ECE2191 - Probability and AI for engineers Probability Theory Second semester 2024 1. Alice rolls a fair die twice and obtain two numbers X1 = result of the first roll, and X2 = result of the second roll. Find the probability of the following events: (a) A defined as X1 < X2 (b) B defined as "Alice observes a 6 at least once" 2. Alice and Bob each choose at random a number in the interval [0, 2]. We assume a uniform probability under which the probability of an event is proportional to its area. Consider the following events: A: The magnitude of the difference of the two numbers is greater than 1/3. B: At least one of the numbers is greater than 1/3. C: The two numbers are equal. D: Alice’s number is greater than 1/3. Find the probabilities P (B), P (C), and P (A ∩ D). 3. We roll two fair 6-sided dice. Each one of the 36 possible outcomes is assumed to be equally likely. (a) Find the probability that doubles are rolled. (b) Given that the roll results in a sum of 4 or less, find the conditional probability that doubles are rolled. (c) Find the probability that at least one die roll is a 6. (d) Given that the two dice land on different numbers, find the conditional probability that at least one die roll is a 6. 4. A batch of one hundred items is inspected by testing four randomly selected items. If one of the four is defective, the batch is rejected. What is the probability that the batch is accepted if it contains five defectives? 5. An electrical system consists of identical components that are operational with probability p, independently of other components. The components are connected in three subsystems, as shown in the following figure. The system is operational if there is a path that starts at point A, ends at point B, and consists of operational components. This is the same as requiring that all three subsystems are operational. What are the probabilities that the three subsystems, as well as the entire system, are operational? 6. A system consists of a controller and three peripheral units. The system is said to be “up” if the controller and at least two of the peripherals are functioning. (a) Find the probability that the system is up, assuming that all components fail inde- pendently with probability 0.1, and the controller fails independently with probability 0.2. (b) Suppose a second identical controller with failing probability of 0.2 is added to the system, and that the system is “up” if at least one of the controllers is functioning and if two or more of the peripherals are functioning. Find the probability that the system is “up”. 7. You enter a chess tournament where your probability of winning a game is 0.3 against half the players (call them type 1), 0.4 against a quarter of the players (call them type 2), and 0.5 against the remaining quarter of the players (call them type 3). You play a game against a randomly chosen opponent. What is the probability of winning? 8. Consider an experiment involving two successive rolls of a 4-sided die in which all 16 possible outcomes are equally likely and have probability 1/16. (a) Are the events Ai = {1st roll results in i} and Bj = {2nd roll results in j} independent? (b) Are the events A = {1st roll is a 1} and B = {sum of the two rolls is a 5}, independent? (c) Are the events A = {maximum of the two rolls is 2} and B = {minimum of the two rolls is 2}, independent? 9. Die A has 4 red and 2 white faces, whereas die B has 2 red and 4 white faces. A fair coin is flipped once. If it lands on heads, the game continues with die A; if it lands on tails, then die B is to be used. (a) Show that the probability of red at any throw is 1/2. (b) If the first two throws result in red, what is the probability of red at the third throw? (c) If red turns up at the first two throws, what is the probability that it is die A that is being used? 10. A total of 50 percent of the voters in a certain city classify themselves as Independents, whereas 30 percent classify themselves as Liberals and 20 percent say that they are Con- servatives. In a recent local election, 35 percent of the Independents, 60 percent of the Liberals, and 50 percent of the Conservatives voted. (a) What fraction of voters participated in the local election? A voter is chosen at random. Given that this person voted in the local election, what is the probability that he or she is: (b) an Independent? (c) a Liberal? (d) a Conservative? 11. [Optional] Many communication systems can be modeled in the following way. First, the user inputs a 0 or a 1 into the system, and a corresponding signal is transmitted. Second, the receiver makes a decision about what was the input to the system, based on the signal it received. Suppose that the user sends 0s with probability 1 —p and 1s with probability p, and suppose that the receiver makes random decision errors with probability ε . For i = 0, 1, let Ai be the event “input was i,” and let Bi be the event “receiver decision was i.” (a) Find the probabilities P (Ai ∩ Bi) for i = 0, 1 and j = 0, 1. (b) Find which input is more probable given that the receiver has output a 1. Assume that the input is equally likely to be 0 or 1 and ε = 0.2. 12. [Optional] Let C1, C2, ..., CM be a partition of the sample space S , and A and B be two events. Suppose we know that • A and B are conditionally independent given Ci, for all i ∈ {1, 2, ..., M } • B is independent of all Ci’s Prove that A and B are independent. 13. [Optional] You get a stick and break it randomly into three pieces. What is the probability that you can make a triangle using the three pieces? You can assume the break points are chosen completely at random, i.e. if the length of the original stick is 1 unit, and x, y, z are the lengths of the three pieces, then (x, y, z) are uniformly chosen from the set {(x, y, z) ∈ R3 : x + y + z = 1 for x, y, z ≥ 0} 14. Find the number of possible 10 character passwords under the following restrictions: (Note there are 26 letters in the alphabet.) A: All characters must be lower case letters. B: All characters must be lower case letters and distinct. C: Letters and digits must alternate and distinct (as in 1w2x9c4u5s or a1b2c3d4e5). D: All characters must be lower case, distinct and in alphabetical order. (e.g. abfghikmno is allowed, but not bafghikmno). E: The word can only contain the upper case letters A and B. F: The word can only contain the upper case letters A and B, and must contain both of them. G: The word can only contain the upper case letters A and B, and must contain an equal number of each. 15. Find the number of different words that can be formed by rearranging the letters in the following words: (Include the given word in the count.) A: NORMAL B: HHTTTT C: ILLINI D: MISSISSIPPI 16. Consider 2 classes, the first with N students, and the second with M students. From this group of N + M students, a pair of students (that is, an unordered set of 2 students) is to be selected. A: How many choices are possible? B: How many choices are possible if both students come from the first class? C: How many choices are possible if both students come from the second class? D: How many choices are possible if the pair includes one student from each class? 17. Luke rolls a die 18 times. What is the probability that each number appears exactly 3 times? 18. The lottery in the city of Problandia works like this: 100 balls numbered 0 - 99 are placed in an urn, and 5 balls are withdrawn, giving an ordered sequence of 5 numbers. Once balls are drawn they are not replaced before the next are drawn. Citizens buy tickets with 5 numbers of their choosing. The jackpot is awarded for matching all 5 numbers in the right order. A: How many possible outcomes of the lottery drawing are there? B: Mrs. Bernoulli plays 5 numbers corresponding to the days-of-the-month on which each of her 5 children were born (her children were born on different days). She buys several tickets, one for each of permutations of these 5 numbers. How many tickets does she buy? What is her chance of winning the jackpot? C: A separate prize is awarded for getting the correct set of 5 numbers, but not necessarily in the right order. What is the probability that any given ticket will win this prize? What is Mrs. Bernoullis probability of winning this prize? 19. How many ways are there to seat 10 people, consisting of 5 couples, in a row of seats (10 seats wide) if A: the seats are assigned at random? B: all couples are to get adjacent seats? 20. An urn (box) contains 30 balls, of which 10 are red and the other 20 blue. Suppose you take out 8 balls from this urn, without replacement. What is the probability that among the 8 balls in this sample exactly 3 are red and 5 are blue? 21. Assume a committee of 10 has to be selected from a group of 100 people, of which 40 are men and 60 are women. A: How many ways are there to choose such a committee? B: How many ways are there to choose the committee so that exactly half of the members are men? C: What is the probability that a randomly selected committee of 10 consists of exactly 5 men and 5 women? 22. 90 students, including Michael and Edmund, are to be split into three classes of equal size, and this is to be done at random. What is the probability that Michael and Edmund end up in the same class? 23. Six people get into an elevator at the ground floor of a hotel which has 10 upper floors. Assuming each person gets off at a randomly chosen floor, what is the probability that no two people get off at the same floor? 24. [Optional] An investor has 20 thousand dollars to invest among 4 possible investments. Each investment must be in units of a thousand dollars. If the total 20 thousand is to be invested, how many different investment strategies are possible? What if not all of the money needs to be invested? 25. [Optional] A player is randomly dealt 13 cards from a standard 52-card deck. A: What is the probability the 13th card dealt is a king? B: What is the probability the 13th card dealt is the first king dealt? 26. [Optional] (De Méré,s puzzle) A six-sided die is rolled three times independently. Which is more likely: a sum of 11 or a sum of 12? (This question was posed by the French nobleman de Méré to his friend Pascal in the 17th century.)
INVE3000 (V.1) Introduction to Derivative Securities Trimester 3A, 2025 Unit study package number: INVE3000 Mode of study: Internal Tuition pattern summary: Note: For any specifi c variations to this tuition pattern and for precise information refer to the Learning Activities section. Lecture: 1 x 2 Hours Weekly Tutorial: 1 x 1 Hours Weekly This unit does not have a fi eldwork component. Credit value: 25 Pre-requisite units: (FNCE2000 (v.0) Introduction to Finance Principles or any previous version OR 12607 (v.0) Finance Principles 215 or any previous version OR 2807 (v.0) Managerial Finance 212 or any previous version OR FNCE2003 (v.0) Business Analysis for Investment or any previous version OR FNCE2005 (v.0) BAN23 Introduction to Finance Principles or any previous version OR FNCE2006 (v.0) BAN25 Business Analysis for Investment or any previous version ) AND (FNCE3001 (v.0) Introduction to Financial Instruments and Markets or any previous version OR 8127 (v.0) Advanced Calculus 201 or any previous version OR MATH2009 (v.0) Calculus 2 or any previous version OR 12960 (v.0) Finance Instruments and Markets 300 or any previous version OR B-ACTUAR (v.0) Bachelor of Science (Actuarial Science) or any previous version OR FNCE3006 (v.0) BAN2 4 Introduction to Financial Instruments and Markets or any previous version ) Acknowledgement of Country Curtin University acknowledges Aboriginal and Torres Strait Islander people, the First Peoples of this place we call Australia, and recognise them for caring for Country for more than 6 0 ,0 0 0 years. We are honoured and grateful for the privilege to maintain campuses operating in Boorloo (Perth) and Karlkurla (Kalgoorlie) in Australia. We pay our respects to Elders past and present as Custodians and Owners of these lands. We recognise their deep knowledge and their cultural, spiritual and educational practices, and aspire to learn and teach in partnership with them. Curtin also acknowledges First Nations peoples connected with our global campuses. We are committed to working in partnership with all Custodians and Owners to strengthen and embed First Nations' voices and perspectives in our decision-making, now and into the future. Syllabus This unit covers the theoretical foundations of derivative securities, fi nancial forwards and futures, forward rate agreements (FRAs) and swaps, model-independent option valuation, geometric Brownian motion, Black-Scholes-Merton model, binomial model, option Greeks, and model risk. This unit also discusses the impact of quantum Fintech on derivatives market. This unit includes analyzing a business case study and use Eikon real derivatives market data to solve work integrated problems. Introduction Welcome to INE3 0 0 0 Introduction to derivative securities. The aim of the course is to provide students a clearer understating of theory and practice managing derivative securities, and the foundations necessary to pursue academic research or fi nancial market careers in derivatives. Unit Learning Outcomes Curtin University's six Graduate Capabilities indicate to employers that graduates possess discipline knowledge and valuable skills. Each course unit addresses these capabilities through specifi c learning outcomes, which outline what students need to know and do to succeed. Assessments are designed to test these outcomes, ensuring that upon completion, students have met all learning objectives. Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of the learning process in each unit. Learning Activities All students in this unit should participate in the weekly learning activities. You will be expected to engage this unit in the following ways: Attend lectures and read the textbook to understand the concepts. Attempt questions for your weekly tutorials. Research and read articles/materials pertaining to derivative securities. Ask questions! LECTURES It is recommended that students commit to a structured learning process to promote and reinforce deep learning. For example: Complete pre-reading (text chapters, lecture slides) and attend lectures, to familiarise yourself with the material and to identify shortfalls in understanding. Start with the textbook, attend lectures (if needed listen to ilecture multiple times), together they will direct you to what is important. Attend the lectures, take additional notes to clarify key concepts and to eliminate shortfalls in understanding. I encourage you to ask questions in the discussion board if more clarifi cation is required. Review the lecture material later the same day. Identify any outstanding diffi culties, and try to obtain answers from other sources (e.g. other textbooks, etc.). If not resolved, please post questions on the discussion board. Seek clarifi cation on any issues you do not fully understand in the course material. In the event that there are still shortfalls in your understanding at the end of this process, ask the lecturer during consultation time with specifi c questions. Make sure you are prepared well, as lecturers do not give answers per se, they help you to discover the answers yourself. TUTORIALS Active participation is expected from students during tutorials. Participation includes, but is not limited to: Asking and/or answering questions; Attempting tutorial questions prior to tutorial class and being ready to discuss materials in class; and Demonstrating that you have read lecture slides, relevant text chapters, etc. Attend the tutorial and participate actively (hence attempt all tutorial questions prior to looking at answers, struggling with how to choose between alternatives is part of the learning process. Capitulating after minimal or no eff ort to the answers is not the way to learn). Tutorials are your forum for informal feedback on your progress in the unit, as well as the primary means of solving issues as soon as they arise. The success of the tutorial process is in the hands of the students. A lack of engagement by students means a lost opportunity to improve your performance which is diffi cult to make up elsewhere.
FNCE3000 (V.1 ) Corporate Finance Trimester 3A, 2025 Unit study package number: FNC E3000 Mode of study: Internal Tuition pattern summary: Note: For any specifi c variations to this tuition pattern and for precise information refer to the Learning Activities section. Lecture: 1 x 1 .5 Hours Weekly Tutorial: 1 x 1 .5 Hours Weekly This unit does not have a fi eldwork component. Credit value: 25 Pre-requisite units: (FNCE2000 (v.0 ) Introduction to Finance Principles or any previous version OR 2807 (v.0 ) Managerial Finance 212 or any previous version OR 12607 (v.0 ) Finance Principles 215 or any previous version OR FNCE2003 (v.0 ) Business Analysis for Investment or any previous version OR FNCE2005 (v.0 ) BAN2 3 Introduction to Finance Principles or any previous version OR FNCE2006 (v.0 ) BAN2 5 Business Analysis for Investment or any previous version ) Acknowledgement of Country Curtin University acknowledges Aboriginal and Torres Strait Islander people, the First Peoples of this place we call Australia, and recognise them for caring for Country for more than 6 0 ,0 0 0 years. We are honoured and grateful for the privilege to maintain campuses operating in Boorloo (Perth) and Karlkurla (Kalgoorlie) in Australia. We pay our respects to Elders past and present as Custodians and Owners of these lands. We recognise their deep knowledge and their cultural, spiritual and educational practices, and aspire to learn and teach in partnership with them. Curtin also acknowledges First Nations peoples connected with our global campuses. We are committed to working in partnership with all Custodians and Owners to strengthen and embed First Nations' voices and perspectives in our decision-making, now and into the future. Syllabus This unit focuses on aspects of corporate fi nance theories and the tools and techniques to facilitate excellent corporate fi nancial decision making. It aims to expose students to, and familiarise them with, corporate sector fi nancial management by examining the main issues faced by fi nancial managers of public companies, both in Australia and around the world. In addition, students will explore innovations in fi nancial technology and environmental, social and governance (ESG) issues; and gain insights how corporate fi nancial decision making can contribute to meeting the United Nations Sustainable Development Goals. Students are expected to perform. hands-on analysis and build Excel spreadsheet models to assist with analysis. The unit also aims to help students develop oral and written communication skills through individual and/or group assignments, presentations and interviews. Topics covered are: advanced capital budgeting under uncertainty (developing what was introduced in FNCE2 0 0 0 Introduction to Finance Principles); market imperfections and signalling; agency theory; capital markets and sources of funds; capital structure; dividend policy; and the market for corporate control and corporate governance. Introduction Welcome to Corporate Finance, This Unit focuses on aspects of the corporate fi nance theories and tools and techniques to facilitate fi nancial decision making. It aims to expose students to and familiarize them with corporate sector fi nancial management by examining the main issues faced by fi nancial managers of public companies. Topics covered are: Information asymmetry and signaling, agency theory, capital markets and sources of funds, capital budgeting under uncertainty, capital structure, dividend policy, and linkage among corporate social responsibilities, sustainable development goals and corporate governance. Unit Learning Outcomes Curtin University's six Graduate Capabilities indicate to employers that graduates possess discipline knowledge and valuable skills. Each course unit addresses these capabilities through specifi c learning outcomes, which outline what students need to know and do to succeed. Assessments are designed to test these outcomes, ensuring that upon completion, students have met all learning objectives. Your course has been designed so that on graduating you will have achieved all of Curtin's Graduate Capabilities through the assurance of the learning process in each unit. Learning Activities You will be expected to engage this unit in the following ways: Attend lectures and tutorials as well as read the textbook to clearly understand the concepts Attempt questions through the online 'My Finance Lab' resource Develop expertise in using the industry software 'Refi nitiv Workspace' Attempt tutorial questions and engage with your tutor to clarify Research and read articles/materials pertaining to corporate fi nance
PHIL 325 Metaphysics What is time? What is causation? What is it for an object to have a property? Do abstract entities exist? Do humans have free will? Metaphysics is the branch of philosophy that searches for answers to such fundamental questions, exploring some of the deepest and most challenging puzzles about the nature of reality. In this course you will investigate such topics carefully, drawing on both historical and contemporary sources. About this course This course is delivered as a fully online course. See the "Teaching Format" section for more details. Course learning objectives Students who pass this course will be able to: 1. develop disciplinary knowledge and skills in the field of metaphysics; 2. critically evaluate a variety of arguments in metaphysics using established methods of formal or informal logic; 3. articulate original and useful philosophical theses or provide original arguments in support of contentious philosophical theses; 4. engage in original research in philosophy. How this course is taught This course will be delivered fully online, involving a combination of recorded lectures and live discussion sessions. Assessment Essay 1 (2500 words) Mark: 50% Essay 2 (2500 words) Mark: 50%
Assignment 2 : Financial Computing ** Please note that no mark will be given if the answer does not follow the question requirements. Question 1 - Requirements (80%) The objective of this question is to test your understanding of ● financial modeling of yield curve construction process from different rate sources ● to derive the discount factors of individual tenors from available financial instrument market rate, bootstrapping process and zero coupon yields computation You are provided with the liquid market instruments of HKD market: Cash Rates, FRA Rates and Swap Rates in below table. Instrument Tenor Mid Rate CASH 1Wk 2.500% CASH 1M 2.900% CASH 2M 3.000% CASH 3M 3.100% FRA 1x4 3.000% FRA 2x5 2.900% FRA 3x6 2.700% FRA 6x9 2.600% SWAP 1Y 2.500% SWAP 2Y 2.200% SWAP 3Y 2.100% SWAP 4Y 2.300% Please Use Excel spreadsheet to build the HKD yield curve financial model based on the methodology introduced in the lecture. The model assumptions are listed out below. ● Base date is 1 Sep 2025 ● Day to Spot is 2 ● Day/Year convention is ACT / 365 ● Linear interpolation ● Holiday effect is ignored ● Zero coupon rate is assumed to be compounded on yearly basis The basic Excel Operators (e.g. + - * / ^ etc) can be used. No Excel macro or programming is allowed in the spreadsheet model. No Excel function is allowed except SUM(), EDATE() and vlookup(). No rounding to figures outcome. Format of data presentation, all discount factors display to 6 decimal points, zero coupon rates display to 3 decimal points in terms of percentage. You are required to show clearly the following sections in your Excel financial model: 1) The rate source table (3.5%) 2) The Cash rate discount factor for tenors per Appendix 1 (14%) 3) The The FRA discount factor for tenors per Appendix 1 (14%) 4) The Swap discount factor for tenors per Appendix 1 (31.5%) 5) The discount factor and zero coupon rate per Appendix 2 (7%) 6) Appropriate use of vlookup function for bootstrapping of FRA and IRS discount factors (10%) APPENDIX 1 - Tenor of respective Financial Instrument Cash Rate FRA Swap From To From To From To From To 03-09-25 03-09-25 03-10-25 03-01-26 03-09-25 03-12-25 03-09-27 03-12-27 03-09-25 10-09-25 03-11-25 03-02-26 03-12-25 03-03-26 03-12-27 03-03-28 03-09-25 03-10-25 03-12-25 03-03-26 03-03-26 03-06-26 03-03-28 03-06-28 03-09-25 03-11-25 03-03-26 03-06-26 03-06-26 03-09-26 03-06-28 03-09-28 03-09-25 03-12-25 03-09-26 03-12-26 03-09-28 03-12-28 03-12-26 03-03-27 03-12-28 03-03-29 03-03-27 03-06-27 03-03-29 03-06-29 03-06-27 03-09-27 03-06-29 03-09-29 APPENDIX 2 - Yield Curve result per below date Date Date 03-09-25 03-09-26 10-09-25 03-12-26 03-10-25 03-03-27 03-11-25 03-06-27 03-12-25 03-09-27 03-01-26 03-12-27 03-02-26 03-03-28 03-03-26 03-06-28 03-06-26 03-09-28 03-12-28 03-03-29 03-06-29 03-09-29 Question 2 - Requirements (20%) The objective of this question is to test your understanding of interest rate swap (IRS) pricing model. You are provided with a HKD IRS with the following terms: Swap of Receive fixed, Pay floating Notional amount = HKD 1 million Trade date of swap = 1 Sep 2025 Day to Spot = 2 Maturity date of swap = 3 Sep 2028 Fixed leg payment frequency = HKD, quarterly, ACT/365 Floating leg rate and payment frequency = HKD, 3 month HIBOR, quarterly, 30/365 Based on the HKD yield curve result from Question 1, please compute the IRS rate (i.e. the fixed leg rate) as of 1 Sep 2025. You are required to provide only the IRS pricing financial model using Excel based on the methodology introduced in the lecture. The financial model is based on the assumptions of linear interpolation, holiday effect is ignored. No rounding to figures outcome. Format of data presentation, all figures display to 6 decimal points, interest rate display to 3 decimal points in terms of percentage.
COMP6170 Project networking Project Due: 26th October, 2025, 11:55pm (Sunday of Week 11) Marks: 60, Value: 30% Assessment Type: Individual Please note: Any students found to have collaborated on their project will be flagged for misconduct and will therefore be subject to the university's discipline process. Project Scenario Kai Liu, your prospective client is a Electronics Manufacturer which currently operates in 7 locations. Your client has provided the following breakdown of the number of users at each site: Location Users Site 1 21 Site 2 24 Site 3 8 Site 4 8 Site 5 13 Site 6 20 Site 7 11 Your client requires a competitive tender process, and so has sought proposals from multiple consultants. As part of this process, once all responders have submitted their initial proposals, the client will provide each proposer with the details of one competing design. Before submitting your final proposal, you are able to provide a comparison against a competing proposal. You are welcome to include aspects from the competing design in your final submission, but of course you must acknowledge where that design aspect came from. Timeline & Deliverables · Sunday 21st September, Week 8 o Submit Packet Tracer file implementing the given requirements to receive feedback. o Submit a draft report (you only need to complete task 1 for your draft) as a Microsoft Word Document to receive feedback. o Note: Submitting only one file will result in you not receiving feedback. o The teaching staff will work on providing you feedback before week 10 so that you can complete your final report. · Sunday 26th October 2025, 11:55pm, Week 11 o Submit your final Packet Tracer file, and o Submit your full final report (you need to complete task 1 and 2) as a PDF for marking Tasks Your project requires you to complete 2 tasks for your client, and to document what you did in order to completing the tasks: Task 1: Network Design with MPLS Connectivity (Draft Report) This submission is not marked. Feedback will be provided to help you with the Final Project Report. If your submission is late, you will not receive feedback, which is likely to negatively impact your final mark for this assessment. · Subnetting scheme Devise and describe a subnetting scheme that accommodates the number of sites and users at each site. o Your client’s service provider has allocated the 141.75.72.0/21 IP network range to your client. o Your scheme should include: § network addresses, § broadcast addresses, § netmasks, and § host address ranges for each subnet. o Present the resulting subnetting scheme as a table. o Include a description of how your scheme was chosen: § Why did you choose the number and size of each subnet? § How does your design allow for the data centre, WAN links, and future growth? · Packet Tracer implementation Use the provided Packet Tracer template as a starting point. o Create the 7 sites with the required number of PCs at each site according the the table above. o Connect the PCs together in each site using appropriate intermediate devices. o Where a site has more than 3 users, you should only create three PC's numbered 1, 2, and n, where n is the number of users. § Example: If site 4 has 7 users, create Site4-PC1, Site4-PC2, and Site4-PC7. o Use Packet Tracer logical view, not physical view. · Data centre design Create an additional site for the data centre. o Add one server and appropriate intermediary devices. o Configure the server to serve web pages (select HTTP from the Services menu). o All PCs on the network should be able to fetch a web page from the intranet server. o The intranet server should not be directly accessible from the public internet (although you do not need to enforce this in Packet Tracer). · Your client intends to host some services in the cloud. To achieve this they have chosen to use a packet-switched virtual-circuit from a service provider. The technology offered by the service provider is MPLS (Multiprotocol Label Switching). o The MPLS connection is operated and managed by the service provider. o Important note: MPLS does not provide encryption, as it runs over the provider’s backbone. o Also note that Packet Tracer does not support MPLS. § Accordingly, this means that you should include the MPLS service in your report. § If your report includes a diagram, you should ensure that the MPLS connectivity is present on the diagram. § However, you will *not* be able to include MPLS in your Packet Tracer simulation. Q1: Explain how your design balances efficient use of address space with the potential for future growth in both locations and users. · Assume: o Up to 20% growth in users at any site over the next five years. o Up to two additional sites over the next five years. · Discuss how the MPLS service supports scalability, performance, and availability. Task 2: Network Security Risk Assessment and Controls (Final Report) · MPLS WAN connectivity Create a design that describes the WAN connections between sites using MPLS, based on your design from Task 1. · Security risk assessment and controls Perform. a security assessment for your client. o Identify the assets in the client’s environment (e.g., servers, PCs, MPLS WAN links, intranet). o For each asset, identify risks (e.g., unauthorized access, data leakage, service unavailability). o Propose controls for each risk. Controls may include: § Cryptography (encryption for data-in-transit, VPN tunnels over MPLS, etc.), § Authentication and authorisation, § Firewalls and intrusion detection/prevention systems, § Redundancy and failover measures. o Present your assessment in a table mapping each asset → risks → proposed controls. Q2: Explain how your design and security controls ensure that: · The data centre and intranet server remain available and resilient, · Intranet traffic is isolated and protected despite MPLS not being encrypted, · Risks such as unauthorized access and data leakage are appropriately mitigated. Assessment · For all questions in this assignment not only content but also report presentation will affect your mark. · You will lose marks if there are problems with the presentation, particularly with clarity. · This means that your answers to each question should be a coherent statement and that the spelling and grammar of your submission will be taken into account in assessing its presentation. · For full marks, your answers should be well argued, clear, and coherent. · The questions will be marked individually, the marks totalled, and a final grade assigned that is no more than indicated by the total marks, and no more than allowed by the standards specified above and in the unit outline. Submission · Submit on the iLearn page under ‘Assignments Section’. The report will be evaluated by TurnItIn. o Turnitin cross checks for online papers and other student papers for any plagiarism (copying). o In short –DO NOT COPY– or get others to do your assignment, we are pretty good at catching people out and the consequences can be severe. o Do not trust anyone who will take money to do assignments. They can take money from several students, return the same assignment, and you get caught. · Ensure that you read and adhere to the following instructions: o As this is a networking unit you will be required to use IEEE referencing style. § Note that citation of a non-reliable source may incur a penalty (eg. Wikipedia). § Any use of AI or LLM technologies (eg. ChatGPT, CoPilot, etc.) must be cited. § Also note that failure to include citations is a form. of plagiarism. § Significant sanctions may apply to cases of plagiarism up to and including exclusion from further study towards your degree. § If you use any AI or LLM technology, you must include any prompts you have used as appendices. § Failure to include prompts as appendices will be considered a violation of the citation requirements, and hence misconduct. § Note, that these appendices will *not* contribute to your final page count. o Your assignment will be submitted electronically via TurnItIn on the unit's iLearn page. Ensure that you adhere to the following requirements: § The filenames should be in the following format: (assuming your student ID is 44332211) § 44332211_design.pka (for the Packet Tracer file), and § 44332211_draft.docx (for your draft report) § 44332211_final_design.pka (for the final Packet Tracer file), and § 44332211_report.pdf (for your final report) § Your draft submission must be in Microsoft Word format -- do not submit a PDF file (or anything else other than docx). § Your final submission must be in PDF format -- do not submit a MS-Word file (or anything else other than PDF). § Do not include a separate cover sheet of any kind (a simple title page is fine though). § Do not include the text of any of the questions in your submission. § Do not use double-spacing. § Use a sensible, clean font, 10-12 pt in size. § Hand-written or scanned submissions will not be accepted. § Your report should not exceed 10 pages (excluding the references and appendices). · Late submissions will incur a late penalty of 5% of the total mark per day or part thereof (please refer to the unit guide for details).
ENV221H1 – 2025 Biodiversity Assignment Value: 20% of final grade maximum 1,500 words Bill 5 – Protect Ontario by Unleashing Our Economy Act, 2025 (Ontario) and Bill C-5 – Our Canadian Economy Act (Federal) are both laws that have been proposed to fast-track infrastructure and development projects in response to challenging political and economic times. In Ontario this has meant the recognition of “special economic zones” exempt from environmental rules and planning laws. One of the first projects to be approved under Bill 5 is the creation of a new $62 million road to allow better access to the Ring of Fire region in northern Ontario (Brown, 2025), which is known to be rich in nickel, copper, platinum and chromite deposits. Imagine you have been appointed as a ‘special future generations advisor’ for the Ontario provincial government. Your position was created in response to concerns that the public and especially the younger generation who would be most impacted by some of the decisions around Bill 5 – Protect Ontario by Unleashing Our Economy Act, 2025, have not been appropriately consulted. You have been tasked with: 1. attending a community town hall meeting (aka tutorial #3) to discuss the Ring of Fire Proposal. 2. Summarizing and reporting back on the various voices at the meeting 3. Identifying whether there was consensus on the project’s future at the meeting 4. Presenting your own recommendation(s) on what you think the government’s best strategy moving forward under current circumstances. Your assignment should consist of a minimum three sections: Section 1 (~250-500 words) A summary and background of the proposed Bill 5 and Bill C-5 and the concerns surrounding their implementation as related to the biodiversity issue. Section 2 (~250-500 words) A report on the various stakeholders and their positions on the Ring of Fire community town hall meeting (aka tutorial #3), including whether there was any consensus on the future of this project. Section 3 (~500-750 words) Using insights gained from this course combined with your recent appointment as the ‘special future generations advisor’ and your own independent research, present your own analysis on whether you support this project moving forward. Your analysis and final recommendation(s) should demonstrate thoughtful consideration of benefits and impacts to all stakeholders and showcase your research effort with supporting citations whenever possible. Your sources for this assignment should include: A minimum of 3 course readings (You must document your use of these sources as you would any others and not simply identify them as lecture notes or personal communications from your instructor). A minimum of 3 other references, in addition to those required and recommended from your course readings, including at least one peer reviewed source. Such sources should be drawn from reliable professional or academic sources engaged in the public debate. We caution you to be extra vigilant in determining the validity and authority of the authors and sources before inclusion in your own analysis. Examples of such sources include (but are not limited to): o Academic books and journal articles o Government and industry websites; o think tanks and environmental non government organizations, and o mainstream media Please keep in mind that this paper is a short paper – we expect you to stick within the set length limits and will penalize papers that are too long. Keeping it short is challenging, but those of you who are able to cover all the relevant points and be concise will show real mastery of the issues. Formatting You should structure this assignment as a short report with an appropriate introduction and conclusion that ties your various sections into a coherent whole. The report should be written from a first-person professional tone since you are being asked to develop and present recommendations and analysis based on your experiences. Your paper should have: A representative assignment title, the course title and number, your TA’s name, your name and student number; page numbers; use 12 point font, 1 inch margins, one and a half or double spaced a separate page for references; A final word count of the body of the paper on the last page at the bottom right. Not to exceed 1500 words. Do not include your separate page of references or appendices in the word count. Documentation of Sources When writing an assignment or academic paper such as this one, you must acknowledge the sources from which you took information or ideas, specific facts which you use as evidence in your argument, and the authors of distinctive or authoritative ideas. This allows your reader to look to those sources for further information, or to confirm your information. You should not be citing your lecture notes or instructor within this assignment. Instead you should be citing the appropriate readings or other documented sources to support your statements. If you have questions about when and why you should be using citations, please see the handout How Not to Plagiarize from the University of Toronto Writing Centre (http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize). In this assignment, the preference is for the APA formatting style. which consists of an in-text citation method that consists of the surname(s) of the author(s) and the year of publication. For more information review the handout Standard Documentation Formats (http://www.writing.utoronto.ca/advice/using-sources/documentation), which includes instructions on documenting online and digital sources. Keep in mind, you must document all of your sources, including Course Readings Additional articles or policy statements Digital and Online Sources This is not a group project. You are required to work independently on this assignment, and to submit your own original work. We check vigilantly for plagiarism; for assistance with any writing issues, we encourage you to use the resources of the writing centres: www.writing.utoronto.ca. (Some information contained here is summarized from Dr. Margaret Proctor’s handout How Not to Plagiarize, University of Toronto 2008) Administrative Details Submission of assignments: We will be using a plagiarism detection program within the online assignment function in Quercus for submission of the written assignments in this course. Normally, students will be required to submit their course essays to the University’s plagiarism detection tool website for a review of textual similarity and detection of possible plagiarism. In doing so, students will allow their material to be included as source documents in the University’s plagiarism detection tool reference database, where they will be used solely for the purpose of detecting plagiarism. The terms that apply to the University’s use of the University’s plagiarism detection tool service are described on the Centre for Teaching Support & Innovation web site (https://uoft.me/pdt-faq). If a student does not wish to submit to the online plagiarism tool, the student MUST advise the head TA immediately as alternate arrangements for screening the assignment must be arranged. To avoid late penalties, assignments must be submitted to the Quercus Assignment function Late penalties The late penalty will be 2.5 percent of the assignment grade per day late, including each day of the weekend, and will only be waived with a completed Absence Declaration on ACORN. Note students may submit one absence declaration per academic term. If additional absences occur within the term, students may need to contact their College Registrar or submit a UofT Verification of Illness Form. More detailed information on the absence declaration guidelines and eligibility can be found at: https://www.artsci.utoronto.ca/current/academics/student-absences Please note that the declaration must cover the period of time you missed, e.g. the week before the assignment/essay is due, etc. Assignments will NOT be accepted one week past the due date even if accompanied by an Absence Declaration unless prior approval has been obtained. All such requests should be directed to the head TA: Kirsten Yeung ([email protected]) Academic Integrity The following is taken directly from the Faculty of Arts and Science Academic Integrity website (http://www.artsci.utoronto.ca/osai/students): Academic integrity is fundamental to learning and scholarship at the University of Toronto. Participating honestly, respectfully, responsibly, and fairly in this academic community ensures that the U of T degree that you earn will be valued as a true indication of your individual academic achievement, and will continue to receive the respect and recognition it deserves. Familiarize yourself with the University of Toronto’s Code of Behaviour on Academic Matters (http://www.governingcouncil.utoronto.ca/policies/behaveac.htm). It is the rule book for academic behaviour at the U of T, and you are expected to know the rules. Potential offences include, but are not limited to: In papers and assignments: Using someone else’s ideas or words without appropriate acknowledgement. Copying material word-for-word from a source (including lecture and study group notes) and not placing the words within quotation marks. Submitting your own work in more than one course without the permission of the instructor. Making up sources or facts. Including references to sources that you did not use. Obtaining or providing unauthorized assistance on any assignment including o working in groups on assignments that are supposed to be individual work, o having someone rewrite or add material to your work while “editing”. Lending your work to a classmate who submits it as his/her own without your permission. On tests and exams: Using or possessing any unauthorized aid, including a cell phone. Looking at someone else’s answers Letting someone else look at your answers. Misrepresenting your identity. Submitting an altered test for re-grading. Misrepresentation: Falsifying or altering any documentation required by the University, including doctor’s notes. Falsifying institutional documents or grades. The University of Toronto treats cases of academic misconduct very seriously. All suspected cases of academic dishonesty will be investigated following the procedures outlined in the Code. The consequences for academic misconduct can be severe, including a failure in the course and a notation on your transcript. If you have any questions about what is or is not permitted in this course, please do not hesitate to contact me. If you have questions about appropriate research and citation methods, seek out additional information from me, or from other available campus resources like the U of T Writing Website. If you are experiencing personal challenges that arehaving an impact on your academic work, please speak to me or seek the advice of your college registrar. See also the handout “How Not to Plagiarize,” Margaret Proctor, 2009, available online at http://www.writing.utoronto.ca/advice/using-sources/how-not-to-plagiarize Evaluation Criteria: Mechanics ● Followed assignment instructions ● Addresses major questions asked within the assignment ● Writing is essentially error free in terms of spelling and grammar ● Within the stated word count +/- 10% Development of Ideas ● Ideas and arguments are persuasive, explained well, and supported with examples, references, and appropriate detail ● Assignment is organized, logical, and flows well References ● References appropriate in type, style. and number
MAED 5121 Algebra and Its Applications I Midterm Examination, Fall 2023 1. Determine if the given relation is an equivalence relation or not. If the relation is an equivalence relation, find its equivalences classes and determine if the quotient set is a countable set or not. Show your reasoning for full credit. (a) ~ is the relation on R defined by a ~ b if |a − 8| = |b − 8|, for a, b ∈ R. [9 points] (b) ◇ is the relation R defined by a◇b if [a] = [b], for a, b ∈ R, where [x] denotes the largest integer not greater than x. [9 points] (c) ≡ is the relation on the power set P(U) of a non-empty universal set U defined by A ≡ B if (AB) ∪ (BA) = ∅ for A, B ∈ P(U). [7 points] 2. Consider the cycles β = (567), σ = (1637) and τ = (1352) in the permutation group S7 . (a) Express the permutation βσ—1τ as a product of disjoint cycles. [9 points] (b) Find the permutation (στ)2024 . [9 points] (c) Determine if there exists a permutation P ∈ S7 such that PστP—1 = βσ . Show your reasoning for full credit. [7 points] 3. Let G be an abelian group with identity element e. For any two subsets A, B of G, the subset A⊙B is defined by A ⊙ B = {xy : x ∈ A, y ∈ B} . (a) Prove that if A, B are subgroups of G, then A ⊙ B is also a subgroup of G. [8 points] (b) Prove that if A, B , C are subgroups of G such that A ⊆ B, then A ⊙ (B ∩ C) = B ∩ (A ⊙ C). [9 points] (c) Show by an example that A ⊙ (B ∩ C) = B ∩ (A ⊙ C) may not hold in general if A is not a subset of B. [8 points] 4. Prove the following results about groups. (a) The group (R, +) of all real numbers under addition is isomorphic to the group (R+ , ·) of all positive real numbers under multiplication; i.e., one can find a bijective homomorphism from R to R+ . [5 points] (b) (Z, +) (i.e., the group of integers under addition) is not isomorphic to (Q, +) (i.e., the group of rational numbers under addition). Hint: Consider the solvability of certain simple equation. [10 points] (c) If G is a finite group of even order with identity element e, then the equation x2 = e has at least two distinct solutions. [10 points]
MAED 5121 Algebra and Its Applications I Midterm Examination, Fall 2022 1. Let f : U → W is a mapping from the set U to the set W, and let X1, X2, . . . , Xn be subsets U. (a) Prove that f [10 points] (b) Let A1, A2, . . . , An be the sets defined by for all integers 2 ≤ k ≤ n. Prove that Ai ∩ Aj = ∅ for all i ≠ j, and n[i=1Ai =n[i=1Xi . [15 points] 2. Let G = {(a, b) ∈ R × R : a ≠ 0}, and let ∗ be the operation on G defined by (a, b) ∗ (c, d) = (ac, bc + d) via the addition and multiplication of real numbers. (a) Show that G is a non-abelian group under the operation ∗. [10 points] (b) Show that H = {(a, 0) ∈ R × R : a ≠ 0} is a subgroup of G. [5 points] (c) What are the elements in a left coset (c, d)H of the subgroup H? [5 points] (d) Let G/H = {(c, d)H : c, d ∈ R, c ≠ 0} be the set of all left cosets of H. Find a bijection from G/H to the interval [0, ∞). [5 points] 3. Consider the cycles σ = (3517) and τ = (123) in the permutation group S7. (a) Express the permutation σ−1τ as a product of disjoint cycles. [6 points] (b) Find the order of σ−1τ. [4 points] (c) Prove that for any permutation α(3517)α−1 is also a 4-cycle. [10 points] (Hint: Determine how the product permutation maps α(1), α(2), . . . , α(7).) (d) Find a permutation β ∈ S7 such that β(3517)β−1 = (1234). [5 points] 4. Let G be a group. Define a relation ∼ on G by a ∼ b if ab−1x = xab−1 for all x ∈ G. (a) Prove that ∼ is an equivalence relation. [10 points] (b) If G = S3 is the permutation group with six permutations, find all elements in the equivalence class [(123)] of the permutation (123). [7 points] (c) How many distinct elements are in the quotient set S3/∼? (Show your reasoning for full credit.) [8 points]
Project Title: Mapping the Menu: How Location Shapes Cafe Beverage Offerings Hypotheses: 1. The assemblages of drinks in cafes in shopping centres will be different from the assemblages of drinks in cafes on a retail strip. - No → uniform. 2. The assemblages of drinks found in local government areas (LGA) north-east (above) of the latte-divide will be different from assemblages of drinks in LGA south-west of the divide (below). - No - Business models - We predict that in high income higher socioeconomic 3. Mean scores of principal components derived from habitat variables will differ between cafes in shopping centres and cafes on retail-strips (More specific hypotheses pending PCA) - 4. Principal components derived from habitat variables will predict drink species richness and/or drink abundance at each cafe. (More specific hypotheses pending PCA) Factor 1: Cafe Factor 2: latte divide a) Café within shopping Centre b) Café strip Shopping centre is defined as an enclosed area where a large variety of stores are located, with more than one level, operation depends on the mall’s customer flow and unified management system. The Café can be accessed only through the mall. Streetfront Café mainly on commercial streets, around the corner shops or around communities. The Café can be accessed only through the street. a) north-east b) south-west Latte divide defined by Associate Professor Chyi Lin Lee, a north-west line splitting Sydney into north-east (above the line; north of the Harbour Bridge and to the Eastern Suburbs) generally more affluent LGAs and south-west Sydney (below the line), generally lower socioeconomic LGAs. Write down your list of sites. For each site write how it will be classified for each factor. Cafe Assignment Cafe Assignment Cynthia Tanisha Yujia Sarah Sites Factor 1 Factor 2 1.PassionTree Velvet, Castle Towers Shopping Centre (Hills Shire LGA ) Shopping Centre North-east 2. Sunnyside, Cherrybrook (Hills Shire LGA) strip North-east 3. Gaziantep Sweets (Cumberland LGA) Shopping Centre South-west 4. Dazzu Auburn (Cumberland LGA) strip South-west 5. Cafe L’Amore, Burwood Westfield (Burwood LGA) Shopping Centre North-east 6. Artisaint Cafe, Burwood (Burwood LGA) strip North-east 7. Oriana Eatery, Westfield Parramatta (Parramatta, LGA) Shopping Centre South-west 8. Urban Cafe & Co (Parramatta LGA) strip South-West 9. Cu Cafe, Beecroft Shopping Centre (Hornsby Shire LGA) Shopping Centre North-east 10. Cafe Hylton, Pennant Hills (Hornsby Shire, LGA) strip North-east 11. L’SH Cafe (City of Canterbury/Bankstown LGA) Shopping Centre South-west 12. Cafe Metrio (City of Canterbury/Bankstown LGA) strip South-West 13. Georgie Boy’s Coffee Co, World Square Shopping Centre (City of Sydney LGA) Shopping Centre North-east 14. Coffee Pitt, Townhall (City of Sydney LGA) strip North-east 15. Nadia’s Cafe, West Point Shopping Centre (Blacktown LGA) Shopping Centre South-west 16.Apollo Espresso, Blacktown (Blacktown LGA) strip South-West Sampling method: We will not survey cafes within shops themselves or coffee stands, cafe-only businesses will be surveyed. We will distinguish cafe from restaurant with restaurant being defined as a full-course menu, focused on main menus, generally not open for Breakfast. Each site will be sampled between 7am - 11am (i.e. Breakfast) on a Weekend. Each group member will survey 2 cafes in one LGA (i.e. one within a shopping centre and one on a strip) above the line (north-east) and below the line (south-west). Each site will be sampled on a weekend in the case of changes in the available selection during this time period. We will not survey cafes not open between the “Breakfast” time period, in line with how we defined a cafe from a restaurant. Sampling effort: A timed sampling effort will be used. We will survey each site (cafe) for drink species within the “Breakfast” (7-11 am) time period to account for any changes in menu during different times of day (eg: a cafe may not serve smoothies during lunch hours but have it available during breakfast). All habitat variables will be measured within the sampling window. We will also divide the samples by quadrats, defined by the Local Government Area (LGA) located to the north-east and south-west of the line.
SOES 3042/6025 – Assignment 1 This assignment accounts for 40% of your total module grade. The deadline to submit your answer is Monday 2 pm 10th November 2025. Submit your answer as one PDF file via Turnitin on the module’s site and name the file: “SOES3042-A1_StudentID_LastName.pdf”. Replace “StudentID” with your 8-digit student ID and “LastName” with your last name. If you are taking SOES6025, replace “3042” with “6025”. Complete this assignment by following the instructions below: (1) Write your answer in the form. of an individual written, well-structured short report accompanied by suitable figures, using the Word answer template provided. Once you complete your answers, save your final answers as a PDF file and submit it via Turnitin. Please: · Ensure that each task is clearly addressed and that you also describe your approach to the task (do this without referring to programming details). · Go beyond simply producing figures and answers to direct questions. Ask yourself and try to provide answers to questions such as: What approximations or assumptions have I made in answering this point? Can I justify these? How might they affect my results? Is there a way to verify this expectation (the answer may be no)? High marks will be awarded only to answers demonstrating this thought process. (2) While using the answer template, you may adjust the size of the answer boxes for the “short report” and “figures” for each problem (i.e., Problem 1, Problem 2, etc.). Yet, please ensure that the answer for each problem (with “short report” and “figures” combined) does not exceed one side of an A4 page. Start the answer for a new problem (i.e., problem 2, problem 3, etc.) on a new page. Use single line spacing and a font size no smaller than 12 pt. (3) You must also submit your Jupyter Notebook file used to perform. the calculations and to produce the results shown in your report. Please name the code file “SOES3042-A1_StudentID_Last Name.ipynb” and submit it via Turnitin. The code will not be marked, but it will enable the marker to the source of your result, so it is in your interest to organize your code well. Do not include any technical programming details in the main body of your report. ARC Policy for SOES 3042/6025 Assignment 1 Collaboration Policy You may discuss ideas with your classmates; however, you must complete all coding and write the report independently. You MUST disclose the names of all collaborators. For this assignment, a collaborator is any individual (including classmates, tutors, or external persons) with whom you have discussed the assignment in sufficient detail that it may have influenced your work, regardless of whether any material was directly shared or copied. Failure to do so will flag substantial risk of a breach of external authorship and will be treated as academic misconduct under the Academic Responsibility and Conduct (ARC) framework, potentially triggering a formal investigation. GenAI usage Policy (Tier 1) In this assignment, you are stickly prohibited from using any GenAI tools, such as ChatGPT, Copilot, or Grammarly Premium for any part of this assignment. This includes entering any part of the assignment or your assessed work to GenAI, whether by pasting/typing, uploading files, or describing content directly or through plugins. This policy applies to both report writing and coding. Using any GenAI tools to produce or paraphrase content, suggest sentence phrasing, counting down word count, summarise information, generate code, or provide new ideas is strictly prohibited. Rewriting your own text using GenAI also counts as content generation and is not permitted. Note that code blocks for answering each of the problems have been provided in individual practical sessions. Declaration You MUST complete, sign, and submit an ARC declaration as the last page of SOES3042-A1_StudentID_LastName.pdf to confirm your understanding and agreement with these policies. The form. can be found at the end of the Word answer template. Failure to submit this declaration will result in your assignment not being graded. Be advised: any detected breach of these policies, including undisclosed collaboration or the use of Generative AI, will be treated as academic misconduct under the ARC framework. Such breaches will result in severe penalties, including but not limited to receiving a grade of zero for this assignment and potential further disciplinary action. The assignment Throughout the statistics part of this course, we've explored various statistical methods and their applications in understanding climate phenomena. In our final lecture, we used the Empirical Orthogonal Function (EOF) technique to uncover significant patterns of sea-level pressure variability in the Tropical Pacific—a key atmospheric variable. Given the dynamic coupling between the atmosphere and the ocean, it stands to reason that corresponding signals would manifest in oceanic variables as well. This homework assignment delves into the oceanic component of climate variability by analysing sea-surface temperature (SST) datasets. Through this exercise, you will replicate the methodologies employed by climate scientists to identify and analyse El Niño and La Niña events. These phenomena, along with their atmospheric counterparts, constitute the El Niño-Southern Oscillation (ENSO), one of the most significant modes of global climate variability, influencing weather and climate patterns worldwide. You will apply the skills and knowledge acquired throughout the course to perform. a comprehensive analysis of ENSO and complete this assignment. This includes: (1) K-S Test (Lecture 5) (2) Correlation Analysis (Lecture 6) (3) Linear Regression (Lecture 7) (4) Model Selection (Lecture 8) (5) PCA/EOF Analysis (Lecture 9) Let's embark on this analytical journey to uncover the secrets of ENSO through the lens of a climate scientist. The dataset you will need to use are listed in below: filename location Type of data ERSST5_1979_to_2023.nc data/ Gridded monthly sea surface temperature at 2°x2° resolution SLP_Darwin.txt data/ Monthly sea-level pressure measured at the Darwin station SLP_Tahiti.txt data/ Monthly sea-level pressure measured at the Tahiti station Problem 1. Calculating and Analysing the Nino3 Index (20pts for SOES3042, 15pts for SOES6025) The term "El Niño" (Spanish for "the boy" or "the Christ child") was first used by Peruvian fishermen in the late 19th century to describe the appearance of unusually warm water in the eastern Pacific Ocean around Christmas time. The Nino3 index, calculated by averaging SST anomalies over the region bounded by 5°N-5°S and 210°-270°E, is a widely used measure of the oceanic component of ENSO. (a) Remove seasonal cycles from the loaded monthly SST and calculate the Nino3 index for each month. Create a time series plot of the Nino3 index. (b) Plot a histogram of the monthly Nino3 index values. Would you expect the index to be normally distributed? Why? Visually, does the distribution appear to be normal? (c) Find a quantitative approach to test whether the monthly Nino3 index follows a normal distribution. What is the null hypothesis? What are the test statistics? What is the p-value of the test, and what does it mean regarding the normality of the distribution? Problem 2. Correlation between Atmosphere and Ocean (25pts for SOES3042, 20pts for SOES6025) The atmosphere and the ocean are closely coupled. In this problem, we are going to quantify this coupling. Now please: (a) Calculate the Southern Oscillation (SO) index by subtracting the sea-level pressure (SLP) anomalies at Tahiti from the SLP at Darwin. Plot it alongside the Nino3 index calculated from Problem 1. (b) Plot the two indices as a scatter plot. Calculate the correlation coefficient between the SO index and the Nino3 index (calculated in Task 1). Based on the data distribution, which type of correlation is appropriate? What is the strength and direction of the correlation? (c) Determine the statistical significance of the correlation. Is the correlation statistically significant? Consider which approach to use. What assumptions are involved? How might they affect the significance of the correlation? Problem 3. EOF Analysis of Tropical SST anomalies (25pts for SOES3042, 25pts for SOES6025) Building on our understanding of Empirical Orthogonal Functions (EOF) from Lecture 6, this problem focuses on analysing detrended sea-surface temperature (SST) anomalies in the tropics (0-360°E, 20°S-20°N). EOF analysis will enable us to identify dominant patterns of variability within the dataset and understand their temporal evolution. Please: (a) Remove the seasonal cycle and long-term warming trends of SST at each location and then perform. an EOF analysis on the SST anomalies. Should each grid point have equal weight in an EOF analysis? Why? If not, what should we do to ensure the EOF is performed properly? (b) Plot the spatial patterns (U) and the corresponding time series (DVT) of the first two EOF modes. Compare the principal components (PCs) with the Nino3 index calculated in Problem 1, then find and describe the spatial pattern of El Niño events. (c) Assess how much of the total SST variance is explained by each of the first two modes individually, as well as their combined contribution. Problem 4. Exploring the Relationship between EOF1 and EOF2 of SST (30pts for SOES3042, 40pts for SOES6025) In this problem, we will investigate the dynamics between the first two principal components (EOF1 and EOF2) derived from the SST dataset. Please: (a) Do you expect any significant linear relationship to emerge between the two PCs? Why? What does this result remind you of when interpreting Pearson’s correlation coefficient? (b) Create a scatter plot of PC2 (y-axis) versus PC1 (x-axis) during the October to March timeframe. Then perform. linear and quadratic regression of PC2 against PC1 using ordinary least squares (OLS). Plot your fitted lines and associated uncertainties (95% confidence interval). Are the fitted models statistically significant? (c) List at least three assumptions behind OLS and evaluate whether each holds for the quadratic model. (d) Explore polynomial regression models to describe the relationship between PC1 and PC2, selecting the best model using quantitative approaches. (optional bonus points for SOES3042; required for SOES 6025)
ECOS3029 Assignment 2. Marked out of 35 points. 1. The Monetary Approach to Exchange Rate (12 points in total. 2 points for each question) At time t = 0, the initial log values of the variables L, Y, and M are: Table 1 Australia USA lnL 1 1 lnY 1 3 lnM 2 3 What’s more, the continuous growth rate of real income gt and of the money supply μt are: Table 2 Australia USA gt .03 .02 μt .05 .03 Assume that households care about the opportunity cost of holding money, so that the demand for real money balances in both the U.S.A. and Australia is now given by: Where i = ln (1 + i) is the log nominal interest rate. Prices are still fully flexible. For the values of Y, M, gt, and μt in Tables 1 and 2, calculate: a) The nominal interest rate in Australia and the U.S.A. (in log terms) if the log world real interest rate ln(1 + r+) = 0.02 and real interest parity holds. b) The equilibrium natural log price levels lnp in Australia and the U.S.A. for t = 0; c) The equilibrium natural log price levels lnp in Australia and the U.S.A. for t = 1; d) The log of the equilibrium exchange rate lnst,AUD/USD for t = 0; and e) The log of the equilibrium exchange rate lnst,AUD/USD for t = 1. f) The equilibrium natural log real money balances ln M/P in Australia and the U.S.A. for t = 0; 2. (13 points) Now assume that commencing at time t = 1, the Australian central bank announces an immediate increase to the (continuous) growth rate of the money supply, so that μt = 0.1 inAustralia. Prices are fully flexible. Draw four graphs (including numerical values on axes) covering the period t = 0 through t = 2 that show: a) (2 points) The Australian log money supply, lnM; and b) (3 points) Australian log real money balances and nominal interest rate; and c) (2 points) The Australian log price level; and d) (2 points) The log exchange rate lnSt,AUD/USD. e) (4 points) Write an intuitive explanation for why there is a discrete jump in several of these graphs. 3. Exchange Rate Parity Conditions (10 points in total. 2 points for each question.) a) The current value of the spot exchange rate SAUD_CNY = 0.2028. If the Chinese inflation rate for the coming year will be 3% while the Australian inflation rate will be 6%, what value of the exchange rate SAUD_CNY 1 year from now would maintain Relative PPP? b) Forward Premium. If FUSD_CAD = 1.733 and SUSD_CAD = 1.785 then calculate the forward premium. c) Assume that (i) one-year forward exchange rate FUSD_GBP = 1.523; (ii) the current spot exchange rate SUSD_GBP = 1.575; and (iii) the one-year interest rate for GBP is 4.665%. What must one-year USD interest rates be for Covered Interest Parity (CIP) to hold? d) Assume that (i) the current spot exchange rate SDKK/AUD = 5.0183; (ii) the one- year interest rate for DKK is 3.8%; and (iii) the one-year interest rate for AUD is 2.5%. What must the current expected value of the future DKK/AUD spot exchange rate Et (St+1,DKK/AUD) be for Uncovered Interest Parity (UIP) to hold? e) Assume that consumers consume only 2 items: Clothing; Food. In New Zealand, clothing for 1 year is NZD 20,000 and food for 1 year is NZD 15,000. In Australia, clothing for 1 year is AUD 40,000 and food for 1 year is AUD 15,000. If the spot exchange rate is SAUD/NZD = 1.616, what is the real exchange rate between Australia and New Zealand (treat Australia as the domestic country)?
MAED 5121 Algebra and Its Applications I Midterm Examination, Fall 2024 1. Let ~ be the relation defined on the set of integers Z by n ~ m for n, m ∈ Z if n2 ≡ m2 mod 7; i.e., n ~ m if n2 — m2 is a multiple of 7. (a) Show that ~ is an equivalence relation. [8 points] (b) How many elements (equivalence classes) are in the quotient set Z/~? Why? [8 points] (c) Is the operation ⊞ on Z/~ defined by [x] ⊞ [y] = [x+y] for [x], [y] ∈ Z/~ a well-defined binary operation on Z/~? Why? [4 points] (d) Is the operation ⊠ on Z/~ defined by [x] ⊠ [y] = [xy] for [x], [y] ∈ Z/~ a well-defined binary operation on Z/~? Why? [5 points] 2. Consider the cycles σ = (356) and τ = (1357) in the permutation group S7 . (a) How many distinct 7-cycles does S7 have? [5 points] (b) Express the permutation τ2 as a product of disjoint cycles. [5 points] (c) Express the permutation σ —1τ as a product of disjoint cycles. [5 points] (d) Find the order of the permutation (σ—1τ)360 . [5 points] (e) Can you find a cycle P ∈ S7 such that P2 = (124)(356)? Show your work for full credit. [5 points] 3. Let G be the set of 3 × 3 invertible real matrices, which is a group under matrix multiplication. Let (a) Show that is not an abelian group. [4 points] (b) Prove that is a subgroup of G , and determine if H is abelian or not. [7 points] (c) Show that = {A ∈ : AB = BA for all B ∈ } is a also a subgroup of . What kind of matrices are in ? [7 points] (d) In the left coset decomposition of by the subgroup x , what are the elements in the left coset Cx , where Is the left coset Cx a countable set, or uncountable set? [7 points] 4. Let f : G -→ H be a group homomorphism, and h : G -→ G is defined by h(x) = x2 . Prove the following: (a) If G is abelian and f is surjective, then H is also abelian. [8 points] (b) If f(G) has n distinct elements, then xn ∈ ker f for all x ∈ G. [8 points] (c) G is abelian if and only if h is a group homomorphism. [9 points]
FIT5125/4005 Semester 2, 2025 IT Research and Innovation Methods Assignment 2 This assignment uses the Monash University standard grading schema, see: https://publicpolicydms.monash.edu/Monash/documents/1935755 N (Fail( P (Pass) C (Credit) D (Distinction) HD (High Distinction) Lack of satisfactory demonstration of fundamental knowledge, skills and expected attributes. Demonstration of fundamental knowledge, skills and attributes at a satisfactory level. Demonstration of fundamental knowledge, skills and attributes at a proficient level, showing fluency in concepts Demonstration of extended knowledge, skills and attributes at a superior level, showing fluency and emerging originality and integration of concepts Demonstration of extended knowledge, skills and attributes at an exceptional level, showing fluency, originality and integration of concepts. 0-49% 50-59% 60-69% 70-79% 80-100% Task A: "Descriptive Analysis of Kluster Conditions" (13.5 marks / 30%) ● Research Question ○ Clear, specific, and testable research question ○ Appropriately focused on differences between the four experimental conditions ○ Relevant to participant engagement and interaction patterns in the Kluster system ○ Demonstrates understanding of the study context ● Descriptive Metrics ○ Selection of appropriate descriptive metrics that reveal meaningful differences across conditions ○ Correct calculation of metrics for all four conditions ○ Clear presentation of variables/fields used from the dataset ○ Appropriate justification for why these metrics were chosen ○ Metrics are relevant to the research question ● Visualization ○ Appropriate chart type for the data and research question ○ A clear comparison of all four experimental conditions ○ Fully annotated (title, axis labels, legend, units) ○ Visually clear and easy to interpret ○ Professional presentation quality ● Narrative Description ○ Clear connection between findings and the research question ○ Effective integration of both metrics and visualisation in the narrative ○ Thoughtful discussion of what the differences/similarities suggest about participant behaviour ○ Connection to implications for designing better collaboration systems ○ Coherent and well-structured writing Task B: "Inferential Analysis of Communication Patterns" (13.5 marks / 30%) ● Hypothesis Formulation ○ A clear formulation and expression of the research hypothesis ○ The hypothesis is testable using inferential statistics ○ Realistic to test with the provided data ○ Relevant to communication patterns in Kluster ○ The null hypothesis is correctly stated ● Variable Identification ○ Independent variable(s) correctly identified ○ Dependent variable(s) correctly identified ○ Relevant confounding variables have been identified ○ A clear understanding of the relationships between variables ● Statistical Approach ○ Appropriate statistical test(s) selected for the hypothesis and data ○ Clear articulation of assumptions about the data (normality, independence, scale of measurement, etc.) ○ Strong justification for why the chosen test(s) are appropriate ○ Demonstrates understanding of statistical concepts ● Statistical Results and Interpretation ○ Correct execution of the statistical test(s) ○ Accurate presentation of test statistic(s) and p-value(s) ○ Correct interpretation of results (reject or fail to reject null hypothesis) ○ Clear explanation of what the results mean in practical terms for understanding communication in Kluster ○ Discussion of findings demonstrates critical thinking Task C: "Design for Multilingual Collaboration" (18 marks / 40%) ● Theme Synthesis and Design Focus ○ Clear identification and synthesis of key themes from the user experience quotes ○ Themes are relevant to multilingual collaboration challenges ○ Strong connection between identified themes and chosen design focus ○ A clearly annotated Miro board from which the affinity diagramming process can be understood. ● Design Rationale ○ Clear explanation of how design addresses needs and challenges from user quotes ○ Strong justification for specific design choices ○ Thoughtful discussion of what communication patterns or collaboration behaviours the design aims to support ○ Consideration of the multilingual context is evident throughout ○ Honest discussion of potential limitations or trade-offs ○ Well-structured and coherent writing ○ Strong integration of evidence (quotes) with design decisions ○ Demonstrates critical thinking and design reasoning ○ A clearly annotated Miro board, based on which the two final designs and the brainstorming process can be understood.
Assessment 1 Faculty of Information Technology FIT5125 / FIT4005 IT Research and Innovation Methods Semester 2, 2025 Assignment 2 Topic Tasks related to material in Weeks 7-12. Value This assignment is worth 45% of the total marks for FIT5125/FIT4005. Assignment due date 11:55 PM Friday 7th November 2025 (AET) Submission method Submit the following in Moodle: ● Three PDF documents, one for each of the three tasks (A, B and C). Assignment Criteria: Task A Task B Task C Descriptive Statistics Inferential Statistics Design Weighting: 30% Weighting: 30% Weighting: 40% See Page 3. See Page 4. See Page 5. This is an individual assessment; it must be your own work and expressed in your own words. ⚐ A marking rubric is available on Moodle. ⚐ There are specific requirements for file names on your submission. Assessment rules: 1. Note that plagiarism detection procedures may be applied to each submission. See the University rules and regulations regarding plagiarism and resulting penalties. Any case of plagiarism detected will result in the automatic failure of the entire assignment. 2. Late submissions will incur a penalty of 5% per day, see: https://publicpolicydms.monash.edu/Monash/documents/1935752 3. Monash policy on Special Consideration is available at: https://www.monash.edu/exams/changes/special-consideration 4. Due to the size of the unit (over 1000 students) and the nature of the assignment, we aim to mark and return work within 15 working days of submission (i.e. 21 November 2025). 5. AI tools (e.g., ChatGPT) are permitted for this assignment, and there is no requirement to include a statement regarding their use. IMPORTANT ● Any questions about the assignment should be submitted as a public post to the Ed forum (under the sub-category “Assignments”) so that all students have access to your question and the Chief Examiner’s or Unit Coordinator’s response. ● Task A and B are individual activities, and elements of Task C may be completed as either an individual or a group (2-4 students); however, you must follow Monash University’s policies, procedures and regulations relating to academic integrity, plagiarism and collusion. ● This is a formal assessment, so tutors are not permitted to provide direct support to you. However, they can give feedback on related studio activities (during a studio). ● This assignment aims to evaluate your understanding of descriptive and inferential statistics in research, and the application of human-centred design methods.. Task A (Week 8) “Descriptive Statistics: Telling a Data Story” Understanding patterns in system usage is essential for designing better systems. In this task, you will analyse real data from the Kluster Networking Challenge, which investigated how different system configurations affect participant engagement and interaction patterns. The Kluster study tested four experimental conditions: ● All Features + 50% Waiting List ● All Features + No Waiting List ● Without YouTube + 50% Waiting List ● Without YouTube + No Waiting List Your goal is to understand the data from the perspective of designing a better collaborative system. Complete the following: 1. Explore the Kluster Networking Challenge datasets provided on Moodle (system logs and transcription logs). Familiarise yourself with the available variables and data structure (no submission). 2. Formulate a research question that examines differences between the four experimental conditions. Your question should focus on participant engagement and interaction patterns (e.g., how features and waiting lists impact behaviours like "hopping around" between rooms, session duration, feature usage, etc.) (max. 75 words). 3. Select and calculate two appropriate descriptive metrics (e.g., mean, median, standard deviation, frequency counts) that reveal differences across ALL four conditions. Present: ● The variables/fields you used from the dataset ● The calculated values for each condition ● A brief justification of why these metrics are appropriate (max. 100 words). 4. Create and submit an appropriate visualisation that clearly shows the differences between all four experimental conditions. The visualisation should: ● Be fully annotated (title, axis labels, legend, units) ● Use the appropriate chart type for your data ● Make comparisons between conditions easy to interpret 5. Write a narrative description of your findings as they relate to your research question. Your narrative should: ● Reference both your chosen metrics and visualisation ● Discuss what the differences (or similarities) between conditions suggest about participant engagement and interaction patterns ● Connect findings to implications for designing better systems (max. 250 words). What to Submit A PDF document, named "YOUR-STUDENT-ID-Assignment-2-Task-A.pdf", containing your response to the assignment (including the visualisation).. How Much to Write Follow the maximum word limit stated above. The word count does not include spaces. Only words within the word limit will be marked. Task B (Week 9) “Inferential Statistics: Working with Hypotheses” Communication patterns in collaborative systems can vary based on numerous factors, including system features, participant characteristics, and interaction dynamics. In this task, you will formulate and test hypotheses about communication patterns using a subset of the Kluster Networking Challenge communication data. You will be provided with a subset of data, including variables related to: ● participant communication style ● relevant communication metrics ● participant demographics Use inferential statistics to test relationships or differences in communication patterns: 1. Explore the Kluster Networking Challenge communication and survey data subset provided on Moodle. Familiarise yourself with the available variables (no submission). 2. Formulate and write down a testable hypothesis about participants’ communication behaviours by linking variables from the Kluster Networking Challenge communication data subset with measures from the survey dataset. The hypothesis should be specific and suitable for examination using inferential statistical methods (max. 75 words). ● Focus on relationships between variables or differences between groups. ● Be realistic that the relationship can be tested with the data provided. ● Relate to communication styles, participation patterns, or demographic factors. 3. Write down the null hypothesis for your proposed hypothesis (max. 50 words). 4. Identify your variables (max. 75 words): ● Independent variable(s). ● Dependent variable(s). ● At least two confounding variables that could affect your results. 5. Describe your statistical approach (max. 200 words): ● What statistical test(s) will you use to test your hypothesis? ● What are your assumptions about the data (e.g., normality, scale of measurement)? ● Why is/are this/these test/tests appropriate for your hypothesis and data? 6. Conduct the statistical test(s) using the provided data and a tool of your choice (e.g., Python, R, SPSS, Excel). Present (max. 150 words): ● The test statistic(s) and p-value(s). ● Your interpretation of the results (do you reject or fail to reject the null hypothesis?) ● What this means in practical terms for understanding communication in Kluster. What to Submit A PDF document, named "YOUR-STUDENT-ID-Assignment-2-Task-B.pdf", containing your response to the assignment. How Much to Write Follow the maximum word limit stated above. The word count does not include spaces. Only words within the word limit will be marked. Task C: Weeks 11 and 12 (Design) “Design for Multilingual Collaboration” Design is a critical component of the innovation process. In this task, you will develop design problem statements based on the bank of user quotes provided on Moodle. These quotes capture real experiences of people using Zoom, focusing on challenges and opportunities for multilingual interaction and online engagement in Zoom. Using insights from the quotes, you must identify and describe key interaction problems experienced by users. Based on this analysis, you will propose potential design solutions that address these problems and improve users’ overall interaction experience in Zoom. Your ideas should make online interaction more inclusive, natural, and socially aware for participants from diverse linguistic backgrounds. For this activity, you may work alone or in a group of 2-4 students (e.g. from Kluster Networking Challenge) when brainstorming and affinity diagramming; however, the design problem statements, design rationales, and the annotations to the Miro boards that you submit must be your own work. Step 1: Understanding the Design Context 1. Review the bank of quotes provided on Moodle. These quotes are accounts of user experiences with video collaboration platforms, with particular focus on multilingual contexts. 2. Using Miro, develop an affinity diagram to identify and synthesise key themes emerging from the provided quotes that relate to multilingual collaboration. Group similar ideas, patterns, and user sentiments together to uncover the main challenges, needs, frustrations, and opportunities expressed by users in their experiences with online interaction. 3. Based on the themes you identify, develop two or more design problem statements that you will use to brainstorm solutions. Step 2: Design Ideation 4. Using Miro, brainstorm solutions to address your problem statements, consider: ◆ What extensions to the features or interface elements on Zoom would help? ◆ How would these features or interface elements work? ◆ How do they address the needs expressed in the user quotes? 5. Identify two significantly different solutions; extend the description of these designs on you Miro board and separately write a design rationale statement for each to capture: ◆ How the design addresses the needs and challenges identified in the user quotes. ◆ What aspects does your design aim to support or improve? ◆ Potential limitations or trade-offs in your design. What to Submit 1. Individual submission: ● A PDF document named "YOUR-STUDENT-ID-Assignment-2-Task-C.pdf" 2. Your PDF should contain: ● Links to annotated copies of your Miro boards for Part 1 and Part 2; annotations should allow a marker to understand your affinity diagramming and brainstorming process.. ● Your design problem statements (max 50 words per problem statement) ● Your two design rationale statements (max 400 words per rationale)
Lab 2: Higher Order Logic Due Oct 31th, 2025, 11:59 PM Minimum Submission Requirements ● Ensure that your lab2 folder in your Gradescope submission contains the following files (note the capitalization convention): ○ lab2_part1.dig ○ lab2_part2.dig ○ lab2_part3.dig Objective The objective of this lab is to build a higher order logic structure and introduce an overly simple data path. Breakdown This assignment consists of three parts: Part-1: Adder and Subtractor for 2’s Complement ->complete lab2_part1.dig Part-2: Display Decimal from 2's Complement ->complete lab2_part2.dig Part-3: Data Path using part1 and part2 ->complete lab2_part3.dig External Resources Registers, Flip-Flops, and Modular Design This short video provides a very brief introduction to storage elements in digital logic. We will be utilizing their principles in lab2. If, by now, storage elements have not yet been covered in the lecture, this quick video will give you a primer on this subject. After watching this video, please go through this note on registers to ensure you have the working knowledge of storage elements needed for lab 2. Tests Each interface file provided contains a Test Component. These are not extensive tests. Rather, these tests are examples you may wish to follow when implementing your own tests. Your tests will not be graded, but we highly encourage you to test your circuits exhaustively to ensure proper functionality. Specifications: Part-1 Part-1: Description In this lab part, you will build an Adder Subtractor circuit. This circuit will implement a four bit Add_Sub. This Add_Sub will perform. an operation on 2 inputs of 4 bits each and use 1 input to identify whether the Add_Sub has to perform. addition or subtraction operation. The Add_Sub you will be implementing consists of two 4-bit inputs (named inA and inB), one 1-bit input (named op), and one 4-bit output (named out), and one 1-bit output (named overflow). Your Add_Sub must add inA and inB (inA+inB) if op is 0. Additionally, your add_sub must subtract inA and inB (inA-inB) if op is 1. Part-1: User Interface You are provided an interface file lab2_part1.dig; start Part-1 from this file. You are not permitted to edit the content inside the dotted lines rectangle. Figure: lab2_part1.dig Interface (Example 1) Part-1: Example 1 In the figure above, the input values that we have selected to test are inA = {inA_3, inA_2, inA_1, inA_0} = {0, 0, 1, 1} and inB = {inB_3, inB_2, inB_1, inB_0} = {0, 1, 0, 0} and p = {1}. Therefore, considering “op” value, we must perform. (inA-inB) operation. Explanation of output for this example: 0011 in 2’s complement means decimal 3. 0100 in 2’s complement means decimal 4. 3-4=-1 (in decimal). Decimal “-1” in 2’s complement is “1111” without overflow, i.e. ut= “1111”, verflow= “0” (in binary 2’s complement). This can be seen in the Figure above. Figure: lab2_part1.dig Interface (Example 2) Part-1: Example 2 In the figure above, the input values that we have selected to test are inA = {inA_3, inA_2, inA_1, inA_0} = {0, 1, 0,0} and inB = {inB_3, inB_2, inB_1, inB_0} = {0, 1, 0, 0} and p = {0}. Therefore, considering “op” value, we must perform. (inA+inB) operation. Explanation of output for this example: 0100 in 2’s complement means decimal 4. 4+4=8 (in decimal). The range of 4 bit 2’s complement numbers is: {-2^(n-1) to +2^(n-1) -1} i.e. -8 to +7 in our example. This range does not fit +8 and thus the output overflows. Thus overflow is 1 for this example output. This can be seen in the Figure above. When you open the lab2_part1.dig file, you will of course not see these exact values in green because that is what we used to verify your circuit correctly working by clicking on the Simulate button. On your end, you should go through all possible test cases to verify your design works. Make sure to name all the wires and input/outputs correctly so that they match the test interface names within lab2_part1.dig. You will need to do the same for part2 and part 3 as well. Hint: Using Multiplexers will help you out a lot here. The “Tunnel” component in Digital for Lab2 In Lab1, you might have noticed how much effort it took to draw so many inputs and wire them all over the place without unintentionally connecting them to the incorrect outputs and nodes! Turns out, Digital does provide some means to help reduce this burden. This manifests as the Tunnel component. Go to Components->Wires->Tunnel. The symbol looks like a triangle with one vertex being a bleft dot. The idea is that instead of extending your wires physically all over your circuit drawing space by drawing them as lines, you can use tunnels as placeholders in different locations on your diagram for the same wire. These tunnels must have the same name so as to symbolize the same electrical connection. You are provided the file playWithTunnels.dig to give you an idea of how tunnels work in Digital. Think of them as being like wormholes that can connect 2 physically separate points on your circuit diagram through the same wire connection. Figure: playWithTunnels.dig screenshot Note that all the Interface areas in the .dig files for part1, part2 and part3 have tunnel components in them. That means when you draw your circuit outside the interface box in these files, you will need to draw the appropriate number of tunnel wires which hook up (via wormholes!) to the provided inputs and outputs within the interface box. Make sure the tunnels have the correct wire names. Specifications: Part-2 Part-2: Description In this part of the lab, we will illuminate two 7-segment displays. You will need to understand 2's Complement to determine when the input 4-bit binary number corresponds to a negative or positive number. To understand how an LED display works in Digital, please refer to the playWithLED_Display.dig file provided. You should play with different input combinations to see how it influences the LED Display value. In the screenshot below, note how I was able to generate the display of “3” on the Hex display by lighting up only certain input wires to the unit. Figure: playWithLED_Display.dig screenshot Here is a picture of how the different segments light up to produce the different displays: Figure: Lighting up different segments to produce display of 0-8 Note in the picture above that we showed displays only from 0-8 since in 4-bit 2s complement representation, 8 is the largest modulus value you can represent (the range of integers would be -8 to +7). Your circuit in Part-2 must accept a 4-bit 2's complement input {in3, in2, in1, in0} where in3 is the most significant bit and in0 is the least significant bit. The outputs of your circuit must illuminate the two 7-segment displays such that they display the decimal value of the input. Since this a 4-bit 2s complement represented number, that means the range of numbers (24=16) that can be shown correctly on the hex display (with sign) is [-24-1, +24-1-1] = [-8, +7] Part-2: User Interface You are provided an interface file lab2_part2.dig, start Part-2 from this file. You are not permitted to edit the content inside the dotted lines rectangle. Figure: lab2_part2.dig Interface Part-2: Example In the figure above, the input is {in3, in2, in1, in0} = {0, 0, 1, 1} Which means the input signal in, as a bus, reads 0011. Which is the 2's complement binary representation of the value +3. Note: only the middle segment, sign_g, (it appears as signg on the Digital screenshot) on the left display will be illuminated, and that too ONLY for negative values. Since +3 is a positive number, it is not illuminated in the above example. All the remaining sign signals remain turned off for both positive and negative numbers. Specifications: Part-3 Part-3: Description In this part of the lab, you will create a data path for the Add_Sub you build in Part-1. This data path will consist of 4 registers. In this lab, we are using the register components. Refer to playwithRegister.dig to get a good starting idea of how this component works. You will need to address 1 register via the interface select signals to determine which 4-bit register to write the input value to. Then using the D-Flip-flops in Digital. You will use only one Clock Input to keep the circuit synchronized. That is, with Clock=1, set up your register Clock to 1. For this lab, a manual setting of clock signal from 0 to 1 is needed. Do not create a periodic clock signal. Part-3: User Interface You are provided an interface file lab2_part3.dig, start Part-3 from this file. You are not permitted to edit the content inside the dotted lines rectangles. Figure: lab2_part3.dig Interface Part-3: Example bcf In this design, the user can choose out of the 4 registers where to store the 4-bit value which needs to be from (inA from part-1) and also which register to store the result of the operation (inB from part-1), using the selwrite register selection inputs. The user ensures they direct these two registers to the correct Register Selection: Read From values for inA and inB inputs values to the Add_Sub. Clock edge is used to load the values in the registers selected. So, When you click on “Synchronizing Clock”, a positive edge of the clock is created. This makes the Register capture the data value. In the figure above, we have written the value 3 to Register 3 and the value 4 to Register 2 and op is selected as 1 (Just like in part1 example2). Then, we read from Register 3 the value 3 to Add_Sub input A and read from Register 2 the value 4 to Add_Sub input B. Subtracting (op is 1) B from A gives Output as hexadecimal F without overflow. Part-3: Diagram The following diagram illustrates the high level design of this part. The black sections are provided, while the blue sections you must implement yourself.
The first R Quiz will be a take-home exam on November 3rd, 2025. The exam needs to be completed anytime between 8 AM on November 3rd, 2025 and 8 AM on November 4th, 2025. In the Assignments tab, you will find the quiz and the related datasets. You must only submit your R script. (file ending with .R containing the code). We will NOT consider any coding information in any other formats. This means that we will only grade based on the script in the .R file. No exceptions. IMPORTANT: If you do not have access to a laptop or a computer for the exam date, let us know by Friday, October 31st, 2025, so we can help you find a solution. Do NOT write your code in the console and then copy and paste it into the R script. None of the lines of code in your answer file should begin with “>” or any other extraneous symbols. We will only accept submissions via Brightspace. We will not consider any files submitted via email when grading. Submission: Submit one document — your R script. — which includes all your code. If you need to include additional explanations or answers, write them as comments within the same R script. Late submissions will not be considered (late means after 8 AM on November 4th, 2025). There are no exceptions. This means you need to time your quiz appropriately. For instance, if you try to upload your Quiz by 7:50AM on November 5th, 2025 and you face technical difficulties and upload your Quiz late, we will consider it as late and you will get a zero. Time your Quiz and submission appropriately. You cannot work in a group or ask questions to your classmates related to R/the quiz until the submission deadline has passed. Before you start, make sure you have installed and loaded these packages: haven, ggplot2, dplyr, tidyverse, stargazer, foreign. This is a subset of key packages that you will need. Review material R Quiz I: (1) assignment 1 to 7’s questions related to R (i.e. data questions and questions with R codes as answers). (2) Swirl Modules (1-15). The questions on the exams will be inspired by the assignment questions and the swirl modules. The day of the R Quiz: We will be holding the regular class time so you can answer your R quiz in class in our presence. 1. We will not answer questions (including how to download R/how to install packages). 2. You should already have R and the related packages on your computer before the Quiz day. If you have questions about R and R package installation, please contact us before the exam.
Financial Concepts Non-CONNECT Homework #3 – Financial Calculator NOTE: Calculate to 3 decimal places and round to 2 decimal places Which model financial calculator are you using______________________ 1. Amy wants to purchase a new boat that will cost $76,000. She will make a down payment of $8,000 and will borrow the rest. The annual interest rate on the loan is 4.32%. The monthly principal and interest payments will be $640.00. How many monthly payments will Amy have to make to pay off the boat loan? N i PV PMT FV 1. Sheldon needs to purchase some new appliances for her new condo. The appliances will cost $8,400. The store is offering a special for the financing of the appliances. The terms are 42 months with a minimum monthly payment of $240. What annual interest rate is Sheldon being charged? N i PV PMT FV 1. Leonard wants to save for a family vacation in 4 years. The cost of the vacation will be $28,000. He plans to invest in a mutual fund that will earn 6.2% annually. To reach his goal, how much does Leonard need to invest today? N i PV PMT FV 1. Penny wants to begin a retirement savings account. She plans on retiring in 42 years and wants to accumulate $2,250,000 by the time she retires. If she is just beginning her savings and can earn 7.2% annually on her investments, how much will she need to save each month? N i PV PMT FV 1. Howard just learned that 84 years ago his aunt left him $7,640 in an investment which paid 2.3% annual interest. What is the value of that investment today? N i PV PMT FV 1. Bernadette has an opportunity to invest $30,000 in a Certificate of Deposit (CD) that will pay her 3.54% annually. When the CD matures in 9 years, how much will Bernadette receive? Note: CD’s only pay interest at the end of the period. N i PV PMT FV 1. Assume the same facts as in 6) above, except the interest will be compounded semi-annually. When the CD matures in 9 years, how much will Bernadette receive? N i PV PMT FV 1. Assume the same facts as in 6) above, except the interest will be compounded monthly. When the CD matures in 9 years, how much will Bernadette receive? N i PV PMT FV 1. Raj purchased a house and obtained a $790,000 fully amortized level payment 25-year mortgage. The mortgage’s annual interest rate is 5.12%. What will be Raj’s monthly blended principal and interest payment? N i PV PMT FV 1. Using the information from 9) above, determine how much of the total payment is principal? And how much of the total payment is interest? Prepare the amortization table for months 1, 2, and 3 Beginning Amortization Ending Month Principal Payment Interest of Principle Principle 1 2 3
