EE3C, Power Electronics and Power Systems Assignment on Power Electronics, 2024-25 Task 1 (Marks: 20) A three-phase 6-pulse diode rectifier, connected to a 3-phase AC supply, having a voltage of 415 V (line-to-line RMS), a frequency of 50 Hz, and a per phase series inductance of Ls = 5mH, feeds a static RL load. Question 1 Draw the circuit diagram of the AC-DC diode converter. [2] Question 2 Implement this rectifier in Simulink. The diodes have a forward voltage drop of 1.0 V when conducting. Model the load as the series of a resistor R = 10 Ω and an inductor L = 100 mH. Question 3 Using the circuit parameters of Question 2: Task 2 (Marks: 40) A three-phase 6-pulse, fully controlled thyristor rectifier supplies a static RL load, from a three phase 415 V (line-to-line RMS), 50 Hz, AC supply having a per phase series inductance of Ls = 2.5 mH. Question 1 Draw the circuit diagram of the AC-DC thyristor converter. [2] Question 2 Implement this rectifier in Simulink. The thyristors have a forward voltage drop of 1.0 V when conducting. Model the load as the series of a resistor R and an inductance L. Investigate the following cases in the simulation study: a) R = 50 Ω, L = 2 mH andLs = 2.5 mH; b) R = 50 Ω, L = 200 mH andLs = 2.5 mH; c) R = 10 Ω, L = 200 mH andLs = 2.5 mH; d) R = 10 Ω, L = 200 mH andLs = 10 mH. For all cases, the firing angle of thyristors has to be chosen to get an average voltage of 500 V across the load. In your report, you have to show and comment (maximum 2 sentences) the following for all the cases: 1. the firing angles to achieve the desired load voltage; [1+1+1+1] 2. the waveforms of the DC voltage across the load; [2+2+2+2] 3. the values of the THD of the currents of the three phase AC supply; [1+1+1+1] 4. the power factor seen by the AC supply, remembering that the voltage is sinusoidal but the current is distorted. [2+2+2+2] Question 3 Using the rectifier model of Question 2 and assuming Ls = 2.5 mH, R = 50 Ω, and L = 200 mH: Task 3 (Marks: 40) A pulse-width modulated (PWM) three-phase inverter, shown in Fig. 1, supplies a three-phase, Y-connected static RL load, connected to the nodes A, B, C. The input DC voltage Vd is smooth and equal to 600 V. Fig. 1. Three-phase inverter supplying a static RL load Question 1 Develop a Simulink model for the inverter, using IGBT as power devices and sinusoidal PWM with triangular carrier as a modulation technique. The load parameters are R = 25 Ω and L = 200 mH. The modulation frequency and amplitude ratios are mf = 9 and ma = 0.8, respectively. For a fundamental frequency of the output voltage of 25 Hz and with reference to the circuit in Fig. 1, show in the report: Question 2 The inverter is modulated with a sinusoidal PWM with triangular carrier. Assume R = 25 Ω, L = 50 mH, ma = 0.8 and fundamental frequency output of 25 Hz. 1. Design the value of the frequency ratio mf to keep the THD of the output current below 2%. [10] 2. Verify your design using your computer simulation. [6] Question 3 The inverter is modulated with a sinusoidal PWM with triangular carrier. Assume R = 25 Ω, L = 50 mH, mf = 31 and fundamental frequency output of 25 Hz. Remarks These instructions have been tested in Matlab 2023a. Other Matlab versions might be slightly different. 1) Remember to add units and titles to all diagrams included in the report. 2) A simple way to improve the legibility of the figures it to change the settings of the scopes: a. Click on “view”, “Configuration properties”, “Time”, to add the time-axis label and select the x-axis unit b. Click on “view”, “Configuration properties”, “Display”, to add they-axis unit and the title; c. Click on “view”, “Style” will enable you to change the background colour of the figure, the linewidth and colour of the lines. 3) Some Simulink examples of AC-DC converters and DC-AC converters are available on Canvas. 4) Use the tutorial notes for Simulink and Matlab to help you for the development of the simulations. 5) Starting from the example for three-phase diode rectifier, change the diodes to thyristors. The thyristors can be controlled by the “Pulse generator (Thyristor 6- pulse)”, placed in “Simscape”, “Electrical”, “Specialized Power Systems”, “Power Electronics”, “Power Electronics Control” . Alternatively, you can search the block from the search bar at the top of the “Simulink Library Browser” . 6) The frequency of synchronisation (input “wt”) can be obtained with 3-phase a phase-locked loop algorithm, block “PLL (3ph)” from the AC power source. An angle duration of 10 degrees is often enough to turn the thyristors on. A “constant” block can feed the input “block”, putting the constant equal to zero. 7) A good example of a 6-pulse controlled rectifier can be found by typing in “power_ThyristorRectifiers” in the main Matlab window. 8) The “PWM generator (2-level)” block can be found in the same folder of the pulse generator forthyristors. Change the generator mode to “3-phase bridge (6 pulses)” and tick “internal generation of reference signal” . 9) To change the resistance as a step, you can use two resistors in parallel, with one of the two resistors series connected to an ideal switch (“Specialized Power systems”, “Power Electronics”). The switch is open when the input “g” is 0, it is closed when “g” is 1. The switch is initially open, so only one of the two resistors is connected to the rest of the circuit (e.g. 50 Ω). When the switch is closed by changing the input to port “g” from 0 to 1, the second resistor is connected in parallel, reducing the total load resistance. For example, if the second resistor is 33.3 Ω and the first resistor is 50 Ω, the equivalent resistance is 20 Ω . 10) PID controller blocks are already available in Simulink in the folder “Simulink”, “Continuous” . These controllers have all the functions already implemented, including saturation and anti-windup. 11) PID controllers work for the control of both DC and AC quantities. 12) To control a quantity “x”, you need to see “x” as the effect and you have to adjust the quantity “y”, where “y” is the cause of “x” . For example, in an electric circuit the current is the effect and the voltage is the cause; if you want to control the current, you have to regulate the voltage. Therefore, the output of the PID controller is the voltage reference that is generated by the converter. 13) In the model answers, the number of sentences is indicative of the expected length of each answer and it is not prescriptive.
Torque and Moments of Inertia - MBL I. Theory In this experiment we will determine the moment of inertia I of a steel disk by measuring its angular acceleration α as a function of applied torque τ. The three are related by Newton’s second law for rotation: τ = I α. (1) Figure 1: Side view of the Rotational Dynamics Apparatus A diagram of the experimental apparatus is shown in Figure 1. To accelerate the system, a pulley of radius b is fastened to the top disk with a string wound around it. The string is guided over an air pulley and then allowed to hang vertically downward, held taut by a small mass m suspended from the free end of the string. The air pulley contains an air bearing that allows it to spin with very little friction. The tension in the string gives rise to a torque that causes the system to experience an angular acceleration. The torque applied by the string to the pulley is τ = Tb (2) where Tis the tension in the string caused by the mass hanging from its end. You will determine the steel disk's moment of inertia by measuring its angular acceleration for two values of pulley radius b and several values of the hanging mass m. We will neglect the small moments of inertia of the pulley on top of the steel disk and the air pulley. The motion of the disk is measured by an optical reader that counts the number of alternating black and white stripes that pass by it in a particular time interval. The stripes are engraved on a tape glued to the outside of each disk. The reader sends the data to the computer, which graphs the angular position of the disk as a function of time. From this graph, you will determine α. Before coming to lab you should prove in your lab notebook that the disk's moment of inertia is: I = α/mgb − mb2 (3) Hint – start with a free-body diagram of the weight when the system is accelerating, and combine the resulting equation you get from the free-body diagram with equations (1) and (2) above. In the last part of the experiment you will add either a heavy ring or a bar to the top disk, and repeat the experiment to determine the moment of inertia of the ring or bar. To do this you will first find the total moment of inertia of the system, which represents the combination of the disk’s moment of inertia, I1 , and the moment of inertia of the ring or bar, I2 . Moments of inertia simply add, so: Itotal = I1 + I2 (4) II. Procedure Part 1 – Optimize the apparatus In all experiments with this apparatus, both large disks must be used. The bottom disk can be identified by the red label on one side. This label must always face downward when the disk is slipped over the spindle. The top disk must be placed over the spindle with the hollow part of the air bearing on the bottom. 1. To minimize friction, the disk surfaces must be clean. Use the cleaning pad to do this. 2. The unit must be properly leveled; otherwise an off-center load on the disk will cause it to rotate non-uniformly. Place the bubble level on the base plate and adjust the leveling screws until the unit is level in both the x and y directions. 3. A more accurate leveling may be accomplished after the unit is set up. Turn on the air to the system and place a weight on the edge of the top disk (to produce an eccentric load). Give the disk a very small velocity, less than 0.1 revolutions per second. Watch as the disk slows down. It should continue in the same direction until it stops. If it reverses direction and oscillates back and forth, then the unit must be further leveled (it’s too low at the point that the mass is oscillating about). 4. Attach one of the pulleys using an appropriate screw – the end of the screw should never touch the bottom disk. The thread should be attached to the pulley via the thread anchor washer. The length of the thread used should be such that the weight is close to, but not touching, the floor when the string is completely unwound. 5. Before taking any measurements you should make certain that frictional losses are not too large. To check this, do the following: first wind the thread up on the pulley until the top of the mass is level with the bottom of the air bearing bracket. Hold the disk stationary and then release it without imparting any initial velocity. The falling mass will accelerate the disk. When all the thread has unwound the rotation of the disk will wind the thread back up, reversing the direction of the mass. Ideally, with no frictional losses, the mass will return to its starting point. However, there is some friction and the mass will not come all the way back up. It should, however come within 3 to 5 centimeters of its starting point. If it does not, clean the disks with the cleaning pad, and repeat the procedure until the mass comes back to within 3-5 centimeters of its starting point. Part 2 – Determine the moment of inertia of the top steel disk (1) Measure the radii of the two pulleys to determine their values of b. (2) Mount one of the pulleys on top of the steel disk. Wind the string on the pulley until the top of the weight is level with the bottom of the air bearing bracket. Hold the top disk stationary. (3) Start the data collection process on the computer, and then let the disk go. You should see graphs being drawn on the computer screen. Don’t worry if the bottom graph, showing angular acceleration, is not smooth – that’s just because of the way the data is obtained. (4) The best way to find the angular acceleration is to do a Quadratic Fit to the angular position graph. The equation giving the angular position as a function of time is: θ = θo + ωo t + ½α t2 (5) You must select the appropriate region for the fit, when the mass is either only moving down or only moving up. You can use the velocity graph as a guide in selecting an appropriate region. Question 1: When you do a fit to the data, should you select a large time interval or a small time interval over which to do the fit? Experiment with different starting points and end points to see how sensitive the fit is to small changes in these points. Do two fits for each trial, one when the mass is moving down and one when the mass is moving up. With each fit record the value of the coefficient corresponding to ½α (don’t worry about negative signs – just record the magnitude). Question 2: You should find that one of these values of is always larger than the other. Which is larger, and why? Draw free-body diagrams of the top disk, including the frictional torque, when the mass is moving down and again when the mass is moving up, to help answer the question. By combining your two values of ½α appropriately you can obtain a value of α that is not affected by the frictional torque. Explain how you should combine the two values, and how this compensates for the effect of the frictional torque. (5) Use your value of α, the angular acceleration, to calculate an experimental value of I, the moment of inertia of the disk. (6) Repeat the procedure, finding α from two fits to each graph and using α to get I, for two different values of the pulley radius b. For each pulley radius use several different values of the mass on the string m. (7) Measure the mass and radius of the steel disk and calculate its moment of inertia using the formula I = ½MR2. Compare this calculated value with those obtained from your measurements. Part 3 – Determine the moment of inertia of a ring or bar (1) Choose one of the two rings, or the rectangular bar, to mount flat on top of the top disk and pulley. The bar mounts directly on the bar with a long screw, while the rings need the thin square base plate underneath them – the two bumps on the rings fit the holes in the base plate. (2) Repeat the Part 2 procedure to find the angular acceleration of the system, and to determine the moment of inertia of the ring or bar. Remember that you are finding the total moment of inertia of the system from the α , and you’ll need to go one more step to find I for the ring or bar. As with Part 2, do several trials with different values of m and b. (3) Measure the mass and dimensions of the ring or bar, and calculate its moment of inertia from those values. For the ring the equation is I = ½M(Router2 + Rinner2). For the bar it is I = ML2/12. Compare this calculated value with those obtained from your measurements. Part 4 – Additional Questions – Answers to all questions should be included in your lab report. Question 3 – For one of your trials in Part 2, determine the magnitude of the frictional torque on the disk, and compare it to the torque from the tension in the string. Question 4 – If, in Part 3, you had mounted the disk or bar upright on the disk instead of lying flat, would the moment of inertia have been the same, larger, or smaller? Explain. Question 5 – If, in Part 3, you had mounted the disk or bar off-center would the moment of inertia have been the same, larger, or smaller? Explain. Part 5 – Sources of error There are several sources of error in the experiment. You should try to analyze these in detail to estimate how important each one is. If you think of sources or error not mentioned here, feel free to investigate those. - Look carefully over your data to see whether you notice any trends in the values you obtained for the disk’s moment of inertia. For instance, were the values always higher for one pulley versus the other? Do the values steadily increase or decrease as you use larger values of m, the mass on the string? If you notice any trends, can you come up with a possible explanation for them? - We neglected the moment of inertia of the pulley and the air pulley when measuring the moment of inertia of the top disk. Can you estimate what the pulley’s moment of inertia is? How does neglecting it affect your measured I for the top disk? What about the moment of inertia of the air pulley?
FINS5514: Capital Budgeting and Financial Decisions T3 2024 – Final Exam (50% of Total Marks) Date: Saturday, 23 November 2024 Starting time: 2 p.m. AEDT Mode: Online Exam on McGraw-Hill Connect Exam Duration: 2 hours Reading time: 10 minutes Number of attempts: 1 attempt Weight: 50% of the overall grade Coverage: All materials covered from weeks 1 to 10 are examinable. Format of the test: 37 questions (total 50 marks) which will comprise of a mix of theory and calculation questions. Instructions • Final exam will be open book and will be conducted on Mc-Graw Hill Connect. You must access MH Connect using the direct link in Moodle. All students are required to finish the exam independently. • University policy prohibit any contact between the lecturers and students during the test. The lecturers are not allowed to intervene, e.g. extra time etc. during the test. Please follow the 4-Step instructions if you experience major technical issues. Supplementary exam will only be provided to students whose special consideration applications are approved by the university’s special consideration unit. • This exam cannot be copied, forwarded, or shared in any way. • The exam will appear in Assessment Hub section on Moodle. However, the assessment will be locked, meaning you will not be able to start the assessment before 2 pm. • All students must begin the Final exam at 2 pm AEDT. The exam will be automatically closed after 2 hours from your start time or at 4:10 pm AEDT, whichever comes first. • You MUST agree to the student declaration on Moodle and submit it before attempting the Online Assessment. This is a 1 question assignment asking you to agree to the declaration. I suggest you submit the declaration before the assessment start time. • A Trial Quiz is available on Moodle for the purpose of device set up only. You are required to set up your device properly before the assessment and to resolve minor technical issues quickly. Please check Assessment checklist - Before taking the Assessment to ensure your device is set up properly. Please close all other webpages, enable popup blocker, set date and time automatically (Go to Date and Time Setting >> Date & time and Time zone), clear cache file and browsing data (make sure all time is selected) https://clear-my-cache.com/detect.html. You will need to disable VPN. • It is recommended use Chrome browser to access the exam. Check your system setup via https://mhedu.force.com/CXG/s/CheckSystemInfo • If you have ever experienced "Waiting for connect.mheducation.com message" error, please check this link for setup and troubleshootinghttps://mhedu.force.com/CXG/s/article/Waiting-for-connect- mheducation-com • You are allowed to use calculators and Excel during the exam. • You will not be able to copy/paste any information during the exam. Your computer’s clipboard will be disabled during the quiz. Access to other webpages will be disabled during the exam. Opening other webpages during the exam will likely cause losing access to the assessment. You may also want to close all other programs to avoid interference. • Proctorio Support is availablehttps://proctorio.com/support • Students are required to use the trial quiz to set up their device properly before the assessments and resolve technical issues with the best efforts. If you encounter major technical issues during the assessment, you should take the following 4 steps: Step 1: Take photos of as many of the following as possible: • error messages • screen not loading • timestamped speed tests • power outage maps • messages or information from your internet provider regarding the issues experienced All screenshots must include the date and time the issue occurred. Step 2: Contact Connect Support immediately for help. Keep a record of communication with the Connect Support (e.g. email communications, evidence that the issue cannot be resolved). Via chat or email https://mhedu.force.com/CXG/s/ContactUs Via Phone: Asia, Australia and New Zealand, Europe, Middle East and Africa Phone:+800-881-39190 US and Canada Phone:+800-3311-5094 India Phone:+800-919-0301(000-800-919-0301) For IT issues such as Moodle log in, hardware/software, wi-fi access, etc., students should contact the UNSW IT Service Centre. Email:[email protected] Phone: Internal to UNSW: x51333 Within Australia: (02) 9385 1333 International: +612 9385 1333 Support hours: Monday–Friday, 8.00am–8.00pm; Saturdays 11am to 3pm For Moodle issues, students should contact External TELT Support: Email:[email protected] Phone: Internal to UNSW: x53331 Within Australia: (02) 9385 3331 International: +612 9385 3331 Support hours: Monday-Friday 8:00am-10:00pm; Saturdays-Sundays 9:00am-5:00pm Step 3: To keep a record, please report the issue to the TA Yutong Sun via email [email protected] with email subject as "FINS5514 - technical issue during Final Exam” to advise that you are experiencing a technical issue within 15 minutes from the start of the exam or within 15 minutes when the issue occurred. The TA will not be able to provide technical support. Please contact Connect Support and/or Proctorio Support to resolve technical issues. Step 4: Submit a Special Consideration application (major technical issues resulting in a lost exam time of a minimum of 20 minutes) immediately at the conclusion of your assessment with screenshots and all the information including communication records in step 1 to 3 and evidence that you have set up your device using the trial quiz before the assessment. Information regarding special considerations is available at:https://student.unsw.edu.au/special-considerationPlease read the policy carefully for eligibility and application procedure. The decision will be made by the UNSW special consideration unit. Further information • The questions on the exam will be of varying levels of difficulty. Please review the material carefully and make sure you understand all the concepts. • • The exam will consist of 33 questions. You will be able to go back to previous questions during the assessment. Exam Tips • Review each concept thoroughly and solve the practice questions without looking at the solution.This gives you a better idea about your preparedness and common mistakes you may be making. • Prepare a reference sheet while reviewing the material for the exam. Reference sheet could be a 1–2 page concise summary of the important/exam relevant material from the course for quick reference. This may include formulae, important rules etc. With timed exam, having to look through the material to solve a problem eats up from the critical time to work on the problems. A reference sheet is much faster to refer to during the exam than looking through the book and other lecture material. • Key to performing well on the open book assessments is to have a very good understanding of allthe concepts and not really needing to open the books during the assessment. Prepare for the open book exam as you would for a closed book exam with some reference sheet help.
Computer Systems and Professional Practice Coursework Assignment 2024-25 Assignment Technical professionals invariably work in teams to produce complex deliverables. For this assignment you will work in an assigned team to complete a series of technical challenges. Deadline and Submission The coursework carries 20% module credit. You should submit a joint PDF report of no more than eight pages and a set of C source files. Every student in the team must submit an identical copy of the joint report and C source files. The first page of your report must be a completed contribution form. The contribution form can be found on the module Canvas page and does not count towards the page limit. The submission deadline is 5pm on Thursday of Week 10, Term 1. Submission is via Canvas. Marking Criteria All submissions will be evaluated with regard to correctness, documented understanding, presentation, and research quality. Hints and Advice The objective of the coursework is to assess your understanding and application. It is in your interest to answer each question as fully as possible. If you aren’t able to answer a question completely, it is a good idea to do as much as you can. Credit will be awarded for correctness and understanding, as well as presentation and research. As such, you should try to be as thorough as possible in your methods, explanations and documentation. Teamwork and coordination will be required to ensure everyone is afforded the opportunity to contribute and the submission is as strong as it can be. 1. Consider an active-low 8-to-3 encoder. (a) Provide the truth table for the encoder. Use appropriate labels for all inputs and outputs. (b) Express the function of the encoder using Boolean expressions. (c) Design a logic circuit to implement the encoder using only NOR gates. You should explain how you arrived at your design and how it can be tested. [25%] 2. We study shift registers in the context of sequential logic circuits. A bidirectional shift register is one in which data can be shifted left or right on the basis of a control input. (a) Design a 4-bit bidirectional shift register. Your design should be serial-in serial-out. Use appropriate labels for all inputs and outputs. (b) Write an explanation of your design, detailing how it allows data to be shifted and discussing any assumptions. You should use example inputs to illustrate circuit operation. (c) Outline how your design could be adapted to form. an N-bit bidirectional shift register that is parallel-in parallel-out. [25%] 3. Assume a function F = A.B + A.B. ¯ C.D¯ + A.B.C.D ¯ + A.B. ¯ C. ¯ D¯. (a) Reduce F to its simplest form. using a Karnaugh map. You should show all working done to achieve your simplification. (b) Reduce F to its simplest form. using Boolean algebra. You should show all working done to achieve your simplification. (c) Design a logic circuit that implements your simplification using only 2-input NAND gates. [25%] 4. The C programming language allows for us to work with files. In this question you will implement a command-line editor that is capable of creating, displaying, and manipulating text files. You have freedom in how you implement your solution, but you will need to make informed design decisions and provide justifications for these choices. (a) Write C software that allows a user to perform the operations listed below on text files. FILE OPERATIONS: Create File - Create a new file with a specified name. Copy File - Create a new file with a specified name and identical contents to an existing file. Delete File - Delete an existing file with a specified name. Show File - Display the contents of an existing file with a specified name. LINE OPERATIONS: Append Line - Create a new line of content at the end of a specified file. Delete Line - Delete a line of content at a particular line number in a specified file. Insert Line - Create a new line of content at a particular line number in a specified file. Show Line - Display the contents of a file at a particular line number in a specified file. GENERAL OPERATIONS: Show Change Log - Display the sequence of operations performed on all files created by your program, including the number of lines following each operation. Show Number of Lines - Show the number of lines in a specified file. You software must be operated by the command-line and operate on files in your current working directory but, apart from these requirements, you may implement the program in any way. You should document all design decisions not covered above, e.g., how a user specifies the operation they want to perform. (b) Implement two additional operations or extensions to the operations listed above. You should provide justifications for the usefulness of the functionalities you introduce. (c) Provide an explanation of your C software. You may incorporate the explanation as detailed code comments, annotations and/or separate written documentation.
AMATH 481/581 Autumn Quarter 2024 Homework 5: Vorticity-Streamfunction Equations DUE: Friday, November 22 at midnight The time evolution of the vorticity ω(x,y, t) and streamfunction ψ(x,y, t) are given by the governing equations: ωt + [ψ,ω] = ν▽2ω (1) where [ψ,ω] = ψxωy − ψy ωx , ▽2 = ∂x(2) + ∂y(2), and the streamfunction satisfies ▽2 ψ = ω (2) Initial Conditions: Assume a Gaussian shaped mound of initial vorticity for ω(x,y,0). In particular, assume that the vorticity is elliptical with a ratio of 4:1 or more between the width of the Gaussian in the x- and y-directions. I’ll let you pick the initial amplitude (one is always a good start). In most applications, the diffusion is a small parameter. This fact helps the numerical stability considerably. Here, take ν = 0.001. Boundary Conditions: Assume periodic boundary conditions for both vorticity and streamfunction. Also, I’ll let you experiment with the size of your domain. One of the restrictions is that the initial Gaussian lump of vorticity should be well-contained within your spatial domains. Numerical Integration Procedure: Discretize (2nd order) the vorticity equation and use ODE45 to step forward in time with solve ivp. (a) Solve these equations where for the streamline (▽2 ψ = ω) use a Fast Fourier Transform (NOTE: set kx (0) = ky (0) = 10 −6). ANSWERS: With x,y ∈ [−10, 10], n = 64, ω(x,y,0) = exp(−x2 − y2 /20) and tspan = 0 : 0.5 : 4, write out the solution of your numerical evolution for the vorticity from solve ivp as A1. (b) Solve these equations where for the streamline (▽2 ψ = ω) use the following methods (NOTE: Take A(0, 0) = 2 instead of A(0, 0) = −4): • A/b • LU decomposition • BICGSTAB • GMRES Compare all of these methods with your FFT routine developed in part (a). You can informally check this with the following code: import time start_time = time .time() # Record the start time end_time = time .time() # Record the end time elapsed_time = end_time - start_time print(f"Elapsed time: {elapsed_time: .2f} seconds") In particular, keep track of the computationl speed of each method. Also, for BICGSTAB and GMRES, for the first few times solving the streamfunction equations, keep track of the residual as a function of the number of iterations needed to converge to the solution. Note that you should adjust the tolerance settings in BICGSTAB and GMRES to be consistent with your accuracy in the time-stepping. Experiment with the tolerance to see how much more quickly these iteration schemes converge. ANSWERS: With x,y ∈ [−10, 10], n = 64, ω(x,y,0) = exp(−x2 − y2 /20) and tspan = 0 : 0.5 : 4, write out the solution of your numerical evolution for the vorticity from solve ivp as A2 for Ab and A3 for the LU method. NOTE: For the LU method, when you solve you have to use the following code structure for Ax = b from scipy .linalg import lu, solve_triangular P, L, U = lu(A) Pb = np.dot(P, b) y = solve_triangular(L, Pb, lower=True) x = solve_triangular(U, y) This will make to just forward- or backward-substitute for the LU since the solve command does not exploit that. (c) Try out these initial conditions with your favorite/fastest solver on the streamfunction equations. • Two oppositely “charged” Gaussian vorticies next to each other, i.e. one with positive amplitude, the other with negative amplitude. • Two same “charged” Gaussian vorticies next to each other. • Two pairs of oppositely “charged” vorticies which can be made to collide with each other. • A random assortment (in position,strength, charge, ellipticity, etc.) of vorticies on the periodic domain. Try 10-15 vorticies and watch what happens. (d) Make a 2-D movie of the dynamics. Color and coolness are key here. I would very much like to see everyone’s movies and you can put these up on your github.
ELECTRONIC, ELECTRICAL AND SYSTEMS ENGINEERING MSc Coursework Software and Systems 2024-2025 Design and Implementation of a Pac-Man Style Computer Game (GUI) Aims and Objectives You are required to design and implement object-oriented software for the game Pac-Man. This is a small group piece of coursework (maximum 3 group members) which contributes 60% of the total mark for the Software and Systems module. You are expected to submit the following: • Design Report - the report accounts for 50% of the coursework mark and is assessed as a group • Python program - the program accounts for 50% of the coursework mark o 25% will be assessed on your individual contribution to the code o 25% will be assessed as a group on the GUI design, integration and overall functionality of your application Tasks Using the object-oriented approach, design and implement the game Pac-Man as a Python application – details of the game play and required functionality are below. 1. As a group design the application using UML diagrams to formalize your design 2. Once your design has been completed programming tasks should be assigned to individual members of your group to complete o Each class should include in the code comments who the author is o Continue to discuss with your other group members to limit complications with the integration 3. As a group integrate the different components of your game into a single application (Note: make sure you allow plenty of time for this!) 4. Provide the prototype of your application to your testers o You will be assigned testers for your game from other groups 5. Play the games you have been provided to test and give your feedback o Timelines for providing your game and feedback will be provided 6. As a group consider your feedback and any changes that could be made to your design and implementation to address any issues raised o Your response to the feedback should be included in your report Keep a record of your group meeting notes these will be required for your report Game Requirements Your game will be a simplified version of the game pac-man and will be played as a single player game. The objective of the game is for the player to collect all of the dots within the time limit without running into a ghost. 1. Game Setup Your playing area must consist of a maze such as the one shown in Figure 1. Figure 1: Example Maze Image courtesy:https://pacman.fandom.com/wiki/Pac-Man_Maze?file=Originalpacmaze.png You are free to design your own maze but the maze must have: • Internal walls that result in at least 30 corners • Enough space for (see Figure 2): o 1 x pac-man o 3 x ghosts o At least 240 x dots (the exact number will depend on your maze) • 1 pair of gaps in the outside wall where it is possible to exit from one side of the maze and renter on the other Each location in the maze should contain only 1 item either pac-man, ghost or dot • The Pac-man should always start at the same location in the maze • Ghosts should be positioned on the maze in randomly assigned locations o Note ghosts are not required to move • Any location which does not contain pac-man or a ghost should contain a dot Figure 2: Example pac-man, ghost and dots Images courtesy:https://pacman.fandom.com/wiki/Pac-Man_(game)?file=Pac8bit.png https://pacman.fandom.com/wiki/Pac-Man_(game)?file=Blinky8bit.png https://pacman.fandom.com/wiki/Pac-Dot?file=Pac-Dot_Arcade.png 2. Gameplay The player must move the pac-man icon around the maze to collect as many dots as possible within a given time limit • The player should not be able to move the pac-man through the walls • The dots should be removed from the maze once the pac-man moves onto the same location as them • At a pre-defined time after the start of the game 2 pieces of fruit (Figure 3) should appear in random locations in the maze (not occupied by the Pac-man or the ghosts) and as with the dots should be removed once the pac-man moves over them. • The game should end when one of the following occurs: o The pac-man moves onto the same location as one of the ghosts o The decided upon time limit is reached o The user has collected all dots and fruit The game should keep track of how many points the player has earned: • Each dot should be worth 10 points • Each fruit should be worth 100 points • The total points should be displayed at the end of the game Figure 2: Example fruit Image courtesy:https://pacman.fandom.com/wiki/Pac-Man_(game) 3. GUI The application should be able to create a GUI containing all widgets required to run the game smoothly. The application should have the following functionality: 1. Allows the player to start the game which will start the timer 2. Displays the maze with the locations of the dots, ghosts and starting position of the pac-man 3. The player should be able to use specified keys to move the pac-man up, down, left, right 4. After the decided amount of time displays the fruit on the maze 5. After the one of the end game conditions is reached the game should conclude 6. Displays the players score and asks the user to quit or play another game. After creating your GUI with all the above widgets, you will then have to bind these to the functions to get your application working. You will need to handle any exceptions that may arise during its use. Assessment The design report and python code (.py file) must be submitted via canvas as two separate files in one go. Click on the + Add Another File link to add another ‘Choose File’ button while submitting your assignment. Only one member of the group needs to submit the files. 1. Design Report At the start of your report there must be a statement on the use of generative AI as follows: We have used generative AI tools such as ChatGPT (or any equivalent alternative) in the preparation of the submission. (Yes/No) You can find the University’s guidelines on the use of generative AI here: https://intranet.birmingham.ac.uk/student/libraries/asc/student-guidance-gai.aspx • The report must contain the relevant UML diagrams produced to design this game • The report must fully address all relevant issues • The assignment is open-ended but it is important that all diagrams of the design process are considered to a reasonable level of detail • The report should include a record of the group meeting notes as an appendix • The report should include the feedback from the testers as an appendix • If generative AI tools were used the report should include an appendix with the following: o A reference to the generative AI system used o The prompts provided to the generative AI o The responses obtained o Details of how the output was changed by yourself Note without this you risk breaching academic integrity (see below) • The figures, tables and pages should be numbered. Captions should be beneath figures and above tables. • The report should not exceed 10 pages (not including appendices). • The report must be submitted via canvas as one single pdf file. This assignment involves the development of designs on paper. It should be possible to draw good quality design diagrams using Word or other word processing package, adopting the correct notation. There is no need to use any Object-Oriented Design Tools. This is because the learning curve associated with object-oriented design tools is normally steep. Many design consultants use graphical design programs and not object-oriented design tools to document designs. Tools that you might find useful are Visio (might require licence), Modelio, draw.io and ArgoUML. The report will be first assessed on English language proficiency which will be assessed as follows: • Pass and above: o The work is written / spoken to an acceptable standard of English o Spelling, punctuation, vocabulary, sentence construction, and textual coherence is of an acceptable standard. • Fail: (zero marks) o Poor standard of written / spoken English, making it difficult to understand the points being made. o Weaknesses of writing / speaking are so frequent or serious that they impede communication. The mark distribution will be as follows: a) Introduction, which includes the discussion and interpretation of the specification, and should identify any issues that require clarification. (3 marks) b) Use-Case Diagram, Use-Case description and CRC cards. (15 marks) c) Detailed class diagram with all attributes, methods, their visibilities, arguments, return types and relationships to define architecture. (6 marks) d) Detailed interaction diagrams, both collaboration and sequence diagram. (10 marks) e) Detailed state machine (chart) diagram to show events, actions and qualifiers. (6 marks) f) Discussion of non-functional and usability requirements. (5 marks) g) Discussion of feedback from your testers and any constraints limiting you to implement part(s) of your design (5 marks) 2. Python Program: This should be the implementation of your design for the game. The classes, methods and attributes created during the design process should be used in implementation. The marks will divided between an individual component based on the code you have written and a group mark on how well your game is integrated and functions The individual mark distribution will be as follows: a) The quality of programming – appropriate design of the code, use of classes, methods, attributes, reusability of code, etc. (20 marks) b) Well documented code. (5 marks) The group mark distribution will be as follows: c) Game Functionality. (15 marks) d) GUI design – note the design of the GUI should have been agreed upon as a group even if the code is implemented by one individual member of the group. (10 marks)
GEG5224 Ecosystem Science - Technical Report Summary [Guideline length: 150 words. About 5 or 6 sentences summarising your entire report. Use the structured format below. Use the past tense. Do not include citations or references to figures or tables. Write this section last!] Objective: [What did you investigate? Why?] Methods: [What did you do?] Results: [What did you find out?] Conclusions: [What do your results mean? So what?] 1. Introduction [One or two paragraphs, guideline length: 200-300 words. Keep tightly focussed on your specific topic! What is the problem your study addresses? Why is it important? This text should lead the reader directly to your research question. State your research question clearly and concisely at the end of the Introduction. Cite your sources using Harvard referencing.] 2. Methods [Guideline length for this entire section: 300-400 words. Cite your sources using Harvard referencing.] 2.1 Simple Terrestrial Ecosystem Model – Soil Moisture (STEM-SM) [Text: Give a brief overview of how you used STEM-SM to answer your research question. Start with a very brief overview of STEM-SM in two or three sentences. Then briefly explain the stock-and-flow diagram of the model, Figure 2.1.1. Cite the model documentation for further detail.] [insert stock-and-flow diagram here.] Figure 2.1.1. Stock-and-flow diagram of STEM-SM. [Explain the symbols used. The figure caption is not included in the report word count.] 2.2 Modifications to STEM-SM [Text: Briefly describe your chosen ecosystem and its environmental inputs. Refer to Figure 2.1.1 showing the ‘average year’ of environmental inputs.] [Insert figure here.] Figure 2.1.1. Environmental inputs for model scenarios. (a) Incoming short-wave radiation. (b) Maximum evapotranspiration. (c) Frequency of rainfall events. (d) Mean depth of rainfall events. [Insert a multi-panel figure, showing a behaviour-over-time graph for each of the four environmental inputs. Since you are using monthly averages for the inputs, show only one year on the x-axis. Be sure to show the variable name and units on both x- and y-axes!] [Text: Explain any changes you have made to the model parameters, if relevant. Refer to Table 2.1.1, giving all parameter values used for your ecosystem.] Table 2.1.1. Parameter values used in the simulations. [Hint: ‘parameters’ are fixed values and are represented in STEM-SM as ellipses.] Parameter Explanation Units Baseline value Source [parameter name] [brief description of what it is] [units] [value] [citation(s)] [Add or delete rows as needed] 2.3 Scenarios [Text: Explain the different scenarios used to answer your research question. If you explored changes in any of the soil or vegetation parameters, explain what you did here. State the simulation length, time step and algorithm (hint: check ‘Settings’).] 2.4 Quantitative analyses [Text: Explain how you computed measures of resistance and resilience. Consider using a diagram (Figure 2.4.1 ….) to aid your explanation.) 3 Results and discussion [Guideline length for this entire section: 700-800 words.] 3.1 Ecosystem dynamics for the baseline scenario [Text: Verbally describe ecosystem dynamics for the baseline scenario(s). Refer to the behaviour-over-time graph(s), Figure 3.1.1. Report the main results, supported by selected data.] [Insert figure here.] Figure 3.1.1. Ecosystem dynamics for the baseline scenario. [You can use a multi-panel graph if needed. If so, label the parts (a), (b), (c), etc. and explain each part in the caption. E.g., ‘(a) Above-ground carbon. (b) ….] [Text: Do the values of the stocks and flows produced by the model look reasonable compared with those for real ecosystems? Try to explain the pattern of behaviour-over-time. To help with this explanation, you may wish to consider the causal loops.] 3.2 [Sub-heading 2] [Text: Describe results for the various scenarios.] [Include additional figures and tables as needed. Be selective about what to include, e.g., representative results, best example of an interesting result.] Figure 3.2.1. [Insert the title and caption for your figure. You can use a multi-panel graph if needed. If so, label the parts (a), (b), (c), etc. and explain each part in the caption. E.g., ‘(a) Above-ground carbon. (b) ….] Table 3.2.1 Measures of resistance and resilience for each scenario. [Insert caption for the table.] [Table goes here.] [Text: Do your results agree or contradict the literature cited in your Introduction, or are they exceptions to the rule? Try to explain why. What additional research might resolve contradictions or explain exceptions?] 3.3 [Sub-heading 3] [Add or delete sub-headings as needed.] [Text: What are the theoretical implications or practical applications of your results? Can the findings be extended to other situations or ecosystems? Do your findings help us to understand a broader topic?] 4. Conclusions [Guideline length: 50-100 words. A short paragraph summarising the main outcomes of the study.]
Econ 345: Applied Econometrics Forecasting Competition The forecasting competition is designed to give you real-world experience of forecasting. As part of the course we are having a real-world forecasting competition – using a model you estimate, you will be predicting time series observations. However, forecast accuracy will not affect your grade. As part of a group, you will submit your forecasts online, together with a short essay (maximum 2 pages) describing your forecasting model and resulting forecasts. The task is to predict the number of cyclists on the Galloping Goose trail and achieve the lowest forecast errors for the observed cyclists from November 22nd to November 29th (inclusive) using the “goose_competition_fall_2024.csv” file. Note that the last observation in the dataset is November 6th, so you will need to forecast from November 7th onwards (though your forecasts will only be ‘scored ’ from November 22nd to November 29th). The forecasting competition consists of two parts. Both parts have to be completed to obtain full marks: 1. Write a short report describing your model and resulting forecasts. 2. Submit your forecasts of the number of cyclists via a survey on Brightspace. You may work in groups (within your section) and write one report (and produce one set of forecasts) as a group, but each student must submit their own copy of the report on Brightspace. Only one copy of the actual forecasts needs to be submitted. Please make sure to include the names and V-numbers of all group members on the report. Details on both the report and submission of the actual forecasts are provided on the following two pages. Data to be used as the basis for your forecasts will be posted on Brightspace shortly, however, you can already use the Galloping Goose data on Brightspace to estimate models using last year’s data. 1. Details on the report to be submitted: As a group, prepare a short report on your forecasting model and resulting forecasts. This should be submitted alongside your forecasts via Brightspace. You may work in groups (within your section) and write one report as a group, but each student has to submit their own copy of the report on Brightspace as a PDF file. Please make sure to include the names and V-numbers of all group members on the report. The report should take the form. of a short academic essay (avoid casual language, copying R-code, or showing screenshots). A good report would: i. Have a clear structure, such as: a. Introduction: introduce the forecasting problem. b. Data: describe the dataset, any additional variables you maybe using, any apparent patterns, trends etc. including any relevant references. c. Methods: describe your forecasting model, ideally including an equation that shows your model. Carefully specify what variables are included and why you include them. d. Results: if applicable report your estimated regression model in a standard regression table (similar to the research project formatting) and plot your forecasts in a well- formatted figure, labelling axes, clearly differentiating between in-sample observations and forecasts. For example: Figure 1: Observed (black) and predicted (red) cyclists on the Galloping Goose. e. Conclusion: summarise your results, discuss how your forecasting model could be improved. ii. Be well-written: do not use casual language, this should be an academic piece of writing. iii. Be well formatted and presented: do not include screenshots of R-output, do not include R-code. If you present regression results, these should either be in the form of an equation (as we have seen in lecture slides) or as a table, and include coefficient estimates, standard errors, and the number of observations. iv. Be clearly referenced. Make sure to include references to any relevant datasets or literature. v. Your report should include some regression model, however, if you also want to experiment with alternative forecasting models (e.g. non-regression based forecasts) you can include them in addition to a regression model. vi. Not exceed 2 pages in length (excluding references). Grading Criteria: 1. Structure & Presentation (50%) Is the forecast problem/question clearly defined, the paper clearly structured and coherently written? Are the results presented clearly, with a Figure showing the forecasts (clear labels), and model results shown in either a Table or as an equation? Note that unlike the research project, you do not have to include hypothesis tests (however, hypothesis tests are of course interesting and encouraged). 2. Technical Correctness, Interpretation, & References (50%) Is the interpretation and estimation technically correct, and are the results discussed and interpreted carefully? Is the model clearly defined and correctly specified? Are data and relevant literature properly referenced? (-10% if no references) 3. Length: Is the paper within the two-page limit (excl. references)? (-5% per page over limit)
LQB7018: CARRIAGE OF GOODS BY SEA ACADEMIC SESSION 2021/2022: SEMESTER II Answer TWO (2) questions only. 1. Explain what is meant by the term “safe port” . To what extent was the charterer’s obligation to nominate a safe port modified by the decision of the House of Lords in The Evia (1982)? What questions, if any, have been left unanswered by that case? (*20 marks) 2. “While deductions from hire are permissible, deductions from freight are not.” Is this an accurate statement of the law and, if so, do you consider that the distinction is justified? (*20 marks) 3. Solo Carriers S.A. let their ship, the Millennium Falcon to Galactic Empire on time charter for a period of “ minimum 5 months maximum 6 months” . The charterparty provided, “The Captain is to sign Bills of Lading for cargo presented in accordance with Mate’s or Tally Clerk’s receipts.” The Millennium Falcon was delivered under the charterparty on 1 April 2021. On 19 August the ship was performing her fourth voyage and was due to complete discharging her cargo on or about 29 August. On 19 August, Galactic Empire gave instructions to Solo Carriers to proceed to Alderaan to load a cargo of sugar for discharge at two safe ports, Tatooine. After inquiries , Solo Carriers established that there was severe congestion at Alderaan and that it was unlikely that the ship could complete discharge at the second discharge port until early October. Solo Carriers were also informed of rumours that ammunition had been found in bagged sugar cargoes from Alderaan in recent months. Solo Carriers are also concerned that Galactic Empire is suffering from a cash flow problem. Solo Carriers would like to clause any bills of lading issued in respect of the last voyage to protect Solo Carrier’s right to lien the cargo should Galactic Empire fail to pay the final hire instalment in full. On 22 August Solo Carriers ask for your advice. (*20 marks) 4. Luke chartered the Death Star from Vader under a voyage charter to proceed to one or two safe ports in Coruscant, to be nominated by the charterer and thereat to load a full cargo of frozen fish for carriage to Stewjon. The terms of the charterparty required the charterer to nominate a reachable berth at each port and made provision for five lay days at each loading port, Sundays and public holidays excepted. A further clause provided that laytime would not run while loading was prevented by ice, floods or strikes. Luke subsequently nominated the ports of Naboo and Dagobah. The Death Star reached Naboo late on Saturday evening 20 November 2021, but was required to anchor at the usual waiting place outside port limits for two days, because no berths were available. When a berth became free at 8.00 am on 23 November, the Death Star was prevented from proceeding to it because of a temporary shortage of tugs. When the Death Star did berth at 8.00 am on 24 November, loading was delayed for a further four days because Luke was unable to transport a consignment of haddock from a local refrigerated warehouse, where it had been stored awaiting shipment, because of ice on a canal linking the warehouse with the docks. When the consignment of haddock eventually reached the docks on 28 November, loading proceeded normally for two days, after which it was interrupted by a 48-hour strike of stevedores. Loading was completed within a further 24 hours. The Death Star then sailed for Dagobah where the bulk of the remaining cargo was loaded within two days. However, Luke held back five crates of fish for a further three days because he had heard of a fall in the market price of fish at Stewjon. The loading was nevertheless completed within the five lay days, but the Death Star was prevented from sailing for a further 21 days by a combination of ice and thick fog which was a frequent occurrence off Dagobah at that time of year. Advise Vader as to any claims he might have in respect of the delay at the two ports. (*20 marks)
CS 4321/5321 Project 3 This project is out of 60 points and counts for 20% of your grade. 1 Goals and important points In Project 3, you will extend your SQL interpreter to support B+-tree indexing. • you will write code to build B+-tree indexes for your database. Since your database is static, you do not need to implement tree insert/delete functionality. Instead you will focus on: – implementing an algorithm to construct a tree via bulk loading – implementing functionality to serialize/deserialize a tree from a file • you will use B+-tree indexes to help with relational algebra selections, and do some performance benchmarking to see whether using indexes speeds up your queries. You will still support the same subset of SQL as in previous projects, and you should still follow the join order implied by the FROM clause when you build your plan. If you want to reuse any of the 4320 B+-tree code for this project, you may do so but you must give a proper acknowledgment. 2 B+-trees This section explains the B+-tree properties, algorithms and serialization format to be used in this Project. 2.1 Tree basics Every tree has an order, which is an integer d. Every leaf node must have at least d and at most 2d data entries. Every index node must contain at least d keys and d + 1 child pointers, and at most 2d keys and 2d + 1 child pointers. You only need to support indexes on one attribute, and you will be building at most one index per relation. Your tree should use Alternative (3), see textbook p. 276. Thus the leaf nodes contain data entries of the form < key, list > where key is the (integer) search key for the index and list is a list of record ids (rids). A rid is a tuple identifier and has the form (pageid,tupleid) where pageid is the number of the page the tuple is on, and tupleid is the number of the tuple on the page numbered pageid. For the purpose of rids, we number both pages and tuples within pages starting at 0. Thus the very first tuple in the file has rid of (0, 0), the second tuple has rid (0, 1) (unless we have such huge tuples that only one can fit on a page, in which case the rid of the second tuple would be (1 , 0)), etc. The data entries for a given key should be sorted first by pageid then by tupleid. 2.2 Bulk loading The bulk loading algorithm is a fast way to build a B+-tree without having to do repeated insertions and splitting. You should not use the bulk loading algorithm described in your textbook; rather, you should use the one described below. Begin by scanning the relation file and generating all the data entries in the format described above, in sorted order by key. Next, build the leaf node layer. Because the data is static it is in our interest to fill the tree completely (to keep it as short as possible). Thus every leaf node gets 2d data entries. However, this may leave us with < d data entries for the last leaf node. If this case happens, handle the second-to-last leaf node and the last leaf node specially, as follows. Assume you have two nodes left to construct and have k data entries, with 2d < k < 3d. Then the second-to-last node gets k/2 entries, and the last node gets the remainder. Next, build the layer of index nodes that sits directly above the leaf layer. Every index node gets 2d keys and 2d + 1 children, except possibly the last two nodes to avoid an underfull situation as before. If you have two index nodes left to construct, and have a total of m children, with 2d + 1 < m < 3d + 2, give the second-to-last node m/2 children (i.e. m/2 − 1 keys) and the remainder of the children to the last node. When choosing an integer to serve as a key inside an index node, consider the subtree corresponding to the pointer after the key. Use the smallest search key found in the leftmost leaf of this subtree. Continue construction of the next index layer(s) until you get to the root. The root may be underfull. Here is an example of a tree built using the bulk loading algorithm above, with d = 1. (Ignore the labels on nodes like A, B, C for now, they will be used in the next section.) You may assume we will never ask you to build an index on an empty relation. If the relation is not empty, but so small that the tree has only one leaf node, you should create a two-node tree consisting of the leaf node and one index node. The index node contains no key, only a pointer to the leaf node. 2.3 Serializing a tree to a file Just like database relations, B+-trees must be stored in files. Here we explain the format for serializing a B+-tree to a file. In all the below, whenever there is empty (unused) space at the end of a page, it should be filled with zeroes. The file is laid out in pages, with each page being 4096 bytes long. The first page in the file is a header page, and then every node in the tree is laid out on its own page. You may assume every node will fit in a 4096-byte page. The pages are laid out as follows. After the header page, we serialize all leaf nodes in order left-to-right, then the layer immediately above the leaves in order left-to-right, and so on. The root node is serialized onto the last page in the file. For our example tree from before, the overall file layout is as shown below. Every white box represents a 4096-byte page. Note that because the index is static and because the leaf pages are consecutive in the file, the leaf pages do not need to maintain pointers to next/previous leaves like in your textbook. The address of a node is the number of the page it is serialized on. Thus the address of the root in our tree is 8, the address of node E is 2, and so on. The header page contains just three integers: • the address of the root, stored at offset 0 on the header page • the number of leaves in the tree, at offset 4 • the order of the tree, at offset 8. For our example tree, the header page would thus contain the integers 8 , 5, 1. The way a node is serialized to a page depends on whether it is an index node or a leaf node. For an index node the corresponding page in the file contains, in order: • the integer 1 as a flag to indicate this is an index node (rather than a leaf node) • the number of keys in the node • the actual keys in the node, in order • the addresses of all the children of the node, in order An example serialized page for node B is shown below. Every white box is a four-byte integer “slot” on the page. For a leaf node the corresponding page in the file contains, in order: • the integer 0 as a flag to indicate this is a leaf node • the number of data entries in the node • the serialized representation of each data entry in the node, in order. Recall that a data entry has the format < k,[(p1 , t1 ), (p2 , t2 ), ···(pk , tk )] > where k is the key and the (pi , ti ) pairs are record ids. To serialize a data entry, we write, in order: • the value of k • the number of rids in the entry • pi and ti for each rid in the entry In our example tree, consider node F. Suppose the data entry 7* is and the entry 8* is < 8, [(200, 1), (201, 200), (300, 4)] >. A serialized representation of the node is as shown below. 3 Input and output formats The file format for database relations is the same as in Project 2. The file format for indexes is as described above in Section 2.3. In this section we describe the top-level input and output formats for your overall program, with a focus on what has changed from Project 2. 3.1 Top-level functionality For our grading (and your own testing), it should be possible to run your code in several different ways. There are three binary options you need to support: 1. We may want your code to run queries, or just to build indexes without running any queries. 2. If we want to run queries, we may want you to build indexes, or we may provide indexes of our own. 3. If we want to run queries and assuming indexes are available (either you built them or we provided them), we may want you to use indexes for selection, or to ignore the indexes and implement selection as in Project 2. Each of the three binary options above is governed by a boolean flag set in an appropriate configuration file, as explained below. 3.2 Interpreter configuration file The biggest difference from Project 2 is that we add a new configuration file for your interpreter. We will now run your code (on the command line, as a .jar) by passing in the path to the configuration file as a single command-line argument. The interpreter configuration file will contain: • on the first line, the input directory to be used, • on the second line, the output directory to be used, • on the third line, the temporary sort directory to be used, • on the fourth line, a flag to indicate whether the interpreter should build indexes (0 = no, 1 = yes) • on the fifth line, a flag to indicate whether the interpreter should actually evaluate the SQL queries (0 = no, 1 = yes). The first three items above are the same as the three command-line arguments you used for Project 2; they have just been moved into a config file because we need more arguments now. The fourth and fifth arguments govern two of the three binary choices described in Section 3.1. If we set these arguments to 1, 0 your code should build indexes but not run queries, if we set them to 1 , 1 it should build indexes and run queries, and if we set them to 0 , 1 you should not build indexes (we will provide them), but only run queries. The option with flags 0 , 0 does not make much sense so we will not use it. 3.3 Directory structure The output and temporary sort directories are as in Project 2. The input directory has a a few small differences to Project 2. Take a look at the samples provided to clarify what is going on. At the top level, the input directory contains: • a queries .sql file • a plan builder config .txt file • a db subdirectory Most of these are as in Project 2. However, we expand the contents of plan builder config .txt. We add a third line to the file to specify whether the physical plan builder should use indexes for selection (where possible) or if it should ignore the indexes use only the full-scan-based implementation you have been using until now. This is the third binary option discussed in Section 3.1. To use indexes we set 1 on the third line of the config file, and to use the full-scan implementation we set 0 on the third line of the config file. Within the db subdirectory, there is: • a data directory which is exactly as in Project 2, • a schema .txt file which is exactly as in Project 2, • a index info .txt file and a indexes directory which are new and described below. The index info .txt file specifies which indexes should be built. There is one line per desired index. Each line specifies the relation name, the attribute name, a flag 0 or 1 depending on whether the index is unclustered (0) or clustered (1), and the order of the tree. Thus an example file would be: Sailors A 0 10 Boats E 1 20 This states there is an unclustered index on Sailors .A with order 10 and a clustered index on Boats .E with order 20. This file will be used by your code in two different ways: • if you need to build indexes, you will read the file to figure out which indexes to build • if you don’t need to build indexes (just evaluate queries), you will read the file to figure out what indexes are available. The indexes directory contains the actual indexes, in the binary format described in Section 2.3. The index for a relation R and attribute A is stored in a file named R.A. You may assume the indexes directory always exists, though it may be empty. 4 Implementation instructions 4.1 Tree construction and serialization Start by implementing functionality to build a B+-tree index on a single attribute of a given relation on the database, and serialize that index to a file. We have provided some sample indexes; for each sample index, we have given you the binary serialized index file, and a human-readable deserialization of the whole tree. Implement the bulk loading algorithm from Section 2.2. You can serialize the layers of nodes as you generate them, starting from the leaves. Note that the index nodes need to know the addresses of their child nodes in order to be serialized. Because of the file format used for serializing trees, you do not need to compute the address of every node right away; you may compute these “as you go” layer by layer. Once you have serialized the leaf nodes and know their addresses, you can store these addresses in the index nodes (i.e. the Java objects representing index nodes) for the next layer, and then you are ready to serialize these index nodes and obtain their addresses, etc. The root is the last node to be serialized; it follows that the header page is the last page to be written since you need to know the address of the root. Of course you could instead compute the address of the root in advance since you know how many data entries your index has. Add support for building both clustered and unclustered indexes. If the index is to be unclustered, build it as described above; if the index is to be clustered, start by sorting the relation on the desired attribute and replacing the old (unsorted) relation file with the new (sorted) relation file. Then build the index. It is OK to use unbounded state during index construction; that is, you may keep the tree in memory during construction, and if you need to sort anything you may use in-memory sort. Now integrate the index construction functionality into your top-level code, following the logic described in Section 3.2. That is, if your interpreter is called with the appropriate flag set, make sure it scans the index info file and builds indexes in the indexes directory as required. Note that all indexes should be built before running any queries. 4.2 The index scan operator Now, integrate indexes into query evaluation. The way to do this is to implement an index scan operator. This is a new physical operator. An index scan is somewhat like a file scan, except that it will only retrieve a range (subset) of tuples from a relation file, and it will use a B+-tree index to do so. Every index scan operator needs to know the relation to scan, the index to use, whether the index is clustered or not, and two parameters that set the range of the scan: lowkey and highkey. If you want to use the index to retrieve tuples with key between 50 and 500, for example, you would create an index scan operator with lowkey 50 and highkey 500. One of lowkey and highkey can be set to null, to indicate the lack of a bound. E.g. to return all tuples with key > 50, you could use lowkey 50 and highkey null. It is up to you to decide whether the interval between lowkey and highkey is open or closed; you can do it either way. That is, you can decide whether the index scan will return all tuples having lowkey ≤ key ≤ highkey, or lowkey 5 AND R.A
Assignment 5 Assignment on Azure Cloud Platform Due by Dec 06, 2024 1. Note: Part B of this assignment can be done in a group of two students or individually. Both students need to submit the assignment for both parts and provide both names, email, and student IDs at the top of the assignment. Submit your complete project, including your Python Notebook with markdown explanations, and a comprehensive PDF document. The PDF should contain clear screenshots of input/output commands with results, images of your deployed Azure portal resources, detailed step-by-step explanations for each process, and final output screenshots. Additionally, include a section in the PDF answering the provided questions (to be specified separately). Contact your TA for any questions related to this assignment or post clarification questions to the Piazza platform. PART A: 1. [Marks: 5] Explain below the 5 components shown in orange boxes. Explain which Azure components you will use where in this big data architecture and why. 2. [Marks: 5] Explain how Stream Analytics works in Azure. Mention at least two common use cases or applications for this service. 3. [Marks: 10] Deploy all the resources in Azure Portal. Implement a Stream Analytics job by using the Azure portal. See this for reference -https://learn.microsoft.com/en-us/azure/stream- analytics/stream-analytics-quick-create-portal For query use below: SELECT * INTO BlobOutput FROM IoTHubInput HAVING Temperature > 25 See the below screenshot and show the top 30 results for your output. Part B: Data Input: Claim a dataset from Piazza - link. If the dataset is too large, you can take a subset of the data as well. No two groups can have the same dataset. Your selected dataset should meet the following criteria: 1. It must contain a minimum of 1,000 instances (rows or data points). 2. It should include at least six features (columns or attributes). Using this dataset, you are required to address a substantial and meaningful problem. Your analysis should demonstrate: 1. A clear understanding of the dataset's context and potential applications. 2. The ability to formulate relevant questions or hypotheses based on the data. 3. Appropriate use of data analysis techniques to extract insights. 4. The capacity to draw meaningful conclusions that could inform. decision-making or further research. Some problems to consider: 1. Fraud Detection System 2. Customer Churn Rate Prediction 3. Segmentation using Clustering 4. Recommendations with your Dataset 5. Sales Forecasting 6. Stock Price Predictions 7. Human Activity Recognition with Smartphones 8. Wine Quality Predictions 9. Breast Cancer Prediction 10. Sorting of Specific Tweets on Twitter etc. Implement this part in Azure Machine learning using Azure Notebook 1. [Marks: 15] Clearly define the problem you intend to address using this dataset. Present a comprehensive problem statement that includes: a. A detailed description of the meaningful issue you're tackling b. An outline of all necessary steps, including: i. Data preprocessing ii. Data cleaning iii. Modeling approach Your problem statement should be thorough, spanning approximately half to one full page. If you determine that data cleaning is unnecessary, please provide a justification for why this dataset doesn't require cleaning. In such a case, allocate more attention to other crucial aspects such as EDA and the modeling process. Ensure your problem statement is well-structured, coherent, and provides a clear roadmap for your data analysis project. 2. [Marks: 10] Explore your dataset and provide at least 5 meaningful charts/graphs with an explanation. 3. [Marks: 10] Do data cleaning/pre-processing as required and explain what you have done for your dataset and why? 4. [Marks: 15] Implement 2 machine learning models and explain which algorithms you have selected and why. Compare them and show success metrics (Accuracy/RMSE/Confusion Matrix) as per your problem. Explain results. 5. [Marks: 15] Deploy a run-time pipeline for your dataset using Azure Designer Studio. Or Do hyperparameter tuning for your algorithms. Explain your results. Or Use Automated ML for your data set. Explain the best model results. 6. [Marks: 15] Summarize your project's key findings and overall conclusions in a brief paragraph. Ensure your summary is firmly grounded in the data and analysis you've presented throughout your project. Offer meaningful insights that not only encapsulate your work but also lay a foundation for potential future research in this area. Your conclusions should be well-reasoned and directly supported by your results.
[pdf-embedder url="https://assignmentchef.com/wp-content/uploads/2024/11/hw7.pdf"] Homework Assignment 7 Any automatically graded answer may be manually graded by the instructor. Submissions are expected to only use functions taught in the course. If a submission uses a disallowed function, that exercise can get zero points. Excluding promises, all functions that mutate values are disallowed (mutable functions usually have a ! in their name). Memory management 1. Implement function frame-refs that returns the set of all handles contained in the given frame, according to the notion of contains introduced in class. • Hint: Consider using function frame-values. • Hint: Suppose you have a list l of d:values. You can keep just the elements of a given type, say you want to only keep the d:numbers of l, with filter and a type predicate. That is (filter d:number? l) returns all of the numbers in l and has type (Listof d:number). 2. Implement function (mem-mark contained mem ref) that returns the set of all reachable handles from handle ref, and takes: contained a function that takes an element of the heap and returns a set of handles contained in that element, mem is a heap, and ref is the initial handle, according to the memory sweep algorithm discussed in class. This is effectively a graph traversal algorithm. An example of a contained function is function frames-refs for a heap of frames. Notice that function mem-mark expects a heap of any data. 3. Implement function (mem-sweep mem to-keep) that given a heap mem and a set of handles to keep (parameter to-keep) returns a new heap of frames that only contains the handles in the given set. Hint: Peruse hw7-util.rkt for heap-related functions. The solution should be a single function call. Monads Recall the list operations we have implemented in class. 4. Implement map for lists of effectful operations. 5. Implement exists? for lists of effectful operations. Manually graded questions 6. Manually graded. Consider memory management via reference counting and the increment count operation. Suppose that the reference count algorithm is faulty and the reference count overflows resetting back to zero. Discuss if overflowing the reference count affects soundness or completeness of memory management. Page 2
The fourth project involves modifying the semantic analyzer for the attached compiler by adding checks for semantic errors.The static semantic rules of this language are the following: Variables and parameter names have local scope.The scope rules require that all names be declared and prohibit duplicate names within the same scope. The type correspondence rules are as follows: Boolean expressions cannot be used with arithmetic or relational operators. Arithmetic expressions cannot be used with logical operators. Reductions can only contain numeric types. Only integer operands can be used with the remainder operator. The two statements in an if statement must match in type. No coercion is performed. All the statements in a case statement must match in type. No coercion is performed. The type of the if expression must be Boolean. The type of the case expression must be Integer A narrowing variable initialization or function return occurs when a real value is being forced into integer. Widening is permitted. Boolean types cannot be mixed with numeric types in variable initializations or function returns.Type coercion from an integer to a real type is performed within arithmetic expressions. You must make the following semantic checks. Those highlighted in yellow are already performed by the code that you have been provided, although you are must make minor modifications to account for the addition of real types and the need to perform type coercion and to handle the additional arithmetic and logical operators. Using Boolean Expressions with Arithmetic Operator Using Boolean Expressions with Relational Operator Using Arithmetic Expressions with Logical Operator Reductions containing nonnumeric types Remainder Operator Requires Integer Operands If-Then Type Mismatch Case Types Mismatch If Condition Not Boolean Case Expression Not Integer Narrowing Variable Initialization Variable Initialization Mismatch Undeclared Variable Duplicate Variable Narrowing Function ReturnThis project requires modification to the bison input file, so that it defines the additional semantic checks necessary to produce these errors and addition of functions to the library of type checking functions already provided in types.cc. You must also make some modifications to the functions provided.You need to add a check to the checkAssignment function for mismatched types in the case that Boolean and numeric types are mixed. You need to also add code to the checkArithmetic function to coerce integers to reals when the types are mixed and the error message must be modified to indicate that numeric rather than only integer types are permitted.The provided code includes a template class Symbols that defines the symbol table. It already includes a check for undeclared identifiers. You need to add a check for duplicate identifiers. Like the lexical and syntax errors, the compiler should display the semantic errors in the compilation listing, after the line in which they occur.An example of compilation listing output containing semantic errors is shown below: 1 — Test of Multiple Semantic Errors 2 3 function test a: integer returns integer; 4 b: integer is 5 if a + 5 then 6 2; 7 else 8 5; 9 endif; Semantic Error, If Expression Must Be Boolean10 c: real is 9.8 – 2 + 8; 11 d: boolean is 7 = f; Semantic Error, Undeclared f 12 begin 13 case b is 14 when 1 => 4.5 + c; 15 when 2 => b; Semantic Error, Case Types Mismatch 16 others => c; 17 endcase; 18 end; Lexical Errors 0 Syntax Errors 0 Semantic Errors 3You are to submit two files. 1. The first is a .zip file that contains all the source code for the project. The .zip file should contain the flex input file, which should be a .l file, the bison file, which should be a .y file, all .cc and .h files and a makefile that builds the project.2. The second is a Word document (PDF or RTF is also acceptable) that contains the documentation for the project, which should include the following:a. A discussion of how you approached the project b. A test plan that includes test cases that you have created indicating what aspects of the program each one is testing and a screen shot of your compiler run on that test case c. A discussion of lessons learned from the project and any improvements that could be madeGrading Rubric Criteria Meets Does Not Meet Functionality 70 points 0 points Generates semantic error when a remainder operator has non-integer operands (10) Does not generate semantic error when a remainder operator has noninteger operands (0) Generates semantic error when if and then types don’t match (10) Does not generate semantic error when if and then types don’t match (0) Generates semantic error when case types don’t match (10) Does not generate semantic error when case types don’t match (0) Generates semantic error when if condition is not Boolean (10) Does not generates semantic error when if condition is not Boolean (0) Generates semantic error when case expression is not integer (10) Does not generate semantic error when case expression is not integer (0) Generates semantic error on narrowing initialization (10) Does not generate semantic error on narrowing initialization (0) Generates semantic error for duplicate variables (10) Does not generate semantic error for duplicate variables (0) Test Cases 15 points 0 points Includes test cases that test all type checking errors (10) Does not Include test cases that test all type checking errors (0) Includes test cases that test all symbol table errors (3) Does not include test cases that test all symbol table errors (0) Includes test case with multiple errors (2) Does not include test case with multiple errors (0) Documentation 15 points 0 pointsDiscussion of approach included (5) Discussion of approach not included (0) Lessons learned included (5) Lessons learned not included (0) Comment blocks with student name, project, date and code description included in each file (5) Comment blocks with student name, project, date and code description not included in each file (0)
The third project involves modifying the attached interpreter so that it interprets programs for the complete language.You may convert all values to double values, although you can maintain their individual types if you wish. When the program is run on the command line, the parameters to the function should be supplied as command line arguments.For example, for the following function header of a program in the file text.txt: function main a: integer, b: integer returns integer; One would execute the program as follows: $ ./compile < test.txt 2 4In this case, the parameter a would be initialized to 2 and the parameter b to 4. An example of a program execution is shown below: $ ./compile < test.txt 2 4 1 function main a: integer, b: integer returns integer; 2 c: integer is 3 if a > b then 4 a rem b; 5 else 6 a ** 2; 7 endif; 8 begin 9 case a is 10 when 1 => c; 11 when 2 => (a + b / 2 – 4) * 3; 12 others => 4; 13 endcase; 14 end; Compiled Successfully Result = 0After the compilation listing is output, the value of the expression which comprises the body of the function should be displayed as shown above.The existing code evaluates some of the arithmetic, relational and logical operators together with the reduction statement and integer literals only. You are to add the necessary code to include all of the following: Real and Boolean literals All additional arithmetic operators All additional relational and logical operators Both if and case statements Functions with multiple variables Functions with parametersThis project requires modification to the bison input file, so that it defines the additional the necessary computations for the above added features. You will need to add functions to the library of evaluation functions already provided in values.cc. You must also make some modifications to the functions already provided.You are to submit two files. 1. The first is a .zip file that contains all the source code for the project. The .zip file should contain the flex input file, which should be a .l file, the bison file, which should be a .y file, all .cc and .h files and a makefile that builds the project.2. The second is a Word document (PDF or RTF is also acceptable) that contains the documentation for the project, which should include the following:a. A discussion of how you approached the project b. A test plan that includes test cases that you have created indicating what aspects of the program each one is testing and a screen shot of your compiler run on that test casec. A discussion of lessons learned from the project and any improvements that could be madeGrading Rubric Criteria Meets Does Not Meet Functionality 70 points 0 points Functions with real and Boolean literals evaluated correctly (5) Functions with real and Boolean literals not evaluated correctly (0) Subtraction and division operators evaluated correctly (5) Subtraction and division operators not evaluated correctly (0) Remainder operator evaluated correctly (5) Remainder operator not evaluated correctly (0) Exponentiation operator evaluated correctly (5) Exponentiation operator not evaluated correctly (0) Additional relational operators evaluated correctly (5) Additional relational operators not evaluated correctly (0) Additional logical operators evaluated correctly (5) Additional logical operators not evaluated correctly (0) if conditional expressions evaluated correctly (10) if conditional expressions not evaluated correctly (0) case conditional expressions evaluated correctly (10) case conditional expressions not evaluated correctly (0) Functions with multiple variables evaluated correctly (10) Functions with multiple variables not evaluated correctly (0) Functions with parameters evaluated correctly (10) Functions with parameters not evaluated correctly (0) Test Cases 15 points 0 points Includes test cases that test real and Boolean literals (3) Does not Include test cases that test real and Boolean literals (3) Includes test cases that test all arithmetic operators (3) Does not include test cases that test all arithmetic operators (0) Includes test cases that test all relational and logical operators (3) Does not include test cases that test all relational and logical operators (0) Includes test cases that test both conditional expressions (3) Does not include test cases that test both conditional expressions (0) Includes test cases with variables and parameters (3) Does not include test cases with variables and parameters (0)Documentation 15 points 0 points Discussion of approach included (5) Discussion of approach not included (0) Lessons learned included (5) Lessons learned not included (0) Comment blocks with student name, project, date and code description included in each file (5) Comment blocks with student name, project, date and code description not included in each file (0)
Paper Prompt #2 (Due November 24 at 11:59pm on Quercus) In “It's Not My Fault: Global Warming and Individual Moral Obligations” Walter Sinnott-Armstrong investigates the question of whether it would be wrong for him to take a drive in a gas-guzzling SUV for fun on a Sunday afternoon. It seems to him that it is, but he tries and fails to come up with a way to account for its wrongness. That is, he considers a number of candidate moral principles whose truth might account for the wrongness, but finds that each of them is either false or does not imply that taking the drive would be wrong. In a paper of 3-4 pages (double-spaced), critically examine the central question of Sinnott- Armstrong’s paper. That is, do one of the following things: 1) Construct and defend an argument of your own for the claim that it would (or would not) be wrong to take a drive in a gas-guzzling SUV on a Sunday afternoon just for fun. 2) Critically evaluate one (or more) of Sinnott-Armstrong’s own arguments. (For example, you might argue that one of the principles he dismisses as false is actually true and that its truth implies that it would be wrong to drive a gas-guzzling SUV on a Sunday afternoon just for fun). Some notes: • Remember, what’s at issue is whether there are considerations having to do with climate change that make driving the SUV for fun wrong, not considerations of other types (e.g., that driving for fun puts cyclists at risk). • If you’re arguing against Sinnott-Armstrong, avoid doing so merely by appealing to scientific or empirical claims. For example, if all you did in your paper was provide some scientific or empirical reason(s) to believe that taking the drive would cause some harms related to climate change, you would not be doing philosophy. Of course, much of Sinnott-Armstrong’s overall argument relies on his being correct in claiming that the drive would not cause this harm, and so you would be refuting him if you could demonstrate that it does cause harm. My point is just that demonstrating a philosopher is wrong by pointing to the fact that his argument relies on an empirical falsehood is not doing philosophy. So what should you do if you think the answer to the question of whether it’s wrong to go for the Sunday drive depends on whether the drive will or might cause harm? Well, you could just assume for the sake of the paper that the drive will or might cause some minimal amount of harm and write a paper in which you take a stand on what type of reasons would justify taking the drive given that it will or might cause some harm. Does the fact that even short drives might cause some climate-related harm imply that we should never (or hardly ever) drive our cars? If not, how do we draw the relevant lines? (e.g., What if Sinnott-Armstrong lives where there is no public transit and wanted some ice cream, but the store was too far to walk? Would it be permissible to drive then? What if he was going to visit a friend? Etc.) • I am not asking you to go out and read what others have to say about the topic. In fact, I discourage you from doing so. Not only would this take valuable time, but you would run the risk of writing a report on what others have to say rather than a philosophical paper. You should be aiming for originality, not writing a summary of what some other people think. • I am not asking you to appeal to any other readings on our syllabus. • Write as though your reader has no familiarity with the subject matter (e.g., Don’t assume that your reader has read Sinnott-Armstrong). Your paper should be accessible to any reasonably intelligent adult. • If you need an extension, contact me (not your TA). Assignment Breakdown A complete essay will contain all of the following: • A short introduction. This is your opportunity to introduce your reader to the topic and your thesis. Briefly explain the topic you will engage and give your reader a sense of how your paper is structured. What can he or she expect to encounter in what follows? • An explicit thesis statement. This is the claim that you will be arguing for in the essay. Be as clear and explicit as possible. (E.g. “In what follows, I will argue that ”) • An argument for your thesis statement. • A well-motivated worry or criticism pertaining to your argument • A reply to the worry/criticism Formatting guidelines: Please observe standard university formatting guidelines for the essay. Failure to do so may cost you points. • 12 point serif font (Times or Times New Roman) • Double spaced • 1 inch margins all around • Your name at the top • Page numbers • Citations where necessary • A bibliography • Adescriptive title (“Paper #2” is not a descriptive title). Feel free to have fun with it!
MCS360 Media Research Dissertation Proposal Proposals will be marked anonymously, so please do not include your name or any other identifying information in the document. Ensure that you have given it a file name that also does not have your name or identifying information in it. The proposal should be 1800-2300 words and include the following elements. While you will be penalised using standard Faculty and Department deductions if you go over 2300 words, there is no penalty for exceeding any of the more specific suggested word lengths below. Word count: xxxx 1. Proposed dissertation title This should express the main area of interest and indicate the general scope of the research. Choose a title that is informative and that is likely to interest a potential reader. When choosing a title, ask yourself the following questions: does the title accurately reflect the content of the dissertation? Is the title too general (e.g. ‘Identity in Modern Britain’)? Does the title reflect your particular angle on the topic? Some sample titles include: · A history of package tours: Thomas Cook and the implications for modern tourism · Alternative and mainstream tattoo cultures: Representations in tattooing magazines · Hip hop in China: negotiating and appropriating western popular culture · EBay versus charity shops: second hand goods and the thrill of the bargain · Eating disorders and online communities: analysing pro-ana websites · Violence in video games: a study of the debate about real and virtual life · Hollywood musical film: an analysis of the success of Mamma Mia! · Representations of young Muslim masculinity in British newspapers · Theorising queer subjectivities: comparing Butler and Foucault · Consumer culture in China and the UK: a comparison of women’s magazines 2. Aims of research You should give a brief description - or list of bullet points - of the aims of your research. What are you trying to explore, explain, describe or compare? Imagine that you are explaining the aims of your dissertation to someone who is not familiar with the area or with Media and Cultural Studies. [You should write about 200-300 words for this section] 3. Outline of topic and research questions Give a brief overview of the key issues and questions raised by academic writing in your field of inquiry. When writing this section, consider why media and cultural analysts have been interested in this area. What are the main questions they have asked about the issue or topic? Why is this an important or interesting topic or area? Highlight your specific focus and list between one and three focused research questions. When composing your research question(s), think about your particular interest in the topic - are you interested in the ‘what’, ‘where’, ‘when’, ‘how’, or ‘why’? What angle are you taking on the topic or issue? [You should write about 500 words for this section] 4. Research methods and approach Outline the research method(s) that you will use Explain how the method(s) are appropriate for your project – how will your chosen method(s) help you answer your research question(s)? Are your methods appropriate for the scale and scope of your project? Outline the main sources of data that you intend to use (e.g. existing statistics, interviews of organisations or individuals, databases or archives) and provide details of these [You should write about 300-400 words for this section] 5. Ethical issues/issues of self-reflexivity Are there are sensitive elements to your research (for example, interviewing children)? Do you require informed consent from any participants/respondents? Are there any power differentials (for example, white researchers interviewing black subjects)? How will you ensure confidentiality for any interviewees? Where are you positioned in relation to the proposed research? What is the significance, if any, of your positioning? NB: This section is less relevant to those doing theoretical dissertations, but is particularly relevant for research that involve volunteers as respondents or participants. If you are unsure, please speak to your tutor. [You should write about 100-200 words for this section] 6. Projected dissertation outline Outline the titles of your dissertation’s chapters along with a brief summary of their proposed content. For example: Introduction (outline of the area and presentation of research questions and method) Chapter 1: ‘Television, football and national identity’ (review of the literature in the area of sport, television and national identity and discussion of methodology) Chapter 2: ‘Representing the nation: football and the national imaginary’ (content analysis of selected television programmes) Chapter 3: ‘Decoding sporting identities: audience reception and the medium of television’ (analysis of my interview data with television viewers with reference to my research questions) Conclusion (Summary of the arguments of the dissertation) [You should write about 100-200 words for this section] 7. Key Readings You should choose 10 academic texts central to your topic. For each, write a short summary of why and how you think they will be important to your project. Please include an in-text citation to clearly reference each and include the full citation in your bibliography. These key texts could be books, journal articles, book chapters or reports. [You should write about 500 words for this section] 8. Timetable You should outline a timetable for the completion of your research project indicating when you hope to have completed: the literature review; the body of data collection/research or reading; the analysis of the material; drafts of chapters; final draft of the entire dissertation. [You should write about 100 words for this section] 9. Bibliography Please include a full bibliography. The bibliography is not included in your word count.
Assignment Remit Programme Title Department of Economics Module Title LI Macroeconomics Module Code 08 29189 Assignment Title Assignment (Main) Level LI Weighting 50% Hand Out Date Deadline Date & Time 27/11/2024 12pm Feedback Post Date 16th working day after the deadline date Assignment Format Other Assignment Length See below Submission Format Online Individual Module Learning Outcomes: This assignment is designed to assess the following module learning outcomes. Your submission will be marked using the Grading Criteria given in the section below. 1. Demonstrate knowledge and critical understanding of the concepts of ‘comparative static analysis’ and ‘dynamic macroeconomic equilibrium’; 2. Use the theoretical models developed throughout the module to analyse the impact of shocks and macroeconomic policy on aggregate economic variables; 3. Critically evaluate these theoretical models with reference to empirical evidence, including macroeconomic policy examples. Assignment: This assessment requires you to use diagrams, introduced in the lectures and classes, to consider a particular policy issue. You should not use any alternative theories or additional reading to support your analysis and will not receive any credit for doing so. You are not permitted to use any Generative Artificial Intelligence (e.g. ChatGPT) in preparing your answer. This must be individual work – plagiarism checks are performed on all submitted assignments. You should upload your answer to Canvas in the usual way, as either a Microsoft Word file or a PDF file. Question 1 In September 2022, the UK Government released a ‘Growth Plan’ that identified tax cuts and support for investment and infrastructure development, including in skills of the workforce, as away of promoting a higher growth rate for the UK economy. Details of the policies that the Government wished to pursue are found in the document included in the assessment information on the Canvas page for LI Macroeconomics. The short run impact of this policy was a significant depreciation of sterling on money markets and an increase in the interest rates on UK Government debt and the Government had to abandon the policy soon after it was announced. Read the documents provided on Canvas to inform. your answers to the questions below. Specifically, you should use the Government Policy statement Section 3 for (a) and Section 4 for (b) and (c). You should use the NIESR report for part (c). (a) Use the aggregate production function/labour and capital market equilibrium diagrams and the S-I=NX diagram, discussed in Week 1 lectures, to provide an analysis of the long-run economic implications of the policy outlined in the document. You should provide a short (50 word) text explanation of your diagrammatic analysis; (50%) (b) Use the Mundell-Fleming model of the small open economy diagrams, discussed in week 3 of the lectures,to explain the short-run consequences of the policy. You should provide a short (50 word) text explanation of your diagrammatic analysis; (25%) (c) Focussing on your answers to (a) and (b), provide a short text explanation (maximum 100 words) of what conditions would have been necessary for the policy to have been successful. (25%) Additional notes for Question 1 You should use appropriate diagrams (discussed in lectures and classes) to support your answers to parts (a) and (b). You are not required to provide derivations of the diagrams that you use and will not receive any marks for such derivation. Providing an appropriate diagrammatic analysis, based on what has been discussed in the lectures, is the key aspect of an answer to parts (a) and (b) of the question. You should briefly explain why you are using the diagram, what are the changes that you are making to it and why, and what is the final result. Question 2 Between January 2022 and June 2022, the market price of Brent crude oil increased from approximately $80 per barrel to approximately $120 per barrel. The oil price subsequently fell back to approximately $80 per barrel by the end of the year. (a) Present a fully-labelled diagram to show how this scenario can be depicted in the Dynamic Model of Economic Fluctuations studied in the lecture slides (and Mankiw, 2022, Chapter 16). Assume that this situation can be modelled as a persistent supply shock which hits firms’ input costs for two quarterly time periods (t and t+1) and disappears thereafter. Further assume that the economy begins and ends in a long-run equilibrium position. (75%) (b) Provide a short explanation (maximum 200 words) to accompany your diagram. Comment upon the dilemma faced by the Central Bank when faced by the shock you have modelled. (25%) Additional notes for Question 2 The diagram must be your own, it should be hand-drawn and you should use a ruler where appropriate. You may hand-write or type the paragraph of explanation.
MATH1700 Probability and Statistics 2024–25 Problem Sheet 1 This is Problem Sheet 1, which covers revision of A-level probability. You should work through the questions on this problem sheet in advance of your tutorial in Week 1. I’m aware that some students have qualifications other than A-level mathematics. If any of the material on this sheet is unfamiliar, don’t worry too much at this stage as we will recap everything as we go along during the course. A: Short questions The first seven questions are short questions, which are mostly intended to be straightforward. You can check your answers with the solutions-without- working at the bottom of this sheet. It is good practice to write up complete solutions showing all your working and solutions-with-working will be available in Week 2. If you get stuck on any of these questions, you should ask for guidance in your tutorial. A1. Suppose you toss a fair coin twice. Find the probability that: (a) You get a head and then a tail. (b) You get one head and one tail. A2. A jar contains 7 red marbles, 5 blue marbles, and 8 green marbles. A marble is drawn at random. Find the probability that: (a) The marble is red. (b) The marble is not green. (c) The marble is either blue or green. A3. If ℙ(A) = 0.35, find the probability of the complement of event A, ℙ(Ac ). A4. Two events A and B are mutually exclusive, and ℙ(A) = 0.4, ℙ(B) = 0.3. What is the probability that either A or B occurs? A5. A bag contains 5 red balls and 3 blue balls. Two balls are drawn at random. Find the probability that both balls are red if: (a) The balls are chosen without replacement. (a) The balls are chosen with replacement. A6. Two events A and B are independent, and ℙ(A) = 0.5, ℙ(B) = 0.4. Find: (a) ℙ(A ∩ B) (b) ℙ(A ∪ B) A7. In a class of 30 students, 18 study mathematics, 12 study physics, and 6 study both subjects. Find: (a) The probability that a randomly selected student studies mathematics or physics.(b) The probability that a student studies mathematics given that they study physics. B: Long questions The next three questions are long questions, which are intended to be harder. Long questions often require you to think originally for yourself, not just di- rectly follow procedures from the notes. You may not be able to solve all of these questions, although you should make multiple attempts to do so. Here, your answers should be written in complete sentences, and you should carefully explain in words each step of your working. Your answers to these questions – not only their mathematical content, but also how to write good, clear solutions – are likely to be the main topic for discussion in your tutorial. Solutions will be available in Week 2. B1. In a survey of 100 people, 40 liked tea, 35 liked coffee, and 15 liked both tea and coffee. By drawing a Venn diagram, or otherwise, find the probability that a person chosen at random:(a) Likes only tea. (b) Likes neither tea nor coffee. (c) Likes tea given that they like coffee. B2. A factory produces 80% of its goods in Factory A and 20% in Factory B. The probability of a defective item from Factory A is 0.05, and from Factory B, it is 0.1. (a) Draw a tree diagram representing this situation. (b) Calculate the probability that a randomly selected item is defective. B3. A magician has prepared two piles of cards taken from a standard deck of cards. In the first pile he has put the 3, 6 and 7 of hearts; in the second pile he has the 2 of spades and a second numbered spade, which we denote as ∞ . A member of the audience is invited to pick one card at random from each pack and multiply the two numbers together. (a) Draw a sample space diagram giving all possible products (in terms of ∞). (b) Calculate the probability that the product is even in the two cases that (i) ∞ is odd and (ii) ∞ is even. (c) The magician knows that the probability that the product is even is equal to the probability that the product is greater than 10. Find the value of ∞ .
