholds specified. Compare the deflection of your new design with the previous ones. 4. The client would like you to improve the stowage volume. How could your designs be modified to incorporate tapering of the beam and/or segmentation such that parts can be stowed concentrically within each other? What is the impact on the mass and deflections of the structure? Any simplifying assumptions must be conservative. 5. The company’s stakeholders have raised concerns about the sustainability of the chosen material. Propose a sustainable alternative and provide an estimate on the impact its inclusion would have on the final design requirements. Advice When proposing your design, think carefully about what design tolerance and loading factors may be appropriate. This should be reflective of any manufacturing method you intend to use and your observations from the expected performance of your material. When discussing your design you MUST provide quantitative evidence for your selected designs relative to other options and comments including the laminates strength reserve factor. The breadth of design comparisons shown should be consummate with the number of members in your group. Deliverables You must include the following information: • Material and strength properties you have assumed. Including how you have obtained them. (See Appendix 2 requirements). • Load conditions and any simplifying assumptions regarding structural behaviour or conservative use of formulae. • Response characteristics, including deflection and maximum stress/reserve factors. • Any layups and part geometry. • Quantitative evidence for how you have selected your designs. SECTION Main - 2: Manufacturing and Quality Assurance Following the Design (with MATLAB) activity, the client has asked your team to recom-mend a manufacturing approach for the future build of 250 of these wind turbine towers. You should consult a range of sources (i.e. not just lecture notes) to provide them with a well-justified recommendation. Questions to be considered are: 1. What manufacturing process would you recommend for cost-effective production tar-gets? 2. What rate of production (or shipset per month) would this process be suited to? 3. A “right-first-time” approach is needed so how will you will minimise manufacturing defects? 4. What commercially available materials would you use for the manufacturing approach? 5. What would the indicative top down costings be for your approach? 6. What would the indicative top down costings be for your approach? 7. How will you demonstrate the performance of the component is adequate ahead of delivery. What quality assurance practices would you employ? 8. How could the operating environment impact long-term structural performance? What measures would be used to protect the structure? 9. In order to ensure continued optimum performance, what in-service inspection regimen would you propose to monitor the structure throughout its life cycle? Advice You should provide a recommended liquid infusion manufacturing approach that addresses the client’s questions, and this must be supported by suitably referenced sources. As part of your recommendation show how you will ensure the quality of the product in manufacture (particularly thinking of wrinkles in hoop direction and waviness along any tapering length) and during installed operation. Ideally, define the minimum acceptable defect size before corrective action would be required. Indicative costs will require some assumptions to be made, and so clearly state where those are or show links to reputable referenced sources. Consider the complexity of the manufacturing approach, especially in terms of tooling and how that impacts on defects, costs, and production rate. Provide details on how you will ensure the reliability/performance of your final product - you should consider the varied operational environment and intended use in any discussion. Be sure to highlight any addi tional considerations the client should be aware of when selecting the final design for their intended application (for example - what if the client then asks for any thoughts on how the structure would be lifted/assembled). Deliverable You must include the following: • A recommended manufacturing approach with evidenced justification. • How you will ensure the quality of your product. • How you will ensure its ongoing functionality. • Reflection on the lifecycle of the product and any sustainability challenges. SECTION Appendix - 1: Experimental Analysis The appendix information should be included in your slides but you do not need to deliver its content when you present. Your group has manufactured and tested at least two different configurations of composite material. Review the data you have collected and decide which is most reliable. Use the data you obtained from standard tensile testing methods to determine: • The tensile modulus of the materials. • The tensile strength of the materials. • The stress at initial fibre failure. • Occurrence of matrix cracking, first ply failure or delamination - note that the failure mechanisms depend upon the type of material being tested. Advice You should consult Blackboard for the standard test methods and key material details etc. You should make sure you review the data to ensure you are selecting the correct ranges for your calculations. Deliverable You must show • Which laminate’s data you have analysed. • Graphically, your stress/strain response and any data points used to infer modulus or strength. • A comparison to technicians’ benchmark data. • Final modulus calculations, indicating any assumptions. SECTION Appendix - 2: Initial Laminate Calculations Using the information provided on blackboard (and where needed external sources) predict the theoretical performance of the composite panels you manufactured for Appendix A: • Rule of Mixtures with Efficiency Factor. • Simplified Classical Laminate Analysis formula. • Classical Laminate Analysis (ElamX or Matlab). Using these methods and knowledge of composite behaviour predict the samples’: • Tensile modulus & strength. • Tensile failure mechanism (first ply failure). You should consider the advantages and limitations of each of these approaches and how well these compare with the experimental values you have observed. Advice You need to present a clear comparison of each of the methods for your specific samples and compare these results to those obtained experimentally. Review on any discrepancy between each method’s predictions and how well these compare to observed experimental results. Based on the above analysis and other sources identify a full set of material and strength properties that you will use for your design analysis. State clearly why you have selected these values, and if appropriate, the source of any values that are taken from the literature. Deliverable You must show: • Your measured values are the inputs for your calculations. • Outputs from each of the methods and comparison to experimental values. • Identify any discrepancies between methods and a justification for them. SECTION Overall: Quality of presentation and its delivery You are free to choose how you lay out and structure the information within your presenta-tion. The names of all contributing team members should be listed on the title page. You will have time to explain the content during the presentation so avoid large blocks of text. Your presentation should have a logical structure and highlight the key results. Where you have referenced external sources these should be cited as footnotes - with the references included at the bottom of the slide You will get a maximum 10 minutes to present your work. This should comprise Sections 1 and 2 - not the appendices. You will be told to stop if you go over time. Your team members should all contribute to the presentation. You will then have 15 minutes of unseen technical questions. Questions will be posed to the team and all members should contribute to answering questions. There are no set questions, we will respond to your presentation and answers. Deliverable The presentation should submitted as a pdf - any other format means we cannot guarantee they will work. You will be asked technical questions which cover all aspects of the brief. While it is accept-able for one person in the team to lead on different areas we still expect all group members to contribute to answering questions and to have familiarity with the details of all sections. For the avoidance of any doubt. You MUST attend your presentation slot with your team, or you will get a zero score.
Assessment Overview Assessment overview for BX2174: Evidence Based Business Decision-Making Assessment 1 Assessment title Literature Review (written) Aligned subject learning outcomes • explain the critical importance of research for superior business performance Weighting and due date 30% Part 1 (10%): Review of 500-word literature review with errors. Due: Tuesday Week 2 @ 2300 hours. Part 2 (20%): Write a 500-word literature review on a specified topic. Due: Wednesday Week 3 @ 2300 hours Individual or Group Individual Word or time limit 500 (does not include reference list) Requirements for successful completion of this assessment item You must achieve a minimum of 50% to pass this assessment item. Generative AI use Generative AI tools are not restricted for this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) to assist you in any way. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI- Generated Material. Assessment 1: Description Literature review (written) This assessment takes a different approach to a literature review. You are to select one of the badly written 500- word literature reviews and conduct a critical analysis, identifying all errors contained within the review and why they are errors. These two reviews were written by Google Gemini at my request, with some further ‘embellishments’ by myself. Secondly, you are to write a 500-word literature review on the critical importance of research to ensure superior business performance. Part 1: Reviewing the bad literature review. Select 1 of the badly written literature reviews from the assessment 1 module. Open the literature review in word, click on the Review tab. When you find an error, highlight it, go up to ‘New Comment’ and click on it, it the comment box associated with your identified error type the reason why it is an error. Do not just say, for example, poor grammar, you need to say why the grammar is poor, and what would be a better alternative. As always with business assessments all referencing must be APA 7. Possible errors include: • Grammatical errors. • Spelling errors. • Punctuation errors. • Referencing errors (should be APA 7). • False information. • Paragraph errors. • There may be others, critically review. Submit via the drop box in the Assessment 1 module. Part 2: A 500-word literature review on the critical importance of research to ensure superior business performance. Now you understand how you should not write a literature review, and a variety of possible errors that can creep in, you are going to write a wonderful 500-word literature review. You are going to need to research the topic. Academic Journal Articles (from reputable journals) and academic textbooks/pressbooks/open-source books are suitable for referencing. Your literature review format should be: • Sans Serif font, e.g., Arial or Aptos • Font size – 11pt. • Line spacing 1.5 (remember to zero the layout first) • Text should be fully justified. Submit via the drop box in the Assessment 1 module. Assessment 2 Assessment title Critical analysis (written) Aligned subject learning outcomes • analyse data using basic qualitative and quantitative methods • interpret findings in a manner that facilitates business decision making • explain basic data collection methods, outline when the method is most suited, and evaluate the related strengths and limitations of each method in a business context; and demonstrate effective written communication skills Weighting and due date 40% Due: Week 6, Wednesday @ 2300 hours. Individual or Group Individual Word or time limit Minimum 2,000 (does not include Title page, any contents page, figures/tables, reference list). Requirements for successful completion of this assessment item You must achieve a minimum of 50% to pass this assessment item. Generative AI use Generative AI tools are not restricted for this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) to assist you in any way. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI- Generated Material. Assessment 2: Description You are supplied with a scenario for this critical analysis. You are supplied with a template for the critical analysis. You are analysing quantitative and qualitative data. The quantitative is supplied from the Bureau of Meteorology (BOM). The qualitative data are supplied from TripAdvisor. There are three tourism attractions for each scenario, there are thirty reviews for each attraction. The scenario and data are provided for the following Australian cities/towns: Ballarat in Victoria; Echuca in Victoria; Hobart in Tasmania; Maryborough in Queensland; Mt Barker in South Australia (SA); and Newcastle in New South Wales (NSW). The following is an overview of the scenario: You have a close friend who has been to xxxxxxx and has decided to open a specialist coffee, tea, and patisserie store and wants you to invest and work with them on the project. Before you invest and move to xxxxxxxx for the project you want to determine if it is of benefit to you. Quantitative data analysis Note - Seasons: Summer begins in the December of one year and carries over into the January and February of the next year. Autumn is from March to May, Winter is from June to July, and Spring is from August to November. You are concerned that the climate might not be to your liking and decide to conduct a probability analysis on rainfall and temperature data for each of the four seasons, summer, autumn, winter, and spring, you use data for the years 1944 to 2024 for your analysis. You are required to do the following: Rainfall (all rainfall is in millimetres (mm)) – • Analyse and graph the average rainfall for each season, this should be one Figure, name both X and Y axis, place the Figure in your report, number and name it correctly. • Calculate the probability of rainfall equalling or exceeding each seasonal average, by percentage and years. • Analyse and graph the total rainfall across each season (one for each season), apply a forecast linear trend line, extend to 30 points (equivalent to 30 years). Name both X and Y axis, place the Figures in your report and number and name them correctly. • Provide a description of what is shown in each Figure, refer to each Figure correctly, use the correct language and terminology. Rainfall Summary Provide a summary of your rainfall results, and what they indicate. You need to introduce the scenario in your own words, do not copy/paste from above. Provide a description of xxxxxxxx, provide a description of where you and your friend might locate the store in xxxxxxxx, and why you have selected that location. Do not copy/paste from websites or other, write in your own words. Temperature (all temperature is in Celsius (oC) – • Analyse and graph the average temperature for each season, this should be one Figure, name both X and Y axis, place the Figure in your report, number and name it correctly. • Calculate the probability of temperature equalling or exceeding each seasonal average, by percentage and years. • Analyse and graph the average temperature across each season (one for each season), apply a linear trend line, extend to 30 points (30 years equivalent). Name both X and Y axis, place the Figures in your report and number and name them correctly. • Provide a description of what is shown in each Figure, refer to each Figure correctly, use the correct language and terminology. Temperature Summary Provide a summary of your temperature results, what do they indicate? Quantitative data analysis conclusion Provide a comprehensive, thoughtful conclusion using appropriate language, and referring correctly to your results. What do these results mean for you moving to the area and starting a business with your close friend. Consider linkages to climate change. Qualitative data analysis You also need to understand what tourists think of attractions around xxxxxxxx, and where they come from. To achieve this, you are conducting a qualitative thematic analysis on three different tourist attractions, you have 30 reviews for each attraction, they are analysed separately. You need to use suitable Figures, and/or images, and/or graphic representations that support your analysis. You are to provide a thoughtful and accurate discussion, referring to your results correctly using the correct terminology and appropriate language. Conclusion Bring everything together and discuss in a meaningful conclusion where you reach your decision on your friends offer of joining the business venture in xxxxxxx. Your decision must be supported by your data analysis (both quantitative and qualitative). You must provide thoughtful and accurate reasoning with support from your analysis. Do not introduce any new information here as this is the conclusion of your report. You must provide APA 7 style. citations (references) within your report as to where information was obtained. You must have an APA 7 style. reference list. Assessment 3 Assessment title Multimedia Production (Performance/Practice/Product) Aligned subject learning outcomes • explain the critical importance of research for superior business performance • interpret findings in a manner that facilitates business decision making. Weighting and due date 30% (2 parts) Part 1: Storyboard 5% Due: Sunday Week 7 @ 2300 hours. Part 2: Video 25% Due: Wednesday Week 10 @ 2300 hours. Individual or Group Individual and Group Word or time limit Individual 3 minutes exactly. Groups 2 to 3 – 5 minutes exactly. Groups 4 to 5 – 6 minutes exactly. Requirements for successful completion of this assessment item You must achieve a minimum of 50% to pass this assessment item. Generative AI use Generative AI tools are not restricted for this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) to assist you in any way. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI-Generated Material. Assessment 3: Description This is a 2-part assessment. Part 1 is the storyboard, part 2 is the video. This is an individual and group assessment. You MUST notify your lecturer by Monday of Week 7 if you are working in a group, if you do not notify your lecturer you are working in a group by this date it is assumed that you are working individually. If working in a group you can only work with other members of the subject in your offering, there are NO across subject offering groups permitted. Part 1: Storyboard Develop a storyboard for your video which contains sketches for each scene, detailed notes, transitions, special effects, sound, and script. The storyboard is submitted via the drop box in your assessment 3 folder. Internal students are to develop their storyboard during class in week 7, your lecturer has instructions, and you can ask them questions as you progress. External students have a discussion with their lecturer in the online session in week 7. To ensure marking and feedback prior to beginning your video you need to submit your storyboard by Sunday of week 7 (see above). Part 2: Video – • This is NOT a PowerPoint or similar presentation it ISA VIDEO ORAL PRESENTATION. • You are to create a professional looking video using a variety of technologies. Dress professionally. • For individual students the video is 3-minutes long, and you MUST APPEAR in the video for at least 1- minute presenting some important facts, voice over for the rest is okay. • For groups of 2 or 3, the video is 5-minutes long, and you MUST APPEAR in the video for at least 1-minute each presenting some important facts, voice over for the rest is okay. • If the class is large (decided by your lecturer) groups of 4 or 5 are permitted. For groups of 4 or 5, the video is 6-minutes long, and you MUST APPEAR in the video for at least 1-minute each presenting some important facts, voice over for the rest is okay. • Your video should have a powerful message relating to, and elaborating on, what you discovered in assessment 2. Hint: look at your rainfall and temperature results and forecast linear trendlines. What do they mean for the local climate? What does this mean for the tourism assets you evaluated? What does this mean for you and your friend starting a business? • Demonstrate you have drawn upon relevant, reliable, and current evidence from a wide range of sources. DO NOT just repeat facts, or information from what was written in assessment 2, think about what is said and how it is said. Speak clearly and use appropriate academic and industry language. • Your video must have appropriately embedded Figures, graphics, and/or images relevant to your discussion. • Have your Figures, graphics, and/or images appear on screen as you are talking (within video graphics). • Consider how scenes move between presenter(s), video footage, display of text and figures etc. • This IS NOT a PowerPoint presentation, or any type of slide show or similar. • Do Not use cue cards or similar, practice your lines. • Your video can be recorded on your smartphone. • You MUST appear in your video and look professional. • If you need volunteers for your video and you have family and/or friends willing to help, ensure they understand what the video is about and how important it is to you. • If you film outside be aware that wind noise can ruin your audio, you may need a small microphone. • If you intend to embed very short video clips from YouTube in your video, try to use your own. If you use any material that is not your own or does not have a creative commons licence (check with the librarians, you may not be able to publish your video to YouTube due to the embedded video belonging to another party. This would mean failing the assessment. • You MUST upload your video to YouTube, check the 'unlisted' box in the privacy settings, this allows you and those you share the URL with to see the video (only those with the URL can see the video). Do Not select 'private' in the video privacy settings as this only allows you to see the video. Submit the video's URL in the drop box in assessment 3. • If you have a Gmail account, you have access to a YouTube channel to upload your video. If you don't have a Gmail account, open one, they are free.
EEE203 Signals and Systems I Lab: Turn on the Cruise Control Your friend Bob needs your help to design a cruise control system for his car. He drives a Toyota Corolla that weighs 1300 kg (2866 lbs). He wants to accelerate his car from stationary to within 2% of 18 m/s (40 mph) under 5 second and then maintain the 18 m/s speed with less than 2% error. Given Bob lives on a street that has a 40 mph speed limit, he doesn’t want his car to ever go beyond 45 mph because he doesn’t want to get a speeding ticket. To help Bob with his cruise control, let’s first understand how a cruise control works, which is a classic control system. The objective of any control system is to change the dynamics of the given system to be able to achieve a desired response. This is typically done by means of a feedback connection of a controller to a plant, as shown in Figure 1. The plant is a system such as a motor, a chemical plant, or an automobile we would like to control so that it responds in a certain way. The controller is a system we design to make the plant follow a prescribed input or reference signal. By feeding back the response of the system to the input, it can be determined how the plant responds to the controller. The commonly used negative feedback generates an error signal that permits us to judge the performance of the controller. Figure 1. Block diagram of a closed-loop negative feedback control system In classic linear control, the transfer function, i.e., the Laplace transform. of its impulse response, of the plant we wish to control is available; let us call it HP(s). The controller, with a transfer function Hc (s), is designed to make the output of the overall system perform in a specified way. For instance, in a cruise control system, the plant is the car, and the desired performance is to automatically set the speed of the car to a desired value. In Figure 1, x(t) is the desired output. Suppose we want to keep the speed of the car at V0 miles per hour for t ≥ 0, then x(t) = V0u(t). v(t) is the actual output, i.e., the actual speed of the car. The difference between the two e(t) = x(t) v(t) is the error signal and the input to the controller. Given the error signal, the controller generates a control signal C(t) as the plant input. The transfer function of the plant, i.e., the model for a car in motion, can be derived by the free body diagram shown in Figure 2. Figure 2. Free body diagram of a car in motion In the simplified model shown in Figure 2, the control force u is generated at the road-tire interface; the resistive forces due to rolling resistance and wind drag are assumed to vary linearly with the car speed v, and have the value of bv, where b is the damping coefficient. Assuming the mass of the car is m, by applying Newton’s 2nd Law, the following equation is derived to describe the input u and output v of the model/system: Taking Laplace transform. of both sides, we get the system transfer function: with m being the mass of the car and b being the damping coefficient. There are various possible controllers that are able to achieve this cruise control function. Let us consider a proportional plus integral (PI) controller with transfer function shown below. The first term of the controller is the “proportional” term, the second term is the “integral” term, and Kp and Ki are constants: The values of Kp and Ki need to be tuned to achieve specific performance measures. Lab Objectives: 1. Get familiar with the terminology used in a feedback control system. 2. Derive system transfer function for a feedback system. (We know how to derive a system transfer function for a serial or parallel system already.) Give a system input, derive system output. 3. Practice tuning a PI controller. (The emphasis here is NOT to design a controller, which is a topic of a control system class. But to understand the choice of parameters in a controller will have impact on the performance metrics of a control system, such as stability, how fast a steady state is reached, steady state error, and etc.) Lab Tasks: Submit your derivation, answer to questions, MATLAB script and plot in a signal PDF file. 1. Download the MATLAB script. “lab_cruise_control.m” . Assume the damping coefficient is 60 Ns/m. Run the script. and experiment with different values for Kp and Ki. What are your values for Kp and Ki to satisfy Bob’s requirements? a. In the script, an example is shown to set up a feedback control system transfer function and test if the system is stable. Then the system is tested by applying a step function x(t) = V0u(t) at the input (the desired speed), the system output v(t) (the actual speed) can be observed to see if the controller works properly. Of course for the cruise control to work, the system output v(t) should approach V0, i.e., zero steady state error, however, there are also other attributes that are desirable, such as a fast transient time to reach steady state, zero oscillation, no large overshoot/undershoot, etc. b. Your task is to tune the PI controller, i.e., choose proper values of Kp and Ki by observing the step response characteristics to satisfy the following constraints: 1) the rise of speed from 0 m/s to within 2% of 18 m/s (40 mph) is under 5 second, 2) once speed increases to within 2% of 18 m/s, maintain speed in that range, 3) speed should never go over 45 mph (20.12 m/s) at any time. 2. Submit the MATLAB step response plot and the output of stepinfo. Explain how your controller’s characteristics satisfy Bob’s requirements. (Besides the output from stepinfo, it could be helpful to add a “Data Cursor” under “Tools” in the step response figure window to trace the data points and see their values.) 3. Derive the system transfer function H(s) in terms of Hc (s) and Hp(s). Given input x(t) = V0u(t), if kp = ki = m = b = 1, derive the expression for output y(t) and verify the steady state of y(t) is approaching V0 . (Hint: see Textbook section 9.8.1 Figure 9.31 as an example on how to derive transfer function, note the example is different from the setup here. To get system output, use convolution property and inverse Laplace transform.)
LAB 2 ASSIGNMENT Due Friday October 14 at 9:69 pm IMPORTANT: 1) For all graphs, please label the axis and ensure proper titles are used. 2) Each group will be expected to create a Google document for the lab report where students will type their answers (in full sentences) and paste the R (or R commander) output (where necessary) for each lab question. 3) Completed assignments will be saved as a PDF file, submitted, graded, and returned on eClass. 4) Each lab group MUST upload and submit only ONE lab report, so students MUST work together to complete the lab assignment. 5) Please see the Lab Submission Info tab through the Lab Information link in the Labs section on eClass for details on how to submit your lab report on eClass. SAMPLING DISTRIBUTIONS, CENTRAL LIMIT THEOREM In this lab assignment, you will explore important properties of the sampling distribution of a sample mean in the context of a filling process. In particular, you will use some sampling procedures in R (or R commander) to demonstrate the validity of the Central Limit Theorem. You will see that the distribution of the sample mean for samples drawn from a highly skewed distribution becomes approximately normal as the sample size increases. Moreover, you will investigate how the spread of the sampling distribution of the sample mean is affected by sample size. Examining a Filling Process These days, juice box dispensing juice (such as apple juice) is performed by filling machines. These are set to deliver a certain amount of juice, which we will call the target amount, and the contents of juice boxes will vary around this mean value. The amount of variation will depend on the efficiency of the machine itself as well as certain properties of the juice, such as its density. The manufacturer may be able to reduce this variation, but no amount of expertise or effort could lead to its complete removal. A company uses a filling machine to fill usual boxes with an apple juice. The boxes are supposed to contain 130 milliliters (approximately 4.4 oz) of the drink. However, when buying a box of juice which bears a stamp claiming that the amount of the drink is 130 milliliters (ml), will there be exactly 130 ml of juice? Probably some amount close but not exactly equal to 130 ml. If the amount of juice dispensed by the filling machine follows a symmetric distribution and the mean target value is set equal to the claimed amount of 130 ml, half of the juice boxes would be underfilled and half would be overfilled. This may seem perfectly reasonable to the manufacturer but consumers may feel differently, particularly if they happen to buy the underfilled juice boxes. To make the customer happy, the manufacturer may decide to overfill the juice boxes slightly so that the target fill of the machine is more than the claimed amount. However, even a small increase in the target fill represents a loss of profit to the manufacturer. The juice boxes are shipped in packages containing either 10 or 35 juice boxes. How does the amount of juice vary from juice box to juice box? How does the average amount of juice vary from package to package containing the same number of juice boxes? How does the number of juice boxes in a package affect the distribution of the means? You will obtain the answers to all these questions in this lab. Answer the following questions: 1. Suppose the amount of apple juice dispensed by a filling machine follows a normal distribution with a mean (μ) and a standard deviation (). Select the Distributions option in the R commander menu and then the Normal distribution among continuous distributions options. This allows you to obtain a graph of the normal density function, and to calculate normal probabilities when the parameters (μ and ) are provided. Use R commander to answer the following questions: (a) Assume that the mean amount dispensed by the machine is set at μ = 130 ml. Enter the value of as 5, then 10, then 15, and eventually 20 ml. After each entry, carefully examine the shape of the corresponding density curve. You are not supposed to print the density curves. Describe briefly the change in the appearance of the percentage of underfilled juice boxes (the juice boxes containing less than 130 ml) when σ decreases or increases? In general, how does the magnitude of the standard deviation affect the filling process? (b) Now assume that the mean amount dispensed by the machine is set at μ = 135 ml. Enter the value of as 15 ml. Calculate the percentage of underfilled juice boxes (the juice boxes containing less than 130 ml) in this case. What is the percentage of underfilled juice boxes if were 10 ml and 5 ml? In general, what is the effect of decreasing on the percentage of underfilled juice boxes? (c) Now set the standard deviation to 5 ml and change the mean. Enter the value of µ as 130, then 135, and eventually 140 ml. Calculate the percentage of underfilled juice boxes in each case. Describe briefly how the shape of the corresponding curve changes. How does changing the value of µ affect the filling process? Does the percentage of underfilled boxes increase or decrease? Do not print the density curves. 2. Consider a random sample of 500 juice boxes obtained from the population of all juice boxes filled by the machine over a specific short time period. The volume amount of apple juice in each juice box is determined. The 500 observations recorded in the first column volume are available in the data file Lab2-Data.txt in eClass. Given the very large sample size, we may assume that the distribution of the volume amount of apple juice in the sample (data file) is close enough to the population distribution while its mean and standard deviation are close to the population parameters (μ and σ). (a) Obtain a frequency histogram of the 500 observations with the bins starting at 125, ending at 155, and using a width of 5. (Hint: R assumes that the right endpoint of each interval is included. Your histogram should include the left endpoints.) Paste the histogram into your report. The format of the histogram should be the same as the format of the histogram in the Lab 1 Instructions (labels at the axes, title). (b) Describe the shape of the histogram obtained in part (a). Does the histogram support the claim of the company that the juice boxes are slightly overfilled? (c) Obtain a Q-Q plot and a boxplot for the 500 observations. Add a title to each plot. Paste both plots into your report. (TIP: Click “Options” and select Outliers “(Interactively) with mouse” when you make the boxplot in R commander to see to which observation the outlier corresponds.) Is (are) there any outlier(s)? Do the plots confirm your findings in part (b) about the shape of the distribution? (d) Obtain the summary statistics (mean, standard deviation, IQR, min, Q1, median, Q3, max, and n) of the 500 observations. Paste the summaries into your report. Briefly describe the relationship between the mean and median, as well as the relationship between the three quartiles. Are the relationships consistent with the observed shape of the histogram in part (b)? 3 Suppose that 100 packages are randomly selected, each consisting of 10 juice boxes of apple juice obtained from the population of all juice boxes filled over a certain short time period. The amount of apple juice in each juice box is determined. The measurements are saved in a table consisting of 10 rows (sample size) and 100 columns (number of random samples) that occupies the columns Sample1 – Sample100 in the lab2-Q3.txt file. 3. Obtain the mean amount of apple juice for each sample consisting of 10 juice boxes. Make sure that all 100 columns are included in the panel of the “Numerical Summaries” dialog box. (a) Obtain a frequency histogram of the 100 means with the bins starting at 132, ending at 141, and using a width of 1. (Hint: R assumes that the right endpoint of each interval is included. Your histogram should include the left endpoints.) Paste the histogram into your report. The format of the histogram should be the same as the format of the histogram in Lab 1 Instructions (labels at the axes, title). (b) Refer to the histogram obtained in part (a). Does the data appear to be normally distributed? Compare the distribution of the means to the distribution of individual observations studied in Question 2 in terms of their spread and degree of skewness. (c) Obtain a Q-Q plot and a boxplot for the 100 means. Add a title to each plot. Paste both plots into your report. Is (are) there any outlier(s)? Do the plots confirm your findings in part (b)? Compare the plots with the ones in part (c) of Question 2. (d) Obtain the sample size, mean, and standard deviation of the 100 means. Paste the summaries into your report. Compare the values with the mean and the standard deviation of the sampling distribution of the sample mean predicted by the theory of sampling distributions. What does the standard deviation mean here? Now suppose 100 packages are randomly selected, each consisting of 35 juice boxes of apple juice obtained from the population of all juice boxes filled over the same short time period. The amount of apple juice in each juice box is determined and the measurements are saved in the lab-Q4.txt file in the form. of a table of 100 columns, each consisting of 35 rows. 4. Obtain the mean amount of apple juice for each sample consisting of 35 juice boxes. Make sure that all 100 columns are included in the panel of the “Numerical Summaries” dialog box. (a) Obtain a frequency histogram of the 100 means with the bins starting at 134, ending at 139, and using a width of 0.5. Paste the histogram into your report. (Hint: R assumes that the right endpoint of each interval is included. Your histogram should include the left endpoints.) The format of the histogram should be the same as the format of the histogram in Lab 1 Instructions (labels at the axes, title). (b) Describe the shape of the histogram in part (a). Does the data appear to be normally distributed? Compare the histogram with the histogram obtained in part (a) of Question 2 and the one in part (a) of Question 3. In particular, comment about differences in spread and degree of skewness between each pair of histograms. (c) Obtain a Q-Q plot and a boxplot for the 100 means. Add a title to each plot. Paste both plots into your report. Is (are) there any outlier(s)? Do the plots confirm that the sample means indicate a normal distribution? Explain. Compare the Q-Q plot and boxplot with the Q-Q plots and boxplots obtained in part (c) of Questions 2 and 3. What do you conclude? (d) Obtain the sample size, mean, and standard deviation of the 100 means. Paste the summaries into your report. Compare the value of the standard deviation of the sample mean for n = 35 with the standard deviation of the sample mean in part (d) of Question 3 (for n = 10). Compare the values with the mean and the standard deviation of the sampling distribution of the sample mean predicted by the theory of sampling distributions. Which sample mean tends to be a more accurate estimate of the population mean? LAB 2 ASSIGNMENT MARKING SCHEMA Proper Title Page (Using Lab Assignment Template on eClass): 5 points Appearance: 5 points (1 bonus point for each question submitted properly on eClass) Note: Lab assignments must be typed and submitted on eClass. A handwritten assignment is not acceptable and it will receive a mark of zero for the whole assignment. Question 1 (20) (a) Percentage of underfilled juice boxes when the standard deviation decreases or increases: 2 points How the magnitude of the standard deviation affects the filling process: 2 points (b) Percentage of underfilled juice boxes when μ = 135 and σ = 15 ml: 2 points Percentage of underfilled juice boxes when μ = 135 and σ = 10 ml: 2 points Percentage of underfilled juice boxes when μ = 135 and σ = 5 ml: 2 points Effect of decreasing σ on the percentage of underfilled juice boxes: 2 points (c) Percentage of underfilled juice boxes when μ = 130 and σ = 5 ml: 2 points Percentage of underfilled juice boxes when μ = 135 and σ = 5 ml: 2 points Percentage of underfilled juice boxes when μ = 140 and σ = 5 ml: 2 points Effect of increasing μ on the percentage of underfilled juice boxes: 2 points Question 2 (30) (a) Properly formatted histogram of the 500 observations: 4 points (b) Shape of the histogram in part (a): 2 points Conclusion about histogram support of company’s claim: 2 points (c) Q-Q plot with a title: 4 points Boxplot with a title: 4 points Outliers: 4 points (2 points for each plot) Consistency with the conclusions in part (b): 2 points (d) Summary statistics output: 2 points Relationship between mean and median: 2 points Relationship among the three quartiles: 2 points Consistency with the conclusions in part (b): 2 points Question 3 (35) (a) Properly formatted histogram of the 100 sample means (n = 10): 4 points (b) Shape of the histogram in part (a), normality: 2 points Comparison with parent distribution (spread, degree of skewness): 4 points (2 points each feature) (c) Q-Q plot with a title: 4 points Boxplot with a title: 4 points Outliers: 4 points (2 points for each plot) Comparison with conclusions in part (b): 2 points Comparison with plots in Question 2: 2 points (d) Summary statistics output: 3 points Comparison with the values predicted by theory: 4 points (2 points for mean and 2 points for sd) Standard deviation: 2 points 5 Question 4 (40) (a) Properly formatted histogram of the 100 sample means (n = 35): 4 points (b) Shape of the histogram in part (a), normality: 2 points Comparison with graph from Question 2 (spread, skewness): 4 points (2 points for each feature) Comparison with graph from Question 3 (spread, skewness): 4 points (2 points for each feature) (c) Q-Q plot with a title: 4 points Boxplot with a title: 4 points Outliers: 4 points (2 points for each plot) Comparison with conclusions in part (b): 2 points Comparison with plots in Question 2 and conclusion: 2 points Comparison with plots in Question 3 and conclusion: 2 points (d) Summary statistics output: 3 points Comparison with the values predicted by theory: 4 points (2 points for mean and 2 points for sd) Sample mean which is more accurate estimate of the population mean: 1 point TOTAL = 135
Assessment 3 - Individual Report - MINIMUM 3200 Words Learning Outcomes Learning Outcome 1 Evaluate the role of culture, govemments and international organizations in promoting global trade and business Learning Outcome 2 Assess the opportunities and threats posed by cultural difference in a global environment Learning Outcome 3 Evaluate the risks, costs and benefits of doing business in different countries Learning Outcome 4 Argue a point of view relating to ethics and social responsibility by global businesses Assessment Task: Covid 19 has put a once in a 100 year stress on people and economies around the world, with many experts saying that the world will not return to normal until a viable vaccine has been distributed. Some experts think that it may take until 2025 (or even longer) for enough vaccine to have been distributed for borders to safely reopen and for global trade resume at pre 2020 levels. Within this context intenational organisations (such as the WHO), Governments and the Pharmaceutical industry are working closely together to develop vaccines in order to protect people and get the global economy restarted. However with any such large scale business endevour, with billions of dollars at stake and literally the future of the world in the hands of the Pharmaceutical industry, there are numerous opportunities for poor ethical choices and poor social responsibility at every level from international and local governance to business and healthcare. Part 1: Do a macro level review of the 'vaccine industry': Evaluating the role of culture, governments and international organizations in promoting global trade and business Assessing the opportunities and threats posed by cultural difference in a global environment Evaluating the risks, costs and benefits of doing business in different countries Part 2: Based on the findings of your review formulate and argue a point of view relating to ethics and social responsibility by global businesses in the context of your findings
EEE203 Signals and Systems I Tutorial: Amplitude Modulation Modulation is the process of varying one or more properties of a periodic waveform, called the carrier signal (typically of very high frequency), with a modulating signal that generally contains information to be transmitted. There are two motivating reasons for modulation: 1) Modulation allows for the use of small antennae in message transmission therefore making the application portable e.g. mobile phones. 2) It also allows us to multiplex, or share, a communication medium among many concurrently active users through the choice of different carrier frequencies separated by a frequency gap band. This technique is known as Frequency Division Multiplexing. Radio, television, GPS, mobile phones and all other wireless communications devices transmit information across distances using electromagnetic waves. To send these waves across long distances in free space, the frequency of the transmitted signal must be quite high compared to the frequency of the information signal. This keeps aliasing at bay as well as help keep antenna sizes small. For example, a voice signal has a bandwidth of about 4 KHz. The typical frequency of the transmitted and received signal is several hundreds of megahertz to a few gigahertz. Antenna size is in general proportional to wavelength of the transmitted electromagnetic waves. Let us look at how the antenna size can be made smaller with higher carrier frequencies. For example, the wavelength of a 1 GHz electromagnetic wave in free space is 30 cm, whereas a 1 kHz electromagnetic wave is one million times larger, 300 km, it would be impossible to build and power such a behemoth! Communication that uses modulation to shift the frequency spectrum of a signal is known as carrier communication. In this mode, one of the basic parameters (amplitude, frequency, or phase) of a sinusoidal carrier of high frequency uc is varied in proportion to baseband signal m(t). We will focus on amplitude modulation in this tutorial. We will interchangeably use the notations (u and f) to represent frequency. f denotes the frequency of a sinusoidal signal in Hz, whereas u is the frequency in rad/sec. 1. Amplitude Modulation Amplitude modulation is characterized by the fact that the amplitude A of the carrier signal c (t) is varied in proportion to the amplitude of the modulating (message) signal m(t). The frequency and the phase of the carrier are fixed. The carrier signal c (t) is represented as c(t) = Acos(wct + θc). (1) For simplicity, we can assume that θc = 0 in the carrier signal. If the carrier amplitude A is made directly proportional to the modulating signal m(t), we obtain the signal m(t)cos (wct). When the carrier signal Acos(w ct) is added to this signal, the resulting amplitude modulated signal φAM (t) is represented as: φAM (t) = (A + m(t))cos(wct). (2) Figure 1 illustrates the amplitude modulation. The modulating (message) signal is multiplied by the carrier signal. The modulating signal forms the envelope of the modulated signal. Figure 1. Illustration of Amplitude Modulation. Let the Fourier transform. of the modulating signal be denoted by M(ju), i.e., F m(t) ↔ M(jw) (3) The time and frequency domain plots of the modulating signal is shown in Figure 2. Figure 2. Modulating signal m(t) in time (left) and frequency (right). What is the Fourier transform. of the amplitude modulated signal ΦAM(jw)? You can get a hint from the time and frequency domain plots of the modulated signal from Figure 3. Figure 3. Modulated signal in time (left) and frequency (right). As shown in Figure 3, there is a replication of the spectrum of the modulating signal, each centered around -ωc and ωc. A portion that lies above the ωc is called Upper Side Band (USB) and a portion lies below ωc is called Lower Side Band (LSB). For each replication the amplitude is half of the original height, i.e., reduced from 2α to α . Why are there impulses at -ωc and ωc? 2. Amplitude Demodulation Demodulation can be performed in two different ways. ● Coherent Demodulation: This assumes that the carrier signal with same frequency and phase can be generated at the receiver for demodulation. ● Non-Coherent Demodulation: This directly demodulates the received signal from its envelope without requiring the carrier signal. The envelope detector can be implemented very inexpensively using a half wave rectifier followed by a low pass filter. Here, we will describe coherent demodulation, as it is very similar to the modulation process and easy to demonstrate and understand. Recall the scheme of modulation shifts the spectrum of the message signal by multiplying it with the carrier signal. Hence, demodulation requires the shifting of the spectrum back to the original location. To achieve this, we multiply again the modulated signal with the carrier signal, as described in Figure 4 and Figure 5. Figure 4. Demodulation. Figure 5. Frequency spectrum of modulated signal multiplied by the carrier. The dashed line indicates the frequency response of a low pass filter used to extract the demodulated signal. The received modulated signal is φAM (t) = (A + m(t))cos(w ct). Multiplying it with cos(w ct) results in the signal r(t) given by r(t) = (A + m(t))cos2 (w ct) = 2/1 (A + m(t))(1 + cos(2w ct)) (4) What is the Fourier transform. R(jω) of r(t)? Again you can get a hint from Figure 5. As shown in Figure 5, one part of the demodulated signal spectrum is centered at zero frequency and the other part is centered at ±2ωc. In order to retrieve the original message signal M(jω), and to remove the high frequency components, r(t) is passed through a low pass filter with a cutoff frequency greater than the bandwidth B Hz of the message signal. What about the impulse at zero frequency? How to remove it? 3. Modulation Index Modulation index (µ) is defined as the ratio between the peak value of the message signal and the amplitude of the carrier signal. This indicates how much the modulated signal varies around its original level. The value of µ < 1 results in under-modulation and µ > 1 results in over- modulation. Over-modulation results in erroneous signal reconstruction if non-coherent demodulation (envelope detection) is used, but in case of coherent demodulation, any value of µ provides reconstruction. Figure 6 shows modulated signals with different modulation index value. The carrier signal has amplitude of 1. The modulating baseband signal has amplitude of 0.5, 1 and 1.5. Figure 6. Modulated signal with modulation index µ = 0.5, µ = 1 and µ = 1.5 4. Example Suppose the modulating signal is a 100Hz cosine signal, i.e., m(t) = cos(2π100t). The signal and its Fourier transform (FFT, magnitude) are shown in Figure 7. In the frequency domain, you can see two impulses located at -100Hz and 100Hz, i.e., the frequency of the cosine signal. Figure 7. Time domain and frequency domain plots of modulating signal m(t) = cos(2π100t) The modulating message signal m(t) is then modulated by a carrier signal c(t) = 2cos(2π1000t). The modulated signal φAM (t) = (2 + m(t))cos(2π1000t) and its FFT are shown in Figure 8. In the time domain, the amplitude of the carrier signal is modulated by the message as shown by its envelope. The amplitude varies from 1 to 3 due to the 0.5 modulation index. In the frequency domain, the spectrum of the modulating signal is split into two, one half shifts to the left by 1000Hz, and the other half shifts to the right by 1000Hz. The impulses at - 1000Hz and 1000Hz are the FFT of the carrier signal c(t). Figure 8. Time domain and frequency domain plots of modulated signal φAM (t) = (2 + m(t))cos(2π1000t) To demodulate the signal, multiple it by cos(2π1000t), i.e., r(t) = φAM (t) cos(2π1000t) = (2 + m(t))cos2 (2π1000t). The signal r(t) and its FFT are shown in Figure 9. In the frequency domain, the spectrum of φAM (t) is split into two, one half shifts to the left by 1000Hz, and the other half shifts to the right by 1000Hz. Therefore, the cluster around -1000Hz in Figure 8 is shifted to -2000Hz and 0Hz, and the cluster around 1000Hz in Figure 8 is shifted to 0Hz and 2000Hz, as shown in Figure 9. Now if we pass r(t) through a low pass filter to get rid of the two clusters around ±2000Hz, and remove the DC component (the impulse at 0Hz), and scale it properly, we can get the original signal m(t) back. Figure 9. Time domain and frequency domain plots of demodulated signal r(t) = φAM (t) cos(2π1000t) = (2 + m(t))cos2 (2π1000t) One last note, the amplitude modulation scheme discussed in this tutorial is often referred to as “double sideband, full carrier” amplitude modulation. There are variations of this basic scheme. Refer to this article for a quick introduction.
FOOD3801/8801 2025 assignment two: evaporation Due date: Wednesday, 16/07/2025 (Week 7), 7 p.m. AEST Submission via Moodle workshop tool and completion of quiz Introduction to assignments for FOOD3801/8801 The assignments for this course have been designed to enhance your learning of important unit operations in the food industry. These assignments will complement the material presented in the lectures and give you an opportunity to practise and develop your problem-solving and critical-thinking skills. Whilst the assignments may seem quite long and in-depth, you certainly have the skills and knowledge that you need to solve them. In most of the problems, the questions have been set up in a way to guide you through the problem. Again, these assignments have been designed to help you learn and to develop your problem-solving skills. We suggest you work through the example problems in the lectures, and tackle some of the problems in the prescribed textbook, as they will be of help. It is true that you may find some parts of the assignment challenging, and some answers will not be immediately obvious, particularly for questions that require analysis and/or solving of potential real-life industry issues. However, the reason for their inclusion is to give you an experience of the types of real-life challenges that you may face as a food scientist or food technologist working in the food industry. How do you handle issues like a malfunctioning cool room, or a dryer making a product that is too high in moisture, or your packaged food product still becoming spoiled quickly? These are the types of challenges we hope to expose you to throughout the Term to enhance your skills to become confident food scientists and food technologists! The questions of this second assignment are on the topic of evaporation. In this assignment, you have been given a “design brief”, where you will need to make a recommendation to your company for the purchase of a new evaporator. You will solve problems based on given specifications and analyse the options, before making a final recommendation to the company. Project brief A company needs to buy a new single-effect evaporator to concentrate 40,000 kg/h of a juice from 4% to 40% solids. The juice will enter the evaporator at 45 °C as it will be preheated with residual hot water streams via heat exchangers already available in the company. The evaporation chamber can perform the evaporation at a maximum temperature of 45 °C for two reasons: 1) to avoid externally high costs of higher vacuum pressures, which will be needed to reduce the temperature below 45 °C; and, 2) to minimise the damage of heat-sensitive compounds and the loss of volatile flavour compounds, which will be exacerbated for temperatures above 45 °C. The evaporator needs to be operated with saturated steam at 120 °C, which is already produced at this temperature in other food manufacturing processes in the company. The properties of the juice, which are independent of temperature, are approximated as follows: • Density = 1,020 kg/m3 • Viscosity = 0.0035 Pa.s • Thermal conductivity = 0.5 W/(m.K) • You can estimate the specific heat capacity of the feed and the concentrated product with the Siebel (1892) model below, where the specific heat is a function of the concentration of solids as: CP = 0.837 + 3.349(1 — xS) After looking into several types of evaporators and contacting different manufacturers, the company was able to narrow down their options to two evaporators (whose specifications are described in more detail below): 1. A forced recirculation evaporator with an external calandria. 2. A falling film evaporator with an external calandria. Which evaporator do you recommend the company to purchase, based on cost and the quality constraints of the juice? Give reasons for your recommendation. Hint: Please carefully study the lecture notes “11_Heat exchanger for evaporation”, which explains in detail how to solve problems on forced recirculation and falling film evaporators. Please pay close attention to examples 1 to 4. Note: you are advised to make all calculations in Excel. This series of calculations are greatly affected by rounding in errors, which are minimized (or eliminated) by calculating everything in a spreadsheet. Option 1: forced recirculation evaporator The first option, the forced recirculation evaporator, has its pressure maintained in the heat exchanger, such that no boiling occurs in the tubes of the calandria; all the evaporation takes place at the evaporation chamber because of flash. The recirculation is achieved with a pump that recirculates the juice from the evaporation chamber to the calandria and back to the recirculation chamber. The pump creates a strong recirculation and raises the pressure of the juice in the calandria to avoid evaporation. The calandria rises the temperature of the juice from 45 °C to 83 °C before being released into the evaporation chamber. In the evaporation chamber, the pressure is reduced, allowing for flash evaporation at 45 °C (temperature on the evaporation chamber). The strong recirculation introduced by the pump ensures that the concentration of solids of the liquid juice inside the evaporator, including the juice passing through the calandria, is the same of that of the concentrated product, i.e., the concentration of solids of the juice in the evaporator and through the calandria is that of the final product. The tubes of the calandria have the following properties: • Pipe inner diameter (I.D.) = 60 mm • Pipe outer diameter (O.D.) = 62 mm • Length of the tubes = 25 m • Pipe material: stainless steel • Thermal conductivity of steel = 15 W/(m.K) The overall cost of this evaporator can be roughly correlated with the price of the number of tubes in the calandria plus the cost of the recirculation pump. The cost per tube is $2,000 and the cost of the pump is $30,000. Option 2: falling film evaporator The second option, the falling film evaporator, has the following properties: • Pipe inner diameter (I.D.) = 360 mm • Pipe outer diameter (O.D.) = 364 mm • Length of the tubes = 12 m • Pipe material: stainless steel • Thermal conductivity of steel = 15 W/(m.K) The overall cost of this evaporator can be roughly correlated with the price of the number of tubes in the calandria plus the cost of the flow distribution system into the tubes. The cost per tube is $7,000 and the cost of the flow distribution system is $30,000. Question 1 This question will be based on the first option of evaporator, the forced recirculation evaporator. 1) Briefly explain how a forced recirculation evaporator works. 2 2) What are some advantages of using a forced recirculation evaporator? 2 3) Draw a diagram of the evaporation process, making sure that you include the calandria (vertically orientated), the evaporation chamber, and the recirculation pump. Add the data you know into the diagram. 2 Estimate the enthalpies for the flow components in the process (this will be used later on the energy balances). 4) Calculate the enthalpy of the feed juice Hf using 0 °C as the reference temperature. 1 5) Similarly, calculate the enthalpy of the concentrated product juice Hc using 0 °C as the reference temperature. Using the steam table provided, estimate the enthalpy of the vapour Hv1 . 1 9) Calculate the enthalpy of the juice at the outlet of the calandria HRo . 1 In the diagram, add the enthalpy data and identify the unknow variables. Some of the unknown mass flowrates can be calculated with mass balances. 10) Perform a mass balance of solid components. 2 11) Hence, use this equation to calculate the mass flowrate of the product m.p (i.e., concentrated juice after evaporation). 2 12) Perform a mass balance of the food product. 2 13) Hence, use this equation to calculate the mass flowrate of the released vapour from the juice m.v1 . 2 After completing the two mass balances above, we can now proceed with the energy balances. 14) Perform an energy balance on the full evaporator. 2 15) Hence, by solving this equation, calculate the mass flowrate of steam required to perform the specified evaporation process m.s . 2 16) Hence, calculate the steam economy of this evaporation process. 2 Now, we can look at the recirculation for this evaporator. We will need to perform an energy balance on the heat exchanger (calandria) only. In this heat exchanger, the heat from the condensation of steam is used to heat the juice prior to evaporation in the evaporation chamber. In other words, the heat lost by the steam is gained by the juice. Note that the mass flowrate of the recirculated juice (m.R ) in the heat exchanger is unknown. 17) Perform an energy balance on the heat exchanger. Hint: write this equation by equating the heat loss by the steam to the heat gained by the juice. This results in an equation written in terms of the mass flowrates and enthalpy values of each component entering and leaving the heat exchanger, and where the only unknown is the mass flowrate of recirculated juice (m.R ). 18) Hence, by solving this equation, calculate the mass flowrate of recirculated juice in the calandria m.R . 2 19) Hence, calculate the recirculation rate of the juice RR (ratio of mass flowrate of recirculated juice to feed juice). 2 From here, we can now analyse the evaporator equipment itself based on our calculated rates of heat transfer in the calandria between the steam and the juice. We will firstly determine the heat transfer coefficient of the heat exchanger. For simplicity, neglect the resistance by convection outside the tubes and by conduction through the tubes. Hence, the overall heat transfer equation U is equal to the inner heat transfer coefficient (hi) ( U = hi) For forced circulation evaporators, hi is calculated with the Dittus-Boelter equation (the viscosity correction term in this equation can be ignored). hi is calculated first by assuming that the flow is passing through a single tube. Then, for multiple tubes, use the equation below: U = hiN-0.8 (1) where N is the number of tubes in the exchanger. The Dittus-Boelter equation estimates the Nusselt number as function of the Reynolds and Prandt numbers. To calculate Reynolds number, you need to calculate the velocity, which can be done as follows: 20) Calculate the cross-sectional area of flow of a tube in the calandria. 1 21) Calculate the volumetric flowrate (m3/s) of the juice in the calandria. 1 22) Hence, calculate the velocity of flow of the orange juice (i.e., in units m/s). 1 Now you can proceed to estimate hi: 23) Calculate the Reynolds number of the orange juice recirculated through the calandria. Remember that this value should be unitless (i.e ., check that your units cancel). 2 24) Calculate the Prandtl number of the juice (use the specific heat capacity of the concentrated juice). This value should also be unitless. 2 25) Hence, calculate the Nusselt number of the orange juice heat transfer by using the Dittus-Boelter equation (remember neglecting the viscosity correction term in this equation). 2 26) Now, from the definition of the Nusselt number, determine the inner heat transfer coefficient (hi) (c.f. Equation 11.15 from the lecture notes). 2 Now equation 1 (U = hiN!0.8 ) gives you an expression for the overall heat transfer coefficient U as function of the number of tubes. This is an expression because the total number or tubes is still unknown. The energy balance on the heat exchanger, done in part 17, can also be written as: UAΔTln = m.SHvS — m.SHcS (2) where the right-hand and left-hand side terms represent the heat lost by the steam and the heat transferred through the walls of the heat exchanger (which is then absorbed by the juice), respectively. This equation will be used to estimate the number of tubes. 27) Draw a rough diagram and write an equation to define the log-mean temperature difference (LMTD, or ΔTln ) for two counter-current fluids. 2 28) Hence, calculate the log-mean temperature difference in the calandria (ΔTln ). 2 29) Hence, calculate the number of tubes required in the heat exchanger. 2 Now that we know the number of tubes, we can calculate the total cost to purchase this evaporator. 30) By multiplying the number of calandria tubes by the cost per tube, and adding the cost of the recirculation pump, calculate the total capital cost of this evaporation system. 3 Question 2 This question will be based on the second option of evaporator, the falling film evaporator. 1) Briefly explain how a falling film evaporator works. 2 2) What are some advantages of using a falling film (as opposed to rising film) evaporator? 2 3) Draw a diagram of the evaporation process, making sure that you include the calandria (vertically orientated), and the evaporation chamber. 2 Similar to question 1, you need to estimate enthalpies. Because both evaporators are being evaluated to perform the juice concentration process outlined on the project brief, the enthalpies estimated in sections 4 to 8 of question 1 apply here (there is no need to calculate them again as they are estimated at the same temperatures and concentration of solids). Then you need to perform the two mass balances: 1) a mass balance of solid components, and 2), a mass balance of the food product. If you perform. those balances, you will notice that they yield the same equations of the forced circulation evaporator. The same applies for the energy balance on the full evaporator. Both evaporators are being evaluated to perform the same juice concentration process outlined on the project brief. Hence, the evaporation parameters and conditions are the same. Consequently, the mass flowrate of the product m.p , the mass flowrate of the released vapour from the juice m.v1 , the mass flowrate of steam required to perform the specified evaporation process on the juice m.S , and the steam economy, will be the same. Hence, those values will be taken from the results of question 1. You can verify all of this by doing those balances. We can now analyse the falling film evaporator by focusing specifically on the heat exchange between the steam and the juice in the calandria. Note that for this evaporator, there is no increase in the temperature of the juice and evaporation occurs at the same temperature of the feed. Firstly, we will determine the heat transfer coefficient of the heat exchange. 4) Calculate the Reynolds number of the orange juice flow (c.f. equation 11.21 of the lecture notes). Remember that this value should be unitless (i.e., check that the units cancel). 2 5) Calculate the average specific heat capacity of the juice (average between feed and product). We need to calculate this average since the evaporation occurs within the heat exchanger which changes the concentration of solids during the evaporation process, which will change the specific heat capacity. 2 6) Hence, calculate the Prandtl number (use the average specific heat capacity). This value should also be unitless. 2 7) Calculate the value φ (c.f. equation 11.22 of the lecture notes) using the density, velocity, and thermal conductivity of the juice. Assume that the gravitational force is 9.8 m/s2 . 2 8) Hence, calculate the heat transfer coefficient for the falling film in this heat exchanger (hi ) (c.f. equation 11.20). As mentioned, the temperature of the juice will remain constant at its feed inlet temperature (°C) throughout the process. 9) Calculate the temperature difference between the steam and the juice in the calandria. 2 Note that you do not need to calculate the ΔTln , as these temperatures stay constant (the liquid juice evaporates at constant temperature from the inlet to the outlet of the calandria). Instead, you should just calculate ΔT. The resistance by convection outside the tubes and by conduction through the tubes were neglected. Hence, the overall heat transfer equation U is equal to the inner heat transfer coefficient (hi) (U = hi) hi was calculated above assuming that the flow is passing through a single tube. Then, for multiple tubes, use the equation: U = hiN-1/3 (3) where N is the number of tubes in the exchanger. Like in question 1, the energy balance on the heat exchanger can be written as: UAΔT = m.SHvS — m.SHcS (4) where the right-hand side term represents the heat lost by the steam and the left-hand side the heat transferred through the walls of the heat exchanger (which is then absorbed by the juice). 10) Use the above equation to calculate the number of tubes required in the heat exchanger. 2 Now that we know the number of tubes, we can calculate the total cost to purchase this evaporator. 11) By multiplying the number of calandria tubes by the cost per tube, and adding the cost of the flow distribution system, calculate the total capital cost of this evaporator. 3 Question 3 Write a final recommendation to the company of which evaporator to buy – this should include considerations of cost and the quality of your product. This justification should be 2–3 paragraphs. 15 Total available marks: 90
Physics, Part 1 (High School) Syllabus Course Description An engaging and highly interactive course where students consistently perform. experiments, gather and analyze data, and draw conclusions. This course covers the scientific method, waves, motion, and forces. This is the first of a two-part series. Prerequisites Algebra, Part 1 or equivalent Course Materials A spreadsheet program is needed. Some activities use common household items. A virtual option is available if the needed items are not available. Course Outcomes As students complete the course assignments, they will increase their knowledge, improve a 21st-century skill, and develop an attribute. Knowledge: Physics In this course, knowledge refers to the subject matter and content students will learn while completing the readings, practices, quizzes, and assignments. On successful completion of this course, students will be able to do the following: 1. Ask scientific questions and design investigations to answer the questions. 2. Explain how waves carry energy and information. 3. Use Newton's Laws of Motion to describe and calculate motion caused by forces. 4. Use a free-body diagram to represent forces acting on an object and predict motion and acceleration. 21st-Century Skill: Critical Thinking—Constructing Arguments As students complete this course's assignments, they will gain skills in Constructing Arguments. This skill is part of Critical Thinking. Attribute: Gratitude This course focuses on developing the attribute of gratitude in the context of Physics.
Syllabus Quick Links Tips for Success Course Learning Outcomes Course Materials Assignments Exams Grading Course Policies Tips for Success If you’re new to online courses,or if you just need a quick refresher, be sure to take a look at these video tutorials! ● Tips and Tools for Success (https://iscontent.byu.edu/UniversalContent/HTML/IS-HS- TipsAndToolForSuccess.html) ● Navigating Buzz (https://iscontent.byu.edu/UniversalContent/HTML/IS-HS- NavigatingBuzz.html ) What You Should Already Know Before beginning this course,you should have taken MATH 052,the second semester of secondary math I,orits equivalent. Course Learning Outcomes You willbe expected to demonstrate mastery of the following outcomes throughout your study in this course: 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look for and make use of structure. 8.Look for and express regularity in repeated reasoning. You should keep these eight primary outcomes in mind as you complete this or any math course.This course's specific outcomes will help you to expand on principles you learned in previous math courses.After successful completion of the course you willbe able to do the following: 1.Solve,analyze,and graph equations and inequalities. 2.Define congruent and similar triangles,and use properties of congruency and similarity to analyze triangles. 3.Define and classify polygons and analyze and solve properties of regular polygons. 4.Define and classify quadrilaterals and analyze and prove properties of important quadrilaterals. 5.Perform geometric transformations and analyses on similar figures,and calculate the midpoint,length,and slope of lines using the coordinate plane. 6.Apply properties of exponents and powers to simplify and evaluate equations and functions. 7.Perform. mathematical operations on radicals,simplify radicals, and solve equations containing radicals. 8.Explain properties of quadratic and polynomial functions,graph quadratics,use the quadratic formula to solve quadratic functions. 9.Calculate perimeter and area of various polygons and solve side lengths of triangles using triangle inequality. Course Materials There is no textbook for this course.The course content is all you will need.A physical calculator is required when taking exams.A graphing calculatoris recommended,but not required. Assignments Each unit is broken into lessons based on learning outcomes.Each lesson has content foryou to study and is followed by small,non-graded self checks that willhelp you determine how well you are learning the material.The self checks draw questions from huge question banks;they will be your best review and practice tool. Unit Quizzes Unit quizzes are assessments you will complete at the end of each unit. There are also two review quizzes covering all of the concepts from the preceding lessons.These assignments are open-book quizzes.Since this is a mastery-based,course you may take the unit quiz as many times as you want and your highest score will be recorded. Show Your Work Assignments You will be required to show your work orjustify your answers for some problems in the assignments and on the exam.Your work will be reviewed for partial credit,and your grade will be updated when applicable.For partial credit,you must show your work in the space provided. Essay Assignments At midcourse and at the end of your course,you will complete an essay assignment.In these assignments,you will be required to describe your strategies and reasoning for various mathematical principles. Providing correct answers is not the goal of the essay assignments; your ideas and reasoning are much more important,as reflected in the rubric.Please take the time to explain your thought process and steps for solving the problems. Explorations This course includes exploration activities in select units.An exploration is a chance for you to interact with your teacher and other students in the course about specific topics. We highly encourage you to complete the explorations as you reach them.They are designed to use the skills you've already learned to set up the skills that you're going to study in later lessons.In other words, you’lldo better in the course if you complete the explorations as you get to them. Discussion Board Explorations Explorations involving discussion boards consist of two parts: 1.An observation portion that requires you to apply the skills you have learned to a relevant problem. 2.A graded discussion of the exploration'sideas.Afteryou have gathered the information,you will join other students and your teacher/TA in a discussion of concepts from the exploration in a discussion-board format.You'l be required to post your answers into the discussion board. There is also a summary page for the big idea behind the exploration that you can use as a review tool. Quiz Explorations Quiz explorations ask you to record data and answer questions based on your observations. Exams After completing the lessons,you will take the final exam.As noted,the final exam is comprehensive—in other words,it covers all material in this course.It consists of about forty to fifty questions,very much like those in the questions in the unit quizzes. For more information,see the Final Exam Preparation section after the last unit. Grading Your grade in this course will be based on these assignments and exams: AsSIGNMENT OR ExAM GRADING PERCENT OF ToTAL GRADE 9 Unit Quizzes Computer 27% 9 Show-Your Work Assignments Instructor 9% 2 Review Quizzes Computer 14% 2 Essay Assignments Instructor 15% 4 Explorations Instructor 15% 1 Proctored Final Exam* Computer 20% *You must pass the final exam with at least a 60%to earn credit for the Course. Grade Scale Your letter grade is calculated according to these percentages. A 100%-93% A- 92%-90% B+ 89%-87% B 86%-83% B- 82%-80% C+ 79%-77% C 76%-73% C- 72%-70% D+ 69%-67% D 66%-63% D- 62%-60% E(fail) 59%-0%
EEE203 Signals and Systems I Lab: What for Lunch? Bob is very appreciative of your help throughout the semester. He wants to treat you for lunch. Since he is an amateur radio fan, he transmits the lunch menu to you through ham radio to see if you like it. The radio transmission uses amplitude modulation and the carrier frequency is 1.885 MHz. You receive the modulated signal. Now you need to demodulate the signal to find out the lunch menu. To understand the theory of amplitude modulating and demodulating, it is crucial to understand the Fourier transform. of a signal multiplied by a sinusoid. Suppose we have a signal m(t) and its Fourier transform is M(jw), what is the Fourier transform. of m(t)cos(wct)? From the multiplication property, we know Due to the sifting property of delta function, we have In other words, if any signal is multiplied by a cosine signal in the time domain, in the frequency domain, it is equivalent to split the spectrum of the signal into two halves 2/1 M(jw), with one half shifted to the left by the frequency of the cosine signal wc and the other half shifted to the right by wc. For example, assume m(t) = cos(2π100t) and wc = 2π1000. Figure 1 shows the Fourier transforms (the FFT magnitude) of m(t) = cos(2π100t) and m(t) cos(2π1000t) respectively. As shown in the figure, the Fourier transform. of m(t) is two impulses at ±100Hz. After multiplied by cos(2π1000t), the spectrum of m(t) is split into two halves, one shifted to the left by 1000Hz, and the other shifted to the right by 1000Hz, and they end up centered around at ±1000Hz respectively. Lab Objectives: 1. Apply the multiplication property of Fourier transform, i.e., time domain multiplication of two signals is equivalent to frequency domain convolution. See Table 4.1 for the property. Review Week 4 practice and homework problems 4.28 (b) (ii) and (iii) for an example. (This is a key concept of communication system.) 2. Understand the procedure to amplitude modulate a signal and be able to derive the Fourier transform. of the modulated signal. 3. Understand the procedure to coherently demodulate a signal and be able to derive its Fourier transform. 4. Resample the signal when a signal is modulated and demodulated based on Nyquist Theorem. 5. (Optional) Understand the impact of modulation index on coherent demodulation. Lab Tasks: Submit your derivation, answer to questions, MATLAB script and plot in a signal PDF file. 1. In this lab, you will need to use the “amdemod” (and possibly “ammod”) commands from MATLAB Communications Toolbox. If you haven’t installed the toolbox, you can go to “Home->Add-Ons->Manage Add-Ons” and go to “Get Add-Ons” and choose Communications Toolbox to install. 2. Read the tutorial on amplitude modulation/demodulation. 3. Derive the Fourier transform expression of the amplitude modulated signal ΦAM(jw) in the tutorial. (Hint: All you need is Table 4.1 and 4.2.) 4. Derive the Fourier transform expression R(ju) of r(t) in the tutorial. (Hint: Expand the expression and again all you need is Table 4.1 and 4.2.) 5. Given the R(ju) you derived, what needs to be done to restore the original signal? In the MATLAB command window, type “type amdemod” . It will display the script. for the demodulation function. Read the code and describe the demodulation process. How is the signal restored to its original form? Does the procedure make sense based on the R(jω) you derived? The script uses a butterworth low pass filter. What is the default cutoff frequency? Why is it a good choice? Refer to the MATLAB documentation (you can type “help butter” at the command line) or noise removal lab for the syntax of “butter” command. 6. Download the modulated signal “lunch_modulated.txt” . Due to its large size, the file is compressed. You need to unzip the file first. 7. Download the MATLAB script. “lab_mod_demod_mesg.m” . The part of MATLAB code to modulate the message is commented out and included for your reference. Don’t uncomment this part until you decode the message and if you want to complete Task 9. Complete the script, and submit the completed script. Your task is to a. Demodulate the message using “amdemod”, which is the inverse of “ammod” (example on how to use “ammod” is in the commented out code section). b. Down sample the demodulated message so that it can be played by a speaker. It is the inverse of up-sampling (example on how to use “resample” to do up-sampling is in the commented out code section). c. Plot and play the recovered message. 8. Submit the MATLAB plot of the recovered message. What is the lunch menu Bob sends? 9. (Optional) Once you successfully demodulate the message, you can save the message as “lunch.wav” using the “audiowrite” command. Now you can uncomment the modulation part of the code (also comment out the two dlmwrite and dlmread lines, so you don’t repeatedly writing and reading file), and experiment with different modulation indices (adjust the mu variable), can you recover message correctly when the modulation index is greater than 1?
ACCT 5919 Business Risk Management Individual Assignment and Reflection Due 5pm Friday 11 July 2025 (Week 6) Part 1 – Report on Lessons for ABC Limited Staff The Context You are an employee in the Risk Management Department (RMD) of ABC Limited. The Head of RMD is aware that you are completing a course in risk management. They have asked you to prepare a case study report that would provide learnings for ABC Limited staff based on major real-life failures in risk management. You can choose one of the following cases: Company Risk Event ANZ Bank Global Markets Business Issues Qantas Customer and staff issues during and post COVID period Boeing 737 Max issues Wells Fargo Cross-Selling Scandal PWC Government Confidentiality Issue in Australia The Project The Head of RMD has agreed the following specific tasks after discussions with you: 1. Research the facts of the case. The facts and material for the analysis should be drawn mostly from primary sources such as company and regulator reports, wherever possible, and then secondary sources such as press and other reports or published articles by third parties and experts commenting on or analysing the incident. Sources should be fully referenced. 2. Identify three risk management issues illustrated by the case. Analyse why and how these issues developed in the case study company, thereby causing or allowing the crisis to occur. Analyse the developments and actions of the case study company prior to the crisis event and compare them with the material presented in your course dealing with the framework of risk management practices and related frameworks (strategy, culture, and corporate governance). Explain the weaknesses and shortcomings in the risk management practices and processes and related areas of strategy, culture, and corporate governance. 3. Based on your analysis, provide your lessons for ABC Limited staff on how to achieve better risk management so as to avoid the types of issues and underlying causes of the risk management issues. Provide specific suggestions for better risk management practices and improvements that could be made in related areas of strategy, culture, and corporate governance practices. Illustrate the suggestions with examples of actions that you consider would provide better risk management outcomes. 4. The Head of RMD believes that the value of this report will come from the depth of analysis of the underlying causes of the issues and the specificity of the lessons provided on how to avoid these types of issues and achieve better risk management outcomes. The lessons need to be relevant to ABC Limited’s risk management and not relate to the technical aspects of the operations of the case study company. 5. Submit the report as specified below. The Report (30 marks) Your report should contain the following sections: 1. Issues Analysis: This section should include brief facts of the case and your analysis of three risk management and related issues including why and how the issues occurred. 2. Learnings: Describe the lessons that your company staff can learn from the case, the improvements in risk management processes, governance, and strategy, including control procedures and treatment systems that you consider could be used to address the types of issues you identified. Give the reasons for your suggestions and be specific as to how to achieve better outcomes. 3. References List: List the sources you have consulted for the completion of the report. The report should be approximately 1500 words (A4 page size, 12 font, one and a half line spacing) excluding the cover page, the reference list, and any attachments. Use of AI in this Assessment task As this assessment task involves research, planning, and creative processes, you are permitted to use software to generate initial drafts, ideas, and report structure. However, you must develop or edit those ideas to such a significant extent that what is submitted is your own work, i.e., what is generated by the software should not be a part of your final submission. It is a good idea to keep copies of your initial drafts to show your lecturer if there is any uncertainty about the originality of your work. Please note that your submission will be passed through an AI-text detection tool. If your marker has concerns that your answer contains passages of AI-generated text that have not been sufficiently modified, you may be asked to explain your work, but we recognise that you are permitted to use AI-generated text as a starting point, and some traces may remain. If you are unable to satisfactorily demonstrate your understanding of your submission you may be referred to UNSW Conduct & Integrity Office for investigation for academic misconduct and possible penalties. Grading Part 1 of the assignment is worth 30 marks, based on three criteria: · Content quality – relevance and depth of analysis of issues specific to selected case study company, specificity of issues and learnings, relevance of learnings to issues analysed and illustration by examples of actions for better risk outcomes; · Report readability – format and expression to create a clear and easily understandable business style. report; and · Research quality – number and relevance of sources cited as well as referencing in the report body. Part 2 – Individual Reflection on Course Learnings Applying Driscoll’s What Model below to answer the following questions. 1. What? Describe your experience to date in undertaking the ACCT5919 Business Risk Management course. 2. So What? What are your key learnings from ACCT5919 Business Risk Management from the first half of the course? 3. What Now? What will you change as a result of what you have learned? The Report (5 marks) The report format should follow the three questions above and be approximately 400 words in length. Grading Part 2 of the assignment is worth 5 marks and is based on how specifically and clearly you apply the answers to the What, So What, and What Now of Driscoll’s Model to your individual circumstances. Generative AI Permission Level No Assistance This assessment is designed for you to complete without the use of any generative AI. You are not permitted to use any generative AI tools, software or service to search for or generate information or answers. Submission of Reports One document compromising the two reports should be submitted via Turnitin by the deadline noted above. It can be submitted in Word or PDF format.
ELEC 2200 Digital Logic Circuits Summer 2025 In-Class Exercise for Module 2 – No. 2 Monday, July 7, 2025 Assume a positive edge-triggered D flip-flop (“X”) and a D latch (“Y”) are supplied the signals given on the timing chart, below. Plot the response of each, noting the initial states. Assume the propagation delays of the flip-flop and latch are negligible relative to the period of “C”.
DIPLOMA IN MEDIA and COMMUNICATIONS MARKETING PROJECT BRIEF ACADEMIC SESSION Semester 3: July 2025 SUBJECT CODE & NAME : Marketing Communications ASSESSMENT TYPE : Marketing Project WEIGHTAGE : Forty (40%) of final grade DATE OF ISSUE : 02/07/2025 DATE OF SUBMISSION : 25/07/2025 by 2:00 PM SUBMISSION VENUE : Online @ Blackboard LECTURER(S) : Gomala Sukumaran / Sharmila Goyal TOPIC : Rebranding GROUPING : Students are to work in groups (between four to six people). SLO - ASSESSMENT / QUESTIONS MAPPING TABLE No Module Learning Outcomes (SLO) Questions 1 LO 2: Formulate marketing communications plan and brand support activities based on an understanding of the salient characteristics of the target audience. Whole Question 2. LO 1: Apply the IMC plan within the context of the organization’s strategies. Whole Question 3. LO 4: Assess various methods of evaluating, measuring and controlling tools in the marketing communications mix. Whole Question SUBMISSION REQUIREMENTS No Criteria Description 1 Format 1. Ms PowerPoint/ PDF/Canva PPT 2 Submission • File name: for MARCOM: JULY2025_CW01MARCOM_STUDENT NAME.PDF • Upload via Blackboard EXTENSIONS AND LATE SUBMISSIONS • Late submissions must be with valid and genuine reasons with evidence whenever possible accompanied by written permission from the lecturer. • Students must check that they are within the word count limit before submission. • Any adjustments made and submitted after the deadline will be penalised as below. Penalties for unauthorized late submission are: LATE BY (days) DEDUCTION (from 100% of assignment) ACCUMALATED DEDUCTION 1 Day - 5% 5% 2 Days - 2% 7% 3 Days - 2% 9% 4 Days - 2% 11% 5 Days Full Deduction from Assignment 100% (i.e., 0 marks for assignment) PLAGIARISM NOTICE & MARKS DEDUCTION Plagiarism involves the unacknowledged use of someone else’s work and passing it off as if it were his/her own. This category of cheating includes the following: • copying or insertion of another person’s work (published or unpublished and including material freely available in electronic form) without appropriate acknowledgement. • the deliberate and detailed presentation of another person’s concept as one’s own. • unacknowledged quotation of phrases from another person’s work. • The Turnitin similarity score should not exceed 30% of similarities. Also, students must ensure that the percentage of Turnitings AI index for their assignments does not exceed 50%. Submissions exceeding this threshold will be rejected and resubmission will be required, subject to instructor's discretion NOTES ON REFERENCING HARVARD referencing style must be used throughout the report to correctly acknowledge all sources in the body of your report with a matching entry in the reference list. Show all quotes and in-text citations correctly, especially if you are quoting from websites, which students often neglect. The reference list must be formatted properly in accordance with Harvard referencing style. guide and be in alphabetical order. Task You are tasked with developing a comprehensive rebranding strategy for an existing brand. This project will require you to analyse the current brand’s positioning, identify challenges or opportunities and design a fresh brand identity and communication plan that aligns with the new vision. Listed below are some sample brands you can consider for the rebranding assignment. You are required to choose only ONE (1). a) Yahoo b) BlackBerry c) SingTel d) Old Chang Kee e) FairPrice f) Nokia Assignment Guidelines 1. Brand Audit & Analysis (10%) o Provide a brief history of the brand. o Analyse the current brand identity and positioning. o Conduct SWOT/PESTLE analysis. o Identify key challenges or issues the brand is facing. o Research the brand’s competitors (at least 3 competitors) and market environment. 2. Target Audience Analysis (10%) o Define the current and/or desired target audience(s). o Include demographic, psychographic, and behavioural insights. o Explain why rebranding is needed for this audience. 3. Rebranding Strategy (10%) o Define the new brand vision, mission, and values. o Propose a new positioning statement. o Suggest changes in brand elements (logo, colours, tagline, typography, etc.). 4. Communication & Promotion Plan (10%) o Propose a promotional mix for launching the new brand image (advertising, digital marketing, PR, social media, events, etc.). o Explain how your plan will create awareness, interest, and engagement. o Outline the key messages and channels for the rebranding campaign.
