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[SOLVED] Assessment overview for Collective Intelligence and Entrepreneurship CP2405

Assessment overview for Collective Intelligence and Entrepreneurship CP2405 Assessment 1 ASSESSMENT ITEM 1:  ONTOLOGY DESIGN Aligned subject learning outcomes • develop and align appropriate collective intelligence technologies with entrepreneurship activities • examine collective intelligence and social network technologies and applications • apply critical thinking to address IT related issues (understand, explain) • convey information clearly and fluently, in high quality written form appropriate for their audience (apply) Aligned professional standards/ competencies • ACS CBoK:ICT Technology Building – Human Factors ( analyse ) • ACS CBoK:ICT Management – IT Governance ( apply ) Group or individual Individual assessment item Weighting and due date 25%, Due Sunday Week 6 @11.59pm Generative AI use Generative AI tools are restricted in this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) in order to obtain information only. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI-Generated Material Assessment 1: Description This assignment has been divided into two components. For the first task (PART 1, 15%), you are to design a basic ontology given a number of axioms. For the second task (PART 2, 10%), you are given a scenario and a website to review. You have to  suggest a proposal to market the website using Google Keywords and search engine optimisation. ASSESSMENT ITEM 1: CRITERIA SHEET (OR RUBRIC) Marking Criteria for this assessment will be provided when the assignment is released. Assessment 2 ASSESSMENT ITEM 2: PROJECT REPORT Aligned subject learning outcomes • analyse business opportunities and challenges of collective intelligence and social networks • develop and align appropriate collective intelligence and social network technologies with business activities • convey information clearly and fluently, in high quality written form. appropriate for their audience ( apply ) • demonstrate the ability to work collaboratively ( apply ) Aligned professional standards/ competencies • ACS CBoK:ICT Technology Building – Human Factors ( analyse ) • ACS CBoK :ICT Professional Knowledge – Social Issues ( analyse ) Group or individual Group assessment item Weighting and due date 20%, Part 1 Due Sunday Week 9 @11.59pm 10%, Part 2 Due Sunday Week 8 @11.59pm Generative AI use Generative AI tools are restricted in this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) in order to obtain information only. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI-Generated Material Assessment 2: Description You are to work in teams of 3-4 for this assignment worth 30% in total. Teams must work together to develop and pitch a new start-up business that is based on the emerging CI and SN concepts. This assignment has been divided into two components. For the first part (Business proposal – 20%), Teams   will detail their Minimal Viable Product (MVP), the business model and prototype in a business proposal. For the second part (Crowd funding video – 10%), the team must make a video suitable for a crowd funding campaign. Part 1 is due end of Week 9, howeer Part 2 on the crowd funding video is due end of Week 8. ASSESSMENT ITEM 2: CRITERIA SHEET (OR RUBRIC) Marking Criteria for this assessment will be provided when the assignment is released. Assessment 3 ASSESSMENT ITEM 3:  PRESENTATION Aligned subject learning outcomes • analyse business opportunities and challenges of collective intelligence and social networks • examine legal, ethical and social issues related to collective intelligence • apply critical thinking to address IT related  issues ( understand, explain ) • demonstrate effective oral presentation skills for academic and professional audiences ( apply ) Aligned professional standards/ competencies • ACS CBoK:ICT Technology Building – Social Issues ( analyse ) • ACS CBoK:ICT Professional Knowledge – Ethics ( understand, explain ) Group or individual Group assessment item Weighting and due date 15%, Due Sunday Week 9 @11.59pm Generative AI use Generative AI tools are restricted in this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) in order to obtain information only. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI-Generated Material ASSESSMENT ITEM 3: DESCRIPTION For the presentation, each team must pitch their business concept (see item 2) to the class. Teams will be assessed on how they work as a team. ASSESSMENT ITEM 3: CRITERIA SHEET (OR RUBRIC) Marking Criteria for this assessment will be provided when the assignment is released Assessment 4 ASSESSMENT ITEM 4: PRACTICAL ASSESSMENT/PRACTICAL SKILLS DEMONSTRATION Aligned subject learning outcomes • examine collective intelligence and social network technologies and applications • examine legal, ethical and social issues related to collective intelligence and social networks • demonstrate an awareness of ethical and social responsibility in professional practice ( understand, explain ) • demonstrate the ability to work collaboratively ( apply ) Aligned professional standards/ competencies • ACS CBoK :ICT Professional Knowledge - The ICT Profession  ( apply ) • ACS CBoK:ICT Professional Knowledge – Ethics ( understand, explain ) • ACSCBoK : ICT Management - IT governance ( apply ) Group or individual Individual assessment item Weighting and due date 30%, Due Sunday of every week Generative AI use Generative AI tools are restricted in this assessment item In this assessment, you can use Generative Artificial Intelligence (GenAI) in order to obtain information only. Any use of generative AI must be appropriately acknowledged and include aDeclaration of AI-Generated Material ASSESSMENT ITEM 4: DESCRIPTION Weekly Practical task completion for both computer-based and theory-based workshops. Practical commences in week 1 and finish in week 10 (10 total). Weekly practical task is released via LearnJCU  subject site, and students are required to submit their work via LearnJCU individually by the due date specified weekly. ASSESSMENT ITEM 4: CRITERIA SHEET (OR RUBRIC) Assessment for weekly practical tasks will be based on completing the work to a satisfactory standard, not getting everything correct. Students will be marked for each weekly practical work as follows: •           0 or 0.5 – not atempted or minimal effort •           0.5, 1, or 1.5 – some of the work completed with decent effort •           2 – most/all of the work successfully completed

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[SOLVED] Assignment 2 M365

Assignment 2 (M365) Problem 1. Let I be the generic notation for an interval I = (a, b) (a < b) and l(I) be the generic notation for its length l(I) = b − a. (i) Using only the mathematical symbols ε, >, ∪ etc, and the words ‘EITHER’, ‘AND’ and ‘OR’, write down the formal definition of a ‘null’ set A ⊂ R. (ii) In the similar way, write down the formal statement saying that a set A ⊂ R is not null. Problem 2. (a) State the definition of a fucntion f : R → R to be continuous, in terms of preimages of open sets (p.14, lecture notes-1). (b) Using this definition, prove that the function f(x) = sin(x) is con-tinuous. Problem 3. The additivity property of a measure reads: A ∩ B = ∅ =⇒ m(A ∪ B) = m(A) + m(B). Using this property only, find, with explanations, formulae describing m(A∪B) and m(A ∪ B ∪ C) in terms of measures of the individual sets and their intersections. (Do not assume that the sets are pairwise disjoint). Problem 4. Consider the probability space with Ω = {(t, t),(t, h),(h, t),(h, h)}, describing tossing a coin twice: see the example presented on p.23 of lecture notes-1. (i) Describe mathematically the events A – meaning the first trial gives tails; B – meaning the second trial gives tails; C – meaning exactly one tail appears. Write down the generated σ-fields FA, FB, FC, i.e., the minimal σ-fields containing A, B and C correspondingly. (ii) Calculate P(A), P(B) and P(C). After that, calculate P(A∩B∩C). Are the σ-fields FA, FB, FC independent?

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[SOLVED] EENG20005 Coursework Script Part 1 AC power systemR

EENG20005 Coursework Script Overview Submission  Summative submission: A technical report in Week 23 accompanied by a package of all simulation models and codes.  Mid-term formative submission: A technical report for Part 1 and 2 in Week 12. Laboratory sessions  3 × 3-hour live sessions in Week 7, 8, 9  2 × 2-hour drop-in sessions in Week 10, 11 Report elements A. Description of approach/methodology B. Mathematical working C. Simulation waveform. D. Diagrams - phasor diagram, circuit diagram E. Results in data points presented in a table or a visualised graph (e.g. curve) F. Analysis and discussion of results Part 1. AC power system Summary Design and analysis of an AC power system covering power generation, transmission, distribution and load. Learning outcomes  Design of ideal transformers  Electric power systems  Constant-power load vs. passive load  Phasor diagrams for analysing phase/amplitude relationships of sinusoidal signals  Power and impedance triangles o Power factor and impedance angles  Measurement and calculation of voltage, current and power quantities o Real (active), reactive and apparent power  Power factor correction  Single-phase vs. three phase system  Composite and unbalanced load Tools Simulink Simscape Power Systems (components in black)  Part1_Part2_library.slx  Part1_template.slx How to use: copy components from Part1_Part2_library.slx into templates. It is advised to save separate simulation files for each case study. Case 1A Single-phase AC system Build a Simulink simulation model of a single-phase AC power system consisting of the power generation, transmission, distribution and a load. The specifications are as below divided into Groups 1~5 determined by the last digit of the student number. Assuming ideal AC sources, transformers and transmission lines. * Last digit of student number Task 1.1 Show a circuit diagram of the whole system and describe it. Mark any voltage/current quantities or measurement points that you may refer to later. Design the ideal transformers as needed in the system analytically. How many transformers are required and what are their turn ratios? Implement these transformers in the simulation model. Task 1.2 Back to the provided specifications, work out the following currents analytically, assuming ideal conditions. - Generator current IG - Transmission line current Iline - Consumer load current Iload Provide validation of the results by measuring out the waveforms in simulation. Task 1.3 What if the generator and transmission voltages are both aligned to the consumer voltage (no step-up or step-down). Observe the currents and compare it against values in Task 1.2. What are the benefits of transmiƫ ng power at a higher voltage? Case 1B Complex load While the Consumer 1 continues to draw the active power in Case 1A, it now runs under a 0.75 power factor due to the load being an inductive electric machine. Revise the simulation model starting with an active load block in Simulink which draws a defined active/reactive power.. Task 1.4 Work out the below quantities on paper through analytical formulas. Measure out these quantities in simulation – do the simulation results agree with the analytical results? - Generator real power PG - Generator reactive power QG - Generator current IG - Transmission line current Iline - Consumer load current Iload Compare the currents in Case 1.1 and Case 1.2 - what is the consequence of a load with significant reactive power? Task 1.5 Can you measure the real, reactive and apparent power only using voltage and current probes? Demonstrate this in the simulation, and compare the result with a power meter. Explain the difference between the two results. Task 1.6 Replace the constant load block with a passive load formed by R and L components in series, which still satisfies the same power and voltage specifications in this case. Work out the values analytically and validate the design in simulation. Use the power triangle to help your design. Case 1C Power factor correction (PFC) For the industrial customer, the national grid imposes a financial penalty unless their power factor can be improved to >0.95 lagging. A passive capacitor bank is used for correcting the power factor from Case 1B to 0.95. Task 1.7 Show a circuit diagram of just the load with the added capacitor. Mark any voltage/current quantities that you may refer to later. Calculate the required capacitance value. Draw a power triangle for the power factor correction case. Validate the design in simulation. Task 1.8 Draw a phasor diagram for the load voltage and current quantities including the PFC capacitor banks on each of the R, L, C components. Use the generator voltage as the reference. Task 1.9 Observe the grid-side power and currents. What are the benefits of PFC for the grid? Case 1D (advanced task) Three-phase AC system Convert the single-phase system in Case 1B to an equivalent three-phase system while satisfying the load specifications with a power factor of 0.75. For simplification, assume the three-phase system is fully balanced without a neutral line. Both the three-phase generator and the load are star-connected. The neutral point of the generator is grounded. Task 1.10 Draw a circuit diagram of the whole system and describe it. Mark any voltage/current quanties or measurement points that you may refer to later. Measure the total instantaneous power transmiƩ ed by the three-phase system and compare it against the single-phase case in Case 1B - show waveforms and comment on the difference. Task 1.11 Measure the phase and line voltages on the load side. Comment on the waveforms and quantities comparing the phase and line voltages. Express the voltages and currents mathematically. Task 1.12 If the grid frequency is set to 60 Hz, instead of 50 Hz, how would the passive RL load need to be changed to satisfy the same power specifications? Case 1E (advanced task) Composite load and unbalanced load Task 1.13 Based on the model in Case 1B, assume there is a second consumer drawing an S of 100 kVA and a power factor of 0.9. Work out the composite power factor of the loads and validate it in simulation. Task 1.14 Based on the model in Case 1D, add a neutral line into the three-phase system and distribute the load power between Phase A, B, C unequally as 3:2:1 (instead of 1:1:1) representing an unbalanced load. Assume star connections on both ends, work out the neutral line current analytically caused by the unbalanced load and validate it in simulation.

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[SOLVED] MATH451 Clinical Trials

MATH451 Clinical Trials MATH451 Project: Study Design and the Choice of Control Group in Clinical Trials Previous studies of Vinpocetine (an extract from the periwinkle plant) sug-gest that it improves the memory by increasing the blood flow in the brain. A neurologist suspects that the increased blood flow might also affect the IQ (as measured by the Wechsler Adult Intelligence Scale) by fostering cortical re-mapping. You have been approached to help design a Phase III clinical study and to prepare a trial protocol. The working hypothesis is that 10mg of Vinpocetine daily increases the IQ by at least 10 points: a difference of 10 points is clinically relevant. 1.  Describe in detail how the study should be undertaken with clear mo- tivation for: conducting the trial, the design choices made and the analysis planned. (25 Marks) 2.  Derive the required sample size for your study ensuring that this derivation links to your planned analysis. You may assume that IQ measurements are normally distributed with a standard deviation of 15. The mean IQ without intervention is 100, a two-sided type-I-error of 10% should be used and the power should be at least 80%.  (25 Marks) NOTES: If you need any further information from the neurologist clearly point out what information you require and make an assumption about it for the sample size calculations. You may also specify questions that you wish to ask, more generally. Parts a) and b) should be prepared as a trial protocol using ICH E9 and the lecture notes etc. The protocol should not exceed 3 pages of text using size 11 font and excluding references. You may also have an appendix tables and diagrams to illustrate your design plans.

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[SOLVED] MATH365 Assignment 2 M365

Assignment 2 (M365) Problem 1. Prove that function f (x) = 3x :  R → R is continuous, using the definition from the lectures. Problem 2. For the function on the closed segment [0, 1], calculate the upper and lower Riemann sums U (P, f), L(P, f) for an arbitrary partition P.  Does the Riemann integral exist? Problem 3. Let N be the collection of all null sets in R and let L be the collection of all full sets, i.e. those sets A for which Ac  ∈ N.  Consider their union F = N ∪ L. Is F a σ-field? Justify your answer. Problem 4. Consider a family having two children and the following two scenarios. (i) One day, you telephone the father and ask:  “Is there at least one boy among your children?” He answers:  “Yes” .  Describe the probability space and calculate the probability that the both children are boys. (ii)  One day you meet the happy father walking with  (one) boy in the street.   “This is my son”, he says to you.  Describe the probability space and calculate the probability that the both children are boys. Remark: you can accept that any one new born child is a boy or a girl equiprobably and independently of anything else; similarly, the father has equal chances  (independent of anything else) to take any one  (and only one) of his children for a walk. By submitting solutions to this assessment you affirm that you have read and understood the Academic Integrity Policy detailed in Appendix L of the Code of Practice on Assessment and have successfully passed the Academic Integrity Tutorial and Quiz in the course of your studies. You also affirm that • the work you are submitting is your own and you have not commissioned production of the work from a third party or used artificial intelligence software in an unacceptable manner to generate the work*, • you have not copied material from another person or source, nor com- mitted plagiarism, nor fabricated, falsified or embellished data when com- pleting the attached piece of work. • you have not colluded with any other student in the preparation and/ or production of this work. Marks achieved on this assessment remain provisional until they are ratified by the Board of Examiners in June 2024.  Please note that your submission will be analysed by Turnitin for plagiarism and an Artificial Intelligence detection tool. *software applications include, but are not limited to, ChatGPT, Bing Chat, DALL.E, Bard.

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[SOLVED] CP2405 Assignment 1

Assignment 1 [30%] PART 1 [15%] Design an ontology based on the following sentences: · Accidents can be categorised as chemical, electrical, fire, kinetic or liquid. · An accident can only be one of the above types. · An investigation is conducted for accidents. · An investigation only covers one accident. · Accidents can cause different types of injuries or damage, relating to the type of accident. · A person may be involved with an accident as a victim, witness, or investigator. But an investigator cannot be a witness or victim because they may suffer from a conflict of interests. · An object may be damaged by an accident. A person who owns an object that is damaged is a victim. · A victim can be injured. · An investigation can either be In Progress or Complete. · An investigation can be conducted by only 1 investigator. · Zach is conducting an investigation for a workshop fire. · The workshop fire damaged a motor generator that cost $2000. · The workshop fire caused a total of $15,000 damage. · Accident Damage has 3 levels, low up to $1000, and high is anything over $10,000. · Tom works at the workshop and got burnt on his legs during the fire. · George is investigating the accident where Charlie slipped over in a laboratory. · Charlie smashed a sensor valued at $800 when he slipped and also hurt his head. · Allyssa is an electrician and she often investigates electrical accidents. · Allyssa is investigating two accidents for the same air-compressor. The 1st accident occurred when Sam plugged in the air compressor (while it was switched on) which shorted out the computer and scales on the same circuit, doing $2000 damage to the computer and $500 damage to the scales. The 2nd accident occurred when Hubert used the switch to turn the compressor on and received a minor shock. Complete the ontology by adding inverse, symmetric, and transitive properties and appropriate property, instance and class restrictions to achieve correct inference. You need to submit a .OWL file created in Protégé 4.3 or Protégé 5.X PART 2 [15%] Select either Scenario 1 or Scenario 2 or Scenario 3 or Scenario 4 Scenario 1: GoBusiness offers PSG solutions for enterprises in Singapore. They have a myriad of solutions catered to solving business problems. ( https://www.gobusiness.gov.sg/productivity-solutions-grant/all-psg-solutions/). The centre is commissioning you to provide professional advice to improve their website for search engine optimisation and prepare a plan for Google Ads Search Network Campaigns. With a budget of $400, they ask you to design a 3-week Ads marketing plan for them. Scenario 2: You have a client (https://www.imda.gov.sg/how-we-can-help/smes-go-digital), assume that they are commissioning you to provide professional advice to improve their website for search engine optimisation and prepare a plan for Google Ads Search Network Campaigns. With a budget of $400, they ask you to design a 3-week Ads marketing plan for them. Scenario 3: ProcessPlan has created a webpage to promote its AI Robots/. (https://processplan.com/).  Their CMO is commissioning you to provide professional advice to improve their webpage for search engine optimisation and prepare a plan for Google Ads Search Network Campaigns. With a budget of $400, she asks you to design a 3-week Ads marketing plan for them. Scenario 4: BlackDice offers enterprise-grade cybersecurity solutions to telecoms operators and their subscribers. Their AI-powered technology is designed to meet the unique demands of enterprise-grade cybersecurity. The CIO has created a website for the business (https://www.blackdice.ai/). The company is commissioning you to provide professional advice to improve their website for search engine optimisation and prepare a plan for Google Ads Search Network Campaigns. With a budget of $400, they ask you to design a 3-week Ads marketing plan for them Task: You will prepare a written proposal (maximum 4 pages) containing i. A brief overview of the business ii. Your suggestions to improve the search engine & user’s friendliness of the website iii. Your Google Ads Strategy for the website, the timeframe. of the Google Ads campaigns is 3 weeks and the budget is $400. Part iii is designed with reference to the Nonprofit Marketing Immersion (formally Google Online Marketing Challenge). More Details, see https://www.google.com/grants/get-help/nonprofit-marketing-immersion/ See next page for the proposal template. Submission 1. A single Word document of the proposal. Use the template provided. The business plan should use the following formatting: 12-point Times font, 2.54cm/1in page margins, A4 paper, left-justification, 1.5 line spacing. Do not use footnotes; incorporate all material within the body of the business plan. Keep all Tables and Figures within the stated 2.54cm/1in page margins and the text in any Tables and Figures should be no smaller than 10-point Times. Resources: Useful tools for market and consumer research, see https://www.thinkwithgoogle.com/tools/. Proposal Template A. Business Profile · Name of the business · Products/services offered · SWOT Analysis  (incl sustainability) · Potential benefits/aims of having an improved website for this business · How AI could be used to improve overall effectiveness of the website B. SEO and User Friendliness · Explain why the current website is not search engine and user friendly · Give a list of specific and actionable suggestions, how you will make the website search engine and user friendly. Be specific and details related html code o Format of an unsatisfactory suggestion: “Add a meaningful title to each page” o You need to describe exactly how you will implement it. o Format of an exemplary suggestion:  For e.g. modify the value of tittle tag of the home page of the website to Intelligent Business Process Automation, Intelligent Business Process Automation . C. Proposed Ads Strategy (about 2 pages) Based on an analysis of the business and content available on the website, you will craft an appropriate Ads Strategy and metrics for 3 weeks of Google Ads campaigns for the website. The proposed strategy should include 2 campaigns and should have the following structure: · Focus for each campaign · Keywords and negative keywords · Text for at least two Ads versions for an ad group · Daily and weekly plans for spending the campaign budget ($400) · Network(s) for the Ads ads · Target audience settings · Ad serving options · Keyword bidding · Location targeting · Aims for impressions, clicks, CPC and CTR · Proposed success metrics D. Reference · Reference to sources of any statistics and claims used in this report. · Use IEEE referencing style, see http://libguides.jcu.edu.au/ieee. PART 1 Criteria Exemplary Competent Satisfactory Limited Very Limited Correct format (3%) 5 Ontology using OWL load correctly in Protégé 4.3 or 5.X with no anonymous classes and reasonable description comment 4 Ontology using OWL load correctly in Protégé 4.3 but has anonymous classes or no description comment 3 Ontology using OWL load correctly in Protégé 4.3 but has anonymous classes and no description comment 2 Ontology using OWL is available but will not validate and does not load correctly in Protégé 4.3/5.X 1-0 No .OWL file available for marking or wrong version of Protégé used. Classes and instances (3%) 10-9 All classes and instances declared and are appropriate and efficient. All appropriate constructs and set operators have been applied on classes and instances including good logical choices 8-7 Most classes and instances declared. Constructs and Set operators have been applied on all available classes and instances. 6-5 Some classes declared used with some constructs applied. Some instances declared with some constructs applied. 4-2 Few Classes or instances available for marking, not enough to represent scenario outlined in task. 1-0 No Classes or instances available for marking. Property restrictions and data quantifiers (3%) 10-9 Appropriate and efficient inverse, symmetric, and transitive property characteristics used, including good logical choices. Appropriate restrictions on object  properties and data properties. 8-7 Inverse, symmetric, and transitive property characteristics used, data properties set, includes good logical choices 6-5 Some attempt at data and object property characteristics used but are not logically correct. 4-2 Few property characteristics available for marking. Not logically correct. Attempted but does not represent scenario. 1-0 No property characteristics available for marking. Logical correctness (3%) 5 Reasoner subsumes correct sub classes to super classes. Reasoner subsumes correct instances to inferred classes 4 Reasoner subsumes most sub classes to super classes. Reasoner subsumes some correct instances to inferred classes 3 Reasoner subsumes most sub classes to super classes. Reasoner subsumes some correct instances to inferred classes. Some of the ontology is not satisfiable (some classes are turned red post reasoning). 2 Ontology is not satisfiable (some classes are turned red post reasoning). 1-0 Reasoner crashes or refuses to run due to errors. Identifier naming (3%) 5 All classes, properties and instance names are in the correct format, appropriate, meaningful and consistent. 4 One or two classes, properties and instance names are not in the correct format, appropriate, meaningful or consistent. 3 Three or four classes, properties and instance names are not in the correct format, appropriate, meaningful or consistent. 2 More than four classes, properties and instance names are not in the correct format, appropriate, meaningful or consistent. 1-0 All classes, properties and instance names are incorrectly formatted, poorly named and do not follow naming convention. PART 2 Criteria High Distinction (HD) Distinction (D) Credit (C) Pass (P) Fail (N) Overall Proposal Quality (3%) 10, 9 8,7 6,5 4,3 2,1,0 Overall, the proposal is superior and well written where each component is highly detailed The proposal is expressed coherently and concisely with zero English/grammar errors The solution is well thought out and has superior potential to the reach the target audience and achieve the aims of the website. Exhibits aspects of exemplary (left) and satisfactory (right) Overall, proposal is credible

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[SOLVED] CS-265/CSC325 Artificial Intelligence Coursework 1

CS-265/CSC325 Artificial Intelligence – Coursework 1 [15 marks] Deadline: 6 March 2025, 11am GMT Task Description Consider the following situation:  Assume you  have a database of articles, together with their length in words and the topics covered.  Using graph search you want to create an information brochure that is as concise as possible, i.e., as short as possible while covering all of the required topics.  The article database contains the five articles in the table below. Table 1: Database of articles, their length and topics covered. ots]art3800[infographic,skills]art41000[industry5.0,cobots]

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[SOLVED] Operations Homework 4

Operations Homework 4 Due February 27 1    QuickCare Medical Center QuickCare Medical Center is a hospital that staffs two different kinds of em- ployees: Doctors and Nurses.   Each day, the facility must manage patient flow while staying within labor constraints.  Each doctor can see 12 patients per shift and each nurse can see 8 patients per shift.   Each doctor works  10 hours per shift and each nurse works 8 hours per shift.  There are a maximum of 160 doctor-hours and a maximum of 240 nurse-hours to allocate per day.  The combined number of doctors and nurses cannot exceed 40. The clinic aims to maximize the number of patients treated over a given day. 1. Write the equations for the linear program that can be used to solve for the number of doctors and nurses in order to maximize the number of patients seen. 2.  Graph the linear program below with the number of doctors on the x axis and the number of nurses on the y axis. 3.  List the corner points and their corresponding objective values 4. What is the optimal allocation of doctors and nurses? 5.  List which constraints are binding 6.  Suppose now that the hospital is able to expand and can now staffa com- bined 50 doctors and nurses. How many patients can be seen per day? 2 Yean’s Bakery Yean’s bakery sells three types of baked goods:  Cakes, cupcakes, and muffins. Cakes sell for $12,  cupcakes for $6,  and muffins for  $4.   Each  good  requires sugar, flour and butter with the following requirements for each Ingredient Cake Cupcake Muffin Sugar 5 3 2 Flour 2 2 4 Butter 0.5 0.25 0.15 Yean has 60 cups of sugar, 100 cups of flour and 5 cups of butter at his disposal. 1. What is the optimal number of cakes, cupcakes, and muffins that Yean should make?   At this allocation, what is Yean’s revenue?   Include the Excel screenshot as well as the sensitivity table. 2.  Suppose Yean can now charge $13 for cakes.  Does his optimal allocation of resources change? If so, what is his new allocation? 3.  Suppose Yean is able to buy another cup of butter to use per day at a cost of $18. Should he do it? Why or why not?

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[SOLVED] SOCI1004B Soci reading response

SOCI1004B Soci reading response Tutorial reading 2: Meanwhile backstage: Behavior. in public bathrooms. Questions: 1) In what ways does this reading help you make sense of a social situation or issue sociologically? 2) How do you present and manage yourself at a public toilet or a changing room? Reflect upon your own experiences with reference to what you have learnt from Cahill’s reading and lecture The first question is about what you have learnt from the text. Instead of summarizing every bit and piece from the reading, you should focus on introducing how the author approaches and understands a social situation or issue sociologically. You can consider the following when writing this part: a. What is the social situation or issue discussed in the reading? b. How does the author investigate and explain the social situation or issue? The second question encourages you to reflect upon how the insights from assigned reading can help you make sense of your experiences in daily life. In tutorial session 2 Spencer Cahill et al. presented a micro-sociological idea about Goffman’s dramaturgy in terms of Individuals having both frontstage and backstage selves through the study of individual’s interactions in bathroom, a place that function as backstage. This essay will examine how the authors utilize the context of bathrooms to reflect a sociological issue and drawing connections with my own experiences. The authors analyzed their observations on individual’s behaviors in the bathroom and uncovered Goffman’s dramaturgy to interpret these refrained behaviors and the performances designed to manage impressions. The authors then introduced five interpersonal rituals in the bathroom that individuals interact with each other to maintain their social persona, these rituals are grouped into positive side and negative side. The authors provided a conversational example to address that positive interpersonal rituals in the bathroom occur due to acquaintance, this type of rituals includes interactions such as, greetings or short conversations. Those behaviors of positive rituals can infer the social situations of how individuals maintain social connection with others and manage a friendly impression to others that’s socially desired to adhere to social norms and social expectations. Reflecting on my own experience, when I was in boarding school and whenever I meet someone, I know in the bathroom I will smile at them or say “hi” to them to maintain my social bonds with them. On the other hand, since our social norms shaped our perspective on how people should interact with different kinds of people, if I’ve met an acquainted people in the bathroom and avoid interaction with them, they will feel not be respected and may cause a breakdown of a relationship. Thus, those positive rituals in the bathroom are ordered by our social norms and people will instinctively behavior. in such manner.  Another interesting positive ritual mentioned in the reading is self-effacing humor, which describes an individual’s self-derogatory reaction towards undesirable odor and sounds in the bathroom. This ritual demonstrates how an individual adopts a humorous tact to regain control of the social interaction after an unexpected embarrassment and inform. us that humor is an important tool in our daily social life to navigate awkward situations of social interactions. Furthermore, the authors explained negative rituals that also reflect social situations and how our interactions are underlyingly controlled by social norms. The authors unveiled occasions when an individual acknowledges one another’s presence but without engagement, and this is known as civil inattention, and occasion when an individual treat other as insignificant, known as the non-person treatment. Those negative rituals inform. hidden rules of social interaction in terms of how people are giving each other privacies for their backstage settings while also shows that social norms guide people to perform. isolation under such a sensitive place. In addition, “sacredness” is a central value in the maintenance of social order hence, many behaviors in the bathroom are related to this value. For example, handwashing after defecation underlines cleanliness and handwashing can be understand as an act for individuals intending to present an idealized impression of being ‘clean’ to others by adhering to the social norm. Personally, when I notice people who do not handwash after defecation I will attribute them with insanitary and have some negative impression on them. After learning Cahill’s reading and had the lecture, I’ve gained insight to explain this and my bad impressions on those people is because they didn’t attain social expectation of keeping hygiene. Moreover, this reading reflects social issue of gender role expectation. The authors illustrate this issue by comparing men and women’s behaviors in the bathroom, women go bathrooms to comb their hair, rearrange their clothing while this is uncommon for men. Hence, this can show that in our society women are often expected to publicly present a more extensively managed fronts than male. Additionally, I’ve noticed that my brother always has to wait for me in front of the public bathroom when we go inside bathrooms at the same time, and this is because girls use this ‘backstage’ for a longer time to groom and fix different parts of themselves to preserve their ‘frontstage’ because our society expects girls to be more delicate. Those rituals are all hold by central values and social norms, which is the same for people’s daily interactions.  

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[SOLVED] EENG20005 Electrical Energy Conversion and Supply Part 2 DC/AC Power Conversion

EENG20005 Electrical Energy Conversion and Supply Coursework Script Part 2 DC/AC Power Conversion Summary Design, build and evaluate an AC/DC/AC power conversion system for variable speed drive applications sourced by the mains. Learning outcomes  RMS and average value  Pulse Width Modulation o Principles and implementation o Quantities to vary  Ideal vs. semiconductor switches o Gate signals  Measure FFT harmonics o Understand fundamental frequency and switching frequency harmonics o Impact and source of low-order harmonics to the grid  Rectifier and inverter circuits o Power electronics vs. ideal AC sources o Single-phase vs. three-phase versions  Sizing and impact of filters  Muti-quadrant operation Tools Simulink Simscape Power Systems  Part1_Part2_library.slx  Part2_template.slx  Part2_template_3_ph.slx FFT analyser Case 2A Single-phase full-wave diode bridge rectifier Build a single-phase full-wave passive rectifier in a Simulink model following the system specifications mimicking a DC load drawing power from the mains. Add a resistive load R. Mains voltage                Vmains              380 Vrms, 50 Hz Load                                 R                           10 Ω Task 2.1 Draw a circuit diagram of a single-phase rectifier and describe its mechanism. Calculate the average (mean) value of the rectified voltage waveform. analytically and validate through simulation. Task 2.2 Add in and design a DC filtering capacitor to suppress the peak-to-peak voltage ripple to 4% of the average through iterations (trial and error) in Simulation startnig from 1 μF. What is the capacitance value C yielded in your design? Show a waveform. comparison of the DC-link voltage waveform. before/after the filtering. What happens to the average DC-link voltage if the capacitor was bigger/smaller? Change the load R to 5 Ω, what happens to the voltage ripple and average value? Explain the differences. Task 2.3 Observe and describe the AC input current. Perform. Fast Fourier Transform. (FFT) analysis on this current and comment on the harmonics. Case 2B Single-phase half bridge inverter with passive load Build a single-phase half-bridge inverter with ideal switches and a passive RL load connected back to the dc-link neutral point (ground). This assumes an ideal dc-link with a fixed neutral point voltage (emulating two modular baƩ ery packs in series with a mid-point tab). Follow the below specifications mimicking the powertrain of an Electric Vehicle. Task 2.4 Draw a circuit diagram of a single-phase two-switch inverter with and RL load and describe its operating mechanism. Build the PWM block using a comparator and sine/triangular wave sources to control the half bridge. Provide proof of a working system (e.g. load voltage and current). Measure the RMS value the converter output voltage (between the output node of the half-bridge and ground) and the load current. What is the difference between RMS and true RMS in this case? Task 2.5 Change the value of the filter inductance to achieve a peak-to-peak load current ripple (near the top of the quasi-sinewave) of less than 10A through iterations (trial and error) in simulation. What is the inductance value? Before and after changing the inductance value, perform. and plot FFT on the load current - observe and explain the difference. Task 2.6 Reduce the output voltage RMS to 80V (Spec. 1)/160V (Spec. 2) by changing the modulation index. Use the original L value. Work out how much the modulation index should be analytically. Validate the design in Simulation. Compare the performance against an equivalent AC source. Task 2.7 Change the fundamental frequency of the converter output voltage to 100 Hz (Spec. 1)/200 Hz (Spec. 2) in simulation. Demonstrate how and show proof. In real applications, when/why should we change the fundamental frequency? Task 2.8 Show how to change the switching frequency to 5 kHz while keeping fundamental frequency at 50Hz(Spec. 1)/100 Hz (Spec.2) and the modulation index at 0.8. What happens to the converter output voltage and load current? To achieve the same current ripple level as Task 2.5 (i.e. ∆Ipk-pk = 10 A), what value should the L be now? How does the FFT on the load current change compared to Task 2.5? Task 2.9 Replace ideal switches with IGBT + anti-parallel diodes. What happens if the diodes are removed? Explain what you observe. (hint: observe the current in the anti-paralleled diodes). Set the carrier wave frequency to 5 kHz, and use the L value yielded in Task 2.8. Task 2.10 Observe the load voltage/current and the apparent power. Demonstrate the multi-quadrant operation of the converter-load system. Please do this with the IGBT and anti-parallel diodes. In what scenario would the converter operate beyond the First Quadrant? Case 2C (advanced task) Single-phase full bridge inverter Convert the single-phase version Case 2B into a single-phase full bridge (H-bridge) inverter. Use either ideal switches or IGBT+Diode. Design and build the PWM block for the single-phase H-bridge inverter. Task 2.11 Show a circuit diagram of the whole system. Mark any voltage/current quantities that you may refer to later. Show a ‘truth table’ of the switching states of the full bridge. Show proof of the working system in simulation – e.g. converter output voltage and load current. Task 2.12 Compare the H-bridge against the half-bridge in Case 2B – what are the pros and cons of each system? Explain why an H-bridge inverter has a better DC-link utilization or an extended range of output voltage amplitude. Provide waveforms as necessary for comparison. Task 2.13 Join the diode rectifier in Case 2A and the H-bridge inverter together to mimic a variable frequency drive drawing power from the grid/mains. The ideal DC source is replaced by the diode rectifier and a buffering capacitor in this case. Show a circuit diagram of this case. 9 Show proof of the working system in simulation. Explain and demonstrate the differences between an ideal DC source and a diode rectifier bridge. Case 2D (advanced task) Three-phase half bridge inverter with passive load Convert the single-phase version Case 2C into a three-phase version mimicking a drivetrain for electric vehicles with passive RL loads. Design and build a PWM block for a three-phase inverter with an initial modulation index of 0.8. Task 2.14 Show a circuit diagram of the whole system and describe its mechanism. Mark any voltage/current quantities that you may refer to later. Show proof of the working system in simulation – e.g. phase converter output voltage, line converter output voltage, load line current. Compare the converter output phase voltage and line voltage waveforms and try to explain the difference on the shape difference between them. Task 2.15 Monitor the three-phase output power – control the converter output real power to be 10 kW per phase through adjusting the modulation block manually. Demonstrate how and show proof.

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[SOLVED] BLGY2220 Evolution Adaptation and Behaviour Prolog

BLGY2220 Evolution, Adaptation and Behaviour Group foraging practical Instructions for the practical Briefing. You will work in groups. Different groups will act as replicates, or perform. different component experiments. You will carefully document the results from your own group on the sheets provided, and then we will collate them at the end of the session. BRING SOMETHING TO WRITE ON AND WITH TO RECORD DATA (the datasheet provided is for collating the data for your group at the end of each trial). If these practicals are to work (i.e. produce sufficient data for meaningful analysis), we need reliable data from all groups. By the second practical session we will have a complete data set that will be made available to all on Minerva, so that we can analyse it during the second practical session. Note this will form. the basis of the in-course assessment component. How to organise yourselves Subdivide into the following groups, based on the lab plans on the corner of each bench, across the whole class we’re aiming for: 2 groups of 13 (8 foragers, 1 predator, 4 observers) 6 groups of 7 (4 foragers, 1 predator, 2 observers) As these sessions are split into two groups, there will be 4 groups of 13 and 12 groups of 7 in total. (More data from smaller groups from other years will be added to the final data set.) If we are a few people short, the demonstrators will join in. How the experiment will work Each group will run 3 x 5-minute trials. Foragers are going to try to ‘eat as many seeds as possible’, whilst scanning for and avoiding predators. (As there is no eating in the lab, you will be making spots using toothpicks and a food dye/glycerol mix to mimic the act of pecking for seeds.) Predators are going to prowl and intermittently attack (no leaping over the benches, you get a card to show the attack). To avoid being killed by the predator, foragers will dive for cover (again, no leaping, you have to put your hand on a card). Observers log the number of scans foragers make, impose penalties for being slow to react to the predator, and record the total ‘seeds eaten’. You can swap roles between trials if you like. Have a short practice run before you start collecting the real data. Detailed instructions: FORAGERS Make as many spots on the paper plates as you can WITHOUT USING YOUR HANDS.  Holding the toothpick in your mouth, dip it into the food/dye glycerol mix and then touch the tip to the paper plate to make a small spot. These should be separate actions, one dot per dip. Keep count as you go along, you will need to know your total at each strike as well as at the end of the 5 minutes. You need to be scanning for predators, and the observers need to be able to see when you do this. When you scan, lift your head and obviously look around you. If you spot a predator, stop ‘eating’ and touch the card in front of you quickly, keeping your hand out until told to resume by the predator. If you spot another forager reaching for a card, assume there is a predator and do the same. If predator shouts STOP before you spot them, then just stop and wait until told to resume. If there is a false alarm, the predator will inform. you of this and tell you when to start again. If at any time you have more penalties than seeds eaten/spots made, the observer will tell you that you are dead and you must sit out the rest of the trial. PREDATORS You need a stop watch. Walk up and down the opposite side of the bench to the foragers, changing direction randomly and frequently. Attack the foragers (by raising the card above your head) at the 10 specified (and randomly generated) times that you are given, within each 5-minute trial period. Three seconds after raising your card shout STOP and stop the clock (but don’t reset it), so that observers can log data, and impose penalties. As soon as this is done, tell foragers to start ‘feeding’ again - and start the clock again. Stop the trail after 5 min. OBSERVERS Each observer watches 2 foragers and keeps a running total of the number of ‘seeds’ they have ‘eaten’ in the game. Whilst watching you should count and record the number of times each forager scans for a predator. When the predator strikes, each forager should tell you how many ‘seeds’ they have ‘eaten’.  Add this to the running total for each forager.  Make a note of the new total and then (working with your other observers) impose the following seed penalties: · If any forager spotted the predator within the three seconds that the black card was held up and all of the foragers touched their yellow cards, then the last to touch their card gets a 16 point penalty. No other foragers get a penalty. · If no-one spots the predator within the three seconds that the black card was held up, (no foragers touched their yellow cards) then divide the 16 point penalty equally amongst the foragers (i.e. in groups of 4 foragers everyone gets 4 penalty points, in groups of 8, just 2 each). · If any forager spotted the predator within the 3 s that the black card was held up and some of the foragers touched their yellow cards, then the 16 point penalty should be divided equally amongst the foragers who did NOT touch their yellow card (if this means fractions of a point, round up, i.e. if 3/8 people did not touch their card, give them 6 penalty points each 16/3 = 5.3). · Record data as you go, after each strike. If at any time a forager has lost more points in penalties than ‘seeds eaten’ (i.e. a negative number of seeds), tell them they are dead - they must sit out the rest of the trial.  Make a note of the time to the nearest minute on the PREDATOR’s stop watch (Minutes alive) for that forager. Example: This is a group of 2 foragers. The predator attacked 3 times. On the first and last attack, forager 1 is the last to touch the card so gets all 16 penalties. On the second attack neither touched the card in time so they each get 8 penalties. Forager 1 died at the third attack, forager 2 survived for the full 5 minutes. Forager number 1 Time of strike “seeds” penalties cumulative seeds 56s 18 -16 2 1m 34s 7 -8 1 1m 49s 11 -16 - 4 DEAD Forager number 2 Time of strike “seeds” penalties cumulative seeds 56s 23 0 23 1m 34s 15 -8 30 1m 49s 6 0 36 End 5m 56 0 92

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[SOLVED] EENG20005 Coursework Script Part 3 Ferromagnetic Actuator

EENG20005 Coursework Script Overview Submission •   Summative submission: A technical report in Week 23 accompanied by a package of all simulation models and codes. Laboratory sessions Report elements A.   Description of approach/methodology B.   Mathematical working C.   Simulation waveform. D.   Diagrams - phasor diagram, circuit diagram E.   Results in data points presented in a table or a visualised graph (e.g. curve) F.   Analysis and discussion of results Part 3. Ferromagnetic Actuator Summary Numerical and analytical modelling and simulation of a linear ferromagnetic actuator. Learning outcomes 1.   Learning how to use FEA techniques (such as FEMM) to model a linear ferromagnetic actuator and simulate its electromagnetic characteristics. 2.   Learning how to build analytical models for the linear ferromagnetic actuator. 3.   Learning how to calculate the inductance of the actuator by using both the FEA technique and the analytical method. 4.   Learning how to calculate the electromagnetic force by using the energy method. Tools FEMM and MATLAB 2024a. Learning materials 1.   An incomplete FEA model draft in the EMLab file named “ Draft_construct_actuator ”. (students need to build a FEA model based on it.) 2.   FEMM Programming Manual – a guide to MATLAB Codes for FEMM. 3.   A guidebook for MATLAB - “ Matlab_primer ”. 4.   Lab Scripts (Part A and Part B) as asupplementary guidebook. Case 3A FEA modelling of the ferromagnetic actuator. Build a Finite Element Analysis (FEA) model of a linear ferromagnetic actuator. The schematic view is shown as below. The specifications can be found in the EMLab file: named “coil1p”, “coil2p”, “coil3p”, “coil4p”, “corep”, and “ moverp”. Lab Script. “ Part A” can be used as a detailed guidebook to assist your FEA modelling based on FEMM software. In order to support your learning of the FEA modelling technique, two tutorial sessions will be provided: (1) Tutorial 1 – Introduction of FEA modelling technique based on FEMM software. (2) Tutorial 2 – How to use MATLAB code to assist FEMM modelling (including how to use the Programming Manual to search for suitable MATLAB codes for FEMM modelling). Fig. 1: Schematic of concentrated and distributed e-machine windings with round and rectangular conductors. Fig.2: A draft FEMM model - “ Draft_construct_actuator ” will be provided as shown above. Task 3.1 Open the incomplete FEA model (FEMM model) “ Draft_construct_actuator ”, go through the MATLAB codes for the FEMM draft model which is currently incomplete. You will need to build the rest of the FEA model (FEMM model) and complete the model before proceeding with the rest of the tasks. The learning materials and resources provided, including “ Programming Manual Book” and   “ Lab Scripts - Part A and Part B”, will assist you in completing the build of the model. The lab scripts provided also give instruction on building the sections of model that have already been provided. It is recommended that you read the lab script. to understand how FEMM modelling works. Task 3.2 In your technical report, show the completed FEMM model, its mesh result plot, number of elements after the mesh, and describe & discuss these results briefly. Case 3B Analytical modelling of the ferromagnetic actuator. Build an analytical model of the same ferromagnetic actuator based on its Magnetic Equivalent circuit. Below are some suggested tasks to help complete the task 3.2. Task 3.3 Draw the circuit diagram of the magnetic equivalent circuit of the ferromagnetic actuator. Calculate the magnetic reluctance (R) of each component and the total magnetic reluctance of the actuator (∑R). Task 3.4 Work out the analytical equation of the inductance of the ferromagnetic actuator. Note: The airgap will change when the “mover” iron core moves linearly (forwards or backwards). Discuss how the inductance changes when the airgap changes. If there is any assumption in your analytical equation of inductance, please describe and justify it or explain how the assumption(s) impact the accuracy of the inductance equation. Task 3.5 Write a MATLAB code to present the analytical equation of the inductance of the ferromagnetic actuator in Task 3.4. These codes can be used to calculate the inductance quickly through code rather than hand-written calculation, especially when the airgap changes (i.e.,the airgap has a set of different values when the “mover” iron core moves). Case 3C Calculating the inductance of the ferromagnetic actuator. Calculate the inductance of the ferromagnetic actuator by using both FEA technique (Case 3A) and analytical methods (Case 3B). Task 3.6 Calculate the inductance values of the ferromagnetic actuator when the airgap increases from 0.1mm to 5.0 mm with a step of 0.1mm, using the analytical modelling method in Case 3B. In your technical report, show the plot of inductance with the airgap on the x-axis and the inductance on the y-axis. Discuss the inductance results and the plot. Task 3.7 FEA techniques (FEMM model) can help simulate and calculate many useful results. Among these results, flux linkage (Ψ) and winding current (I) are useful for calculating the inductance of the actuator. In your technical report, please write down the equation showing the relation of the inductance of the actuator with the flux linkage (Ψ) and winding current (I). Task 3.8 Calculate the inductance values of the ferromagnetic actuator when the airgap increases from 0.1mm to 5.0 mm with a step of 0.1mm, using the FEA (FEMM) modelling method in Case 3A. Show a plot of the same (airgap on the x-axis, inductance on the y-axis). To make a good comparison with analytical calculation results, it is recommended that the inductance values of the ferromagnetic actuator are calculated when the airgap increases from 0.1mm to 5.0 mm with the same step of 0.1mm. Task 3.9 Are there are any assumptions or limitations in your analytical method and FEA numerical method? Explain how the assumption(s) impact the accuracy of the inductance results. Case 3D Calculate the electromagnetic force of the ferromagnetic actuator. Calculate the electromagnetic force based on energy methods. Use both methods: FEA technique based on FEMM and Analytical Methods based on MATLAB codes. Task 3.10 Explain the energy balance law and how the energy methods are used to calculate the electromagnetic force of the linear ferromagnetic actuator. Show the equations to aid your explanations. Task 3.11 Plot the Ψ − I curves of the ferromagnetic actuator. By using the Ψ − I curves, calculate the energy, such as electrical energy and magnetic energy. Both FEA methods and analytical methods should be used in this task. You can provide a comparison of the results obtained through both methods. Task 3.12 (Advanced Task) Calculate the electromagnetic force based on energy methods as descripted in task 3.10 and the Ψ − I curve in task 3.11. Plot the force-airgap curve to show how the force changes with  the airgap. Discuss the results. Note that both FEA methods and analytical methods should be used in this task.

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[SOLVED] EECS 442 Practice Exam Winter 2025SPSS

EECS 442 Practice Exam, Winter 2025 Problem 1 Machine Learning Fundamentals (16 points) (a) (4 points) List two methods to prevent underfitting and overfitting respectively. (b) (4 points) How does increasing or decreasing a linear model’s regularization parameter (the λ term in L2 regularization) affect the learned model’s complexity? (c) (4 points) Explain the roles of training, validation, and testing datasets in the machine learning workflow. Why is it important to separate these datasets? (d) (4 points) Explain the purpose of cross-entropy loss in classification tasks.  Why is it preferred over MSE (mean-squared-error) loss in classification? Problem 2 Image Filtering (16 points) Given the original 5 × 5 grayscale image matrix: A noise spike is present at the center of the matrix (200). Your goal is to reduce this noise while preserving other details. (a) (4 points) Median Filtering (3 × 3 filter window with zero padding) Apply a 3 × 3 median filter to the entire image using zero-padding to keep the output matrix the same size (5 × 5) as the input. Please provide the filtered output matrix. (b) (4 points) Gaussian Filtering (3 × 3 filter window without padding) Apply a Gaussian filter with a 3 × 3 kernel using the following values (not normalized), without any padding, so that the output matrix size is reduced to 3 × 3: After filtering, normalize by dividing each pixel value by 16. Please provide the resulting 3 × 3 output matrix. (c) (2 points) Is the above Gaussian filter kernel separable? If so, pleased write the two 1D rectangular filter kernels that can be used to reconstruct the 3 × 3 Gaussian filter. If not, please give the reason. (d) (4 points) Bilateral Filtering (3 × 3 filter window without padding) Apply a bilateral filter with a 3 × 3 window centered on each pixel.  Use the Gaussian kernel from Question (b) for spatial weighting. For intensity weighting, we will use a simplified scheme that makes computation easier: we will use an intensity threshold of 30, which means that pixels with at most an intensity difference of 30 from the center pixel would contribute. For example, if the center pixel is 50, only neighboring pixels within the intensity range of [20 , 80] will contribute to the filtered results.  More precisely, the equation for this simplified bilateral filter is as follows: where: • Ifiltered(x) is the intensity of the filtered image at pixel x; • N(x) is the spatial neighborhood of pixel x; • I(x′) is the intensity of the neighboring pixel x′ ; •  Gσs   is the spatial Gaussian kernel with spatial standard deviation σs. For simplification, we just use the Gaussian kernel from Question (b) as an approximation for Gσs; • W(x) is the normalization factor: • δ(I(x), I(x′ )) is the indicator function enforcing the intensity difference threshold: This equation combines both spatial and intensity constraints for bilateral filtering, using the given Gaussian kernel and intensity threshold.  Please provide the resulting 3 × 3 output matrix after applying this bilateral filtering using a 3 × 3 filter window without padding. (e) (2 points) Compare the output matrices from the three filters.  Discuss in a few sentences: which filter best reduced the noise spike while preserving details and explain why. Problem 3 Fourier  Transform. (16 points) (a) (2 points) If we rotate an image clockwise by 90。, what effect does this have on its Fourier transform? a) The Fourier transform rotates 90。 clockwise. b) The Fourier transform rotates 90。 counter-clockwise. c) The Fourier transform rotates 180。. d) No general statement can be made about the Fourier transform. (b) (2 points) If we scale an image by a factor of 2, doubling its size, what effect does this have on its Fourier transform? a) The Fourier transform scales by a factor of 2. b) The Fourier transform. scales by a factor of 2/1. c) The Fourier transform is unaffected. d) No general statement can be made about the Fourier transform. (c) (12 points) Please match the following images to their respective Fourier transforms. a)           b)           c)           d)           e)           f)           Problem 4 Backpropagation (16 points) Recall that a neural network can be represented as a computation graph, enabling us to systematically compute its gradients. For example, Figure 1 is an example of the equation f(x,y) = x + y.  The corresponding code for the forward and backward of this diagram is also shown below. Figure 1: Computation graph for f(x,y) = x + y 1   def   f(x,  y): 2               ###forward   pass ### 3                  L  =   x   +   y 4 5                  ###backward   pass ### 6                 grad _L   =   1 7                grad_x   =   1   *   grad_L 8                grad_y   =   1   *   grad_L 9                  return  L,   (grad_x ,   grad_y) Figure 2 is a computation graph for function f(a,b,c,d). Figure 2: Computation graph (a) (2 points) Please write down the mathematical formula for f(a,b,c,d). (b) (4 points) Please implement the code for forward and backward pass of computation graph in (a). (c) (7 points) Please draw the computation graph and implement the code for forward and backward pass of function Note:  Please  use the following operations:  +, × , − , +1, ×(−1),exp, x/1 . (d) (3 points) Why might Stochastic Gradient Descent (SGD) be more effective than Batch Gradient Descent (BGD) when training neural networks?

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[SOLVED] Exercise 3 Laser dynamics in a ring cavity Web

Exercise 3. Laser dynamics in a ring cavity Consider a ring cavity like the one depicted in Fig. 3. Assume that the mirrors are perfectly reflective and that the small signal gain coeƯ icient is 1.2m-1. The saturated power of the amplifier is 100mW. Figure 3. Layout of a ring cavity. The optical amplifier displays gain saturation for high input powers. The laser is initiated by a small amount of spontaneous emission radiation. 3.1 Neglecting cavity losses, design the output coupler so that it maximizes the output signal. Starting from a seed signal (equivalent to 0.1nW), analyze the evolution of the following parameters, in a roundtrip-by-roundtrip manner, and compare your results to the expectations from the theory: a. Amplifier gain b. Output power c. Intracavity power 3.2 How do the steady state dynamics change when you consider that the amplifier also adds a small noise power of 0.1nW every round trip?

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[SOLVED] Molecular Nutrition

Molecular Nutrition: Application of Bioinformatics to the analysis of gene expression by 5’ deletion analysis of promoter regions Bioinformatics exercise: Intro session 9am Mon 17/02/2025 (A07 SB-Gateway). Mon, 24/02/2025 (14:00 – 17:00) and Mon 03/03/2025 (14:00 – 17:00), A07 SB-Gateway. HAND IN DATE: WEEK 27. 27/03/2025 by 3pm by electronic submission only via Moodle. This coursework can be completed individually or as a pair. For a pair, one piece of work should be submitted.  On the work should be clearly stated the identity of the 2 individuals that are part of the pair. For those submitting work as pair, one mark will be given, which will be used as the mark for each member of the pair    This coursework can be completed individually or as a pair. For a pair, one piece of work should be submitted.  On the work should be clearly stated the identity of the 2 individuals that are part of the pair. For those submitting work as pair, one mark will be given, which will be used as the mark for each member of the pair    This schedule contains the instructions for the coursework along with the associated questions at the end of this document. All sequence data needed to complete this work are located at the end of this document. A separate submission sheet document is available on Moodle.  This document contains only the questions, and should be completed then submitted electronically.  Details of the electronic submission procedure will follow at a later date.   Aims: 1. To gain an appreciation of the experimental procedures that are employed to assess the effects of nutrients on gene expression. 2. To introduce the material that is freely available via the internet which gives explanations and resources explaining disorders that result from genetic variability. 3. Apply some of these programs to analyze and then interpret hypothetical data from a nutrient-gene experiment.   4. From interpreted data suggest further experiments to characterize the identified responding gene.   ONLY SECTION B CONTRIBUTES TO THE FINAL MARK FOR THIS PIECE OF COURSEWORK ENTITLED, 5’DELETION ANALYSIS AND PROMOTER INTEROGATION. Introduction Experiment Hypothesis: The expression of genes in skeletal muscle is directly regulated by glucose, independently of circulating endocrine factors that respond to glucose. Introduction An experiment was devised to try to determine the effects of glucose on gene expression in skeletal muscle.  These experiments were designed to test the hypothesis that there are a group of genes in skeletal muscle whose expression is directly regulated by glucose. The aim of the experiment was to characterize the effects of glucose on skeletal muscle gene expression. To achieve this experimental aim, individuals were subjected to low insulinaemic with either a hyperglycaemic or a euglycaemic clamp. After 6 hours on the clamp, skeletal muscle biopsies were taken, analysed to determine whether insulin signalling had been activated, then the muscle samples prepared for gene expression analysis by using a transcriptome microarray to identify genes that were affected by glucose.   Glycaemic clamps and sampling Twelve healthy men (age 22±1 yr, body mass 78±3 kg, BMI 24±1 kg/m2) were recruited from for this study.  Six subjects experienced a low insulinaemic-euglycaemic (LIEu) clamp (target insulin level 60 pmol/l; target glucose level 5 mmol/l), whilst six subjects were exposed to a low insulinaemic-hyperglycaemic (LIHyp) clamp (insulin 60 pmol/l; glucose 10 mmol/l) for 6 hours. On the morning of the trial after an overnight fast, a catheter was placed into the antecubital vein for infusion of insulin, somatostatin, glucagon, and glucose. Another catheter was inserted retrogradely into a contralateral hand vein and the hand kept at 60°C in a thermoregulated box for sampling of arterialized venous blood.   Blood glucose and insulin were measured before the start of the infusions (-1hr).  At the beginning of the trial (time -10 minutes) somatostatin (250 microg/h; Somatostatine-ucb; UCB Pharma) and glucagon (1 ng/kg/min; Glucagen; NovoNordisk) were infused.  At time 0hr infusions of insulin (Actrapid; Novo Nordisk) at a rate of 6 mU/m2 body surface area/ min and 10 or 20% (w/v) glucose at a variable rate to obtain eu- or hyperglycemia, respectively, were started. Calibrated syringe pumps administered all of the infusions. To clamp glucose at 5 or 10 mmol/l (eu- or hyperglycemic) from 0hr to 6hr, bedside plasma glucose concentration was measured on a Beckman Glucose Analyzer 2 every 30 min (3 samples over 10 minutes), likewise for determination of the concentration of plasma insulin. All skeletal muscle biopsies were obtained from the vastus lateralis using the percutaneous needle biopsy technique 6 hr after the beginning of the infusions, frozen in liquid nitrogen then stored at -70oC until analysed.   Total RNA extraction from Skeletal Muscle Total RNA was isolated from skeletal muscle biopsy samples. The mRNA transcripts in the total RNA were copied into cDNA so that the two groups' cDNAs were labeled with different coloured fluorophores. A microarray was generated by using oligonucleotide probes which were micro-dotted onto slides. The sequences used for the array were cDNA sequences originating from a human skeletal muscle and liver cDNA libraries (transcriptome). After incubation of the array with the fluorescent labeled cDNAs from the two groups several dots indicated an increase in expression of specific genes in glucose exposed skeletal muscle (a significant increase in mRNA steady-state for various gene products). A responsive dot contained a probe that was generated from a calpain 10 cDNA sequence (accession number AF089088), this encoded for a mRNA which was an isoform. of the calpain 10 gene (CAPN10).  The experiment indicated that there was statistically significant increase in expression of this mRNA transcript. in skeletal muscle under the influence of glucose (P

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[SOLVED] Project 2R

Project 2 How to Succeed on this Project 1. Read the entirety of this specification in detail. It contains a lot of information that will make the project go more smoothly in you take the time to understand it before starting the project. 2. Know the purpose of each file in the starter code. You will only need to modify two files to complete the project, but you should read this specification to understand why the other files are present. In particular, understand which files you are or are not allowed to modify to avoid autograder issues. 3. Know how to run your code independently of the Makefiles we provide. Particularly on this project, the test results are not enough to tell you what is going wrong with your code. You will need to be able to test out your code manually to figure out precisely where it may be producing undesirable results. 4. Expect to get stuck, and exercise patience and persistence. This project does not involve writing a large quantity of code. Rather, it involves solving a series of "puzzle" problems that will take time and thinking to solve. Do not expect the solutions to these puzzles to be immediately clear to you. Instead, you will initially be stuck and will have to think through them, perhaps using a pen and paper to work through different examples. Getting stuck like this is a normal part of the learning process in STEM subjects. We are happy to help in office hours but will not give out answers -- we can only point you in the right direction or suggest helpful examples to consider. 5. Start early. Give yourself time to get stuck, discover insights about the puzzles, and overcome obstacles. It can be hard to think creatively about solutions to programming problems like those in this project when you feel the pressure of an imminent deadline. 6. If you have questions, your best option is to ask in a public Piazza post. This gets your question in front of as many people as quickly as possible, and also lets others benefit later by seeing the answer to your question. 7. Familiarize yourself with the late submission policy detailed in the [syllabus](syllabus) so that you are not caught off-guard. No submissions are accepted more than 48 hours after the deadline. Extensions are generally not granted for projects except in the case of a documented and acute emergency. 8. The two parts of this project are independent, so you should feel free to switch between them. If you get stuck in Part 1, try making some progress on Part 2, and vice versa. Introduction This project consists of two parts. In the first part, you will solve a series of programming problems involving bitwise operations and data representations. In the second part, you will use a debugger to run and inspect the workings of a puzzle program to reverse engineer it and deduce the input values needed to run the program successfully to completion. Bit-level operations are common in C and in systems programming. In Part 1 of this assignment, you will write code involving these operations to become more familiar with the bit-level representations of integers. You will do this by solving a series of programming "puzzles." Many of these puzzles are artificial, but you will find yourself thinking much more deeply about bits in order to solve them. Debugging code is also a critical aspect of real programming that is greatly aided through use of a debugger tool. In Part 2 of this project, you will use the GNU Debugger, gdb, to work through a puzzle program requiring specific inputs to pass its sequence of "phases." Grading Criteria Credit for this assignment will be awarded based on three categories: Automated Testing of Bitwise Puzzles (23%): The starter code includes two programs that will test your bitwise puzzle solutions. The first program checks that your code adheres to the requirements stated below, while the second program runs your puzzle solutions against a variety of inputs. We will use these same programs when autograding your work. Automated Testing of Puzzlebox Solution (77%): We will run the provided puzzlebox program against inputs stored in a file you submit and will check to see how many phases of the program are successfully completed with your input values. Starter Code Download the zip file linked at the top of this page to obtain the starter code for this project. You should see the following files. You may only modify the files marked "Edit" under the "Purpose" column below. The autograder will use the starter versions of all other files when grading your work. Part 1: Bitwise Puzzles Read the material below and the comments at the top of bits.c to understand how to complete this part of the project. The first part of the project focuses on the files in the bitwise directory. We recommend that you work within this subdirectory of the starter code for the duration of this part of the project (e.g., by using cd in your terminal). The first thing you will likely want to do is run the make command within this subdirectory to compile the starter code and the useful utilities it provides (described below). Note: If you wish to compile this code in your own Linux environment rather than the CSE Labs machines, you will need to install 32-bit variants of the standard C libraries. With Ubuntu, you can do this with the following command: sudo apt install gcc-multilib Your task is to fill in the skeleton code in the bits.c file with solutions to 9 bitwise puzzle problems. You can only use straightline C code for the integer-related puzzles (i.e., no loops or conditionals) and a limited number of C arithmetic and logical operations. Specifically, you are only allowed to use the following eight operators: ! ~ * ^ | + > A few of the problems further restrict this list. Also, you are not allowed to use any constants larger than 8 bits (e.g., you can use 0xFF but not 0xFFF). You are also not allowed to use binary constants like 0b1001 in your solutions. You may not use any structs, unions, or arrays. Most significantly, you may not use any floating-point data types, operations, or constants. The Puzzles The puzzles that you will be solving in bits.c are described below, in the same order as their appearance in the provided code. The puzzles are ordered roughly from least difficult to most difficult. The "Rating" column gives the difficulty rating (which also corresponds to the number of points awarded for solving the puzzle). The "Max Ops" column gives the maximum number of operations you are allowed to use in your solution. You may also want to look at the contents of tests.c to see reference functions that express correct behavior. of your functions, although they do not satisfy the coding requirements expected of your solutions. Checking Your Work To check if your puzzle solutions comply with the required coding standards (number of ops, no conditionals, etc.), use the provided dlc program. Note that this program is provided to you as a pre-compiled binary and will only work within Linux environments. If you solutions are all compliant, dlc will not produce any output, like so: > ./dlc bits.c If one or more of your solutions violate a coding rule, dlc will provide an error message like so: ./dlc bits.c dlc:bits.c:145:bitNor:Illegal constant (0xFFF) (only 0x0 - 0xff allowed) Note that dlc identifies both the puzzle solution that violates the rule as well as the rule violated. You will not receive autograder credit for your bitwise puzzle solutions if the dlc checks do not pass. If you are unable to solve a puzzle within the constraints, your best option is to remove the non-compliant solution before submission so that you still receive credit for the rest of your solutions. Next, you can use the very helpful btest program to check your solutions. To check all solutions, run btest like so: $ ./btest Score    Rating    Errors    FunctionScore    Rating    Errors    Function ERROR: Test isZero(-2147483648[0x80000000]) failed... ...Gives 2[0x2]. Should be 0[0x0] ERROR: Test bitOr(-2147483648[0x80000000],-2147483648[0x80000000]) failed... ...Gives 2[0x2]. Should be -2147483648[0x80000000] ERROR: Test tmax() failed... ...Gives 2[0x2]. Should be 2147483647[0x7fffffff] ERROR: Test implication(0[0x0],0[0x0]) failed... ...Gives 2[0x2]. Should be 1[0x1] ERROR: Test copyLSB(-2147483648[0x80000000]) failed... ...Gives 2[0x2]. Should be 0[0x0] ERROR: Test byteSwap(-2147483648[0x80000000],0[0x0],0[0x0]) failed... ...Gives 2[0x2]. Should be -2147483648[0x80000000] ERROR: Test addOK(-2147483648[0x80000000],-2147483648[0x80000000]) failed... ...Gives 2[0x2]. Should be 0[0x0] ERROR: Test rotateRight(-2147483648[0x80000000],0[0x0]) failed... ...Gives 2[0x2]. Should be -2147483648[0x80000000] ERROR: Test isAsciiDigit(-2147483648[0x80000000]) failed... ...Gives 2[0x2]. Should be 0[0x0] Total points: 0/18 The above output is from running btest on the starter code, which initially fails all tests. Code with solutions to all puzzles will produce the following output: $ ./btest Score    Rating    Errors    Function 1     1     0     isZero 1     1     0     bitOr 1     1     0     tmax 2     2     0     implication 2     2     0     copyLSB 2     2    0    byteSwap 3     3     0     addOK 3     3     0     rotateRight 3     3     0     isAsciiDigit Total points: 18/18 Learn how to use the features of the btest program to test your solutions individually and with specific input values. This will be much more helpful than running btest in its default configuration. The btest program will provide you with helpful documentation when run with the -h argument: Usage: ./btest [-hg] [-r ] [-f [-1|-2|-3 ]*] [-T ] -1  Specify first function argument -2  Specify second function argument -3  Specify third function argument -f Test only the named function -g        Compact output for grading (with no error msgs) -h        Print this message -r    Give uniform. weight of n for all problems -T  Set timeout limit to lim You can use btest to test a specific puzzle solution and with specific input values. For example, to test your solution to the bitOr puzzle with input values 0xAB and 0xCD, you would run: $ ./btest -f bitOr -1 0xAB -2 0xCD Score    Rating    Errors    Function 1     1     0     bitOr Total points: 1/1 Notice that btest can take arguments expressed in either decimal or in hexadecimal. Other Advice Don't include the header file in your bits.c file, as it will confuse the dlc checker and results in some non-intuitive error messages. You will still be able to use printf in your code if you want to, although gcc will print a warning that you can ignore. Also, the dlc program enforces a stricter form. of C declarations than what is enforced by gcc. In particular, any declaration must appear in a block (i.e., a chunk of code enclosed by curly braces) before any statement that is not adeclaration. For example, dlc will complain about the following code: int foo(int x) { int a = x; a *= 3; // Statement that is not a declaration int b = a; // ERROR: Declaration not allowed here ... } Specifically, dlc will emit an error message stating that b is an undeclared variable. Use the provided ishow tool, which is generated when you compile code with make. This can help you see how integer and values are represented. $ ./ishow 12345 Hex = 0x00003039,    Signed = 12345,    Unsigned = 12345 You can use the bitwise/Makefile to automate the compilation and testing processes. The command make will compile your code, while make btest will compile the test harness. Part 2: Debugging the Puzzlebox The file puzzlebox/puzzlebox.c contains source code that reads input from a file named on the command line (usually input.txt in this project). If the inputs are correct, points are awarded. If inputs are incorrect, error messages are printed. The puzzlebox is arranged into a series of phases, each of which has some points associated with it. Each phase reads input from the file provided on the command line and performs calculations on them to see if they are are "correct" according to various criteria specified in the source code. The very first input is your UMN Internet ID like exle0002 (the first part of your UMN email address). This input is used to add an element of randomness to the puzzle so that your answers will be different from most other students. You must use your own Internet ID, and we will be verifying this when manually grading project submissions. If you do not adhere to this rule, you will not receive credit for this part of the project. The purpose of this exercise is to get familiar using a debugger. This is a powerful tool that pauses program execution, allows internal values to be printed out and inspected, and code to be stepped through line by line. It is nearly essential to use here as the code in puzzlebox is intentionally convoluted in places. Being able to pause execution and print values at various points makes it much easier to solve the puzzles. input.txt Input File Name your input file input.txt and put your Internet ID in the first line along with some initial numbers for the first phase like 1 2 3. Then, compile and run the puzzlebox program on it. > make                                          # compile puzzlebox gcc -Wall -Werror -g -o puzzlebox puzzlebox.c > cat input.txt                                 # show contents of input.txt kolb0128 1 2 3 > ./puzzlebox input.txt                         # run puzzlebox with input.txt =========================================== PROBLEM 2: Puzzlebox UserID 'kolb0128' accepted: hash value = 1516133979 PHASE 1: A puzzle you say? Challenge accepted! Ah ah ah, you didn't say the magic word... Failure: Double debugger burger, order up! RESULTS: 0 / 60 points Initially, you will not see positive results (0/60 points), but the real meat of the project is in examining the source code, running gdb on the puzzlebox program, and determining the correct inputs for input.txt.

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[SOLVED] Power Engineering Electromagnetics EEE349/EEE350 20242025 Statistics

Power Engineering Electromagnetics ‐ EEE349/EEE350 (2024‐2025) EEE349/EEE350 – Sem1 ‐ Assignment Introduction Question 1 [60 marks] A single core lead sheathed cable with voltage (60+m) kV shown in figure 1 has a conductor radius of R = (15 + m/2) mm and two layers of insulating material with relative permittivity εr1 and εr2, respectively. The radii of layers 1 and 2 are r1 = (30 + m/2) mm and r2 = (35 + m/2) mm respectively. Choose the material of layer 1 as Polypropylene (you can modify the property to match your design). Choose the material of layer 2 as PVC (you can change the property to match your design). The conductor is copper (You can add a new property as a copper conductor and select a valid value for the permittivity of the copper conductor). Figure 1: Cross section of the underground cable Hints: Design requirements: ●   Choose a planar solution ●   Use length units in millimetres ●    Depth 1000 mm. ●   Add a boundary layer filled with air. ●   Choose your mesh not higher than 0.5 mm to improve the solution's accuracy. In your report, a‐] Calculate the voltage for each layer   [5 marks] b‐] The maximum and minimum electric field for each layer.   [5 marks] c‐] The capacitance of each layer and the total capacitance [5 marks] d‐] Using FEMM4.2, Draw the cable including the contour line. Add a picture to your report. [ 5 marks] e‐] Show voltage distribution on the cable cross‐section, plot the voltage against the contour line, and then measure layers one and two voltages to confirm the analytical results of part [a]. [5 marks] f‐] Show the electric field distribution and electric field tensor on the cable cross‐section. Plot the electric field against the contour line, then measure the maximum and minimum values of the electric field to confirm the analytical results of part [b]. [5 marks] g‐] Measure using the FEMM4.02 software the total charge and calculate cable capacitance. Comment on the results with respect to part [c].     [5 marks] h‐] Repeat parts [d] to [g] for the Square cable shown in figure 2, but plot for both contour line 1 and contour line 2    [10 marks] i‐] comment between the results of the square cable and cyclindrical one      [10 marks] Figure 2: Cross section of the square cable Note: Five marks are allocated for report organisation/presentation. Question 2 [40 marks] Figure 2 shows a solenoid system. The coil has a resistance of 2 Ω and the number of turns N = (500+2*m) turns. the air‐gap length has the boundaries (0 < x < 20 mm). The iron material is Mild‐steel M‐50. (Note: The figure is not drawn to scale) Figure 2: solenoid system The problem conditions: ‐      Electromagnetic problem ‐      Choose a planar solution, ‐      Length units in millimetres, and ‐      Choose your mesh for not higher than 0.5 mm to improve the accuracy of the solution. ‐      Add boundary to your solution ‐      Consider nonmagnetic sleeve as air In your report: a‐] Calculate the coil inductance function of x (Where  and  is the reluctance). Calculate the value of the inductance at x = 0‐, 10‐, and 20 mm           [10 marks] b‐] Calculate the coil current if the current density is (3.8+0.05m) A/mm2. The filling factor is 55 %. [5 marks] c‐] Attach a schematic diagram using FEMM4.2 software with the required contour. [5 marks] d‐] For the solenoid system shown in figure 2, show the flux density and flux tensor for x = 0‐, 10‐, and 20 mm. Plot on the same graph the flux density against the contour line for x = 0‐, 10‐, and 20‐mm. Record the flux density value at the points P and Q for each x value (Note: at x = 0 mm, the point P and point Q are the same point). Comment on the results          [15 marks] Note: Five marks are allocated for question organisation/presentation

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[SOLVED] Data Mining 2025 Assignment 2 Prediction of Protein Expression

  Data  Mining 2025 Assignment 2: Prediction of Protein Expression In this assignment, the objective is to develop regression models for predicting the level of expression of different proteins in a given biological tissue image. You do not need to know any biology for solving this machine learning exercise. Your task is to develop machine learning models that use training data (images with known protein expression values)  to predict protein expression in test images.   Data Availability, Format and Reading: The data comes from 4 biological tissue specimens (labelled A1, B1, C1 and D1) and each specimen contains multiple “spots”. Each spot corresponds to a spatial location in a specimen. For each spot, we have a Red-Green-Blue (RGB) image at that location in the specimen in the form. of a png file and the corresponding expression values of 38 different proteins. Instructions on how to download the data and view it (along with other helpful hints, e.g., on how to convert the image to a Hematoxylin-Eosin-DAB (DAB) space which is useful for analysis of such images) are given in the notebook: https://github.com/foxtrotmike/CS909/blob/master/DataMining2024_assignment_2.ipynb Training and Testing: Unless otherwise specified, use (all or some) data from specimens B1, C1 and D1 for training and validation (it is entirely up to you how much data you use for training and  how much data you use for validation) and the data for specimen A1 for testing. Do not perform. testing on specimen A1 until you have developed your model fully. Also do not use any protein expression data from A1 in training or model selection or hyperparameter optimization. Wherever applicable, performance metrics for the test data are to be reported unless otherwise specified. Note that Q3ii asks you to report “Leave one specimen out” cross-validation results. Submission: You are expected to submit a single Python Notebook containing all answers and code. Include all prediction metrics in a presentable form. within your notebook and include the output of the execution of all cells in the notebook as well so that the markers can verify your output. Also submit a consolidated table of your performance metrics within the notebook to indicate which model performs the best (MANDATORY). Use of additional libraries: You can use other libraries where needed. But please include the installation instructions of those in the notebook along with a reason why you needed to use them. Use of additional data: You can use other datasets if you want. Please explain any such uses clearly in your notebook.You are free to do any augmentations or any other strategies to improve prediction performance as long as you do not use target variable information directly or indirectly in doing so. Restrictions: Students are restricted from sharing the data files or the assignment solutions. Each student needs to submit a single solution which should be developed by the student without assistance from other sources. Question No. 1: (Data Analysis) [15 Marks] Using training data, answer the following questions: i. Counting Examples: Determine the number of "examples" or spots in each specimen. [1 mark] ii. Protein Expression Histograms: For each specimen, generate histograms to visualize the expression values of 'CD11b' and discuss your observations. [2 marks] iii. Image Pre-processing: Convert a selection of images from RGB to HED color space, focusing on the Hematoxylin channel (H) to highlight cellular nuclei. Provide visual examples following the hints in the notebook linked above. [2 marks] iv. Calculate the average intensity of the H-channel for each image. Create a scatter plot comparing these averages against the expression levels of CD11b for each image. Assess the correlation between H-channel intensity and CD11b expression. Discuss the potential of H-channel average as a predictive feature for CD11b expression. [3 marks] iv. Calculate the average intensity of the blue channel for each image. Create a scatter plot comparing these averages against the expression levels of CD11b for each image. Assess the correlation between E-channel intensity and CD11b expression. Discuss the potential of E-channel average as a predictive feature for CD11b expression. [2 marks] v. Visualize (as a scatter plot) and quantify the degree of correlation or dependence between average H and average blue channel intensities across images. What are the implications of this?  [2 marks] v. Is there association between protein expression levels of different proteins? If so, how can we quantify this association? [3 marks] Question No. 2: (Feature Extraction and Classical Regression) [30 Marks] For the following questions, use the expression of CD11b as the output prediction target variable. i) [15 Marks] Extract “informative” features from an image. For example you can use one or more of the following types of features: a. Average and variance for each of the 'H', ‘E’, ‘D’ (from HED) and the original red, green, and blue channels b. PCA (Principal Component Analysis): Applying PCA, such as randomized PCA or incremental PCA, can significantly reduce dimensionality while preserving the variance in the image data, making it easier to identify patterns. Refer to sklearn.decomposition.PCA for implementation details. You might choose to reduce the dataset size or image dimensions for PCA to manage computational complexity. c. Any other features of your choice but you do need to give justification of those features in terms of their appropriateness for this problem. Note: You can also consider resizing images or selecting specific image regions or reducing the number of training images if necessary to manage computational load. ii) [15 Marks] Apply the following regression models using the features from Q2(i): ● Ordinary Least Squares (OLS) Regression ● Random Forest or Support Vector Regression (Pick one or more – your choice!) What is the appropriate metric for this prediction problem? Provide a clear justification. [3 Marks] For each model of choice, create scatter plots to compare the true and predicted values on the test data. Additionally, evaluate and report your models' performance using the following metrics: RMSE, Pearson Correlation Coefficient, Spearman Correlation Coefficient, and R2 score. Reference for metrics: sklearn.metrics. It's your responsibility to select appropriate hyperparameters. Deliverables: Scatter plots for true vs. predicted values for each model type. Performance metrics (RMSE, Pearson, Spearman, R2 score) on the test data. Question No. 3 (Using Neural Networks) [55  Marks] (i) [20 Marks] Develop a Neural Network using PyTorch to predict the expression level of CD11b from input images, following the approach outlined in part (ii) of Question (2). Design the architecture of the model to take an image as input and output a single value representing the CD11b expression level. You have the freedom to select the structure of the network and the loss functions to be used.  You can use pre-trained models and perform. transfer learning if needed. Evaluate your model's performance on the test dataset by creating a scatter plot that compares the true vs. predicted CD11b expression values. Additionally, quantify your model's predictive performance using the following metrics: ● RMSE (Root Mean Square Error) ● Pearson Correlation Coefficient ● Spearman Correlation Coefficient ● R2 score Your model will be assessed based on its architecture design and the achieved performance metrics. Aim for the best possible performance on the test set, ensuring that the test data is not used during training. Include in your submission convergence plots that illustrate the change in loss across training epochs, demonstrating how your model's performance improves over time. (ii) [20 Marks] Create a neural network using PyTorch to simultaneously predict the expression levels of all proteins from given image patches. You have the flexibility to choose the architecture of the neural network and the loss functions you deem appropriate for this task. For model validation, employ a "leave one specimen out cross-validation" strategy. This approach involves sequentially using data from one specimen as the test set and the combined data from the remaining specimens as the training set. This method is similar to a 4-fold cross-validation but specifically tailored to ensure that each specimen is used as a test set exactly once. This validation technique ensures that your model's performance is evaluated on entirely unseen data, mimicking a scenario where the model is tested on data from a new specimen. For a practical understanding of how this is implemented, you can refer to the GroupKFold method in scikit-learn. Finally, quantify the performance of your optimal model for each protein with the following statistical metrics in the form. of a single table. ● RMSE (Root Mean Square Error): Measures the model's prediction error. ● Pearson Correlation Coefficient: Assesses the linear relationship between predicted and actual values. ● Spearman Correlation Coefficient: Evaluates the monotonic relationship between predicted and actual values. ● R2 Score: Indicates the proportion of variance in the dependent variable predictable from the independent variable(s). For each metric, report both the average and standard deviation across the specimens for every target protein. This comprehensive evaluation will help in understanding the model's predictive accuracy, reliability, and the nature of its errors or biases. Also, report the number of proteins for which the average spearman correlation coefficient is above 0.7. iii)  [10  Marks]  For the questions below, you will be graded on the feasibility and practicality of your ideas and you can get bonus marks depending upon whether you show any preliminary or pilot results. A. How can we utilize the location data of each spot or any other information available in the dataset for improving the prediction? [5 marks] B. How can you determine whether your predictor is truly predicting CD11b expression independently, rather than just reflecting the combined influence of multiple correlated proteins? What are the potential implications if your predictor is not independent, and how can you address this limitation to improve the reliability of your findings? [5]    

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